The Harvard EdCast

Dreama Gentry grew up in Appalachian Kentucky, in a community often defined by outsiders for what it lacked. But what she saw was strength, connection, and possibility. Today, as the founder and CEO of Partners for Rural Impact, she’s working to make sure the 14 million young people growing up in rural America can see those same possibilities for themselves.“What I see in Appalachia is that a lot of young folks have lost hope. And they've lost the ability to dream of a future and of a path. And some of that is because their parents also have lost that hope. And some parents are afraid to have dreams for their young folks,” Gentry says. “And I think that's why programs, schools, community systems have to wrap around the whole family and support the whole family in learning how to dream again, holding the hope of a better future, and providing them with those supports.”Despite rural students often graduating high school at higher levels than their peers, they also have lower enrollment rates for college. Part of Gentry’s work is developing that path for students. She explains how “place-based partnerships” are transforming rural schools by bringing together educators, families, and community leaders around one goal: every child supported, from cradle to career.“Career pathways for rural students are the same as career pathways for students in urban areas and other areas. And I think sometimes, we don't make that distinction,” she says. “I think we have a responsibility and a duty, when working with young folks, to help them actualize and develop a dream, a goal that they want to work toward, and then to make sure that they're leaving high school with the skills to achieve that, if possible. And they're college ready. They're career ready. And so, the pathways are unlimited for young people in rural places, just like they are in others.”She says there are many surprising connections between rural and urban education. In fact, Gentry notes how her work with Geoff Canada of the Harlem Children’s Zone changed her perspective. Now, she emphasizes that while the settings may differ, the core work of supporting children and families is universal. Rural and urban educators, she says, have much to learn from one another if they’re willing to move beyond perceived divides and recognize their shared mission to create opportunity for every child.In this episode, Gentry challenges assumptions about rural life, reminding us that the challenges and outcomes facing small towns are deeply tied to the nation’s future. 

When educators talk about artificial intelligence, the conversation often begins with excitement about its potential. But for Stephanie Smith Budhai and Marie Heath, that excitement must be matched with caution, context, and critical awareness. “AI is a piece of technology. It's not human, but it's also not a neutral thing either,” says Budhai, an associate professor in the educational technology program at the University of Delaware. “We have to be intentional and purposeful about how we use technology. So, thinking about why we're using it. So why was the technology created?” Budai and Heath, an associate professor of learning, design, and technology at Loyola University Maryland, are the authors of “Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy.” Their research explores how bias is built into artificial intelligence and how these biases can harm students if left unexamined. While bias in technology isn’t new — it’s been present in tools as old as the camera — both scholars argue that educators and students must learn to approach AI critically, just as they evaluate sources and evidence in other forms of learning.“What does it mean when we ask children…to partner with or think with a machine that is based in the past, with historical data full of our historical mistakes and also doesn't really explore? It's not looking at the world with wonder. It's looking in this very focused way for the next answer that it can give the most likely possibility,” Heath says. “And I think as learners, that's actually not how we want kids to learn. We want them to explore, to make mistakes, to wrestle with ideas, to come up with divergent creative thinking.” Both Budhai and Heath believe that using AI responsibly in education means grounding teaching in equity and critical engagement. Budhai points to projects like Story AI, which helps young students tell their own cultural stories while revealing bias in generative image tools. Heath’s Civics of Technology project encourages “technology audits,” helping teachers and students uncover the trade-offs and values embedded in everyday tools. In this episode, we explore how to use AI critically in classrooms, and the responsibility of educators to cultivate AI literacy, develop thoughtful policies, and consider broader implications such as environmental impact, equity, and student privacy. 

Congress has passed the nation’s first federal school voucher–style program, set to begin in 2027. Supporters call it a landmark expansion of parental choice, while critics fear it will divert billions from public schools. Harvard Professor Marty West says the program raises important questions about the future of American schooling and even how the program will operate.The new program, part of the “One Big Beautiful Bill Act,” is officially called the Educational Choice for Children Act. Although it isn’t a direct voucher, it will operate as a tax-credit program where individuals can receive up to $1,700 in credits for donating to nonprofit scholarship-granting organizations. These groups can then distribute scholarships for private school tuition, tutoring, transportation, or even special education services. Families earning up to 300% of their area’s median income are eligible, and states must opt in, giving governors control over implementation.“What is clear, is that in any state that wants to do so, the program can be used to support private school choice, and that's what makes it significant,” West says. “It really does have the potential to turbocharge the movement to expand private school choice in the United States, which already had significant momentum at the state level.” The idea of vouchers has a long and varied history in the U.S. tracing back to 1955 when economist Milton Friedman proposed funding education through competition rather than government-run schools. Early programs often focused on targeting low-income families, but as West explains, this shifted over time, especially in recent years as the pandemic accelerated private school choice options. The research on vouchers is often mixed. As West points out, studies often showing modest academic gains, especially for disadvantaged students, and positive effects on civic outcomes and graduation rates. The need for further research on the effects of vouchers is needed. If one thing is certain, politically, vouchers remain deeply divisive. “The issue of private school choice has for decades, been the one education policy issue that most cleanly divides Republican and Democratic elected officials,” West says. Going forward, West will be paying close attention to how and whether the new federal program is adopted throughout the country. “What will the governors of blue states decide? Will they opt into the program or will they not? If they don't, this will further extend a new phenomenon in American education really in the past several years-- --which is that we're starting to see a red state model of education delivery and a blue state model of education delivery,” he says. In this episode, West shares the history of the voucher movement, what research tells us about its success, and whether this national policy will transform American education or further fracture it.  

Schools around the world are cracking down on student cell phones, with many turning to outright bans as a fix for distraction, bullying, or mental health struggles. But as University of Birmingham Professor Vicky Goodyear and Harvard’s Carrie James explain, the story is more complicated than a simple “phones are bad.”“School phone policies alone are not enough to tackle some of the issues that we're seeing in adolescents,” Goodyear says. In her study of over 1,200 students, she found no differences in mental health, academic performance, or well-being between schools with strict bans and those without. While restrictions cut down on in-school phone use, they didn’t meaningfully reduce students’ overall daily screen time. “Schools are not the silver bullet for addressing the negative impacts of smartphone and social media use,” Goodyear adds. “We also need to optimize on the benefits that are available as well. And there are also unintended consequences of these bans that we do not yet know.”As James points out, for many students, cell phones can be an important tool for safety, connection, or learning support.“Removing the devices doesn't remove some of the challenges that are associated with growing up with technologies, but it can remove some of the benefits of those connections,” James says. “So, this is not to say this is an argument for not having bell-to-bell policies. I think that they can be very, very important in a lot of cases. But it is an argument for being very alert and aware of some of those unintended consequences.” Both researchers agree schools need phone policies shaped with input from students, families, and teachers — plus opportunities to teach “digital agency,” or how to use technology intentionally and responsibly. In this episode, we explore how the real challenge isn’t keeping phones out of the classroom, but how to prepare young people to thrive in a technology-saturated world. 

Strategic leadership may be one of the hardest — and most vital — skills for school leaders to master. Liz City, senior lecturer at the Harvard Graduate School of Education and a long-time coach to school and system leaders across the country, says strategic leadership is not innate but a skill that can be learned and strengthened over time.“We're in a context which, over the last five years, has been full of uncertainty and ambiguity,” City says. “I think that makes it harder for people to be strategic. It puts people in a kind of reactive survival mode, which is not our best place to be.”Learning how to be strategic can mean the difference between finding success over being less effective, doing too much, and burning out, she says. Drawing from decades of experience and recent research, City emphasizes that being strategic is not just about setting goals — it’s about taking intentional action, maintaining focus over time, and deeply understanding people and systems. In her new book, “Leading Strategically: Achieving Ambitious Goals in Education,” she and co-author Rachel Curtis outline five key elements of strategic leadership: discerning, cultivating relationships, understanding context and history, harnessing power, and think big, act small, learn fast.She explains how leaders often get stuck, especially around power and discernment, and offers practical advice for moving from reactive leadership to purposeful progress. “You can lead from lots of different vantage points. I think we assume that if you have formal authority, you have power, and you'll be able to get things done,” City says. “It turns out, though, that most things are accomplished through a large measure of informal authority.” In this episode, City shares what it really means to lead with purpose, especially in today’s climate of uncertainty and change.

It’s easy to feel overwhelmed by the statistics on global education — millions of children, especially in low- and middle-income countries, are spending years in school without mastering foundational skills. But as Harvard Lecturer Robert Jenkins reminds us, we can't afford to stay stuck in what we think we know about the learning crisis. Innovation is not just possible — it’s essential, he says.“When you look at the big picture overall globally, it feels daunting, the scale of the challenge,” he says. “But when you disaggregate that and see the incredible innovations and proactiveness of many leaders, many educators, the commitment of educators around the world, indeed, [it’s] very exciting, and reason for optimism.” While expanding access to education has been a major achievement, Jenkins points out that access alone doesn’t guarantee learning. “There was, I think, a very simplistic understanding that by promoting access and enabling kids to go to school, that would automatically translate into higher levels of learning and success in learning levels,” he says, “meaning kids, by going to school for many years, would graduate with the level of learning that would enable them to realize their full potential. And that's not the case.” True progress, he argues, requires tailoring education to individual needs, investing in holistic student support, and improving quality at every level.With the growing threats of declining humanitarian funding, Jenkins warns this has the potential to stall or reverse progress in education systems worldwide. However, he also believes that a greater awareness and engagement from high-income countries, along with encouraging innovation, evidence-based interventions, and inclusive leadership can lead to transforming global education systems.In this episode of the EdCast, Jenkins dives into what’s working, what needs to change, and how educators everywhere can play a part in transforming global education, so every child has the chance to thrive. 

Texas and California often appear to be worlds apart when it comes to politics and culture, but the education students are getting – as far as their textbooks go, at least – may not be so different.University of Chicago Assistant Professor Anjali Adukia investigated more than 260 textbooks used in both public and religiously affiliated schools in the two states, analyzing their portrayal of race, gender, religion, and historical events. “I think the part that was the most surprising to me is despite this narrative of political polarization, we actually don't necessarily see that in the books themselves that are given to kids on average,” Adukia says.While there are differences, especially regarding religious content, textbooks used in both states tend to emphasize similar themes such as family, nature, and history, she says. Additionally, the textbooks also feature similar portrayals of females in passive and stereotypical roles, while males are more often linked to power, politics, and military.She argues that textbooks play a crucial role in shaping students' identities and worldviews, transmitting cultural values and societal norms. Despite changing public attitudes, these textbooks remain largely unchanged, posing important questions about how educational content influences future generations and the values that schools are endorsing.“The process of education and its associated books and curriculum materials necessarily, and by design, transmit the knowledge that we care about, the values that we care about. They transmit messages about who belongs in what spaces in society,” Adukia says. “Also, the presence and the absence of different identities can send messages to kids which can contribute to how they view their own potential and the potential of others.”In this episode, we explore the similarities and differences across textbooks in public and religious schools, and the role textbooks play in shaping students’ identities and worldviews. 

As a third-grade teacher, Lily Howard Scott noticed how she spoke to students impacted more than just their experience in the classroom. How teachers speak to their students and intentional shifts in language can nurture children’s inner lives, foster self-regulation and reduce perfectionism, she says, and become their inner voice.“The thing about teachers, particularly elementary school teachers, is they have this superpower, which is that they catch kids at a moment where their capacity for neuroplasticity is more remarkable than it will ever be again. These kids are developing theories about themselves and their abilities, and they're bucketing themselves in all ways that may stay with them for the rest of their lives,” Scott says. “They're establishing thinking patterns that will stay with them, and elementary school teachers spend 1000 hours a year with their students in the same connected classroom… subtle shifts in language that help kids learn these basic things, that they have agency within, that they can choose which thoughts and feelings to amplify and which to quiet.”Scott shares that young children are remarkably receptive to reflective conversations about language and often adapt the terms in creative, personal ways — such as a student renaming their “inner voice” the “President Decider.” She highlights the power of reframing mistakes as "brilliant mistakes," which invites curiosity rather than shame. This shift, supported by neuroscience and the work of researchers like Lisa Feldman Barrett and Carol Dweck, helps children interpret challenges with a mindset geared toward growth and resilience.How to make these shifts is now the focus of Scott’s work and the central theme of her book, “The Words that Shape Us,” where she shares classroom-tested strategies and brain-changing teacher language.Learning to speak differently as a teacher or even parent can be challenging, but Scott stresses the importance of modeling lifelong learning alongside children. For instance, by admitting their own struggles with perfectionism or learning from errors, teachers can foster trust and mutual growth. Scott explains that language like “feelings are visitors” (inspired by Rumi’s The Guest House) helps children understand emotional regulation and agency. She admits that young children are particularly receptive to language shifts. Perhaps even more importantly, the effort to tweak how we speak to children may also play a role with children’s mental health. “If your mind is better company when you're seven, you hold on to these language nuggets and you repeat them to yourself when you're 17, so I think elementary school, it's not the precursor to serious learning. It's the most serious learning, and we should tip our hats to elementary school teachers and understand the immense and enduring influence they can have,” she says.In this episode, Scott shares insight into when children are taught empowering, compassionate language early, they carry it with them for life, enabling healthier thinking patterns and emotional well-being. She provides caution against well-meaning but common phrases like “try harder” which may inadvertently shame children. 

To succeed in school, in life, and as contributors to a more equitable society, students must be able to recognize, analyze, and challenge systemic injustices, say Harvard Lecturer Aaliyah El-Amin and Boston College Professor Scott Seider. Through their research, they are examining what it truly means to pursue education for justice in K–12 schools.“The kids who are in classrooms right now are our country's next generation of leaders,” says El-Amin. “They’re the people who are going to help determine whether we continue on our current path of deep injustice and human suffering, or whether we chart a new course toward a more just society — one where people across differences have equal access to well-being and thriving.”El-Amin and Seider argue that equipping young people with the tools to understand and respond to injustice is not only critical to building a more just society but also key to supporting youth development—academically, emotionally, and civically.“Young people who are more critically conscious of injustice are more civically engaged. They have higher self-esteem. They have better mental health…” says Seider. “The primary goal of nurturing young people's understanding of injustice is to prepare them to help build a better world. But we also have growing evidence that this critical consciousness contributes to positive youth outcomes.”To explore how justice-oriented education is being implemented across different contexts, the researchers studied more than 100 schools, identifying four core strategies for embedding this work throughout K–12 education:Building adult capacityCentering justice in the curriculumPartnering with families and communitiesEngaging students in social actionWhile this work may look different depending on the local context, El-Amin and Seider believe it can be implemented in schools everywhere.“Students are asking big questions about the world around them,” says El-Amin. “And when students are curious, engaged, and eager to participate in these conversations, educators have a powerful opportunity to bring them into critical consciousness and advocacy right in the classroom.”This episode of the EdCast explores how schools can become places where students are not only academically prepared but also empowered to confront—and help transform—the world they inherit.

In today’s digital landscape, schools face growing cybersecurity threats that can disrupt learning, compromise sensitive data, and leave administrators scrambling to recover. With cybercriminals becoming more sophisticated, understanding these risks and being prepared is more critical than ever, says Lisa Plaggemier, the executive director of the National Cybersecurity Alliance.“The vast majority of bad things that happen at institutions like schools and municipalities-- again, under-resourced organizations or organizations that have some technical debt. They haven't kept up with the latest and the greatest when it comes to technology. It's really, really, really basic things that get exploited by people that are up to no good,” she says.The Center for Internet Security recently released a report revealing that 82 percent of schools suffered from a cyber incident over an 18-month period. From ransomware attacks to AI-powered phishing scams, cybercriminals are finding new ways to exploit vulnerabilities—especially in under-resourced institutions like schools and municipalities. Plaggemier shares practical steps schools can take to protect themselves, from implementing multi-factor authentication to training staff on phishing awareness. She says the biggest mistake is not being prepared for a cyberthreats. “[This] is not something that's fun to go through, to have to answer to the press, to have to handle the crisis communications, the questions you get from parents. It then becomes such a drain on all those other things… that are a higher priority, that you realize that you've risked all those good and noble things because of a lack of preparedness,” Plaggemier says. “It's not if, it's when. So, it's all about being prepared. It's about resilience. It's about business continuity, being able to still teach school if everything's offline, and then being able to recover from the attack and go back to business as usual.”In this episode, we discuss why educational institutions are frequent targets, the role of human error in cyberattacks, and the importance of proactive security measures. 

How we see the world and interact with each other, especially whether we create welcoming environments of acceptance, does not always come naturally. Tim Shriver, chair of the Special Olympics, and Stephanie Jones, a Harvard professor whose research focuses on social emotional development, say that it’s something we can teach, and fostering an inclusive and accepting mindset in schools and communities matters. “This is not stuff that we're necessarily born with. It all grows and emerges through experiences and all kinds of things that happen in the world. So, they are malleable skills -- they can be taught,” Jones says. “And I would go further and say that the decades of work in schools focused on things like social, emotional, and behavioral development have given us some ideas about the essentials of teaching and supporting these kinds of skills.”As a longtime advocate of students with intellectual and physical disabilities, Shriver admits he was intrigued by better understanding why some people are more open to inclusion and accepting someone who may be different from them. “From any number of points of view, difference is sometimes scary. But who are the people that know how to turn that fear or that lack of familiarity into an opening, rather than using it as a closed door?” Shriver says. “So, I started to ask myself, what is an inclusive mindset? … And the more I thought about this, the more I realized, and the more I searched around issues around it, it struck me that we didn't know.”Working together they began to identify key components of an inclusive mindset and how to foster this by acting on empathy, dignity, and courageous action. In this episode, we discuss using teachable moments where students can learn to become upstanders, and why it is important to nurture these skills in the classroom and community.

Post-pandemic schools are still feeling the aftershocks—socially, emotionally, and politically – say educators and co-authors Mathew Portell and Tyisha Noise. Educators, students, and administrators are navigating a landscape that feels more uncertain than ever, with growing political pressures, policy shifts, and the lingering impact of disrupted learning.“In this hurrying time of, ‘we've got to get kids caught up,’ that intensity is there. And I think it's playing a major role in missing gaps that we need to support for students who didn't have those developmental experiences starting at a very, even young age, and building their capacity and their tools to manage all that's coming,” Portell says. Portell, an elementary school principal, and Noise, an educator and leadership consultant, believe a trauma-informed approach can help -- that is if schools truly undertake the work to make the systemic shifts necessary. They are co-authors of “Reducing Stress in Schools: Restoring Connection and Community,” a toolkit of actionable, evidence-based practices for educators that focuses on how to support students’ and adults’ nervous system regulation. One of the biggest shifts they advocate for is moving from reactive policies to a more human-centered approach aimed toward not just students but also adults.“If we want what we say we want for children, we've got to bring healing and love and support and compassion to adults. We have to pour into the adults who serve children what we want them to pour into children,” Noise says. “Draining people of everything good inside of them, and then asking them to pour from empty cups every day is not only unfair, it's inhumane.”In this episode, we discuss the tension between academic recovery and social-emotional learning as schools face increasing pressure to accelerate student progress while navigating political and logistical obstacles, and what it means to be a trauma-informed school. 

Eve L. Ewing wants people to talk, not just about how American schools started, but also how that can inform the future of schools, especially for Black and Native children. She argues that Black and Native children’s schooling experience is more than just a footnote, but a central narrative in history.“From the very first classes that I taught, I always began by telling my students, you cannot understand the history of schools in this country if you don't understand schools for Black people and schools for Native people,” she says. “Those are foundational to understanding the history of American public schooling.”Those historical foundations of American public schooling are the focus of her new book, “Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism.” Ewing explains that her book was born from a need to unify discussions on these histories, structured around three themes: discipline and punishment, intellectual inferiority, and economic subjugation. The University of Chicago Associate Professor highlights how the education system has been shaped by racist ideologies, many envisioned by Thomas Jefferson, and have only strengthened racial divisions. Those legacies continue today, with curriculums that downplay darker aspects of American history, and raise deep questions about what is the purpose of school. “There are a lot of unspoken assumptions, uninterrogated assumptions about what makes great education for Black and Native kids in particular, for low-income kids of all racial backgrounds, for kids of color of all income backgrounds, that sometimes isn't actually great for them,” she says.She hopes that educators can find meaning by understanding history and possibly find ways to create a new future for schools. “These are long and old systems, but they were created by people, and we are also people, right? And it is also within our power to examine and critique those systems and create new ones,” she says.In this episode, Ewing calls for honest conversations about history, a reevaluation of education’s purpose, and collective action to challenge systemic oppression in schools. 

The U.S. Department of Education has been a subject of political debate since its creation in 1980. “It's the one whose status has been most tenuous from the inception. So the recent calls we've heard to eliminate the Department of Education have really been a constant feature of its history from the moment it was created,” says Marty West, a Harvard professor specializing in the politics of K-12 education. He explains that the DoEd, established in 1980 under President Jimmy Carter, was politically motivated but also aimed at consolidating federal education efforts. Despite its relatively small financial footprint—contributing less than 10% of K-12 funding—it plays a key role in distributing federal funds, enforcing civil rights laws, and conducting educational research.In speaking with West, before news reports that the Trump Administration was drafting an executive order to eliminate the department, he noted that some view the DoEd as essential for ensuring equal access to education and enforcing federal education laws, while others see it as an unnecessary bureaucracy that interferes with state and local control.“I think debates over the status of the department and speculation over the department status are largely a distraction from the real debates over the scope and substance of federal education policy,” West says. “The status of the department is largely a question of bureaucratic organization and is not particularly substantive. The real question is whether the federal government has a useful and valid role to play in K-12 education.”In this episode, we discuss the Department of Education’s responsibilities, the misconceptions surrounding its influence, and the historical and political forces that have shaped its existence. We also explore the feasibility of eliminating the department and what such a move would mean for schools, educators, and students across the country.

When it comes to making an impact on school outcomes, Harvard Professor Ebony Bridwell-Mitchell says we often overlook the power of relationships within the school. “I think the complexity of how relationships work is one of the reasons why the first place we often go when we're trying to improve schools is to something like policies and procedures,” she says. “It seems very concrete. Put the policy in place. Something's going to happen. Have a new procedure. People are going to follow it. Cross your fingers.”But the real lever of change is in people. Bridwell-Mitchell studies the intricate dynamics of relationships within schools and how they shape outcomes for students, teachers, and institutions. “So all the time in organizations, we are shaping the interactions, the relationships people develop. And so from my perspective, we need to be much more intentional about what those efforts are accomplishing in terms of relationships and what impact they might be having on the outcomes that we desire,” she says, pointing out how seemingly innocuous decisions like where to put an office and what time to schedule a class can impact the social dynamic of an organization.Relationships in schools are nested, where connections among individuals can ripple through classrooms, schools, and the educational system. However, figuring out how to more intentionally develop relationships can be challenging amid time constraints and policy demands. Still, Bridwell-Mitchell attests it is well worth the investment if schools want to transform for the long run. “Whatever great idea you think you have to make things better in your context, in your classroom, in your school, in your district-- how much you're going to get out of that -- the bang for the buck you invest,” she says. “What you get out of it will be so much greater if you can leverage relationships in the right way.”In this episode, Bridwell-Mitchell shares how leveraging social networks can spark meaningful change, and why schools must embrace both the complexity and the power of human connection to achieve lasting success.

Andrew Tucker says the growing adoption of Portraits of a Graduate in K-12 education is a way to address gaps in education and prepare students to thrive in an evolving workforce. Portraits of a Graduate (POG) are frameworks, adopted by a state or district, that defines the skills and competencies students should have upon graduation, extending beyond academic benchmarks.“For a long time-- maybe generations really-- in our K-12 system, we've really focused on a single metric for success, and that's been a four-year college degree,” says Tucker, director of policy at the Collaborative for Academic, Social, and Emotional Learning (CASEL). “We're beginning to recognize that there are other opportunities and other options for students and that we actually need to prepare students beyond just those minimum academic requirements that exist for enrollment into a four-year college.”As part of a CASEL report this year, Tucker highlights how states and districts are adopting POGs to equip students with essential "durable skills" like critical thinking, collaboration, and emotional intelligence. About 20 states have created these frameworks. He explains that these portraits are developed with input from diverse stakeholders—educators, parents, employers, and community members—and aim to address the disconnect between what schools teach and the skills employers and society demand. Some states like Nevada, North Carolina, and Utah are implementing these frameworks and aligning them with career and social-emotional learning goals.Tucker emphasizes a portraits potential to enhance student readiness for college, careers, and life, particularly as "human skills" become increasingly critical in an era shaped by AI and automation.“We're in the era of AI. And artificial intelligence is going to be taking the place of a lot of the technical skills that people need. And what's going to be left? What's going to be left are these human skills,” Tucker says. “So we have to, as a society, and as an education system, and as a broader workforce system, we have to define these things in ways that there's a common language.”In this episode, Tucker calls on educators and policymakers to embrace Portraits of a Graduate as a means to foster an equitable, relevant, and future-focused education.

Laura Chávez-Moreno says bilingual education inadvertently creates boundaries around Latinx identity by gathering Spanish-speaking students together.“Bilingual education, rightfully so, has focused on language,” says Chávez-Moreno, an assistant professor at UCLA. “But there has to be also a recognition that bilingual education, because it is a part of schooling in the U.S., that it is also engaging in the process of creating ideas about race and about creating our ideas about racialized groups.”In her new book, “How Schools Make Race,” she argues that while bilingual education aims to support students’ language and cultural identity, it often fails to address the broader racial dynamics affecting Latinx communities.Chávez-Moreno believes that more could be done to integrate discussions of race and ethnic studies. “There's this national debate in the U.S. about whether schools should or not teach about race, and sometimes that gets called like attacks on critical race theory. I use that in scare quotes because it's really not critical race theory, but it's used…” she says. “It's causing a lot of fear in terms of what teachers can do. And instead of having that debate, we should recognize that schools teach about race already, whether we like it or not, in indirect and direct ways. But we should recognize that in order for us to then improve how we teach about it, we really need to take a more systematic approach to how teachers engage in this work. And unfortunately, that's not happening in our schools.”She calls for an "ambitious" teaching model that would prepare educators to guide these conversations thoughtfully, helping students gain a deeper understanding of their place within a racialized society. In this episode, she discusses how bilingual education programs influence the racialization of Latinx students and how a more nuanced approach could enhance bilingual education and better equip students to understand the complexities of race in the U.S. 

The superintendent’s role is challenging and always evolving but too often educators step into this leadership position not fully prepared for what’s ahead. As a position with high turnover and equally high isolation at times, Lindsay Whorton, The Holdsworth Center president, says we need to be more upfront about the role if we are to attract, support, and retain leaders.“What we have to do is be honest but also be encouraging and celebrate what an incredible opportunity it is to be in these roles. Yeah, it's going to be hard and there's going to be these pressures. And it's a really complex, intellectually, emotionally, physically demanding job,” she says. “And it represents an incredible opportunity to facilitate a conversation in your community to help advance your district to do the right thing for kids and to really make a significant difference in the lives of both the students who are in your school system today and in the future.”The transition to a superintendent role often surprises those coming from senior leadership, as it requires them to assume a broader, more public-facing leadership stance. Many new superintendents feel "discomfort" or even disillusionment when realizing how drastically their responsibilities have expanded, including heightened community visibility and accountability. “What gets tricky is when that sense of discomfort turns into maybe I'm not capable, maybe I don't have the confidence, maybe this isn't something that I can do,” she says. “And so we think by helping people understand that it is normal to experience what we're calling a shift in professional identity, people can be a little bit less destabilized by that experience and can learn through it and get to the other side of feeling more prepared, more capable, more confident about the role that they have as a superintendent.”Whorton explains that navigating the superintendency successfully demands strong relational skills, strategic vision, and adaptability. A key component to long-term success, she notes, is the ability to foster strong board relationships, even as boards may change or challenge the superintendent’s direction. Additionally, Whorton advocates for recognizing the superintendency as a role that requires community leadership and suggests a shift toward viewing superintendents as central civic figures.In this episode, Whorton discusses whether the superintendent position has changed and why it’s necessary to reframe the role to inspire a new generation of leaders to step into this role. 

Edward Clapp wants education to shift from a traditional, individualistic view of creativity toward a participatory, socially distributed perspective. Clapp, principal investigator at Harvard’s Project Zero and co-author of, “The Participatory Creativity Guide for Educators,” doesn’t see creativity as a personal trait some people "possess" or "are," instead he proposes that everyone can "participate" in creativity. “Young people play a variety of roles when they participate in creativity, each leveraging their own talents, skills, background experiences, and cultural perspectives,” he says. “So, it's this more socially distributed approach to understanding what creativity is -- that isn't held within the skulls and skin of individuals. It's putting creativity in a social space so that everyone can participate in creativity in the unique ways that they have to do so.” Clapp talks about the “eight crises of creativity,” where challenges stem from individualism, such as the misconception that some kids are inherently more creative, and from a "culture of power" that overlooks the social and cultural dynamics of creativity. Clapp argues that an individualistic view limits students by creating exclusive standards of creativity, often alienating those who don’t fit these norms. “Creativity is not socially and culturally neutral -- it’s socially, culturally charged…” he says. “I saw the posters growing up as a kid, of Charles Darwin, and Vincent van Gogh, and Albert Einstein. More contemporarily, we'll have Steve Jobs up there-- all the dead white guys who are these icons of creativity. And creativity literally-- it literally, from that perspective, doesn't look like the majority of our students. So young people will look at those icons and say, right away, ‘I just don't even look like that person.’ To counter these issues, Clapp advocates for participatory creativity in classrooms. For example, teachers can shift focus from "creative icons" to the evolution of ideas, inviting all students to engage. In this episode, Clapp explains the participatory approach to creativity, and how it can empower students by validating diverse contributions and helping them develop purpose in the world. 

Sexual misconduct by school employees is more prevalent than many of us want to believe, according to Charol Shakeshaft, a distinguished professor in the School of Education at Virginia Commonwealth University. Many times, school culture gets in the way of stopping this abuse from happening. “What I find is that teachers see things, kids see things, administrators see things, parents see things. And what they see are what I call red flags of possible problems, but certainly what they see are boundary crossings,” Shakeshaft says. “Teachers are crossing a professional boundary, and they don't report it. And they don't report it for lots of reasons. The foremost reason they don't report it is because they don't realize they're supposed to report it. Nobody's taught them or helped them understand that these are signs that a child might be being targeted for sexual misconduct.”For decades, Shakeshaft has studied sexual misconduct by school employees and served as a lead expert witness in hundreds of cases. In her book, “Organizational Betrayal: How Schools Enable Sexual Misconduct and How to Stop It,” she unveils a problem that is deeply entrenched in our schools and calls for greater awareness and action to protect students.Recent studies estimate about 17% of students report being the target of sexual misconduct by a school employee. “We expect our schools to be places that are looking out for our kids, and the people there are kind and good. And in fact, most of them are. Most of them are people who care about kids, who care about people, who are honest, who have good ethics. That's the good part,” Shakeshaft says. “But as in every profession, there are those who aren't. That's the sad part.”In this episode, Shakeshaft stresses how educators are responsible for reporting suspicious actions without having to determine whether the behavior is truly harmful and shares strategies for educators and families to recognize, report, and prevent these incidents from happening in their schools.