Money isn’t just about numbers, it’s about power, perception, and the stories we’ve been told about who gets to build wealth… and how.As Libby Rodney, Chief Strategy Officer at The Harris Poll, makes clear: the narrative that women lack financial confidence isn’t just outdated—it’s fundamentally flawed. “Confidence,” she suggests, depends entirely on how we define it… and for too long, the definition itself has been biased.Drawing on years of global research, including work with PIMCO, Libby reframes how women think about money, investing, and ambition. What emerges is a far more nuanced (and powerful) picture: women as holistic, strategic decision-makers who balance short-term realities with long-term impact—not just for themselves, but for their families, communities, and the systems they’re part of.At a moment when more women are building significant wealth, whether through business, investing, or cultural influence, this conversation feels like an important economic wake-up call.Tune in to hear Libby explore: … why the “confidence gap” narrative misses the point … how women’s holistic thinking makes them exceptional investors … the truth about ESG, returns, and why it’s not a trade-off … how women are redefining ambition around autonomy, flexibility, and financial power … why the future of business may depend on “orchestrators” and why women are uniquely positioned to leadWe hope it shifts your perspective as much as it did ours 🌟

In this episode of The Principal’s Handbook, Barb talks with edtech expert and author Priten Soundar-Shah about the growing role of AI and technology in schools. They explore why educators may need to slow down before rushing to adopt new tools and how principals can think critically about when technology actually benefits students.Priten shares insights from his book Ethical EdTech, including ethical questions schools should consider when implementing technology, concerns about screen time for younger students, and how AI is reshaping conversations around plagiarism, assessments, and teaching core skills. If you’re a principal trying to navigate the rapid changes in AI and edtech, this episode will help you think more intentionally about how technology fits into teaching and learning.Connect with Priten Here. 

Host Dr. Erin Bailey talks with Dr. Elena Forzani, a Boston University literacy researcher, about the evolving landscape of reading assessment and equity. Dr. Forzani shares her journey from first-grade teacher to assessment specialist, sparked by disillusionment with teaching-to-the-test practices. She discusses her work on the 2026 NAEP reading framework and explains how this "low-stakes" national assessment differs from high-stakes state tests. The conversation explores culturally responsive assessment—ensuring diverse populations are represented at the table from the start—and the challenges of accounting for students' varied background knowledge. Dr. Forzani also addresses digital literacy in an age of algorithms and AI, emphasizing that students need critical evaluation skills more than ever. The episode concludes with her reflections on how reading inspires connection, transports us to different worlds, and builds community through shared book recommendations.About Dr. Elena Forzani:Dr. Elena Forzani is director of the Literacy Education and Reading & Literacies Education programs and an assistant professor at Boston University Wheelock College of Education & Human Development. Dr. Forzani’s research centers on using multiple and mixed methods to understand and support digital literacies practices across the elementary and secondary levels. In particular, her work investigates the cognitive, metacognitive, and motivational dimensions of online reading, and especially how readers evaluate the credibility of online information. Through this work, Dr. Forzani seeks to inform the design of equity-oriented instruction and assessment environments.Dr. Forzani was the assistant research director for PIRLS and ePIRLS, international print and digital reading assessments. She is a former first grade and high school English and reading teacher, as well as a former literacy specialist. Her scholarship has been published in multiple researcher and practitioner journals, including Reading Research Quarterly, Computers in Human Behavior, Computers & Education Open, The Reading Teacher, and The Journal of Adolescent & Adult Literacy. Dr. Forzani currently serves on the NAEP Standing Reading Committee.LinkedIn: Elena Forzani | LinkedInToward a Theory of Socioculturally Responsive Assessment (Bennett, 2023): Full article: Toward a Theory of Socioculturally Responsive AssessmentBook Recommendations from Dr. Forzani:Borders (Story by Thomas King; illustrations by Natasha Donovan): Borders: King, Thomas, Donovan, Natasha: 9780316593052: Amazon.com: BooksAll the Colors of the Dark by Chris Whitaker: Amazon.com: All the Colors of the Dark: A Read with Jenna Pick: 9780593798898: Whitaker, Chris: BooksWolf Hall by Hilary Mantel: Wolf Hall (Wolf Hall Trilogy, 1): Mantel, Hilary: 9781250806710: Amazon.com: Books

In this episode, Priten and Yanni Chen explore what it actually looks like to build AI tools that support learning rather than shortcut it. Yanni, a master's student at Harvard Graduate School of Education and product developer at Deep Brain Academy, shares her experience creating an AI math tutor with a genuine commitment to scaffolding, cultural inclusivity, and keeping teachers central to the learning process.Key Takeaways:Scaffolding matters more than speed. AI tools often give direct answers because that's what they're engineered for. But real learning requires guiding students through the thinking process—something teachers do that AI cannot replicate. Educators should look for tools that provide step-by-step guidance rather than instant solutions.Teacher skepticism is healthy—and often fades with use. Most teachers approach AI with skepticism, which is appropriate. But just like PowerPoint and video once were new classroom tools, AI becomes less intimidating through hands-on experience. The recommendation: start with personal, low-stakes use before thinking about classroom implementation.Gen Alpha's AI fluency makes teacher presence more important, not less. Students are already fluent AI users. This doesn't diminish the teacher's role—it elevates it. Teachers need to help students navigate bias, develop critical thinking, and understand when AI is appropriate and when it isn't.We lack clear guidelines—so educators must set their own. In the absence of federal or state AI policies, individual educators need to establish clear ethical boundaries around data security, safety, and appropriate use. The technology is moving faster than regulation can keep up.Creative technologies extend beyond chatbots. From 3D printing and laser cutting that let students build physical objects to AR/VR simulations for medical training, there's a whole landscape of educational technology that emphasizes hands-on learning and creative exploration—not just AI conversation.About Yanni Chen:Yanni Chen is an Ed.M. candidate at the Harvard Graduate School of Education, where she studies Learning Design, Innovation, and Technology. She earned her B.S. from Boston University, majoring in Public Relations and minoring in Applied Human Development. Her work sits at the intersection of education, product management, AI, XR, and edtech. She focuses on student experience and the design of educational products that foster engagement, growth, and meaningful learning outcomes. Drawing from both her academic training and her work in edtech, Yanni brings the perspective of both a student and a product manager to conversations about teaching, learning, and educational innovation.

Aaron, Dan, and John break down five common pieces of career advice that sound reasonable but actually hurt job seekers and working professionals. They cover why going it alone backfires, how AI-powered job applications create more problems than they solve (including a story about catching a candidate reading AI answers during an interview), why short stints on a resume aren't the dealbreaker people think, and why waiting until you need LinkedIn to start using it puts you months behind. The recruiters on the panel share what they actually see on the other side of the hiring process.Timestamps- [00:00:38] — Why "do it on your own" is the worst career mindset- [00:02:35] — John's record: one cold-applied job in 17 years of working- [00:04:39] — AI as a job search crutch: spam applications and the recruiter arms race- [00:07:32] — Catching a candidate reading AI-generated answers on camera- [00:10:12] — Dan's "opium of action" concept and what to use AI for instead- [00:12:06] — Short stints on your resume: when to explain, when to skip- [00:14:58] — The Twitter layoff lie that backfired in an interview- [00:18:00] — Why being good at your job won't save you from a layoff- [00:25:44] — The hidden job market is growing because companies are done posting roles- [00:29:43] — Talent leaders are moving away from public job postings entirelyCo-hosts- **Aaron Makelky** — [LinkedIn](https://www.linkedin.com/in/aaron-makelky-m-a-ed-038b852a3/)- **Dan Yu** — [LinkedIn](https://www.linkedin.com/in/danoyu/)- **John Lovig** — [LinkedIn](https://www.linkedin.com/in/johnlovig/)Links- [FutureProof You Website](https://futureproof-you.com)- [FutureProof You on LinkedIn](https://www.linkedin.com/company/futureproof-you)