WEBVTT NOTE This file was generated by Descript 00:00:11.513 --> 00:00:15.653 Mike Caldwell: Welcome to another episode of Transformative Principal Podcast. 00:00:15.653 --> 00:00:20.033 Joining me is Dr. Chris Culver from Oklahoma, friend of mine. 00:00:20.033 --> 00:00:21.803 Chris, welcome to the show. 00:00:22.043 --> 00:00:23.123 Chris Culver: Thanks so much for having me. 00:00:23.123 --> 00:00:26.093 I'm excited to share this space with you and, and to have this conversation. 00:00:26.093 --> 00:00:29.288 Excited to, to help folks and, um, explore the journey. 00:00:30.443 --> 00:00:31.553 Mike Caldwell: Yeah, absolutely. 00:00:31.973 --> 00:00:41.093 Well, I know you and I have gotten to know each other over the last year or so and have watched your kind of journey over the last year and kind of where, where you're going and stuff like that. 00:00:41.093 --> 00:00:52.943 I don't know if I know your complete history, um, now that we need to know all your history, but give a little bit of your background and then, um, obviously we wanna jump into the science of kindness. 00:00:53.003 --> 00:00:54.203 Um, I love that. 00:00:54.713 --> 00:00:57.053 Um, and the work that you're doing, um. 00:00:57.443 --> 00:01:01.823 With the orange sparrow and, and the work you're doing with schools and, and everywhere else. 00:01:01.823 --> 00:01:03.833 So excited to have that conversation. 00:01:03.833 --> 00:01:07.038 But share, share with the, the audience a little bit of your background. 00:01:07.988 --> 00:01:12.278 Chris Culver: Let's, uh, I won't take you all the way back, but I will take you a little bit, um, just to give you, get the 00:01:12.278 --> 00:01:12.728 Mike Caldwell: highlights. 00:01:12.908 --> 00:01:13.448 Chris Culver: Yeah, yeah. 00:01:13.448 --> 00:01:15.548 Just to give you context, I come from a divorced family. 00:01:15.548 --> 00:01:17.678 My mom and my dad separated when I was six. 00:01:18.038 --> 00:01:21.338 Um, and so I split time between North Carolina and Oklahoma. 00:01:21.338 --> 00:01:24.428 So when people ask me where I'm from, that's a really hard question for me to answer. 00:01:24.428 --> 00:01:25.928 I'm like, well, I'm from two states, right? 00:01:26.288 --> 00:01:28.743 Um, and I share that because as humans, we're wired to belong. 00:01:29.038 --> 00:01:32.458 To be seen in, to be seen, to be heard, to be valued and respected for as we are. 00:01:32.458 --> 00:01:36.628 And so I was picked on and bullied as a middle school student, a high school student. 00:01:36.628 --> 00:01:37.888 And I don't share that for sympathy. 00:01:37.888 --> 00:01:38.878 I share it for solidarity. 00:01:38.908 --> 00:01:43.018 'cause there might be somebody on the other side of this who's navigated that or helping a young person now. 00:01:43.018 --> 00:01:45.838 And to those people, I see you and I appreciate you. 00:01:45.838 --> 00:01:48.208 And it, it led to my work of wanting to be an educator. 00:01:48.208 --> 00:01:49.768 I've loved school since I was a little kid. 00:01:50.408 --> 00:01:55.358 Although my parents deterred me from, um, pursuing that path, I knew that I was gonna be an educator. 00:01:55.358 --> 00:01:56.948 I just knew that was the path for me. 00:01:56.948 --> 00:02:03.368 And even though I dropped outta college three times on the fourth go, I got lined up for English ed and I felt like that was really where I was supposed to be. 00:02:03.368 --> 00:02:10.358 And so, um, I was a high school English teacher for several years working with students who were not on track to graduate at the time. 00:02:10.358 --> 00:02:12.548 We had state assessment requirements for Oklahoma. 00:02:12.548 --> 00:02:14.438 And so those students were successful there. 00:02:14.558 --> 00:02:17.168 And in that space, I said I would never be an administrator. 00:02:17.168 --> 00:02:18.968 That was not the pathway for me. 00:02:19.268 --> 00:02:19.748 Um. 00:02:19.928 --> 00:02:21.068 And I learned to never say never. 00:02:21.068 --> 00:02:22.688 In 2018. 00:02:22.718 --> 00:02:30.998 I started the pathway into leadership, was a middle school administrator for several years, and then most recently I worked at Central Office as an associate superintendent. 00:02:31.298 --> 00:02:34.988 Um, and then much to the intro of your question, in 2023. 00:02:35.603 --> 00:02:38.393 I walked away from pre-K through 12 education. 00:02:38.393 --> 00:02:45.653 I worked in a really toxic environment and I had been there in 2019 and I'm grateful I wasn't at the time. 00:02:45.713 --> 00:02:50.333 Um, but in 2019, I had to call the employee assistance helpline, and that's where I found the science of kindness for myself. 00:02:50.878 --> 00:03:03.478 And now since 23, I've been on a mission to make kindness go viral, but to not only help other people understand the science of kindness, but to apply it to their life and to their classrooms and their schools to change and experiences, um, and environments. 00:03:03.478 --> 00:03:05.638 Because I really believe that kindness isn't one more thing. 00:03:05.638 --> 00:03:07.168 It's the thing that changes everything. 00:03:09.893 --> 00:03:12.083 Mike Caldwell: I can assume in a lot. 00:03:12.083 --> 00:03:13.133 Thank you for sharing that. 00:03:13.133 --> 00:03:14.453 What I, yeah. 00:03:14.453 --> 00:03:16.163 I learn something every time we talk. 00:03:16.163 --> 00:03:17.873 I appreciate the, the background. 00:03:18.263 --> 00:03:26.933 I assume, you know, maybe your background as a, as a student or maybe that experience, you know, prior to you leaving pre-K education. 00:03:27.913 --> 00:03:33.163 pre-K to 12 education is, was kind of the catalyst for, for the work that you're doing now. 00:03:33.163 --> 00:03:42.553 Like what, what is like the, the fire under your belly that like, really like was the, was the driver for what you're doing today? 00:03:42.583 --> 00:03:45.193 What, what, what do you kind of zero in on when you think about that? 00:03:45.568 --> 00:03:46.708 Chris Culver: I think two things come to mind. 00:03:46.708 --> 00:03:51.568 One, as a student, much to your point, I never wanted other students to experience what I experienced. 00:03:51.838 --> 00:03:55.648 Um, and unfortunately we know today that bullying doesn't stop at school. 00:03:55.648 --> 00:03:57.058 It stays in students' faces. 00:03:57.058 --> 00:04:00.508 And so I'm grateful that in my experience, it kind of stopped at school. 00:04:00.508 --> 00:04:03.118 We didn't have social media to continue to fall in that pathway. 00:04:03.478 --> 00:04:12.988 Um, and what I realized is I stepped into schools as a teacher and then as an administrator, is that sometimes your supervisor or those that are above you are still that bully from middle school and elementary school. 00:04:12.988 --> 00:04:13.858 They just look differently. 00:04:14.258 --> 00:04:22.553 And so that really led me working in really toxic spaces, really toxic, um, to earn my doctorate and I continue to move up in different. 00:04:23.678 --> 00:04:25.808 Field, like in the field, I guess you will, in different regards. 00:04:26.048 --> 00:04:37.928 Um, in an effort to make sure that teachers or other folks that I was leading never felt the same environment that I worked in, never felt, um, the same way that I, I felt or what other people felt because I really, Mike and, and, and true vulnerability. 00:04:37.958 --> 00:04:43.268 I really thought everybody was working in Disney World and I was the only one that was stuck in the depths of hell. 00:04:43.268 --> 00:04:45.398 And I was like, why is, like, why is this happening? 00:04:45.833 --> 00:04:49.133 Unfortunately, what I've realized over the years is it's kind of the reverse. 00:04:49.223 --> 00:04:51.083 There's not a lot of folks working in Disney World. 00:04:51.083 --> 00:04:52.613 A lot of people are working in hell. 00:04:52.613 --> 00:04:55.433 And so what I want people to know is you're not alone. 00:04:55.463 --> 00:04:56.153 I see you. 00:04:56.153 --> 00:05:00.083 Here's, here's how kindness can change your life, because ultimately we can't control other people. 00:05:00.083 --> 00:05:06.023 We can only control ourselves, and so my fire is to ensure that no one feels the way I ever felt. 00:05:07.853 --> 00:05:07.973 Mike Caldwell: Yeah. 00:05:10.043 --> 00:05:18.263 Yeah, there's, there's some, uh, yeah, there's some rough environments out there, unfortunately, and some, some people that just don't, don't get it. 00:05:18.323 --> 00:05:20.093 So tell me a little bit about the work. 00:05:20.093 --> 00:05:21.983 Well maybe start with the science of kindness. 00:05:21.983 --> 00:05:25.313 When you say that, um, is it really a science? 00:05:25.403 --> 00:05:27.863 Um, what, what is the science of kindness? 00:05:27.893 --> 00:05:31.703 Um, and then we'll, we'll talk about kind of what you're doing, um, with that. 00:05:32.423 --> 00:05:32.723 Chris Culver: Absolutely. 00:05:32.753 --> 00:05:37.733 So there is a science, and I think the thing that we have to be mindful of is we learned our definition of kindness in kindergarten, right? 00:05:37.733 --> 00:05:43.073 Like, uh, share your crayons, sit on the mat, crisscross applesauce, say sorry if you hurt someone, right? 00:05:43.073 --> 00:05:44.393 All of these things, and those are important. 00:05:44.393 --> 00:05:48.893 Those are important for social cues and social understanding, and they're critical for our students today. 00:05:48.893 --> 00:05:55.073 However, that foundational kindness will not allow us to be successful as adults if we don't adapt our understanding of kindness. 00:05:55.073 --> 00:05:58.553 And so in today's world, our kids are more disconnected than ever. 00:05:58.553 --> 00:05:59.363 They need a connection. 00:05:59.978 --> 00:06:06.998 They, uh, respect is a two-way street in the essence that sure, maybe before people respected you based on title and authority and position. 00:06:07.178 --> 00:06:08.348 That's not today's time. 00:06:08.348 --> 00:06:12.518 It respect, it has to be earned by being, by being given to young people or other colleagues. 00:06:12.668 --> 00:06:15.728 And so I, I really help unpack what is this look like? 00:06:15.728 --> 00:06:19.448 How are these actionable steps, um, within our classrooms and our spaces? 00:06:19.758 --> 00:06:35.088 With mindfulness and gratitude and application because truly, until we feel safe in a respective space and our, and our amygdala's not firing our fight or flight system's not firing, we're never engaging and we're not gonna learn at the level that we need to, to, to have the academic outcomes that schools and districts are looking for. 00:06:35.088 --> 00:06:38.358 And so, um, we are wired as humans to be kind. 00:06:38.358 --> 00:06:41.688 There is neural pathways in our brain, and that's one of the things that I really. 00:06:41.783 --> 00:06:47.693 Pride myself on, as in the experiences, whether it's a whole day or a half day or one hour, 20 minutes is what I did last week. 00:06:47.963 --> 00:06:49.433 Um, around the science of kindness. 00:06:49.703 --> 00:06:57.263 I show you what neural pathways are being lit up by the activities that we're doing, because I want you to see that it's not like Maybelline, some of us are born with it and some of us are not. 00:06:57.263 --> 00:06:59.393 It truly is something that we're all. 00:06:59.903 --> 00:07:01.343 Born with, but it's like a muscle. 00:07:01.523 --> 00:07:10.283 We have to practice with intentionality every single day with the choices that we make and the actions that we aligned to do and to to be with our student, all those things, right? 00:07:10.373 --> 00:07:19.703 And so I really try to help individuals and teams, organizations, and not just schools, but everyone understand how this works, how this operates, and why it impacts your brain the way it does. 00:07:23.843 --> 00:07:27.053 Mike Caldwell: I'm gonna kind of oversimplify things, do you think? 00:07:27.053 --> 00:07:29.273 Do you think people are either kind or not kind? 00:07:30.158 --> 00:07:30.878 Chris Culver: Hmm. 00:07:33.578 --> 00:07:33.878 Sure. 00:07:33.878 --> 00:07:36.638 And I think sometimes there's a confusion between kind and nice. 00:07:38.648 --> 00:07:42.878 And I would push here and say some folks think they're kind when they're being nice by people pleasing. 00:07:42.878 --> 00:07:43.058 Right. 00:07:43.058 --> 00:07:45.998 Doing whatever it is that other folks, but I, I. 00:07:46.778 --> 00:07:50.588 I would hesitate because sometimes kindness is the uncomfortable pause. 00:07:50.588 --> 00:07:55.328 It's the discomfort of being honest, um, and setting those boundaries and being truthful about it. 00:07:55.328 --> 00:07:55.508 Right? 00:07:55.508 --> 00:07:58.988 Being honest, speaking up for what's right, listening to others, acting with empathy. 00:07:58.988 --> 00:08:00.308 And I think sometimes we forget that. 00:08:00.308 --> 00:08:05.828 I don't know that it's all, I think there are probably 10% of folks who are intentionally unkind just because that's who they are. 00:08:06.128 --> 00:08:13.838 But I think the, the greater majority of us are trying to be kind and sometimes we confuse our definition and we're stuck in that kindergarten kindness definition as well. 00:08:14.858 --> 00:08:15.218 Mike Caldwell: Yeah. 00:08:15.668 --> 00:08:16.358 Yeah, well said. 00:08:16.688 --> 00:08:18.038 But what, why the 10%? 00:08:18.128 --> 00:08:19.508 Like where's that coming from? 00:08:19.508 --> 00:08:22.898 Is that, is that just part of their DNA? 00:08:22.898 --> 00:08:24.908 It's how they're, how they were raised. 00:08:24.968 --> 00:08:26.468 They're struggling with them. 00:08:26.468 --> 00:08:27.968 Something themselves. 00:08:27.968 --> 00:08:35.348 Like what's, what's behind the, the, the unkindness, uh, within people in your, in your experience 00:08:36.098 --> 00:08:37.208 Chris Culver: not, I think that's a great question. 00:08:37.208 --> 00:08:44.168 I was, I listened to a keynote speaker this week, um, and she talked about how like 60% of. 00:08:44.993 --> 00:08:46.883 Our happiness essentially is a baseline, right? 00:08:46.883 --> 00:08:50.003 And there's 10% of this, and that comes, uh, 10% of the genetics. 00:08:50.003 --> 00:08:51.833 And some of that comes from just our background. 00:08:51.833 --> 00:08:57.173 So I, my experiences folks that are oftentimes unkind come from, um. 00:08:57.788 --> 00:09:02.168 Whether it be traumatic events, it come from high A scores, it come from shame or embarrassment. 00:09:02.168 --> 00:09:04.208 Some of these negative emotions. 00:09:04.718 --> 00:09:13.118 And until we name what they are and we help ourselves or other people work through them, it's hard to get outta that state because as humans, our brains are wired to go to the negative. 00:09:13.118 --> 00:09:16.328 It's easy to look for all the problems, and that's what I mean by I was saying. 00:09:16.328 --> 00:09:18.193 When you choose kindness, it's like training your muscle. 00:09:18.333 --> 00:09:19.593 You have to look for the good things. 00:09:19.813 --> 00:09:21.338 And what I wanna be clear about is I'm not. 00:09:21.353 --> 00:09:25.613 Saying that's toxic positivity, that everything's fabulous and it's rainbows and butterflies every day. 00:09:26.093 --> 00:09:36.713 Every day may not be a great day, and I, I know that, but there might, there is something great in every single day, and I think it's powerful when we pause to look at that at the end of the day, or especially in moments of hardships. 00:09:37.133 --> 00:09:40.553 And sure, we might be the greatest thing of the day and we can celebrate that. 00:09:40.583 --> 00:09:45.863 And I think in a world in which we're, we're giving grace and compassion out to other people, we're hardest on ourselves. 00:09:45.863 --> 00:09:47.873 But the, the, the neuroscience is clear. 00:09:47.873 --> 00:09:51.083 Self-compassion lights up the most neural pathways in our brain. 00:09:52.808 --> 00:09:55.118 Mike Caldwell: Yeah, well talk about your work. 00:09:55.118 --> 00:10:02.858 So what do you, what, what kind of, um, work are you currently doing to help kind of not just spread the message? 00:10:02.858 --> 00:10:08.408 Because I mean, I, I know you're going beyond that, but to, to make change in, in this regard. 00:10:09.218 --> 00:10:16.028 Chris Culver: So once I left, uh, the district office in 23, I had the opportunity to return to the university as a, as a professor, uh, adjunctively. 00:10:16.058 --> 00:10:20.348 And I will tell you, I walked in with my backpack, like I was ready to rock and roll. 00:10:20.378 --> 00:10:22.508 And I'll tell you what, my world was rocked. 00:10:22.508 --> 00:10:25.748 I was not prepared, um, to teach today's students. 00:10:25.748 --> 00:10:30.998 And what I found was a lot of the things that I had identified in my, uh, motivation and retention. 00:10:31.048 --> 00:10:34.438 Uh, research for my doctorate was a lot of the parallel with today's students. 00:10:34.438 --> 00:10:40.978 They want relationships, they want empowerment, autonomy, recognition, communication, um, these key characteristics. 00:10:41.008 --> 00:10:42.718 And so what I realized is. 00:10:43.313 --> 00:10:48.863 It's not necessarily that today's kids are disengaged, today's kids are bad, today's kids are this, it's different. 00:10:48.863 --> 00:10:49.103 Right? 00:10:49.103 --> 00:10:49.733 And that's okay. 00:10:49.733 --> 00:10:50.633 We're all evolving. 00:10:50.633 --> 00:10:51.773 Every generation's different. 00:10:51.923 --> 00:10:54.413 They've had to match, um, how are they gonna serve millennials? 00:10:54.413 --> 00:10:55.943 How are baby boomers gonna serve Gen X? 00:10:55.943 --> 00:10:56.123 Right? 00:10:56.123 --> 00:10:57.323 We've had this for years. 00:10:57.323 --> 00:10:59.783 And so one of the things that I've been really working with. 00:10:59.788 --> 00:11:14.698 Schools and organizations is understanding Gen Z and Gen Alpha because once we understand who they are, why they tick, the way they tick, why they function the way they function, we're able to have an empathetic mindset to how we approach instruction, how we approach our classroom environments and our district work. 00:11:14.818 --> 00:11:17.098 And to me, that's where the kindness is the through line. 00:11:17.098 --> 00:11:19.828 And I show what that looks like within our classrooms. 00:11:19.828 --> 00:11:20.368 And I, I'm. 00:11:20.598 --> 00:11:22.668 Elated to share through this work. 00:11:22.848 --> 00:11:25.908 We've seen improvement in test scores, which I know that's not the end all be all. 00:11:25.908 --> 00:11:27.438 Unfortunately, schools are judged on that. 00:11:27.438 --> 00:11:29.028 So I'm, I'm proud of that work. 00:11:29.298 --> 00:11:31.068 Um, we've seen a decrease in behaviors. 00:11:31.068 --> 00:11:32.568 We've seen an increase in attendance. 00:11:32.568 --> 00:11:34.938 We've seen an increase in parent communication and belonging. 00:11:35.298 --> 00:11:41.328 So I really believe to my core that kindness isn't one more thing, but it is the thing that changes everything. 00:11:41.328 --> 00:11:48.798 And I help schools and organizations see that and come in to support the work, um, that they're already doing by not adding two, but walking alongside with. 00:11:50.018 --> 00:12:13.718 Mike Caldwell: Yeah, talk a little bit about your, um, you know, what, what you teach or train and, and the knowledge you provide in how, maybe to, to how communication is different or what, what expectations should be, should be different for Gen Alpha versus Gen Z. And can you talk a little bit about that? 00:12:13.718 --> 00:12:14.678 Because I think that's. 00:12:16.328 --> 00:12:19.508 Yeah, that's, we, we don't learn that in, in leadership school. 00:12:19.508 --> 00:12:22.178 So I'm, I'm glad somebody's really focused on that. 00:12:22.178 --> 00:12:26.198 I'd love, I'd love to, for you to impart your wisdom in, in that regard. 00:12:26.198 --> 00:12:28.748 I know we don't have a lot of time in all that, but, uh, yeah. 00:12:28.748 --> 00:12:30.218 Give us, give us some highlights on that. 00:12:30.938 --> 00:12:36.398 Chris Culver: So for just context, if you're serving eight through 12th grade this year, you're serving Gen Z. 00:12:36.428 --> 00:12:38.948 If you're serving pre-K through seventh grade, you're serving Gen Alpha. 00:12:38.948 --> 00:12:43.028 And I believe the only difference between the two is Gen Alpha came outta the womb holding a device. 00:12:43.028 --> 00:12:45.818 They know how to operate an iPhone, an iPad. 00:12:45.853 --> 00:12:47.293 Or something of such nature, right? 00:12:47.533 --> 00:12:52.783 We know as humans, so we connect through actual eye contact, through physical energy. 00:12:52.933 --> 00:13:00.223 And Jonathan Haight in his book, uh, the Anxious Generation, he clearly articulates how we've moved away from a play-based childhood to a phone-based childhood. 00:13:00.223 --> 00:13:05.533 And what I mean by that is, it may be somewhere in your experience, but when I came home from school, we were to stay outside to the lights came on. 00:13:05.533 --> 00:13:08.593 She was not having us in that house until the lights were on. 00:13:08.593 --> 00:13:08.863 Right. 00:13:08.893 --> 00:13:10.993 And I think about when we were out the 00:13:10.993 --> 00:13:11.503 Mike Caldwell: good old days. 00:13:11.653 --> 00:13:12.013 Chris Culver: That's right. 00:13:12.018 --> 00:13:12.618 The good old days. 00:13:13.268 --> 00:13:28.358 I think about when we were outside having those, those opportunities to connect with our neighbors or our friends or our classmates, we were learning some of those key executive functioning skills, problem solving, conflict resolution, how to win, how to lose, and unfortunately, whether it's right, wrong, or indifferent, that's not the experience for today's students. 00:13:28.358 --> 00:13:33.218 And so the research is suggesting that 90% of today's students want human interaction. 00:13:33.358 --> 00:13:34.588 They just dunno how to do it. 00:13:34.588 --> 00:13:43.078 And one of the things that I am been encouraging teachers and educators to look at is rows were created in classrooms in the 1960s just for janitors to clean classrooms. 00:13:43.078 --> 00:13:45.028 There's no evidence of academic outcomes. 00:13:45.028 --> 00:13:48.723 But if we are shifting to more of a cooperative learning structure where collaborative groups. 00:13:49.493 --> 00:13:53.903 That helps with academic outcomes, but also it helps kids have that interaction they're looking for. 00:13:53.933 --> 00:13:57.893 Now, hear me, if we put them in groups and we don't tell them how to do it, it's not gonna work. 00:13:57.893 --> 00:13:59.843 We literally have to model for them. 00:14:00.173 --> 00:14:01.463 This is how you work together. 00:14:01.463 --> 00:14:03.503 Here's a sentence similar, what this looks like, right? 00:14:03.503 --> 00:14:05.783 Everybody has this job, so-and-so's doing this. 00:14:06.093 --> 00:14:15.513 And I'm not saying it's right or wrong, I'm just sharing like these are structures that will allow students to engage with one another to foster that belonging, to have the competence and confidence to interact. 00:14:15.513 --> 00:14:17.883 And so sometimes it's just minute shifts. 00:14:17.883 --> 00:14:21.093 And I recognize even in my own, um, collegiate classroom. 00:14:21.453 --> 00:14:27.903 I can't predict what happened when they came to my class, and I can't predict what's gonna happen when they leave my class, but I can be responsible for the present. 00:14:28.203 --> 00:14:47.998 So just simple strategies of resetting their mind for 60 seconds, focusing on three things for which they're grateful, allows everyone to come to an equilibrium state, to, to engage in a conversation that allows organic dialogue and connection and compassion, and all of these things that we know are needed that we probably got from our, our home and from our engagement outside. 00:14:49.013 --> 00:14:52.493 That's just not happening, and I'm not, I'm not asking to do one more thing. 00:14:52.493 --> 00:15:02.273 I'm just talking about just really small shifts that we can create in our classrooms that really allow the students to be successful, but also set up a space where you're not navigating disengaged students or unmotivated students. 00:15:02.483 --> 00:15:06.713 You've turned it to where you are more of a facilitator and they're doing the heavy lifting, and so it looks different. 00:15:06.713 --> 00:15:12.383 I recognize that, but when schools and teachers understand that allows 'em to be more successful and more engaged with their students. 00:15:15.128 --> 00:15:20.048 Mike Caldwell: Is most of your work with teachers or administrators, or do you also have programming for the students themselves? 00:15:21.233 --> 00:15:21.743 Chris Culver: All of it. 00:15:22.013 --> 00:15:23.933 That's been the, that's been the fun part. 00:15:23.933 --> 00:15:28.433 So I've been working with leadership teams on personalities and communication and strength-based leadership. 00:15:28.703 --> 00:15:32.003 Um, so they are a cohesive unit working in alignment towards goals. 00:15:32.003 --> 00:15:39.203 Been working with school site teams on, um, professional development, whether that be long-term contract or whole day or half day. 00:15:39.353 --> 00:15:45.353 And then also providing anti-bullying and kindness assembly supports to students so they understand how their words matter, what this looks like. 00:15:45.353 --> 00:15:48.203 And through each experience, I've learned to be vulnerable. 00:15:48.203 --> 00:15:54.648 And share my, my vulnerable story of, um, some of the hardships that I have navigated, but then also how you come out of it. 00:15:54.648 --> 00:16:06.108 And so, yeah, it's not just seventh grade teachers, it's a whole unit of supporting district because once everyone's in alignment and all of our errors are going the right direction with the same belief system, that's where real change happens. 00:16:07.858 --> 00:16:22.183 Mike Caldwell: So is is a typical model, Chris, that you'd go into a school and work, but work both with the adminis administration teachers as well as a student, kind of the, the, the, the whole package or you kind of go in, uh. 00:16:23.128 --> 00:16:23.608 Yeah. 00:16:23.608 --> 00:16:27.928 I mean, is that, is that the ideal is that you'll go in and kind of work with each kind of stakeholder group? 00:16:28.558 --> 00:16:30.928 Chris Culver: Absolutely, and I don't, and I wanna be clear that I'm not canned, right? 00:16:30.928 --> 00:16:32.128 Like it's not a canned program. 00:16:32.128 --> 00:16:33.658 We're coming in, we're doing 1, 2, 3. 00:16:33.658 --> 00:16:35.098 If you do this, you're gonna be successful. 00:16:35.128 --> 00:16:41.173 I believe because of my experiences, I've worked in low income, I've worked in high income, inner city, rural school improvement. 00:16:41.173 --> 00:16:42.088 I mean, just to name it right. 00:16:42.403 --> 00:16:43.453 Every school is different. 00:16:43.453 --> 00:16:46.483 So it's about understanding the needs of the specific campus and district. 00:16:46.483 --> 00:16:53.233 But, and to your point, yes, working with those leaders to make sure that they have the support systems in place, working with the teachers, they have it and the students. 00:16:53.503 --> 00:17:00.493 Um, so there's cohesion amongst, and it's not, uh, in isolation or in silos where they feel like, oh, I'm in a boat by myself trying to row over here. 00:17:00.493 --> 00:17:02.323 And there's no, like, we're all in the same stream. 00:17:02.323 --> 00:17:04.393 We're all going in the same direction. 00:17:04.633 --> 00:17:08.593 And sometimes it just takes an outsider to come in to understand what that looks like and that perspective. 00:17:08.593 --> 00:17:10.003 And so that's what I provide. 00:17:10.213 --> 00:17:11.743 Um, and again, I've sat in those. 00:17:11.853 --> 00:17:21.663 So I can provide that unique experience and those perspectives of, of what this looks like and how we navigate that, um, to improve the experience for students and for the community, for outcomes. 00:17:23.793 --> 00:17:27.213 Mike Caldwell: Our audience on this podcast is, um, school leaders. 00:17:28.713 --> 00:17:39.513 So if I'm a school leader listening to this, um, and, you know, maybe I'm struggling with some, you know, culture of bullying and, and, and those types of things in my school. 00:17:40.053 --> 00:17:40.623 Um. 00:17:41.638 --> 00:17:51.598 W short of booking you to come in and, and, and provide some support, what are the highlights that you would share, you know, directly with a school leader? 00:17:51.598 --> 00:17:55.648 If you're, if I was that school leader saying, Chris, I, I, I'm not sure what to do. 00:17:56.008 --> 00:18:02.068 Um, what are some top kind of three or five nuggets that you would say start here? 00:18:02.128 --> 00:18:04.198 Um, to, to, to make some change? 00:18:04.978 --> 00:18:05.368 Chris Culver: Absolutely. 00:18:05.368 --> 00:18:05.433 I think. 00:18:06.298 --> 00:18:08.578 First and foremost, you have to have clear and high expectations, right. 00:18:08.578 --> 00:18:09.658 Communicate what it looks like. 00:18:09.658 --> 00:18:15.178 And then one of the things that I remember being really successful was like, this was a profile of our student at our campus, right? 00:18:15.268 --> 00:18:21.238 And I worked with students to identify through their voice what they thought, uh, an outstanding student at our campus was gonna look like. 00:18:21.238 --> 00:18:22.258 And this is what we all believed. 00:18:22.258 --> 00:18:23.308 We all committed to it, right? 00:18:23.308 --> 00:18:24.058 Every teacher. 00:18:24.248 --> 00:18:25.448 Every staff member believe this. 00:18:25.448 --> 00:18:31.178 And so then when moments or opportunities presented themselves that were opposite of that profile, we would say, that's not what we do here. 00:18:31.178 --> 00:18:31.328 Right? 00:18:31.328 --> 00:18:32.798 These are the things in which we do. 00:18:32.978 --> 00:18:40.508 And I know that takes a heavy lift, and that's hard work of being visible, being present, checking in consistency, accountability, and expectations. 00:18:40.718 --> 00:18:45.728 But over time, when we do those things consistently, then we begin to change the narrative and the culture of our school. 00:18:45.728 --> 00:18:46.493 Once we do that. 00:18:47.073 --> 00:18:55.173 Once we create a safe space that every kid knows they matter, they can be their authentic selves without fear of retaliation or judgment, then that's when begin, they begin to thrive. 00:18:55.173 --> 00:18:56.943 They begin to engage, they begin to invest. 00:18:56.943 --> 00:19:02.073 And so I would say create profiles or expectations around what it is that you are, you're looking for. 00:19:02.403 --> 00:19:04.773 Um, be visible, be present, check in. 00:19:04.773 --> 00:19:14.583 I think one of the things that I was really successful for me as an administrator is throughout the year, almost every four or five weeks, I would send out an anonymous survey to staff and students, and it would be three questions. 00:19:14.583 --> 00:19:16.683 What should we keep doing, start doing and stop doing. 00:19:17.563 --> 00:19:18.553 First, I'll be vulnerable. 00:19:18.553 --> 00:19:24.643 I read that feedback as an attack on myself, like, you're a crappy campus leader and it's all crap, and you should blow the place up, right? 00:19:24.648 --> 00:19:24.838 Mm-hmm. 00:19:26.518 --> 00:19:28.948 I have a different experience because I'm setting in a different seat. 00:19:28.978 --> 00:19:31.228 I see it from a different way, and they're not attacking me. 00:19:31.228 --> 00:19:34.348 What they're doing is for writing feedback that what's working and what's not working. 00:19:34.348 --> 00:19:38.548 And so I would bring that vulnerably to the table and say, this is what was shared with me. 00:19:38.998 --> 00:19:41.098 Here's what my ideas are, or what are your ideas? 00:19:41.098 --> 00:19:41.278 Right? 00:19:41.278 --> 00:19:42.508 And it'd be more of a think tank. 00:19:42.508 --> 00:19:45.688 And I think sometimes we see feedback as, um. 00:19:46.043 --> 00:19:47.543 A defense mechanism or a gotcha. 00:19:47.543 --> 00:19:48.593 And I, I was in there. 00:19:48.593 --> 00:19:49.373 I get it. 00:19:49.613 --> 00:19:55.163 But I think when we reframe it through kindness, right, we see it's o it's an opportunity for feedback to grow that growth mindset. 00:19:55.553 --> 00:20:02.303 Then we're able to make some adjustments that not only support our students, but support our, our educators as well, so that we are on that same page. 00:20:02.303 --> 00:20:05.453 And so to your po culture matters, that's foundation. 00:20:05.453 --> 00:20:09.893 If no one feels like they belong, they're seen, heard, valued, and respected for who they are, it doesn't matter. 00:20:10.053 --> 00:20:13.413 How many pizza parties and jean days you give them, it is not working right. 00:20:13.413 --> 00:20:19.533 You've gotta make sure you have true alignment of what it is you're looking for and how it's working and getting that feedback along the way. 00:20:19.533 --> 00:20:26.223 So those, those might seem cliche, but they really are foundational for setting that, that work so that you can move forward. 00:20:27.903 --> 00:20:31.683 Mike Caldwell: I think it, it, it can be understated enough that, you know. 00:20:32.113 --> 00:20:41.773 Being clear and, and defining, uh, being able to articulate what what you want in, in your culture at your school is really important. 00:20:41.773 --> 00:20:50.953 If you don't have, if you can't articulate, you know, what, what you expect, um, how people to be behave and, and kind of what, what. 00:20:51.403 --> 00:20:55.033 What the expectations are for, for your, for your culture. 00:20:55.063 --> 00:20:59.323 Um, how do you reinforce it if you haven't defined it or if you haven't clarified it? 00:20:59.353 --> 00:21:05.563 And I think sometimes we hang too much, um, hope on our mission statement or our vision statement. 00:21:05.563 --> 00:21:06.793 And, and, uh. 00:21:07.323 --> 00:21:11.403 Or, you know, we have a strategic plan that's collecting shell, you know, dust over there. 00:21:11.403 --> 00:21:24.123 But it's like, how do you create something that's living and reinforce and, and reward or acknowledge, but also, um, hold people accountable for, for what you define as your. 00:21:25.438 --> 00:21:27.358 Ideal culture in your school. 00:21:27.658 --> 00:21:30.238 And I don't think we do that e enough, I don't think in schools. 00:21:30.778 --> 00:21:31.678 I think we just assume. 00:21:32.188 --> 00:21:33.118 Chris Culver: No, I agree with you. 00:21:33.148 --> 00:21:39.778 I, I remember when I worked as an assistant principal with a principal, um, we lost 50 teachers out of 80 in one year. 00:21:39.838 --> 00:21:44.698 And I was really concerned because that's a huge turnover and the response from the campus leader, 00:21:45.268 --> 00:21:45.778 Mike Caldwell: huge. 00:21:45.778 --> 00:21:47.938 That's, uh, that's, there's a different word for that. 00:21:47.938 --> 00:21:50.278 I don't know what it is, but huge is an understatement. 00:21:50.278 --> 00:21:51.808 50 outta 80, but keep going. 00:21:52.168 --> 00:21:52.528 Chris Culver: Yeah. 00:21:52.528 --> 00:21:53.668 So I, uh. 00:21:54.018 --> 00:21:58.983 The response from the campus leader was, we have a teacher problem, and I was like, ah, I think we have a leadership problem, but. 00:21:59.983 --> 00:22:02.443 I was not in that seat to make that decision. 00:22:02.443 --> 00:22:10.033 And I, that's what really pursued me to earn my doctorate, researching teacher retention and motivation and really through the lens of culture. 00:22:10.033 --> 00:22:11.803 And yes, money is an indicator, right? 00:22:11.803 --> 00:22:14.083 Money is a factor, but oftentimes we can't control that. 00:22:14.083 --> 00:22:15.213 But what teachers said they would do to. 00:22:15.508 --> 00:22:18.238 Stay is that they have a caring relationship with their leader. 00:22:18.448 --> 00:22:19.768 They have trust in what they're doing. 00:22:19.768 --> 00:22:25.828 And if they mess up or they screw up or there's a failure, they're not shamed for it, but they're celebrated for trying something new and being innovative. 00:22:26.008 --> 00:22:30.268 They're empowered, they have autonomy, they're recognized, and there's clear and transparent communication. 00:22:30.418 --> 00:22:32.248 And really, that's what students want too. 00:22:32.278 --> 00:22:32.488 Right? 00:22:32.488 --> 00:22:42.538 And when we put these things in place, and I, and I know it sounds simple, and it's so simple that I worked with, that I shared this with said campus leader one time and one day, um. 00:22:43.048 --> 00:22:45.568 When she was in the hallway, I wouldn't have to ask her a question. 00:22:45.568 --> 00:22:46.918 She put her hand up in my face. 00:22:46.918 --> 00:22:50.548 And so first I had to check myself for a wreck myself, but she said, I can't. 00:22:50.548 --> 00:22:52.678 I'm, I'm building relationships. 00:22:52.678 --> 00:22:55.558 I just talked to so and so and I'm headed to talk to this lady. 00:22:55.558 --> 00:22:58.138 And I was like, no, relationships are not compliance. 00:22:58.138 --> 00:23:00.148 Like, it's not like check, check, check. 00:23:00.148 --> 00:23:00.538 Right? 00:23:00.808 --> 00:23:06.718 They're intentional things that we do, and I think we've heard this word relationships for so many years that we've oversimplified it. 00:23:07.963 --> 00:23:11.173 And I don't mean like it's cliche, but it really is foundational. 00:23:11.173 --> 00:23:15.013 But if your understanding is I'm just gonna go talk to so and so and say, Hey, what's up? 00:23:15.103 --> 00:23:17.623 And I build a relationship, then you, that's not it. 00:23:17.653 --> 00:23:19.873 That's not how you're gonna begin to fix culture. 00:23:19.873 --> 00:23:30.613 And I think if we don't have that understanding, then we're not able to really communicate what we're looking for in our culture, what it is that we're looking for, student success, what it is to be a successful team player here, what is it to be a successful teacher? 00:23:31.063 --> 00:23:33.673 And one of my favorite interview questions is, um. 00:23:34.048 --> 00:23:39.448 What are three ads, if you would describe someone who would be successful here and three adjectives of someone who would not be successful? 00:23:39.448 --> 00:23:44.068 Because easily you're able to discern, is this person gonna be successful here or not, right? 00:23:44.068 --> 00:23:45.508 Or are we gonna be a fit for them? 00:23:45.748 --> 00:23:51.268 And I think sometimes, especially in Oklahoma, we're such in a desperate need for educators that we hire just a, a human breathing body. 00:23:51.268 --> 00:23:59.098 And I get it, we have to fill spots to serve students, but we also have to be intentional to make sure that they're not gonna be destructive of our culture and it's gonna add to and not take away from. 00:24:00.013 --> 00:24:00.343 Mike Caldwell: Right. 00:24:00.493 --> 00:24:00.853 Yeah. 00:24:01.483 --> 00:24:08.263 I like what you said earlier too, on the vulnerability of the leader and asking for feedback. 00:24:08.353 --> 00:24:17.173 Um, and yeah, there's, I. I remember doing this, you know, as a, as a school principal, I would typically do it in the fall. 00:24:17.173 --> 00:24:20.653 So it wasn't like an autopsy at the end of the year, like how did I do? 00:24:20.653 --> 00:24:32.563 But more of like, how can I cor, you know, gather data and, and then correct myself if you will, and, and kind of make sure that we're, you know, we can respond to it in, in time where the year's not wasted. 00:24:32.563 --> 00:24:39.408 And I remember, you know, it was typically mid-October, I would send out a survey and, you know, similar questions, but I'd go into some depth on, on. 00:24:39.773 --> 00:24:42.143 You know, communication and, um. 00:24:42.568 --> 00:24:46.918 You know, all the, all the things that you want, you know, to be successful as a school leader. 00:24:46.978 --> 00:24:51.478 And, uh, yeah, it would usually take me about 48 hours to digest it. 00:24:51.598 --> 00:25:02.188 Usually a couple, you know, glasses of wine to like, okay, put aside the, you know, the ego and, and the, you know, but then like, look at it and say, okay, what can I learn from this? 00:25:02.278 --> 00:25:11.068 And I remember going in front of my faculty that I think it was the first year that I, that I did, uh, my first year as a principal and, uh. 00:25:11.923 --> 00:25:13.993 Just laid it out like, this is what I heard from you. 00:25:14.053 --> 00:25:19.813 You know, this is where we're doing pretty good and this is where I'm completely failing, you know, as a, as a leader. 00:25:19.963 --> 00:25:23.833 And I would, you know, it wasn't necessarily that, but it was like, this is my vulnerability. 00:25:23.833 --> 00:25:26.833 And I felt like I was like standing naked in front of my faculty. 00:25:26.833 --> 00:25:30.703 I was so vulnerable, like saying, these are, these are my weaknesses. 00:25:30.733 --> 00:25:35.023 And uh, but I'll tell you, going through that, doing that experience, I think both. 00:25:35.213 --> 00:25:40.883 Built trust and, uh, and, and confidence that I was willing to, to have that humility. 00:25:41.303 --> 00:25:47.333 Um, but it also was really a good growing, you know, point for me, like as a leader. 00:25:47.483 --> 00:25:47.543 Um. 00:25:48.808 --> 00:25:50.848 We're, we are, we're never gonna be perfect. 00:25:50.848 --> 00:25:53.488 We're never have, you know, have, have really arrived. 00:25:53.488 --> 00:26:02.158 And so if we're not taking that pulse and checking in with, with our, with our people, um, on how we're doing, I think we're missing an opportunity. 00:26:02.158 --> 00:26:03.268 So, I'm glad you brought that up. 00:26:03.298 --> 00:26:13.468 'cause I think it's a really important, um, I think strategy as a leader to, to help not just yourself as an individual leader grow, but also for you to grow as a, as a school. 00:26:13.708 --> 00:26:15.598 Um, and so I'm glad you brought that up. 00:26:16.693 --> 00:26:17.593 Chris Culver: I appreciate that. 00:26:17.593 --> 00:26:20.323 Thanks so much for your, for you being vulnerable and sharing your experience. 00:26:20.323 --> 00:26:24.553 And I, I echo you when you're doing it, you're, you do feel like you're standing naked in front of all these people with Yeah. 00:26:25.333 --> 00:26:26.653 Strings of weaknesses up there. 00:26:27.013 --> 00:26:29.323 Um, but I've been encouraging teachers to do this too, right? 00:26:29.323 --> 00:26:30.043 With their students. 00:26:30.043 --> 00:26:30.943 What should we keep doing? 00:26:30.943 --> 00:26:33.793 Start doing and stop doing because it allows the students to have a voice. 00:26:34.093 --> 00:26:36.553 Now what I always encourage is once you do that, don't file 13 it. 00:26:36.553 --> 00:26:36.703 Right? 00:26:36.703 --> 00:26:39.043 Read what they're actually telling you that they want you to do. 00:26:39.403 --> 00:26:51.103 Um, and I had some teachers do that going into the second semester of some school campuses that I'm supporting, and we saw a dynamic shift with student behaviors just 'cause the student's like, wait a minute, they actually care about what we, we experience in the classroom. 00:26:51.523 --> 00:26:55.243 And I think that's the same for our teachers when we do that as the campus leader, they're like, wait a minute. 00:26:55.363 --> 00:26:56.833 And it changed the conversation. 00:26:56.833 --> 00:26:57.343 I'll be vulnerable. 00:26:57.343 --> 00:27:01.933 We were having a lot of discipline issues in our campus and we had a lot of inconsistencies. 00:27:01.933 --> 00:27:08.473 And so what we had a, we did an activity, um, that we tracked who did what for what camp, and we saw just the disparity of. 00:27:09.273 --> 00:27:10.143 Who was doing what, right? 00:27:10.143 --> 00:27:12.003 We didn't have all of our errors going in the right direction. 00:27:12.093 --> 00:27:19.083 And because I was vulnerable about the keep start, stop or just feedback that I was receiving, staff members were vulnerable about why they were doing the decisions they were doing. 00:27:19.083 --> 00:27:23.043 And we were able to honestly and strategically align our behavior system. 00:27:23.043 --> 00:27:28.173 Now, before that, we had had conversations and we had 152 different opinions about how this was gonna work, right? 00:27:28.293 --> 00:27:30.603 And I think, um, I didn't give up. 00:27:30.603 --> 00:27:32.823 I just had to pro, pro figure out how we were gonna get there directly. 00:27:32.823 --> 00:27:37.353 And I think with us being vulnerable and like you said, fostering that trust, it allowed people to be. 00:27:38.008 --> 00:27:44.758 Vulnerable in their, their decision making and what they would agree to and what they wouldn't agree to based on student behaviors and, and expectations and alignment. 00:27:44.758 --> 00:27:52.258 And I think it's easy to think about all the things we wanna do, but we have to remind ourselves it's a slow moving process and we have to get folks on board. 00:27:52.318 --> 00:27:57.563 And it's not gonna happen overnight, but it's with intentionality and vulnerability that we're able to foster trust and relationships with people. 00:27:58.828 --> 00:27:59.818 Mike Caldwell: Absolutely. 00:28:00.808 --> 00:28:10.378 Chris, as you think about your last, um, you know, several months of doing this work, what stands out to you as, as a significant win in this work? 00:28:10.408 --> 00:28:11.398 That what resonates? 00:28:12.898 --> 00:28:13.918 Chris Culver: I think the hope, right? 00:28:13.918 --> 00:28:15.298 I think the connections of hope. 00:28:15.658 --> 00:28:18.538 Um, I think people think kindness is a weakness or fluff. 00:28:18.538 --> 00:28:19.078 Or flu. 00:28:19.078 --> 00:28:19.828 Flu or whatever. 00:28:19.828 --> 00:28:20.308 I mean, right? 00:28:20.308 --> 00:28:23.638 When I talk about, here comes Dr. Kindness, he is gonna tell us something ridiculous. 00:28:24.298 --> 00:28:30.478 I think once they see what I'm talking about and experience what I'm trying to help us understand, they're like, oh, it makes sense. 00:28:30.508 --> 00:28:39.598 And um, I was just in North Carolina this last weekend and I had, I'll be honest, I had this guy who came to all of my sessions and he had RBF the entire time. 00:28:39.598 --> 00:28:40.378 And I was like, he hates. 00:28:40.748 --> 00:28:41.918 Like he hates what I'm doing. 00:28:41.918 --> 00:28:42.308 Right? 00:28:42.368 --> 00:28:48.128 And he wrote the kind the est email I've ever received, just about like, he liked my energy and the approach that I was taking. 00:28:48.128 --> 00:28:53.438 And somebody else said, I, I was really hesitant about kindness before I came into work with you. 00:28:53.438 --> 00:28:59.378 But what I realized is I love how you're approaching this, and I think that's what it's a, I want, um, the win for me is it. 00:28:59.463 --> 00:29:00.303 Not fluff. 00:29:00.303 --> 00:29:01.863 It's not weakness, it's not flu, flu. 00:29:01.863 --> 00:29:06.753 It really is a strategic alignment of understanding that begins to transform spaces and people. 00:29:06.753 --> 00:29:11.853 That's so important in today's time, especially when 70% of folks are living in a chronic state of stress. 00:29:11.853 --> 00:29:18.093 Kindness is the thing that will reduce stress and increase motivation, and it's my excitement to bring kindness to campuses or organizations. 00:29:18.333 --> 00:29:23.103 Um, but I never want anyone to think that it's a frilly, rainbow, butterfly experience. 00:29:23.103 --> 00:29:24.903 It really is in depth, in its deep kindness. 00:29:26.758 --> 00:29:31.198 Mike Caldwell: Boy, and we, we sure could use a lot more of that in our world right now. 00:29:31.618 --> 00:29:31.918 Chris Culver: Absolutely. 00:29:31.918 --> 00:29:32.368 Mike Caldwell: Can't we? 00:29:32.698 --> 00:29:32.908 Yeah. 00:29:32.908 --> 00:29:33.453 Chris Culver: Oh, I agree. 00:29:34.918 --> 00:29:35.218 Mike Caldwell: Yeah. 00:29:35.218 --> 00:29:36.238 So there's, yeah. 00:29:36.538 --> 00:29:37.498 Good, good stuff. 00:29:37.498 --> 00:29:39.118 I'm glad you're doing the work that you're doing. 00:29:39.418 --> 00:29:40.648 What's around the corner for you? 00:29:40.648 --> 00:29:47.653 What are, what are some things that you're, what, working on either projects or something that you're really excited about, like what's, what are you looking forward to? 00:29:48.763 --> 00:29:51.943 Chris Culver: I just launched a podcast called The Science of Kindness podcast. 00:29:51.943 --> 00:29:52.513 You can find it as 00:29:52.513 --> 00:29:52.663 Mike Caldwell: science. 00:29:52.663 --> 00:29:53.863 Nobody listens to those. 00:29:53.953 --> 00:29:54.733 Nobody listens to those. 00:29:54.883 --> 00:29:55.123 What? 00:29:55.123 --> 00:29:55.933 You're wasting your time. 00:29:56.113 --> 00:29:56.623 No, I'm just kidding. 00:29:57.463 --> 00:29:58.093 Chris Culver: Science of kindness. 00:29:59.503 --> 00:30:03.763 Uh, it's, uh, there and also on anywhere you listen to podcast, Spotify, apple. 00:30:03.883 --> 00:30:05.023 Um, I have a children's book. 00:30:05.083 --> 00:30:11.803 Coming out pretty soon, bilingual children's book around the science of belonging of what that means for students and for people. 00:30:12.133 --> 00:30:16.333 Um, there's curriculum guides that come with that in a course for leadership teams, should they wanna explore that. 00:30:16.393 --> 00:30:28.123 And then in July, I'm super excited to, um, share that I will release be the Light, which is a, um, 50,000 word science of kindness, my story embedded with strategies and insights. 00:30:28.143 --> 00:30:37.083 Of how this looks, um, not just in an ed educational environment, but what this looks like for you and your respective life and how you can apply kindness to your daily living. 00:30:37.083 --> 00:30:40.113 And so excited to see that, uh, come to fruition. 00:30:40.563 --> 00:30:44.643 And, uh, then of course I'm on a 2026 mission to spread, make kindness, go viral. 00:30:44.643 --> 00:30:46.743 So that's my main, my main focus. 00:30:46.743 --> 00:30:48.108 But it's also helping people along the. 00:30:50.023 --> 00:30:51.853 Mike Caldwell: Say your podcast URL one more time. 00:30:51.853 --> 00:30:54.283 Just 'cause I completely, uh, derailed that. 00:30:54.883 --> 00:30:55.813 Chris Culver: No, I was grateful. 00:30:55.813 --> 00:30:56.773 Nobody listens to podcast. 00:30:56.893 --> 00:30:57.193 That's right. 00:30:58.423 --> 00:31:01.393 No, it's a science of kindness and it's at science of kindness.com. 00:31:02.548 --> 00:31:03.478 Mike Caldwell: Okay, awesome. 00:31:03.868 --> 00:31:06.958 And your main website, orange sparrow.org. 00:31:06.988 --> 00:31:07.258 Is that 00:31:07.258 --> 00:31:07.438 Chris Culver: accurate? 00:31:07.438 --> 00:31:07.588 You got 00:31:07.588 --> 00:31:07.678 Mike Caldwell: it. 00:31:07.798 --> 00:31:08.218 Great. 00:31:08.728 --> 00:31:10.048 Orange sparrow.org. 00:31:10.138 --> 00:31:20.488 Um, if you see a bunch of orange, you're in the right place, but man, I don't know if I've ever been to a website where there are so many great resources all in one. 00:31:20.848 --> 00:31:22.558 Um, so if you. 00:31:22.993 --> 00:31:24.103 We'll put it in the show notes. 00:31:24.103 --> 00:31:26.653 We'll put your podcast link in the, in the show notes as well. 00:31:26.653 --> 00:31:31.663 But orange sparrow.org has a bunch of great stuff and also ways to contact you. 00:31:32.113 --> 00:31:37.303 And if I can put a shameless plug, Chris is also a wonderful mentor on Link Leaders. 00:31:37.303 --> 00:31:42.193 And so if you wanna book a live one-on-one with him that way, that's another option. 00:31:42.523 --> 00:31:44.053 So he's out there. 00:31:44.058 --> 00:31:46.873 And Chris, I hope kindness goes viral as well. 00:31:46.903 --> 00:31:48.283 And uh, whatever I can do to help. 00:31:48.578 --> 00:31:49.568 Um, support that. 00:31:49.748 --> 00:31:55.508 Happy to do I'll, I'll, I'll try to do my part on being kind, um, not just nice but kind. 00:31:55.633 --> 00:31:55.983 Right. 00:31:56.108 --> 00:32:04.358 Um, but Chris, appreciate you as a human and, uh, as a friend and, uh, as a fellow education leader. 00:32:04.358 --> 00:32:05.858 So thanks for what you do. 00:32:06.218 --> 00:32:09.398 Uh, last question I have for you is, what does it mean to be a transformative leader? 00:32:10.418 --> 00:32:10.508 Chris Culver: Hmm. 00:32:11.158 --> 00:32:13.048 I think it's to be of service. 00:32:13.048 --> 00:32:16.708 I think it's to be connected with, um, folks and remember your why. 00:32:16.708 --> 00:32:24.478 It's easy to get lost in the, and I don't mean that cliche, remember your why, but I think it's easy to get lost in the facade of crazy and chaos and the weeds. 00:32:24.718 --> 00:32:28.558 And just remember that we were called to serve, um, in that respective space. 00:32:28.558 --> 00:32:32.278 And it's not our, your school or your teachers, it's a collective body of community. 00:32:32.338 --> 00:32:36.958 And I think once we remember that we cannot only transform spaces, but we can transform lives. 00:32:36.958 --> 00:32:40.678 And so when we stay rooted in service, it really does create an opportunity for excellence. 00:32:42.388 --> 00:32:43.558 Mike Caldwell: Well said. 00:32:43.618 --> 00:32:48.958 Chris, thank you as always for the conversation and, uh, appreciate you being on the podcast today. 00:32:48.958 --> 00:32:56.008 Thanks for you the, those that are listening today and go check out Orange Sparrow and uh, Chris's podcast. 00:32:56.038 --> 00:32:56.788 Thanks again, Chris. 00:32:57.178 --> 00:32:57.418 Thank you.