PBL Simplified for Administrators by Magnify Learning

Magnify Learning
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WHAT: PBL Podcast for School Administrators FREE RESOURCE: WhatisPBL.com for free PBL Resources for Administrators PBL Simplified for Administrators Helping School Leaders Launch Their PBL Vision Project Based Learning (PBL) isn’t just for classrooms—it’s a transformative school-wide approach that starts with leadership. Hosted by Ryan Steuer, founder of Magnify Learning, this podcast is designed exclusively for school administrators, principals, and district leaders who are ready to implement and sustain PBL in their schools. Each episode breaks down real-world leadership strategies to help you build a thriving PBL culture, from crafting a clear vision to supporting teachers and engaging your community. Tune in for solo episodes with Ryan packed with actionable insights, as well as guest interviews with top educational leaders who share their challenges, wins, and best practices in making PBL a success. If you're ready to shift from traditional instruction to authentic, learner-driven education, this is the podcast for you. 🎧 Subscribe now and start leading the PBL movement in your school!

  1. 5D AGO

    Why 21st Century Skills Matter More Than Ever | E247

    In this episode, Ryan Steuer breaks down why employability skills—communication, collaboration, problem solving, and agency—are what truly prepare students for life beyond school. Drawing from his business background and classroom experience, Ryan connects how PBL builds the exact skills employers and communities say they need. He challenges school leaders to move beyond test prep and toward preparing learners for the real world—where teamwork and adaptability win every time. 💡 Key Takeaways Engagement drives achievement: Schools like Dixie Elementary moved from a D to an A after implementing PBL—engaged learners perform better. Employability skills > rote learning: No one is hiring for “filling in bubbles.” Employers want communicators and collaborators. Real world > theoretical world: Ryan shares his own story from corporate life, where technical knowledge mattered less than people skills. PBL as the structure: Instead of trying to “add” soft skills, PBL is the framework that develops them. Examples that stick: From designing community gardens to creating murals that tell local stories, learners in PBL find authentic purpose in their work. 🧠 Featured Story Eliia’s Mural Project — A quiet student discovered her voice through a PBL unit on designing a community space. Her mural idea gained real funding and became a lasting contribution to her city. That’s real impact—learning that leaves a mark. 🏫 Why It Matters for Administrators PBL turns classrooms into microcosms of the real world. It develops agency, adaptability, and empathy—skills traditional tests miss. Leaders who prioritize these experiences shift their school culture toward authentic learning. 🗓 Upcoming Opportunities Free PD Day: November 19 in Columbus, IN — Visit pblnetworks.com to register for a model school visit and experience live PBL in action. PBL Webinars: Explore long-term planning, CTE, STEM, and Title I models at pblwebinar.com.

    17 min

  2. OCT 27

    Building Changemaker Micro Schools with David Richards | E246

    In this leadership episode of the PBL Simplified Podcast for Administrators, host Ryan Steuer sits down with David Richards — founder of Growth Public Schools, Changemaker Micro Schools, and host of the Changemaker EDU podcast. David shares his journey from corporate banking to education entrepreneurship, his “why” rooted in serving students who don’t fit the traditional model, and how micro schools are redefining education for the next decade. The conversation dives deep into learner-centered design, micro school development, district innovation, and the leadership mindset needed to create transformative change within schools of any size. 🧭 Key Topics David’s Why: Leaving banking for education to serve students like his family — those who struggled in traditional systems. Growth Public Schools: How David founded a learner-centered public charter school focused on self-directed and project based learning. Rise of Micro Schools: The resurgence of small, relational, multi-age learning communities — “a redux of the one-room schoolhouse.” Public vs. Private Micro Schools: How districts can innovate within existing systems and use micros to reach underserved students. School Within a School Model: How large districts can pilot small, PBL-driven environments inside comprehensive schools. Lessons for Traditional Schools: What larger schools can learn from micro schools about relationships, self-direction, and personalization. Future of Education: A look ten years ahead — micro schools influencing 5–10% of students and reshaping how learning works across the U.S. Changemaker EDU Network: How David’s team helps educators launch and sustain high-quality micro schools through coaching, resources, and community. Staying Grounded: David’s reflections on purpose, alignment, and personal balance through meditation and family focus. Resources and links: whatispbl.com Connect with David: LinkedIn Growth Public Schools Changemaker Micro Schools Changemaker EDU podcast

    33 min

  3. OCT 21

    Is PBL Too Hard? | E245

    In this episode, Ryan tackles a question that’s been floating around education circles: “Is Project Based Learning too hard?” Spoiler: No—it’s not too hard when done the right way. Drawing from over a decade of work in schools across the country, Ryan breaks down why some districts struggle to sustain PBL, how Magnify Learning is helping schools build internal capacity, and what it really takes to make PBL thrive long-term. 🧩 Key Takeaways The Big Goal: 51 by 51 Magnify Learning’s mission is bold: help 51% of schools implement PBL by 2051. To get there, we’re building sustainable systems—not dependency models. The goal is for schools to lead their own innovation. Sustainability > One-Time Training Schools that succeed with PBL train both leaders and teachers simultaneously—and pair that with ongoing coaching. A three-day workshop alone won’t cut it. Without in-year coaching, teachers hit roadblocks and stall out. Coaching Is the Game-Changer Just like students need scaffolding, teachers need ongoing support. When teachers have access to a coach, they don’t give up—they push through and grow. Leadership Mindset Matters Allowing PBL isn’t the same as supporting it. Effective administrators create structures, adjust schedules, and celebrate success stories. Leadership teams must model reflection, collaboration, and innovation. PBL Works—Everywhere Urban, suburban, or rural… public, private, or charter—PBL thrives when leaders commit to mindset and structure shifts. Ryan shares real examples: A Lexington model school whose 6th graders designed their city flag Florida schools leading conservation projects Indiana schools partnering with individuals who have intellectual disabilities Integration Is Key PBL isn’t “one more thing.” It’s the framework that brings together SEL, literacy, evaluation systems, and career readiness. The best districts use PBL to connect existing initiatives—not replace them. 💡 Ryan’s Rant (and Reminder) “Is PBL too hard? If you don’t support it—yes. But if you train, coach, and structure it right—it’s the most powerful way to engage teachers and learners.” Jump in here: Free resources: whatispbl.com Join a webinar: pblwebinar.com Schedule a call: callmagnify.com

    15 min

  4. OCT 14

    Building a School That Changes Lives with Matt DeHart | E244

    In this powerful leadership episode, host Ryan Steuer sits down with Matt DeHart, founder of Teach from DeHart Academy and Teach from DeHart Foundation, to explore what it looks like to build a school model that transforms both students and families. Matt shares how his personal “why” is rooted in generations of educators, how travel and real-world experiences elevate academics, and how his two-generation school model is revitalizing a Pennsylvania community. 🧭 Key Topics & Takeaways 1. The Power of Purpose Matt’s why comes from his family legacy of service and sacrifice. “I want to plant as many trees as possible that I’ll never see the fruit of.” 2. Real-World Experiences Drive Real Learning Students who had never been downtown—or on a plane—learned life skills through travel and exposure. Simple experiences like ordering at a restaurant became lessons in communication, math, and confidence. Integrating life skills with academics led to dramatic academic growth in his classroom. 3. Blending Soft Skills and Academics Students learned to write checks, tip properly, analyze speeches, and eliminate multiple choice tests. Confidence grew from real success, not false praise. “We built a culture where students wanted to ‘lock in’ and speak like leaders.” 4. The Two-Generation Model At Teach from DeHart Academy, both students and parents learn. Parents can earn GEDs, attend financial planning classes, and grow alongside their children. Families graduate together—literally walking the stage side-by-side. “Educate the student, educate the parent, revitalize the community.” 5. Building Community Partnerships Matt built trust by showing up: town halls, clean-ups, home visits, and local events. Authentic relationships with city leaders and families fueled the school’s success. “Be present. Listen first. People follow consistency.” 6. Leading and Funding the Dream Teach from DeHart Academy opened debt-free through grassroots fundraising and persistence. Matt worked multiple jobs to keep the vision alive. Fundraising tip: “Don’t just share what you’re going to do—show what you’ve already done.” 7. What’s Next Expand the model globally to serve communities in South Africa, India, and Cameroon. Launch a college scholarship fund for students past and present. Spread the curriculum and model to empower other schools. Continue using speaking engagements to fund student scholarships. Resources and Links: whatispbl.com Get Matt's Book Matt's Website: teachfromdehart.org

    38 min

  5. OCT 7

    Prevent Random Acts of STEM With Project Based Learning | E243

    In this episode, Ryan Steuer unpacks the concept of “random acts of STEM” and explains how Project Based Learning (PBL) provides the structure, authenticity, and engagement needed to make STEM meaningful. Instead of relying on flashy experiments to capture attention, Ryan shows how PBL connects science, math, and inquiry to real-world problems, community partners, and long-term engagement. What You’ll Learn in This Episode: The difference between “cool experiments” and purposeful STEM learning How PBL prevents random acts of STEM by connecting content to real-world outcomes Why engagement alone isn’t enough—students need critical thinking, inquiry, and authentic application A classroom example: an eighth-grade genetics unit where students educate parents about genetic diseases The role of community partners in helping students see career pathways in STEM Why structure matters: the six-step PBL framework that builds culture and consistency How PBL turns STEM into sustained inquiry instead of a “one-off circus trick” Key Takeaways: Flashy labs like oobleck and elephant toothpaste can be engaging but often lack deeper learning connections. PBL flips the script by giving students authentic problems that require inquiry and critical thinking. Real-world audiences (parents, doctors, community partners) drive authentic motivation. PBL gives teachers a sustainable model so they don’t have to “one-up” themselves with bigger, crazier experiments. Bringing in engineers, scientists, and professionals helps learners see themselves in STEM careers. Resources & Links Mentioned: pbwebinar.com – Free webinars with slides and visuals whatispbl.com – Free PBL vs. project graphic and resources PBL Simplified (book by Ryan Steuer) – Available wherever books are sold

    15 min

  6. SEP 30

    3 Solutions PBL Brings to CTE | E242

    Today's podcast discusses three solutions that Project-Based Learning (PBL) brings to Career and Technical Education (CTE) programs. Key Resources & Connections PBL Networks: Administrators and staff members fired up about PBL should check out pblnetworks.com. This platform investigates issues and expands great ideas around PBL and CTE, PBL and maker spaces, and PBL and STEM, bringing together minds across the country to create solutions for the PBL world. Magnify Learning Approach: Magnify Learning uses a two-pronged approach to train leaders and teachers simultaneously. Their goal is to achieve a fully sustainable PBL model, culture, and trained professionals within three years. Customization is a core value, involving listening to CTE teachers and customizing resources to their work. The Challenge of Projects vs. Project-Based Learning While CTE programs are already rich with real-world application, engagement, and projects (students are welding, wiring, and cooking), simply doing projects does not guarantee learners are experiencing the full benefits of PBL. PBL offers three specific solutions to upgrade any CTE program. The Three Problems and PBL Solutions 1. Problem: Learners Aren't Always Engaged Even with authentic, hands-on work (like laying pipe or designing logos), engagement isn't always automatic because learners often don't know the "why" or the spark of purpose behind the task. PBL Solution: Start with a real problem and give the authentic work a new why and new purpose. Entry Event: A strong entry event is a staple of any PBL unit, creating the emotional hook and launching the unit by focusing on solving a real problem for real people. Example: Instead of just doing brake jobs in auto tech, learners begin the unit by meeting with a local nonprofit serving single mothers, giving the work a purpose beyond the technical standards. This aligns with Daniel Pink's "big three" elements of motivation: purpose, autonomy, and mastery. 2. Problem: CTE Teachers Can Lack a Clear Structure Many CTE professionals (e.g., master electricians, nurses, chefs, engineers) come straight from the industry and are not traditional educators. They may lack training in creating rubrics, connecting lessons to standards, or backwards planning. Without structure, projects can go "off the rails," potentially running far longer than planned (e.g., three weeks turning into nine weeks). PBL Solution: Use the six-step process to simplify planning and maximize learning. The six steps provide a simple, repeatable way to design rigorous, authentic projects and remove the guesswork. The Six Steps: Define the problem. Set the solution criteria. Research possible solutions. Choose a solution. Implement it and inspect it. Reflect on the process. PBL offers scaffolding, and resources (like planning templates and rubrics) can be tailored specifically to fit CTE departments (e.g., welding or HVAC). 3. Problem: The Amazing Work Isn't Being Shared from Your CTE Programs Incredible things are happening in CTE (e.g., rewiring homes, interning at hospitals), but they often happen "behind closed doors," and the community never sees them. This leads the community to misunderstand the current state of CTE (thinking it is "shop class from 50 years ago"). PBL Solution: Make the learning public. Public Presentations of Learning to an authentic audience is a core component of PBL. Authentic Audiences may include a panel of industry professionals, the local school board, or a neighborhood news outlet. Benefits: When work is made public, learners take pride in it, community partners see the advanced work happening, and the district sees the CTE program as a "crown jewel". Example: Culinary students cater a luncheon for a local senior center, researching dietary needs and letting the local newspaper know, resulting in a "splash" of good news. Conclusion PBL is a smooth transition for CTE because the programs already have authentic projects and CTE professionals understand the work. When done right, PBL aligns with what CTE is already good at and helps build citizens, problem solvers, and leaders in addition to the workforce of tomorrow.

    19 min

  7. SEP 23

    Fostering Independent Thinkers in Higher Education With Marsha Enright | E241

    In this conversation, Marsha Enright discusses her journey from Montessori education to founding Reliance College, emphasizing the importance of independent learning and the development of autonomous, self-directed individuals. She shares insights on how Montessori principles can be adapted for higher education, the significance of real-world applications, and the need for effective teacher training. The discussion also highlights the unique approach of Reliance College in preparing students for meaningful careers through experiential learning and research projects. Takeaways Montessori education fosters a love for learning in children. The Montessori method emphasizes developmentally appropriate materials. Creating an environment that maximizes learning is crucial. Self-discipline and autonomy are key outcomes of education. Teachers must be observant and responsive to student interactions. Real-world applications enhance the learning experience. Students should experience the college environment before enrolling. The college's unique approach focuses on practical experience and mentorship. Effective communication of the college's mission is essential for attracting students. Reading 'The Secret of Childhood' provides insight into Montessori principles. Resources and links: reliancecollege.org hello@reliancecollege.org FB: https://www.facebook.com/reliancecollege.org X: https://x.com/RelianceCollOrg, @MarshaEnright LinkedIn: https://www.linkedin.com/company/reliancecollege/?viewAsMember=true https://www.linkedin.com/in/marsha-familaro-enright-8a973b/ Article: Enright, "Teaching for Freedom" The Secret of Childhood by Maria Montessori

    29 min

  8. SEP 15

    5-year Plan for Successfully Implementing Project Based Learning | E240

    In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning & PBL Networks Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators. We are launching free PBL Networks in October to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. Collaboration is key: You should never do PBL alone. Foundation: District Leadership & Goals The implementation must start with district leadership, not a top-down mandate. Involve both secondary and elementary leaders from the outset to align mindsets and processes. Clearly define the goals of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate". District leaders must model student-centered practices; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Building the District PBL Team & Plan Establish a district PBL design team of 6-10 central office members. Dedicate two-day design sessions to develop the comprehensive 5-year implementation plan. Go "beyond the why" to articulate the district's collective purpose for this work. Leveraging the Innovation Curve Identify innovators: Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. Focus on "crossing the chasm": The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. Define roles for innovators: The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. Customized Implementation: While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Planned Supports & Training (Before Launch) Leadership Training: Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Teacher Training: Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Leadership: Design Days, Deeper Practice, Sustainability Days (over 3 years). Teachers: PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and PBL Certification (by end of Year 3 for sustainability). Pre-planning is paramount: All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. The 5-Year Implementation Timeline (Example for 13 Middle Schools): Year 1: District: Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Cohort 1 (Innovators - e.g., 2 schools): Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Year 2: District: Form a PBL advisory team, identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Cohort 1: Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Cohort 2 (Early Majority - e.g., 8 schools): Begin with leadership team design days and teacher "jump start" training, then implement and showcase work. Year 3: District: Invest in the PBL advisory team, train principals on evolving needs, continually share the vision, and introduce refined administrative evaluations and aspiring leadership pathways. Cohort 1: Leadership teams focus on "sustainability days" to ensure processes outlive individuals. Teachers collect data, share artifacts, publicize work through news and district channels, and achieve PBL Certification over the summer to train new hires. Cohort 2: In their second year of implementation. Cohort 3 (Late Majority - e.g., 3 schools): Begin with leadership team design days and teacher "jump start" training, having observed 10 other schools and gained insights. Year 4: District: Plan for sustaining the work beyond year five, including establishing PBL district coaches (ideally two for mentorship and continuity). Cohort 1: Lead and collaborate with other schools. Cohort 2: In their final year, getting PBL certified. Cohort 3: In their second year (PBL Advanced). Year 5 (Final Year of Initial Rollout): District: Administrative evaluations and aspiring leadership pathways are fully established. New "normals" are in place. All Middle Schools: Every middle school has a leadership team and PBL certified teachers, ensuring sustainable structures and processes. Schedules, evaluations, and PLCs are synergistic with PBL. Leaders: Continuously invest in their people and lead, rather than just manage. Community Partners: Integrated as a normal part of school, helping shape the school's positive narrative. Outcome: Middle schools become models of innovation, inspiring PBL adoption in elementary and high schools. Overarching Philosophy of Change "Go slow to go fast": Rushing implementation leads to foundational problems. Innovation starts at the top and must be modeled. Leaders must "cross the chasm" by meeting the early majority on their terms, providing clear plans and supports. This is a long game to fundamentally change mindsets, structures, and redefine educational norms, ultimately growing people and systems to achieve desired outcomes for learners. It is challenging but doable and totally worth it. Resources and links: pblnetworks.com

    40 min
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WHAT: PBL Podcast for School Administrators FREE RESOURCE: WhatisPBL.com for free PBL Resources for Administrators PBL Simplified for Administrators Helping School Leaders Launch Their PBL Vision Project Based Learning (PBL) isn’t just for classrooms—it’s a transformative school-wide approach that starts with leadership. Hosted by Ryan Steuer, founder of Magnify Learning, this podcast is designed exclusively for school administrators, principals, and district leaders who are ready to implement and sustain PBL in their schools. Each episode breaks down real-world leadership strategies to help you build a thriving PBL culture, from crafting a clear vision to supporting teachers and engaging your community. Tune in for solo episodes with Ryan packed with actionable insights, as well as guest interviews with top educational leaders who share their challenges, wins, and best practices in making PBL a success. If you're ready to shift from traditional instruction to authentic, learner-driven education, this is the podcast for you. 🎧 Subscribe now and start leading the PBL movement in your school!

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