SPEAKER_04 0:00

The biggest reason why teachers leave the profession is because of lack of support from administration. But administrators are saying, I am being supportive. So where's the disconnect? What's happening when teachers want to be supportive, but administrators are not giving them the support that they need? That's what we're gonna uncover today with Miss Latricia Wilson, who is this year's principal of the year. What did she do to support the teachers in her building and why is it effective? That's all happening in today's episode. Impact begins now.

SPEAKER_03 0:26

New teacher.

SPEAKER_04 1:06

And other leaders need to learn from that. So, first of all, thank you so much for being here today.

SPEAKER_00 1:10

And thank you so much for having me. Thank you so much.

SPEAKER_04 1:13

Yeah, I think it's it's so interesting how we even met because I I saw that obviously on Instagram, like I would see some things that you would post and you would repost some of my things, and I saw you were talking about the book. And then one day you posted, you know, CMS principal of the year, I was like, I live in Charlotte.

SPEAKER_00 1:30

Yes, yes, yes. So yeah, so thank you again for having me. I appreciate you for even acknowledging. You know, sometimes when we do this work, we do it because we're called to do it, we do it because we love it. So being acknowledged for it is is is truly truly an honor. So thank you.

SPEAKER_04 1:46

Yeah, and like I said, just from what I know about you, it's well deserving, and uh, we'll dive into that today. Thank you. Absolutely. So, as you know, we were talking about this before we started recording, but there are three main drivers of new teacher retention. And on every episode, I focus in on one of them. The three drivers are one, how leaders see them, two, how they see themselves, and three, how the school feels to be a part of. Uh, research shows that when those things are working well, then teachers stay and thrive. So every episode I try to dive into one of those drivers to really help people understand this is what we have to do in order to retain our new teachers, those that are passionate, those that are excited, and those that want to stick around and make a high impact. So this episode made a whole lot of sense to talk about driver number one, which is how leaders see the teachers. So often I they I've sometimes leaders they see um not just people, they see the data, they see the problems, right? They see they see other things, but they don't see the the person behind it. And sometimes we unintentionally communicate doubt, even though we're trying to be supportive, you know, because we just focus on performance instead of the person.

SPEAKER_03 2:53

Yes.

SPEAKER_04 2:54

And I think you do a great job of seeing the person, and we'll we'll dive into it now because I I know we talked about some of those things. So, first of all, what is it when you think of teacher support, what is it that comes to mind and what do you think of?

SPEAKER_00 3:09

When I think of teacher support, I think of clarity. I think it's important to know what does support look like for you? Before we step into this, what support do you need and what does it look like for you? Um, because it's very important to hear that from teachers. I also think that my communication to them, this is how I support it, this is how support looks like at our school, is very important. A part of my interview process, I talk about coaching a lot because we are a coaching caseload school. We have coaches. They are, I call my MCOs, their teacher whisperers, because they have very close relationships with teachers and they know how to coach. So I ask them about coaching in the interview because sometimes people are like, leave me alone, let me go in my room, right? With too many people are in here, or if you're in here giving me feedback, I take that personally like I'm doing something wrong. And that's not the case. So I make sure that one, I ask that question during interviews, and two, I communicate what coaching and what support looks like at our school. So I think that's a big key. When you step in my school, you know what it looks like and what you're getting. You know what you're signed up for. You know? So I just think that that's very important. I think that support with accountability is important. And I think that people have to know that. Support is not simply I'm gonna do for you, right? We're gonna coddle you, we're gonna allow you to do what it is and call it in the name of support. It is I'm gonna hold you accountable through this support, right? And we're going to work together. I am going to ask you to do things probably that I may not have done, yeah, but we're gonna learn together. Because maybe when I was in the classroom, we didn't have some of these types of things, right? So I can't say I'm not gonna ask you to do something that I wouldn't do. I will do it, but we may do it together as well as we're learning because we want to get better every day. So again, just to kind of stamp that, I think that it comes with clarity and what coaching looks like for you and what coaching, what my support looks like as you know, in the school. And then how do I hold you accountable through the support that we're getting? Right? Yeah.

SPEAKER_04 5:13

Okay. So what if what if there's misalignment? As you mentioned earlier, that you know, everybody looks for support in different ways. Different ways. So what if your what you're saying there on the interview process, your coaching model is not in alignment with them, or that's not something that they feel will support them?

SPEAKER_00 5:29

I think that that's when you, you know, you weed out people who won't necessarily be receptive to the form of support that's gonna take place in your school, right? Because I can't guarantee you, and I I can't tell you that I won't be in your classroom, that you're this veteran teacher and I'm gonna leave you alone and let you do your thing. I can't guarantee you that, you know, because my core values are love, learn, and lead. And everyone in the school must remain in a learning orientation, even myself.

SPEAKER_02 5:56

Got it.

SPEAKER_00 5:56

So I think that's very important to make sure that we're aligned prior to you stepping into the building because I want you to be receptive. I want you to not take offense to it. I don't want you to think as if you're doing something wrong. I want you to take it as we're learning together. Everybody needs a coach, just like basketball teams and sport teams. They don't go out there and just do it because they're good, right?

SPEAKER_03 6:18

Right.

SPEAKER_00 6:18

LeBron, whoever, they still have coaches. So having that mindset walking in just helps us to not have that space of uncomfortability, right? Yeah. That, oh my God, like she's getting on my nerves coming in. No, we're gonna be there because we're in this together.

SPEAKER_04 6:33

Interesting. So you just so you just set the stage of this is what I this is my level of support. I like to think about it almost like love languages. Yes. So it's like, this is how I show love, or this is how I show support. So if you're in a relationship, you're just saying, listen, I am an acts of service person. Right. So when I'm the way I show love is by showing acts of service. Right. If you don't like receiving love in acts of service way, then this might not be my relationship.

SPEAKER_00 6:56

Right, absolutely, right? And I think that there are things that we can work around, right? I think that, um, again, I think when it becomes one of those things where it's like, oh, is when you completely say there is no work around. So for example, um, I am the type where I might have a relationship like with someone on my team, right? And we're coaching. And when I walk in the classroom and I see something, I might shoot them a quick text, right? And so get in a feedback meeting, they were saying, Well, that stresses me a little bit. Sometimes it makes my heart start beating. I was okay with that. So then I said, okay, I'll shift. What I'll do is if it's not that important, I can shoot you an email and then we can talk about it later. Is that okay? And they said, yes. And so again, it is still a form of it, but we're able to meet somewhere. It's not that you're not gonna get the feedback, but it can be differently to how better you receive it.

SPEAKER_04 7:47

Right. And just the fact that they were able to have that dialogue and conversation shows that, you know, you're somebody they they trust. Absolutely.

SPEAKER_00 7:56

And that was somebody from my team, meeting my admin. It wasn't like a teacher because I'm not gonna, you know, text them in the middle of the lesson, but you know, so again, that just shows how it's not like a no, it's this way in no way. We're gonna coach and give feedback, but how you receive it may look different based on what you can, you know, receive at that time.

SPEAKER_04 8:12

Got it. Okay, yeah, yeah. So you set the standard, this is how we provide support, but there still is that little bit of wiggle rolling, you know, if there's not a hundred percent alignment. Right. But if you are completely misaligned, like this just might not.

SPEAKER_00 8:23

Correct. Right. If you're like, nope, I don't want, I don't want coaching, yeah, then yeah, this probably won't be the place.

SPEAKER_04 8:27

What would you say to somebody who is saying, but I I don't have a lot of options, you know, like I or maybe I inherited a school and the teachers are already here, and I'm I'm this is who I have to work with this year, and they don't like my level of leadership or my the way that I support.

SPEAKER_00 8:42

And it's funny that you said that because me and my mentor and I was we were talking about that. And she said, Tricia, you really moved that school with people that you inherited. And I said, you know what? You're absolutely right. She said they stayed, they followed the vision, and they worked. And so I think that there are cases I was blessed. I always say that. I was blessed to walk in a cake, uh a situation to where I had hardworking staff, right? I mean, of course, you know, there was some turnover that first year. Not much. The team, my admin team that I have now has been here. I inherited them. Okay. I'm not gonna say it enough because I I love them. I wouldn't trade them for anything in the world, but right? Sometimes that doesn't a lot of times happen. A lot of times people come in, people shift, they but I was able to come in, set that foundation. I'm not, I'm sure it wasn't roses or all of that, you know. I'm sure it was some kind of you know, some pain points there. But they saw the vision, they followed through with the vision, and we created a space that loved kids and that just created, you know, teachers and people that just really wanted to work hard for the mission and vision of the school. And you know, so that does happen, but I think that, and I have, you know, three mentors now. We went yesterday, the day before yesterday, we went on to lunch for our first mentee cohort meeting. And I tell them that you have to set your standard. You got to figure out what that looks like. You may can't say some things or do some things right that I've done, but you'd still have to set that standard of very high expectations, motivation, inspiration. So um, again, I was blessed, but that does happen. I still think that you have to go in and be on wearing of your expectations when it's best for kids.

SPEAKER_04 10:26

When it's best for kids, so you have to add that caveat. When it's best for kids, right?

SPEAKER_00 10:30

Not just because I want it to happen. Right, right, right. Not because this is my way or the highway, but because it's best for kids. That's smart. I love it.

SPEAKER_04 10:37

Teachers are burning out faster than ever. Confidence is dropping, imposter syndrome is rising, and too many classrooms feel like survival instead of transformation. But what if it doesn't have to be this way? Great teaching isn't magic, it's a method. And inside the Impact Playbook, you'll discover the six principles that thousands of teachers are already using to reignite their passion, engage their students, and build classrooms that thrive. This isn't just another book that collects dust on the shelf. It's a complete system that helps teachers step into their strengths, prevent burnout, and create learning that sticks. If you're looking to see a drop in teacher turnover and a boost in student engagement, the principles are right here inside the book. So if you're a teacher ready to reclaim your confidence, or a district leader ready to transform entire schools, click the link to get the Impact Playbook today. Because when teachers win, students win, and entire communities win, and the world has changed forever. So obviously, you were principal of the year. Thank you so much. I mean, look, congratulations. Shout out to you, shout out to you. I saw all the celebrations, all the music, you know, all the things. I love it. The district is gonna give their reason why. And obviously, just in hearing you speak and hearing the passion behind the the that you have for this work, it's clear, right? It's evident. And the district is gonna look at data and all those great things. Why do you think you're principal of the year? When you look at your when you like honestly close the doors and get away from everybody else, and you looked at that award, you said, you know what? Why did you think that you deserved it or that you weren't the one to get it?

SPEAKER_00 12:01

Well, that was, I'll be honest, that was something that was a shock for me. Um, I had only been a principal two years when I became the principal of the year for CMS and then moved on to be in the Southwest region for North Carolina, principal of the year. Yeah, yeah, thank you. So I say that simply because initially it was a why, and I say why because again, when I do this work, I do it because I love it. Like it's just truly like from the heart. Um, and when I received that award, someone said, Um, Latricia, this is your time. You deserve it. You know, you're always giving everyone else the credit. Relax. And that changed my perspective, right? So I kind of relaxed a little bit and processed it, processed it. And I think that to be honest, I run, and I'm not saying I'm the only one that that that does this, but my core values are love, learn, lead, and love is first. And I truly think that whatever I do, it comes from my heart. It comes from a space of I have three boys, and I want to create environments that are like that for every child. When I see every child, I ask myself, and it's very, I'm very conscious about that. I have to do right by these kids. I have to do right by the people around me because I think harm is real. Like, meaning, like, I think just seriously, like I'm the not to say it like that in a bad way, but I think that how you treat others comes back to you.

SPEAKER_03 13:32

Yeah.

SPEAKER_00 13:32

You have to treat people right, period, just because you're obligated in and you're conscious to. And so I think that the things that I do, it's because one, I care about people and I look at them as people with their struggles, with their anxieties, with their depression. Everybody has stuff. And I know everybody has stuff. So if I'm a leader, I am here to make sure that they're good. The adults in the building are good so that they can take care of my kids and that the kids are smart and they have people that truly love them and care for them and believe in them and treat them right. So I think that again, outside of the other things where, you know, systems and processes and coaching and kind of knowing how to maneuver all this, I think that it's truly because I do things, I I do things from my heart. This is heartwork and it's hard work.

SPEAKER_03 14:29

Yeah.

SPEAKER_00 14:30

And I do it from that space with the core of who I am.

SPEAKER_04 14:35

And I think that that comes through so well. I mean, this is a couple times you said, you know, the love, the learn, the lead, and like you said, love is first. And when a when a teacher feels that love, when they when they feel the love, of course, they're gonna want to go to bat for you, they're gonna show for you, they're gonna work hard. You said you inherited a hardworking staff. I think you did a lot of that heart work that made them say, like, listen, we're willing to work hard. I would say people are willing to struggle for the things that they care about. Yes. And when they feel like you know, we're a family, or we're we're together, not that necessarily we're a family, but when I feel like you're supporting me and you have my back and you have my best interest at heart, I'm I'm gonna show up.

SPEAKER_00 15:11

Yes.

SPEAKER_04 15:12

And I think, you know, with driver number one, the way that leaders see them, uh some leaders struggle with that because they see the hard work, but sometimes they struggle with the heart work. I've talked to two a principal literally last week and um, well, ahead of school, and he was saying um, he's not a traditional educator, but uh came in from corporate to kind of turn the school around. You know, they do that sometimes, and it has a lot of business acumen, things like that. And he said, direct quote, he said, There's this one teacher, every time I walk into her room, she bursts out in tears. And I was like, let's let's unpack that a little bit. Like, like, why? You know? He said, you know, but you know, I'm always looking at the numbers, I'm looking at the data, I'm looking at performance. Like I'm just used to in our corporate world, like, this is the the goal, these are the KPIs, this is the day like this, and we're not hitting the benchmark, like this is what it needs to be. He said, and every time I walk in, she just starts, you know, busts out crying. And I was like, because there's there's some some heart to it that you actually have to have as well, and there's a way that you can kind of massage that. And I'm reminded of you know, my mom growing up. I always tell the story when I talk about how people see you. My mom is awesome, I love her. She's actually a CMS counselor. So she taught, she taught for like 25 years and she's been counseling for the last 10 or so. And um I heard she oh she tells me this story, but I don't remember it.

SPEAKER_00 16:25

Yeah.

SPEAKER_04 16:25

But when I was growing up, she said that, you know, my name is Daryl, D-A-R-Y-L. She was showing me how to write it. She said, Oh, the D is easy, you know, one line down, big belly. And I wrote, one line down, big belly. She's like, the A, simple. It's like just like a tent. Up, down, line across. Boom, up down, line across. She said, now the R is hard. Be careful. The R is typical. You gotta do one big line down, and then it's like a half belly, and then you gotta kick the leg out. It's it's tricky, but go ahead and try it. And she said, I picked up the pencil and I said, Mom, I can't do it. She said, No, no, go ahead and try it. She said, Mom, I can't do it. The R is too hard. And she said, in that moment, she realized as a mother that she put her limitations on me.

SPEAKER_00 17:04

Uh-huh.

SPEAKER_04 17:04

She said, Because I thought it would be too hard for you. I thought it would be too tricky. And just the way that I communicated it, you now believe you inherited the ceiling that I put on you. And I think a lot of times leaders unintentionally communicate that doubt. She was just trying to prepare for me.

SPEAKER_00 17:19

Yeah, right, right.

SPEAKER_04 17:20

But in her communication, what I was hearing is, oh, she doesn't believe that I can do this. Right. I must not be able to. Right. And I see that a lot of times from leaders to teachers. So I'm gonna ask you the question, just to fill in the blank. Yeah. When I see a teacher, I see blank. What do you see?

SPEAKER_00 17:37

I see people who have the power to change the children's life trajectory. Period. I don't think sometimes teachers understand the power that they have to change a child's life, to change their trajectory, to change how they see themselves, to change how their work habits and study habits, to change again, even those things of what am I feeling that's hard and what's easy? Is somebody empowering me, telling me that I can do all things? Because we do affirmations here, right? Is somebody telling me those things and I believe it? And there's no doubt, right? So I think that the power, we've had so many instances, Daryl, here where kids have come to other schools where they have kind of written them off, right? You know, come from other states, whatever the case is, their behavior, they're this, they're that, and they come here and they're a completely different child. And I've had instances this year where teachers and I have like gotten tears in our eyes because we're like, I cannot believe how this child changes. And I always tell them, I tell y'all all the time, you have the power to do that. You can make or break kids, and we're not in the business of breaking kids here. So I see people who have the power to change the kids' lives and the trajectory, and by doing that through education, Daryl, we eradicate pro poverty and we change trajectories in life. And we do it from an early age. You know? So I feel that.

SPEAKER_04 19:25

I just had to sit with that for a second. That's that's real. It is. So how do you communicate that to a teacher that they have that power and that they are capable?

SPEAKER_00 19:54

Just like that. I think that we have those conversations like that. We have them in admin meetings, we have them in probably every meeting. When we're in PLCs, when we're in staff meetings, I talk to them like this all the time. Right? You have the power. When they're sitting and they're discouraged, I set ambitious goals, they're like, Wilson, what I'm like, but you don't think you can do it. What? We're gonna do it. We said it last year, and y'all complained about it. And what did you do? You did it, right? So we have those real conversations like that. And again, sometimes it's like, oh, it gets hard sometimes because you know, as as as things grow, it's more pressure. But just sitting there and talking to them about it and showing them, celebrating those little wins and saying, look at what you're doing, look at how he's acting, how he came in your classroom and now look, look a totally different child, right? So then they start seeing it, and success is addictive. Come on now. So they want to keep going and they want to keep doing it, and they realize that when it doesn't happen, they want it because they know they've done it before at hard times.

SPEAKER_03 20:58

That's it.

SPEAKER_00 20:59

We can do hard things, it's not impossible. If you hear when when when you're at this school, there is nothing unpo impossible that anybody can't do. I hire because I believe that you can do it.

SPEAKER_03 21:10

For sure.

SPEAKER_00 21:11

Period. The end. I you wouldn't be here if I didn't think you can do it. So I need you to do it. Let's go.

SPEAKER_04 21:16

I love it.

SPEAKER_00 21:17

Let's go. You know?

SPEAKER_04 21:18

So Yeah, I can see how like we start a staff meeting like that. It's over. I'm on.

SPEAKER_00 21:23

Yeah, like yeah, you're ready. Yeah, yeah. My theme this year is all gas, no breaks. And so God. They were like, it was last year. I said, this is what it's gonna be next year. They be like, Wilson, we we we been doing this. Probably so. But I realized, Daryl, going in here to our retreat when we get there, I had to make sure that I set the tone in a different way because all gas no breaks is about stamina. And I just want to make sure that they don't come here in a space of feeling like it has to be like, right? It's about just following through and doing our priorities and doing them well. So I don't know where I got that from, but I think I was just going back to, like you said, just being pumped. And they are pumped, but I gotta make sure that it's um sustainable.

SPEAKER_04 22:08

Yeah.

SPEAKER_00 22:08

Right? We've done a lot.

SPEAKER_04 22:10

How do they do that with no breaks?

SPEAKER_00 22:12

We're not if we don't small group instruction, we're not giving them up halfway through. The year. That's you see what I mean? So we're gonna talk about it. When we know we've fallen off with X, Y, and Z. How do we pick it back up and not stress ourselves? How do we not have these spurts of a lot of energy, right? And then we get tired. Like running a marathon. How can we do that? What does that look like in education? So it's not gonna be breaks, but when you're running a marathon, you kind of come off a little bit and that's fine a little, you know what I mean? But you're still doing it, but it doesn't completely stop.

SPEAKER_03 22:45

No, yeah, for sure.

SPEAKER_00 22:46

You can't completely stop. I guess maybe that'll be a way that I you know preface it. Not completely stopping. Thank you. Thank you.

SPEAKER_04 22:52

That's the endurance part. A lot of times when I when I speak to teachers about the the six principles of effective instruction, one of the things that I say is endurance. Yes. And uh people think that endurance just means grin and barred and grin.

SPEAKER_00 23:05

Correct, correct. No, right.

SPEAKER_04 23:06

But it's what to what to your point, it's it's the system that allows you to endure for the long term. Yes. If you just grit and grin and bear it, you that that's where burnout comes from.

SPEAKER_00 23:16

Absolutely. Right. Absolutely.

SPEAKER_04 23:17

But when you have that system that you I know it has to last me 180 days.

SPEAKER_00 23:20

Correct.

SPEAKER_04 23:21

Now let's put a system in place.

SPEAKER_00 23:22

A system in place, exactly. And how when I get tired, I can still maintain. What does that even look like? We can let's talk about that. Because we're gonna get tired, and that's where again that grace comes in, where it's like, we're getting tired. When we get tired, what does that look like? So we can all be on one accord. So that when I come in the classroom, right? That it doesn't look like it it may not look like it was five days ago, but I'm getting a little tired. So when in my break a little bit, kids are still learning, kids are still getting what they need to. Yeah, you know? We're just slowing down a little bit. We're not, we're not stopping. No, we're not gonna stop. Can't stop, won't stop. We're not gonna stop. No.

SPEAKER_04 23:57

I love it. Well, it's clear. I can see why, you know, why the school gets behind you and it's just wanna do, you know, immobilized. I love it. Yeah. So I always like to really give uh two clear takeaways that's been landing the plane. Right. Um, one, what is something that a leader could do this week to support their student? Uh sorry, to support their teachers.

SPEAKER_00 24:19

Um I think, and again, we're out of school for the summer, but if we were in school, kind of just saying if we were in school, is that or you want me to do it now is the summer. Let's go tell me.

SPEAKER_04 24:28

Let's go with in school. In school, yes.

SPEAKER_00 24:32

So in school, get into classrooms. Be there, be visible, show them that you are working alongside of them. Whenever it's time for PLCs, you're able to come in with lenses of what you've seen and how we can support. Um but get in get in the rooms, get from behind the office. It's so easy to get managerial things, get caught up in managerial things, emails, you know, systems, all of those types of things. But getting into those classrooms, connecting with the teachers, giving kind of that in-the-moment feedback and coaching and co-teaching and all of those types of things, get in there.

SPEAKER_04 25:09

Yeah. What is your quick tip for somebody who's saying, like the example I used earlier? I get into classrooms, they don't want me in their classrooms when I walk in.

SPEAKER_00 25:18

Yep, yep. And that and again, that happens. And, you know, again, with me setting that tone, I think that they get used to it. So I think that it comes with conversation. Um and I think that again, it comes with being there. They get used to it. Because initially, I'm sure for like even my new staff that are coming on board, I'm sure it might be a little like, oh my God, this is the principal, they're in my classroom. But once I continue to do that, give them encouragement, kind of sit and like, okay, what do we, what, what you think? Like it's a it's a spar. It's not a I'm coming in, I go, I go to my office, give you a feedback form. It comes to you, you're heart beating fast when you get the email, like, what does she say? It's not that, right? It's not that. Sometimes I do walk through forms, but for the most part, I'm in there every day. So I'm not doing a walkthrough form every day, right? I'm just in there to just kind of say, hey, looks good. Don't forget to say da-da-da-da. All right, talk to you later. So they start getting used to it. So I think it just comes with that, you know? Yeah. Yeah. Okay.

SPEAKER_04 26:17

Spart. All right. So what is the the biggest mistake that leaders make when it comes to supporting their teachers? If you would like for your school district to be empowered as well, you can click the link down below and our team will reach out to you.

SPEAKER_00 26:29

I think the biggest mistake is not being visible and actually doing it. I think that sometimes support sometimes people look at support as me telling you something. I'm in PLCs and I'm telling you how to do this. That's support. You know, I'm just, I'm just always simply sending the coach in there. And that's just support without any direction. And so I think that making sure that the admin team, the instructional team, is aligned to what we're doing. So we have school priorities. And I think that when we're supporting them, we try to support around those priorities so that teachers always don't feel like it's something new every day. So I think that having that clear, these are our priorities, these are what we're going after. And when a teacher the coach comes in, we're gonna be looking at your small groups and seeing if you're doing these things. We're gonna look to see if you're academically monitoring to do these things. So it's not new. You know, kind of what we're looking for. So I know I said a lot, but I think that the biggest piece is maybe not being clear what what support looks like at your school and not actually doing it, but just simply sending an email or you know, telling them versus showing them, being on the same line, the same page on the front lines, working with them to do it.

SPEAKER_04 27:46

Got it. Yeah, yeah. That's that's powerful. Again, no secret, no confusion as to why you recognize after just year two. I can't I can't imagine that it's just year two.

SPEAKER_00 27:58

Well, this is four now, so meaning when I got it, it was two. So this glass was my third. So, yep, and then this will be my pork. Heading into your heading into the port, yeah. So yeah, yeah.

SPEAKER_04 28:08

Sorry.

SPEAKER_00 28:10

Look, I've always gotten that. I've always gotten that, but yeah. So that's awesome.

SPEAKER_04 28:15

I'm really excited to see, you know, what the future holds for you, for this community, yeah and for what you're doing here.

SPEAKER_00 28:20

Yeah, absolutely. Amazing, the amazing staff, amazing admin, my assistant principal, you know, just my my MCOs. I always say that my team, teams matter. And I just, you know, before leaving this space, teams matter. And I couldn't do this work without them. Meaning setting the vision, setting things in place, having them to help set visions, having them to have lens of this is what teachers are feeling. This might be a little overwhelming, Wilson, you know, all of those types of things. But having them in place and having people where the stages and the staff love them, that is a big thing. You can have a team, you can set coaches in place, but if they don't like your coaches, and they your coaches are nasty to them and they don't, you know what I mean, are condescending, the work doesn't happen. So it's very important to have people in place like that to help carry out your vision. So I just want to say, you know, it's not me alone, trust me, because the staff, my ad men, my coaches, just everybody has come together. They work hard and they just care about the people in this school and around the community. So I was just truly blessed.

SPEAKER_04 29:26

Well, I also think that that does come a lot from you.

SPEAKER_00 29:29

Oh, well, thank you. Well, thank you. Yeah, thank you.

SPEAKER_04 29:31

I'll say this as as we land the plane here. Um, I truly just want to let you know that as we talk about supporting and seeing teachers, I want to let you know that I see you.

SPEAKER_00 29:41

Oh, well, thank you.

SPEAKER_04 29:42

I I I speak to a lot of principals, a lot of leaders, you know, just around the country. And I can tell that, you know, some people it's a job.

SPEAKER_03 29:49

Yeah, yeah.

SPEAKER_04 29:49

Some people they're good at it.

SPEAKER_03 29:51

Yeah.

SPEAKER_04 29:51

And some people are like, no, this is my life's purpose and mission. And I feel like you are one of those, this is my life's purpose and mission.

SPEAKER_00 29:57

Yeah.

SPEAKER_04 29:57

And I get to see, I get to see the passion. I feel it again. And it's you're not speaking fluff, you you believe this. Yeah. You're you own this, that you're smart and brilliant. And I just want you to let you know.

SPEAKER_00 30:07

Well, thank you. Thank you so much. Thank you. Look, and I see you all when I'm on Instagram and I see all the great things you're doing. So you keep this up as well. So just thank you for spreading the word. Because again, you know, education is hard. And in the times now, it's just it's hard. And people don't, some people don't just don't want to be in education because of the pay and just because of how much work it is, and all those types of things. So to just thank you for shedding your light and just for showing the positive light and just getting the message out there that this is still a a profession that is respected and what we do change lives. And so just thank you for just being a voice for us and just being inspirational. Like I said, I see your things, I I send it, I, you know, I retweet it because it's just inspirational. So I just thank you for what you're doing in the educational world and the community.

SPEAKER_04 31:02

Let's do it. Yeah, takes a village. We got it. Yes, yes, it does. It does. So appreciate you. Thank you for inviting me into your building here today. Last thing, uh, we're gonna, after this, you're going to choose your design for the sh impactful educator shirt that you would like because you are impactful educator. Oh, nice. Thank you for being on the podcast. We'll get you the shirt out to you. Thank you. And um, again, just a really big dream, a big uh expectations for the year, and I know you're gonna hit it. All gas no breaks.

SPEAKER_00 31:28

That's right. Thank you. Thank you.

SPEAKER_04 31:33

I love new teachers become the teachers they've always wanted to be and make the impact our students deserve. Because I've been there. I know what it's like to struggle, to feel like I'm not enough. But I also know what's on the other side: excitement, fulfillment, and the ability to change lives. Every great teacher was once a new teacher, and new teachers are often excited and eager and anxious, but a lot of times, new teachers lack the foundational skills of effective instruction. Every teacher that I work with, I carry them through this journey, helping them master the principles of effective instruction so that they know how capable they are. I can't wait to see these teachers enact their 1% amazing and make the difference that only they can. If you would like for your school district to be empowered as well, you can click the link down below and our team will reach out to you.