From Classrooms to Collaborative Learning with Mark Odsather

What does it mean to build a school system where every student is truly seen, supported, and prepared for what comes next? In this episode of the Better Learning Podcast, Katie Jubenville sits down with Dr. Annette Wallace, Superintendent of Worcester County Public Schools in Maryland, to explore what radically student-centered leadership looks like in practice. Drawing on her journey from math teacher to superintendent, Dr. Wallace shares how a commitment to belonging, literacy, and high expectations has shaped her approach to educational leadership. The conversation explores initiatives including Project 100, AP Pathways, and student success storybooks, alongside the importance of meaningful relationships, early literacy intervention, and creating opportunities for every student. Dr. Wallace also reflects on why knowing every child by name, strength, and need is central to improving outcomes, and why schools must take responsibility for ensuring every student has a path forward. 5 Key Takeaways Every child deserves to be known. Building belonging begins with knowing students by name, recognizing their strengths, and understanding where they need support. Literacy is a moral imperative. Early reading proficiency is foundational to students' future opportunities, making early intervention and focused support essential. Create pathways that open doors. Project 100 and AP Pathways demonstrate how schools can remove barriers and help students prepare for college, careers, apprenticeships, military service, and other postsecondary options. Relationships are part of academic success. Positive connections between students, teachers, and families are not separate from learning. They are central to helping students succeed. Radically student-centered leadership means prioritizing student outcomes. Every decision, support system, and school practice should ultimately serve students and expand their opportunities. About Dr. Annette Wallace Dr. Annette Wallace currently serves as Superintendent of Schools for Worcester County Public Schools, bringing decades of experience in education leadership, student advocacy, and instructional innovation. Her mission is to ensure every student has access to a safe, high-quality education and a clear path to success beyond high school, whether through higher education, workforce development, or military service. Dr. Wallace began her career as a mathematics teacher and coach at Stephen Decatur High School before serving as Assistant Principal and Principal at Pocomoke High School from 2012 to 2018. During her tenure, AP course enrollment doubled in her first year, and the AP exam pass rate increased from 29% to 69%. She and her team also launched Project 100, an initiative to ensure every student pursued postsecondary education or training. Under her leadership, Pocomoke High School rose from the district's lowest-performing school on state assessments to its highest-performing based on first-time test taker data. The number of graduating seniors requiring bridge projects dropped from 68 to zero, earning statewide recognition. In 2016, Dr. Wallace was named Maryland High School Principal of the Year by NASSP. In 2018, she transitioned to district leadership as Chief Operating Officer, overseeing operations including school construction, nutrition, technology, human resources, special education, curriculum, and school safety. She played a key role in the district's full Apple device conversion and helped lead the Safe and Supportive Schools initiative, recognized as a statewide model program. Dr. Wallace holds a B.S. in Mathematics from Salisbury University, a Master's in School Leadership from Wilmington University, and a Doctorate in Educational Leadership from the University of Maryland Eastern Shore. She has served on several community boards and regularly presents at local, state, and national conferences, sharing practices from initiatives such as Project 100 and the Advanced Placement Pathways Program. As Superintendent, Dr. Wallace remains committed to equity, innovation, and student achievement, continuing her lifelong work of creating opportunity and access for every student in Worcester County. Our Partners Association for Learning Environments (A4LE) Education Leaders' Organization Second Class Foundation EDmarket Catapult @ Penn GSE Want to be a guest speaker? Submit a request on our website.

Jeff Kubiak sits down with Mark Odsather, Superintendent of Pleasant View Elementary School District in California's Central Valley, to explore what happens when schools move beyond compliance and give students and educators greater agency. Drawing on more than 25 years in education, Mark shares how his experience in a community with vastly different opportunities shaped his commitment to creating a more equitable education system. The conversation explores Pleasant View's transformation into a collaborative, learner-centered environment, including open classrooms, competency-based learning, and authentic projects that connect learning to real-world experiences. Mark discusses why collaboration between teachers matters more than competition, how students can take ownership of their learning, and why rural school districts may be uniquely positioned to lead educational innovation. From an electric bus conversion project involving students and community members to international partnerships with educators in Brazil, Mark explains how schools can become transformational forces for students, families, and entire communities. Key Takeaways Student agency can transform what learning looks like Mark explains why giving students more control over their learning leads to greater creativity, critical thinking, and ownership. He shares examples of students exploring their own interests and demonstrating learning in ways traditional classrooms might never allow. Collaboration is more powerful than competition in education Rather than pitting teachers and schools against one another through test scores, Mark advocates for collaborative systems where educators share practices, learn together, and continuously improve. At Pleasant View, this collaboration extends across classrooms, leadership teams, and the entire district. Open learning spaces require a shift in how teachers teach Pleasant View's shared classrooms are not simply physical spaces without walls. Mark describes how teachers co-design learning, respond to students in real time, and use visible planning and progress boards to adapt their work throughout the week. Rural schools can be leaders in educational innovation Smaller districts can often move more quickly, experiment with new approaches, and adapt to their communities' needs. Mark discusses why rural schools are well positioned to help reshape education and why their students deserve access to the same breadth of opportunities as students in more affluent communities. Schools can transform entire communities through authentic learning From financial literacy projects that influence family decisions to students helping convert a diesel bus into an electric vehicle, Mark shares how meaningful learning can extend beyond school walls. He explains why schools should create experiences that equip students with real-world skills and help break generational cycles. About Mark Odsather Mark Odsather is a visionary educator and innovative leader in education. With over 25 years of experience, Mark has made a name for himself as a forward-thinking educator who is always pushing the boundaries of what is possible. Throughout his career, Mark has been committed to providing students with the best possible education and to empowering teachers and administrators to create learning environments that are engaging, inclusive, and effective. He believes that education has the power to transform lives and communities, and he is dedicated to making that transformation possible for as many students and their families as possible. Mark has recently assembled a team of educators from across the world to co-design and build the education system of the future. Our Partners Association for Learning Environments (A4LE) Education Leaders' Organization Second Class Foundation EDmarket Catapult @ Penn GSE Want to be a guest speaker? Submit a request on our website.

Katie Jubenville sits down with Dr. Gabrielle Rodriguez, Superintendent of Central School District 104 in O'Fallon, Illinois, to discuss what it means to put students first in every decision. Drawing on more than 25 years in education, Dr. Rodriguez shares how her experiences as a teacher, school improvement director, and superintendent have shaped her approach to leadership. The conversation explores culturally responsive teaching, trauma-informed practices, and how schools can create environments where students feel included, supported, and ready to learn. Dr. Rodriguez also discusses Girls Emerging as Women Leaders (GEWL), a program designed to help middle school girls build confidence and prepare for future leadership, and explains how consistent progress monitoring and multi-tiered systems of support have helped improve student outcomes. From learning to advocate for students' needs to building a culture of belonging, Dr. Rodriguez offers a practical perspective on what radically student-centered leadership looks like in action. Key Takeaways Putting students first means being willing to challenge the status quo Dr. Rodriguez reflects on a mentor who transformed her understanding of leadership and taught her to stand firm in doing what is best for children. She explains why student-centered decisions sometimes require perseverance, even when others disagree. Culturally responsive teaching helps students feel they belong Students bring different cultural backgrounds, experiences, and ways of understanding the world into the classroom. Dr. Rodriguez shares examples of how recognizing and celebrating those differences can strengthen relationships, engagement, and the wider school community. Trauma-informed practices support the whole child Students and staff may carry challenges that are not immediately visible. Dr. Rodriguez discusses practical approaches, including mindful minutes, grounding activities, restorative conversations, and ongoing support, that help schools respond to students' academic, behavioral, and emotional needs. Young women need opportunities to build confidence and leadership skills early Through Girls Emerging as Women Leaders (GEWL), Dr. Rodriguez helps middle school girls explore self-esteem, body image, human rights, and leadership. She explains why she believes these conversations should begin before girls reach high school and how the program has grown since its launch. Consistent progress monitoring helps schools respond before students fall behind Dr. Rodriguez explains how assessment, regular progress monitoring, and multi-tiered systems of support help educators identify learning needs and provide targeted interventions. She shares how this approach has contributed to stronger early learning outcomes in her district. About Dr. Gabrielle Rodriguez Dr. Gabrielle Rodriguez is a passionate, purposeful, and proud woman leader in her 10th year as a School District Superintendent. She is a wife, mom, and Gaga. A proud graduate of the Illinois IASA School for Advanced Leadership and Elevate programs, she is active in Women Leadership cohorts. A participant in the National Transformational Leaders Consortium and Harvard's Division of Continuing Education Professional & Executive Development program, she has served in educational leadership for more than 20 years as a consultant, mentor, coach, elementary teacher, director, central office administrator and most recently created the Girls Emerging as Women Leaders (GEWL) program to create and impact the next generation of female leaders. She has authored two books, Becoming ME, The Life Experiences of a Dysfunctional Soul and 15 Lessons Learning in Helping You Find Yourself and You're Not Alone: 12 Simple Steps to Perfecting Leadership, a quick guide for leaders. She owns Becoming ME Enterprises, LLC, along with co-authoring both Leadership Implications for Culturally Responsive Teaching and Learning Programs to Close the Achievement Gap and Developing Early Warning Tracking Dashboards. Dr. Rodriguez received the Racial Harmony Phenomenal Woman of the Metropolitan St. Louis award, along with Who's Who Among Educators in 2009. Our Partners Association for Learning Environments (A4LE) Education Leaders' Organization Second Class Foundation EDmarket Catapult @ Penn GSE Want to be a guest speaker? Submit a request on our website.

Jeff Kubiak sits down with Jeremy Calles, Superintendent of Tolleson Union High School District in Arizona's West Valley, to discuss student-centered leadership, district growth, and helping every student find a path beyond high school. Drawing on six years as the district's Chief Financial Officer before becoming superintendent, Jeremy shares how his background in finance and operations shapes his approach to facilities, staffing, and academic improvement. The conversation explores Commitment Day, an annual event that connects every senior with colleges, trade schools, employers, and military representatives to help them plan their next steps. Jeremy also discusses the district's plans for new high schools, why students should have a voice in campus design, and how listening to staff and community members helps guide decisions. From improving accessibility and supporting students from diverse backgrounds to balancing financial priorities, Jeremy explains why putting all students first means continually asking what schools can do better. Key Takeaways: Student-centered leadership means creating opportunities, not just setting expectations Jeremy shares how his own experience of graduating high school without a plan inspired Commitment Day. By connecting students with colleges, trade schools, employers, and military representatives, the district helps them explore realistic pathways and find people who can show them how to get there. One district, one path starts with a shared purpose With multiple campuses and different school cultures, keeping everyone moving in the same direction requires a common commitment to students. Jeremy explains how the district's annual themes help reinforce that purpose and encourage teams to keep improving year after year. Students should have a voice in the design of their schools Through conversations with student government, Jeremy has heard ideas that directly shaped campus improvements. At Sierra Linda High School, for example, students helped turn an underused area of rocks and dirt into a shaded turf space that now supports lunch, clubs, and school events. Leadership means knowing your strengths and building around your weaknesses Jeremy explains how his financial background helps him understand what is possible with district resources, while also recognizing that curriculum and instruction require different expertise. By bringing in outside perspectives, trusting his team, and working collaboratively, the district has continued to improve its academic results. Listening builds trust, but leadership still requires decisions Before taking over as superintendent, Jeremy visited campuses to hear directly from staff, gathering more than 400 suggestions for improvement. He discusses how trust with staff and governing board members depends on transparency, follow-through, considering different perspectives, and making decisions that serve the district as a whole. About Jeremy Calles: Jeremy Calles serves as Superintendent of Tolleson Union High School District, bringing six years of experience as the district's Chief Financial Officer. His background spans finance, facilities, transportation, food service, and business operations. Calles is committed to supporting academic achievement, promoting responsible financial growth, and creating opportunities for the district's 12,500 students across the West Valley. With deep family ties to the community, he is passionate about listening to educators and staff, strengthening schools, and helping guide the district's continued growth, including plans for a new high school. Episode 357 of the Better Learning Podcast Our Partners Association for Learning Environments (A4LE) Education Leaders' Organization Second Class Foundation EDmarket Catapult @ Penn GSE Want to be a guest speaker? Submit a request on our website.

Jeff Kubiak sits down with Dr. Sara Stone, Superintendent of Albany Unified School District in California's East Bay, to discuss what it takes to lead meaningful change while building trust with a school community. With 32 years in education, Sara reflects on her journey from classroom teacher to superintendent and the lessons she has learned about leadership, collaboration, and putting students first. The conversation explores Albany Unified's $63.8 million Measure L bond, which passed with 72% voter approval, and how the district is approaching facility upgrades, wildfire resilience, HVAC improvements, and modernized learning environments. Sara discusses the importance of community engagement, making difficult decisions when funding cannot cover every need, and ensuring that student and family voices help shape the process. She also reflects on the challenges of her first year as a superintendent, the unique experiences of women in educational leadership, and why leaders need to slow down, build relationships, and bring people along rather than rushing to implement change. Key Takeaways: Build relationships before pushing for change Effective leadership starts with listening, understanding the community, and building trust. Leaders need to create shared understanding before moving forward with their ideas. Slow down and bring people along Even when leaders see a problem clearly, meaningful change takes time. Sara reflects on learning to question her assumptions, remain open to other perspectives, and work collaboratively rather than rushing toward solutions. Student-centered leadership means knowing every child Schools need to understand each student's strengths, needs, and experiences. Looking beyond overall performance data helps leaders identify who is being served well and who needs more support. Community trust shapes long-term investment Albany's Measure L bond passed with 72% approval, supporting investment in school facilities. Sara explains how surveys, town halls, and ongoing conversations helped the district understand community priorities and plan for its facilities needs. Leadership requires support and the willingness to listen The superintendency can be an isolating role, and even experienced educators face a learning curve. Sara shares the value of connecting with fellow superintendents, leaning on mentors, and recognizing that leaders do not have to navigate every challenge alone. About Dr. Sara Stone: Sara Stone is the Superintendent of Albany Unified School District and received her doctorate through UC Berkeley's Leaders for Equity and Democracy program. With 32 years in education, she has dedicated her career to creating equitable, inclusive, and joyful learning environments where all students can thrive. Sara began her career as a teacher in Redwood City before serving as a founding principal in Oakland, a principal in both Oakland and Boston, and later as Network Superintendent in Oakland. Her leadership experience also includes serving as Chief Academic Officer in Alameda, Vice President of Teaching and Learning at Chabot Space & Science Center, and Assistant Superintendent in Ravenswood City School District. She now leads Albany Unified with a focus on equity, rigor, and belonging for every student. Episode 356 of the Better Learning Podcast Our Partners Association for Learning Environments (A4LE) Education Leaders' Organization Second Class Foundation EDmarket Catapult @ Penn GSE Want to be a guest speaker? Submit a request on our website.

Matt Rogers sits down with Dr. Robert Hunt, Superintendent of Upper Arlington Schools, to explore his experience leading major school facility projects and the district's current $273 million bond initiative for two new middle schools and an early childhood building. Dr. Hunt shares lessons from 16 years as a superintendent, including renovating a 100-year-old historic building in Chagrin Falls, navigating a major facilities referendum in Illinois, and now leading Upper Arlington through a process built around extensive community engagement. The conversation dives into how the district assessed both the physical and educational adequacy of its existing buildings, evaluated 18 different options, and created more than 8,500 community touchpoints through building teams, task forces, town halls, surveys, and direct conversations. Dr. Hunt also discusses designing spaces that can adapt to the future, learning from districts that have already gone through the process, and one of his biggest lessons from an earlier project: even the best-designed space can fall short if staff aren't prepared to use it. Takeaways: Community engagement should shape the solution — Upper Arlington evaluated 18 different options and brought staff, students, and community members into the process rather than starting with a predetermined answer. Design for the future, not just today — School buildings can last 50–70 years, so flexibility needs to be built in to accommodate changes in teaching and learning. You can only move at the speed of trust — Lasting change requires time, support, and trust. People need to understand why a new approach matters before they can fully embrace it. Learn from those who have done it before — Visiting other districts and talking directly with teachers and students can reveal both the benefits and unintended consequences of design decisions. A new space only works if people are ready for it — Dr. Hunt reflects on a past project where he focused heavily on construction but not enough on preparing staff to use the new environment effectively.   About Dr. Robert Hunt: Ohio native Robert Hunt, Ph.D., is proud to serve this community as the superintendent of the Upper Arlington Schools. Dr. Hunt joined the district in July 2023 after spending much of his career in high-achieving school districts in Ohio and Illinois. Prior to Upper Arlington, he was the superintendent in Barrington 220 Community Unit School District, northwest of Chicago. Previously, he served as the superintendent of Chagrin Falls Exempted Village School District in Chagrin Falls, Ohio, for nine years. During that time, he was named Ohio Superintendent of the Year by the AASA (American Association of School Administrators) in October 2020. Prior to becoming a superintendent, Dr. Hunt served Chagrin Falls Schools in a variety of roles, including assistant superintendent, principal, and assistant principal at the high school. In 2007, he was named the Ohio Principal of the Year by NASSP (National Association of Secondary School Administrators). His career began as a middle school English teacher and athletic director, then eventually assistant principal, in Kenston Local School District in Ohio. He holds a bachelor's degree in elementary education from Kent State University, a master's degree in educational administration from Ursuline College, and a Ph.D. in educational administration from Kent State University. Dr. Hunt and his family are excited to be Golden Bears. He lives in Upper Arlington with his wife, Shannon, and their two school-age children, Emerson and Hawken. They also have two older children, Ashton and Braden. Dr. Hunt believes that a successful public school is a reflection of the expectations of the community. With that in mind, he believes he has a responsibility to take the time to listen and learn from all stakeholders of the Upper Arlington Schools and then focus on how to continuously improve.   Episode 355 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website  

Kevin Stoller sits down with Dr. George Hummer, Superintendent of Frederick County Public Schools, to explore his journey from special education aide to school district leader, and the district's ongoing effort to build its fourth high school. Dr. Hummer shares how his mother's career as a special education teacher and his own experience working with students with disabilities shaped his empathy-driven leadership style. The conversation dives deep into the mechanics of planning new school construction — including the critical difference between "design capacity" and "program capacity," how Frederick County builds community trust through transparent data, and why involving every stakeholder voice (parents, teachers, students, county officials) is essential to a successful bond and building process. Dr. Hummer also reflects on team-building, situational leadership drawn from his coaching background, and why investing in students must remain the non-negotiable priority behind every facilities decision. Takeaways: Program capacity vs. design capacity — A room's legal occupancy limit isn't the same as how many students it can actually serve well; specialized programs (special ed, ELL, CTE, kindergarten) mean real capacity is often much lower than code allows. Run schools at 85–90% capacity, not 100% — Like redlining a car engine, operating school buildings at full capacity year-round accelerates wear and leaves no room for enrollment shifts or new programs. There's no such thing as too many voices — Successful school construction requires input from county officials, principals, teachers, parents, and even students — genuine inclusion builds long-term community trust. Seek out your critics, not just your supporters — Dr. Hummer's willingness to sit down with a skeptical taxpayer and address misinformation directly turned an opponent into an advocate for the new high school. Situational leadership matters — Knowing when to encourage versus when to push for improvement (borrowed from his coaching background) is key to building strong, resilient teams.   About Dr. George Hummer: Dr. George C. Hummer began serving as Frederick County's Superintendent of Schools on January 30, 2023. He is a native of New Jersey who moved to Virginia in 1994. He graduated from Chancellor High School in Fredericksburg and received a bachelor of arts degree from Radford University in 2005. Dr. Hummer also holds a master's degree in educational leadership and special education from the University of Mary Washington as well as a doctorate in educational leadership from Virginia Commonwealth University. Dr. Hummer credits his mother, who was a lifelong special education teacher, with inspiring him to pursue a career in education. He began his career as a special education teacher, athletic director, and football and basketball coach at Battlefield Middle School in Fredericksburg. After serving in those roles from 2005 to 2012, Dr. Hummer was named assistant principal at Rodney Thompson Middle School in Stafford and served in that capacity for three years. In 2015, Dr. Hummer was named the Supervisor of Student Services and Special Education for Stafford County Public Schools. Four years later, he became Stafford County Public Schools' Executive Director of Student Services and Special Education. In 2022, he was named that school division's Chief Student Support Services Officer. As a teacher, Dr. Hummer was recognized with a Teacher of the Year Award and for improving the performance of his students. As a central office administrator, Dr. Hummer has spent countless hours supporting students, families and staff while working to develop better procedures to help bridge the achievement gap for all students. In 2021, the Virginia Council of Administrators of Special Education recognized Dr. Hummer with the Mary Lou Wall Award for Early Special Education Leadership. The award recognizes individuals who are in their first three years of leading a school division's special education services and exemplify five values: (1) Heart- the passion to serve, nurture and care; (2) Leadership by example; (3) Honesty; (4) Creative thinking; and (5) Collaboration. From 2018 to 2023, Dr. Hummer served as an adjunct professor of educational leadership and education at the University of Mary Washington. He has also been a featured speaker at several state meetings for the Virginia Department of Education. Dr. Hummer is proud to remain actively engaged in the Frederick County and Northern Shenandoah Valley communities. He currently serves on the boards of the Valley Health Foundation, United Way of Northern Shenandoah Valley, Grafton School Foundation, and Frederick County Education Foundation. He is also an active member of the Rotary Club of Frederick County. Through these meaningful partnerships, Dr. Hummer enthusiastically supportsefforts that strengthen our students, education, health, opportunity, and overall community well-being throughout the region. Dr. Hummer, his wife, Charnell, and his step-daughter, Madison, live in Frederick County.   Episode 354 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

Dr. Adam Swinyard, Superintendent of Spokane Public Schools and 2023 Washington Superintendent of the Year, joins the Jeff Kubiak to discuss leading one of Washington's largest districts through a rapidly shifting information and mental health landscape. Adam shares how Spokane centers everything on relationships, why transparency and "doors and windows" communication have replaced the old top-down model, and how the district's Engage in Real Life initiative and revised cell phone policy are tackling the youth mental health crisis. He also reflects candidly on lessons learned since becoming superintendent — from the power of emotional intelligence in hiring to rethinking public schools' role in a world where they no longer hold a monopoly on enrollment. Takeaways: Relationships over hierarchy — Spokane's culture is built on entering every interaction with love, kindness, and curiosity before power or authority. Transparency builds trust — Post-pandemic, families expect "doors and windows" into classrooms; hiding information only invites misinformation. Emotional intelligence trumps résumés — Adam prioritizes EQ over traditional credentials when hiring leaders, even for technical roles like HR. Engage in Real Life to fight the mental health crisis — Pairing a cell phone policy with real-world clubs, sports, and activities has driven major gains in attendance and behavior. Schools no longer have a monopoly — With school choice now widespread, districts must develop real marketing and branding strategies, like higher ed already does. About Dr. Adam Swinyard: The Spokane Public Schools board of directors named Dr. Adam Swinyard superintendent in the summer of 2020. In his role as superintendent for the state's largest school districts, Dr. Swinyard is tasked with implementing the district's vision, goals and policies. Dr. Swinyard previously served as the district's associate superintendent for teaching and learning and director of secondary schools. A native of Deer Park, Wash., Dr. Swinyard earned his B.A. in secondary education from Northwest University. He earned his M.Ed, Ed.D in executive leadership, and Washington State Principal and Superintendent credentials from Seattle Pacific University. In 2016, Dr. Swinyard received the Research on Superintendency Dissertation of the Year Award from the American Educational Research Association. Prior to working in district administration, Dr. Swinyard was the principal at Sacajawea Middle School in Spokane from 2013 – 2016. In that role, he was twice nominated for the Association of Washington School Principals (AWSP) Washington State Middle School Principal of the Year Award. He was an AWSP Regional Principal of the Year winner in 2015. Prior to his time leading Sacajawea, Dr. Swinyard was an assistant principal at Cheney High School in Cheney, Wash., and principal assistant at Garry Middle School in Spokane. Dr. Swinyard has teaching experience in health and fitness, language arts and social studies in western Washington school districts that include Glacier Peak High School in the Snohomish School District, and McAuliffe Elementary School in Redmond. Dr. Swinyard and his wife have three children.   Episode 353 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

Dr. Sharon Bradley, founder of Bradley Site Design and a landscape architect with four decades of experience, joins Matt Rogers to explore how school campuses can become powerful teaching tools rather than just backdrops. Sharon shares how her childhood in the English countryside shaped her belief in "environment as teacher," and explains her curriculum integration model — mapping specific lesson units directly onto campus features like whisper walls, bioretention gardens, and stormwater "raindrop journeys." She also discusses how early collaboration between landscape architects, building architects, and educators leads to campuses that are both cost-effective and deeply engaging for students and communities. Takeaways: Environment as teacher — Childhood immersion in nature shaped Sharon's belief that outdoor spaces can teach as powerfully as classrooms. Curriculum drives design — Mapping existing lesson units onto campus features makes outdoor learning easy for teachers to adopt.  Necessity sparks creativity — Required elements like retaining walls and stormwater systems can double as engaging teaching tools (e.g., "whisper walls"). Bring landscape architects in early — Involving them from the start, not as an afterthought, leads to better-integrated, more functional campuses. Natural design saves money — Native plantings and bioretention areas cut irrigation and maintenance costs while boosting engagement. About Dr. Sharon Bradley: Through her practice and her research, Sharon has developed a unique design methodology that addresses social, economic, and ecological issues on educational campuses and in residential communities. With 40 years of experience creating immersive learning landscapes, her Curriculum Integration techniques and impact assessment frameworks have become models for campus design. Her unique approach results in sites that invite exploration and discovery, with elements created for specific learning units and general biophilic engagement. LinkedIn www.linkedin.com/in/sharon-bradley-phd-pla-27a4274 Website https://www.bradleysitedesign.com/ Facebook https://www.facebook.com/BSD4Impact/   Episode 352 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

Mark Shepard, K-12 Advisor at BVH Architecture, joins Carla Cummins to share his unusual path from industrial tech teacher to school superintendent to architectural firm advisor. Drawing on his experience leading a transformative CTE center project in Fremont, Nebraska, Mark discusses how listening to local industry and students — not just assumptions from educators — reshaped a district's approach to career and technical education. He dives into the design choices that put CTE on display rather than hidden away, the partnerships with local businesses that created real jobs for students, and why treating career pathways as "a means to a beginning" changes everything about how schools serve students. Takeaways: Ask industry, don't assume — Visiting 42 local businesses revealed a mismatch between what schools were teaching and what employers actually needed. Design CTE to be seen — Moving shop class from a hidden corner to the school's central crossroads, with glass walls, reshaped how students and parents viewed trade careers. A means to a beginning, not an end — Career pathways should launch students into real opportunity, not serve as a fallback from a four-year degree. Flexibility future-proofs facilities — Durable, adaptable labs let schools retool programs as local industry needs evolve. Student success stories build momentum — Real outcomes (jobs, scholarships, even a student following his father into the trades) generate community buy-in for future investment. About Mark Shepard: Mark brings over 35 years of experience in education, school planning, and facility development, most recently serving as the Superintendent of Fremont Public Schools. His career highlights include leading a $123M bond initiative (yes, $123 million), which resulted in three new elementary schools and a new Career and Technical Education (CTE) Center. With his extensive experience in education and expertise in CTE design, Mark Shepard brings valuable insights that help us enhance and innovate our programs. As a K-12 Advisor, Mark works closely with us to provide strategic guidance in designing and refining curriculum and educational initiatives that align with current industry trends and educational standards. His deep understanding of K-12 education allows him to help shape our approach to support student success and engagement.   Episode 351 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website