Our guest for this episode of College & Career Readiness Radio is Dr. Heather Handler, author of The Educator’s Guide to Youth Apprenticeships.

Heather says youth apprenticeships allow students to “test the waters” of a career while getting paid, developing skills, and avoiding the financial risk of pursuing a pathway they may not ultimately enjoy.

She explains that youth apprenticeships should not be positioned as an alternative to college. They can help students determine whether a career or college major is actually right for them.

Heather says schools interested in apprenticeships should start by examining their own systems because K–12 structures can often be the least flexible part of the partnership between schools, industry, and higher education.

She recommends connecting with chambers of commerce, workforce networks, economic development organizations, higher education, and other groups that already have relationships with employers.

Heather says midsize businesses can be ideal first partners because they are large enough to provide mentors but often flexible enough to avoid the bureaucracy found in larger corporations.

She stresses the importance of identifying someone who can become the “face” of the apprenticeship program—a relationship builder who is comfortable communicating with people across industries and environments.

Heather says students should receive classroom preparation before entering apprenticeships, followed by authentic workplace experiences where they can earn credentials and learn directly from experienced professionals.

She explains that the most valuable credentials are not always the ones recognized by state accountability systems. Schools need to understand which credentials employers actually value and advocate for flexibility when the two do not align.

Heather tells listeners that apprenticeships build durable skills that can be difficult to replicate in a classroom, including punctuality, responsibility, communication, confidence, professionalism, and the ability to work with adults.

She emphasizes the power of workplace mentors, sharing examples of students whose confidence, maturity, and direction changed dramatically because professionals invested in them.

Heather says one of her biggest early mistakes was not involving teachers soon enough. Successful apprenticeship programs require teachers, families, employers, postsecondary partners, and community organizations working together from the beginning.

Her final message to educators and leaders is simple: “Let them try.” Give students opportunities to experience careers, take chances, discover what fits, and show adults what they are capable of doing.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool, including the ability to manage and track students’ work-based learning experiences (such as apprenticeships), credentials, work-related competencies, industry partnerships, and more. Schedule a demo today.

Our guest for this episode of College & Career Readiness Radio is Thomas O’Brien, author of Empowering All Leaders to be Math Leaders.

Thomas tells listeners that the biggest challenge in mathematics isn't teaching content—it's helping students apply math confidently beyond the classroom.

He explains that students often develop hidden learning gaps that aren't discovered until years later when prior knowledge suddenly becomes essential.

Thomas argues that school leaders—not just math teachers—must actively lead mathematics instruction if schools want better outcomes.

He says many adults incorrectly believe they simply "aren't math people," a mindset that begins with classroom experiences rather than ability.

Thomas explains that confidence in mathematics comes from clarity, successful experiences, and timely intervention before students fall behind.

He encourages leaders to help teachers develop stronger systems for checking understanding and identifying misconceptions before they become long-term obstacles.

Thomas says conceptual understanding should take priority over simply arriving at the correct answer.

He emphasizes that students should explain their mathematical thinking, not just memorize procedures or recognize patterns.

Thomas believes manipulatives, visual models, and multiple representations help students build deeper mathematical understanding that transfers to new situations.

He explains that strong mathematical reasoning improves far more than test scores—it helps students interpret data, evaluate evidence, and make informed decisions throughout life.

Thomas encourages school leaders to participate in mathematics professional learning so they can better support teachers and provide meaningful instructional feedback.

His closing challenge is simple: Do the math. Leaders should solve the same problems students solve so they better understand instruction, support teachers, and strengthen mathematics learning across the school.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool, including math SAT/ACT support through Winward Academy. Schedule a demo today.

Our guest for this episode of College & Career Readiness Radio is Dr. Cynthia Thomas, work-based learning program coordinator and CTE consultant in higher education.

Dr. Thomas says career readiness instruction should be personalized just as intentionally as technical skill instruction.

She explains that students retain learning more effectively when instruction is connected to their lived experiences.

Cynthia developed the POWER Method after identifying a gap in culturally responsive frameworks for postsecondary CTE and workforce development.

She says the framework is built around eight pillars, including learner identity, student voice, workforce connections, equity, personalized learning, and instructional sustainability.

Dr. Thomas emphasizes that technical skills alone are not enough—career readiness skills must be intentionally embedded into every training program.

She explains that instructors should use student voice, assessments, and intentional grouping to tailor learning experiences without lowering expectations.

Cynthia believes authentic workforce connections should match students' strengths, goals, and cultural backgrounds to improve long-term success.

She says organizations should use assessment data to build stronger partnerships with employers rather than placing students into one-size-fits-all experiences.

Dr. Thomas discusses how culturally responsive instruction extends beyond the classroom to include workplace culture, communication, and professional expectations.

She argues that postsecondary education must evolve to better reflect today's learners, changing workforce demands, and diverse career pathways.

Cynthia encourages educators to move beyond traditional lecture models and create learning environments where students see themselves reflected in the curriculum.

Her closing message is clear: embrace change and redesign career readiness programs to prepare students for meaningful, sustainable careers—not simply employment.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool. Schedule a demo today.