Our guest for this episode of College & Career Readiness Radio is Dr. Sandra Adams, a nationally recognized CTE leader, author, and advocate for high-quality career and technical education who focuses on expanding opportunity, literacy, and workforce readiness for students.

Dr. Adams begins by saying that possibility thinking is about reimagining teaching so students connect with supportive people and build real efficacy through mastery.

She says teachers should move away from content delivery and toward helping students partner with resourceful people who expand opportunities.

Sandra says work-based learning should be embedded all year and adapted to local needs, not treated as a one-size-fits-all model.

She says the client pitch is her favorite example of classroom WBL, because it brings real problems from the community into the classroom.

Sandra says feedback from partners should include descriptive and directional feedback, not just correction or evaluation.

She says networking is one of the most important skills in the age of acceleration, so students need explicit practice with it.

Dr. Adams tells listeners that students should sound like experts by using industry language and technical vocabulary in authentic contexts.

She says vocabulary should never be taught in isolation; it should always be taught in context.

Sandra says all educators are literacy teachers, and she frames literacy through TWIRLS: thinking, writing, reading, listening, and speaking.

Her final message: exposure is the key, and no one should cap what a 17-year-old can do.

This episode of College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform. If you want a demo of the features of MaiaLearning that support what was discussed in this episode, including career research and planning and a work-based learning tracking system, schedule your demo today.

Our guest for this episode of College & Career Readiness Radio is Joshua Stamper, author of The Language of Behavior.

Josh says that student behavior should be read as communication, not just defiance, because students often signal unmet needs, stress, or trauma through what they do in class.

He explains that many behavior issues start when students are in survival mode, which makes it hard for them to regulate emotions, listen, or hold a conversation.

Stamper says educators should first consider the environment, since classroom setup, wall clutter, furniture placement, and other sensory factors can make students feel unsafe or overstimulated.

He notes that the second step is exploring the breakdown, meaning adults should identify what a behavior might actually be communicating instead of assuming it is simple disruption or boredom.

Stamper argues that responding intentionally means using consequences that match the behavior, helping the student take ownership, teaching the replacement skill, and avoiding punishments that only increase fear.

He describes check-ins as a practical way to track student well-being over time and catch changes in baseline before problems escalate.

Josh tells listeners that trusted adult relationships are essential, because students are more likely to disclose hard situations and accept help when they feel safe with someone at school.

He notes that counselors and schools should use data, in-person check-ins, and follow-up conversations to respond early when a student’s baseline shifts.

Stamper says students also need direct teaching about their brains, emotions, and self-regulation so they can build control and coping skills for school and life.

He connects this work to post-secondary readiness, saying students need durable life skills like empathy, communication, relationship-building, and stress management to succeed in college, careers, and adulthood.

His closing message is that schools should ask whether they truly treat behavior as communication, and if so, respond with compassion, empathy, and a focus on decoding student needs.

"The best way to get knowledge to the brain is through the heart." ~ Joshua Stamper

This episode of College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform. If you want a demo of the features of MaiaLearning that support what was discussed in this episode, including wellbeing assessments, data collection, and student flourishing results, schedule your demo today.

Our guest for this episode of College & Career Readiness Radio is Frank Polen, assistant superintendent and director of adult education at the Buckeye Career Center in Ohio.

Frank explains that Buckeye Career Center is a joint vocational school district and a career technical planning district serving 11 partner schools across three counties. Students can complete academics and career-technical training in one place, and the center also serves open-enrolled, homeschool, and digital academy students.

He highlights Buckeye's flexible pathways for students, including full academics, lab time, credit-plus options, online coursework, and school-to-work opportunities. He emphasizes that students can earn industry credentials, graduate early, work in their field, or continue into more training and college credit.

Frank stresses that CTE and college are not competing ideas. His view is that “training is for everybody,” and that education should be treated as a long-term pathway with multiple on-ramps and off-ramps.

He describes the need for strong articulation between high school, adult programs, and higher education. He points to credit opportunities through certifications and industry credentials that can apply toward associate degrees and beyond.

Frank says that workforce shortages are best addressed through collaboration, not silos. In his region, educators, business leaders, economic developers, legislators, and higher education partners work together through an industry sector partnership and a Civic Lab initiative to solve manufacturing and healthcare labor gaps.

Polen also emphasizes the importance of a dedicated point person, clear goals, and regular meetings to keep problem-solving moving. He says the goal is not just to solve workforce problems, but to dissolve them through long-term, community-based action.

Frank closes with a simple message: “We’re all in this together.” He encourages leaders to connect with one another, build teams, and keep finding ways to say yes for students and communities.

College & Career Readiness Radio is brought to you by MaiaLearning--a completely comprehensive college and career readiness platform. Schedule your demo today.