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Guest: Chris Brida, District Administrator, Career & Technical Education (CTE), Advanced Placement, and International Baccalaureate at Portland (OR) Public Schools.
A returning guest, Chris is building systems-level, boundary-spanning partnerships that tie K–12 CTE to real pathways in higher ed, industry, and community—while bringing AI into both the classroom and the collaboration process.
Episode Summary:
CTE isn’t “shop class” anymore. Chris Brida returns to map how AI is reshaping CTE on two fronts: AI in CTE (a cross-cutting skill every pathway needs) and AI for CTE (a co-pilot for partnership design and management). He explains “boundary spanning leadership”—innovation that happens in the gray space between systems—and shows it in action through the Albina D-Lab, a seven-year pipeline linking Portland Public Schools and Portland State Engineering to community partners serving Black student excellence. We also dig into student aptitudes, why literacy looks different in CTE (think schematics and blueprints), and why deeper, interdisciplinary learning is the antidote to anxiety about a fast-changing world.
Key Topics:
- AI in CTE vs. AI for CTE—and why both matter now
- Boundary spanning leadership as a template for real partnerships
- The Albina D-Lab: a systems-level model for equity and engineering pathways
- Student aptitudes, durable skills, and invention education
- Deeper learning and the end of siloed “90 minutes of math”
Resources Mentioned:
- Advance CTE (national career clusters; AI as cross-cutting)
- Oregon Clean Energy Workforce Coalition (statewide clean energy pathway)
- Albina Vision Trust
- Portland State University — College of Engineering
- MESA (engineering, human-centered design)
- The Lemelson Foundation (invention education)
- PPS Center for Black Student Excellence
Connect with Chris Brida:
Connect with Banyan Global Learning:
If this conversation sparked a new way of thinking, share it with a colleague or leave a review—more educators will find what’s possible when learning goes global.
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