College & Career Readiness Radio

T.J. Vari

College & Career Readiness Radio with T.J. Vari A podcast about all things career and college readiness. Brought to you by MaiaLearning.

  1. Empowering All Students to Enact Their Postsecondary Plans with Eder Joseph

    HÁ 4 DIAS

    Empowering All Students to Enact Their Postsecondary Plans with Eder Joseph

    Our guest for this episode of College & Career Readiness Radio is Assistant Superintendent Eder Joseph. EJ shares that about 65% of his CTE high school graduates pursue two- or four-year college, reflecting that CTE is a path to college as well as careers. He highlights that parents often carry outdated views of CTE as “vocational,” and that it requires effort to change the narrative toward CTE as a viable, rigorous, and respected option. EJ points out that many of his students use CTE pathways as a springboard, for example, learning culinary, cosmetology, or trades and then choosing to pursue business education in college so they can become entrepreneurs in their field. He describes intentional program features such as having students in programs (like cosmetology) develop business plans, create resumes, and design business cards with help from other CTE students. EJ notes that students in his CTE programs get the chance to showcase their business plans schoolwide, including details like pricing and service offerings, which builds real-world business skills. EJ states that branding and program structure matter: his district groups CTE programs into “schools of” (e.g., School of Allied Health, School of Performing Arts Academy, School of Skills Trade) and uses “career major” terminology to enhance program appeal and clarity for families. EJ is a big fan of community college because of its affordability and the flexibility for students to explore various pathways before committing to a four-year program. Don’t miss what he shares about his own children who followed the two-year community college to four-year university path, resulting in significant cost savings. EJ reports that dual enrollment is a core focus, both in academic and CTE courses, making it possible for students to earn college credit prior to high school graduation. He urges district leaders to research local colleges’ offerings and build dual enrollment partnerships, noting that community colleges are generally eager to partner with high schools. EJ explains that by aligning curriculum with college offerings and collaborating with decision-makers, high schools can quickly expand dual enrollment opportunities for students. He emphasizes the value of work-based learning: students in allied health programs, for example, complete clinical rotations that help clarify which areas of the field they do (and do not) want to pursue. EJ sees the process of learning what careers students don’t want as equally valuable as confirming what they do want, minimizing costly missteps after high school. EJ believes that both credentials and lived experience are key—his students leave with “real” industry-valued credentials that pass scrutiny from industry partners. He and his district use parent engagement sessions—including events with community college partners—to educate families about the financial benefits, flexible transfer options, and overall value of CTE and dual enrollment. EJ shares that enrollment in his district has increased by 18% since adopting strategies like the exploratory major period and dual enrollment partnerships. He stresses the importance of both CTE and AP/academic rigor, ensuring that all students are challenged and graduate prepared for either college or a successful career. EJ’s “billboard” message: every student should graduate with a true understanding of the pathway they are choosing, so that they avoid spending unnecessary time and money finding their direction after high school.

    33min
  2. Empowering All Students to Enact Their Postsecondary Plans with Eder Joseph

    HÁ 4 DIAS

    Empowering All Students to Enact Their Postsecondary Plans with Eder Joseph

    Our guest for this episode of College & Career Readiness Radio is Assistant Superintendent Eder Joseph. EJ shares that about 65% of his CTE high school graduates pursue two- or four-year college, reflecting that CTE is a path to college as well as careers. He highlights that parents often carry outdated views of CTE as “vocational,” and that it requires effort to change the narrative toward CTE as a viable, rigorous, and respected option. EJ points out that many of his students use CTE pathways as a springboard, for example, learning culinary, cosmetology, or trades and then choosing to pursue business education in college so they can become entrepreneurs in their field. He describes intentional program features such as having students in programs (like cosmetology) develop business plans, create resumes, and design business cards with help from other CTE students. EJ notes that students in his CTE programs get the chance to showcase their business plans schoolwide, including details like pricing and service offerings, which builds real-world business skills. EJ states that branding and program structure matter: his district groups CTE programs into “schools of” (e.g., School of Allied Health, School of Performing Arts Academy, School of Skills Trade) and uses “career major” terminology to enhance program appeal and clarity for families. EJ is a big fan of community college because of its affordability and the flexibility for students to explore various pathways before committing to a four-year program. Don’t miss what he shares about his own children who followed the two-year community college to four-year university path, resulting in significant cost savings. EJ reports that dual enrollment is a core focus, both in academic and CTE courses, making it possible for students to earn college credit prior to high school graduation. He urges district leaders to research local colleges’ offerings and build dual enrollment partnerships, noting that community colleges are generally eager to partner with high schools. EJ explains that by aligning curriculum with college offerings and collaborating with decision-makers, high schools can quickly expand dual enrollment opportunities for students. He emphasizes the value of work-based learning: students in allied health programs, for example, complete clinical rotations that help clarify which areas of the field they do (and do not) want to pursue. EJ sees the process of learning what careers students don’t want as equally valuable as confirming what they do want, minimizing costly missteps after high school. EJ believes that both credentials and lived experience are key—his students leave with “real” industry-valued credentials that pass scrutiny from industry partners. He and his district use parent engagement sessions—including events with community college partners—to educate families about the financial benefits, flexible transfer options, and overall value of CTE and dual enrollment. EJ shares that enrollment in his district has increased by 18% since adopting strategies like the exploratory major period and dual enrollment partnerships. He stresses the importance of both CTE and AP/academic rigor, ensuring that all students are challenged and graduate prepared for either college or a successful career. EJ’s “billboard” message: every student should graduate with a true understanding of the pathway they are choosing, so that they avoid spending unnecessary time and money finding their direction after high school.

    33min
  3. The New Millionaire Class is the CTE Student with Troy Long

    19 DE AGO.

    The New Millionaire Class is the CTE Student with Troy Long

    Our guest for this episode of College & Career Readiness Radio is Troy Long. Troy Long’s journey from CTE student to district leader illustrates how career and technical education (CTE) energizes students—especially in urban settings—by connecting their interests and strengths to engaging, hands-on learning. CTE isn’t just a pathway to careers—it’s a powerful driver for college persistence and post-secondary success, busting myths about vocational education being a “lesser” option. Articulated agreements between high schools and colleges allow students to earn college credits through their CTE or academic classes—without additional tuition costs. These credits give students a leg up, enabling them to graduate college with less debt, more skills, and higher earning power. Troy emphasizes partnership with local colleges and universities (e.g. Thomas Edison State University, Rider, Mercer County) and the importance of curriculum alignment for valuable, transferable credits. He tells us that CTE can create a more attractive district, increase enrollment, and garner greater federal funding (e.g. Perkins allotments) for CTE programs. CTE courses scheduled at the start of the day motivate students to attend, boosting engagement and overall achievement—even in math and English. Troy says that top-performing schools show thriving CTE pathways correlate strongly with improved attendance and graduation rates. CTE gives students their “why” and “how,” driving enthusiasm and retention across comprehensive and vocational districts. CTE cultivates entrepreneurial mindsets, teaching business skills, marketing, and product development through dedicated pathways and competitions. Students experience the entire journey, from innovation (like alarm pillows for oversleepers) to pitching and selling—often with mentorship from entrepreneurs and industry partners. Career and Technical Student Organizations (CTSOs) like DECA and SkillsUSA provide competitions, leadership development, and invaluable experience aligned directly to students’ chosen pathways. Troy gets his industry partners involved in curriculum development and advisory boards, ensuring education remains current with evolving technologies like AI and guiding stackable, regionally-valued credentials. Credentials must align to local demands—schools often work with the Department of Labor and local employers to validate what matters most. Troy challenges outdated perceptions: CTE pathways are advanced, rigorous, and blend seamlessly with upper-level classes and college preparatory programs. Integrating CTE into scheduling and pathway design leads to meaningful and successful careers, not just jobs. Every school leader, counselor, and educator should take a hard look at expanding CTE offerings. Troy’s billboard message: “The new millionaire class is CTE students.” This should inspire all districts to reconsider CTE as central to college and career readiness. Set ambitious goals: 100% of students graduating with pathways, energized by CTE, and equipped for successful futures.

    30min
  4. Redefining Education for the New Economy with Dr. Kevin Fleming

    5 DE AGO.

    Redefining Education for the New Economy with Dr. Kevin Fleming

    Our guest for this episode of College & Career Readiness Radio is Dr. Kevin Fleming. Dr. Kevin Fleming frames today’s workforce as flexible, transient, and tech-driven, with students now likely to hold 24 jobs across 5 industries in their lifetimes. Success in this new economy requires not only academic knowledge, but also adaptability, self-awareness, technical skills, executive functioning, and the ability to learn—and unlearn—throughout one’s career. Kevin emphasizes that traditional, linear career paths (one job for life) are now the exception, not the rule. The “factory bell” schedule and the Carnegie unit—foundations of the 20th-century school model—are no longer aligned with workforce realities. The future is in hybrid flexible modalities or “HyFlex” learning: education delivered simultaneously in-person, live virtual, and asynchronously recorded, allowing learners to access instruction however and whenever fits their individual needs. Change is iterative and never one-and-done. Preparing staff for continuous improvement is essential. Kevin discusses the “diffusion of innovation” theory: target at least 16% of educators as early adopters to build internal momentum and drive systemic change. He says to pilot HyFlex programs with willing staff and share successes to convince broader school communities. Kevin and our host, TJ, stress the “yes, and” approach: all students need strong academic foundations and at least one industry-valued, third-party credential by graduation. Credentials must be regionally relevant—what’s valued locally may not transfer elsewhere. Advisory boards and industry panels are critical for identifying which certifications carry real worth in local job markets. Schools should provide students with a “menu” of meaningful credential options and teach them to be savvy about their ongoing education and what’s truly valued by employers. Dr. Fleming encourages stackable credentials and foster relationships with local community colleges, so each credential also builds a bridge to further education and upward pathways. College and career readiness today, according to Kevin, means helping students discover pathways that fit who they are, not just which jobs pay the most. Leadership requires creating coalitions, supporting early adopters, and modeling a willingness to keep evolving for the sake of student success. The future of college and career readiness is about relevance, validation by local industry, and helping every learner find their purpose—on purpose. Books mentioned during the show: Diffusion of Innovations by Everett Rogers Tipping Point by Malcolm Gladwell Crossing the Chasm by Geoffrey Moore

    44min
  5. College and Career Counseling, Mitigating Stress and Burnout, and More with Dr. Melisa Marsh

    21 DE JUL.

    College and Career Counseling, Mitigating Stress and Burnout, and More with Dr. Melisa Marsh

    Our guest for this episode of College & Career Readiness Radio is Dr. Melisa Marsh, expert in both college and career counseling and stress and burnout in education. College and career readiness isn’t just about admissions anymore—it’s about multiple pathways. Dr. Marsh emphasizes validating every option: four-year colleges, technical schools, associate degrees, and direct workforce entry. Dual enrollment programs and articulated agreements between high schools and colleges save money and time, allowing students to earn valuable credits before graduation. The old stigma against two-year and technical colleges persists—often more among parents than students. Educators and counselors play a crucial role in reframing this narrative and promoting affordable, high-value state options. Schools can actively build partnerships with nearby institutions, bringing college and technical school reps to high school campuses and organizing visits so students see hands-on programs in action. Counselors should use interest inventories and aptitude assessments to help students align passions and talents with viable academic and career tracks. State-mandated assessments support this work, helping students discover strengths and explore related careers before committing time or money to a direction that may not fit. Strong partnerships between high schools, two- and four-year institutions, and workforce partners are critical. Establishing contacts and regular events creates real opportunities for students to connect their K–12 journey with post-secondary success. Counselors should proactively educate both students and families about every available pathway and state-sponsored opportunities, including tuition-free options for qualifying students. School counselors partner with local colleges to provide campus visits and information sessions, demystifying alternative pathways and their benefits. Dr. Marsh highlights alarming rates of stress and burnout among educators—especially school counselors who often operate as “certified yes people." Chronic stress is distinguished from acute stress; it’s the chronic kind that leads to true burnout, impairing the ability to support students. Dr. Marsh encourages educators to set professional boundaries, manage time effectively, and regulate their own emotions as well as those of staff. Research shows just five deep breaths can reset the nervous system; educators should take intentional “brain breaks” during the day. Dr. Marsh stresses the importance of shutting down after hours (e.g., 6 p.m. no email rule) and modeling this for staff, encouraging a “tech detox” in the evenings. School leaders can delay emails and messages, ensuring staff are not burdened with notifications outside work hours—unless an emergency arises. Scheduled fun and emotional check-ins are part of fostering positive faculty culture and retention. School leaders should prioritize giving staff the “gift of time,” especially during busy periods like pre-planning. Dr. Marsh’s final message to the field: Dream big and encourage students to do the same. Even if a path isn’t direct, there are always ways to reach your goals—never give up, and always seek the next step forward. If you want to learn more about tips and tricks for college and career counselors, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness,book a time to meet.

    30min
  6. The Three Es of Work-Based Learning (Exposure, Exploration, Experience) with Jason Van Nus

    8 DE JUL.

    The Three Es of Work-Based Learning (Exposure, Exploration, Experience) with Jason Van Nus

    The guest for this episode of College & Career Readiness Radio is Jason Van Nus, Youth Apprenticeship Program Director and Talent Pipeline Specialist. Jason Van Nus introduces a continuum for work-based learning that begins in elementary school and continues through high school. Exposure (K-5): Students are introduced to a broad array of careers, expanding their understanding of what’s possible. Exploration (Grades 6-9): Students dive deeper into specific careers, building interest profiles and discovering what aligns with their skills and passions. Experience (Grades 10-12): Students participate in real-world job experiences directly connected to their studies and future career goals. He emphasizes the need for early exposure and exploration so students can make informed choices by the time they reach high school. Don’t miss what he says about the importance of employability skills (sometimes called “durable” or “transferable” skills) and how early career exploration helps prevent costly mismatches later. Jason advises educators to move beyond appeals to altruism and instead demonstrate the tangible value of work-based learning for businesses. He explains how work-based learning programs give employers early access to talent, create loyalty, and provide a competitive advantage. He reveals his personal compelling pitch for industry partners: by engaging with schools, businesses ensure their tax dollars help develop talent that will benefit their own organizations, not just their competitors. Jason advocates for the use of advisory boards (or “boards of directors”) made up of industry leaders, local officials, and community stakeholders to help shape curriculum and ensure it meets workforce needs. Don’t miss what he describes as a Reverse Career Fair—an innovative event where students set up booths to showcase their skills, and employers circulate to meet them. He discusses events that can expand students’ professional networks, particularly for those with limited social capital. Jason emphasizes that building social capital is especially transformative for students from disadvantaged backgrounds, helping to level the playing field for future success. People and organizations mentioned during the show: ACTE, Dr. Christopher Nesmith and Kristy Volesky. If you want to learn more about supporting internships, work-based learning experiences, and other ways to help students build their network, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

    37min
  7. Helping Students to Build and Expand Their Networks with Julia Freeland Fisher

    24 DE JUN.

    Helping Students to Build and Expand Their Networks with Julia Freeland Fisher

    Our guest for this episode of College & Career Readiness Radio is Julia Freeland Fisher, Director of Education Research at the Clayton Christensen Institute. Julia explores how student success is shaped not just by what they know, but who they know—emphasizing the critical role of social capital in college and career readiness. Julia, author of Who You Know, shares research showing that approximately half of jobs and internships are accessed through personal connections, making network-building an essential component of opportunity. Many educators focus on expanding students’ networks by introducing them to new people, but Julia encourages a shift in mindset: networking can start with deeper, more intentional conversations with existing contacts—family, teachers, coaches, and community members. Research from six career-connected learning programs reveals that students often know more people than they realize but aren’t having meaningful conversations about their futures with these connections. There’s a wealth of “under-capitalized social capital” around students, and schools can help students tap into these existing relationships for guidance, mentorship, and opportunity. Students from higher socioeconomic backgrounds inherit broader professional networks, giving them a significant advantage in the knowledge economy, which is why Julia encourages schools to develop systems that unleash students’ natural networks and help to build stronger ones. Data shows that young people whose parents attended college are twice as likely to know professionals like lawyers, CEOs, and policymakers. Julia says that technology offers powerful tools for connecting students with professionals and mentors beyond their immediate community, breaking down geographic and socioeconomic barriers. Julia argues that the “unit of change” isn’t just relationships, but the quality of conversations students have about their futures. Students benefit from both “career chats” (guest speaker-style, informational sessions) and deeper “career conversations” (two-way, trust-based discussions about aspirations and anxieties). Julia shares that OECD research shows that students who experience three to five useful career chats each year see measurable wage premiums a decade later, but only if they find these interactions meaningful. Career conversations are especially impactful when adults: 1. Affirm students’ career-related anxieties; 2. Highlight skills students are already demonstrating; 3. Share their own career wisdom and experiences, regardless of field. She reveals that these practices boost long-term career satisfaction, clarity, and alignment between ambitions and actions. Julia encourages students and educators to map their existing networks and identify who they could talk to about their futures. She wants schools to equip all students with conversation starters and questions to spark new, future-focused discussions with familiar adults. We must regularly measure and update students’ relationship maps to track progress and ensure every student is building and diversifying their network as part of the post-secondary plan. The ultimate goal: students leave school not just with knowledge, but with a network that supports their long-term success, life-time earnings, and happiness at work. If you want to learn more about supporting internships, work-based learning experiences, and other ways to help students build their network, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

    31min
  8. Designing Team Internships with Dan Gonzalez

    10 DE JUN.

    Designing Team Internships with Dan Gonzalez

    Our guest for this episode of College & Career Readiness Radio is Dan Gonzalez from District C. Dan starts with the need for students to come together to solve real world problems through District C’s Teamship process. Dan says that students are motivated by solving real problems for real people that add value to organizations and the lives of others. This moves from individual compliance to adding value to the world. He says that too many students graduate from high school without having solved “real,” “meaningful, or “urgent” problems. Industry partners are eager to use District C to help solve problems because they often bring forward problems that they can’t solve internally, and students bring creativity and new thinking to problems that organizations are struggling to solve. Don’t miss the story that Dan tells about a solution that students came up with that was totally unexpected by the business owner. Dan says that they intentionally don’t allow students to pick their project because they want the purest outcomes from team-based problem solving skills that can be transferable to other projects. Don’t miss what Dan says about helping students get better at the work. Just by being on a team doesn’t mean that their skills improve. Students need a coach. Dan tells listeners that students need tools that they can use to facilitate their teamwork. He explains two tools–questioning and take-five–that any educator can use in WBL or classroom instruction. Mitch Weather’s focus on durable skills, in particular executive functioning skill, came up on the show in terms of the skills-based movement versus knowledge acquisition. Team internships follow a process that includes individual research and the strategy is very close to what a jigsaw does when it comes together well. It’s important to understand the work of the coach in teamships. Dan explains how that has evolved, and how they train their coaches. Dan ends with a sense of urgency around the need for work-based learning for all students in every school. If you want to learn more about supporting internships and other work-based learning experiences, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

    39min
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Sobre

College & Career Readiness Radio with T.J. Vari A podcast about all things career and college readiness. Brought to you by MaiaLearning.

Informações

  • Criado por
    T.J. Vari
  • Anos de atividade
    2024 - 2025
  • Episódios
    22
  • Classificação
    Livre
  • Copyright
    © MaiaLearning Inc. 2024
  • Site do podcast
    College & Career Readiness Radio