Subscribe
Share
Share
Embed
These are short, powerful, and focused 5-10 minute episodes designed for busy educators who want quick insights into:
✅ Virtual Reality in Education
✅ Exciting Trends in EdTech
✅ Game-Changing Tools for Quality Instruction
In just a few minutes, you’ll gain actionable insights into how VR and emerging technologies are transforming learning—no fluff, just the good stuff!
🔥 Want to be featured? If you’re an edtech innovator, VR developer, or education leader, let’s connect! I’d love to showcase your work.
Hello
everybody, and welcome not only to a brand new year 2026 in the house, what is up, but a brand new Putin's podcast pop.
Now, I could not think of a single better person to start the year off with than the play of all players, one of my dearest friends and one of the realest, most smartest people you'll ever meet, and that is miss step, Mrs.
Excuse me, Mrs. Stephanie Breedlove, and she is the district early childhood principal right here in Jefferson County Public Schools in Louisville, Kentucky.
What a
player.
Well, thank you so much.
What an introduction.
I can't even believe it.
I am so excited to be here with you today and to answer all the looming questions that you have about early childhood and education and all of the great things.
Oh, yeah.
You know, we've got some good stuff on deck ready for today, and we are actually in the middle of a snow slash ice storm, Snowmageddon, Armageddon, ice mageddon, whatever.
They're calling the apocalypse here, so it was a perfect opportunity for us to, to hop into the pop and let's get
started.
Let's do it.
All right, so could you give us some, just a little bit of background about your history, because you bring a wide range of experience that I'm really excited to dig
Yeah, so I started my career in North Carolina.
I was there for four years as a classroom teacher.
I taught second grade, first grade, and I tutored pretty much every grade in between there K through five.
And then I had the opportunity to move back closer to home and.
So I came back to Kentucky where I started my career back with Jefferson County.
I was in the classroom for a couple of years and then I transitioned into what is a liaison for the University of Louisville.
And in that role, the teacher of residency, I got to work with student teachers on the ground where they need to be within schools, learning about our students and how things progress, which then turned into a love for, helping adults with education.
And so that kind of led me to the administration role which then I left JCPS and went to Nelson County where I was a principal for five years.
And then life changed.
I got married and moved back to Louisville.
And so I found myself back in JCPS and working with a new purpose in mind, which was.
Making sure that we were advocating for students and their families especially those that are just coming to school, just learning about what school is and really having a passion and a drive to really meet the needs of our.
Community members, their, the families that we service and doing a wraparound care.
So I have been to a lot of different places and each place has definitely brought different experiences and different opportunities.
And I think the greatest opportunity that I've had has been the experiences in different states and different places and just really seeing that the needs of children aren't so different across.
States across different lines, different e econo, economic and socio economic goals and things that we're trying to achieve as a school system.
And really trying to move forward with that.
So all those experiences have really led up to where I am currently and the things that I'm really trying to obtain and really trying to allow our community to be a part of.
That's phenomenal.
And if you haven't picked up by now, my friend's super smart.
She used some fantastic words in there, like a liaison.
Tho those were great.
Yeah.
Especially socioeconomic and I was trying to get it all together, so that was kind of, my brain was working faster than my mouth was going.
So as you could tell, it kind of went a little sideways there, but
That's all right.
You've recovered.
Exactly.
I didn't even notice.
Didn't even notice.
But what I liked that you talked about was the different states and different counties, especially now with the uncertainty, with whatever's going on with, you know, the Department of Education and having that experience in
different states and seeing the differences, even how different counties in the same state, like a lot of people don't even realize that, you know what, some of the things that we had in Jefferson County are not the same as.
You saw in Nelson County.
So can you talk a little bit about some of the biggest differences that you've kind of seen across your
experience?
So I think as an educator, once you've been in the education field for more than like four or five years, you can start really kind of, taking a look at trends and outlooks and a lot of the different things that we see within school systems.
Our, the same concept.
We've just either rebranded, renamed things, different things, or we've added or tweaked a little.
You know, things here or there, and everybody has a little niche of you know, the things that they're trying to bring, whether it be a focus more so on phonemic awareness or more so on vocabulary.
And so it really kind of just depends on where you're at within that moment.
And where the district in state for that matter, really see the educational progress.
As we're moving in trends across time, and so a lot of the times what we see is.
It's a variation of the same types of content.
And so that really hasn't changed.
It's the delivery and the way in which we teach those things and with the students that we have, that we're working with in that timeframe.
So what works one year may totally crash and burn the following year, and you may have to go back to the drawing board you know, and really reflect as to whether or not, Hey, is this something that's working?
Is it meeting my purpose?
Is it allowing me to reach those goals?
If not, what are the things that are blocking those goals?
And then how can we move to, you know, better assess and move around that so that we can remove those barriers?
That's a great point that you said it's like kinda like quality instruction is quality instruction,
you know?
Outside of what you call it or what program it is, whether it's, you know, math investigations or Jan Richardson, or Engage New York or, you know, Shanghai Math, as my mom calls it, which is Singapore Math.
It, it is all kind of getting at the same basic principles and so.
With that, you've had the unique ability to see both sides of it.
You've been the classroom educator who has been voluntold, that you're going to be do this, doing that, whatever.
And then now you also have been on the administrative side where you're doing the leading.
And so what do you see has been some of the different.
Kind of aspects that you have taken from both, because I know you and I know how, what a phenomenal leader and classroom educator you were, but what is it that you find that is so different?
What skills are different from the classroom to being the administrator, but also how have they kind of helped you to be a better administrator?
One of the things that I can definitely say, and I was completely guilty of this, when you're a classroom teacher and you're in your four walls and you're
teaching, you have this idea as to what is happening outside of your room and what's going around on, around you or within your building, but you don't really know.
And it's easy to summarize because.
It's not you, it's not your situation.
And you know, a lot of times you think, oh, the grass is definitely greener on the other side and you know, they must have it easier or something different is going on.
But one of the things that I have, you know, really noticed is that the level of, relationship building and the cultural piece within a building are so important.
And it doesn't matter whether or not you are a teacher, you're an ia whether it's a student or a parent I honestly think that relationship piece has to be there regardless.
You are never going to get the biggest bang for your buck if people don't like you.
Or people don't want to work for you or you're unfair, or you don't have that long-term goal in mind, like you might see the short-term things.
And so building those relationships, trying to be transparent and have really what I feel have really impacted the work that I do, especially over the last 10 years.
Our schools as a whole, I feel, are they're decently healthy.
And when I say healthy, I'm talking about the pulse with inside the school because.
I'm sorry, but if I have a teacher who is dysregulated or having issues dealing with things inside, outside of her personal life and outside of the classroom, and I have
somebody who's in the classroom and they're not doing their best work because they're dealing with all of these outside things, and if I'm not there to kind of help.
Either coach or listen.
Sometimes, you know, being the backbone for someone or for them to even feel vulnerable enough and comfortable enough to have those conversations with me, you'd be amazed to find that.
Everybody is dealing with something and that something is going on with everyone.
It may just affect us at different times, and I think we lose sight of that.
And I think we lose sight that school is not necessarily just a business.
I mean it is a business in a lot of regards, but it is people, and we're dealing with people who are then taking care of other people, and I think it's so important that we have a really.
Good grasp as to where our people are and how they're feeling and where they're at, because I can't fix any of those other things unless that piece is solid.
If my teacher is feeling emotionally irregulated or dealing with some things at home or dealing with a doctor and is on the phone and they're not supposed to be, and they're dealing with all of these things.
If I even said, let me go into your classroom.
Lemme give you 10 minutes, I'll take over.
You go handle your business, that's gonna go so much further and it only costs me 10 minutes.
It's gonna go so much further down the line.
And that's the same with parents, and that's the same with students.
When you go above and beyond and you make it an attempt to, even reach out to families.
Let's say there was a situation that was not so great that happened the day before you spoke with a parent, but that next day is what's more important that follow up.
What are you doing in order to make sure that you have met the needs of that parent and that they feel as though they were heard and validated, and to me.
That has nothing to do with anything educational, but everything to do with being a good person and being a good human.
And to me, I would much rather have students who are good people who know how to treat others, who know how to help others and care for others to me is more important at this point in time in their educational career, because that's gonna be the foundation for me to set everything else up on.
So that, that educational piece and the reason we treat people kindly and, you know, all of those things play into that.
So, you know, for me, the biggest piece that you know, kind of joins all of those pieces together and brings the educational aspect to the forefront is definitely gonna be that relationship building and having a culture of care within a building.
That's so unbelievably spot on, because A, in today's world, with everything that's going on, but B, those of us in education, I think most of us do it because we want to, not because we can't do anything else.
And so I think we have a certain type of emotional being.
And so for most people, oh, well just leave, you know, it's work, leave everything else at the door like.
I don't think it's cap.
We're possible all the time.
I know some people can, but you know, for the most part we can't.
And we're empathic and like when things are bothering us and stuff, it's hard to set that apart.
So knowing from an educator standpoint, just knowing that, you know, my principal has my back and if I need to take care of something instead of yelling at me for being on my phone.
She actually takes the time to find out what's going on and then allows me the time to get that handled, lets me know that she actually cares about me, even if she doesn't necessarily, maybe she doesn't like me.
Maybe our personalities don't mesh, but that's okay because she still cares about me.
You can still care about other people and treat them, like you said, with respect, and we've seen.
You know, both sides.
We taught with a principal who created a culture of prom committees and of you know, popular people.
And if he liked you, man, you were good to go.
But if he didn't, he could basically ruin your career.
And that stress is just ridiculous.
And so the fact that you do go above and beyond to that level, I think is what?
Stands out for me and makes you a fantastic educator.
And when you said, not just that first day, but following up, so you're talking with the families when things are good and when they're bad, not just when they're bad.
And a lot of people now, we, too many things are, you know, via.
The computer, I can just email 'em or I could text him or give him some dojo points and I don't actually have to talk to him.
But that actual communication, I think, can be a missing piece that, that you really hit the nail
on the head with.
Well, and I think that's
building my.
I guess greatest job each day was to be visible, be present.
That means being outside at car rider lines and bus drop offs.
Number one, I'm their first.
Point of entry and I get to gauge every person's response as they're coming in, as to, Hey, how you doing?
Do you have a great night?
You know, are there some issues that we need to clear up?
Maybe they need to see my counselor or the mental health practitioner.
Maybe some of those are, let me get to this parent before she gets to the teacher, and I can put that fire out before even gets an email or a text message where the teacher is upset and angry and.
It was like, oh my gosh, I didn't even know where I can take and get a lot of that off of the plate of other people.
And I think that, you know, that is so important to be seen even by the parents and community members because they need to know that whomever is leading that building, it has the best interest of all of the people in mind at that building.
You know, whether it be.
Staff, students, family, community members people at different locations that may have an adjoining elementary school on that same property.
It is our responsibility to try and take care of those families and to take care of you know, the business side and make it less businessy in my regard.
Yeah,
you're not this great powerful oz that's behind the curtain and, you know, never seen you're out there and, you know, and and people know you and they feel comfortable coming and talking to you.
And I think that everybody likes to talk about test scores and this, that, and the other.
Well, you can't get good test scores unless you have mentally healthy students.
And you can't get that without knowing who they are.
And in, in the, you know, the fast pace.
'cause I know.
Because I've personally seen how you've been at school till nine o'clock at night and then, you know, back at six o'clock in the morning.
And those are not hours that we get paid for, even though people, oh, you get summers off.
Like you don't, so, you know, like that's, you don't do that because you don't care.
And so some of those things I think people just have a tendency to overlook and and you know that's.
Kind of tragic.
That's also one of the reasons, like all the interactions and things that you do, I always knew I never wanted to be a principal.
I'm like, Uhuh, nope.
I know that's not my path.
Like, I feel like you're completely built for it and it's perfect.
But you know, along those lines, what have you seen, before we get into the kind of tech talk of education what have you seen has been kind of a big difference between being a principal of like an elementary school versus actually early childhood?
What are some of the
major
differences?
oh goodness.
Well, I will say this.
When I was a building principal in elementary school, I had early childhood in my building the first three years before they moved all to a center.
And I'm gonna tell you what, like it's a completely different world and it's partially the reason why.
You know, I really enjoyed the work that I've done the past three years.
Being a district principal, my role is I go around to, I have 10 different elementary sites that have early childhood within their elementary buildings.
And so one of the great things I get to do is I get to work with those elementary principals on.
Best practices in early childhood, what that looks like are rules.
Are completely different.
Our grant funding is completely different.
We do pull out of IDEA so which is great for our program just because all of our students have some sort of, a disability of some sort.
They can come in at 3-year-old, three years old with a disability and we will service them or they can come in at age four.
And they are income based, so they have to be a hundred, I think 55% below the poverty line, if I'm not mistaken in order to qualify for preschool.
So all of our students have that.
Socioeconomic background or they have a disability that would already hinder their academic progress.
So we are an intervention program.
So, with that being said.
We see a lot of differences in assessments and pacing guides.
One of the other things is our students come in all year round.
So as soon as they turn three, the day they turn three, they come to school.
Otherwise, you know, we wouldn't be in compliance with their first steps that they had went.
They've already been diagnosed with having some form of whether a medical or academic disability.
And so we're seeing how that plays out within the early childhood setting.
One of the other major things working in an early childhood situation versus in elementary is most all of my students have a.
Special need or what I like to call gifts.
And I think those are their superpowers just because some of these kiddos come in and.
What you would see on the outside sometimes isn't necessarily what is actually being replicated on the inside.
And I think that goes twofold.
I was not a special education teacher.
I do now feel as though I am a special education teacher in a pretty decent one.
I may not know everything, but I do know quite a bit and I think that has to go.
Along the lines of the advocating and doing what is best for students and really trying to make sure that somebody has their back and is looking out for their best interest and, so as far as teaching students, is it any different?
No, not really, but the way we go about doing it?
Absolutely.
One of the craziest things is the mulch has to be 12 inches deep, and I will not even.
I'm not even joking you.
And I tell you, they came out to audit and they sure enough brought that ruler out there and that mulch and I was, I don't know, I think we were at like 10 inches.
And I was like, what on earth?
Like we've got plenty of mulch in there.
Like there's plenty of mulch.
They're like, oh no, it has to be 12 inches.
Like you gotta be kidding me.
And they're like, no, it's it.
So you're gonna get marked off for that.
Okay.
So, you know, I mean, there was never a dull moment.
There was always some new rule, some new thing that I'm just like, I'm being punked.
Like somebody's totally punking me.
And then I'm like, no, that's for real.
So,
wanna be there the next mulch measuring day.
Like, please let
And it's, and well here, that's the thing.
That's, it is just a random day.
It may be a rainy day.
They're not gonna go out there.
Maybe on the rainy day, but you know, I could just tell 'em Yeah, it's 12 inches.
Inches
well, it doesn't seem fair either.
Like rain, I feel like would compress it a little bit, especially depending on what
Well, I could have gone and fluffed it up a little or something.
It might have helped us,
Yeah.
If that's what we're focusing on, like
That's kind of where we're at with that.
So, no, I, in all fairness, I mean, they did come with the ruler and they weren't playing when it came to that, and I, you know, was just like.
This is the least of my worries is mulch measurement.
I, you know, I'm just glad no one got hurt on the playground.
So we're good there.
But yeah, so I mean, it, at every turn and twist, there's, it seems to be something new or we do it a little bit differently you know, than other people.
So like I was talking to you about like the attendance thing, it could be the last day of school and we may have a student come for their first day of school.
Could be their, the last day of school.
I mean we had that last year and I was like, I mean that's almost just, there's something wrong with that.
Like we should definitely not be doing that the last week of school.
I mean, the poor little baby just got dropped off and is, you know, with a little pamper bag and everything and you know, here we go.
Yeah, have
fun.
have half on
like, that people don't understand that they have no idea what educators deal with and what we actually go through and everything.
And so I think especially post COVID, we've gotten a really bad rap.
And you know, you said you weren't a special ed teacher.
But I, and I was, but we had a lot of the same students and I thought we worked so great with the because we didn't treat them differently in the fact, like they were special ed.
We gave them what they needed, but expectations were still the same.
Like, no, you don't talk to people that way.
No, you don't get to act this way.
You know?
And so.
I think that's one of the biggest things that I've always loved and respected too, is because you know, you don't get a pass.
Like that was always my big thing.
Oh, well they didn't know any better.
Yeah, they do.
And we're not helping them by giving them that pass.
And one of the things that I know has been kind of a big talking point that governor Beshear has really been pushing, has been pre-K for all.
And I couldn't be more behind that.
As well.
And so have you guys, like, have they, have you heard anything about that?
Has there been any, you know, any talk or have they, you know, I know he's had some like town halls about it and stuff, but what are your kind of thoughts on
that?
So I a hundred percent agree.
I think in order for, you know, things to change, we have to start thinking about doing things differently in order to get different results.
And so I am a hundred percent for all students getting universal pre-K mostly because.
It's a very good indicator.
When we have students that are coming in and if they've never been to a pediatrician or never been checked before in any regard, and it's just kinda like, oh my gosh,
they've gone through four years of their life and no one's told them that, hey, there may be a concern here, or they're not doing things that are age appropriate.
For.
You know, for their child.
It's not age appropriate.
And so I think the, a lot of that has gone into.
Play and has put, you know, that, that work into progress and moving forward and trying to get students what they need.
But we've also, I don't know if you've noticed over the years, but kindergarten isn't really kindergarten anymore.
It's like the new first grade.
And so I feel like everything has really pushed students maturity wise and.
So when I take a look at our kiddos, and when I say our kiddos, I talk about you know, the students with the greatest needs and which is our entire program within JCPS.
But when you take a look at the needs of those students and you're seeing like, oh wow, they're coming in at four years of life and they're just being told that, hey, there may be a possibility of a delay or a processing issue.
And a parent hears that for the first time, it is undoubtedly gut wrenching and crushing to a family to hear that news and then.
All of the aspects of what school brings.
Our program is very intense.
We have an academic portion as well as socio emotional portion of that as well.
And we're really trying to get kids to, first off, I, I realize we're out of COVID, but we're not kind of out of COVID.
A lot of those kids parents have been very reluctant to send kids to daycares and preschools, you know, not.
Also waging in the amount that it costs to, to go there if they don't have the money or resources to do so.
But we're seeing kids come in very behind when it comes to maturity levels and academics.
And we see that even when we're doing the kindergarten burg dances and stuff where we're testing kids to see whether they're on grade level to come in to school or not, and they're not not at all.
And I would say it's less than 50% across the state that, are not ready for kindergarten when they come to school and they've been in a previous program which is very alarming.
But that also goes to show too, that our programs have changed over time.
And like I said, kindergarten is no longer kindergarten.
Kindergarten is the new first grade.
And so now pre-K, like, I'm not really sure where we're gonna call that, but you know, that's a whole new stage because I take a look at.
When these kiddos come in and what they're bringing to the table and when they leave us to go to kindergarten, the skill sets that they have would probably bring them up to, to level with the peers who, you know, are typical students are typical of their age level without disabilities.
And there are still a great barrier and a great divide amongst that.
And to be honest with you, I see, you know, class sizes being a huge.
Problem as well as, you know, the shortage of teachers and all of that.
So it's like a domino effect of the things that need to happen.
But in order to change the things that we need to change as a society, as a community, as a state as a United States, we need to come up with some better things to put in place.
Because if we don't have kids that are.
Ready to come to school and ready to learn it is very difficult to even try and teach the students who are prepared for that.
Yeah, you're absolutely right and the ones that do come prepared and ready.
Can get, you know, overlooked or things like that because, you know, there's just so much going on and there's so many that you have to help.
And where you said it's kind of the new first grade.
That's true.
And the fact that there's kind of been this shift where, you know, we've seen kids come in and they don't even know their own name, and it's
like, you know,
That's still a thing,
yep.
Mm-hmm.
And, you know, I, like, I always thought it was I thought we did things backwards, that kids that have most.
That have not learned social space and distancing, not like from a COVID way, but just general human interaction.
We put them at, you know, on a carpet together and we put 'em on a table.
And then when the kids in fifth grade that actually understand how to have their own space and everything, we put them in desks and separate 'em.
And I feel like it's backwards.
You know, but.
Like, yeah.
The emotional and social part of that young age, I think is getting completely overlooked, especially with technology and everything.
We all know, you know, you can, kids have tablets in their hands before they have
A, you know, a book or anything, and.
And so they don't know how to function in society with other people and I see that as a big problem as well.
And you know me, I'm obviously a huge tech fan.
I do not think it is the end all be all, but when you are introducing, you know, new technology or you know, even.
It doesn't have to necessarily be a new technology, but whether it's a new, you know, website they're supposed to use or, you know, a new system, things like that.
How do you go about introducing it?
Because we've all, you know, we've been there, we've seen the shift, you know, from the overhead projector to the smart board and then smart board to Chromebooks, and you always have those, you know, educators all along the way, and I'm not doing that and everything.
And so how do you balance like.
Yes, you are with, we can do this
together.
Well, I think the first thing that you have to do is, 'cause I was definitely one of those that sat in the back and was like, nah, not doing that.
Still not doing that.
And it's like, oh man, only if I have to do it.
Am I doing that?
Just because that report goes to my principal or what have you.
And so then it was just like, well, yeah, now I gotta do it.
And it's more of a compliance piece versus it actually being something.
Hopeful.
And so I think the biggest way in order to generate people being on board is to allow 'em to try it first.
And so one of the things that, you know, I've always done, and I believe, I wanna say most principals do this.
I would hope most principals do this, but really doing a needs assessment as, okay, how is this technology going to improve?
What is it going to change?
And that's gonna be based off of what feedback I'm getting from teachers and what I'm getting from families and students and what are they needing more of?
What do we need in order to move the needle forward?
And so I think the biggest thing for me is I never want to, and I use this all the time because I'm voluntold.
A lot of things and sometimes, you know, that comes with the territory, but sometimes when you're voluntold things and you're the teacher in the background and your principal's like, Hey, and we're gonna collect all this data, and guess what?
We're gonna talk about all of it when you come to PLC.
So make sure that you take, you know, your five hours it's gonna take for you to get all your presentation information together so that we can talk about it so then we can switch up everything that you're doing.
And I don't ever want technology to be as.
Separate entity.
I always want it to be something that coexists with whatever we're teaching, and it always has its niche and its part its role within what we're doing.
Never are you going to get a hundred percent buy-in, especially with three and four year olds with disabilities.
If you had 'em on tablets all day, just not going to happen.
The same with if I were to do direct instruction all day or if I were to sit them down in front of a. Particular computer program, you're not going to get the same.
Work expenditures.
I guess over that period of time, you are not gonna get your biggest bang for your butt over that whole duration.
You may get snippets of time, and so again, I think that technology plays a huge part in.
You know, the role of the principal being the instructional leader and bringing the person that, that brings that to the forefront.
So usually when there becomes a problem within a school or they've named some things that are like, Hey, you know what?
We really could hit multiple areas with this one bit of technology that would really either help with confidence buildings.
Speaking working together taking children and giving them different job requirements within that group that they're having to function through.
And that's part of the process is not necessarily being a hundred percent at whatever they're doing, but using the technology, getting used to the computer system, working with different software.
What is it like to work with people virtually?
Just think, well, we all went on COVID and everything was on the computer.
Boy, that was a learning curve, was it not?
You know, so it's the,
same with students and we know that computers are the way of the world.
They're already taking over people's jobs.
You basically could write an email with chat GPT you know, I could write a business plan with chat GPTI can do a whole lot of things with the internet.
And so we have got to start changing with those times as well because if our kids are not using technology or even having it presented in front of 'em just to be able to explore and navigate through that, our kids are going to be left behind.
And my role as an educator will and will always.
Be to provide the best education for the kids that are coming through my doors as I possibly can.
And so if I can give them a leg up, a step up, or for them to say, oh my gosh, I got to work on this really cool project when, you know, I was in kindergarten and Ms.
Shannon came and you know, she was working with us and I got to really work on.
Stuff.
And to me that, that reflection piece with those students, yes, they're having an amazing time doing whatever work or whatever things that, that you're doing on the computer, but they haven't realized and put it together yet that.
Oh, like I could actually do this for a job.
Like this is something that I could do.
And it's kinda like we then halt the creativity and the thought process of our kiddos as to what their future could look like if we don't integrate and allow them to have you know, the, that practice and practicality with that.
I think that's that.
That's absolutely fantastic point, because you know, the more you rally against technology, the more left behind you get.
And like you said.
It's here.
You know, there's big battles about do we regulate ai, do we not, whatever.
That hasn't been decided yet, so we know that Just saying, well, I'm just not allowing that.
Well, that doesn't prepare our students because they're going to have to learn these skills to be able to be successful with this technology.
And it's finding the right opportunities, like you said, in the right ways.
And also I think one of the biggest reasons, you know, and there's all the different research you know, the tpac and why teachers will accept technology and why they won't.
I think the biggest thing is we just, a lot of educators that know, they don't wanna feel like they're being replaced.
And so if I'm going to put a student, whether it's a tablet, whether it's vr, whatever, if I'm going to put them on some sort of.
Software or something that is doing the teaching, then that means I'm not doing the teaching and I'm the expert.
And so it, you know, if I'm going to give up their time with me, it has to be worth it and it has to be done in a way that doesn't feel threatening, but more as supportive.
And so as I've tried to get people to use technology more, that's been one of the biggest thing.
That I've noticed is that showing them how, Hey, this isn't replacing you.
This is how it, you can use it to help make your life easier and more effective and try to come at it from
that
lens.
And that's what I've always told teachers is that nothing is ever gonna be going to replace good teaching like a teacher would using technology, using different supplements.
Again, they are supplements, they are an additional add-on to support the learning and the work that, that you're supposed to be providing.
So if ever there is a time in which, you know, teachers are feeling as though.
Hey, I feel like I'm being replaced or I don't really know.
You know, I'm not having the control to be able to know whether or not that student is doing what I need for them to do because I'm not controlling the computer system or I'm not doing this, and I think it's more so just they're not.
They're not learning how to use the resources that are provided with that in order to make instructional goals and outcomes for students based off of that.
And it's a mind mind shift change.
And if they're not willing to shift, a lot of the times it's gonna be really hard to even get them interested in wanting to even open up the computer to check their email.
And we all know that there are teachers that are like that.
I'm not checking my email, even though they've been told they have to check it twice a day, you know?
They're just not doing it.
And so those are the ones that feel less and less comfortable with things and not confident in the work that they're able to provide.
And so there's always that pushback.
Yeah, for sure.
And you know, we, we taught with an 89-year-old woman who literally paid
somebody to check her email and take her attendance 'cause she refused to do it.
So, but man, she had amazing penmanship 'cause she had the same lesson plan book since like 1970.
She just
turned it in every year.
And,
Hey, way to recycle.
She's
Yeah.
Right.
And her cursive was impeccable.
Like it was beautiful penmanship.
I will give her that big up Ms. Crowley.
But yeah.
As we're kind of,
No need to
Bringing this, yeah.
Oh, as we bring this fantastic, wonderful, delightful conversation we've had towards the end, is there anything that we kinda didn't cover?
Anything that you just wanted to, you know, we still got the closing countdown, but is there anything that you wanted to kind of just let people know?
You know, like, Hey, whether it's about early childhood teacher, administrator, whatever, is there anything else you just felt like you
wanted to say?
I just wanna say, you know, anybody who is in education these days, I mean, there's, you have to have like a little touch of crazy to be an educator anymore just because of all of the random, ridiculous things that come your way or just not really sure what's.
When you think you've seen it all and you have, you know, and then you see something new and you're like, oh man.
I just wanna say thank you to all of our wonderful teachers and assistants and custodians and nutritionists and everyone who.
Plays a part in the role of children and raising children.
And I'm not just talking about the young kiddos, I'm talking about high school, middle school, all age students.
We really need to start taking care of ourselves and each other.
Instead of worrying about how are we going to one up somebody else or taking care of other things that are meaningless, we need to get back to, you know, really loving and caring for each other.
Raising students and raising kids to be good leaders and good role models and people who wanna help and take care of other people.
And so education is a great way for those of us who have that nurturing aspect and that care to really be able to branch out and reach more people.
And so I have had.
The blessings and opportunities that I have had to work with some phenomenal people, and I've learned some amazing lessons over time.
Some good, some bad, but I have learned so much as an educator and I hope that anybody who's listening and anybody who sees this knows that there are so good people out there who want the very best for your kids.
And.
Are willing to do what it takes to get 'em to where they need to be so that they have every possibility moving forward in the right direction, fighting for them.
And, looking for their be out for their best interest.
So thank you so much to all the educators out there.
Thank you so much to people like you who are really trying to put the word out there in different avenues, in different ways.
You know, we have to continue to keep fighting the good fight because we have to do what's best for our kids and that's the only way our nation will heal and be able to move forward.
Is to be able to be productive and be happy and raise people to do the right thing and do what's noble and fair
That's absolutely perfect play.
And I feel like education's a place where everybody is welcome and whether, you know, if you've got a midnight deadline and you turn it in at 1159,
or
it still
you turn it in two weeks ahead of time, it still counts.
I was nervous today.
I knew we started at two to
record this.
I was like, she gonna be in the waiting room at 10 o'clock this morning.
So
I was ready.
I now see that.
That's one thing with my role, I've had to learn to really be flexible and learn to pivot and I am trying to do a whole lot better now.
So I'm not great, but I'm better.
there you go.
You didn't know that I was preparing you
for
your role there.
See exactly.
Progress, not perfection, baby.
Alright.
I'm excited about the closing countdown because I have an idea of what I think one of them
might be.
But it's okay if it's not, I will absolutely mention it.
So, I, it, I know typically I make it completely not work related, but this one I thought was kind of fun because.
It is work related, but it also doesn't have to be.
'cause I know you do a lot of stuff.
You very organized and everything.
So my favorite, my top for your closing countdown is what are the top three school slash office supplies that you are weirdly
oh man.
Okay.
So I'm going to say post-it notes.
Post-it notes, I and I, and they have to be like pretty colors.
Like not really bold, but pretty colors.
So I have to have that
And do you like, like the half post-it or the full like, 'cause I can't stand the half post-Its 'cause they always come up.
So I lick a full sticky A full adhesive doesn't, not necessarily super sticky, but the whole post-it is
See, I.
as opposed to
I like the variety of all types.
I like the real big ones that you can work like on the wall with the big post-it ones, the little ones, the half size ones.
So I
can't really discriminate between which one I prefer more so.
But post-it notes definitely.
Let's see.
The next thing, definitely gotta have some good pens.
The gel ones, the gel pens are amazing.
Okay, and one more thing.
Ones that
don't smear too.
I can't stand that.
absolutely.
And I think probably my top one would definitely be one to three planners in one year, because you know, like you get one planner.
So like for instance, let me show you.
So I've got one planner here.
It's got all that stuff.
Then I got a calendar planner, that's a physical one.
And then I've got my calendar for my work stuff in my computer.
So then I have to merge all of the calendars to then come up with a master plan.
So you gotta have a really good planner.
Gotta have one.
I hear that 'cause like I love a good paper and pencil planner too, and like all the stickers and everything, but like I, couldn't always
fit everything in it so I could hear you
having,
Yeah, I mean, it was just a nice way to distract, so I wasn't actually planning, I was just, you know, jazzing it up.
But I, I can respect that for sure.
The one that I thought you were gonna go with, and this could be, it might be that, you know, thing, things are less printed out now, but I thought for sure
you were gonna say a 19 inch three ring binder.
As what it used, because.
A little backstory on Playa here that, that liaison position that she mentioned, I actually took that position over when she left and I walked into the
room and it's a funny story and I think it, it needs to be told, and I see this huge binder, which first off, I didn't even know they made binders that big.
Like, you know, your standard one inch, two inch three.
This was like a 19 inch binder.
It was like the biggest like rings.
They were like magician rings.
And I was just like, what?
Is this.
And Dr. Sherry Brown, if you're ever listening she was the boss.
And she would say to me, you know, she we're talking, she's like, well, now, you know, Stephanie was very organized.
I said, yes I know.
I can see.
And she's like, we're talking.
And she, well, you know, Stephanie had that, you know, she was very organized.
And I said, yep.
Yeah.
And then after the fourth time, I said, I got
it.
Stephanie was organized.
I was like I've got her binder here that weighs 75 pounds.
Like I got you.
She was organized.
I guarantee you Sherry would probably prefer you to me, but I got stuff done.
We just were different in how we accomplished our goals, but yeah, I thought it was
Well now, so I probably would have went there if we had more items that we could add to the list because I,
I got you.
That's okay
something here.
because I said three, so you know,
I do have a couple of binders that I do think that you'll be rather impressed with.
This is for early childhood, and you see it's all
look at those tabs too.
I know, like I know it's just like audio, but
man, if y'all could see this, it is tabbed
out.
I got another one over here too.
But no, I
have to blame this on Miss Kathy because Miss Kathy let me into that really cool like private like vault room that nobody gets to go to.
'cause I asked her, I said, Hey, do you have any three ring
binders?
She go, oh yeah, we got a whole bunch of stuff back here.
I was like, well, it's gonna kind of need to be a big one.
She was like, well, we have all this.
Stuff.
And to be honest with you, I think that binder ended up being one of those binders that you put like the school yearbook like that year's photo in for the
class.
And so it was in that, but it was an empty one, and she was like, well, we're probably never gonna use that.
I was like, oh, I'll take it.
This looks super sturdy.
It'll be great.
And it had like, you know, it was like, I don't know, 10 inch binder, like, you know, the ring was huge.
And so I loaded that thing up with all that stuff for that class.
Yeah.
Ka Dr. Brown, her and I think were kind of on the same wavelength, so that's probably why she kind of wigged out a little bit, just because her and I are kind of, you know, we're kind of tightly wound when it comes to that kind of stuff.
So I was wondering how that was gonna work out for you, but I'll never forget when, you know, you had told me that the binder wasn't gonna work for you.
I was like, oh man.
I did get it and take, I brought it though.
I gave it back to you.
I took that thing, I was like, play is getting this binder.
And I'll never forget when Dr. Brown was like, oh, did you apply for that conference?
Mind you, this was September and no, this was like late August and it was due by October.
And I was like, you mean the one where it's due in October?
And she's like, yeah.
And I'm like,
And it's August.
Yeah.
Did you apply for it yet?
I said
no,
Sherry, I didn't apply for that.
No.
was starting to get worried for you when you told me that, and I was just like, oh gosh.
But I know how you are.
Like you're amazing and you can get it done in, in, in that amount of time, I would not have enough trust in myself to even remotely come close to even making that work.
that's the whole point.
We all work and learn differently and we can all be successful and we appreciate each other's, you know, idiosyncrasies and that's what I think education is all about.
Absolutely.
Well, Playa, this has literally been the best, I've loved everybody on the podcast pop, but I've been.
So fortunate for you to join me and I'm so glad that, we get to highlight you and all the amazing work that you've done and are continuing to do.
And that 2026 on the pop is gonna be a lot about actual I have a lot more practicing educators and stuff like that.
So, thank you so much for joining me.
Keep fighting the good fight and I can't wait to see what 2026
brings for
you.
ooh, I can't wait and I hope I get the opportunity to come back on the pop again.
This will be so much fun.
so thank you so much for everything that you do and everything you put out there for all of the listen.
Well, Thank you, Mrs. Breed love.
And You can come back anytime.
You're
welcome on the pop.
Awesome.
Well, I look forward to it.
Alright.
Thank you.
All right.
Bye.