NCLA Podcast

In this episode of the NCLA podcast, our host, Rachael Mann, is joined by Frank Polen for a discussion on implementing all-day labs, using classroom reduction aids, workforce development through CTE summits, the challenges of funding CTE programs, best practices in CTE, community impact, and ensuring visibility and growth of CTE programs.

Frank Polen is the Assistant Superintendent, Director of Curriculum, Instruction, and Adult Education Director at Buckeye Career Center in New Philadelphia, Ohio. He has helped students of all ages discover their passion and prepare for their future through career and technical education. This year marks his twenty-seventh year in public education. Prior to BCC, Frank served eight years as the principal of Warsaw Elementary in the River View Local School District, leading them to the rating of Excellent with Distinction by the state of Ohio five times. Mr. Polen also served as a middle school teacher at both River View Junior High and Indian Valley Middle School. Frank also has collegiate experience at Ohio Dominican University and Denison University.

Mr. Polen is committed to schools, community development, and leadership initiatives. Active with several organizations and committees, Frank currently serves on numerous boards, most notably as the board president of the Tuscarawas County Chamber of Commerce, as a Board of Trustees Member for the Ohio FFA Association, and was chosen as one of the charter class of only twenty leaders across the United States by the Association for Career Technical Education (ACTE) as a NEXTLEVEL Postsecondary CTE Leader. He was also a past recipient of the NCLA Dave Berryman Scholarship Award for Leadership and Development.

Frank earned his Bachelor of Arts in Elementary Education and participated in men's basketball at Ohio Dominican University. He received his Masters of Educational Leadership from Salem International University. Frank is a resident of New Philadelphia, where he and his wife Gretchen, a fourth-grade teacher at Indian Valley Schools, are the parents of two daughters, Kendall and Reese.

Connect with Frank:

X @frankpBCC

In this engaging podcast episode, our host, Rachael Mann, sits down with the accomplished Shelley Groves, Superintendent/CEO of Eastland-Fairfield Career and Technical Schools in Groveport, Ohio. Shelley brings over 26 years of experience in education, with a diverse background that spans from teaching mathematics to her current role as district leader.

Throughout the episode, Rachael delves into Shelley's inspiring journey and explores the transformative moments that led her from the classroom to her esteemed position as Superintendent/CEO. Listeners will gain valuable insights into the motivations and aspirations that fueled this transition.

Shelley candidly shares the challenges she encountered while shifting roles and offers practical advice on overcoming these obstacles. Her personal experiences shed light on the evolution of her perspective on education, highlighting the profound impact of moving from the classroom to the administration.

The conversation also delves into Shelley's innovative approach to curriculum design, where student voice and choice play a central role. Listeners will discover how this approach has shaped programs and initiatives within her district, providing a tangible example of student empowerment in action.

Lastly, the podcast explores the critical balance between career exploration and workforce development when developing curriculum, offering a glimpse into Shelley's educational philosophy. Her insights are sure to leave listeners inspired and informed about the importance of both aspects in preparing students for the future.

Join Rachael Mann and Shelley Groves in this insightful episode as they explore the dynamic landscape of career and technical education, leadership, and the evolution of educational philosophy.

Bio: Shelley Groves is the Superintendent/CEO of Eastland-Fairfield Career and Technical Schools in Groveport, Ohio.  Shelley has spent her 26+ years in education working with students enrolled in career and technical education.  She started her career as a mathematics instructor, then moved into building administration, and has been working for the past six years at the district level, this year being her first year as the Superintendent/CEO.  Shelley has presented several times to various audiences about the impact and importance of work-based learning experiences as well as best practices and pitfalls to avoid.

In this episode of the NCLA podcast, the Assistant Superintendent at Buckeye Career Center shares powerful insights on effective leadership, building relationships, and having the right mindset to ensure success.

More about Frank:

Frank Polen is beginning his ninth year as the Assistant Superintendent, Director of Curriculum, Instruction, and Adult Education Director at Buckeye Career Center in New Philadelphia, Ohio. He has helped students of all ages Discover Their Passion and Prepare for Their Future through career and technical education. This year also marks his twenty-seventh year in public education. Prior to BCC, Frank served eight years as the principal of Warsaw Elementary in the River View Local School District, leading them to the rating of Excellent with Distinction by the state of Ohio five times. Mr. Polen also served as a middle school teacher at both River View Junior High and Indian Valley Middle School. Frank also has collegiate experience at Ohio Dominican University and Denison University. 

Mr. Polen is committed to schools, community development, and leadership initiatives. Active with several organizations and committees, Frank currently serves on numerous boards, most notably as the board president of the Tuscarawas County Chamber of Commerce, as a Board of Trustees Member for the Ohio FFA Association, and was chosen as one of the charter class of only twenty leaders across the United States by the Association for Career Technical Education (ACTE) as a NEXTLEVEL Postsecondary CTE Leader. He was also a past recipient of the NCLA Dave Berryman Scholarship Award for Leadership and Development. 

Frank earned his Bachelor of Arts in Elementary Education and participated in men's basketball at Ohio Dominican University. He received his Masters of Educational Leadership from Salem International University. Frank is a resident of New Philadelphia, where he and his wife Gretchen, a fourth-grade teacher at Indian Valley Schools, are the parents of two daughters, Kendall and Reese. 

Tap into these additional resources featuring Frank's expertise and sound advice:

In this episode, we are joined by Dr. Christopher Bonn to discuss the role of Career and Technical Education in getting failing schools out of trouble. Dr. Bonn is a highly accomplished educator and leader with over 32 years of experience in various roles, including as an educator, athletic coach, culinary arts teacher, special education teacher, principal, university faculty, mentor, and superintendent. He is the President and CEO of Bonfire Leadership Solutions, a renowned authority, and speaker on transforming failing schools and school districts using innovative and non-conventional practices. Throughout his career, Dr. Bonn has worked in Arizona, California, and New Mexico and has contributed his success to Career and Technical Education, Extra-Curricular Activities, and Classrooms without Walls. He firmly believes that Career and Technical Education is the future and will repair antiquated educational systems that are failing miserably. Dr. Bonn's extensive experience has equipped him with the knowledge and expertise to provide practical and effective solutions for schools and districts facing challenges. His passion for education and commitment to improving students' lives has made him a sought-after speaker and consultant.

In this episode, Dr. Sara Vande Kamp and Fawn Wilde discuss best practices in establishing and sustaining a successful statewide consortia model for stronger networking, collaboration, and greater use of Perkins funds. Learn more about this initiative in this podcast and by diving into the resources below:

In this episode, Rachael Mann and Dr. Ranucci discuss engaging students in future emerging technologies and the growing role that Academic Esports is playing in Career and Technical Education.

Meet Dr. Ranucci:

Dr. Jill Ranucci is a College and Career Readiness advocate and has an extensive

background in Career and Technical Education (CTE) as an administrator and teacher.

Dr. Ranucci has held district positions in CTE in Arizona and Texas, as well as, serving

as an Assistant Principal in Arizona. Additionally, Dr. Ranucci taught for 7 years at the

University of Northern Iowa and 3 years at the University of Akron. Recently, Dr.

Ranucci has been consulting for several CTE companies to help them align resources

to state standards, state initiatives, industry recognized credentials/certifications and

academic integration. Jill believes every CTE courses must provide premiere curricular

resources to promote successful student outcomes.

She earned a Ph.D. in Teaching and Teacher Education/Curriculum and Instruction and

Education Leadership from the University of Arizona, a MS in Sport Physiology and a

BS in Education with K-12 certifications in several core and CTE content areas.

Dr. Ranucci speaks and publishes nationally for educational organizations and has

been part of national CTE committees for school reform to endorse college and career

readiness curricular initiatives. Through her leadership, campuses have benefited from

rigorous and academically integrated CTE courses.

"One of my passions is changing the perception of all stakeholders that CTE students are “less than”  vs. “greater than.” As educators, we all know that there are many professions out there that make an  exorbitant amount of money in comparison to teaching. We also know that many of these professions  require far less formal college education, but yet, we still hesitate to promote these careers. Why? I’ve thought about this a lot over the last several years and I think the answer is simple. I think it is  lack of familiarity or knowledge of these career paths. Many educators I have seen support students  in choosing trade careers are those whose spouse is in that career, or their parent was in that type of  career, so they have a frame of reference and understanding. 

Unfortunately, we still live in a society where if I lined up 100 seniors and asked them what they  were going to do next school year, chances are all 100 would say “college” because that has become  the societal expectation for graduates. How do we change that perception and congratulate and  support the many students who chose an alternative post-secondary path?  

Postsecondary education will always be important, and I think every young professional needs to  continue their education; but this does not have to come in the traditional format of a two-year or  four-year university. There are so many more postsecondary options that students can take advantage  of if we as educators stop limiting them to only traditional paths. 

About Dave Conelias: 

Dave jumped into entrepreneurship in the education industry running after school and summer camps, evolved into being a full-time classroom teacher, and is now a well-rounded STEM educator who loves sharing his experiences and teaching others. Before education, Dave worked in both large and small engineering companies holding a variety of positions including leadership level.  His career was cross-disciplinary in electrical, pneumatics, hydraulics, systems, design, and manufacturing.  Dave supported production, prototype and, development programs throughout his engineering career.

Stats:

• Bachelors of Science Math and Economics at Union College
• Management of Technology Masters at Fairfield University
• 10 years in industry
• 5+ years in education
• Presenter at numerous national and regional conferences including NSTA and ITEEA
• Professional Development Workshop Lead

Bob DiPietro has dedicated his life to his calling as a fire fighter, and now to spreading that passion to young people as a Fire Science Instructor at Central Arizona Institute of Technology (CAVIT). 

Connect with Bob at rbipietro@cavitschools.org and follow his work on social media:

LinkedIn: rdipietro14

Twitter: dipietro1414

Books that Bob recommends in this podcast:

We all deal with a small percentage of lives and work that is really hard. Sometimes it's 5% and sometimes it may feel much larger. In this episode of the NCLA podcast, Rachael Mann is joined by Dr. Jill Siler for a countdown of ideas to help you along your leadership journey and for tips on how to ensure that the percentage that is hard doesn't overshadow the purpose and portion that brings joy.  

Jill Siler, Ed.D is a leader, speaker and author. Dive deeper into Dr. Jill's work on practical truths to powerfully lead through challenging times:

In this episode of the NCLA podcast, Evin Jarrett, aka The Dope Teacher shares his innovative approaches to teaching young minds. He is the Building Trades instructor at the Mayfair School. It’s the first and only Building trades program for Middle School Students in the Philadelphia School District. His program has been featured on: 

Dr. Doug Darling has been President of Lake Region State College since May 2013. Dr. Darling has 34 years of experience in Higher Education, Career and Technical Education, Workforce Development and Work Force Training.  He has led the development of numerous CTE programs to meet industry employment needs in North Dakota. Dr. Darling believes strongly in the Community College mission and in providing access for all to education and training. Under his leadership, Lake Region State College has developed innovative models for distance delivery of degree programs.

Darling received his PhD in Education from North Dakota State University in 2012 and Master of Science in Vocational Education from the University of North Dakota in 1992.  Prior to coming to Lake Region State College as Instructional Services Vice President in 1998, Darling served as director of the Lake Area Vocational Technical Center in Devils Lake, as Continuing Education Director, Interactive Video Network Coordinator, Public Information Officer and Marketing/Management faculty at Lake Region State College.

Darling is active in many organizations both personally and professionally.  In 2016, Phi Theta Kappa awarded Doug the Shirley B. Gordon award for Community College Presidents. He currently serves as Board Chair for Forward Devils Lake Economic Development Corporation. He was named ND Career and Technical Education’s Administrator of the Year in 2011. He served on the Connect ND Executive Steering Committee from 2001-2005, the NDUS Information Technology Council, and the North Dakota University System Online Advisory Committee since 1999. In 2003 Darling attended Harvard Institutes for Higher Education, Management and Leadership in Education. He chaired the North Dakota Distance Education Strategic Advisory Committee from 1993 to 1995 and was named Young Marketing Educator of the Year Award in 1991.

Dr. Kevin Fleming is a CTE administrator, keynote speaker, CEO of Catapult, and author. He has dedicated over 20 years to advancing the dialogue around eliminating the skills gap and helping students secure a competitive advantage upon graduation.

He has produced multiple viral animation videos, including Success in the New Economy, and he has written four books, including the educational bestseller, (Re)Defining the Goal and the CTE children’s book, There’s a Hat for That!

Dr. Fleming has secured and managed over $80 Million in grants to advance economic & educational opportunities within the community college system having served as a business faculty member, CTE Dean, Workforce Development Vice President, and most recently as Vice President of Planning & Development. He currently serves as the Chief Innovation & Engagement Officer for the Los Angeles Regional Consortium, supporting 19 community college CTE Deans and their programs so that all learners can equip their purpose on purpose.

A few notes:

• He has been the keynote speaker at Best Practices, Vision, and the ACTE Work Based Learning Conference.
• He has traveled to 38 states speaking and coaching in support of CTE
• His 4th book will be published in early October
• He is a member of ACTE PACE’s division  and WBL division, and ACTE’s “Coalition for Workforce Development Through CTE”
• He serves as a mentor within the ACTE Next Level Fellows program

Additional Information:

Sylvester is the CEO and founder of Global CTE, an online career and technical education publishing company. He is responsible for developing strategic partnerships with school districts and colleges to provide digital curriculum and books that serve over 50,000 students in over 600 school districts across the country.

Sylvester keeps a busy schedule traveling the world as a keynote speaker and consultant for fortune 500 companies like Fedex and Enterprise; Organizations like NBMBAA; US government agencies like the SBA and US Embassy; and internationally with ministries of education in Brazil and Costa Rica. He is also the author of four books on entrepreneurship and mindset including the one from his TED Talk, "Manifest Greatness, How To Live Without Limits."

From starting his first company at the age of 17 with only a water hose, a bucket, and a dream Sylvester has garnered over 20 years of entrepreneurial and business experience. His ideas on business innovation and his companies have been featured in The Wall Street Journal, Forbes, INC., Steve Harvey and more. Sylvester's inspiring personal stories and helpful strategies have reached more than a million business leaders, students and entrepreneurs across the globe.

Stanley S. Litow is a Professor at both Columbia and Duke University. At Duke University, he

also serves as Innovator in Residence. Stan is the author of The Challenge for Business and

Society: From Risk to Reward and co-author of Breaking Barriers: How P-Tech Schools Create a

Pathway from High School to College to Career.

He previously served as President of the IBM International Foundation and as Deputy

Chancellor of Schools for the City of New York. Before his service at IBM and the NYC public

schools, he served as President and Founder of Interface and as Executive Director of the NYC

Urban Corps, operated out of the Mayor’s Office.

He has served on a multiple of Presidential and Gubernatorial Commissions and in addition to

his service on the SUNY Board of Trustees; he also serves on the board of Roosevelt House and

the Citizens Budget Commission.

Stan helped devise the innovative school to college to career program called, PTECH as well as

the IBM Corporate Service Corps, often referenced as the corporate version of the Peace Corps.

He has received multiple awards for his community service, from organizations such as the Ann

Frank Commission, the Marin Luther King Commission, and the Center for an Urban Future as

well as the Corning Award from the New York State Business Council.

Maureen O’Shaughnessy is on a mission to connect the dots between education, belonging, and youth empowerment. She is the founder of the human-centered micro-school, LEADPrep. This learner-focused middle / high school is a national model for micro-schools, helping students learn from a place of love and personal alignment. Dr. O’Shaughnessy is the author of Creating Micro-Schools for Colorful Mismatched Kids, host of the Education Evolution podcast, and co-founder of the EdActive Collective. She recently shared innovation ideas on her TEDx talk: Changing My Mind to Change Schools.

Social Links

Larry Martinez, Ed. S. has been an educator for over 30 years, serving K12 students with a passion for improving academic achievement. He has had many roles in the educational environment as a teacher, administrator, educational consultant, and Director. His work has been primarily in high minority and low socio-economic schools. Larry retired as the Director of Curriculum in Queen Creek, AZ. Prior to this, he served as a Deputy Director for Turnaround in the Denver Public Schools and Network Director for Blueprint Schools Network in Boston. He also worked with WestEd, supporting underperforming/high-performing schools/districts throughout the United States. Larry is currently the Senior Education Director for Generation Schools Network and the founder of A2Z Teach, an educational firm.

Education:
Northern Arizona University   Bachelors of Science  B.S. Ed.
University of Arizona                 Masters of Education  M. Ed.
University of Arizona                 Education Specialist    Ed. S.

Jim Michlig is the Director of the Muskego-Norway School Districts CONNECT Academy. Through Muskego’s CONNECT Academy, Jim’s role is to build partnerships with local and national businesses, so students are able to develop their professional portfolios by gaining real-world experience.

In one year, Jim increased opportunities for students by 200%. He believes this success is due to having a strong vision and open and honest communication between business partners, students, parents, and community members.

Jim and his wife Andrea have a 13-year-old daughter who is actively involved in dance and enjoys reading and a 10-year-old son who loves playing football, baseball, and wrestling. Jim enjoys biking, working out, and going zip-lining.

Connect with Jim: 262.971.1790 ext.4550

Dr. William Sprankles currently serves as the Assistant Superintendent of Innovation, Teaching & Learning for Butler Technology Career & Development Campuses just north of Cincinnati, Ohio.  William oversees the instructional culture for Butler Tech’s 4 campuses, 11 associate school districts, and over 250 teachers. He collaborates with others to lead the district with strategic planning, development of coaching and instructional models, strategic resourcing, and emerging best practices. Prior to Butler Tech, Sprankles served as Executive Coach and Partnership Manager for the Center for Transformative Teacher Training (CT3), where he worked with school districts in major cities providing strategic guidance on strengthening school culture, leadership, classroom management, and teaching methods. He previously served as Executive Director of Teaching and Learning at Princeton City Schools, where he oversaw comprehensive school improvement processes for more than 300 educators and 3,000 students. This includes de-tracking and desegregation efforts of students in the mainstream curriculum, resulting in a 98% graduation rate for all students in one of Ohio’s most diverse school districts. Prior to earning his EdD from Miami University in April of 2021, Sprankles earned his bachelor’s degree in English education at Northern Kentucky University and his master’s in Educational Leadership at Xavier University. In 2010, the Cincinnati Human Relations Commission presented him with the Merlin G. Pope, Jr. Diversity Leadership Award.

Connect with William and read some of his published works: 

In this episode, Michael Herrera, Ed.D., shares how to refocus on the skilled trades to reduce the critical skills gap in a post-pandemic world. Dr. Herrera is a proven, innovative, collaborative, and nationally recognized school leader & workforce development professional. Served eighteen years as a successful and published CTE administrator in two states. Additional experiences include serving one rewarding year as principal of a large comprehensive high school. Dr. Herrera is currently serving as the acting executive director of Upper Bucks County Technical School.

As many college-age students will explain, when they reach their later years of high school, teachers, advisors, and counselors begin introducing them to possible career paths. This type of preparation serves as an introduction to the typical four-year college experience, which seems to be the mainstream expectation for planning after high school. The issue with this limited approach to career prep is that it gives students a narrow view of the opportunities that lie ahead of them, which is an injustice to students, as well as a variety of industries.

All students deserve to be exposed to possible careers at a young age. If they are only given that guidance just before graduating high school, their understanding of their own potential stays far below what they deserve. That is why my mission is to introduce Career and Technical Education to middle school students, while they still have years to discover their interests and skills. CTE opens up pathways that standard college and career preparation do not.

"If you can learn a name, you can change a life."

"Rapport before reports." 

"Open minds lead to open doors."

When I was asked to teach grade 7 math for the first time, I had been working as a special education teacher for a few years, teaching at both the elementary and secondary level. Like anyone would do given a new position, I reached out to the people I would be working with and let them know that I would happily take anything and everything that they could provide. I was lucky. The whole curriculum was mapped out by week, assessments had already been made, many slide decks of notes created. This was a dream come true and meant that I could focus on my classroom management, delivery, and developing student relationships and trust. I had been teaching for five years at that point, and had taught students from age 5 to 18, so I was comfortable at the front of the classroom. But I became bored quickly, and it was evident that the students were too. 

It was no shock to me, then, that the traditional way of teaching math was not working for me or my students. The course was laid out by unit, each day planned a month or more in advance and divided by topic. Lessons were structured the same way, every day: Bell ringer problem, correction, 10-20 minute mini-lesson, students take notes on the algorithmic way for solving problems that I wanted them to use, then workbook practice completing upward of 20 different versions of the same question, then if there was time, correction. Rinse and repeat. This Groundhog Day approach to math might be dependable, but it is not inspiring, fun, or challenging.

I branched out. Having changed teaching positions so often, I was always one look to current trends and research to inform my practice. A quick search for math education brought me to first to Peter Liljedahl. Dr. Liljedahl is a math education researcher out of the University of British Columbia, Canada, who has been studying math education for decades. He experienced the same feelings toward the traditional way of teaching math as I had, knowing full well that it was not working. He analyzed what was not working, tested changes, published his findings, and recently released the influential book Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning. Prior to the release of his book, however, his research introduced me to rich tasks, where the object isn’t about completing slight variations of the same question ad nauseum, but about presenting students with situations or challenges with layers of complexity. This encourages curiosity, autonomy, and playing with strategies and mistakes. 

In this episode of the NCLA podcast, our host, Rachael Mann, is joined by guests Lindsey Balderaz and John Turcic to discuss the formation and related evolution of their Education-Business Partnership Development program. Tune in to hear about this innovative approach to transforming learning spaces in order to equip students for tomorrow. 

To learn more about today's guests and these initiatives, visit:

Tune in to this episode to discover how to overcome the challenge of a "that's the way we have always done it" culture while pursuing what's best for students. Great Oaks Career Campuses increases flexibility in its offerings and delivery while expanding access through remodeling physical spaces and adjusting to on-campus, satellite, and adult ed programming. Simultaneously, they are adopting new strategies for enrollment and marketing. 

Excerpts from this episode: 

"We are guilty of trying to solve a problem before we define the problem or trying to improve something before laying out the target. What needle are we trying to move and what are we trying to accomplish? This helps to get everyone on board.

We have to ask ourselves this: Are we successful enough or can we get a little bit better? How can we get really good at what we are doing?

Define very clearly what it is that you are trying to do and take the time to get the buy-in for that before moving it forward and you’ll have a lot better chance of success that way. It seems very obvious but we, like a lot of people, are guilty of rushing or skipping that step altogether."

"It takes work to make changes. Covid forced us out of complacency and to try new things that we wouldn't have tried otherwise. If it works, that's great. If it doesn't, you are still learning and improving. If it's moving you, it's progress."

"As you’re trying new things and putting new initiatives in place, don’t forget about the climate and culture aspect, especially at the ground level- the instructors along with students- when you are asking them to do something different or to make a change. Be cognizant of the climate and emotional side rather than giving a plan and saying here is what we are going to do."

"Take the training to them. Provide it in-house."

"As our demographics get younger and younger we have to improve our instructional techniques also."

Hear from Great Oak leaders: 

Dan Cox is the Director of Business Operations at Great Oaks Career Campuses, currently overseeing over $80 million in construction and renovations at four campuses.  Dan has served as the Director of Teaching and Learning for Great Oaks and as Dean of the Live Oaks Career Campus.

Sarah Taylor is a Career Exploration Specialist at Great Oaks, helping to expand work-based learning at the district as well as assisting partner school districts in developing career exploration activities.  Sarah was previously a Career Specialist; in that role, she recruited, enrolled, and advised high school students into Great Oaks career programs.

Joel King is Director of Teaching and Learning for Great Oaks Career Campuses. He oversees curriculum development, new programming, professional development, and content delivery for the district.  He was previously an administrator at the Warren County (OH) Career Center.

Ted Kirkpatrick is Great Oaks’ Dean of Satellite Programs.  He oversees more than 20,000 students in 90 satellite programs at 29 partner school districts; under his guidance, the district has nearly doubled the number of satellite programs offered.  He was previously a curriculum coordinator for Great Oaks.

Andy Hoekzema is Director of Adult Workforce Development.  In his role, he oversees full- and part-time programming for adults, including ESOL, high school equivalency, personal enrichment classes, Police Academy, Fire Academy, full-time career programs, short-term certification classes, and customized training for business.  He has also been an Assistant Dean for Satellite Programs for Great Oaks.

Cheryl Carrier, Executive Director, Ford Next Generation Learning

Highlights from this episode: 

"We want all of our students to be exemplary communicators, collaborators, critical and creative thinkers, and to be able to self-direct their learning in any setting."

"The diploma means more than a diploma, it means they are ready for their life, they are ready for their career, and they are ready for post-secondary if they choose to go to college."

"It’s important for school leaders to always be asking, 'What is next? What’s down the road? What do we have to make sure that kids are ready for?'”

Randy Squier is currently the superintendent of schools for Coxsackie-Athens Central Schools which are located 20 miles south of Albany, NY on the Hudson River.  Randy is in his eleventh year at C-A and 17th as a superintendent, previously serving Oxford Central Schools for six years.  He has presented regionally, statewide, and nationally on topics that have a foundation in professional learning communities and innovative schools. C-A was ranked 1st in the nation in 2018 by the National School Boards Association for its digital conversion that includes providing mobile devices for every student since 2015, a robust digital badge program, and shifting most back-office storage functions to the cloud. For the last nine years, Coxsackie-Athens’ graduation rate is 16% higher than the previous eight years. The district was one of three schools recognized nationally by ISTE for its digital badge program.  Randy was a Tech & Learning Magazine runner-up for 2017 digital leaders.

Today's Podcasts guests are Jessica Golden, Senior Director, K12 District Partnerships and Peter Kelpin, Director, K-12 District Marketing. 

The educational journey includes so much more than traditional academic subjects. When young people learn about real-world skills in school, they’re equipped with the tools they need to navigate life’s daily challenges and set in motion skills that will propel them towards a successful future.

A quick search on Google Scholar will show research is deep and wide when it comes to retaining teachers, and Career and Technical Education (CTE) teachers are no different. In fact, retention of CTE teachers may have a more profound importance - high school teacher turnover impacts CTE programs due to the dependence on relational connections that motivate a student to continue taking CTE courses. While retention of CTE teachers is vital to the continued success of a pathway, CTE teachers often have options outside of teaching, making it easier for the teacher to transition out of the classroom. In fact, CTE teachers typically have high levels of skill in the career field in which they are teaching, which gives them the ability to transition back to business and industry at any point. Connections with business and industry through advisory committees ensure a continued relationship with the industry the teacher left, keeping the option open to leave at any time. Furthermore, the average occupation-based certified (OCB) teacher applying for certification in Kentucky has worked in their field an average of ten years or more, which often means he or she is taking a reduction in salary to transition into the classroom. In addition to the salary differential, OCB teachers begin teaching with very little, if any, pre-service training and are expected to meet and exceed educational expectations immediately, with responsibilities above and beyond most teachers, including advising students participating in Career and Technical Student Organization chapters, maintaining effective advisory committees, and recruiting of students into their pathways. 

Until recently, regardless of prior education, OCB teachers were also required to complete a 64-hour planned program with one of five participating universities. This included courses in teaching CTE, as well as completing a rigorous internship program in their first year of teaching... 

For more than two decades Harry Snyder, President and CEO (Superintendent) of Great Oaks Career Campuses, has been committed to ensuring that youth and adults are prepared with the competitive skills necessary for economic growth. Because he understands that this means business and education working together, he has become a major voice in workforce training.

In 2014, the Great Oaks Board of Directors named Harry its fifth President and CEO. He is responsible for four campuses and career technical training for over 20,000 youth and 15,000 adults from 36 partnering school districts. Great Oaks is one of the largest career-technical school districts in the country, covering over 2,100 square miles in southwest Ohio.

Great Oaks has been named a Cincinnati Enquirer Top Workplace for 8+ years. Harry has been acknowledged multiple times as a Cincy Magazine Power 100 recipient.

He continues to hold many leadership roles in both professional and community organizations.  Presently serving on Boards of Learn 21, High Aims, Christian Benevolent Association, Ohio Association of Career Tech Superintendents, Clermont County Chamber of Commerce, Clermont UC Advisory, and the FFA Agriculture Education Foundation.

Harry holds a Master’s Degree in Vocational Education from Wright State University and a Bachelor of Business Administration in Management from the University of Cincinnati.

Harry has resided in Southwest Ohio his entire life. Presently he resides outside of Batavia with his wife Janet, he has two daughters and one son.

Jim Michlig is the College Career & Experiential Learning Coordinator for the Muskego Norway School District.  Jim is the director of the district's CONNECT Academy which is the umbrella program for all experiential learning within the Muskego Norway School District. Jim believes that building strong relationships with business partners and helping students and families make informed decisions on their career path through CTE and experiential learning is the key to future success for all.