Host: John Mihalyo The Catholic School Leaders PodcastEpisode OverviewYou left the NCEA fired up. Notebooks full of ideas. Texts to your team. Sessions you can't stop thinking about. And then Monday happened.In this episode, John shares a simple four-step framework for making sure the energy and ideas from a great conference actually make it off the shelf and into your school.Key Takeaways1. Capture your top three takeaways. Not 10, not 15 — three. The ones that are actually going to move your school forward.2. Align ideas to your school's reality. The best idea in the world is a non-starter if it doesn't fit your culture, your structure, or where you are right now.3. Take one action this week. Don't wait until May. Don't wait until June. One small, clear step this week is worth more than a perfect plan that never starts.4. Build in accountability. Inspiration without structure leads to frustration. Find a person, a group, or a system that keeps you moving forward.Challenge for This WeekPick your top three takeaways from the NCEA. Write them down. Then take one action on one of them before Friday.Learn MoreJohn Mihalyo works with Catholic schools across the country through Elementary Advancement Solutions, helping leaders strengthen enrollment, advancement, and long-term sustainability.Learn more at www.elementaryadvancement.com Schedule a time to meet with John here!

In this episode of The Smarter Campus Podcast, Zach sits down with Mike Evans, senior lecturer in Political Science at Georgia State University, to explore how artificial intelligence is reshaping civic education, classroom dynamics, and the skills students need to navigate an increasingly complex world.Drawing from his background studying technological disruption, Mike brings a balanced perspective on AI’s dual potential—its ability to expand access and efficiency, while also introducing new risks and ethical challenges. In the classroom, he’s experimenting with AI tutors and simulation environments that help students engage with opposing viewpoints, practice civil discourse, and develop stronger critical thinking skills.The conversation highlights a broader shift in education: as AI automates more technical tasks, the value of uniquely human skills—judgment, communication, and ethical reasoning—becomes even more important. For educators and leaders, this episode offers a thoughtful look at how to use AI not as a shortcut, but as a tool to deepen learning and prepare students for participation in a rapidly changing civic and technological landscape.

This is the second of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. If you haven't listened to part one yet, start there.In this episode, we examine an assumption that surfaced repeatedly during the pandemic: that because distance learning has been around for decades, schools should have been ready. Michael has the data on why they weren't — and why, despite a global wake-up call, most still aren't. The numbers are striking: less than 10% of teacher preparation programs included any meaningful content on K-12 online learning even after COVID. And as Michael makes clear, the next disruption — whether pandemic, weather event, or political unrest — is not a question of if, but when.From there, the conversation takes a surprising turn. Michael shares a counterintuitive research finding: students who had K-12 online learning experience actually performed worse as online learners at the university level — and he unpacks exactly why that happened and what it reveals about the difference between synchronous and asynchronous program design. He also walks through one of the most compelling real-world models of synchronous distance learning in K-12 — the Center for Distance Learning and Innovation in Newfoundland — and what it would actually take to replicate that kind of intentional design at scale."Every single one of your listeners, unless they plan on retiring in the next year or two, will likely experience another regional or global pandemic. And that's just on the pandemic side." — Michael BarbourTopics covered:~1:30 — Bridging policy, pedagogy, and technology: why hopes and prayers aren't a strategy~3:20 — What the National Education Technology Plans have been saying since 1996~4:20 — The teacher preparation gap: the numbers before, during, and after COVID~7:20 — The history of pandemics and why every educator needs distance learning skills~13:20 — A counterintuitive finding: why K-12 online experience made university online learners worse~19:20 — Synchronous vs. asynchronous design and the CDLI model~28:20 — Why distance learning matters for every educator, not just virtual school teachersLinks and resources:MichaelBarbour.com - all of Michael's researchA Vision for K-12 Online and Blended Learning in Teacher Education — the teacher preparation work referenced in this episodePart 1 of this conversation is available now — start there if you haven't already.Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://www.banyangloballearning.com/

Derek Cantrell, principal of Allegheny High School in Virginia, shares how he led the consolidation of two rival high schools after 40+ years of failed merger attempts. As the final principal of Covington High School, Derek navigated the emotional journey of closing one school while building excitement for a unified future.Key insights:The power of intentionality — Communication roadmaps, mingle sessions, scavenger hunts, and family tours helped staff and students from both schools build relationships before day oneBlending traditions thoughtfully — The new school kept Allegheny's name but adopted Covington's mascot (Cougars), merged school colors, and created fresh branding so everyone felt ownershipPut people first — Derek credits listening to concerns, valuing input on staffing and room selections, and involving stakeholders at every step as the keys to successful culture-buildingSmall wins create momentum — From staff eating lunch together voluntarily to scoring a touchdown on the first kickoff of the first football game, celebrating wins built community prideDerek's new book "Better Together" provides a leadership playbook for school consolidation, culture transformation, and recognition systems like their Breakfast Club of Champions program.Links:LinkedIn: Derek CantrellBook: Better Together: Building One School, One Culture, and One CommunityBetter Together Podcast

In this vault episode of Transformative Principal, recorded during the Transformative Leadership Summit, host Jethro Jones interviews Will Parker, a high school principal from northeastern Oklahoma, about implementing KRAs (Key Responsibility Areas) in schools. Will shares how he adapted Dave Ramsey's organizational management concept to create clarity and accountability for all staff members—from secretaries and counselors to administrators. The conversation explores how defining specific responsibility areas upfront prevents confusion, enables cross-training, improves hiring processes, and creates a supportive environment where everyone understands their role. Will emphasizes that KRAs are living documents revisited annually, helping schools manage organizational structure effectively, especially during transitions like budget cuts or staff changes.