WEBVTT NOTE This file was generated by Descript 00:00:08.272 --> 00:00:10.522 Jeff Bradbury: Hello everyone, and welcome to today's show. 00:00:10.732 --> 00:00:15.232 You're listening to the EdTech Startup Podcast, part of the BE Podcast Network. 00:00:15.562 --> 00:00:23.152 My name is Jeff Bradbury, and today we have an amazing story for you about an educator who decided to turn a dilemma into an opportunity. 00:00:23.422 --> 00:00:33.292 And I think this story might resonate for so many of you out there who has ever found yourself in a classroom and wondered, how the heck did I get these students to be all in the same room? 00:00:33.652 --> 00:00:37.882 At the same time, if that sounds like something you've ever said in your classroom, stick around. 00:00:37.882 --> 00:00:40.042 We have a wonderful conversation for you today. 00:00:40.342 --> 00:00:54.157 For more information about this podcast and others from the BE Podcast Network, please visit be podcast network.com where you can find great educational podcasts from educators just like yourself, featuring those, looking to make a difference in your classroom. 00:00:54.787 --> 00:00:57.067 And make a real impact on the world around you. 00:00:57.487 --> 00:01:01.447 My guest today is the co-founder and CEO of a fantastic company called Class Composer. 00:01:01.447 --> 00:01:05.827 He is also an educator who knows how to get things done in the classroom. 00:01:05.827 --> 00:01:08.587 I want to bring on today, Mr. Mike Croley. 00:01:08.587 --> 00:01:09.817 Mike, how are you today? 00:01:09.907 --> 00:01:10.492 Welcome to the podcast. 00:01:12.142 --> 00:01:14.362 Mike Cronley: I'm doing well, Jeffrey, thanks for having me. 00:01:14.812 --> 00:01:16.192 Jeff Bradbury: It is so great to have you. 00:01:16.192 --> 00:01:17.392 So great to meet you. 00:01:17.602 --> 00:01:22.912 You have an amazing story to share in the classroom for so many years. 00:01:23.512 --> 00:01:30.562 Got an idea, and now you're out there trying to help and support teachers nationwide and worldwide. 00:01:30.982 --> 00:01:34.282 First of all, before we get into all of that, talk to us a little bit about yourself. 00:01:34.612 --> 00:01:35.512 Who is Mike Croley? 00:01:37.402 --> 00:01:38.002 Mike Cronley: Um. 00:01:38.467 --> 00:01:40.927 I am originally from Ohio. 00:01:41.707 --> 00:01:42.727 Uh, born and raised. 00:01:42.727 --> 00:01:44.257 I graduated from Ohio State. 00:01:44.857 --> 00:01:51.337 Uh, I moved out to Colorado, uh, when I was in my twenties, uh, to be a ski bum and I never left. 00:01:52.237 --> 00:01:57.697 Um, so, uh, have a great wife and family. 00:01:57.967 --> 00:01:59.887 Um, our kids, two kids are in college. 00:02:00.547 --> 00:02:06.217 Um, as you mentioned, I was a, um, third grade teacher for 12 years and transitioned out to. 00:02:07.042 --> 00:02:08.182 Start class, composer. 00:02:08.392 --> 00:02:14.512 Um, but I love, uh, the Colorado lifestyle, obviously since I chose to stay here. 00:02:14.572 --> 00:02:17.722 Um, skiing and biking and camping. 00:02:18.262 --> 00:02:24.472 So, um, and I can't forget, we have two standard poodles who are our, our new children. 00:02:24.472 --> 00:02:24.682 Right. 00:02:24.802 --> 00:02:27.742 Um, that we, so, um, 00:02:29.632 --> 00:02:34.087 Jeff Bradbury: well, I. Entrepreneurs, entrepreneurs out there. 00:02:34.147 --> 00:02:37.207 You were doing your thing and then something happened. 00:02:37.207 --> 00:02:39.697 You had an idea and ran with it. 00:02:40.567 --> 00:02:42.157 Take us back to that moment. 00:02:42.157 --> 00:02:44.047 You said you were teaching third grade. 00:02:44.467 --> 00:02:45.607 What was life like? 00:02:45.607 --> 00:02:54.277 What was it like being a third grade teacher and what was it that had you come up with this concept for class Composer 00:02:56.857 --> 00:02:59.857 Mike Cronley: taught for 12 years and. 00:03:00.937 --> 00:03:01.987 I really loved it. 00:03:02.707 --> 00:03:16.327 Looking back, um, you know, that alignment of what you're good at and the mission and serving kids and families like I, I felt like I was where I belonged. 00:03:17.137 --> 00:03:26.017 Um, but the moment that planted the seed, and it really was a moment I was talking with our music teacher, Donna. 00:03:27.067 --> 00:03:46.087 In the fall, you know, probably five or six weeks after school started, we were in the, you know, lunch break room and she just kind of casually mentioned that she taught one of her classes in the morning and these two boys were together in the same class. 00:03:46.867 --> 00:03:54.877 And she was like, that was flagged and those kids should have been separated based on their behavior last year. 00:03:56.707 --> 00:04:07.807 Almost at the same time we were, we said, wouldn't it be great if there's a software program that kind of would catch that or stop that silly air from being made? 00:04:08.827 --> 00:04:11.767 And that was the start of class composing. 00:04:12.217 --> 00:04:13.687 Jeff Bradbury: That was your aha moment. 00:04:14.587 --> 00:04:16.087 Mike Cronley: It was for sure. 00:04:16.927 --> 00:04:22.057 Jeff Bradbury: And talk to us a little bit about what Class Composer is, who is it for? 00:04:22.057 --> 00:04:23.047 Who's it designed for? 00:04:23.047 --> 00:04:23.947 Is it teacher based? 00:04:23.947 --> 00:04:25.147 Is it district based? 00:04:25.477 --> 00:04:29.377 Um, what can we find over@classcomposer.com? 00:04:31.717 --> 00:04:41.827 Mike Cronley: So we're at our, at our Heart, we're a software program for the backend of, uh, an an administrative task that happens. 00:04:42.472 --> 00:04:44.692 Specifically for elementary schools. 00:04:45.352 --> 00:04:49.552 Um, so it's not, uh, teacher facing, um, oh, sorry. 00:04:49.762 --> 00:04:50.992 It's not student facing. 00:04:51.682 --> 00:05:03.172 Um, so it's an administrative tool and what it does is, you know, I think there's two value propositions, but the one I want to focus in on is the second one. 00:05:03.742 --> 00:05:09.622 The first one is we, we streamline a laborious paper-based process. 00:05:10.417 --> 00:05:22.237 Of deciding where to play students into classes in the elementary grades as they move up, you know, third to fourth, fourth to fifth, as the year ends, the new year begins. 00:05:23.107 --> 00:05:32.832 Um, so it's just a time consuming, frustrating way to manage all this data about kids and ensuring they end up in equitable classes. 00:05:34.447 --> 00:05:36.037 So that's our first value proposition. 00:05:36.037 --> 00:05:46.477 But really what we're about and what drives me is the output of this inefficient process usually results in inequity. 00:05:47.047 --> 00:05:55.807 And what happens is, as a teacher who's ever taught elementary, you know this and it's what you're trying to avoid. 00:05:56.767 --> 00:06:00.137 And it's this idea of, I hope I get a class, a good class this year. 00:06:01.252 --> 00:06:12.202 Before the year starts, because we've all been in a scenario where you didn't, and the distribution of kids that ended up in your class weren't, weren't equitable. 00:06:12.712 --> 00:06:19.522 And the the key point is in the elementary world, there's no switching. 00:06:19.942 --> 00:06:20.572 Typically. 00:06:20.857 --> 00:06:27.112 Once that class is kind of written down and you start teaching day one, you know, they're based on their age. 00:06:27.982 --> 00:06:32.602 You're trying to build this classroom culture, and they spend most of the day with you. 00:06:32.872 --> 00:06:51.052 They'll go out for specials like, you know, music or art, but you know, all the instruction academically is typically done by you and you just can't say to a kid three weeks in to the school year like, oh gosh, Johnny, we, we kind of messed up and you shouldn't have been in this class. 00:06:51.802 --> 00:06:55.972 And, and it's imbalanced, like, Johnny's like, well, you just. 00:06:56.707 --> 00:06:59.377 I'm, I'm with my friends now and you taught me the routine. 00:06:59.377 --> 00:07:01.207 You can't, you just can't take me out. 00:07:01.987 --> 00:07:06.397 So those classes get locked in stone and that impacts the whole year. 00:07:07.477 --> 00:07:18.877 Um, if there's behavior issues, too many challenging behavior students, too many low academic kids, too many high gifted and talented, where you can't meet their needs, um, as best as you would like to. 00:07:19.117 --> 00:07:21.367 So there's all these different scenarios that come out of this. 00:07:21.892 --> 00:07:32.122 Inequitable distribution, and that's really what we're about, is trying to make good, balanced, equitable classes across the grade level where teachers can be effective. 00:07:32.752 --> 00:07:34.072 Students feel comfortable. 00:07:34.072 --> 00:07:36.892 It's a good environment to be in for that whole year 00:07:38.122 --> 00:07:46.402 Jeff Bradbury: when you're working with schools and school districts to make sure that all of their classes are equitable, equally balanced, as you mentioned. 00:07:46.792 --> 00:07:49.552 What are some of the feedback that you're receiving? 00:07:49.972 --> 00:08:03.442 From class composer, whether it be from teachers who are being supported by it, or administrators who are working with it, or building principals who are using it, what's the, uh, overall thoughts and compliments on it? 00:08:05.092 --> 00:08:13.222 Mike Cronley: I think most of the feedback we get is it, it, it solves that first value proposition of, gosh, it saved us so much time. 00:08:13.852 --> 00:08:18.862 Um, and, and that's the immediate, um, response when. 00:08:19.942 --> 00:08:29.992 The customers start using us and there's always hesitancy, which is normal for teachers and administrators to start a new program because it's a risk. 00:08:29.992 --> 00:08:37.972 It's a big risk because we've all been burned before with promises of efficiency and easy to use. 00:08:38.062 --> 00:08:43.462 And onboarding and getting set up is easy, but in reality it's not. 00:08:43.672 --> 00:08:47.362 Um, and we've worked really hard to make it simple. 00:08:48.127 --> 00:08:59.437 Um, from step one, but they really, they really like the time savings and I, and I'm trying to promote more of, and, and it's almost inherent they know this. 00:09:00.157 --> 00:09:07.027 Um, but ultimately it's the, the value proposition of getting equitable classes. 00:09:07.087 --> 00:09:16.452 And we do get feedback and that's the ones I think I love to hear the most is the year started and the teachers say, yes, this was a great. 00:09:18.412 --> 00:09:20.302 And we didn't have any challenging classes. 00:09:20.632 --> 00:09:22.432 So to me, that's the ultimate feedback. 00:09:22.432 --> 00:09:30.022 But to answer your question, I think most the time we hear that they just love the time saving and simplifying it. 00:09:30.862 --> 00:09:37.252 Jeff Bradbury: Now, I would imagine that this saves school districts, uh, tons of hours putting things together. 00:09:39.202 --> 00:09:39.652 Mike Cronley: Yes. 00:09:40.252 --> 00:09:43.582 And, and it's, it's not just. 00:09:45.307 --> 00:10:05.017 The, you know, it, it cuts across the board because teachers are involved in this process typically, where since they know the kids, they're the ones doing the data entry, writing it on paper cards, doing the shuffling to build classes for the grade level above them, that gets vetted and approved by the administrators. 00:10:05.527 --> 00:10:06.997 So it cuts across the whole school. 00:10:06.997 --> 00:10:09.367 The teachers save time and administrators save time. 00:10:10.027 --> 00:10:13.357 Um, and, and the other part is, which is. 00:10:13.747 --> 00:10:29.257 It's a little bit of the wild west sometimes, just from my experience at the school I taught at, even in an individual school, you could walk down the hallway and third grade is doing it this way, even though, you know, there's been some guidelines presented. 00:10:29.317 --> 00:10:32.527 But in reality, when it's paper, like who knows what's happening. 00:10:33.007 --> 00:10:38.497 So there's not really standardization at a grade level or even in a district of how the process is done. 00:10:39.007 --> 00:10:42.547 So, um, and I am, I'm in the camp of. 00:10:42.862 --> 00:10:58.132 I think teachers should have autonomy, and I think teachers are best when they're doing what they love and they, they're finding their voice as a teacher, but sometimes let's standardize some processes to make the outcome better across the school and across the district. 00:10:58.132 --> 00:11:01.252 And I think we, we have a good story to tell in that regard. 00:11:01.942 --> 00:11:06.262 Jeff Bradbury: Well let, let's talk a little bit about that story right there you are talking to your music teacher. 00:11:06.907 --> 00:11:12.217 And you had an idea, was it right away you went home and started putting this together? 00:11:12.217 --> 00:11:13.027 Did you sit on it? 00:11:13.027 --> 00:11:14.407 Did you wait over the summertime? 00:11:14.407 --> 00:11:18.007 Did you go talk to somebody to kinda get some feedback? 00:11:18.007 --> 00:11:20.287 What was it like to make that decision? 00:11:21.067 --> 00:11:31.507 And then I, I'd love to hear the story of actually saying to somebody else, or even saying to yourself, I'm going to leave the classroom and pursue this. 00:11:32.497 --> 00:11:33.397 What was that like? 00:11:35.082 --> 00:11:37.057 Mike Cronley: It, it, it evolved over time. 00:11:37.537 --> 00:11:53.587 Um, so from the time of that conversation with Donna until I actually left the classroom, it was probably seven years and I, um, was teaching and like it really stuck in my brain. 00:11:53.617 --> 00:11:55.687 Like it was very much an aha moment. 00:11:56.047 --> 00:11:58.207 And it was one of those things I couldn't let go. 00:11:58.717 --> 00:11:59.377 And every year. 00:12:00.892 --> 00:12:03.922 I kind of was this outside observer a little bit. 00:12:03.922 --> 00:12:09.532 I remember I have, I have these pictures I took of my, uh, co-teachers in my grade level. 00:12:09.862 --> 00:12:18.562 I bugged the principals that, uh, are at my school and said, Hey, can I work on this and try to make it better? 00:12:18.892 --> 00:12:25.372 We use paper like pink and blue cards primarily, and I was bugging 'em and like, Hey, let's try this and do this. 00:12:25.792 --> 00:12:26.842 So it really became. 00:12:27.247 --> 00:12:29.227 A side passion project. 00:12:29.857 --> 00:12:38.707 And then, um, maybe three or four years later from that conversation with Donna, I was like, man, this, this really could make a difference. 00:12:39.337 --> 00:12:46.807 And at that time I couldn't find any, um, other products out there searching on the internet. 00:12:46.807 --> 00:12:52.537 So I was like, gosh, this is like a, like a wide open space here to innovate. 00:12:52.987 --> 00:12:55.387 So then I started really spending time on the weekends. 00:12:57.007 --> 00:12:59.857 More in the design phase, like how would it look, right? 00:12:59.857 --> 00:13:03.577 How would, how would it actually be in the world of software? 00:13:04.117 --> 00:13:08.047 And, you know, spent a lot of time on it and, gosh, so many iterations. 00:13:08.497 --> 00:13:21.037 And then while I was teaching, I was trying to meet developers to partner with me and that was really challenging, very difficult, um, to do that while I was working full time. 00:13:21.937 --> 00:13:22.507 But, um. 00:13:23.527 --> 00:13:25.987 Yeah, it, it evolved over, over that time period. 00:13:25.987 --> 00:13:37.597 And then to answer your last question, it's like, I think any entrepreneur who's kind of taken that leap, the pain of not doing it outweighs the pain of staying. 00:13:38.377 --> 00:13:42.187 And it reached a point for me, I was just like, gosh, I, I just cannot let this go. 00:13:42.187 --> 00:13:48.547 And I, I just believed in it so much and I was like, I, I gotta, I gotta give it a try. 00:13:48.667 --> 00:13:48.877 So. 00:13:50.992 --> 00:13:53.722 Jeff Bradbury: One has to ask the question, like, do you miss it? 00:13:55.012 --> 00:13:55.852 Mike Cronley: Do you miss third grade? 00:13:56.932 --> 00:13:57.532 I do. 00:13:57.922 --> 00:14:05.932 And, and I, I loved being a teacher and I think there's moments I have in the classroom that I just, you just can't talk. 00:14:05.932 --> 00:14:06.142 Right. 00:14:06.142 --> 00:14:10.132 The experience of impacting kids and you hope you impacted them. 00:14:10.547 --> 00:14:10.967 Jeff Bradbury: Mm-hmm. 00:14:11.047 --> 00:14:11.057 Mike Cronley: Academic. 00:14:11.107 --> 00:14:14.062 Um, but it, it was hard. 00:14:14.062 --> 00:14:14.962 It's a hard job. 00:14:14.992 --> 00:14:15.322 Right. 00:14:15.412 --> 00:14:16.132 So, um. 00:14:17.377 --> 00:14:26.947 We, where I live, there's an elementary school in our neighborhood where our kids went actually, you know, and there's times I'm driving by and I see the kids going in the classroom and it's just like, wow. 00:14:26.947 --> 00:14:28.897 That's, it's, it's an amazing thing, right? 00:14:29.077 --> 00:14:37.177 These kids are going into this building and there's a lot of people who care about them, love them, and are trying to help them, right? 00:14:37.777 --> 00:14:41.827 Um, so I do miss it and I love the interaction with kids and I do miss that. 00:14:42.277 --> 00:14:42.817 Um. 00:14:43.792 --> 00:14:47.752 There's, there are the downsides of being a classroom teacher, which everybody knows, right? 00:14:48.322 --> 00:14:49.822 It's not an easy thing every day. 00:14:49.822 --> 00:14:55.282 So, um, but yes, I, I, I do miss uh, interacting with kids every day, 00:14:56.332 --> 00:14:58.192 Jeff Bradbury: so I, I'm sure there's a lot of crossovers. 00:14:58.192 --> 00:14:59.752 You know, I, I get the question too. 00:14:59.752 --> 00:15:04.042 I, I, former music teacher now working in the technology field, right? 00:15:04.042 --> 00:15:09.442 And people say, how did you go from teaching violin to teaching Google? 00:15:09.592 --> 00:15:12.352 And I find there's a lot of similarities here. 00:15:12.907 --> 00:15:24.727 I would imagine managing a group of third graders, which is herculean enough, is very similar to managing a software development company or a team of people who are putting together this. 00:15:24.727 --> 00:15:27.367 You still know where you want to go, you gotta get there. 00:15:27.367 --> 00:15:28.597 Sometimes it's baby steps. 00:15:28.597 --> 00:15:30.307 Sometimes you can take that giant leap. 00:15:30.607 --> 00:15:38.917 But what are some of those educational skills that you are finding are now leading or guiding you? 00:15:39.577 --> 00:15:42.427 Your ability to create class composer? 00:15:44.977 --> 00:15:46.087 Mike Cronley: Yeah, there's a lot. 00:15:46.147 --> 00:15:48.637 Um, I think the, 00:15:51.097 --> 00:16:00.877 the idea of how to start at step one and break things down, break things down really simply. 00:16:02.452 --> 00:16:03.502 Really helped. 00:16:03.772 --> 00:16:11.482 And like I I mentioned earlier, like we, we've spent a lot of time and I really cared about this, a great deal of how do you get started? 00:16:11.782 --> 00:16:12.982 It's a brand new program. 00:16:13.552 --> 00:16:14.602 How do you get started? 00:16:14.602 --> 00:16:15.412 What's step one? 00:16:15.832 --> 00:16:17.602 And is it, is it sequential? 00:16:17.602 --> 00:16:18.652 Is it intuitive? 00:16:19.132 --> 00:16:28.642 And I think that was beat into me by really great teachers I worked with and with administrators, how to deliver a good lesson, right? 00:16:30.037 --> 00:16:32.347 You know, how do I start at step one? 00:16:32.347 --> 00:16:38.377 How do I take it through to the end and seeing this picture evolve the whole lesson, right? 00:16:38.887 --> 00:16:50.682 So I think that was one of the things that carried over, um, starting this project, is I really wanted it to be, um, intuitive and simple and very sequential in nature. 00:16:51.062 --> 00:16:54.667 Um, to make it easy, you know, as, as much as I could. 00:16:55.252 --> 00:16:55.282 I, 00:16:56.152 --> 00:16:57.742 Jeff Bradbury: I, I love that answer. 00:16:57.832 --> 00:17:07.402 And, and I ask this of a lot of entrepreneurs who used to be educators or are educators, and it's funny that you say that 'cause it's the same answer that I get from everybody. 00:17:07.942 --> 00:17:10.912 Being a project manager is just like making a lesson plan. 00:17:11.332 --> 00:17:11.902 Where am I? 00:17:11.902 --> 00:17:12.592 Where am I going? 00:17:12.592 --> 00:17:13.582 How am I gonna get there? 00:17:13.612 --> 00:17:18.082 And what are the contingencies in case you go left and right on the conversation? 00:17:18.082 --> 00:17:18.352 Right? 00:17:18.892 --> 00:17:21.922 And one of the things that you always figure out is. 00:17:22.462 --> 00:17:25.912 You're going to come to a place where you do have that aha moment. 00:17:25.912 --> 00:17:29.452 You do have that spot where you're like, okay, this is gonna be all right. 00:17:29.752 --> 00:17:30.652 This is gonna work. 00:17:30.862 --> 00:17:43.282 So I gotta ask you here, as a educator turned business executive, what has been your biggest, teachable moment in this entire process of creating class composer 00:17:46.552 --> 00:17:47.722 Mike Cronley: for other entrepreneurs? 00:17:48.847 --> 00:17:49.237 Jeff Bradbury: Could be. 00:17:50.167 --> 00:17:50.527 Mike Cronley: Okay. 00:17:51.367 --> 00:17:53.347 Uh, I, I don't know if I have one. 00:17:53.647 --> 00:17:54.157 Um, 00:17:56.587 --> 00:17:59.287 this, there's a lot that goes into it. 00:17:59.437 --> 00:18:11.857 Um, I think listening is really important, you know, in the early days for entrepreneurs, you know, listening to the customers, um, and it, it doesn't go away. 00:18:11.917 --> 00:18:15.007 E even now, like we're, we're about to release a new. 00:18:15.547 --> 00:18:19.327 You know, feature enhancement to our, our program. 00:18:19.957 --> 00:18:22.867 And that all came from feedback. 00:18:23.677 --> 00:18:26.947 And it's like, it's a never ending process. 00:18:26.947 --> 00:18:30.397 You're always listening and it, and it's a, it's a mix, right? 00:18:30.457 --> 00:18:36.577 You have to have this almost insane level of commitment. 00:18:36.577 --> 00:18:44.347 Like, like there's a point where you're like, like this, this is like any outside person would be. 00:18:45.052 --> 00:18:55.102 This is insane what you're doing because the risks are so high and the commitment is so high, and you are, you are just driven, right? 00:18:55.342 --> 00:19:01.642 You're, you're just full speed ahead, you know, just going for it, right? 00:19:02.812 --> 00:19:07.642 But on the other hand, you have to kind of have that listening part of it too. 00:19:08.752 --> 00:19:10.292 You know, it's like you're sprinting full speed, but. 00:19:10.882 --> 00:19:14.302 Somebody over your shoulder is saying, Hey, have you thought about this? 00:19:15.022 --> 00:19:17.632 And you gotta listen to that, right? 00:19:17.782 --> 00:19:21.652 And you might not change your course, but you gotta keep that open, right? 00:19:22.342 --> 00:19:27.082 So it's a, it's a very much a, um, split brain type of thing. 00:19:27.532 --> 00:19:38.872 Um, and I think there's a lot of entrepreneurs who are just, they're going for it and, but they're not listening to their customers and they're not iterating and they're not pivoting if they need to pivot. 00:19:40.147 --> 00:19:45.727 They just keep going down their original idea and that, you know, is a recipe for, um, problems. 00:19:45.727 --> 00:19:46.027 Right? 00:19:46.627 --> 00:19:50.947 So, um, you know, there's a lot to learn, but that was the one that came to mind. 00:19:51.037 --> 00:19:52.387 Um, when you asked me, 00:19:53.437 --> 00:20:05.832 Jeff Bradbury: can you, can you think of any good advice that maybe another teacher entrepreneur gave you something that kind of kept you going and maybe something that has turned class composer into what it is today? 00:20:07.417 --> 00:20:19.027 Mike Cronley: Yeah, I would, I would say, you know, that transition from being a teacher to being an entrepreneur and, you know, you, you have a dream, you have a vision, and you want to impact the world. 00:20:19.597 --> 00:20:29.077 Can, what can you do as, as simply and as inexpensively to vet your idea? 00:20:29.857 --> 00:20:33.007 Like, how can you, how can you test it? 00:20:34.237 --> 00:20:42.427 At, at the smallest micro level to get validation feedback from your intended audience. 00:20:42.967 --> 00:20:53.707 And I think from when I started till now, I think that has become a lot easier to do, um, to get that feedback or, or run a test, right? 00:20:54.727 --> 00:20:55.897 To give validation. 00:20:56.017 --> 00:20:58.357 Um, so I think that's something. 00:20:59.302 --> 00:21:08.332 I would strongly, um, recommend is, you know, don't, don't take out a big chunk or try to do a big chunk. 00:21:08.332 --> 00:21:11.392 Like can we just give it a little, go here and see what happens? 00:21:11.392 --> 00:21:11.632 Right. 00:21:12.352 --> 00:21:15.202 Um, and I think that is smart. 00:21:16.342 --> 00:21:30.082 Going forward, even after you get it off the ground and it has some traction, keep thinking about that as your, as your, you know, litmus test is like, Hey, what can I do that's kind of small to test this out and not commit everything to it? 00:21:30.682 --> 00:21:36.592 Um, because that, that's when things, it's hard to go back like a, it's like a, a door. 00:21:36.922 --> 00:21:40.612 Like sometimes there's, there's decisions you're making and it's just like, it's a one way door. 00:21:40.612 --> 00:21:42.532 And if you really commit everything. 00:21:43.072 --> 00:21:44.692 To go through that one way door. 00:21:44.752 --> 00:21:49.492 It's really hard to go back, you know, kind of thing and, and change, right? 00:21:49.822 --> 00:22:02.392 So, you know, do a lot of testing inexpensively, simple, quickly as you can to get, hopefully the feedback from the user, the audience you're trying to hit, where they say, this is awesome. 00:22:02.932 --> 00:22:04.852 Yes, I would pay for that, right? 00:22:05.572 --> 00:22:09.157 Even though I don't see the whole flesh, that idea, like what you're showing me is. 00:22:10.747 --> 00:22:14.467 Exciting, and I would pay for this if you built it out, type of thing, right. 00:22:14.467 --> 00:22:14.587 So I, 00:22:15.457 --> 00:22:16.927 Jeff Bradbury: I think that's some great advice. 00:22:16.927 --> 00:22:26.917 You know, a lot of times entrepreneurs have this idea in their head and just as you said, they're going for it, but it's the audience that says, Nope, this is really what we want. 00:22:27.547 --> 00:22:32.887 And sometimes it is difficult and sometimes it's, oh, of, of course, let's just, let's go do that. 00:22:32.887 --> 00:22:35.767 And then they're successful over the time of building this. 00:22:37.492 --> 00:22:39.862 What have you learned about yourself? 00:22:40.282 --> 00:22:42.682 Because this is a journey that you decided to go on. 00:22:42.682 --> 00:22:50.842 This is a journey that, that yes, you've got support from others in your support group and your family and, but what have you learned about yourself through this process? 00:22:53.122 --> 00:22:53.362 Mike Cronley: Um, 00:22:57.682 --> 00:23:05.242 I think, I think I learned, um, a lot about persistence and, um. 00:23:07.582 --> 00:23:14.887 It is taken a long time, um, and still a journey I'm on and I didn't know. 00:23:16.387 --> 00:23:27.427 This is one of the things you always hear about, you know, in the early days of advice, it's like, well, okay, like you think it's gonna take this much budget to get to this place starting out? 00:23:27.427 --> 00:23:33.697 And it's like, well, you might as well double that and then you might as well double or triple the amount of time it's gonna take. 00:23:34.642 --> 00:23:36.412 Like every entrepreneur was like, that's not gonna be me. 00:23:38.182 --> 00:23:39.202 And of course it was me. 00:23:39.532 --> 00:23:39.952 Right? 00:23:40.132 --> 00:23:51.802 So I think that that doggedness and persistence is something that, um, I had to, I had to learn. 00:23:51.952 --> 00:24:02.032 I had to like, I gotta stick with this longer than I wanted, wanted to as far as like my timeline of what I thought it would be at, at this moment didn't happen. 00:24:02.032 --> 00:24:02.242 Right. 00:24:02.302 --> 00:24:03.622 And I had to kind of hang in there. 00:24:04.597 --> 00:24:05.797 And really stick with it. 00:24:06.097 --> 00:24:08.977 And, you know, this brings up another idea. 00:24:08.977 --> 00:24:16.717 It's like, you know, another kind of typical advice for startup founders is, do you really like your idea? 00:24:19.177 --> 00:24:24.007 Because if you don't, and, and your mindset is over here, which is totally fine, right? 00:24:24.007 --> 00:24:28.957 Like there, there is total validity and I want to do a startup to make money, right? 00:24:29.647 --> 00:24:30.007 But. 00:24:30.442 --> 00:24:42.622 If it takes a long time and you gotta live with it and you gotta do all this work in it over a long period of time, like is it something you're passionate about, is something that you, you could see yourself doing for a long time? 00:24:43.132 --> 00:24:43.372 You know? 00:24:43.372 --> 00:24:47.632 And that's another consideration of the idea, right? 00:24:47.842 --> 00:24:48.022 So 00:24:49.072 --> 00:24:52.582 Jeff Bradbury: sometime this year there's gonna be a third grade teacher. 00:24:53.137 --> 00:25:03.907 Talking to their music teacher and sometime this year that third grade teacher's gonna have an idea to do something and try their hardest to get it out there. 00:25:04.117 --> 00:25:07.537 What advice would you have for that third grade teacher this year? 00:25:09.157 --> 00:25:11.917 Mike Cronley: I, I would say, uh, let's talk, 00:25:14.257 --> 00:25:20.707 I would, I would love to talk with them, uh, on the phone and, or just even a video call and to reach out. 00:25:20.707 --> 00:25:20.767 Um. 00:25:22.717 --> 00:25:39.997 And I, I, I think the main thing is, you know, is it, is it something you believe in and it excites you and you're like, yeah, this is, this could be like, I'm energized by this. 00:25:40.507 --> 00:25:46.207 Then just go inside your little circle and talk to your co-teachers and say, Hey, I got this idea. 00:25:46.837 --> 00:25:47.647 What do you think? 00:25:48.847 --> 00:25:59.287 Just, just start talking to people about it that you trust and are knowledgeable in that space of education and just, just see what they say, right? 00:25:59.947 --> 00:26:09.037 Um, and then, and then at that point, if you're getting really good feedback and it's like, yes, I think this is pretty good, what can you do? 00:26:12.277 --> 00:26:13.777 Get it to be real. 00:26:14.077 --> 00:26:18.487 And, and it doesn't have to be real in the sense of it's actually built out. 00:26:18.487 --> 00:26:19.567 Can you mock it up? 00:26:20.227 --> 00:26:21.757 Can you do some prototypes? 00:26:22.387 --> 00:26:28.867 Can you just make it, make it visual for someone to see this is what I'm gonna do. 00:26:29.197 --> 00:26:29.527 Right? 00:26:30.067 --> 00:26:36.517 And then, um, from there, you know, that, that kind of informs where you can go. 00:26:37.462 --> 00:26:41.872 But you, you need to get validation, not just from you. 00:26:41.902 --> 00:26:49.282 You have to touch base with other people to see if your idea holds water or not. 00:26:49.312 --> 00:26:49.642 Right? 00:26:49.942 --> 00:26:52.102 And, and if they get excited about it too, like you do, 00:26:54.562 --> 00:26:59.002 Jeff Bradbury: where can we go to find more information about the great things over at Class Composer, Mike? 00:26:59.002 --> 00:26:59.962 How do we get in touch with you? 00:26:59.962 --> 00:27:01.402 How do we get in touch with the application? 00:27:01.402 --> 00:27:06.592 If I, if I'm a building leader and I'm looking to work on my schedule, 'cause this is the time. 00:27:07.042 --> 00:27:08.782 We're starting to think about next year already. 00:27:09.142 --> 00:27:10.822 Where do we go and how can we do this? 00:27:13.162 --> 00:27:13.762 Mike Cronley: Yes. 00:27:13.762 --> 00:27:20.032 So we are, um, we're on the worldwide web, uh, class composer.com. 00:27:20.752 --> 00:27:23.692 And, uh, I'm on LinkedIn, Mike Croley. 00:27:24.262 --> 00:27:25.762 Um, so. 00:27:27.082 --> 00:27:30.352 Both those ways are ways you can, you can reach out to us or me 00:27:30.802 --> 00:27:36.772 Jeff Bradbury: and we're gonna make sure that we have the links to Class Composer and Mike's LinkedIn in everything over in our show notes. 00:27:37.192 --> 00:27:39.862 And Mike, first of all, thank you so much for being on this show. 00:27:39.862 --> 00:27:46.072 You have an amazing story, one that I think every educator out there listening probably has had once in their life. 00:27:46.072 --> 00:27:48.112 Hey, there's gotta be a better way to do this. 00:27:48.412 --> 00:27:51.112 Um, you know, we've all had those classes where. 00:27:51.472 --> 00:27:53.662 How did they put this and this together? 00:27:53.662 --> 00:27:56.812 How come I have this and somebody else has that? 00:27:57.382 --> 00:28:00.172 And what do you do and what's the solution? 00:28:00.172 --> 00:28:04.342 And so urge you guys to check out everything over@classcomposer.com. 00:28:04.342 --> 00:28:05.812 It's an amazing little platform. 00:28:06.052 --> 00:28:10.342 And Mike, thank you so much for helping out today and thank you for being on a guest on our show. 00:28:11.392 --> 00:28:12.487 Mike Cronley: It was a pleasure, Jeffrey. 00:28:12.487 --> 00:28:13.087 Thank you so much. 00:28:13.597 --> 00:28:14.077 Jeff Bradbury: One more time. 00:28:14.077 --> 00:28:17.227 We wanna say thank you so much to Mike Croley for coming on the show today. 00:28:17.707 --> 00:28:26.857 For more information, head on over to class composer.com and that wraps up things over here on the EdTech Startup Podcast, part of the B Podcast network. 00:28:26.977 --> 00:28:33.007 For more information, head on over to b podcast network.com where you can find great educational podcasts. 00:28:33.027 --> 00:28:34.887 From educators just like you. 00:28:35.217 --> 00:28:43.617 So on behalf of everybody here in the B Podcast Network, my name is Jeff Bradbury, reminding you to keep up the great work in your classrooms and continue sharing your passions with your students.