227: From Innovation to 5th Gradewith Alex Valencic

228: AI in the Classroom: Tool, Trap, or Both? with Hunter Hickman

AI isn’t coming—it’s already here. So the real question isn’t if we use it… it’s how. In this episode, Meghan sits down with English teacher and district AI leader Hunter Hickman to talk about what AI actually looks like in real classrooms—with real students, real constraints, and real expectations. This conversation moves past the hype and into the reality of teaching: What helps, what doesn’t, and what we need to rethink entirely. * Why being “for” or “against” AI misses the point * What happens when schools adopt AI without a clear plan * How AI is changing the writing process from grading to coaching * Why students using AI can actually lead to more teacher interaction * The difference between using AI as a shortcut vs a thinking partner * Why AI detection tools don’t work—and what to do instead * How to redesign assessments so students can actually demonstrate understanding * The importance of AI literacy for both teachers and students Students with access to AI in writing didn’t disengage—they asked more questions and engaged in significantly more feedback cycles. That shift—from delayed grading to real-time coaching—may be one of the biggest changes AI brings to the classroom. About Our Guest Hunter Hickman is a secondary English teacher and district AI leader based in Indiana. His work focuses on helping schools thoughtfully implement AI in ways that support student thinking, improve writing, and reduce teacher workload—without losing the human element of teaching. * LinkedIn: Search Hunter Hickman * Email: hunter@hickmanconsultingai.com 🔗 Connect with Hunter

227: From Innovation to 5th Gradewith Alex Valencic

Episode 227: From Innovation to 5th Grade: What Actually Translates We talk a lot about innovation in education. We talk about best practices. We talk about professional development, systems, and big ideas. But what happens when you go back to the classroom? In this episode, Meghan sits down with returning guest Alex Valencic—former Director of Innovation—who is heading back into a 5th grade classroom after years at the district level. This conversation gets real about what actually translates from PD and edtech… and what doesn’t. From book recommendations to bad PD experiences to the reality of teaching all subjects again, Alex shares what he’s bringing with him—and what he’s leaving behind. * The shift from district leadership back to a self-contained 5th grade classroom * Why relationships—not roles—are at the center of good teaching * What makes professional development actually worth teachers’ time * The biggest mistakes PD providers make (and why teachers feel it immediately) * Why “just talking” in PLCs isn’t the same as real collaboration * How to bring student voice and inquiry into everyday learning * What teachers can realistically implement right away—and what’s just noise Alex shares several go-to reads for educators: * The Ball – Todd Whitaker * Lead From Where You Are – Joe Sanfelippo * Teach Better – (Teach Better Team) * Flag: An American Biography – (non-education pick, but highly recommended) Alex reacts to common PD practices and book trends—calling out what actually impacts teaching and what needs to be “taken out back and buried.” Spoiler: 👉 No follow-up PD? Gone. 👉 Practical strategies you can use tomorrow? Keep it. * “Don’t just tell us why—show us how.” * Teachers don’t need more information—they need usable application * Not all collaboration is real collaboration * Innovation only matters if it holds up with actual students Alex Valencic is an educator, speaker, and lifelong learner known for his work in instructional innovation and professional learning. After serving as a Director of Innovation, he is returning to the classroom to teach 5th grade—bringing years of systems-level experience back to students. Find Alex on social media by searching Alex T. Valencic (look for the bow tie 👀) 🔑 In This Episode, We Discuss:📚 Book Talk Highlights🎲 Game: “Use It or Lose It”💬 Standout Takeaways👤 About Our Guest🔗 Connect with Alex

226 (Replay): Teacher PD That Actually Sticks with Andrea Bitner

Episode 226 (Replay): Teacher PD That Actually Sticks with Andrea Bitner 📅 Originally recorded April 2025 Let’s be honest—most professional development doesn’t stick. In this replay episode, Meghan sits down with Andrea Bitner to talk about what actually makes professional learning meaningful—and why so many PD experiences fail to translate into real classroom impact. This conversation moves beyond “good ideas” and into what teachers really need: practical strategies, usable frameworks, and systems that support implementation—not just inspiration. * Why so much professional development feels memorable—but not meaningful * What makes a PD book or session actually change classroom practice * The gap between learning something and implementing it * How to move from ideas → action in your teaching * Why teacher time and capacity must be considered in PD design * The role of accountability and follow-up in professional learning * How to evaluate whether a resource is worth your time * The importance of teacher voice and real classroom context in PD Professional development only works if something actually changes afterward. * “Memorable doesn’t mean meaningful.” * “If nothing changes after the learning, it wasn’t effective PD.” * “It’s not about how much you consume—it’s about what you use.” Andrea weighs in on common PD experiences: * A PD session with no follow-up → Lose It * Books written by current teachers → Use It * A strategy you can implement tomorrow → Use It * PD that feels inspiring but vague → Lose It * Book studies with accountability → Use It * Full system overhauls with no support → Lose It 👉 The takeaway: If it doesn’t translate to action, it doesn’t matter. * Choose one idea—and actually implement it * Build a simple system for trying and reflecting on new strategies * Revisit PD resources instead of constantly consuming new ones * Prioritize practical, classroom-ready ideas * Advocate for PD that includes time to plan and apply If you’re feeling overwhelmed by all the “must-read” books and strategies: 👉 You don’t need more ideas. 👉 You need time, clarity, and support to use the ones you already have. Andrea Bitner is an educator and professional learning advocate focused on helping teachers turn ideas into action. Her work centers on making PD more meaningful, practical, and sustainable for real classrooms. No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:🧠 The Big Idea🔥 Mic Drop Moments🎲 Featured Segment: Use It or Lose It (PD Edition)⚡ Real Moves You Can Use Tomorrow❤️ For Teachers Right Now🔗 About Our Guest🎙️ About the Podcast

225: Learning, Imagination, and the Limits of “Innovation” with Jon Madian

Episode 225: Learning, Imagination, and the Limits of “Innovation” with Jon Madian What if the problem in education isn’t a lack of innovation—but a misunderstanding of learning itself? In this episode, Meghan sits down with Jon Madian—author, psychotherapist, and longtime innovator in educational technology—to explore the intersection of imagination, identity, and instructional design. From early work in the 1980s developing educational software to launching the Artist-in-Residence Reading Project in LAUSD, Jon brings a perspective rooted in creativity, psychology, and systems thinking. This conversation challenges traditional models of teaching and learning—and asks what it would take to truly design education around the learner, not just the content. * The origins of the Artist-in-Residence Reading Project and its impact on student engagement Untitled - June 26, 2026.txt * Why artists inspire expression while traditional systems often focus on compliance * The concept of a Learning Genome and how it differs from surface-level personalization * Why two students with the same outcome may need completely different instructional approaches Untitled - June 26, 2026.txt * The role of imagination, identity, and voice in learning * How AI is accelerating creative and conceptual work in education * Why education often focuses on filling the bucket instead of lighting the fire Untitled - June 26, 2026.txt * The importance of social learning, conversation, and belonging * Why motivation struggles may be tied to how learning environments are designed * How classrooms could function as curriculum design studios instead of content delivery spaces Education should not just deliver knowledge— it should help learners discover meaning, identity, and voice through the process of learning. * “The difference between artists and teachers is that artists inspire expression.” Untitled - June 26, 2026.txt * “We’ve been filling the bucket instead of lighting the fire.” Untitled - June 26, 2026.txt * “The opposite of a profound truth is another profound truth.” Untitled - June 26, 2026.txt * “All knowledge is built on psychology.” Untitled - June 26, 2026.txt Jon weighs in on current trends in education: * Personalized learning platforms → Depends on design (Innovation or Illusion) * AI-generated lessons → Innovation * Adaptive assessment tools → Potentially Innovative * Teacher-designed systems → Innovation (with time and support) * Data dashboards → Mixed—can be misleading * Open-source curriculum → Innovation (underutilized) 👉 The takeaway: Technology isn’t the solution—design is. * Create space for student voice and expression * Shift from content delivery → idea exploration and discussion * Use questioning to deepen thinking—not just check for answers * Build learning experiences that are social, not isolated * Focus on meaning and relevance, not just coverage If students aren’t engaged, it may not be about motivation— it may be about how learning is being designed. * LinkedIn * Heartbeat Learning (in development) No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:🧠 The Big Idea🔥 Mic Drop Moments🎲 Featured Segment: Innovation or Illusion?⚡ Real Moves You Can Use Tomorrow❤️ A Final Thought🔗 Connect with Jon Madian🎙️ About the Podcast

224: What Actually Works for English Learners with Larry Ferlazzo

What if we stopped chasing quick fixes in education—and focused on what actually works? In this episode, Meghan sits down with longtime educator, author, and widely trusted voice in education, Larry Ferlazzo. With over two decades in the classroom and nearly twenty years as a community organizer before that, Larry brings a perspective grounded in practice—not theory. From English language learners to student motivation to the realities of today’s classrooms, this conversation strips away the noise and gets back to the fundamentals of teaching that truly make a difference. * Why there are no “silver bullets” in education—and why that matters * What schools may be overcomplicating right now (especially around test scores) * The impact of out-of-school factors like income disparity and hope on student success * Why over-reliance on edtech may be hurting more than helping * The difference between background knowledge vs. funds of knowledge for English learners * How to build motivation through autonomy, relevance, and relationships * Why extrinsic rewards can backfire over time * The importance of clear, simple instructions in the classroom * What really makes a difference for students in both traditional classrooms and juvenile settings * Why relationships remain the foundation of learning We often look for solutions inside the classroom— but the biggest factors impacting student success may be happening outside of it. * “There are no silver bullets.” * “We look for easy answers in schools instead of looking at society.” * “Students won’t learn from people they don’t like.” * “You can’t motivate students—but you can create the conditions where they motivate themselves.” Larry breaks down common classroom practices: * Building background knowledge → High Impact * Overloading vocabulary lists → Low Impact (if not strategic) * Student choice → High Impact * Clear, simple instructions → High Impact * Complex tech for simple tasks → Low Impact * Reward systems → Short-term gain, long-term risk 👉 The takeaway: It’s not about doing more—it’s about doing what works. * Build on students’ existing knowledge and experiences * Keep vocabulary instruction intentional and repeated * Provide choice to increase student ownership * Use clear, simple directions (and repeat them in multiple ways) * Reduce unnecessary tech—focus on learning, not tools * Prioritize relationships first Larry’s advice—especially for new educators: 👉 Focus on relationships. Because without them, there’s nothing to build on. * Blog: larryferlazzo.edublogs.org * Columns: Education Week * Social: Active across major platforms No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:🧠 The Big Idea🔥 Mic Drop Moments🎲 Featured Segment: High Impact or Low Impact?⚡ Real Moves You Can Use Tomorrow❤️ A Final Reminder for Teachers🔗 Connect with Larry Ferlazzo🎙️ About the Podcast