An Excerpt from Builder’s Bootcamp 2022
Part II


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You're listening to School Leadership Reimagined episode number 143

Welcome to the school leadership re-imagined podcast where we rethink what's possible to transform your school if you're tired of settling for small wins and incremental improvement, then stay tuned to discover powerful and practical strategies for getting every teacher in your school moving towards excellence. Now here's your host, Robyn Jackson.

Hey Builders,

Welcome to another episode of the school leadership reimagined podcast. I'm your host, Robyn Jackson. Today we're continuing to share with you a few snippets from a builders bootcamp, we recently did you see this type of builders lab, we introduced an entirely new tool. It's not new, it takes the builder ship model, and it makes it more useful. We introduced something that we are calling the school hierarchy of needs. And it's a way to take that Buildership Model purpose people pathway plan success, and help you figure out how to diagnose the challenges that you're currently facing in your school and how to fix them. Now, most of us were trained as leaders to do things like root cause analyses or the five why's and and most of the time when we do them, even if we do them in good faith, those strategies end up leading us in circles. And one of the big challenges that a lot of leaders face is that they have a problem or challenge. They think they understand the root cause they work hard to solve the root cause, only to realize months later and hundreds of hours later after all of this effort, but it didn't fix the root cause that that their understanding of the root cause where they were at the very beginning was their best understanding, given the tools that they had. But it wasn't enough and it didn't go deep enough.

We want to give Builders a way to very quickly get to the root cause.

If you've been with us for a while, you know, we do micro slicing in classrooms, where we show you how within a five to seven minute period of being in a classroom, you can get to the root cause of a teacher's practice, so that you have teachers focusing on one thing at a time, and it's the most important thing. And when they fix that one thing, a whole bunch of other stuff gets fixed in the classroom. And it's a way to help teachers grow at least one level in one domain and one year or less. Well, now we have a way to micro slice your school. And it's the same process. When you go into a school you use the builders hierarchy of needs to determine what is the root cause the most fundamental thing that you need to address first, and then you address that and everything else gets better. And so we're going to share this excerpt with you from builders bootcamp where I give a couple of scenarios and show how to use the builder ship hierarchy of needs to diagnose scenarios that are pretty common in schools. And then over the next few podcast episodes, I'm going to go through the eldership hierarchy of needs and a little bit more detail. I'm even thinking about doing a free training around it, because we've gotten so many questions about it. So if you think of retraining is something that you'd like to attend, let me know, you know, in the comments on the podcast, let me know what you think, or, you know, shout me out on social media and let me know. And if that's something you're interested in, we can do. But without any further ado, here is an excerpt.

This was from our Buildership bootcamp. And it's all about using this whole hierarchy of needs to identify the root cause and solve it like a builder. We were all trained that way. We were all trained to be leaders. I had to go through years of detox in order to be able to see that there was something else available because I was trained that way. And we're not saying that leadership training, because there are pieces of leadership training that are useful. But the idea the mentality, when you start to think like a builder, you realize that leadership is not enough. And what a lot of people do is when they find out about builder for the first time they they see builders ship. Oh, that's really cool. Let me add that to my leadership tool. Let me add that to my leadership arsenal. And it doesn't work because the thing the tools of builder ship, only work in the context. You know, when you have the mentality of being a builder, those same tools in the hands of a leader are going to get completely destroyed. Because you pour in leadership all over those tools. They're designed to work to move you For it to 100% vision, they're not designed to work to help you stay stuck in a 2% vision. So you have to make sure that when you that's why we started, we spent a whole session on the mentality first. Now we're going to talk about the tools. So are there other questions? Other comments other other maybe yes, bots, even things that you're saying, you know, Robyn, this sounds great, but it does anyone wonder it sounds great. But how does it look in the wild? What would that mean?

What does that look like in an actual school? 

Anybody wondering that? Well, I had a comment. It's not a yes, but but okay. Um, just as a former Special Ed teacher, I always appreciate a great visual or graphic organizer. So the school hierarchy visual, just gives, it makes, makes it very clear, like if you're not achieving that success, where did you stumble along the way? So it kind of puts into perspective. Okay, so the one issue that I'm having, you know, one of the greatest issues, I can see, it's just very clear as to okay, this is where I got stuck or wasn't able to overcome. So just appreciate that visual, thank you, we're actually going to go back to that visual right now and do exactly what you're saying, like if we're not achieving success, where where are we getting stuck? And I love the way and I love the way that you put that, because that's exactly it, if you're not achieving success, where did we get stuck. And so let's take a couple of scenarios, I'm going to use a couple of real scenarios, where the names and the names and the details have been changed a little bit to protect the innocent. But there's some real scenarios that I think are pretty common across schools. And let's talk about how how people get stuck. Okay. So the first scenario and see if you can relate to this is a scenario where we have a resistant teacher, we have a resistant teacher. And so the teacher is resistant, the teacher, the principal has been giving the teacher feedback talking about we need to move forward, we need to move forward. And the teacher is now saying the principal's harassing them, that they have a goal, their goal is, you know, I want to get better at using the Docu cam. But they their classroom management is a mess.

They're not teaching on, you know, on on grade level, they're not aligned to the standards. And the principles been trying to work with them using leadership. And the teacher has, you know, just completely just checked out, they've now called the union, they won't meet with the principal without the union president present. And so where do we start? Right? So normally, you would think that's something that's a people issue, right? So I need to give that teacher more feedback, more support, more accountability, more culture. Here's the problem. This school did not have a vision, a mission and a set of core values. So the teacher was creating a professional development goal that was important to him. Because he didn't have a bigger vision, mission and core values to anchor in his professional development goal. The teacher was fighting feedback, because he didn't understand how that feedback was tied to that bigger vision, mission and core values. It felt personal. Because it didn't, there wasn't anything else. One of the things that often happens is if I can find, let me add a page here, and let's go to this blank page. Let me show you what happens. If you do feedback without the vision, mission and core values. Here you are, you are this is you. And here is the teacher. And the way we typically do feedback is you give teachers do give the teacher feedback. And then the teacher reacts to your feedback. And in most cases, it feels very personal, which is why we often hate giving difficult feedback because we don't want to hurt people's feelings.

We want to give them the truth about their practice. 

We also want to make sure we don't ruin the relationship. And sometimes people will respond to your feedback in a way that, you know, because they take it personally. So those feedback conversations and that leadership context are really fraught with blame, and shame and punishment. And that's what was happening in the school. And so you would think without that hierarchy of needs that I just need to find the right feedback. Have you ever thought that what's what's the feedback script that I can use? What's the framework I can use? And we read books about getting the right framework and we start using phrases like I wonder about, versus Why don't you do this or how you need to do that or we use phrases like tell me more about or have you considered to try to get the teacher to do the work because we have a feedback paradigm in leadership that says it's got to be from me to you. When you have a vision. You have a vision you have a mission and you have a set of core values, feedback changes, because now, instead of giving you feedback to you, I'm giving you feedback about how well you are doing moving towards our vision, mission and core values. And the person, the teacher hears my feedback filtered through the vision, mission and core values. So if they push back, they're pushing back, because they don't understand the vision, mission and core values, or they don't quite see how they relate to their practice, but they're not talking to me. And when I hear that pushback, what it tells me is where I can double down on the vision, mission and core values, to help them be more clear about it. So they can see that how it aligns, how they get their practice, in alignment with our vision, mission and core values, because this is the goal.

So it's not about me to you blame shame. So when when when you have that teacher who is not, who is not, doesn't see the value of what you're doing, who's resisting the work, a lot of times are the a lot of times are, are we trying to get this closed, a lot of times our work is we think, oh, we need better feedback or more support. But in many cases, when you look at it through the hierarchy of needs, you realize, we don't have the purpose. And without that purpose, any feedback I give you is just going to escalate. That's why you have a lot of these, you know, fights and union fights and these big, you know, knockdown drag out distractions between individuals, because there's when you, you don't have a purpose, when you have a purpose, and you put that purpose in between you and everybody else, everybody is focused on the purpose and not on each other. And a lot of that dysfunction that happens in your culture goes away. Can you see how the Hierarchy of Needs helps us kind of get to that point? Okay, so let me give you another scenario. This is a scenario with a superintendent. But he was looking at some of his test scores, and really seeing that the students were not making progress. His test, his reading test scores, in particular, were very low. And in addition to the test scores being low, as he looked at the medeor data, some students were not making progress, some students were not progressing. Some students were regressing, and some students were kind of staying stuck. So they were below grade level. And they were staying stuck below grade level, and not making progress to get from below grade level to on grade level. So we're looking at the test scores. And if you use a leadership paradigm, what do you do when you look at the test scores? Well, you pick up, you create a new plan for how we're going to get our test scores up by the end of the year, or you say, You know what, the Abeka program is not working, maybe we need another reading programs. So you pick a new pathway, right? That's what leadership teaches you to do.

Buildership say, "Do you have a solid purpose?"

Now in this case, he had a solid purpose. He had a clear vision, mission and set of core values. And each of his schools had a clear vision mission set of core values. So the reading score declined was not because there wasn't the clear purpose. So then we went to the next level, and we said, look at our people. And we started looking at the teachers to see Do they have the will and skill that they needed? And we said, No, they don't. Now, some people would stop there and say, well, we need to give teachers more training on reading strategies. But they had been training teachers all year long, teachers had a ton of reading strategies that they were not using. Then we said, Okay, what about your administrators? That's where we found it jackpot. The administrators didn't have the will and skill to lead literacy. The administrators were going into classrooms, and they were looking for very superficial things like the learning intention being on the board. But they weren't looking to see whether or not the teachers instruction was aligned to the learning intention written on the board. The administrators didn't know whether that learning intention was on grade level. So the administrators could not tell without kind of looking and they weren't using the tools to kind of look up the learning. And you know, what were the the standards for that particular grade level. So they weren't using those tools.

They weren't checking to see if the instruction was on grade level. And so when he was going into schools, he was seeing a lot of below grade level instruction. And the administrators weren't picking it up. So what the so if he went and said, Oh, we got to fix reading scores before the end of the year and go up. Let's get those bubble kids on board. Let's bring in some extra time for you know, a new computer program for literacy. Let's do all of that stuff. He could have done all of that had been doing all of that and his reading scores, were flatlining. Because his root problem was at the reading scores. His root problem was that he didn't have his people on board. Or you're saying how this works. I'll give you one more example. I was working with the school district group of principals, they had been working with me for a while. And they had gotten a vision mission and set of core values. They have put some systems in place around feedback support accountability and culture. And I was following up with them, but they were still having troubles still having trouble hitting the vision, or making sufficient progress towards a vision. And we started talking about it. And they started saying, We have plans, they were making 90 Day plans. And then they turned them into 60 Day plans. And they created the 60 day plan to align with their, their, their, their semester, their trimester system. And they had planning templates, and the district had given them a planning template. And they were doing the meeting rhythm that we teach. So they were meeting, you know, every week to look at the constraints to their plan and remove those constraints. And they were meeting every day for 15 minutes to check in on their plans. And they were doing monthly analyses of their plans. And if they still weren't making progress. And I started, we started ticking. And I said, first of all, they said, well, so you know, you've got your plans. I said, Look, we're good at planning, we can make plans. We even are good at executing plans. We even hit our goals or our plans, but it's not affecting our reading scores, or in or the Not, not the reading scores or vision.  

Okay, how do you decide on the plan you're going to create? 

So we'll see a problem. We look at the data, we see the data that stands out to us, and then we make a plan to address the data. I said, How do you know that that's the right data to address? Because it's the worst? Yeah, it's the worst data based on numbers. But is that data representing a symptom? Or is that data representing a root cause? Well, we do a five why's. So well show me your example of five why's and five why's lead them in circle to where they wanted to go that they need to go anyway? Said, Okay, so you don't have a process to determine what you need to work on. Next, you're really good at creating plans and executing on plans. But you're creating plans to solve the wrong problem. Our problem here was pathway. When you use the builder ship hierarchy, you can solve any challenge you face by taking a look at that challenge first and figuring out is the root cause of this challenge? Is that an issue of purpose people pathway plan? If we're not hitting success, what do we need to do? Where do we need to go? So one of the things we just created inside of builders University is we've created this school hierarchy of needs. And, and it kind of looks like this, that we, we give people a checklist. And it helps you start thinking through. And what we do is, when you hit a challenge, or take the challenges that you're all facing, you have to ask yourself a couple of key questions. And the moment you hit your first No, that's the root cause of your challenge. So the first question is, does your school have a clear, measurable vision that includes 100% of your students? The answer's no. Do that first.

This is really uncomfortable for a lot of people. You know, even at builders lab yesterday, someone was saying, but my kids are out of control. I said that that may be true, you are going to have to address that that's just the day to day work of your your building, which is to you know, get the behavior under control. But if you don't do the vision work, you're always going to be dealing with something like kids being out of control. If you have a vision for where you need to go, then you can figure out what does in control look like what kind of in control do your kids need to be in order to achieve your vision. If you go create a new disciplinary program, or a new SEL program, and it's not aligned with your vision, then you are putting in a lot of work, doing something that doesn't move your school closer to his goal. So the first thing is if you understand where your head if you understand your vision, then you can create a SEL program or disciplinary program that is an alignment that actually moves kids towards your vision and build your slab we have the Sprint's we do every once in a while. So we get together and we all work on something we just did a sprint around system mapping. One of the tools that you learn in building sets and builders lab amid bill to ship University and build a ship University.

One of the tools that we teach you is, how do we get all of our systems in alignment with our vision, mission and core values? 

How do we create systems that actually work better so we're not working harder. And we use a strategy or technique called system mapping. And we were doing system mapping and one of our builders was she said, Well, my disciplinary program is a mess. You know, we've got all these this planner sheets for kids. And so she mapped out a system that was a tweaked up version of the disciplinary system she already had, and then she bought it back was for feedback. And in the group, we were saying, Well, what's your vision? Well, how does this our vision was that students are going to become they were going to be take ownership over their behavior and become more self managing your disciplinary system that you've mapped out doesn't do that it doesn't result in that the teachers are managing the behavior, not the students. And when she saw that, she said, oh, gotta go back to the drawing board. When she went back to establish, the reason our disciplinary system isn't working, it's not, it's not aligned with our vision. And so they went back, and they created from scratch a an entirely new system that really fostered students taking control over their own behaviors, students taking responsibility for their choices, and helping students make better choices, it looks vastly different, they have to redesign their intake form the whole nine. But she has had the system in for about three weeks. And she's saying there's a drastic reduction in referrals coming to the office. As she believes that by the end of that 90 days, we give ourselves 90 days to put something in place and learn from it. At the end of that 90 days, that's not going to be an issue for her anymore. But it went back to if you don't have a clear vision and a purpose, anything that you do outside of that is going to be misaligned, it's going to take you away from where you need to be. So you always have to start there.

Then, do you have a mission for the work you're doing? And the vision? The vision? Typically, what we teach vision, your vision isn't the typical vision statement, your vision has to answer clearly. They have to answer clearly the question, what are we building? Your mission has to answer the question, why is it important? And the it is that thing we're building? And then your core values, which are non negotiable? Answer the question for everybody, what's my role? If your vision mission and core values are not answering those three questions, then you need to redo them. But when you have clarity around, this is what we're building Together, we're building a place where 100% of our kids can be successful in this way. Or if you're a department, we're building a place where 100% of our coaches can be successful. For instance, one of our our builders is ahead of a group of instructional coaches. And so for her, she's working not with directly with students, Her job is to nurture these coaches, and the coaches job is to nurture the teachers. So her vision is that every teacher, we coach will grow one level in one domain and one year or less. That's what she's building. So what is the ideal outcome for your 100% of the people you're serving? That's what we're building? Why is that important? So why is growing one level in one domain and one year less for every teacher? So important? Why? Because you can't get to 100% student success unless you have master teachers working with kids. And then what's my role?

Those are the non negotiable core values that everybody chooses to hold sacred. 

That's how we lay out that if you don't have those in place, doesn't matter what else you do, you need that in place first. And then lastly, does your school have an alignment architecture in place inside a builder ship University, we teach something called the alignment architecture. In fact, this month, we're actually going to be walking people through that, we're adding that new course inside of builder, ship, University and the tool. And the alignment architecture helps you make decisions going forward by showing you how to intentionally filter every decision through your vision, mission and core values, every decision from who you hire. So when you go into hiring season, we are recruiting and screening for people who align with our vision, mission and core values. Why? Because people hire for skill. We look at the resume, we typically say all these people have these skills. But then when they get in our building, if they're not a fit for our culture, if they don't believe in our vision, mission core values, we're ready to get rid of them. People hire for skill and fire for well. So what we do is we help you hire for will because once they're in your building, you can build a skill, but they have to be willing they have to share your vision mission and core values. So you should hire for that. We look at your grading reporting system isn't in alignment with your vision, mission and core values.

We look at your disciplinary system is in alignment with your vision mission core values, your master schedule, we just finished a master scheduling. Training is how Buildership University is your master schedule in alignment with your vision, mission and core values. And if it's not, then you need to get it there. Michael, who's here on the line Michael has is one of the kings of aligning his master schedule to his vision, mission and core values and being willing to make major changes in the master schedule to make sure that it supports the vision, mission and core values. So we created an alignment architecture that you put in place so that you can make sure that every decision you make stays in alignment with your vision, mission and core values. And as part of that alignment architecture, we're also trying to figure out where in our school are we out of alignment. And we're constantly checking to make sure that we are not having places that are out of alignment. That's your first step. If you are starting from scratch, and you're trying to get to success in three years or less, the first step for you is to put these things in place. And what that does is that completes the purpose component. Now, the next thing is people, the people component, once you have a purpose in place, once everybody's clear about the vision, mission core values, you've got commitment to the vision, mission and core values, you've gotten everything in alignment with your vision, mission and core values. 

The next thing you're going to ask is, Does your team have the skill they need to execute on your vision? And do they have the will? 

Then can you diagnose the root cause of the will and skill issues that you're facing? Then? Are you giving people high quality feedback? Are you giving them tangible and consistent support? Are you building systems to help everybody stay accountable? And are you building a healthy culture in that order? So these become the next steps, and what you need to do to build out the people component. So if you have teachers who are not teaching to the standard, but they do believe in your vision, mission and core values, the first thing you need to figure out is, are they not teaching the standard because they don't have the will to do it, or they don't have the skill? And then once you understand that, then you can say, what's the root cause of their skill issue or the will issue we use micro slicing to do that? And then once you do that, then you say, okay, am I giving people high quality feedback on the root cause of their will or skill issue? And then am I following up that feedback with the right kind of support? And then am I putting systems in place to make sure that they're being accountable to growing in that area, and to have a culture in place that keeps everybody focused on the vision, mission and core values and the role they play in building that? So when you're trying to take this down, you know, somebody? The old joke, how do you eat an elephant? I mean, eat an elephant, an elephant, how do you eat an elephant, and it's bite by bite. This is how you eat the elephant. This is how you have put some builders ship systems in your place. And every time you check off one of these things, your school gets exponentially better. Once you have a vision mission, a core values you've got, you've got that alignment architecture in place, your purpose is done. Once you've got your people and you understand where their will and skill issues are you've diagnose it, and you understand their one thing. And then the first thing we teach you how to do is how do you put a feedback system in place so that you can get into classrooms more quickly? You can give people the right kind of feedback that's differentiated to their needs. That's developmental, how we then know what they need to do next. And that's deliberate and intentional.

How do you give people the support that they need around their will and skill issues, so that they're growing? And again, that's differentiated developmental, and, and deliberate support? Then, then we show you how to put a system in place to create accountability. That's where that system mapping comes in? Do we understand what our systems in our building? What systems we need in our building to make this work work? Do we have systems around everything? And is everybody abiding by those systems? And then, are we identifying the toxic elements of our culture and removing that toxicity, so that it doesn't get in the way of the work? In that order. So as a builder, you can just go through a start checking these things off. And anything that you stop, like you saying, Oh, they don't have the skill, they need to execute on our vision, stop right there, and put the things in place to address their skill. Oh, they don't have the will stop right there. Why don't they have the will, that's where your problem is. And a big mistake leaders make is the leaders confuse will problems for skill problems. So the teachers are unwilling and they spend no more training, you can't solve a will problem with a skill solution. You can't solve a skill problem with the will solution. So you can't go to a staff that's struggling and give them a pep talk. And a self care day, if they're struggling when when COVID happened. There were a lot of teachers who are really struggling with how to take their what they did in the classroom and make it work online. And what we did is said, Oh, they're overwhelmed in their stress, let's give them a self care day.

They didn't need a self care day, they needed some real help on how to take things and teach online. 

Once you did that, they would feel efficient and effective again, and they wouldn't be as stressed out. But we don't we try to solve a skill problem with a will solution. And you can't do that you have to understand the problem. Once you do that, then you're saying okay, alright, I can diagnose the root cause I know it's a real problem, but I don't know the root cause stop there. Do that work? Because if We skip that and just try to give them solutions, then we work really hard trying to appease teachers without really solving the problem that that that makes them stressed out to begin with. Now, once you deal with the people component, the next one is the pathway. Now, we do a lot of stuff with data as leaders, you get data dashboards and data, this and data that and quite frankly, you can make data say anything you wanted to say if you beat it hard enough. So we're being taught to beat data into submission, rather than to pay attention to what the data is telling us. So when we when a builder looks at data, we're not looking at what's the lowest number we're looking at? What does the data tell us about how how close we are to achieving our vision for 100% of our kids? What does the data tell us about whether the work we are doing is on mission? And what does the data tell us about how well we are staying in alignment with our core values? Which means we go beyond test scores. We're looking at parent surveys and student focus groups and climate we're looking not just the climate survey, we're actually out looking at the climate what's what's the lunch room? Like? We're looking at disciplinary data.

We're also looking at feedback, what's happening in the classroom, what what observation data we seeing with teachers? How when we are observing students, how are they approaching their work? And so we put all of those data together, in order to figure out three questions. Are we making progress, the right kind of progress towards our vision? Are we staying on mission in our work? And are we aligning and abiding by our core values? The data can't answer those three questions. We're not looking at the right data. What this does is it opens up the data for you, it helps you to put the data together to create that narrative about what's really happening in your school. So it's the first step, then the next step is okay, do we have a system in place to identify what we should be working on right now, the system we teach you inside of builders University is called the Builders Blueprint. And the Builders Blueprint helps you to go through and figure out what is the right work for us to be doing right now? What data should we be paying attention to? So then after we have that blueprint in place, then we're gonna collect and analyze data, and identify potential bottlenecks and inefficiencies and then make adjustments. The Blueprint is where we start. And then from there, we have a plan. And that plan is we keep a scorecard.

Are you regularly consulting the key metrics to track your progress? 

Two things that we do, we teach you how to create a meeting rhythm, where you sit down and regularly look at those metrics, and we teach you how to create a scorecard. So you're not looking at all the data, you're looking at only three numbers, three, maybe four key numbers. And that's what you're tracking throughout? Do you dynamically adjust based on these metrics to ensure that you meet your goals? Again, the meeting rhythm and the way we have your meeting rhythm set up helps you to dynamically adjust? Do you design a plan that honors or change process, the 60s help you do that? Is your plan flexible enough that you can easily pivot in light of the new data circumstances, the 90 day planning cycle helps you do that. And you continuously execute on your plan with discipline, your meeting rhythm, your scorecard helps you do that. And again, you take these in order, as you're answering these questions, the moment you hit, no, that's where you start. So you can constantly be looking at and growing, looking at your school and where it is and looking at what is the next step for me. If you don't have a vision, you don't need a scorecard. You need a vision. You can't create a scorecard without one. So start back at the purpose. If you're trying to say you know, I want to be a builder, and I know where to start. First thing you can do and you can do it right now is start with your vision. Inside of builder ship University, we have a vision workshop, some of you have been there been to the vision workshop, Pauline, you were just at our last vision workshop. And what that vision workshop does is it helps you create the builders vision. And one of the reasons we offer the vision workshop for free is because it's your first step.

If you don't do that you can't take advantage of everything else inside of builder ship university, you got to do the vision first. Then once you have your vision, once you see what 100% looks like, they need to start figuring out okay, what do I need to do next? Well, the next thing in my way is we have a vision, we know we want to get to 100%. But how do we want to get there? What what is the why behind that? Because it's if you can't continue to stay stay focused on 100% If you don't have a compelling y, and that y also determines how you're going to pursue that 100% And then what are your core values and we're going to do that together what has to be non negotiable amongst us. So when you do that when, when you when you always kind of look at that hierarchy of needs, and you start being intentional about building this in your school, every time you take a step, every time you go from purpose, and then you build your people component, and then you build your pathway and you build your plan, your school gets better, and it gets closer and closer to where we all want to be, right here, success. 

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. 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 and get started writing your school success story today.

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