EPISODE #280

How to Build True Accountability Part 1

You're listening to the school leadership reimagined podcast episode 280. 

Hey, builders, before we begin, I have a quick question for you. Are We Connected on social media? The reason I'm asking is because, as much as I love giving you the podcast episode every single week, I'd love to take our relationship deeper. So if we're not connected on on social media, let's connect. I'm on LinkedIn at Robyn. Underscore mind steps, I'm on Twitter at Robyn. Underscore mind steps, I'm on Facebook at Robyn. Jackson, please, let's connect so we can keep the conversation going. Now on with the show you're listening to the school leadership reimagine podcast episode 280

How do builders like us make a dramatic difference in the lives of our students in spite of all the obstacles we face? How do you keep your vision for your school from being held hostage by resistant teachers, uncooperative parents, ridiculous district policies or lack of time, money or resources if you're facing those challenges right now, here's where you'll find the answers, strategies and actionable tips you need to overcome any obstacle you face. You don't have to wait to make a difference in the lives of the people you serve. You can turn your school into a success story right now with the people and resources you already have. Let's get started.

Hey, builders, welcome to another episode of the school leadership reimagine podcast. I'm your host, Robyn Jackson, and today we're going to start a two part series. Every now and again, I'd like to do really, really practical training episodes to give you a skill that you can use immediately to make your life as a builder so much easier. And today and next time, we're going to do episodes like that, and it's really about making accountable agreements. So today, I want to talk about what is an accountable agreement and why it's important. And then walk you through the steps of making an accountable agreement. And then next time, I want to talk to you about what happens if people violate that agreement, how do you respond in a way that creates accountability? Again, one of the big differences between being a leader and a builder is how we view accountability. As a leader. You are probably trained that it's your job to hold people accountable, and so you spend a lot of time chasing, checking, correcting people. You are running around making sure that people do the work. You're writing them up if they don't do the work, you're keeping a paper trail and a cya file. You spend so much time holding people accountable, but the myth, the thing that they don't tell you, is that when you quote, unquote, hold people accountable, you're not making them more accountable. In fact, you're making yourself more accountable for their work. When you run around holding people accountable, the accountability is all in you, because if the work doesn't get done, unless you are there checking and recording and documenting and pushing and cajoling, then who's really accountable the other person or you? It's a trap, and builders understand that, so builders don't hold people accountable. Builders create accountable conditions and then help people stay accountable to those conditions. It's a subtle difference, but it is so important, it makes all the difference in how you spend your life.

What builders do is they don't focus on rules, regulations, policies, they focus on agreements. Because if you focus on enforcing rules or pushing policy or creating policy, here's what happens, you end up creating rules on top of rules on top of rules, right? You have a role people don't follow the rules, so you create another role to get the people who aren't following the first rule to follow the second rule. You put policies in place. People violate the policies. You have all these meetings about the policies. It's just a headache. And at the end of the day, it's your job as enforcer in chief to go around and make sure that people adhere to the rules and the policies and the rules and the policies are implemented and imposed upon people without their often their agreement or their buy in. And so it's no wonder that people violate them, or if they don't violate them, they they simply comply with them. And if you're looking for something greater than a greater than compliance, if you're looking for true ownership, that's not the way to get it what builders realize is that in order for things to work, it's not about rules and policies and balance all those things. It's really about creating agreements. When you sit down with people and you both agree to something. Yeah, then there's built in accountability on both sides. You have a role to play. The other person has a role to play. You come together, and you look each other in the eye and you say, Okay, this is what we agree to do. And you create accountable agreements, and those agreements are stronger and more dynamic and and and more in inviting than running around creating rules and enforcing rules and policies all day. I mean, just think about it. What would you rather do? Would you rather run around and hold other people accountable to doing their jobs? Or would you rather just do your job and trust that other people are doing their jobs? 

So today we're going to talk about how to create those accountability agreements. 

And I first learned this strategy from one of my mentors, Annie Hyman Pratt. Annie is brilliant in looking at organizational psychology and building teams, and she taught me a lot about that, and she comes from a corporate background, but so much of what she teaches applies so well to schools that she gave me permission to share this with our folks in our in our in buildership University, and also to share it with you. And I want to share today, she has a process for how to make accountable agreements. Now, if you are in BU, we're going to put this resource inside of the vault. It'll be making how to make accountable agreements. You can look it up there in another week or so. For those of you who are not in BU, grab a pen and pencil, take notes. I'm going to take you through the entire process. Okay, so the first step is that you need to sit down with the person with whom you want to make the agreement, and you need to identify the desired outcome. So in other words, you have to describe what is the goal of this agreement. What does success look like? You're asking them to agree to do something. You need to be clear about what it is you're asking them to agree to do. A lot of times, people are not accountable, not because they're trifling or because they don't want to be accountable. A lot of times, people aren't accountable because we haven't been really clear about what we're asking them to do. So they actually think that they're being accountable when they're not being accountable because we haven't been clear it's our fault. And so in order to avoid this, the first step is, what is the desired outcome. Now those of you in BU, you know, from looking at the team architecture, we talk a lot about that desired outcome and what those success criteria are. There's a whole training on how to create that. So you can just look for that. It's in level four under team architecture. But basically what you want to do is you want to sit down and you want to say, this is what success looks like. 

So let's say that you want teachers to do a standards aligned lesson. You need to be clear about what a standards align lesson looks like. What does a successful one look like? And what I like to do is I like to give people examples and non examples. This is so powerful. Giving them to an example is great, right? Okay, that's what it looks like. People try to approximate that, but giving them a non example can really address some of the assumptions people have about the work and help them see what true success looks like. So I might give them a standards aligned lesson that works, and I might give them a standard the same lesson written incorrectly, but making all the mistakes that I see people make around standards aligned lessons and then helping them see the difference. So they have an example of what success looks like, but they also have an a non example to help them better understand what the success criteria are and how it relates to their work. Same thing is true if you want people to submit grades on time, or you want people to teach using a specific strategy, or you want everybody using warm ups, or you are really wanting people to spend time giving students better feedback, whatever it is you're asking teachers to do, first step is, what does that success criteria look like? Now this is also true if you're talking to people in a non instructional context. So let's say that you're looking to give your APS more responsibility. You want your APS to create a lunch schedule. You need to talk about the schedule needs to do this, and it should not do that. So the schedule needs to make sure there's two people covering lunchtime at all times. It should not infringe upon a teacher's planning period. The coverage period should be a defined half an hour, but leave another half an hour for teachers to eat whatever it is that you want to do, you want to lay it out. You don't want to just say, I need you to do a lunch schedule. Because they may do a lunch schedule based on what they think a lunch schedule should look like. And you're then you're like, No, this isn't what I want. You need to do this in the other and at the end of the day, all that back and forth is wasting a lot of time, and it makes people not A.

Assume accountability for the work. Because if I have to come to you with a Mother, may I and you have to tell me, okay, this is good. This is good change, this change that you might as well have done it. So true accountability gives me clarity around what success looks like, so that you set me up to be able to do the work on my own. Okay? Same thing is true. If you're talking to your custodian. I you know it's not just I want the hallways cleaned and cleared. What does that look like? And again, examples and non examples. This is a clean hallway. This is the hallway that looks clean, but see this trash under here? We don't want that. So whatever it is you want to get really clear about those success criteria, okay, the second thing you need is you need a time frame. If it involves a time frame, get this to me by this date. You need to be clear about when you want it, not just any time next week, especially when you think anytime next week means early part of next week, and they think anytime next week means midnight, Saturday night. So you have to be very clear about what the timeframe is. And then you also want to talk about, is there anybody else that they're going to have to work with to get it done? Who else needs to be involved in the process? Let's say that you have a committee working on something, and they're working to try to, you know, they're they're developed, they're creating, building a field trip, or you have a committee that's doing some standards, unpacking, or whatever it is, and they're working on something, and they have to get something to you by a specific time. You've given them the time frame. But you might also want to say, before you turn it in, once you have a draft, I want you to run it by the seventh grade team before I see it. Get their feedback, to save you the trouble of having to look at and be like, it's okay. And then they hand it to the seventh grade team, and the seventh grade team is like, are you serious?

This is horrible. 

Run it by them. Get their feedback before it comes to me, so you're cutting out that headache. So if there is anybody else that needs to be involved, anybody else that needs to be consulted, anybody else whose input is critical for them to be successful, you need to spell it out. Don't assume that people are reading your mind. Spell it out. Okay? So this is really important. This first thing laying it all out. This is what I want. This is what success looks like. This is the time frame that I'm expecting. These are who these are the people who need to be involved or engaged in the process, whatever that what you're asking them to do. Lay it out as clearly as possible. Because not only is clear, kind clear is going to save you a lot of headaches down the road. People can't read your mind. Lay it out. Okay, the next one. This is what we never do, but it's so important. It's one of the big differences between the way leaders do things and the way builders do things. Next you need to connect it to your vision, mission and core values by talking about the purpose and benefits. Why am I asking you to do this? Give people context, so if I want you to do standards aligned instruction, I don't just walk in one day and say, Hey, from now on, we're doing standards aligned instruction. I need to spell out why. I need to build the case for it until they understand the context they are not ready to implement with true fidelity. If I want grades turned in on time, not just because the district is saying we got to get the grades in by a certain time. Why is that so important? Help them understand the impact of not getting grades in on time. Help them understand the bigger context of why it's important to turn in grades if you want them updating the grade portal online at least every two weeks. Tell them why. Why every two weeks? What is it about the two weeks that's so important? Why didn't they to update? Why are you spelling it out? The need to update it in this way? Why they have to have so many grades in the grade? Whatever it is, explain the why. Here's the thing. You know, the context, and

so it makes sense to you. But if you haven't shared the context with the other person, what you're asking them may not make sense to them, and if you they don't understand the context, they cannot do what you're asking to do in the way that you're asking them to do it, because they lack that context. It's so important, so make sure you spend time doing that. What is the greater purpose? And this is where builders differ, because we're not just talking about, you know, you need to do standards aligned instruction because it's research based. That's the only tool that leaders have in their toolbox. It's research based what? There's a lot of things that are research based. Why this one? But with builders, it's not just that. It's a research based strategy. This is how it's going to get us to our vision. This is how it helps us to align with our mission. This is how it helps us stay true to our core values. If you explain it that way, especially because they understand the vision mission and core values, if you've done your work right, then it makes sense. If it's not connected to your vision mission and core values, if you cannot make it that context clear and that connection clear, why are you.

Even asking them to do it. So you need to make sure that you are connecting it to your vision mission and core values. And then the other thing is, you want to talk about the impact that they're doing this thing the way you're asking them to do it will have on their students, on their colleagues, on themselves, on the families you serve, on your school's ability to achieve its vision mission and core values so important. So why do I want standards aligned instruction? Because our vision is that 100% of students will master the standards. If your instruction, instruction isn't aligned to the standards, then we leave the mastery of those standards to chance. That's not fair to our kids. Why is our vision? Then let's go back. Let's talk about why is our vision that we want our kids to master the standards? Let's go to our mission, because we exist to set students up for success at the next level. If the students don't master the standards, they will not be successful at the next level. And then we talk about and this is how when you do when you create standards aligned lessons, this is the impact it has on your kids.

This is the impact that it has on you. 

Instead of fishing around and doing other things, it gives your lesson planning focus. It gives your lesson planning structure. It helps you to see success with your students. It helps you to do your part to achieve the vision. Here's how that third grade fits into the bigger vision. What the kids are learning in third grade is really a gateway to what they're going to be doing in secondary. Up until second grade, they're learning how to do something. Third grade is the first year where students are actually taking the skills that they've acquired in kindergarten, first grade and second grade, and using those skills to learn so it's really important to develop those learning habits at the very beginning, this is how it's impacting you're giving people the bigger context. Hey, it's Robyn here. Real quick. I just want to interrupt this episode for just a second, because if you are enjoying what you're hearing, then would you mind sharing this episode with somebody else? So all you need to do is just go to your phone, if you're listening to on your phone, or your podcast player, and then click the three dots next to this episode, and it'll give you the option to share the episode. Now, if you do that, three things are gonna happen. First, the person that you shared with is gonna think you're a hero, especially if they're struggling with what we're talking about right now, they're gonna love you. Secondly, you're going to feel good because you're going to get the word out about buildership and start building this buildership nation. And third, you will get my eternal gratitude, because I really want to get this out to the world, and you'd be helping me out. You'd be doing me a huge favor. So please share this episode with someone right now, who's who's who's dealing with this same issue, someone you think would really benefit. And now back to the show.

Now, the mistake that a lot of leaders make is they don't know the bigger context. This is just what I want. They have vague understanding of it, or a shaky grasp on what the context is, because they're just focused on getting stuff done. Builders, weigh everything we're asking teachers before we ask them, we weigh it against our vision mission and core values. We're not asking teachers to do things that don't align with our vision mission and core values, even if the district tells us, orders us to do something in our school, we take that thing that the district has asked us to do and we make it work for our vision mission and core values before we ask teachers to do it, so that we can give the context. Yes, this is something that the district is asking us to do, but here's how we're going to leverage it here in this goal to make it serve our vision, mission and core values, that part is so important, not only so that teachers invest in it, but teachers can truly be accountable for it because they understand it. We skip this part. We just issue out orders that's a boss or as leaders. We say, Hey, we're going in this direction. Just trust me. And then we're expecting people to trust us and read our minds. Builders are saying, Hey, listen, this is where we're headed. We're still going to the vision, mission and core values. This is what we're building. This is why, this is the role that you play, and that's why I'm asking you to do this piece. Totally different context, which means that people can really be accountable to the work. All right, so far, we've given them the desired outcome, showed them what success looks like. We've given them the context and helped them understand why we're asking them to do this, and then this is where they come in. Of course, the whole time they're asking questions, they're, you know, they're just trying to understand what you're asking them do.

Now we're going to ask them, What do you need, given all of this, what do you need to be successful? What do you need to be able to produce the outcome that we're after? What do you need in order to achieve those success criteria? And then you're going to talk about, are there resources that you need? Are there particular skills that you need that you don't have yet and is there support that you need? And you're going to go through each of these, let's talk about resources. First. You know, people are going to say things like, I need time, and you're going to be like, I can't manufacture another hour and a day. And that's our defensive mechanism talking. But what builders do is they say, Okay, let's talk about it. What time to do, what? And as you dig into what their request for time, you see the real need. Maybe I just want more opportunities to collaborate with colleagues. Maybe it's that I need protected time, time that I know I'm not going to be interrupted. Maybe it's that I need thinking time before I'm asked to produce and so it's instead of asking me to turn it in on Friday, if I got the weekend to really spend some time thinking about it, I could give you a much better product on Monday. So ask the questions and find out what resources they need. What support do they need from you or others? You don't have to be the sole source of support, but what supports do they need? And then what skills do they need that they don't have? So I don't know how to use the software. Okay, we can help you with that. I don't know that I truly understand the standards. Oh, okay, well, let's get the coach in to work with you and your team to do some interrogation of the standards builders. Don't impact standards. We interrogate standards, so let's interrogate the standards and see what the standards are asking of us. So I'll give you a refresher on that, but now's the time to do that, and you have to create a safe space for the teacher to be able to ask for support. And the way you do that is you prompt them. Okay, what are the resources? Let's go back to the success criteria. 

Let's look at all these things. 

Are there resources that I'm not thinking about that you might need? You might make some suggestions. They might say that, maybe not. I'll let you know. Okay, great, just let me know. Here are the resources we have available? What skills let's talk through in order to do this, you're going to need to know how to do that. Do you know how to do that? Do you need some support around that? Give people some prompts to help them think about a lot of times they don't even know what they need. You want to offer it. It's like, you know when you have a friend who's sick and you're like, Call me if you need anything. They're sick, they don't know what they need. What you need to do is show up with a plate. You need to say, hey, I can pick up the groceries, I can clean the toilets, or I can entertain your kids for an hour, or I can drive you to the doctors, any of those you need. And they're like, You know what? I could use some you could use somebody to drive me to the doctors on Wednesday. So you prompt them by asking, do you need this resource? Are these skills? Are you sure you're okay with these skills? Do you need this kind of support so that they can tell you what they need? Okay? So we've gone through the desired outcome we've gone through, the context for it, and what is the purpose and benefits we've gone through. What do you need to be successful? The fourth thing you're going to do is you're going to say, What challenges do you anticipate? This is really important. You want them thinking forward. You don't want them to hit a challenge, and it just throws them off. Let's start thinking about what are some things that might stop you? Well, there I have this obstacle, because I don't I'm teaching two different grade levels, and so it's hard to distinguish the standards, or I don't have the latest standards release, or whatever it is that they are saying. These are some obstacles. Okay, we can get you that. Okay, we can help you with that.

Do you want to ask them about conflicting priorities? Is there another priority that you see right now that you feel is conflicting with this priority? And they might be saying, well, there's, you know, I'm creating a lot of tests, and so it's really hard for me to do that, or I don't have access to the test, or I'm also, I've got a lot of SEL needs in this in the classroom, and I've been trying to do with their SEL needs before I focus on the standards. What you want to unearth those priorities that they may have, because those priorities are going to take precedence anyway. So let's talk about them. I really think it's important for me to focus on SEL issues, not standards. Right now my kids are, you know, or my kids are so far behind we can't get to the standards because I'm reteaching a multiplication and a lot of times what teachers feel are priorities are not the priorities for serving your vision, mission and core values. So having that conversation and getting them redirected so that they see the true priorities that are contextualizing your vision, mission and core values, is critical you you avert a lot of issues by having the conversation up front. Sometimes their priorities really are priorities, and so you're going to have to navigate those priorities together and figure out and give them some direction they don't know you last year, you told us this is a priority this year. Now this year. Now this is the priority. I mean, builders won't do that, but maybe you're a new builder, and that has been the case, you know, up until that point.

So what you want to do is you want to help them say, Okay, no, this is the priority that you can let go. That's going to take a second seat to this. Nothing is more important in this or that is important. We need to address that. I'm glad you raised that, because I don't want that to get in the way of this, and I don't want this to get in the way of that. So we need to navigate that. And you work that out with a teacher, so you're going to ask them, what are what are the obstacles they face, what are conflicting priorities they face? And then the last one is also really important, what cooperation or coordination issues might they face? Because, let's face it, sometimes, you know, you might say you want to do standard, let's we're using an example of standards aligned instruction, but they don't have the same planning period as the other members of their team, or they can't get the coach to get in and get them the standards that they need, or I've got to coordinate with my grade alike teachers. But you know, we have lunch duty on the only period that we have together, and so we can't do, you know, whatever it is, if you want to ask, are there any issues? These are the people you got to work with. Are there any issues around cooperate, getting people to cooperate or coordinate, or maybe there's a member of their team who isn't, you know, they're taking all the plans where they're not contributing anything. This is the time for you to raise those issues, because those issues come up, those issues block the work being done. Okay, people can't be accountable if we if they these challenges feel overwhelming, so we've got to unearth them, and it doesn't mean you have to solve them all. 

You just need to have them in the open. 

You know, last time I talked about your or two episodes ago, I talked about you don't your job is not to solve problems. Your job is to to to empower people to identify the problems they need solving and then empower people to solve their own problems. Well, let's bring the challenges forward, and you don't have to be stressed out about it. Let's bring them up and let's come together, because this is an agreement. Let's talk about how we're going to either solve or mitigate those challenges so they can be accountable for doing what we're asking them to do. Really important. I'm going to say this too. A lot of times when we get to the challenges part, our leadership training kicks in, and so we hear people raising challenges, and we immediately start thinking they're just making excuses because they don't want to do the work. Even if that's true, that's not our job. So our job is to listen and to solve challenges. And a lot of times, when people are raising challenges, they are legitimate challenges. We can't dismiss them. We need to listen to them, and we need to be we need to help work with them to figure out how we mitigate or solve the problem. Those of you in BU, you know that we have a whole process for move removing obstacles, and I am prioritizing obstacles, and that's your builder's blueprint. So you can look there for the tool to be able to do that, but that sometimes, most of the time, they're legitimate in the chance, in the off chance, that the people are just raising challenges because they don't really want to do the work. 

It's still important to listen, because as you listen, you can get to the root of their resistance and solve that. So either way you win or you win. So it's important for us to stop getting defensive when people are raising challenges, because those challenges are most in most cases, legit, and when they are excuses, not challenges, listening to that, working that through can help us get to the root cause so that we can actually resolve the real challenge, which is their resistance. And we hear their will drivers come out, and it gives us cues about how we can motivate that person. So either way, it's important for us to listen, okay, after you deal with the challenges, the next step is to talk about, how are we going to follow up? And so this is where you're going to agree upon how you're going to monitor progress and surface breakdowns, so you don't just inform them. Okay, well, then I'm going to check on you every two weeks and see how you're doing, or submit your lesson plans once a month. Because first of all, builders don't collect lesson plans, right? We look at units, not lessons. We're not collecting that. I need to do a podcast on that at some point. That's a whole nother thing. But what you're doing is you're saying, How are we going to check in? And this is a conversation. This is not an order. This is what it you know, I'm thinking that I'd like to check in with you every two weeks. 

And here's my thinking around that. What do you think that too much. No. I mean, that works. Okay. What do you need? How often do you need feedback from me? Oh, you know the just, I would love for you to come every, every week for the first couple of weeks, just to make sure I get it right. And then we can go to every two weeks. Cool, right? So you're sitting there, you're not ordering people you're giving you're making an agreement around it. The second thing you need to talk about is, who are the go to people or resources if there is a breakdown. So in our example around standards aligned instruction, these are the people you can talk to if there's a standard that you really don't understand or you're struggling with with. Uh, interrogating a particular standard or creating a lesson around it. These are the people you can talk to if you got behind this week and you you couldn't get the lessons done and you're worried that you're only, like a page above, in front of the kids, this is what you can do about it. So we're creating some contingency plans, and that's the last piece. What are the contingency and recovery plans? What? What do we do if, if you're doing everything you can and it's still not working, what do we do if there's some sort of breakdown in the system and you don't get something you need? How do we surface that breakdown, and then how do we recover from it? 

A recovery plan is not a if this happens do this, it's if this happens, this is how we'll convene and problem solve. 

You can't anticipate everything that goes wrong, so what you want to do is create a recovery plan that says, if a breakdown happens, this is how we'll get together to be able to solve the problem. That's all you need for a recovery plan. Probably need to do something around recovery planning as well. All right, so you're going to talk about how we're going to follow up and respond to breakdowns, and then finally, you're just going to acknowledge and appreciate the person. All right, so I think this is what we have for an agreement. You go through the agreement, I really appreciate your being here today, and I'm going to follow up with just kind of a written agreement, so that you can see what it looks like, and we both have copies of it, and then I look forward to experiencing the results. And so you then take that what you just said. You can send an email, you can do a memorandum of understanding. This is thanks for meeting with me today. Here's what we agreed on. Here are the steps. Here's what I'll do, here's what you're going to do, here's often a follow up. Here are the success criteria. Look forward to the results, and that's it. That's how you create an accountable agreement. So let me just review first step, desired outcome. Second step, purpose and context. Third step, what do you need to be successful? Four step, what challenges might you face? Fifth step, how will we respond and recover from breakdowns six? Six step is, how do we then you're just going to acknowledge and appreciate them and then codify everything so that you have you both have copies of that agreement. 

Now, next time, I'm going to talk to you about even after you do all of this, there may be people who you know will still violate that. How do you follow up? How do you recover when someone violates an agreement? And we'll talk about that next time. But for now, let's just keep focused on this. If you make accountable agreements, probably not going to have that issue that much because going through this properly, sitting down with people and not ordering them what's on, what to do, but creating agreements around the work makes both of you accountable. It's not just you running around, chasing, checking and correcting. It's you creating criteria and sharing and agreeing upon some things with the other person, and the other person agreeing to those same criteria, and then you can trust them to go do the work without worry about they're going to get it wrong, or, you know, I need to check you've got it all built, and the accountability is built into the agreement itself. The mistake we make is we ask people to do something, and then we make accountability separate, then we hold them accountable. What builders do is we build the accountability into the agreement itself. And when you do this, you can trust people to do the right thing, even when you're not looking like a builder, I'll talk to you next time.

Hey, if you're ready to get started being a builder right away, then I want to invite you to join us at buildership University. It's our exclusive online community for builders just like you, where you'll be able to get the exact training that you need to turn your school into a success story. Right now, with the people and resources you already have inside, you'll find our best online courses, live trainings with me, tons of resources, templates and exemplars and monthly live office hours with me, where you can ask me anything and get my help on whatever challenge you're facing right now. If you're tired of hitting obstacle after obstacle, and you're sick of tiny, little incremental gains each year, if you're ready to make a dramatic difference in your school right now, then you need to join buildership University. Just go to buildership university.com and get started writing your school success story today. Hey, it's Robyn here, and I want to thank you for listening to today's episode. Now, if you have a question about today's episode, or you just want to keep the conversation going, did you know that we had a school leadership reimagined Facebook group. All you need to do is go to Facebook, join the school leadership reimagined Facebook group. Now they're going to be a couple of questions that we ask at the beginning, because we want to protect this group and make sure that we don't have any trolls come in, and that it really is for people who are principals, assistant principals, district administrators. So make sure you answer those questions, or you won't get in but then we can keep the conversation going. Plus, we do a lot of great bonus content. I'm in there every single weekday, so if you have a question or comment about the episode, let's continue the conversation. Join us at the school leadership reimagined Facebook group, and they'll talk to you next time you.

Thank you for listening to the School Leadership Reimagined podcast for show notes and free downloads visit https://schoolleadershipreimagined.com/

School Leadership Reimagined is brought to you by Mindsteps Inc, where we build master teachers.