 I was glad that she only spent a brief amount of time in the chapter today on what it is, you know. So this book really is where we're at. We know what it is. We want to know, you know, how to move it forward. So chapters three and four this time, starting with chapter three, I can't remember what I had for questions, but anything stand out to people. Oh, I liked, she really focused on the ongoing. So the question was, how do you do this or plan to do this with your PD to make it ongoing? Not that one time thing. I just thought that would be great if people had great ways that they do that or plan to do that. Well, I, Molly, I think that is the ultimate key. It's also up to the district, you know, because we've seen a lot, I've seen a lot of things and you guys may have two was one to one rollouts where there's the training prior to there's the training during deployment and then it stops. You know, there's going to be after and you need some of that after to keep going. And you know, I think that's where some schools maybe got in a little bit of a bind this spring is because they did the prior to the during and then they stopped and thought that some of those things would be in place when they weren't, except for those that have done some of the blended learning stuff and doing that and have that repeated exposure and you try and tell them that, but then the next new flashy bright thing comes up that they have to do or that is required for them to do or whatever. And some things just kind of get pushed off to the wayside. And it's, I don't think it's just with blended. I think it's just about with any, any that they try and start. Is it once they get to, oh, we've got it deployed. All right. We're good enough then. Let's, you know, we're good on Marzano. No, you got to keep going with Marzano and Dennis, you got to keep going with it. You just can't stop it. And have you guys found a way to keep your foot in the door? Stephanie's like shaking her head. No, and that's what we just really, we do. We struggle with that, too. You know, same with the Marzano, you know, you should be doing rounds. So maybe we come out and help once with rounds and they do it once and they're done. You know, and it's not it's it should be continual. But that's definitely been our biggest struggle with even with the blended learning pilot, like trying to move it forward. A lot of our districts, like we can't even get in for any in services, let alone something that we would be able to take back over and over and over again. We we've just really struggled with that. So I was trying not to get this heartened when I read this chapter because she just that's the only way. And I'm like, oh, no, we're screwed. So I'm hoping that there's there's some one of you. Other folks has a genius idea districts to let us in. I'll be right back. Sorry, there's a guy here spraying on. I just need to do something real quick. I'll be right back. Well, one thing that stuck out at me when I was reading was all of the research and numbers backing up the effectiveness of this approach, the ongoing approach. And we really push to admin and educators to use data with their students. So, I mean, I think in my brain, I just really want to reinforce the why with data. And then, you know, the what should. Should, you know, back up the data live in action in the school. And I'm to the point now where I've got a year under my belt. And I'm not going to. And we have a different situation because we're out here in boonies. We have really small schools with really small about that. So I'm just going to say. It's not going to be an option. I'm just going to say, when can I come and try it? Or, you know, after we do our PLC's after we give the spark after we show the the why with the data, I'm at least going to ask for some ideas and say, OK, I'm going to be in your building this time every week or twice a week or whatever. And I'm going to push a little bit harder. That's the way I feel box. Well, I I like that, you know, because that's when I first started the issue. So that's something I did with tech integration going out and saying, hey, I'm going to be out on this day for teachers to ask me anything that they want. And we started with a document, but I didn't start that way, but it came to document to put so I could know who I wanted to talk to. But it got to a point where I was spending three hours in a district and I wasn't seeing a teacher at all, you know, because there's so many other things. But I also think back to one of Stephanie's points, too, I think seeing some of our districts going with fewer and fewer professional development days and they're trying to cram as much as they can that school based in on those that they're not leaving time for us yet. They don't want their teachers to leave the buildings either to come for PD. And they still have their professional growth. And in the summers, they don't want to do it either because there's time off. It's the it's the double edged sword kind of thing. And one thing I'm almost thinking of doing, too, and I've done it with several schools is I've taken the blended rubric that we've used for cohort two and stuff like that and gone out to schools and just popped into rooms. The school head said, hey, we want you to come out and just pop into rooms and give us ideas. So I popped into rooms and I filled out that rubric to give me some information, too, to share with the districts of here's what I saw. And I think some of that and maybe using that same rubric or adapting it a little bit is one of those ways to also get some data to show. Hey, here's what's happening. Is the training that we did being followed through with or is it a one shot done? But it also, I think, depends on how much time we're given. You know, at the beginning of school, we may only have an hour. You know, and how can we do a good blended learning training in a blended learning format in an hour? Right. We kind of have done a little bit of that with the Elliot for the advanced ed. You know, gone out and done with Elliot's and and then that gives them data and us data. And then I've had a really great principle take that then. And for his weekly teacher meetings, they focus on one just, you know, what is should this look like or what could it look like in a classroom and things like that. So he's kind of doing a little of the PD, but I think you just hit on something. Otis and something I highlighted that said professional development is more effective when it uses the same strategies in training that it aims to teach the teachers. Well, Lori and I were meeting this morning for our future ready presentation. That's 25 minutes on engagement strategies for elementary. And we're like, how how do we do this? Plus, you know, it's digital. How do we in and make it engaging in 25 minutes and still cover content? And it's tough. Well, we don't get a design, our time, place, space, all that kind of stuff. And that's that that's hard. Yeah, you know, and that just, you know, teacher mastery of a new skill takes on average 20 separate instances of practice. How are you going to get 20 instances of practice in 25 minutes? And like you made a point there, Molly, you know, we're giving a space. Yeah, that we go out to no matter what building we go in, it's in a gym. Yeah, I have a long rectangular lunch room that has the lunch tables in it. You know, we don't get to help design that space to make that easy because of what it is. Whereas at the service units, we can control that a little bit to a point as to what we want, like I'm doing a blended learning training. I was going to do it over two days. I'm still doing it over two days, but via Zoom, half day each day rather than full days. And I did it last year and I was able to set the room the way that I wanted to. I'm not going to set it the way I want to right now, but I'm going to make it work. Are you going to your room? Oh, sorry. No, I was going to say, are you going into the room where you would have done it to do it? Are you going to do it from home? No, one day I'll be from home. The next day I'll be from in the office because that may be our last day with a limit of 10 in the office, because we're limiting to 10 right now with no outside visitors. So, yeah, yeah, Stephanie, what were you going to say? Oh, I was going to say, you know, as I kind of thought through, how could we do this at ESU 17? I think like maybe my approach would be I have one principle that I think like would be my hope, you know, I have one principle who I think has enough buying that they would let me come in more often. I'm not going to get to the 20 or the 50 that Catlin talks about, but more often. And so, you know, maybe you start with your one principle and then if it goes, well, you know, I don't know how your your areas are, but Stephanie, ours was kind of the same. We're really rural and lots of small schools, so they all talk. They all lean on each other for guidance. And so I think if you could get in in one spot and do a good job and get people excited, there would be the possibility of, you know, maybe not this year, maybe not next year, but maybe three or four years down the road, you know, you kind of gain traction. So you might get there. It just might be a really slow process. My story. Oh, go ahead, Peg, you want to share yours first? I was going to say real quick when we. The pilot hadn't started yet, but we some of us from ESU 10 invited a couple of our districts to go with us to Lawrence, Kansas, because it was kind of right after we'd seen the folks from Lawrence, Kansas at Distance Learning Conference. And so Centura is one of them just down the road from me right now. And they were really interested in it. And then so Broken Bow was the other one. They both were very, very interested. But Broken Bow was one that really took off at first and they bought in and they got the roundtables for the fifth grade teachers. Their math team was going to do it or do it for math. And they kind of rewrote their sacks and curriculum to work with London Learning. They just changed the order in which they taught things. And then Centura kind of didn't do it, but now Broken Bow kind of like fell off a little bit and now I just got an email from the principal at Centura who they really want to implement it almost district-wide next year. So I'm kind of excited. Yeah, yeah. Well, I had a school that they took a department. Science department was in one of the cohorts. And so we worked with the science department that year. And then they were like, oh, you've got to come talk to the math department. And so they already had PLC. So then we talked to the math department and some of them did. Some of them didn't. Well, then pretty soon they scheduled us to talk to the social studies department and then the language arts department. And all of this happened, grassroots. I don't think the superintendent ever knew that I was coming for that. I mean, it was it was the teachers saying, you know, and there was one gal that she kind of organizes their PLCs just to make sure that they're having something to do with their PLCs and stuff. And she would say, OK, you know, social studies said you can come to this PLC. They they're, you know, good with that and stuff. And so it's not a school wide by any means, but it just really grew out of the success from one department and the kids talking about it. And then so that was really fun. But that is the only school I've had that kind of success. And I wish it would. And I think that makes complete sense, you know, right? Was teacher wanting and stuff. But I feel the same way. I mean, that's what makes it hard for us with ESU, where we work with different districts and you might have those and we keep talking. We always say we have pockets of teachers and that's just maybe the way it's going to be the best traction we had at ESU 10. With anything was our used to be adolescent literacy project. But in terms of the implementation with the folks that came for the training and the number of times we had them at ESU 10 and then the number of times we went out into their classrooms, it was like, I think we had four trainings the first few years. We had four and that's a lot of out of the building. But then we went and visited them probably at least four times, if not more. And they actually had teams of teachers, you know, going into each other's classrooms and the administrator was bought in. In fact, the administrators had the training those first few years before. And then it just, again, it got to be where there. Well, in some cases, districts were a lot of their teachers were trained in it. That didn't mean they were well implementing implementing the strategies. But it was still they kept sending and they kept sending. But we were now down. We still do in the project, but we only offer our training or not offer. But there's two trainings instead of four. So we've kind of crammed four days into two and. Hang on. I'll finish my story here to somebody else's at the door. Well, how many administrators come to your trainings because she talked about that in the book, too, to really keep the ball rolling. Administrators need to know what the teachers are concerned about. There are questions there. So that's that's interesting out in the buildings. Because sometimes they're there, sometimes they'll pop in and then they'll leave. You know, and that just if I think that's a key, if the administrators there, the teachers are going to take it more seriously than if they're not. If the administrator is not there, they're going to like, oh, well. And I think kind of what Peg was saying, too, a little bit is we have a great opportunity right now with what's happened the last two, three months. And how do we keep that going? Because I had I have an interim superintendent coming into one of our districts who was an issue seven board member called me on the work the other day and said, hey, who can do this type of training to help us get going? I go, I can do it, Doug. Perfect. We're going to look at some dates. Maybe you can come out and kind of do this to kind of, hey, how can we push ourselves forward and push everybody forward? But they've had a lot of staff turnover this year, too. I think they're getting like at least 10 total new teachers in a small district. Wow. Seven or eight of them are in the in the high school. Both the entire English Department left, you know. Oh, my gosh. You know, and one of them was a blended learning one of our blended learning rock stars in the state. So who has the interim superintendent? Shall we? Oh, where did he go? Where did Mr. Dr. Chips go? Chip is going to take over the basically kind of the human resources financial at Columbus Public. He's replacing Dave Mealock, who retired. Oh, Dave retired. Yeah. Yeah. Dave retired. So Chip's coming up here. I see that's too bad. He was an excellent superintendent, I thought. Yeah, Chip was. Yeah. Yeah. And not that he won't be. I've known Chip since I was out in Sutherland because he'd been over all for a little bit and then Perkins County. So yeah, cool. I just hadn't heard that there was an interim. So that had nothing to do with what Peg, you want to finish your story? Where you were? Well, I think I was just saying. So now we're down and we only offer two trainings and we crammed it into two days and we're still the numbers are dwindling off and there's a lot of reason for it. And it's some of the new administrators who haven't, you know, don't really know what it is. We have they don't several of our schools are like what Otis said. They don't want to let teachers out of their building too much because when they do it's stuff they have to. And we're like, you know, some of those mandated things that they have to go to. And we're not really going in. We're not doing anything like what, you know, Catlin would be doing in a district. But if we can get the, I don't know, if we can get somehow capitalize on this and maybe even do our training virtually, maybe that would help. And again, it's condensing it instead of full day workshops. It's shorter ones and more often it might, you know, we might really be able to do this. Yeah, I so they had that little four step explain it, see it, discuss it, try it, which is something we probably learned early on in our teaching development career. Makes sense. We use it with our kids, but I was thinking about putting that into action virtually because so sometimes I think when I move away to a virtual, I don't necessarily do all the steps. But was it yesterday that the DAP project coaches met and they were putting their stuff into the OER and I was on there for a while, but it was really, you know, and it didn't, they had been working in this project for quite a while. There was the incentive you have to upload these of your students to get your paid and those kind of things or your teachers that you coach. But they started out a little bit of intro. They talked about the OER and then they gave them time to work and everybody was on there and if they had questions about something or didn't understand a standard, you know, they would throw it out or they would do a chat and a couple of them might go into a breakout session and then come back and and I just thought, you know, that's. That's really it was a really, I thought, very successful couple hours and they got a lot of work done. Most of them were completely done. There was questions answered as they they went. So it kind of they explained it. They saw it, how it was supposed to do it. They discussed it and then they got to do it and upload those. And so I thought, oh, I need to to take note of how this went because it I thought it was really successful. And granted, there was a little it was the end of the project. So they've been, you know, wasn't like the first time they had ever seen any of it, but it was good. And that might be the wave of the future. I mean, yeah, if admin doesn't want teachers leaving the building and teachers don't have time, we have devices and technology that we could really go through that coaching cycle, almost completely virtually, even though that's optimal, that would break my heart, but it's it's there. Maybe teachers would be more receptive and admin would be more receptive to the process. If if we have the blended model, not the blended model, what like the flip through model kind of that way with the coaching model, I don't know. I will say I've done some of our cognitive coaching stuff via Zoom with things. My gosh, for the coaching side, I like to be in person. You know, it works via Zoom, but if I'm actually coaching a person, I'd rather be face-to-face with them. I would say though, Otis, cognitive, you're really playing a lot off of body language and rapport and where this coaching, you're planning a lesson, you know, it's not, I mean, I think this would be easier to do online and then they like record themselves and you sit down and watch it together or something. Well, I agree with that. I agree with that Molly, but I also think there's something to be said being face-to-face with them when you're doing some of that lesson planning. You know, yes, there are parts that can be done virtual. I totally get that and, you know, watching and getting some of those things, but I always, I still, even if I'm blended coaching, I revert to the cognitive pieces a little bit and the questioning stuff. Yes, virtual, so we can model some of that, but also looking at face-to-face interaction. And then there was another thing I was gonna add to, you know, where we do a lot of our trainings and things, if we can get also other staff developers to blend their trainings and do the rotations in their trainings. I know we're doing a lot of that here as well and getting some of those other trainings so that other people are using it as well, just besides those of us that are doing some of it. That kind of creates some of that systemic, systematic flow out as well. We, last year, when we were, first time we had our administrators into our new building for our meeting, we basically rotated them through different rooms of the new building and covered different materials at each of the rooms. And yeah, they're like, this was great. We were up and we were moving and we were like, hello, what are you saying? But yeah, anything else? Back to three, go ahead. All right, I was just gonna say, have any of you guys ever experienced, you know, it's kind of funny because a lot of times when we have tried to do, you know, more of the blended model in our trainings, we get teacher pushback. Just like the kids pushback those first times you try it. You know, teachers kind of want to do sit and get. Like I think they get out of their districts and they're tired and they just want you to talk to them. So do you guys have any good tips for kind of dealing with teacher pushback when you only get to see them once or twice and you want to make the most of your time? She talked about that in the book actually because when you use the model with the teachers and, you know, say in a flipped classroom model they didn't do their pre-work. So you do have to think through it and then they get to see and hopefully you would address that and bring it back to connect it to what they would see in the classroom as a teacher too. So I thought that was an interesting way to look at it and it made me think about preparing for the teachers because we've done the blended model last year for our PLCs and some of the teachers looked at us like we're not gonna do this. And I was kind of unprepared and, you know, after she talked about it in the chapter I am gonna revert it back to or help them think about them dealing with the same situation in their classroom. I thought that was very helpful. What is that? You know, we see it and you guys may feel this too. Sometimes teachers make the worst students. Yes, they do. That's because we do. Because teachers, and I'm including me too, we do everything that we would not want our class to do. You know, and because it's... I'm an administrative person, teachers too. That's just... You know, because you have your coaches sitting over in the corner planning practice and, you know, we see it all at. And it's, you know, it's all about that engagement and keeping them going and saying, hey, this is something that's gonna, in a way, some things off of your plate. Yes. You know, because there's a shift. Elementary's doing this. And it's when they get into middle school, high school, that it's, hey, kids, we're going to sit and get. You're used to up moving around in elementary. We're sitting get now. You know, there's that, how do you, you know, way... And I was the same way. I'll admit it. I was as a secondary teacher. But how do we get that elementary mindset into some secondary teachers that are set in their ways? Well, this isn't the way I've always done it or this isn't the way that I was taught or this isn't the way... How do we bring some of that elementary mindset into the secondary side of things? I wonder where the disconnect is between the data that shows what works. I mean, if you think about Dr. Hattie or the people that she cited in this book, the data shows that these things work. We've had the blessing of being able to study it for years and actively researching it in the classroom. So when I say, you know, when you include social emotional learning programs in your school, you see, you know, almost potential, almost not guaranteed, but there's a potential for 11% growth in student achievement. And there's still that, no, we're not gonna do it because it's just one more new thing. But student outcomes are our focus. So I struggle with getting people to, you know, colleagues to understand that if this is what works, can we try it and see if it works for us? Because the data shows that it does, but they're still just so set in their ways. Nope, we're not gonna do it. It's not gonna work for us. Well, until we try, it's not, nothing's gonna work. It's pushing them outside their comfort zone. I think that's a lot. It's pushing them outside their comfort zone and they're not liking it. Yeah, I think that's a lot of it. And comfort and it's easier and faster the way I've always been doing it, you know? And so it's really back to the leadership challenge. I think, you know, leadership is buying and challenging their teachers to be better. It makes it easier. I'm gonna keep going. There you go. All right, how about chapter four? It's the first chapter that kind of gets into the coaching part of it. And she talks a little bit about the different types of blended learning. And she refers back to that blended learning coaching style that we saw in chapter two. Thoughts, I love, I'm just gonna say one thing. She several times talks about the teacher becomes an architect of learning experiences. I just love that phrase. And I like three or four times. So I want it to become part of my vocabulary that you need to become architects of learning experiences. So. Well, and that's what I love about, you know, it's still back in chapter three, but just, you know, the station rotation that she simplifies with the online experience and the collaboration experience and maybe another online experience and a teacher led in and you break up so that they're not doing online or individual back to back. And it's just that architect of the experiences and it gives students so many different ways. And I just feel like, I know that the teachers are having success with one other thing, they've bought into that. And it, yeah, it might seem like it is a lot of work at first, but just the benefits. Make it so worth it. Kids are more engaged. They're getting the content. They're all those kinds. And when I did the last year of teaching, I wish I would have known about it 10 years ago because it gave me so much more time to differentiate and scaffold and spend the time that I needed with individual kids. I was just like, oh my gosh, why didn't somebody tell me about this so long ago? And that's where I'm trying to remind teachers that they complain about not having enough time to differentiate, to plan, to do what they need to do. What will this model really helps you with that? And it takes a lot of, or it gives a lot of the control over, I mean, it's student-centered. It gives the control and allows you time to do the work that we love to do is help kiddos succeed. So you need to remind them of that. I like that phrase, architect to Molly. And I think it's especially very poignant at this time when we're facing possibly not starting school regular and people have been forced into this online learning environment because it really suggests that being intentional and really thinking through things. I mean, not saying that people just wing it when they go into the classroom. I know that they're intentional in their classrooms too, but when you're doing the online learning, you have to be even more so. And you really have to think about how you're delivering things effectively and how you're reaching all the students. So I also highlighted that phrase because I thought especially right now during all this COVID-19 stuff, it's a very powerful phrase. Did anyone see, I put in the announcement that podcast, the announcement, anybody listen to that? Katie, it's like that to me. And I thought especially for now, just some of the little tips, and I know they've been doing it at that school for a long time, but how they have two tracks, they have traditional and then they have their, what they call their blended learning track. And I'm thinking that we may be in face to face and online at the same time, and then kids that come to school and design their schedule daily. Amazing. Based on what they need because they're tracking their own learning and progress. I know they're a lot farther, but there was some really good points in it. And so if you get a chance to listen to, plus Catlin, when she talks, she's just so calm. I can listen to her. I got to listen to that. Thanks for putting that in there. I was just, I've been thinking about this whole thing too about starting up in the fall and then blended learning and how what Otis said before about, we have a chance to capitalize on this. And we've come so far with our blended learning and then the digital age pedagogy and all the lessons and the templates. And just where there's so much now that I feel like we can support our teachers in it. If we can't get in their classroom, it may not work for some districts or from some teachers might not be willing, but I feel like we have, we just do have a lot of potential to really help move forward. I agree, Peg. And I think one of those things to help get us kind of back to work, how do we get our foot in the door, even if it's with teachers and stuff. And it was one that I had highlighted on, it's on kind of in the middle of page 45. Coaching relationship must be built on a foundation of respect and trust. It's at the middle of the paragraph right above the elements of effective coaching piece. I think that's where it is. And even when I'm blended coaching, yeah, I'll talk to administration, but I'm not gonna go in and let's just say I'm watching Peg's class. I'll watch Peg's class. I'm not gonna go right to the administrator and go in and close the door and have a closed door conversation. Because that shows, oh, I'm going in and saying exactly what Peg's doing. So I try and keep a separate line there so that it's, hey, I'm not in here to evaluate or be an evaluate tour. I'm in here to help you improve and share with me the things you're struggling with. And I'll help you. And I'm not gonna go run to your administrator and say, oh, Peg's struggling with this. And unless it's something really, really egregious that I would have to by law, I try not to do that. And it's that way that helps build some of that respect and trust between teachers, especially that trust with opening up. I'm struggling with time station rotation. I need help with this. What can I do? Well, let me come in and watch. Give you a few ideas. They're more, if you have that trust and that respect and relationship, they're gonna be more open with you of, hey, here's what I'm struggling with. What can I do? Then if you're one of those that's gonna go run right to the administration, then the administration comes and talks to them about it. Absolutely. I thought the three points that she made, the challenges are, I can just see, I don't have very many schools that have coaches, but those that do, they're more of a reading coach or a specific type of coach or just maybe a tech integration list. But I see that two nights. So then I thought, well, to us, how does that, I sometimes feel like I'm not relevant anymore because I'm not in the trenches as much. So I'd love to do some more team teaching and things like that. And usually the summer gives us a little opportunity. We'll do some summer school stuff or things like that, you know, but obviously not this year, but as far as actually teaching and so forth. So I thought those were really good points to keep in mind. That is good. I feel that way sometimes too, Molly. And that kind of goes back to that, on page 44, that Venn diagram where, to get that trusting relationship, I think a teacher kind of needs to feel that the blended learning coach is an experienced educator. And I think that trained coach, I mean, I have a lot of technology integration specialists that are technology integration specialists because they're interested in technology and they're good at technology, but that coaching part is pretty important too. So I like that Venn diagram. Sorry, I was just saying, I like to try to get a couple of our people to come if the districts will pay for it. You know, and kind of on that coaching piece with the technology integration folks, it's maybe instead of going in, this is something you might wanna try. They're going in and you should try this. You should try that. It's a lot of shitting rather than, hey, here are a couple ideas. And I think there was a point, I can't remember whether it was in chapter three or in this one. It might have been in chapter three a little bit, but it's even something I share in my sessions is find one thing, get good at it. That's some of the PD and the coaching pieces. Let's find one thing, let's get really good at it and then we'll add something else rather than jump feet first into a 12 foot pool with 15 pound weights around each ankle. Let's walk in the zero entry, and slowly get up to where we need to be. And that may be the coaching piece too, is how can we slowly work ourselves in with a little bit of the coaching model and then get bigger and bigger and bigger too? And that might help with some buy-in for teachers and or districts. I just wanna clarify, I don't wanna go back to be a classroom teacher full time. Not what I meant. I know Molly, every time I think that, then somebody says something about like a parent or something like that or concessions dance. Yeah, exactly. And I think that we can stay relevant by what we do and that's how we do it. We work with our teachers, we listen and so forth, but I don't think it'd be very hard to get completely out of the loop either. I have to tell you, Susan Evans, she's just funny because she always thinks that she does not tech savvy and stuff like that, she's the one of the first ones to try stuff. And when we went into our stay at home kind of thing, she actually took on, it was either two or three kids that she was working with on reading on Zoom sessions. And it was like her nephew's kid and Teresa Rida Olson's nephew or somebody like that. So it's something that she kind of knew, but I don't know how often they met, but she's doing the letter, I think it was with the letters training that she's been working on. So she was getting the certification and I mean, just dive in right in and doing these online sessions and the kids were really doing great and it was great for her to do it in that kind of setting. I love it. Yeah, I think we saw great things. I just was telling one of my gals here this morning that if we don't, we as in everybody come out as a better teacher or a better whatever, then we've wasted a great pandemic because there's no reason that this shouldn't have made you better. You were forced into teaching better, maybe it's gonna make you better when you go back face to face. Maybe you're gonna have more empathy for, maybe parents are gonna have more empathy for teachers, whatever it is. But I think that, and Otis said that too, it's a prime time to take advantage of the circumstances and be better. One had also made 20 plus year veteran teachers feel like rookies again and remember what it's like to just come back into the profession. And not know what you're doing. Exactly, it was kind of a reminder like, oh, that's what that felt like 20 years ago. I had a principal, I ran into her the other day and she said that they had a guy retiring after how many years or whatever. I mean, he could have retired quite a while ago. When this all happened, he's like, yeah, but I don't have to do this. She's like, you're still gonna finish out your contract, right? Yeah, you do have to do this, you know? You gotta figure it out. But yeah, she said he probably didn't do it great, but he did do it. So anything else? I didn't remember what my questions were. Oh, this is good. And this is timely. How does the shifting from a traditional teaching model to blended learning models impact both the teacher and student roles in the classroom? And I think that what we've just gone through sheds light on that, that it's not only what we just went through affected, the teachers, the students, the parents, everybody's role. And so I think that that's important to remember. And I've heard so many people say, you know, some kids like this, some kids don't, those kids that thrived and worked, what are we gonna do for them? Are we gonna put them back into a face-to-face lecture all day long to sit and get where some kids want that? They don't wanna work hard. They don't wanna, you know, but those that have experienced this new freedom and control over their learning, how are we gonna accommodate them in the future? Yeah, I don't know if there's an ad, you know, because it is, you know, I've even heard that some things that kids have taken control of their own learning now and realize that what they can do and have gotten that voice, those kids that haven't spoke up a whole lot in a regular classroom, have done a heck of a lot more in the virtual setting. I really hope we keep asking and involving the kids and listening to their voices, especially moving forward. Cause I think they would have some, I mean, obviously wonderful insight, but maybe some very creative ways that we can meet. Just like you said, both those kids, kind of kids' needs and help teachers see maybe some different things, help administrators see some different choices that our adult brains would never have come up with. So I think student voice is very, very important moving forward. And I think if a kid really thrived in this online environment and they go back and that teacher starts to lecture every day for 40 minutes that they push back, I hope those kids use their voice to push back because learning doesn't need to be that way. Yeah, yeah, especially at the same age. Yeah, and after what we just, because it wasn't this way for three months. So now why does it have to go back to the old way? It doesn't, it shouldn't. They're gonna ask and they are gonna push back. So they're gonna challenge their teachers to be better, I think, I hope. Well, I know I had a district that went to PBL a couple of years ago and there was one teacher that even made the comment to me saying, I'm just doing my one of semester to jump through the hoop. Was it in Rose lecture for 45, 50 minutes? I'm doing my PBL just so that I don't get called out. Hopefully, they get called out. Wake up a little bit of a wake up call and then they get called out not only by the administration, by the kids. That's what I'm saying, yeah. I think we're, this has given kids some voice and I have heard about so many kids that were working jobs and then doing the school work, you know, on the side. And so, and that's somebody else I listened to. They said, if kids were doing their full days work in two and a half, three hours, why are we requiring them to go the whole time again? You know, so can we get back in there so that it's more flexible? Especially, you know, I think of like high school junior seniors even given them some work release type of things, things we used to do, not so much anymore. I didn't work for this. It started far going by, sorry. It started the conversation around here about the four day school week. I don't know how far the conversation has gone but I've seen just with admin and our teachers it percolating up in conversation. So I thought that was interesting too. You know, apologize for that. Anybody else have any comments, questions? I will throw this recording in the resources and then might follow up. I'll just use your email that you'd sent to everybody, Peg, that that's where it is if anybody wants to look at it and maybe I can link there, so. All right, have a great weekend. Yeah, thanks. See you guys. Thanks, guys. Bye. Hey Peg, I have a quick question if you're still on. Yep. This June 17th, will you be around? We can still use the Zoom room but I am not sure we're headed to the cabin and I don't know what kind of internet even if I take my own what it's gonna be like, so. Are you not? Well, I have something. We're doing our strategic planning that got postponed from April. Yeah. So I don't know if we're gonna have a face-to-face and I bet if we have a virtual, it won't be all day like it was planned. So I think I will but if not, I'll. Will player, I'll just have Otis. Yeah, we'll find somebody else for sure. If once I know, like I said, right now, it's on the calendar and I'm assuming it's in at ESU 10 but we had like outside people come in for that, you know, teachers, not teachers, but administrators and curriculum people and you know, from different districts and then, oh my gosh, where are they from? I can't remember. Somewhere in Omaha, one of the districts is facilitating our planning and so those are from outside too. So I don't know if we're gonna have a face-to-face, so. Okay, sounds good. And it might be fine. I really, I've been there once and I don't remember ever paying attention to my phone, what kind of self-service I had to be able to do the hotspot thing. So I don't know, might be good in mind. Okay. No, somebody will be there. Yeah, yeah, sounds good. All right. All right, bye.