Our guest for this episode of College & Career Readiness Radio is Thomas Murray.

Tom Murray says that strong leadership is the foundation of any innovative, student‑centered district and that every major initiative will rise and fall with the quality of its leaders.​

Tom explains that the best leaders are learners who empower others, adapt, delegate to build capacity, engage their communities, reflect on their work, and ultimately lead as servants.​

He emphasizes that leadership is not about titles and that some of the most influential leaders in schools are classroom teachers, support staff, or bus drivers who care deeply, solve problems, and earn others’ trust.​

Murray points out that a healthy culture cannot coexist with toxic leadership and that every interaction in a school system is either building the culture up or tearing it down.​

Tom says that districts must be intentional about leadership development through coaching, mentoring, and clear pipelines for aspiring leaders, instead of expecting people to figure it out alone.​

He argues that “college and career readiness” must truly mean college and career, treating four‑year college as one important option among many pathways.​

Tom Murray notes that giving students access is not enough and that real success depends on creating a sense of belonging where students feel the space was designed with them in mind.​

He believes the ultimate purpose of pathways work is to ensure every student has enough exposure and support to graduate ready to live life on their own terms.​

Tom says that pathways work should start in elementary school so students can learn who they are as learners and see a wide range of careers beyond what they encounter at home.​

Murray shares that Future Ready Pathways offers free, research‑informed resources to help districts design pathways that expand access, opportunity, and belonging for all students.Tom Murray says that strong leadership is the foundation of any innovative, student‑centered district and that every major initiative will rise and fall with the quality of its leaders.​

Learn more at FutureReadyPathways.org.

Our guest for this episode of College & Career Readiness Radio is Brandon Busteed.

Brandon says that work-integrated learning connects traditional academic study with learning that happens on the job and includes not only internships, but also co-ops, apprenticeships, job shadowing, and long-term classroom projects designed with industry input.​

Brandon points out that internships are a game changer: students who have an internship in college are about twice as likely to secure a good job at graduation and remain engaged in their careers, but under a third of graduates actually have such internships with real classroom applicability.​​

He emphasizes that the biggest problems are scale and equity, noting that while 8.2 million college students want internships, only 3.6 million receive one; access skews toward students with more resources and social connections.​

Brandon argues that the internship supply-demand gap could be closed if every employer devoted 5% of their jobs to interns, and that even paying all interns fairly would be comparable in cost to other large-scale federal investments.​

According to Brandon, the quality of internships matters as much as their availability: longer internships yield better results, but any length is valuable if there’s a meaningful project, feedback, and structured reflection alongside clear learning goals.​

He believes that high-quality, work-integrated learning can and should be embedded into classrooms through real-world, project-based work that exposes students to a variety of industry roles.​

Brandon’s work at Edconic includes “industry immersive” programs, which partner with well-known organizations so students can experience hands-on projects, receive direct feedback, and learn about multiple types of jobs even if traditional internships aren’t an option.​

He insists that co-designing and co-teaching these experiences with educators and industry leaders is critical, as educators bring assessment and pedagogical skill while industry partners provide real-world context and mentorship.​

Brandon says that parents and educators often focus too much on grades and test scores, undervaluing work experience even though it’s vital for career success.​

Lastly, Brandon calls for a culture shift: he believes that policymakers, schools, parents, and employers need to treat paid, quality work experiences as a fundamental part of education, not just an option for a privileged few.

Our guest for this episode of College & Career Readiness Radio is Alisa Morse, K12 Director for the CAPS Network.

Alisa Morse explains the concept of “profession-based learning” as an umbrella term for connecting students with real-world industry experiences, including internships, co-ops, client-connected projects, and career discovery.​

She highlights that high-impact client-connected projects involve students working directly with industry partners to solve open-ended problems that aren't mission critical but offer authentic challenges, mentorship, and opportunities for innovation and self-discovery.​

The CAPS Network brings industry experts into classrooms, enabling all students—not just those in internships—to participate in practical, relevant projects and develop durable professional skills like teamwork and project management.​

Profession-based learning can be adapted for every age group, with new initiatives starting in middle and even elementary school to foster career awareness early and address gaps in work-based learning equity.​

Alisa details how projects can fit into core classes (e.g., connecting biology with local Parks and Rec projects), elective/academy pathways, short challenge events, or through mentorship and internal partnerships within the school community.​

She emphasizes the importance of self-reflection and metacognition during and after these projects to deepen learning and help students make informed decisions about their future.​

The episode includes practical advice for rural schools and underserved communities: start with internal resources like school staff, local Chamber of Commerce, and county economic development offices to connect students with real work experiences.​

Alisa shares free resources (experience.work and CAPS Network website) that help educators launch and operate profession-based learning, including customizable templates and guides for partnering with industry.​

Her call to action for educators is to “go where students lead”—following their interests and energy to create transformative learning opportunities, and embracing humility to allow students’ passions to guide school improvement.

You can reach Alisa at alisa@yourcapsnetwork.org.

And, if you want to discuss college and career readiness with the host of the show, including MaiaLearning as a solution to bridge the gap between industry partners and the school system, book time here.