What does the research actually say about SEL and why does so much of what gets sold to schools fall short of the evidence? In this episode, we sit down with Dr. Christina Cipriano, Associate Professor at the Yale Child Study Center and one of the leading researchers in social-emotional learning, to get into what the data actually shows and what leaders should do about it.

Dr. Cipriano led the largest meta-analysis of SEL programs ever conducted: 424 studies, 53 countries, over 575,000 students. We talk about how to cut through the marketing, what to actually look for in an SEL program, and why so many schools are investing in the wrong things.

We also discuss why calling people out creates opponents instead of partners, how small language shifts change the entire dynamic between educators and families, and why "that's just the way we do things" may be the most costly phrase in education.

Dr. Christina Cipriano is an Associate Professor of Applied Developmental and Educational Psychology at the Yale Child Study Center and Director of the Education Collaboratory at Yale University. She has published over 120 peer-reviewed papers and her work has been featured in the New York Times, NPR, and Education Week.

Her new book, Be Unapologetically Impatient, is available now at drchriscip.com. Follow her on Instagram @DrChrisCip and on LinkedIn at Christina Cipriano.

Professional development has a trust problem. Many teachers feel burned by years of shifting initiatives, surface-level walkthroughs, and messages that miss the reality of classroom instruction.

In this episode, we’re joined by Zach Groshell, teacher, instructional coach, and author of Just Tell Them, for a candid conversation about why so many educators have grown skeptical of PD and instructional coaching, and what actually works instead.

Zach unpacks the loneliness of teaching, how poor training creates defensive cultures, and why strong instruction is often misunderstood by people furthest from the classroom. We dig into explicit instruction, coaching models that build trust instead of compliance, and the danger of edu-fads that look good but fail to improve learning.

We also tackle AI, edtech, and why tools cannot replace thinking, while still having a role when used with intention. This episode is for teachers, coaches, and leaders who want clarity, coherence, and instruction that actually helps students learn.

Guest bio
Zach Groshell, PhD, is a teacher, instructional coach, and education consultant based in Seattle, Washington. He works with schools across the United States and internationally to improve instruction using research from the science of learning.

Zach is the author of Just Tell Them and the host of the Progressively Incorrect podcast. He also writes at educationrickshaw.com.

He began his career as an elementary classroom teacher and later moved into instructional coaching and school improvement work. Zach is widely known for his practical approach to explicit instruction, teacher development, and coaching models that respect teacher expertise while pushing for better outcomes for students.

In this episode, Stephanie and I speak with neuroscientist and former teacher Dr. Jared Cooney Horvath about what schools get wrong, and why so many well-intended initiatives fall apart in real classrooms.

We talk about why teaching is a craft, why teachers should be treated as the core experts, and why schools struggle to build shared, usable evidence about what works. Jared also challenges common assumptions about classroom technology and AI. He explains why these tools often function as production shortcuts, not learning supports, and why knowledge has to come before skills like critical thinking and creativity.

About Dr. Jared Cooney Horvath

Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and best-selling author who specializes in human learning and brain development. He is the creator of The Learning Blueprint, an international award-winning program helping educators and students understand how learning actually works.
Jared has conducted research and taught at Harvard University, Harvard Medical School, and the University of Melbourne, and has worked with more than 1,000 schools around the world. He is the author of six books, has published over fifty research articles, and his work has appeared in The New Yorker, The Atlantic, The Economist, Harvard Business Review, and ABC’s Catalyst.
Jared currently serves as Director of LME Global, an organization dedicated to bringing cutting-edge brain and behavioral science to educators, students, and communities. To inquire about working with him, or to learn more about his international award-winning Science of Learning programs (The Learning Blueprint for Teachers & The Learning Blueprint for Students), visit lmeglobal.com.
Socials:
YouTube: https://www.youtube.com/jaredcooney
LinkedIn: https://www.linkedin.com/in/jared-cooney-horvath-phd-med-730704b2/
Instagram: https://www.instagram.com/jared.cooney.horvath/
Facebook: https://www.facebook.com/lmeglobal.net

What actually drives student growth, and why do so few schools get it right? In this episode, Dr. Tequilla Brownie breaks down the core conditions that help students catch up and move forward. We talk about expectations, coherence, belonging, and why TNTP’s research continues to reshape how schools think about improvement.

Dr. Brownie also shares clear guidance for leaders who want to focus their teams, avoid ineffective approaches, and build the consistency needed for real gains. We end with a grounded conversation about AI, data, and the decisions schools should be making now.

About Dr. Tequilla Brownie

Dr. Tequilla Brownie is the CEO of TNTP, a national nonprofit that supports schools in 39 states and territories on work tied to student outcomes, strong instruction, and real access to opportunity. She oversees TNTP’s strategy, operations, partnerships, and research agenda.

Her path from rural poverty to Yale to leading TNTP shapes her clear view of how public systems support or limit young people. She is a respected national voice whose work has been featured in The New York Times, The Washington Post, USA TODAY, and on CNN. She has spoken at ASU GSV, TEDx, and to the National Governors Association, and has been recognized as a Pahara Fellow, a 2025 ASU GSV Power of Women Winner, and one of Brightbeam’s Top 30 Education Influencers.

Dr. Brownie serves on boards including Stand for Children, PIE Network, and ForwARd Arkansas. She is a Senior Fellow at FutureEd at Georgetown’s McCourt School of Public Policy, and a member of EdLoC and Alpha Kappa Alpha Sorority Incorporated. Before becoming CEO, she spent a decade at TNTP leading major growth efforts and building partnerships with districts and funders. Earlier in her career, she worked in Memphis City Schools on teacher effectiveness reforms. She is also a licensed therapist and former school social worker. Dr. Brownie holds degrees from Yale University, the University of Tennessee, and the University of Memphis.

In this episode, Stephanie talks with Haili Hughes about why so many teachers feel worn down and what actually helps. Haili explains how shared curriculum and clear systems give teachers more time, more confidence, and more control of their work. They unpack the difference between agency and autonomy, why doing everything alone does not make teaching better, and how small shifts in practice can cut workload without cutting quality. They also dig into retention, lethal mutations, and the gap between research and everyday classroom life.

About Haili Hughes
Haili Hughes is an educator, researcher, author, and Director of Professional Development across 11 schools in Merseyside, England. She has served as a commissioner on the Teaching Commission, writes widely about teacher retention and effective instruction, and is known for helping schools understand agency, curriculum alignment, and evidence informed practice. Before working in education, she was a national newspaper journalist, a path that shaped her interest in values, integrity, and teaching with purpose.

In this episode, Peter talks with Dr. Sabba Quidwai about how educators keep agency with AI. Sabba explains why design thinking is action, not PDFs, and how her SPARK interview turns vague goals into five day wins. They dig into teaching AI as habits and mindsets, the leap from desktop thinking to mobile thinking, what to automate, and what to stop doing. They also cover the skills schools need next, learn to learn, take initiative, listen well, and ship work.

About Dr. Sabba QuidwaiDr. Quidwai is a former Apple Education executive, researcher, and course designer who helps schools and organizations use design thinking to shape their future with AI. She built a pioneering iPad program at USC, completed research on AI and design thinking in 2020, released a documentary in 2022, and teaches technology and media literacy at UC Irvine.

You can learn more about Sabba’s work at designingschools.org

In this episode, Pete and Stephanie talk with Josh Czupryk about how the education job market is changing as ESSER funds expire and districts face tighter budgets. Josh shares what his data shows about which roles are shrinking, which ones are growing, and why clarity of value matters more than ever for organizations serving schools. They dig into what’s really driving teacher turnover, the one question every school leader should ask by October, and how respect—not money alone—keeps great teachers in the classroom.

About Josh CzuprykJosh Czupryk is a former assistant superintendent, consultant, and education data analyst who tracks hiring trends across school systems, nonprofits, and edtech organizations. He helps educators navigate career transitions and advises leaders on building healthy, high-retention school cultures.

You can find his work and connect with him at k12jobsblast.org/contact.

Episode DescriptionIn this episode, Pete and Stephanie talk with Catlin Tucker about what blended learning actually looks like when it’s done well. Catlin unpacks the core skill set teachers need to move beyond whole-group instruction, how to design intentional station rotations, and why balancing online and offline experiences matters. They explore the connection between blended learning and Universal Design for Learning, how to remove barriers for diverse learners, and what it takes to build a culture where teachers embrace their role as lead learners.

About Catlin TuckerDr. Catlin Tucker is a bestselling author, international speaker, and veteran educator known for her expertise in blended learning, student-centered instruction, and professional learning design. She has written multiple influential books including Blended Learning in Action, Power Up Blended Learning, and Elevating Educational Design with AI (co-authored with Katie Novak).

You can find her work, free resources, and upcoming events on her website catlintucker.com.