How to take things off your plate


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You're listening to School Leadership Reimagined, episode number 249

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 step someone's on Facebook and 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 reimagined podcast episode 249. 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.

A builders Welcome to another episode of the school leadership reimagined podcast. I'm your host Robyn Jackson. And today I want to talk to you about the fact that you are probably doing too much. Now, you probably know this already. Or at least you feel this way. And yet, it's really hard to figure out what to stop doing what what to what to wear, can you let some things go And so today, I want to have a very practical episode where I help you figure out what you can let go of if you're if it's time to take things off teacher's plates. Where do you start? How do you figure out what to take off teacher's plates? And how do you do that in a way that doesn't hurt your momentum towards your vision. In fact, by the time we're done with this episode, I'm hoping that the fact that you actually take things off of people's plates actually creates more momentum towards your vision. So let's get started. I want to start by telling you a story. So when my husband and I were dating, he in, you know, in a great show of of what a great husband he was going to become. He took a look at my front yard. And he said, You know what, I need to come over and I need to do some work in the yard. Now. I don't know if there's anything sexier than a man coming over to your house and taking care of stuff for you. And I was so excited. And so on the day he came over. And no, let's be honest, my yard was well, you know, wasn't the best, but it wasn't too bad. I mean, I didn't have to mow the lawn or anything because I had fake grass in my yard. Yeah, I look.

Talk to me about that later. Don't judge me. 

I traveled too much to be able to mow grass. So I had fake grass in the yard. It was a small yard. I was you know, it's a yard in DC. So in the city, so small yard. But I did have some bushes in the yard at two huge bushes in the front. And then I had a row of rose bushes that I planted several years ago. And so there was some weeding that needed to be done. So he comes over, he's got all of his equipment. And he says, I'll tell you what, I'm gonna get started out here. You go on inside, it's hot. And so I went inside and I started making some lemonade, and some lunch. And, you know, I'm just thrilled that this man has come over to my house and he's taken care of my yard. So I'm in the kitchen busy, you know, getting lunch together, putting some lemonade together. And then maybe about a half an hour later, I go out the front door and just to check on his progress. And I'm horrified by what I see. The that row of rose bushes that I had in my yard.

There half of them are gone. I mean, they look like somebody it's just come and just completely mow them down. The walkway was covered with what used to be my rose bushes. And I gasped and I said what are you doing? You've killed my role. Just what are you doing? And he looked at me like what do you mean what am I doing? He said I didn't kill them. I prune them they were overgrown. I need to prune them back. I said it took me years to get those bushes to that height. And you just ruined everything. I can't believe you and I'm all upset and then he's looking at me like have you ever heard of pruning roses before and any He can't understand why I'm so upset. And I'm like, Look at this, you've ruined everything, it's going to take them years to grow back. I can't believe this. And I'm, I'm just distraught. And he's trying to explain to me the concept of pruning. And I'm like, I get it, but you did too much. I understand I prune those bushes all the time. And in my mind, pruning those bushes was, you know, kind of snipping a little tips off and deadheading the roses. And he was like, that's not pruning. And you need to do that you have to do that because they were overgrown and spindly.

And this will make them come back thicker, and I'll be back before you know it. And I just could not be consoled. And we ate lunch in silence, and I begin to reconsider whether or not you know, I had made the right choice and date and this guy and let him come over to my house and just massacre my rose bushes. And anyway, of course, after a few weeks, the bushes begin to grow back. And after a few months, they were better than they were before he pruned them thicker, more roses. And of course, I ended up marrying him. And I still believe it was the best decision I've ever made. But at the time, it felt so painful. And I think about that experience a lot when I am working with principals. And I am helping them figure out what to let go. Because oftentimes in schools, we start programs, and we invest a lot of money in the program. So we invest money, and time and energy and effort. And we invest leadership capital in programs. Here's what I mean by that, you know, we go in front of our staff, and we say, Hey, listen, this is going to be the thing that helps us achieve our goals, and we convince them, and we'll use leadership, I'm using air quotes here leadership capital, to convince them to take on more work to do things differently to try a program. If it doesn't work, then they're looking at us, like See, I told you, it wasn't going to work. And here you are, once again, wasting our time. And in your teachers minds, they actually believe you know, listen, I know what it will take to help our kids achieve, but you're not listening to me. And so it can, it can actually create conflict. And then teachers start complaining about all the work you're having them do. And then you feel guilty and say, you know, I need to take some things off teachers plates, so you just start randomly taking things off teachers plates, usually the thing they complain about the most or you know, something that doesn't feel like it's working right then or the, or the thing that can most easily be discarded. But we're not really being surgical about how we're pruning things. And so at the end of the year, we're no closer to our vision. People are exhausted and frustrated and tired, you've expended a lot of time, energy, money, leadership, capital, and you still haven't gotten to your goals. 

So if we're going to do this, we have to be a lot more strategic about how we do it. It can't just be random frustration hacking away at your school, you need to be very intentional about pruning, getting rid of the good to make room for the great getting rid of the things that that are nice, but they're they're working marginally. So that you can put your time energy and effort in the things that are really going to make a difference. It's one of the things that we do and build us up University early on. So those of you and bu you know this, right, we do that one plan. And then we talk about just focusing on the one plan. But it's a recurring theme throughout everything that we do and build a ship University we are, you know, when we go in and give feedback, we're looking at everything, we're just focusing on the one thing that's going to make the biggest difference. When we're providing support, we look at all of our support options, and we focus on supporting teachers around the one thing that's going to make the biggest difference. When we're doing the accountability architecture, we look at everything we're doing. And then we just streamline all of our systems down to the processes that are going to make the biggest difference. When we're worried about our culture, we look at all the things that could happen in a culture, and we look for those key habits that will make the biggest difference in our culture. As a builder, you are constantly serving everything and keeping your eye on the vision and anything and anyone that isn't moving us towards the vision. Well, we have to reconsider that. And so today I want to talk to you about how you can begin to prune like a builder. Okay. And the way we're going to do this is we're going to take a look at some at some key things that you as a builder need to consider and start thinking about how do we prune back 

How do we decide what to prune or what not to prune? 

So a couple of years ago, I planted some fruit trees and, you know, fruit trees take several years to grow. And they, if you just put them in the ground and let them go, Yeah, they'll grow, but they're not going to produce an abundance of fruit. With any tree fruit trees, in particular, you have to be, you have to be very intentional about how you're pruning so that you the tree can focus all its energies on producing enough fruit, the right amount of fruit for you. The same thing is true in your school that you have to really be surgical about this, you have to be very intentional about it. So let's talk about how you can begin to prune How can you how can you begin to think through everything that's going on in your school? That you know where I'm going to start? Right, I'm going to start with your vision, mission and core values. If you do not have that, don't, don't start pruning, because you're just hacking away and hoping it helps. It has you what is your focus? What is your intention? What are you trying to do? So you need that vision mission and core values versus the vision says, This is what we're building, this is the 100% goal we're trying to get towards your mission says this is why we want to get there this is this is the impact that we want to have on our kids. And the core values, say these are our non negotiables. When you have that, you'll be amazed at how much easier it is to prove. Once you do that, the next thing you have to do is you have to figure out, alright, if this is our vision, mission and core values, what are what is the most important work we can be doing right now. 

The good news is you already know this, the bad news is that you've not been taught to listen to your instincts. So even though you already know it, you've got to dig through all the junk that you've been taught about what it's going to take to move a school forward in order to get there. Let me give you an example. Let's say that you want 100% of your kids to complete algebra one, by the time they leave your middle school in eighth grade, okay? You already know what it's gonna take to get the kids to algebra one, they have to have mastered fractions by fifth sixth grade latest. So if you want them to get to algebra one and be successful in algebra, one, you got to double down on fractions during their fifth and sixth grade year, if you don't maintain control over fifth grade, then when they get to sixth grade, the first section of sixth grade is really about doubling down on those fractions. And then you need to be thinking you need to be teaching Algebraic Thinking you need to be teaching how how to think in ways that prepare kids for algebra. So you're not just marching through your sixth grade math and seventh grade math curriculum, you're doing pre algebra, and you may need to split it up half of it over sixth grade and half of it over seventh grade. And you might have to layer that over top of the regular curriculum as well. And really go through the curriculum and look for the things that are going to best align with pre algebra. To get kids to have algebra by eighth grade, you're gonna have to put supports in place for your students, you're going to have to retrain your teachers, you may have to shift your schedule a little bit to maybe have some kids spend more time in math, because they don't have some of those basic math facts down. Or they may still be struggling with numeracy, you already know what it would take to get every kid to algebra by eighth grade.

Problem is, you're scared to do it, you're scared that you're going to get pushed back from your district. Or you're scared that if you if you really focus on those one or two things, and you let go of everything else, and you don't make it then people will say, See, I told you that you shouldn't have let this go. And you're going to look like a fool. And so we don't do it. We don't do what we already know we need to do. Because where we're not taught over warded for having focus, we're taught that, you know, if less is more, how much more would war be, and we're taught to kind of pile things on. And the more programs we have going, the more we're rewarded, the more that we're lauded, the more bragging rights we get in our principals meetings, and yet it's not serving kids. Right. Let me give you another example. Let's say you know that you want all of your kids reading at or above grade level by second grade, you already know what it's going to take to get you there. Problem is we don't do it. I was talking to a principal recently and she's got all of her kids reading out above grade level by second grade. You know how she did it. Very simple. She pre tested the kids tried to figure out where they were. Then she was very focused about giving kids what they needed based on their test results. And then she followed up to assess to see if they were getting it as she made adjustments and the teachers just did that. They just focused on where kids were and giving kids what they need it to get where they need it to be. It's So simple.

And yet we overcomplicated by all these crazy curricula. 

And you know, all this extra stuff that isn't moving kids towards reading, you all ready know how to get to your vision. The problem is you're doing 25 Other things that aren't moving you towards your vision, but you're doing them anyway. And so if you can prune away all the stuff, that's good, great. I mean, yeah, sure, we'd love to have, you know, we'd love to have, I don't know what kids learning scatterplots are sure we'd love to have kids doing the some vocabulary games, or whatever it is, whatever else it is you're doing. But if those things are not moving kids towards your vision, in a way that aligns with your mission, and in a way that doesn't violate your core values, and needs to go. And that's how you reach your vision, everybody and build a ship University, who's done that has seen huge jumps, just having the focus, just having the discipline to stick to one thing. Here's another thing, you know, you go into a classroom, and you have an evaluation rubric that has 20 domains and 47 sub domains and, and 63 sub sub domains, and you're giving teachers feedback on everything. And then you're wondering why your teachers aren't growing every year? Well, that's why they're not growing, because you're giving them feedback on everything, instead of giving them feedback on the most important thing. So that's why builders focus on one thing, feedback, we are not giving people feedback on all 27 domains. Instead, we're trying to figure out what is the one thing that if the teacher worked on that would help them go from where they are to the next level. And that's how builders are able to help their teachers grow one level and one domain every single year, and often more than one level in more than one domains every single year. Because our feedback is focused, we are giving teacher support on everything we're doing, you know, staff development, and you know, this month is this and next month is that and if we get a whole day, we you know, have a session on this a session on that a session on this. 

And then we wonder why are teachers on improving? What if we spent an entire year helping teachers grow in the most critical thing for school? What if every staff development effort was focused on that? How much farther Could you be along towards your vision? We spend all this time doing all the support things for kids, we have remediation and intervention and then we have one computer doing all these exercises, and we're overwhelming kids. Rather than focusing on the one thing the kid needs to focus on right now, in order to help them master the standards. Half the time. We don't even know the standard. We're trying to teach 25 different standards at the same time. Rather than focusing in on one of the things we do and build us up universities, we do five and five out what are the five most important things kids need coming into your grade level or your subject area? What are the five most important things they will have going out that you can guarantee they'll have going out. And then instead of remediating and accelerating and doing all this other stuff on all the things, we simply focus on remediating the five ins and accelerating the five ounce, that's where we spend our time is, though, and that's how kids can can achieve the standards of your grade level, because you've spent the time really pruning away all the extra stuff and focusing on just what matters most. The more focused you become, the more successful you become. And that's because the principle is simple. 

When when you are present when you're growing like tomatoes, like every year, I plant tomatoes, and every year I have to make the painful decision to take off those early tomatoes off the plant. Because if the plant is focusing all this energy on those early tomatoes, instead of growing and becoming the kind of plant that can produce a lot of tomatoes, I will sacrifice a bumper crop later in the season. Because I don't want to take away the first couple of tomatoes. The same thing is true in your school. If you if you are trying to do all the things, you can't do all the things well, which means that the 25 different initiatives you've got going around your are going each of those initiatives is going to get a fraction of your focus a fraction of your attention and how good can you be if you are only giving a fraction of your focus to each There's 25 different initiatives, not to mention, the last time you expend a switching your brain from thinking about one thing to focusing on the next thing, it's so much waste of time. How much more effective would you be if instead of splitting your time, your energy or attention among 25 different initiatives, you are focused on one thing, but Robyn, Robyn, wait a minute, we have multiple grade levels, we have multiple needs, and our school is sure you do, but you only have one vision. And if you everything you did, was focused on moving you towards your vision, it wouldn't feel like you're doing 25 different things, because you're not, you're just doing one thing, moving your school towards your vision. 

Hey, it's Robyn here real quick, I just want to interrupt this episode for just a second. 

Because if you aren't 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 it on your phone, or your podcast player, and then click the three dots next to this episode. And I'll give you the option to share the episode that if you do that three things are going to happen first, the person that you shared with is going to think you're a hero, especially if they're struggling with what we're talking about right now. They're going to love you. Secondly, you're going to feel good, because you're going to get the word out about builder ship and start building this builder ship 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 dealing with this same issue, someone you think would really benefit. And now
back to the show. So you can do one thing and still meet the needs of everybody in your school. And if everybody in your school is focused on the one thing, then you're not worried about taking things off your teachers plate, because there's nothing else on the plate except that one thing. So instead of being overwhelmed and frustrated, you and your teachers both agree, this is where we need to be focused right now. And that creates new energy that creates an a synergy that creates an excitement about the work. So here are some questions that you can ask yourself to figure out whether or not something needs to stay, or it needs to go. And we're gonna get real surgical about this. And it's gonna hurt, I warn you. But if you do this, you can stay focus. Okay, so the first thing, everything you're looking at, will this move us towards our vision significantly? That's the first question. 

So think about all the things that you're doing. Let's let me give you an example. Let's say that your vision is that all of your kids will be at or above grade level. And right now you are focused on, you know, implementing new social studies curriculum, and you're focused on SEL work with kids and building relationships with kids. And you're focused on enrichment activities for students to to kind of help things be more relevant to their lives, and you're focused on great, you know, standards aligned instruction, and you're focused on for creating formative assessments. And you're focused on benchmark assessments every two weeks to check whether or not the kids are on grade level. And you're focused on I mean, listen, I've already lost track of all the things that you're that that's on that list right now. Of all those things, which one of those things actually moves kids towards your vision? Okay, but you might say all of them, but really all of them? Listen, having relationships with kids is really, really important. But is it necessary for you to have a relationship with a kid for a kid to be at or above grade level? That's what you have to ask yourself the questions. If the answer is yes. And you can demonstrate how you keep it. If the answer is no, it goes. Okay. Second thing, after let me oh, let me give you another example. With that one. Let's say that you're focusing on benchmark assessments every two weeks. Are those benchmark assessments moving you towards your vision? If they're not, why do you need to do them every two weeks? Once a month be sufficient? Do you need benchmark assessments and formative assessments? Those are the kinds of questions you need to ask. 

Now, notice, when I gave that list of things, none of those things in and of itself was a bad thing. They're all good. But if you try to do all of those things, and your attention is divided amongst all those things, will you get to your vision? And if the answer's no, then you have to think about those thinks may be good. But will that good get you to great? And if it doesn't, it needs to go. Okay? Now, even after you do that, maybe you take one or two things off your plate, but you still have some things, you have a lot left. So the next question is, okay, these are all things we believe will get us to our vision. But your mission explains how you want to get to your vision. So your mission is going to be the next thing are these things on mission are off mission. So let me give you two examples. In our last example, we're trying to get kids on grade level. Okay, that's our vision. Let's say that our mission was to create new opportunities for kids. So you've gone through your list, and you've got four or five things left on your list, you've got SEL, relationship building, benchmark assessment, standards, align instruction, new curriculum implementation. Let me throw another one on there. PLCs, okay. Of those six things? Is there anything there that does not create new opportunities for kids? That's the question you have to answer. Now, in my head, depending on the school that you're in, any of those things could come off the list based on that mission. Now, let me give you a different mission. Let's say your mission isn't to create new opportunities for kids. Let's say your mission is to create joyful learning to help students learn joyfully to find the joy in the learning. How would you trim differently? What would that list look like if your mission was different? And that shows you how making these cuts isn't something that's just across the board, this is good, this is bad. Making these cuts really has to align with your vision, and your mission. And then finally, your core values. Right? One of the schools we worked with has a set of core values I love and one of their core values is keep it simple. So now that you look at that list, you traveled a little bit more, but you still have a lot on that list. Keep it simple, says hmm, maybe we don't do this as often. Or maybe we're not doing such an elaborate SEL program. Can we hit SEL needs another way? Maybe our curriculum rollout has been too complicated. How do we make it simple? How do we go cut through all the curriculum documents and find the essence of the curriculum and roll that out right? 

Now let's say a core value was different.

Let's say a core value was persevere until you achieve your goal. All right, then maybe relationship building becomes more important because that relationship allows you the opportunity to keep kids to keep encouraging kids who are giving up and they won't be encouraged unless you have the relationship to be able to detect when they're giving up. And to be able to find ways to help them persevere, when they give up may be the benchmark testing isn't as important. So that's where you start playing around with it. So first, does it help us move us towards our vision? Does it help us achieve our mission? And isn't in alignment with our core values? If the answer is no to any of those three things, it should go. You don't need to be doing it. But here's the beauty of it all. When you make those kinds of decisions, because you're sifting through a vision, mission and core values that you create it together as a group. People see it. Even their sacred cows, they're willing to sacrifice them because they sacrifice them at the service of something bigger the vision, mission and core values. Secondly, if you're worried about pushback at the district level, well, you can go through and make a legitimate case for any pruning that you do. 

Because you're moving you're Can you can make a case for how getting rid of this and focusing on these things over here is going to help you get to 100% achievement, what districts want to argue with you about that, especially when most districts are only targeting 5% growth, you're saying I can get 100% And the more you do the work, the more you prove that it can be done, the more the district leaves you alone. And the other benefit is that the work feels focused, you have energy because you're not just doing something because you've always done it or because somebody else told you to do it or because you went to a conference and and and saw somebody do a presentation and you thought maybe I can do that. Instead. Everything you're doing is in alignment. Now I have to tell you, this is hard that we just went through this. We just had a meeting about this The other day with the stuff we're doing inside of builder, ship University, and I struggle with it because I'm an idea person, I'm always coming up with you do this, we can do that. I consume a lot, I listen to podcasts, I read books, I conferences, I'm always talking to people. And so I have tons of ideas and things that that I want to do. And every time we sit down and talk about some of these ideas, we always go back to will this help us achieve our vision? Is this work on mission? does it align with our core values? And if the answer is no, it has to go in a hopper or it has to go away. Now, sometimes it's really hard for me, because there are things that I really want to do things that I think are good ideas. Sometimes it's hard for me because I get bored, frankly, doing the same thing. And you know, I've talked to you before about how success is boring. Just because it's boring doesn't mean that it makes it easier, you know? I mean, I know that, but it doesn't make it any easier. Sometimes, I wonder if by choosing to be so narrowly focused, am I closing us off to opportunities that exist. But here's what I can tell you. Even in the moment where it feels hard to prune. When you take a look back after you've done it for a while, you'll look back. And you will see how much farther you've gotten and how much faster you got that way. 

Because you had focus is something that I have on one of the whiteboards in the office that says focus stands for follow one course until successful. And every time I've seen leaps in the work that I've done, every time I've seen leaps in the work that other people can be you have done, when you get down to the core of how they were able to make these dramatic drums, and I'm talking about, you know, 10 to 80% increase in student success in the course of one semester. You know, we have two high schools right now who have set 100% vision. And in one semester, they jumped from anywhere between 40% and 70% success to 98% success in one semester, just because they focused. And they're going to get to 100% faster than they even realize, because they're focusing, we have elementary schools that have set huge visions for their kids and having kids on grade level. And just by focusing, they're getting there. And so as hard as it is to, to prune things back, if you take a look, and this is what this is what I encourage you to do, I encourage you to sit down and do an initiative audit. These are all the initiatives we have going on right now. This is everything we have to do. Put each one on a sticky note, don't make a list because it's hard to make a list. Because when you do a list, when it's done, it always looks like Well, that's everything. And if I cross off one thing, then what does it look like? I want you to write each initiative on a sticky note. And then I want you to put it up on a wall. And then I want you to take a sticky note away, and then say, what does that mean? What does that look like? How does that look? Can we still achieve our vision, mission and core values? If this sticky note is gone, if you don't miss it, then you shouldn't ever put it back. If you're worried about missing it, then put it back and say okay, if I put this back, but take this one away, what happens? And to sit there and start doing that, okay? Anything that if you're not going to miss it, it's not going to help you with your vision, mission and core values that goes immediately put that stack there, those things you kill right away. But then when you're looking at what's left, what are the things that if you take it away, your vision goes backwards. If you take it away, it takes you so off mission, you don't even recognize yourself. You take it away, and it immediately violates a core value those things day. What if you take it away? And can you still get to your vision mission and core values with it gone? I mean, yeah, but I kind of miss it. And that's not the question. Can you still get there? And if you were to take that away and the energy that you spent on that one thing, if you were to take that energy and put it on what's left on the wall, would you get to your vision, mission and core values faster? 

That's the question you want to ask. 

And if the answer's yes, it goes to by the time you're done, you will be able to look at it and you'll be able to see this is the one work, anything else is a distraction. Now those are gonna be you. That's the way I mean, that's you have a one plan, the one plan does this, right? So you can use the sticky note processes if you want. But that one plan, when you get to that one, plan a level one, the one plan is this, you know, it's the same process and helps you really focus. The challenge for you all in BU is that once you create the one plan, can you stick to it? Can you take everything else off the plate and just focus on the one plan. And if you can't, then you need to go back and figure out what's stopping you. And we can talk about that in office hours, so that you have that focus. But for those of you who are not in BU and you don't have that one plan or the training, try the sticky note thing and see what you come up with doesn't hurt takes you an hour, I would even do it. Yeah, you could do it by yourself. You could do it with your admin team, or if you trust your colleagues, and then just see, what is your school look like? pruned. What is your school look like? If you got rid of all other junk and just focused on the things that move you towards your vision, mission and core values? What is how much more quickly could you get to 100%? If that were the work you focused on, I bet you'll surprise yourself, I bet you will see that there are a lot of things that you've been doing for a long time that you're doing just because you've always done it not because you can see how it's going to move you to your vision, I bet you're going to find out that there are some things that you thought you needed, you really don't need. There are other things that you've kind of ignored that are really critical to moving your school forward. And by the time you're done with that exercise, my belief is that you will have really dug a deep dive into what it's going to take to get to 100%. And if you focus on those things, to the exclusion of everything else, you'll go farther, faster, because you have the focus and discipline to do the work 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 builder ship 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, have 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 bill to ship University. Just go to build a ship 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. And if you have a question about today's episode, 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 asked 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 so 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 above the episode, let's continue the conversation.

Join us at the school leadership reimagined Facebook group and I'll talk to you next time.

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