There's Power in Teaching

In this episode of There's Power in Teaching, host Kathleen Vail speaks with Karley Picou, a school administrator from Lake Charles, Louisiana, and lead advisor for the school's Educators Rising program. Picou was honored as an Educators Rising Champion at the 2025 Educators Rising National Conference — part of PDK's annual recognition program celebrating the school leaders, teacher leaders, state partners, and other champions who are advancing the future educator pipeline across the country.

Picou shares how she first got involved with Educators Rising in 2022 at Washington Marion Magnet High School, starting with just five students, and how the program quickly grew into something that transformed the culture of her building. She describes the unique structure of her middle school club — which focuses on hands-on, school-related service and gives younger students a window into the high school program — and explains how the two clubs operate as a feeder system, collaborating across campuses and building a sense of shared identity and purpose within the Lake Charles community.

Throughout the conversation, Picou speaks to the qualities that make Educators Rising students stand out: their professionalism, their willingness to give and receive feedback, and the open mindset that the program deliberately cultivates. Drawing on her experience as a school administrator who has sat on both sides of the hiring table, she reflects on why these are exactly the qualities that sustain long careers in education — and why she has become one of the program's most passionate advocates, working to bring the entire community, from parents to local organizations, into the work of supporting the next generation of educators.

In this episode, we hear from three voices driving one of the most dynamic Educators Rising programs in the country. Brynne Massie, Kentucky's state coordinator, is joined by Leah Jefferson, veteran teacher leader and adjunct professor at Northern Kentucky University, and Alyssa Pollard, a high school senior, chapter president, and state officer who has become a passionate advocate for the profession.

Together, they offer a ground-level look at what it actually takes to build a grow-your-own teacher pipeline — and why it matters now more than ever.

What You'll Hear in This Episode
The case for grow-your-own. Brie shares how her own career trajectory — hired in part because she was from the community she served — shaped her conviction that local pipelines produce better teachers and stronger school cultures. The goal isn't just recruitment. It's retention, cultural continuity, and belonging.

A unique regional model. Leah teaches at the Ignite Institute, a regional career pathway school that draws from multiple high school feeders. Her program intentionally casts a wide net — including students interested in law, social work, and criminal justice — because the education ecosystem needs more than classroom teachers to thrive.

Student leadership in action. Alyssa describes how she went from managing her chapter's social media as a freshman to competing at nationals, applying for state office, and testifying at the state Capitol — none of which she anticipated when she first joined. Her story is a compelling case for what happens when students are given room to grow into roles they didn't know they were ready for.

Highlights from the 2026 Kentucky State Conference. The program hosted its first-ever delegate meeting — modeled on the national structure — giving students real governance experience and direct input into next year's planning. A red carpet walk honoring teacher leaders brought the house down.

Practical advice for states and districts. Leah offers concrete, no-nonsense guidance for anyone looking to launch or scale an Educators Rising chapter: map events to your existing curriculum, get students into authentic classroom experiences early, build a network of partners who can take things off your plate, and don't give up after one unanswered email.

A message to students on the fence. Alyssa's closing advice is simple: apply for the thing you don't think you're qualified for. Educators Rising is a safe space to make mistakes, find mentors, and discover what kind of leader — and educator — you're becoming.

Host & Guests
Molly Kauffman — Senior Outreach and Engagement Coordinator
Brynne Massie — State Coordinator, Kentucky Educators Rising
Leah Jefferson — Teacher Leader; Adjunct Professor, Northern Kentucky University College of Education
Alyssa Pollard — Chapter President and Kentucky State Officer, Educators Rising

© 2026 PDK International • Arlington, Virginia

Part 2: Growing the Pipeline—How Community and Leadership Sustain Renton’s Teacher Academy

In Part 2 of our conversation with Carla Smith and her colleagues from Renton Public Schools in Washington, we take a deeper look at how their Teacher Academy evolved from a small cohort into a thriving, district-wide pipeline preparing the next generation of educators. What began as a simple effort to inspire students to consider teaching has grown—piece by piece—into a powerful, community-driven program serving more than 150 students annually, with plans to expand even further.

The team shares how the program’s success is rooted in relationships: teachers identifying promising students, alumni returning to mentor the next cohort, and dedicated teacher leaders stepping forward to guide the work. From veteran educators launching new program sections to first-year instructors building excitement among their students, the Teacher Academy thrives because of educators who believe deeply in helping young people pursue careers in education.

Listeners will also hear how Renton extends its support beyond high school, creating intentional pathways into college and early career roles. Through advisory boards, alumni mentorship, and ongoing connection—including informal gatherings like “Coffee with Carla”—the program ensures students remain supported as they transition into the profession. This commitment to long-term mentorship helps reinforce confidence, sustain passion, and strengthen the educator pipeline from within the community.

This episode is also available on YouTube as a video podcast:
https://youtu.be/AJvySd0kP6c

This is part 1 of a three-part series of a conversation with the Teacher Academy team at Renton Public Schools (Washington) who have a mature pre-educator CTE pathway in their district, bolstered by a strong relationship with Central Washington University.

How do you turn high school students into future teachers—and bring them back to serve their own community?

We travel to Renton School District in Washington to explore how their Teacher Academy and Educators Rising program has created a thriving “grow your own” teacher pipeline. What began as a single high school program in 2008 has evolved into a comprehensive system that supports students from high school through college and into full-time teaching careers.

Teacher Academy Coordinator Carla Smith and her “dream team”—including university partners, current students, paraeducators, early-career teachers, and veteran educators—share firsthand how intentional support, mentorship, and community have helped close the leaks that often derail aspiring educators.

A central theme emerges early: this isn’t just a pathway—it’s a pipeline built on relationships, belonging, and long-term investment.

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Grow-your-own programs work because students already have roots in their communities.
Research shows that 60% of teachers work within 20 miles of where they went to high school. Renton’s program recognizes that the next generation of educators is already sitting in today’s classrooms.

Early exposure and dual credit opportunities accelerate the journey into teaching.
Students earn college credits, gain classroom experience, and even qualify as paraeducators before graduating high school, shortening the path to full-time teaching.

Ongoing mentorship keeps students connected through college and beyond.
Graduates stay involved as Teacher Academy Student Ambassadors (TASAs), providing mentorship, recruiting future educators, and maintaining strong ties to their home district.

Paid internships and work-based learning help students see teaching as a viable career.
Grant-funded opportunities allow students to work with younger learners while still in high school, building skills and confidence while earning income.

Community is the foundation of the pipeline.
Again and again, participants emphasize that relationships—with mentors, peers, and former teachers—are what sustain their commitment to becoming educators.

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• How Renton built and scaled its Teacher Academy program
• Why dual credit and early field experience make a difference
• How mentorship supports students from high school into careers
• How paid internships help strengthen the pipeline
• Why belonging and community are essential to developing future educators

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• A graduate returns to teach in the same school district that launched his career
• Students qualifying as paraeducators before graduating high school
• The creation of the Teacher Academy Student Ambassador program
• How one educator describes the pipeline as an “aqueduct” sustained by community

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Districts across the country are facing persistent teacher shortages. Renton’s experience demonstrates that sustainable solutions begin locally—by identifying, supporting, and investing in students who already have a passion for education and a commitment to their community.

As Carla Smith puts it, the goal isn’t simply to prepare students and send them on their way. It’s to help them belong—and to welcome them back.

Join us next time for part 2 of our conversation!

To get in touch with Carla Smith, her email is [email protected]
To get in touch with Educators Rising’s national office, contact [email protected]

In this episode of There’s Power in Teaching, host John Hendron sits down with PDK International’s new CEO, Jeanie Lee, for a candid conversation about the future of the teaching profession — and why the next generation of educators matters more than ever.

Drawing from her journey as a classroom teacher, systems leader, and now national education executive, Jeanie shares insights on belonging, mentorship, career pathways, and building a stronger educator pipeline.

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Why teaching shapes every profession
Jeanie reflects on the foundational power of great teachers — not just to influence academic achievement, but to shape identity, possibility, and purpose.

Her “accidental” path into education
Unlike many who feel an early calling, Jeanie entered teaching by chance — nearly quitting in her first year. She discusses how better systems and early exposure to the profession could have made that transition smoother, and why structural support matters.

The role of mentorship and belief
A recurring theme: someone saying, “Why not you?” Jeanie shares how mentors who paired belief with opportunity helped her grow — and why that same model is essential for young people today.

Why Educators Rising is uniquely positioned
As the only national CTSO singularly focused on aspiring educators, Educators Rising offers a real, growing pipeline of over 20,000 students preparing for teaching careers. Jeanie outlines her vision to:
•Strengthen alignment with postsecondary institutions

• Expand credential value and recognition
• Explore registered apprenticeships and “earn while you learn” pathways
• Build national coherence while honoring state innovation

Making teaching visible — and viable — earlier
Teaching must be presented as a modern leadership pathway, not a fallback option. Jeanie discusses the importance of storytelling, market value, and reducing financial barriers so students see education as both impactful and attainable.

Belonging as the key driver of engagement
Young people stay engaged when they feel seen, known, and connected. Belonging builds identity — and identity fuels motivation. This isn’t theory; it’s research-backed reality.

Why AI won’t replace teachers
Technology may enhance instruction, but it cannot replicate human connection, inspiration, or the relational work at the heart of teaching.

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Jeanie Lee joined PDK International as CEO in January 2026. Her career spans classroom teaching, district leadership, policy, philanthropy, and national nonprofit work. She is passionate about designing systems that allow educators — and students — to thrive.

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The future of teaching depends on intentional partnership. Whether you are an educator, policymaker, postsecondary leader, or community advocate, there is a role for you in building a stronger, more visible, and more sustainable pathway into the profession.

Learn more about Educators Rising at educatorsrising.org

Episode Overview

In this episode of There’s Power in Teaching, we’re joined by longtime Phi Delta Kappa leaders Patricia Williams and Lidia Zatopek. Together, they share practical insights and hard-earned wisdom on how to build, sustain, and energize a thriving professional chapter—while staying relevant to the future of the education profession.

Listeners will hear how intentional programming, meaningful recognition, and deep investment in future educators through Educators Rising have helped their chapter maintain high engagement, strong retention, and a powerful sense of community.

What You’ll Hear in This Episode

• Patricia Williams’ PDK Journey
• What Makes an Engaged Chapter
• Scholarships as a Tool for Impact
• Scholarship recipients becoming future chapter leaders
• Why honoring retirees is essential to chapter culture
• The importance of recognition across the PDK and Pi Lambda Theta family
• Why chapters should engage future educators early and consistently
• Building authentic relationships with students, advisors, and schools
• Why supporting Educators Rising strengthens—not replaces—PDK’s mission
• Advice for Chapter Leaders
• Embrace change and future-focused leadership

Key Takeaway

Strong chapters don’t happen by accident. They are built through intentional leadership, meaningful recognition, mentorship across generations, and a clear commitment to the future of the profession. By embracing Educators Rising while honoring PDK’s legacy, chapters can remain vibrant, relevant, and impactful well into the future.

Get in touch with our guests Patricia and Lidia at [email protected] and [email protected].

In this episode, Dr. Scott McLeod, PDK Distinguished Educator Fellow and Professor of Educational Leadership at the University of Colorado Denver, sits down with Owen Elsasser, National Vice President of Communications for Educators Rising. Owen shares his journey from high school leadership roles to college, and why he’s passionate about increasing male representation in education—especially in elementary and middle school classrooms.

Together, they explore:

• Why male educators are so rare and why that matters
• The statistics behind gender representation in teaching
• How early exposure and role models influence career choices
• Misconceptions about teaching as a profession
• Practical strategies for recruiting and supporting future educators

Key Takeaways:

• Only 23% of K–12 teachers are male, and that number has declined since the late 1980s.
• Male teachers are concentrated in high school; only about 2.5% teach kindergarten or early childhood.
• One in four U.S. students grows up without a male figure at home, making male role models in schools even more critical.
• Early classroom exposure and leadership opportunities through programs like Educators Rising can help break the cycle.

Guest Bio:
Owen Elsasser is a freshman at Wayne State College in Nebraska, majoring in elementary education. He has served as a chapter officer, Nebraska state officer, and now as a national officer for Educators Rising. Owen is passionate about advocating for male educators and inspiring the next generation of teachers.

© 2026 Educators Rising • PDK International

Host: Kathleen Vail
Guest: John Hendron

In our third and final episode dedicated to the topic of gamification, John Hendron chats with Kathleen Vail on the potential for hard fun in our pursuit of learner engagement with gamification. We explore user stories, the unique needs of adult learners, and share examples of how others are using gamification in fields both inclusive and exclusive of education and learning.

Finally, John discusses the genesis of the Playful Learning Designer, an attempt to use an AI tool to provide coaching for teachers interested in exploring how gamification can be embedded into instructional design. Interaction with the GPT begins with articulating your learners, their age, and the standards or instructional goals you have.

Resources:

• Breuer, H., Bessant, J., & Gudiksen, S. (2022). Gamification for innovators and entrepreneurs. Berlin: Degruyter. Available via http://www.degruyter.com/
• Dirksen, J. (2016). Design for how people learn (2nd ed.) San Francisco: New Riders.
• Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer.
• Kim, A.J. (2018). Game thinking: Innovate smarter and drive deep engagement with design techniques from hit games. Accessed via http://gamethinking.io
• McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin Press.
• Schell, J. (2020). The art of game design: A book of lenses (3rd ed.). Boca Raton: CRC Press.

© 2026 PDK International • Arlington, Virginia

Host: Kathleen Vail
Guest: John Hendron

In this episode of There’s Power in Teaching, Dr. John Hendron continues his conversation with Kathleen Vail on gamification, moving beyond surface-level mechanics to explore the psychology that actually drives motivation. Rather than treating gamification as a set of tools, the discussion focuses on why certain game-inspired strategies resonate with learners—and why others fall flat when used in isolation. The episode is grounded in classroom practice but applies equally to professional learning and adult education.

The conversation begins with a discussion of the most common entry point into gamification: points, badges, and leaderboards (often abbreviated as PBL). While these elements are widely used, Dr. Hendron cautions that they rarely lead to meaningful gains on their own. Points, for example, can be motivating for learners who enjoy visible progress or achievement, but they should not simply replicate traditional grading systems. Instead, points are most effective when paired with choice, mastery-based progression, and opportunities for students to decide how they demonstrate learning.

Badges are explored as another familiar tool, particularly in digital learning environments and learning management systems. When tied to clear criteria, badges can serve as visible markers of mastery and are often used in micro-credentialing. However, the episode emphasizes that not all learners are motivated by collecting symbols of achievement, making it important for educators to avoid relying on badges as the sole driver of engagement.

Leaderboards receive similar treatment. Public displays of progress or ranking can be highly motivating for competitive learners and are commonly seen in tools like Kahoot. At the same time, leaderboards can quietly disengage students who do not find competition motivating. Dr. Hendron stresses the importance of observing learner responses and balancing competitive elements with other forms of engagement so that motivation is not limited to a single “type” of learner.

From there, the episode shifts to the underlying psychology of games. Drawing on motivational theory, Dr. Hendron explains that people are motivated by different types of experiences, including competition, uncertainty and chance, emotional connection, and perspective-shifting experiences that offer novelty or thrill. These ideas help explain why activities such as escape rooms, team-based challenges, and shared accomplishments often resonate with students in ways traditional instruction may not.

The discussion then expands to a deeper framework drawn from gameful design research, outlining eight core motivational drives that influence human behavior. These include the desire for purpose and belonging, growth and accomplishment, creativity and feedback, ownership, social connection, scarcity, curiosity, and loss avoidance. Rather than overwhelming educators, the episode connects these drives back to familiar classroom practices, showing how elements like quick feedback, collecting resources, or time-limited opportunities tap into deeply human motivators.

Several concrete classroom examples illustrate how these ideas can be applied in practice. These range from using rapid, encouraging feedback—sometimes as simple as a literal high five—to playful sound cues that normalize failure and encourage persistence. The emphasis throughout is on creating a classroom culture where mistakes are part of learning and where motivation is sustained through thoughtful design rather than external pressure.

The episode concludes with a reminder that effective gamification does not require educators to overhaul everything at once. Instead, listeners are encouraged to start small, choose a few techniques that feel manageable, and focus on understanding what motivates their particular students. Gamification, when grounded in psychology and aligned with active learning, becomes less about making learning “fun” and more about designing experiences that foster engagement, purpose, and long-term growth.

Listeners are invited to explore related resources linked in the show notes, including articles from the current season of Kappan magazine and Dr. Hendron’s work on the Playful Learning Designer, an online tool that supports educators in designing gamified learning experiences.

Resources:

* Chou, Y. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Milipitas, CA: Octalysis Media.

© 2025 PDK International • Arlington, Virginia

In this kickoff conversation, host Kathleen Vail talks with John Hendron about the foundations of gamification—what it is, what it isn’t, and why educators and learning designers should care.

John traces his path from instructional technology leadership to researching how elements from games—like motivation loops, points, badges, social play, and competition—can improve adult professional learning. Using examples that span Apple Watch rings, Peloton leaderboards, classic board games, movie references, and even McDonald’s Monopoly, he illustrates how game mechanics quietly shape behaviors in everyday life.

This episode lays the groundwork for a deeper exploration of gamification’s psychology and its practical uses in education, professional development, and organizational engagement. Whether you’re new to gamification or already experimenting with game-inspired strategies, this conversation offers a clear, human-centered introduction.

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Key Topics Covered
•The difference between playing games and gamification

• Why game mechanics show up in fitness trackers, retail marketing, and daily technology habits
• Historical and cultural snapshots—from WarGames to Frogger to laser tag—that reveal how deeply games are woven into modern life
• Research insights:
• Nicole Lazzaro’s four types of fun
• The human “magic circle” of play
• Why the median gamer age is now 30—and why women game slightly more than men
• The promise and pitfalls of points, badges, and leaderboards
• Classroom examples: leaderboards, quests, and structures from eXplore Like a Pirate
• Professional learning examples: using scarcity, FOMO, incentives, and playful design to boost engagement
• How organizations like Khan Academy weave in game-like structures without overwhelming learners

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Why This Matters for Educators

Gamification isn’t about turning classrooms into video arcades. It’s about understanding why humans are drawn to certain patterns—progress, challenge, social connection—and using those patterns to design learning experiences that genuinely motivate.

John frames gamification as a powerful, flexible tool for:
•teacher professional development

• student engagement
• program marketing and recruitment
• organizational culture building