In this episode of the PBL Network Podcast, Ashley speaks with Brandon Thrasher, founder of ENSĀHYT and a nationally recognized voice in CTE storytelling, pathway identity, and closing the “possibility gap.”

Drawing on more than 20 years of experience in education, industry, and CTE leadership, Brandon explores how the way schools communicate their CTE pathways can dramatically shape student engagement and opportunity. The conversation focuses on moving CTE beyond the perception of being “just an elective,” helping students see where their learning can lead, leveraging Project-Based Learning (PBL) and industry partnerships, and building greater belief in CTE among students, educators, administrators, and communities.

Main Points

• Closing the Possibility Gap: Brandon Thrasher describes the “possibility gap” as the space between what a CTE program offers and what students understand those opportunities can lead to. Schools must help students see the connections between courses, certifications, dual enrollment, careers, entrepreneurship, and postsecondary opportunities.

• Moving CTE Beyond “Just an Elective”: CTE should be communicated and structured as a coherent program of study rather than a collection of individual electives. This requires teachers, counselors, administrators, and other stakeholders to understand how courses fit together and why the full pathway matters for students.

• Using PBL to Connect the Pieces: Project-Based Learning can provide a framework that connects technical skills, academics, industry experiences, entrepreneurship, collaboration, and authentic problem solving. For CTE instructors coming directly from industry, PBL can also provide the pedagogical structure needed to turn professional expertise into meaningful student learning experiences.

• Shaping the CTE Narrative: Brandon brings his marketing background into education by encouraging CTE leaders to think intentionally about how they communicate the value of their programs. Leaders need to understand their audience, articulate what is “in it” for students, and create a compelling vision of where a pathway can take them.

• Moving from Buy-In to Belief: Sustainable CTE programs require more than administrators approving funding or students enrolling in courses. Schools need stakeholders who genuinely believe in the value of CTE and understand how it fits alongside academic subjects, community partnerships, and the larger student experience.

Notable Quotes

"CTE is more than just an elective. We should start looking at it as a program of study." — Brandon Thrasher

"We should be working together hand in hand for building upon what a student can be." — Brandon Thrasher

"Understanding that CTE ... has power in the education system." — Brandon Thrasher

Call to Action

Ready to strengthen your CTE program, connect Project-Based Learning with authentic career experiences, and learn alongside other CTE leaders? Visit pblnetworks.com to join the PBL/CTE Network for free and access resources, roundtable replays, pathway stories, practical strategies, and upcoming events.

In this episode of the PBL Network Podcast, Ashley speaks with Brian Schoch, a business and marketing instructor from Ohio who bridges the classroom and statewide CTE leadership.

Brian shares insights from over 20 years of teaching, state-level program support, and extensive PBL training. The discussion centers on the nuances of onboarding non-traditional educators, the intersection of Project-Based Learning (PBL) and Career & Technical Education (CTE), harnessing industry partnerships, and supporting both teacher and student creativity in a rapidly shifting workforce landscape.

Main Points

• Transitioning from Industry to Education: Many CTE instructors come directly from industry, often lacking pedagogical training. Brian Schoch emphasizes the importance of supporting these educators to foster student engagement beyond subject matter expertise.

• Building Relationships and Student Engagement: Genuine teacher-student relationships and understanding student interests are critical. PBL supports this through activities like voice and choice, collaboration, and public presentations.

• Role of Industry Partners: True integration of community and industry partners enhances PBL and the CTE classroom, moving beyond guest speaking to genuine project involvement and feedback.

• Preparing for a Changing Workforce: The importance of teaching transferable skills—collaboration, critical thinking, communication, empathy—prepares students for an unpredictable, AI-influenced future.

• Empowering Creativity and Enjoyment: Leaders and instructors should prioritize creativity and enjoyment—for themselves and their students—to boost engagement and program effectiveness.

Three Notable Quotes

"My goal as a teacher is to figure out where you are, meet you where you are, and get you to the next place, whatever that happens to be." — Brian Schoch

"If you're working on a project that you're not excited about, you're working on the wrong project. You should be excited about this, and you should think that your students are going to be excited about it as well." — Brian Schoch

"It is such a relationship business. Relationships matter, they matter, they matter...you really need to get to know students—figure out what makes them tick, to get to know them individually." — Brian Schoch

Call to Action

Ready to nurture your own PBL journey or connect with a community of CTE leaders and educators? Visit⁠ pblnetworks.com ⁠to access resources, share stories, and join the conversation!

In this episode, Jennifer Woods discusses the intersection of Project-Based Learning (PBL) and Career & Technical Education (CTE) in a rural, coastal North Carolina school district. She explains how Currituck County Schools introduce hands-on career exploration as early as 5th grade and how they navigate staffing, industry partnerships, and authentic learning challenges with a student-centered vision. The conversation includes practical insights on embedding real-world tasks, securing student credentials, building community and industry relationships, and continuously adapting to industry and student needs.

Main Points

• Early Career Exploration:Currituck County Schools begin CTE programming in 5th grade with hands-on activities and sustained career exploration, helping students identify their interests prior to high school.

• Pathways and Credentials:Students have access to a wide range of CTE pathways, from automotive to nursing to computer science. Real-world performance-based assessments and state-funded industry credentials are core components of these programs.

• Industry Partnerships and Community:The district leverages strong but limited local industry connections for student internships and hands-on projects, while working creatively to grow opportunities in a rural setting.

• Challenges:Staffing, visibility, changing labor markets, and limited local industry pose ongoing hurdles. The district addresses these through teacher support, creative programming, and a reflective approach to improvement.

• Student Impact:Students enter high school with self-awareness and direction, leading to successful transitions to work, enlistment, or further education.

Notable Quotes

1. "We are just helping all of the kids along to make sure they find what they're passionate about and diving right into that." – Jennifer Woods

2. "You have to monitor your situation and you have to adjust. You have to monitor the funding situations and you have to adjust. You have to monitor your labor market industry, what's coming, what's going, and you have to adjust." – Jennifer Woods

3. "We are providing them with great experiences, whether to start working right away or to continue their education, whichever way it leads." – Jennifer Woods

Call to Action

To learn more about project-based learning and CTE innovation, visit pblnetworks.com.

In this episode of the PBL Network Podcast, Ashley sits down with Ronni, an inspiring STEM and Pathway to Engineering teacher in Southern Maryland. Together, they discuss Ronni’s journey into Project Based Learning (PBL), how she’s integrated it into Career and Technical Education (CTE), and the ways her projects have impacted both students and the local community. Highlights include project examples like students creating emergency preparedness materials for a local nuclear power plant and tackling real-world problems such as space junk with authentic industry partnerships. The conversation explores the alignment between PBL and CTE, teacher and student transformation, and advice for educators and leaders considering PBL for their programs.

Main Points

• PBL as an Engine for CTE: Ronni shares how PBL transitioned from being an “add-on” to becoming the core structure that drives learning in her classroom, connecting STEM content directly to real community needs.

• Authentic Industry Partnerships: Through collaborations with local engineers, the nuclear power plant, and even international thought partners, Ronni’s students gain tangible exposure to industry standards and work-based skills.

• Student Empowerment: PBL fosters deeper student agency, independence, and critical 21st-century skills like creativity, collaboration, and professionalism, preparing learners for both college and career pathways.

• Teacher Transformation: Ronni credits PBL training and collaborative planning for reinvigorating her teaching practice and building community among colleagues.

• Advice for Leaders and Teachers: The conversation offers practical strategies for CTE leaders, including starting with a core group of eager teachers, building out supportive structures and partnerships, and fostering a culture where taking risks and learning from experimentation is celebrated.

Notable Quotes

• “If you get them into the right project, if you just propose something that is at all engaging to them, they're gonna go on their own. It's amazing.” — Ronni Morrissey

• “If you're thinking about it… find those teachers that are willing to jump off the deep end and they're willing to just swim. I think if you start there, you could really… watch it flourish.” — Ronni Morrissey

Call to Action

Interested in building powerful PBL experiences for your students or growing your leadership network?

Join the conversation, access resources, and connect with a community of innovative educators at pblnetworks.com.

This episode explores how Project Based Learning (PBL) can strengthen Career and Technical Education (CTE) programs by increasing authenticity, improving instructional design, and deepening real-world learning experiences.

Host Ashley Curtin sits down with Carrie, a CTE director and principal in southern Maryland, to discuss how her district is integrating PBL into career pathway programs and what that looks like in practice.

The conversation highlights how intentional project design, authentic community partnerships, and student-driven inquiry can transform CTE classrooms from “doing activities” into powerful learning environments that prepare students for real careers and real problems.

Learn More

To continue the conversation around Project Based Learning leadership and collaboration, explore the PBL Networks community at:

pblnetworks.com