Stop Teaching? Jason Kennedy on Designing Learning That Actually Works - TEC97

Clarity Before Capacity with Casey Watts - TEC99

In this episode of The TechEd Clubhouse, I sit down with Casey Watts, educator, leadership coach, speaker, author, and creator of the Clarity Cycle Framework, to talk about something schools need right now: clarity. Teachers are not short on effort. Administrators are not short on initiatives. Students are not short on expectations. But too often, everyone is working hard while still operating from different pages. Casey breaks down why clarity is not just about giving better directions. It is about creating shared understanding, simplifying what feels complex, and helping people see what success actually looks like before asking them to move forward. We talk about leadership, classroom communication, AI, teacher overwhelm, student motivation, formative assessment, and why “clear is kind” only works when people can actually see and experience what “done” looks like. This conversation is for teachers, administrators, instructional coaches, and anyone trying to lead learning without adding more noise to an already crowded system. IN THIS EPISODE: I talk with Casey about: - Why clarity precedes capacity - The difference between motivation problems and clarity problems - How leaders can avoid initiative overload - Why buy-in may matter less than commitment - How teachers can use clarity to increase student ownership - Why overexplaining does not always create understanding - How AI is exposing communication gaps in schools - Why formative assessment is really about uncovering misconceptions - How leaders can simplify complexity into two or three clear moves - What educators can try tomorrow — and what they can reflect on over the summer KEY TAKEAWAYS: * Clarity is not the same as explanation. * More words do not automatically create more understanding. Sometimes the strongest leadership move is simplifying the message. * People do not commit to what they cannot see.Whether you are leading teachers or students, people need to know the goal, the role they play, and what success looks like. * AI is not the real issue.The deeper issue is whether schools have clarity around values, expectations, integrity, and how tools should actually support learning. * Formative assessment should reveal thinking, not just answers. * If all we know is whether students got it right or wrong, we are missing the misconceptions that should shape instruction. Strong leaders ask better clarity questions. Casey offers simple questions that can change the conversation: “In what ways have I been unclear?”and“What are we actually focused on here?” STANDOUT MOMENT: Casey shares the story that shaped her clarity work: a group of teachers who showed up to a curriculum meeting with no real understanding of why they were there or what they were expected to do. That moment became a powerful example of how easily leaders can assume communication has happened when clarity has not. We also dig into the classroom side of the same issue. Students often hear directions, expectations, and assignments, but still do not understand the purpose behind the work. Casey pushes us to think about how we can make learning visible, relevant, and connected to a bigger picture. PRACTICAL TUESDAY MOVE: Try this tomorrow in a lesson, faculty meeting, PLC, or end-of-year conversation: Ask: “In what ways have I been unclear?” Then listen. That one question shifts ownership, surfaces confusion, and gives you real information about what needs to be clarified before people move forward. GUEST INFORMATION: Casey Watts is an educator, leadership coach, speaker, writer, and creator of the Clarity Cycle Framework. Her work focuses on helping educators and leaders get not only on the same team, but on the same page. Her book, The Craft of Clarity, [https://www.amazon.com/Craft-Clarity-Commitment-Sustainable-Alignment-ebook/dp/B0DS93RV3C?ref_=ast_author_mpb] explores the leadership habits that help schools clarify goals, communicate expectations, and improve follow-through. You can connect with Casey on LinkedIn at CatchUp With Case [https://www.linkedin.com/in/catchupwithcasey/]y visit her website at catchingupwithcasey.com [https://www.catchingupwithcasey.com/].

Stop Drowning Teachers in Data: Making School Data Useful Again - TEC98

In this episode of The Tech Ed Clubhouse, I sit down with Jessica and Janelle from Symplifyed to talk about something every educator knows too well: data. Not the kind of data that gets buried in binders, spreadsheets, board reports, or compliance meetings — but the kind of simple, daily, human-centered data that actually helps teachers make better decisions for students. Jessica and Janelle share how their work with Symplifyed grew out of real classroom frustration: teachers being asked to collect data, analyze data, report data, and act on data — often with tools and systems that make the work more complicated instead of more useful. We talk about how data does not have to mean another test, another spreadsheet, or another meeting. Sometimes data is a quick note on a napkin. Sometimes it is an exit ticket sorted into three piles. Sometimes it is tracking whether one small support strategy is actually helping one student succeed. At the heart of this conversation is a simple but powerful idea: Teachers have always collected data. We just haven’t always called it that. We discuss: * Why schools often overcomplicate data * The difference between compliance data and classroom-useful data * How teachers can track one small strategy and see whether it works * Why “tiny data” can be more useful than large-scale reports * How data can support students with IEPs, ADHD, autism, behavior needs, and academic gaps * Why AI should grow teacher judgment, not replace it * How micro-skills can help teachers better understand what students actually need * Why teacher-created data matters more than disconnected reports from last year * How schools can build a healthier data culture * What gives Jessica and Janelle hope in education right now Data should not be something done to teachers. It should be something teachers can use to answer one practical question: Is what I’m doing helping this student? When data becomes simple, specific, and connected to real classroom decisions, it stops being a compliance task and becomes a tool for better teaching. Pick one student. Pick one support strategy. Try it consistently for four days. Track it simply: Did I use the strategy? Did it help? That’s it. No massive spreadsheet. No complicated dashboard. Just one strategy, one student, one pattern worth noticing. “Teachers have been collecting data forever. They just maybe haven’t been calling it data.” “Try one thing and see if it works.” “We’re using AI to grow the teacher, not replace the teacher.” “Little things that we do, if we do them consistently, can make a huge impact on students.” Learn more at symplifyed.com You can also connect with Jessica and Janelle directly through their website. As you listen, think about this: Where is data helping teachers make better decisions — and where is it just creating more work?

Stop Teaching? Jason Kennedy on Designing Learning That Actually Works - TEC97

What if the biggest problem in education right now… isn’t student motivation? What if it’s assignment design? In this episode of the Tech Ed Clubhouse Podcast, I sit down with curriculum director, author, and learning designer Jason Kennedy to unpack the difference between teaching and designing learning. We dig into: * compliance vs real engagement * why “doing the work” doesn’t always mean learning * how AI can help teachers create better learning experiences * why some students thrive in art, STEM, shop, and music classes * how success criteria and feedback change everything * what teachers can do tomorrow without completely overhauling their classroom Jason also shares practical ways teachers can redesign tasks so students do more of the thinking, decision-making, and learning themselves. This conversation connects directly to recent episodes around assignment design, independence, and why AI didn’t break education—it exposed weaknesses that were already there. 🎯 Key Takeaways * Engagement is not entertainment * Compliance can hide a lack of learning * Tasks should be designed, not just assigned * Feedback matters more than grades * AI can reduce teacher workload while increasing personalization * Students need ownership, choice, and opportunities to think * The best examples of learning often already exist inside your building 🧠 Big Ideas from the Episode * “If the teacher is doing most of the talking, questioning, and work… there may be a lot of teaching happening, but not a lot of learning.” * “Tasks must be designed for engagement and evidence of learning.” * “We don’t need to throw everything out. We need to design better.” 🔗 Connect with Jason Kennedy 🌐 Website: Let’s Quit Teaching [https://www.letsquitteaching.com] 🎧 Listen & Connect🎙️ The Tech Ed Clubhouse Podcast 🌐 CoachThomasTech Website [https://coachthomastech.com] ▶️ Tech Ed Clubhouse on YouTube [https://www.youtube.com/@teched_clubhouse_podcast/podcasts] If this episode challenged your thinking, share it with another educator who’s trying to move beyond compliance and toward real learning.

What If There Was No Red Tape? Rebuilding Education with the Thinkering Collective - TEC96

What happens when educators stop waiting for permission… and start building the kind of learning students actually deserve? In this episode of The Tech Ed Clubhouse Podcast, I sit down with Garrett Wilhelm and Evin Schwartz from the Thinkering Collective to talk about humanizing education, supporting innovators inside schools, and creating learning experiences that students remember for life. The conversation dives into why so many educators feel stuck, how traditional systems suppress innovation, and why project-based, community-connected learning matters more now than ever. From outdoor learning labs and bird sanctuaries to statewide innovation fellowships and AI literacy, this episode explores what happens when teachers are trusted to create again. If you've ever felt like schools are missing the point… this conversation is for you. 🎯 Key Takeaways * Why the most innovative educators are often isolated inside schools * How the Thinkering Collective is building a nationwide network of teacher innovators * The real reason students remember projects—but forget worksheets * Why “soft skills” are actually essential human skills * How community partnerships can transform learning experiences * The importance of giving educators agency, mentorship, and follow-through * Why AI is accelerating the need for more human-centered learning * How project-based learning naturally integrates math, literacy, science, communication, and career readiness * What “no red tape” education could actually look like 🧠 Big Ideas from the Episode “The project becomes the curriculum.” “Students don’t remember worksheets. They remember what they built.” “Human is the currency.” “We’re not anti-AI. We’re pro-human.” “The innovators in schools are often treated like outsiders.” 🔗 Connect with the Thinkering Collective 🌐 Thinkering Collective Website [https://www.thinkeringcollective.org/] 📰 Thinkering Media Substack [https://thinkeringmedia.substack.com/] Learn more about their fellowships, educator networks, statewide initiatives, and community-driven innovation projects. 🎧 About The Tech Ed Clubhouse Podcast The Tech Ed Clubhouse Podcast explores STEM, project-based learning, AI, creativity, play, and practical ways to make learning more human. Hosted by veteran educator and consultant Dan Thomas, each episode focuses on ideas educators can actually use—without the hype. 📌 Share This Episode If this episode sparked an idea for your classroom, school, or district: ✅ Share it with another educator ✅ Post it on social media ✅ Start a conversation in your building ✅ Ask: What would we create if there was no red tape?

Beyond Compliance: Building Curious, Creative Thinkers with Dr. Katie Trowbridge - TEC95

What happens when schools become more focused on answers than thinking? In this episode of The TechEd Clubhouse Podcast, I sit down with educator, nonprofit leader, and author Katie Trowbridge to unpack one of the biggest challenges facing education today: the slow loss of curiosity, creativity, and human connection in classrooms. From AP students trapped in compliance culture to reluctant learners who thrive when given ownership, we explore what deeper thinking actually looks like in real classrooms—not just in theory. Katie shares insights from her work with Curiosity to Create and explains how curiosity, creative thinking, critical thinking, and connection work together to create meaningful learning experiences. We also dive into: Why “right answer culture” is hurting learning The danger of over-standardized teaching Productive struggle and the fear of failure Why teams matter more than groups What educators can learn from coaches, band directors, and shop teachers How relationship-building changes classroom culture Why AI-resistant assignments start with better design The importance of process over product This episode is packed with practical ideas for teachers, leaders, and anyone trying to create classrooms where students think, connect, and take risks. Key Takeaways Curiosity must be nurtured intentionally as students get older Compliance-driven classrooms often suppress creativity and risk-taking Productive struggle is essential for deeper learning Reflection is the missing piece in many classrooms Teams build stronger collaboration than temporary “groups” The best learning environments often already exist in music, athletics, and hands-on classrooms AI doesn’t expose cheating problems—it exposes weak assignment design Human connection is foundational to meaningful learning Mentioned in This Episode Curiosity to Create [https://curiosity2create.org/] Katie Trowbridge Website [https://www.katietrowbridge.com/] Lead Boldly, Think Deeply [https://www.katietrowbridge.com/lead-boldly-think-deeply/] Deeper Thinking in the Classroom [https://www.katietrowbridge.com/deeper-thinking-in-the-classroom-2/] Memorable Quotes “We have to stop managing tasks and start mentoring thought.” — Katie Trowbridge “We’ve lost the joy of struggle.” — Katie Trowbridge “Kids don’t come to school to watch us work.” “If a chatbot can complete your assignment, that’s a design problem.” Connect with the Show Follow The TechEd Clubhouse Podcast for conversations around: STEM PBL Creativity AI in education Curiosity-driven learning Practical classroom innovation