Listeners, imagine waking up to a school day with no bells, no rows of desks, no rigid timetable of subjects broken into 50-minute chunks. Instead, you open your laptop or step into a learning space that feels more like a studio, a lab, or a mission control center than a traditional classroom. Your day begins by checking in with your learning coach, not to be told what to memorize, but to map out the goals you set for yourself, goals tied to real-world challenges, not just assignments. Maybe you’ll spend the morning collaborating with peers from five continents on a project to design an accessible renewable energy solution for a community you’ve interviewed over video calls. After a break, you join a live session with an astrophysicist or a social entrepreneur—an expert whose job it is not to lecture, but to provoke questions and offer guidance. In the afternoon, you dive into a self-directed sprint: researching, prototyping, refining. You’ll log reflections, track your growth across competencies, and connect your work to global sustainable development goals. And all along the way, you’ll be developing not just knowledge, but the habits of curiosity, collaboration, and self-direction that define lifelong learners. This is a glimpse into the School of Humanity, an ambitious experiment in reimagining what learning can look like when it’s no longer bound by the old industrial model. My guest today, Raya Bidshahri, is its founder and CEO. Drawing on her background in neuroscience, her passion for human flourishing, and her conviction that education must be designed for the future—not the past—Raya has built a model that blends purpose, agency, and global connection. In this conversation, we explore what it takes to create a learning ecosystem that feels alive, human-centered, and relevant—and why she believes every learner deserves the chance to be the architect of their own education.

Raya is an award-winning serial education entrepreneur. She is passionate about utilizing education as a tool for sustainable development and human progress. She has expansive experience in designing, facilitating and scaling innovative education programs. Among many other awards, Raya is listed by the BBC as one of the most inspiring and influential women on Planet Earth. As always our episodes are edited by the talented Evan Kurohara. Our theme music is by the master pianist, Michael Sloan. (NOTE: This episode was inspired by my viewing of the incredible PBS series, A Short History of the Future.)

No joke, listeners—today’s guest, Erin O’Reilly, grew up in Missoula, Montana and attended Mount Jumbo Elementary, Rattlesnake Middle, and Hellgate High. Hashtag best school names, ever. And now, full circle, Erin is shaping the future of education from right there in the heart of Big Sky Country. 

At the University of Montana Erin is an Adjunct Assistant Professor in the Department of Teaching and Learning where she prepares preservice teachers through courses like Ethics and Policy Issues, Educational Psychology, Social Studies Methods, and field experience seminars. She is also an Instructor for the Office of Student Success and TRiO teaching courses like You at UM - First Year seminar and College and Career Success, supporting students transitioning into college and leaving with their degree.

She’s also a doctoral candidate pursuing her doctorate in Teaching and Learning.

What brought Erin to this podcast, though, is her growing body of work around teaching in teams—a practice she’s researching, writing about, and living through a book she co-authored titled “team ED”. She’s posing powerful questions about how collaborative teaching models can strengthen schools, support teachers, and—maybe—keep more of them in the profession, which, by the way, will be the subject of her dissertation. 

In the classroom, Erin mentors and supports future educators, helping them prepare not just for their first field placement, but for the real, messy, beautiful work of teaching. Her vision is bold, meaning learning that is inclusive, personalized, and rooted in community. She’s helping to build ecosystems where innovation, equity, and shared practice can thrive.

In preparing for this conversation, I read through several letters written on Erin’s behalf. One described her as “a reliable colleague known for her focus on preparing strong and adaptable classroom teachers.” Another spoke to “the creativity she pours into her preparation,” her ability to “create thoughtful and caring learning environments while also adhering to rigorous goals,” and her work to “address individual differences and reach diverse learners.” Another letter called out the “virtual library” she built for her students—complete with a personal avatar and curated DEI-aligned resources—as a reflection of her thoughtful innovation. Another letter noted, simply and powerfully: “She cares deeply about making the world a better place through education.” But the line that lingered with me was this: “She is highly professional in all her endeavors, and her work is invaluable to our department.” High praise indeed. 

Nick Salmon, one of Erin’s co-authors wrote the following for this episode: “When I first met Erin ten years ago, I knew she saw the future of learning differently. In a room of men talking about the bureaucracy of school, Erin was the only woman talking about the integration of technology, resilience, and integrated learning experiences. That first encounter led to collaborating on the educational vision of a small school, and then our article on furniture whispering. When the opportunity to create the book teamED emerged, Erin O’Reilly and Mar Cano were the obvious co-authors.” 

And finally there was this—from one of Erin’s students:

“You’ve truly been an inspiration in my life and helped me feel human and worthy when I didn’t. I’ve had more than one bump in my journey to become a teacher, and all of the understanding, warm welcomes, and support helped me more than you know.”

Our episodes are edited by the talented Evan Kurohara. Our theme music comes from the catalog of master pianist, Michael Sloan.

Listeners, buckle up. You’re about to meet a Virginia public school superintendent whose mother referred to him as Tom Sawyer, and for good reason. Dr. Jason Van Heukelum has been rallying people around bold visions since his earliest days in Rochester, New York. We can only imagine him convincing friends to join some backyard adventure, or today, getting entire communities to reimagine high school. Jason is someone who knows how to design and build—and bring others with him.

He’s also the kind of educator, coach, guide and mentor who sees transformation not as a someday ideal, but as a here-and-now imperative. His 27-year journey includes teaching math, coaching sports, leading middle and high schools, and directing an American international school in La Paz, Bolivia. He brings deep systems experience, from classroom to central office, and a rock-solid belief that the secret to great schools lies in pairing high expectations with a deep connection to community, where so much of learning happens.

Today, he’s the superintendent of Winchester Public Schools in Virginia and the driving force behind something extraordinary: the Emil and Grace Shihadeh Innovation Center, a cathedral to possibility and purpose that redefines what high school could be. No bells. Just young people walking through doors into real-world learning and a buffet of multiple choices.

But before we get there, we’re heading to Algonquin, Canada, where a young Jason portaged a canoe across miles of wilderness. We’ll linger in Ecclesiastes, the Old Testament book that moves him, even on the hardest days, to rejoice in the work and find meaning in the mystery. We’ll talk about "The Speed of Trust," why relationships drive change, and what Jason means when he says, “The most important lessons we learn cannot be measured by standardized tests.” We’ll dive into the Shihadeh Center, his strategic vision for Winchester, and how his grad school capstone is becoming real through collaborative, school-based services.

We’ll explore cathedral thinking, the future of public education, and the courage it takes to build innovation that lasts. And in the end, we’ll honor the wisdom of a mentor named Penny Hedrick, whose support Jason carries with him every day. To close these show notes I’ll quote from a letter written on Jason’s behalf: “The best leaders make everyone around them better. The best leaders improve the organization they lead, cultivate passionate and loyal followers who believe in their vision, and pave the way for future leaders to carry on their work when they are gone. Jason Van Heukelum is one of the best leaders I have had the opportunity to work with.”

Our episodes are edited by the talented audio engineer, Evan Kurohara. Our theme music comes from the catalog of pianist, Michael Sloan.

Crystal Clark is a passionate and dedicated educator based in Kemmerer, Wyoming, with over two decades of experience in early childhood and elementary education. 

Currently serving as both a K–6 Instructional Facilitator and teacher in Lincoln County School District 1, she is a dynamic leader who thrives at the intersection of curriculum development, instructional coaching, and educator support. Crystal is deeply committed to hands-on, project-based learning and has played key roles in the RIDE initiative, the Rural Teacher Corps Program, and her district’s PLC and Building Leadership Teams. RIDE PD is supported by 2Revolutions.

Crystal's work is rooted in meaningful collaboration, whether she’s mentoring new teachers, leading curriculum alignment efforts, or helping educators analyze data to drive classroom practice. Having received multiple professional educator certifications, she brings a research-informed approach to literacy and learning. Above all, she is known for cultivating warm, supportive environments where both students and teachers can thrive.

And today, we’re going to stretch this story out across time and place—from Crystal’s childhood in a Wyoming town of 3,000 to her leadership in one of the state’s most ambitious education innovation efforts. Crystal and I talk about how the way we teach math can unintentionally create a sorting system, and why Crystal believes love of math starts in the earliest grades. We’ll explore what it truly means to coach teachers, how her deep roots in the Kemmerer community shape her impact, and why working side-by-side with educators—not above or outside—makes all the difference. Crystal will share how a single student helped define her “why,” and we’ll get a window into her vision for what Wyoming’s students could become when we remove barriers and build systems around relationships. You’ll also hear about a statewide showcase that puts hope on full display. 

You’ll hear about a children’s book manuscript Crystal wrote, a diamond-sized breakthrough in her professional practice, a new approach to SEL called BARR, and how it all comes back to mentorship and belonging. And when Crystal answers my final question with two names—Nikki Baldwin and her husband, Shane—you’ll understand exactly why I wanted to bring her voice to this podcast.

What you are about to hear is not just the story of one educator—it is the story of what happens when roots run deep, when relationships guide the work, and when courage meets a commitment to community. Crystal Clark reminds us that transformation isn’t a theory. It’s a practice. It’s personal. And it’s happening—in Wyoming, and maybe, just maybe, in a school near you.

The WSCB Podcast is edited by the talented Evan Kurohara. Our theme music is the pianist, Michael Sloan.

Jennifer Ahn is the executive director of Lead by Learning. She lives with her husband and children in northern California. The reason I asked Jennifer to be on this show is because I read an incredible book in 2024 titled Street Data. Carrie Wilson, the author of chapter 7 of Street Data and the former executive director of Lead by Learning wrote the following for this episode. 

“I remember over a decade ago, after Jennifer Ahn interviewed for a program associate position with us at Lead by Learning, I had this strong sense that there was nothing she couldn't do. So there are countless wonderful things to know about her. The first, which you are likely to detect in this conversation, is a combination of wicked intelligence and joyful spirit. There is a brilliant dynamism to her approach. She brings grounding, compassion, and clarity, which are much-needed qualities of leadership in these uncertain times. Showing up this way, she creates the conditions that allow for vulnerability, and also for an expansive sense of possibility and creativity. In working this way, Jennifer has made invaluable contributions to Lead by Learning and to public education. Jennifer designed and implemented the Lead by Learning Certificate Program, she built robust partnerships with Social and Emotional Learning departments and Expanded Learning teams, she pioneered Lead by Learning’s work with the Chicago Public Schools Fund, she created Lead by Learning’s Anti-racist Affinity Networks, and she developed a dynamic team of program leaders who are skilled at creating spaces that hold the complexity of what it means to lead, teach, and learn together. I am forever grateful for the way Jennifer continues to lead and develop Lead by Learning.” As you prepare to dive into this conversation, listeners, ask yourself if the true revolution in education isn’t happening in classrooms—but in the minds and hearts of the educators themselves. What if the way forward isn’t more training, more compliance, or more performance metrics—but a profound act of unlearning, re-seeing, and reconnecting? Jennifer Ahn believes that professional learning should be more than a box to check. For her, it’s about mending and reinforcing—yes, like sashiko stitching, which she is learning—and about letting art, dance, and story shape our understanding of what it means to grow, together. Most of all, Jennifer sees the deep value in being willing to be disturbed. Finally, listeners, Jennifer Ahn wrote the following words in an online article she shared with me: “In Braiding Sweetgrass, Robin Wall Kimmerer writes that “It’s such a simple thing but we all know the power of gratitude to incite a cycle of reciprocity.” Ahn goes on to say, When educators appreciate one another’s perspectives and they see how their collective perspectives lead to action, they feel empowered to spread it across their system.” As always, our episodes are edited by the amazing Evan Kurohara. Our theme music comes from the catalog of pianist, Michael Sloan.

Emine Naz Can is a university student born and raised in Turkey who sees herself as citizen of the world. Emine is not simply studying industrial engineering—she’s actively engineering the future of education as one of the first students in a phenomenon called Nobel Navigators. Her journey is one of bold imagination and quiet courage, of bridges built between cultures, communities, and ideas. She’s the founder of Paridoc Academy, a reimagined learning experience that invites students to be seen, heard, and prepared for life beyond the classroom. And as I just mentioned, she has been an integral part of Nobel Navigators, where education transformation is not just a goal, but a daily practice. Nobel Navigators is a global social-learning community where youth come to learn, lead, and succeed. It emphasizes collaboration on local and international projects, helping students progress from learners to global leaders. By mastering technical, soft, and leadership skills, and cultivating cultural awareness and empathy, Nobel prepares students to thrive in the 21st-century global economy. This approach has aligned seamlessly with Emine’s passion for creating educational systems that are both equitable and relevant. Andrew Sachs, the founder of Nobel Navigators wrote the following for this episode: “Emine joined Nobel Navigators in 2021 as one of our first youth from Turkey. She was shy but deeply passionate about learning, connecting with others, and helping people. She believed she could achieve much more in the right learning environment, and over the next four years, she created that environment not only for herself but for thousands of other youths around the globe. Emine developed a wide range of skills, including sales, networking, marketing, negotiation, and promotion, while also growing into the action-oriented, empathetic leader our world needs. She stands as a role model for countless youth and as living proof of the incredible potential young people have to become compassionate, capable leaders.” In this conversation, we’ll step into Emine’s global perspective and explore how her upbringing has shaped a deep love for true teamwork—even through the surprising lens of American flag football, which she plays in Istanbul. We’ll travel through her values, her inspirations, and the questions that keep her moving forward. You’ll hear how James Clear’s "Atomic Habits" has guided her toward the power of small, consistent changes, and how these “tiny gains” have compounded into the leader she is today. We’ll examine the contours of equal access, the weight of purpose, and the fire of passion—unpacking what education could become when it is built to serve all learners, not just a select few. Emine reminds us that meaningful change often starts with the little things—a kind gesture, a word of encouragement, a coffee run, a teacher who listens. And from these moments, we can build a world where school is not a system of sorting, but a space of becoming. So join us for a conversation that lifts, challenges, and inspires—a conversation about education, identity, and the kind of future that doesn’t just happen, but is designed with care and intention. As always our episodes are edited by the talented Evan Kurohara, and our theme music is by the master pianist, Michael Sloan. 

Listeners, imagine a student who always loved school—not just for the grades or the gold stars, but for the challenge, the structure, the sense of accomplishment. A student who moved frequently as a kid, not worried about making friends, but determined to succeed academically. A student who “played school well,” but, looking back, remembers teachers more than lessons, relationships more than curriculum. That student was Rebecca Parks. Rebecca doesn’t just believe in education—she lives it. From a K-12 experience that set the stage for her passion to teach to the defining “failure moments” that forged her resilience in college, Rebecca’s journey has been one of learning, leading, and, most of all, reimagining what’s possible. And at the heart of her mission? A bold idea: that learning should be rooted in place, connected to the real world, and designed to spark curiosity and wonder. Her dissertation, The Impact of a Place-Based Environment on Elementary Students, is a call to action. It examines the power of place-based learning, where students don’t just sit at desks but engage with the world around them. She explored the country’s most innovative schools—Teton Science Schools in Wyoming, the Zoo Academy in Nebraska, Missouri’s WOLF Academy and many more—places where learning is hands-on, immersive, and deeply connected to the community. But she didn’t stop at research. As principal of Southview Elementary in southern Missouri, Rebecca led a school that became a state-recognized model for collaboration and professional learning. And in 2019, she took her vision even further, launching LENS—Learning and Exploring through Nature and Science—a groundbreaking school within a school, where a select group of third and fourth graders engaged in a non-traditional, science, nature-focused and archeology oriented curriculum while still meeting state standards. Her story is about breaking free from the factory model of education, embracing curiosity, and fostering a culture of learning that is real, meaningful, and alive. Today, we step into that story with her. So get ready; this is more than a conversation. It’s an invitation to rethink what’s possible in education. An invitation to consider what school could be, and what could be school. As always our episodes are edited by sound engineer, Evan Kurohara. Our theme music comes from the catalog of master pianist, Michael Sloan.

Imagine a school, not just built with bricks and mortar, but with hope. A place where students don’t just learn—they lead. A space where innovation isn’t a buzzword—it’s the foundation of every single day. Today on the What School Could Be Podcast, we step into the future of education with two visionary leaders who happen to live and work in the Great State of Rhode Island: Bryan Byerlee and Heather Breton. Heather grew up in Rhode Island, raised by a village—her grandparents, her teachers, and a community that shaped her into the educator she is today. She’s a believer in the power of connections, curiosity, and personalization—because no two students should or will ever walk the same path. Currently she is the principal at Rhodes Elementary in Rhode Island’s Cranston Public Schools. Bryan, also a Rhode Island native, found inspiration in the relationships he built while in school and on his life’s journey. I ask him to reflect on how hope, the state motto of Rhode Island and not just an abstract idea, is built from relationships, from moving at the speed of trust in a school culture where every voice matters. Bryan has been and continues to be the principal at Garden City Elementary, which is largely the focus of this episode. Together, they stand at the heart of Garden City Elementary, a groundbreaking school designed by Fielding International not just for students, but with the entire Garden City community. Imagine a place where learning spaces flex and shift, where nature meets design, and where education is reimagined through the lens of choice, autonomy, and well-being. In this episode, we’ll talk about what it means to design a school around students instead of fitting students into a school. We’ll explore the discomfort of change, the thrill of transformation, and the small, human moments that create lasting impact. We will address questions such as: How do learning environments contribute to deeper and collaborative learning? What does it look like when kids take charge of their own learning journeys? And how can the physical spaces we build today shape the communities of tomorrow? And if you think this episode is just about one school, think again. This conversation is about the future of education itself. Nathan Strenge, the Senior Learning Designer at Fielding International wrote the following for this episode: “I recommended Bryan and Heather for the What School Could Be Podcast because of their remarkable leadership during the launch of Garden City School. They embraced learner-centered teaching, empowering others to transform practices and shift from isolated classrooms to collaborative environments where student agency and joy flourish. Their lived experience exemplifies the heart of what school could be." So fasten your seatbelts, listeners; here is my conversation with Heather Breton and Bryan Byerlee. The show's audio is engineered by Evan Kurohara. Our theme music is provided by pianist, Michael Sloan.

Listeners, a little over a year ago I attended a leadership conference here in my home city of Honolulu. At that conference the keynote, a futurist named Richard Yonck referred to a book he felt the 1000 business leaders in the audience needed to read. The book he referenced is The Good Ancestor, by Roman Krznaric. Five minutes after Yonck's reference Krznaric’s book was on its way to me via my Amazon app. The Good Ancestor changed the arc of my life and shifted my thinking about education 180 degrees. So it is with great pleasure that I bring to you today my interview with its author. In this episode I delve deep into the mind of one of the most thought-provoking authors of our time. Roman Krznaric is a public philosopher, social change advocate, and, as noted, the author of the influential book The Good Ancestor: How to Think Long Term in a Short-Term World. His work challenges us to reimagine how we approach the future, prioritize intergenerational justice, and rethink the systems that shape our lives—including and maybe most importantly, education. We begin with a walk through the world’s first Empathy Museum, an initiative Roman founded, which invites visitors to step into the shoes of others—literally and figuratively. From there, we explore how his own intercultural experiences as a young student in Hong Kong sparked a lifelong commitment to empathy and connection. Then, we geek out on Roman’s acclaim as a writer. The Good Ancestor has garnered praise from luminaries like The Edge of U2 fame, who called it “the book our children’s children will thank us for reading.” We discuss how such heartfelt endorsements fuel his mission to inspire long-term thinking. Subsequently, we turn our focus to the intersection of education and the ideas in The Good Ancestor. How can teachers incorporate concepts like Wade Davis’ ethnosphere into cross-disciplinary lessons that encourage students to think across time? How might legacy thinking, cathedral building, and imagination as a skill become the core of a reimagined curriculum? Roman shares actionable insights that educators can bring to life in their classrooms today. 

We also discuss bold ideas for governance, such as transitioning from nation-states to city-states, and how such shifts could empower students to design systems rooted in deep democracy and sustainable futures. And we explore the potential of a course modeled after Kim Stanley Robinson’s The Ministry for the Future, deputizing students as “ministers” tasked with addressing humanity’s greatest challenges.

Finally, listeners, as I write approximately 8 billion humans are alive on Earth. Over 50,000 years approximately 100 billion have already died. And, approximately 7 trillion humans will be born in the next 50,000 years. This episode is dedicated to the just born, and yet unborn. 

Sophie Halliday, a dear friend and the executive director of the Laulima Foundation here in Hawaii said the following for this episode: “The Good Ancestor has been an important part of my thinking as both a citizen of the world and as an educator. I was profoundly moved by Krznaric’s call for us to extend our time horizon when it comes to decision-making to shift towards acorn thinking, taking into consideration the interests of future generations. His work translating and amplifying indigenous knowledge and wisdom has deeply influenced my work with youth - a core mindset that we seek to instill in our Laulima Foundation youth advisory board members is a generational mindset: We ask, How might we infuse our decision-making to take into account future generations yet to be born?" Our episodes are engineered and edited by the talented Evan Kurohara. Our theme music comes from the catalog of pianist, Michael Sloan.

Back in June of last year, listeners, my daughter, Emma got married in the foothills of the Sierra Nevada Mountains in California. The day after her wedding my wife and I got coffee and breakfast at a Nevada City coffee joint. While I was in the restroom Cheryl spotted a guy wearing a floppy hat reading and writing at one of the shop’s tables. The book he had open was John Hattie’s Visible Learning. She rushed to get me as I emerged from the restroom and excitedly shared what she had spotted. We sashayed over to the guy and struck up a conversation about his reading of Hattie. As it turned out, the gods were watching over me that morning because the gentleman, Tony Frontier, was and is a colleague of John Hattie. Tony and I traded contacts and later, at my request, asked Mr. Hattie if he would be on my show. Long story short, John Hattie and Tony Frontier are my first guests of the 2025 season. I could not be more stoked, honored, pleased and privileged.

Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. Hattie became known to a wider public with his two books Visible Learning and Visible Learning for Teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 80 million students. Visible Learning is the result of 15 years of research about what works best for learning in schools. He has been called “possibly the world’s most influential education academic.” 

I asked ChatGPT for a quote about John Hattie and it came with this: “John Hattie is a beacon of educational insight, illuminating what truly works in the classroom with unparalleled clarity and evidence. His groundbreaking work in Visible Learning has redefined how we understand impact, empowering educators to transform learning outcomes worldwide.” Thanks, ChatGPT, and I could not agree more. You can find more on John Hattie at the website of the Melbourne Graduate School of Education, University of Melbourne, in Australia. 

Tony Frontier is an award-winning educator who works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student learning. With expertise in student engagement, evidence-based assessment, effective instruction, teacher reflection, data analysis, and strategic planning, Frontier emphasizes a systems approach to build capacity and empower teachers to improve each student’s schooling experience. Prior to his work as a consultant, Frontier served as an associate professor of doctoral leadership studies at Cardinal Stritch University in Milwaukee, Wisconsin, where he taught courses in curriculum development, organizational learning, research methods, and statistics. As a former classroom teacher in Milwaukee Public Schools, an associate high school principal, and the director of curriculum and instruction for the Whitefish Bay School District, Frontier brings a wealth of experience to his writing and research. His latest book, AI with Intention: Principles and Action Steps for Teachers and School Leaders will be published later this year through ASCD. As a professional musician and photographer, Frontier is always listening and looking for metaphors in the arts and humanities to help participants make authentic connections to the opportunities and challenges teachers and school leaders face each day.

As always, our episodes are edited by the talented Evan Kurohara, and our theme music comes from the catalog of pianist, Michael Sloan. Please leave us a review wherever you get your podcasts!