Virtual learning didn’t start as a tech experiment. It started as a capacity and access solution.In this conversation, Julie Young traces the early design logic behind Florida Virtual School—what problems it was built to solve in the mid-1990s, and what that origin story still reveals about rigor, relationships, student identity, and how to design learning systems that scale.You’ll hear why the mission was never “deliver online,” but break the capacity ceiling—especially in places where schools couldn’t staff courses, couldn’t afford expansion, or literally didn’t have rooms to add sections. Key Ideas and Moments1) “Virtual delivery was the means, not the mission.”Julie frames FLVS as a response to overcrowding, teacher shortages, and unequal course access—not a fascination with the internet.2) The AP “try it with a safety net” designAn early innovation: students could attempt AP coursework while having a built-in path back without public shame, sometimes even with the same teacher—reducing fear of failure and expanding who even tries advanced courses.3) Why some students “become a different person” onlineJulie describes how virtual learning can enable students who were failing or labeled in traditional settings to succeed because:they can move faster or slower without an audience,teachers can give more individualized attention,relationships can be built deliberately,bullying/social status pressures are reduced.4) Relationship-building as an operational system, not a vibeEarly FLVS practice emphasized front-loading relationship-building: extended calls, deep parent conversations, learning student voice through writing, and using that baseline for both instruction and academic integrity (in an era before tools like Turnitin).5) The parent’s role: support pace, don’t replace the teacherJulie is explicit that FLVS was designed with teachers responsible for learning, and parents as partners for pace, communication, and context—not as the primary instructor.6) What online makes possible in K–12 ↔ college pathwaysFrom ASU Prep Digital, Julie shares how online models remove “physical campus” and age-related barriers in dual enrollment—making authentic college coursework possible even for unusually accelerated middle school students.7) Why she wrote the book nowJulie’s book aims to capture 30 years of policy, research, mistakes, and breakthroughs—the “drama and trauma” of building an industry that many newer educators only encountered through the distorted lens of 2020.Who This Episode Is ForPolicy and system leaders shaping virtual/hybrid strategyDistrict and school leaders designing scalable online programsInstructional designers and program operators trying to make relationships reliable at scaleAnyone tired of pandemic-era assumptions substituting for real historyLinks & ReferencesJulie Young Education - https://www.julieyoungeducation.com/Julie's new book Virtual Schools, Actual Learning: Digital Education in America (with Julie Peterson and Kay Johnson)Florida Virtual School - https://www.flvs.net/Center for Interactive Learning and Collaboration - https://www.cilc.org/Learn more about Banyan Global Learning: https://www.banyangloballearning.com

In this special episode, Jethro Jones defends his doctoral dissertation on how school principals can use AI for innovation rather than just efficiency. The research challenges the common "save time" narrative around AI in education and introduces the concept of "cognitive equity" - using AI to expand capabilities and solve problems that weren't previously possible.Through a full-day workshop with 11 Wyoming principals, Jethro demonstrated that when professional development focuses on authentic problems rather than tools, leaders can create innovative solutions like student mental health check-in apps, digital citizenship games, and curiosity trackers. The study revealed three key barriers (time, training, and resources) and emphasized the importance of sustained, problem-focused professional development that allows for productive struggle.

 Most managers hear words, but they miss the emotions. This skill gap is why your best employees are walking out the door. This episode breaks down the true meaning of Active Listening, explaining why it's the core component of Emotional Intelligence that fosters loyalty. We show you how to move from transactional management to relational leadership, unlocking the Oxytocin-fueled bond that makes employees stay. If you're serious about mastering this essential skill, learn about the J. Alexander 1:1 Coaching program—a 7-week scientific framework dedicated to reducing the impact of self-sabotaging thoughts, improving stress management, and making you a more effective, fully present leader. 

In this episode, Priten speaks with Justin Cerenzia, Executive Director of the Center for Teaching and Learning at Episcopal Academy, about navigating the complex ethical decisions administrators face when integrating AI and educational technology in K-12 schools. Justin shares his journey from early AI adoption with GPT-3.5 to implementing thoughtful frameworks for tech integration, discussing everything from AI tutors and cell phone policies to the tension between preparing students for the workforce versus fostering deep learning. The conversation explores how schools can balance innovation with pedagogy, the importance of making student thinking visible, and why ethical decision-making requires moving beyond simple policies to embrace experimentation, nuance, and a design mindset that puts learning outcomes first.Key Takeaways:There's no shared AI experience. Different platforms and access levels mean students and teachers use fundamentally different tools—making unified policies nearly impossible.AI detection is a losing battle. Focus instead on making student thinking visible through conversations and walled-garden tools like Flint."Do no harm" cuts both ways. Schools must prevent misuse while also ensuring students aren't left behind on AI literacy.Understand learning science before deploying AI. The key question: are students cognitively offloading the task, or genuinely learning?The future is a design problem, not a prediction problem. Decide what you want from AI and build toward it—don't just react to updates.About Justin:Justin Cerenzia is the Buckley Executive Director of the Center for Teaching & Learning at The Episcopal Academy, where he leads work at the intersection of cognitive science, teacher inquiry, and AI-informed practice. His work centers on translating research into practical, human-centered tools that improve teaching and learning at scale.

In this episode of the EdTech Startup Podcast, host Jeff Bradbury interviews Mike Cronley, co-founder and CEO of Class Composer and former third-grade teacher. Mike shares his journey from the classroom to entrepreneurship, sparked by a casual conversation with his school's music teacher about students being incorrectly placed together. This "aha moment" led him to develop Class Composer, a software solution that helps elementary schools create balanced, equitable classroom rosters. Over seven years, Mike transitioned from teaching while developing his idea as a side project to fully committing to his startup. The conversation explores the challenges of the traditional paper-based class placement process, the importance of listening to customers, and advice for educators considering entrepreneurship.