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In this episode, Dr. Ted Huff, an award-winning principal from Missouri, shares tips to help school leaders enhance parent engagement and build community support during the school year. Follow Dr. Huff on X at @TedHiff.
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What is Reimagine Schools?
Hosted by Dr. Greg Goins, the Reimagine Schools Podcast features many of the nation's top educators, authors and innovators in K-12 education with an emphasis on leadership development, scaling innovation and transforming our public school system. Guest have included some of the world's most prolific thought leaders on education, including Ted Dintersmith, Ted Fujimoto, Ian Jukes, Alfie Kohn, Grant Lichtman, Marc Prensky and Dr. Tony Wagner. The Reimagine Schools Podcast is a proud member of the Education Podcast Network (EPN). Be sure to join the conversation with #ReimagineSchools. Support this podcast: https://podcasters.spotify.com/pod/show/greg-goins/support
Hello again everyone and welcome back to new episodes of the reimagined schools podcast.
I'm your host Greg goins and I'm so excited to bring you new episodes for the summer of
2024. And what I'm calling this summer leadership series. Looking forward to talking to some
amazing guests this summer. Authors, filmmakers, speakers, administrators from around the country,
as we talk about best practices, not only for school leadership, but how to reimagine
schools, whether you're a classroom teacher, an instructional aid, anyone that works in
a school, maybe a parent that spends a lot of time in the school, what can we do this
summer to improve our practice as we think about going back to school next fall? What
can we do to reimagine schools and make your school a better place for kids? So that's
the goal this summer. Very excited to be back with you. As always, give me a follow on X
I'm at Dr. Greg goins. And if you have any questions, or if you want to recommend a guest
or a certain topic for our summer leadership series, give me a shout out. I would love
to hear from you. With that, folks, the reimagine schools podcast begins right now. So my guest
today is someone that I have admired for a long time. I follow him on Twitter, always
has a great take on school leadership, a big welcome to Dr. Ted Huff. How are you, Ted?
Dr. G, I'm doing well. Thank you for having me on reimaging schools. I appreciate this.
Well, you know, every morning I get up and for inspiration, I always check Twitter, I
refuse to call it X. So let's just call it Twitter. You know, there's a lot of great
inspiration out there from educators, you know, Todd Whitaker, Jimmy Casas, the list
goes on and on and on. But you provide a special layer of inspiration for me, you're really
into health and fitness. And that is so important for those of us in school leadership positions.
How long have you been that guy that goes to the gym at the crack of dawn and works
out? And how has that messaging kind of been part of the work you're doing now, as you
talk to school leaders? So, Greg, so I am in, I'm 16 months into this new journey. So
it's relatively new for me. But I had a epiphany last January. And I said, you know, I need,
I need to do something I need to I need this to redefine, you know, who I am so that I
can live a much longer life and be here for my family. And so that was very, very important.
And so, you know, I like Greg, I like Twitter, too. It's, it's Twitter is an X. And I think
that it's an incredible platform for us as educators to share what we're doing. And I
thought, you know, okay, what if I and Ryan B. Jackson, who is, you know, the leader of
fit leaders, he kind of got me into this whole messaging about what I need to do to promote
what I'm doing so I can support others. We're all on the same journey, when we're working
on improving our self, physically, mentally. And so no matter where we are in that journey,
we need to support each other and coach each other. And so there's several people out there
that I really admire, who are doing you know, who are moving on in their own journey. So
that's, you know, kind of where it started. And so I just thought I'd just leave a little
message every day to support everyone else who's out there and that physical journey.
And you kind of have a funny little story about your Twitter handle. And maybe you can
share that with the group because I think there's this assumption that school leaders
can never make a mistake. But as we all know, that happens on a regular basis.
Oh, Greg, oh my gosh, yes. So my Twitter is at Ted Hifff, H I FF. And of course, I'm Ted
Huff, H U FF. Okay, so Greg, here goes. So back in December, Christmas, December 25 of
2012. Many people may not remember this, but there was an incredible snowstorm that came
through St. Louis on December 25 of 2012. On that evening, our marching band was going
to the Alamo Bowl, okay, in San Antonio, Texas. And so they left the high school about seven
o'clock. So we're up at the high school and loading up the buses. And so I'm the middle
school, then I was the middle school principal. And the band director, colleague of mine,
taught at the high school, but he also taught in my building in middle school. So, you know,
marching back and forth. And I was also the band booster president. So, you know, he goes,
Ted, are you the booster? Are you a dad? Are you the principal? Who are you? Whenever I
just talked to you, I said, I said, Chris, I'm Ted. But anyway, so at this particular
evening, I said, I told the band director, I said, hey, I can't see you. And we were
like two feet apart. I said, I can't see you. It was snowing so tremendously, so horribly.
And he says, don't worry, don't worry, we're good. The line that we're using, they're spectacular.
So, okay, great. So they get going on their journey. And so they're going to take 270
down through Oklahoma and to Texas on down into San Antonio. Well, Highway 44 from St.
Louis to Springfield is closed. So they decided to take 270 to 55 to Highway 67. And for those
of you in Missouri, Highway 67 is a two lane highway that takes you down to Farmington,
to Februarytown to Poplar Bluff and on into Pocahontas, Arkansas. So the boys text us
and tell us when they get into Arkansas that they're stuck. I said, what do you mean you're
stuck? He said, Dad, we can't go anywhere. We, the buses just stopped. We cannot go anywhere.
So they're stranded in Pocahontas, Arkansas. And so the parents would go, okay, what are
we going to do? What are we going to do? So we all decided to get on Twitter. Like that's
going to make a difference because the kids don't talk to us anyway, right? So we get
on Twitter. And so I'm on the bed, laying on the bed and I'm typing in my handle. And
if you look at the QWERTY keyboard, you know, the U and the I, they're twins. They're next
door to each other. So I typed T E D H I F F TED HIF. So the boys, of course, say, Dad,
you know, you can change it. I said, well, guys, it's too late. I'm already Ted HIF.
So because of that snowstorm in 2012, that's how I became Ted HIF on Twitter. Greg.
I love that story. So you definitely want to follow Ted HIF on Twitter. Dr. Ted HIF.
So great, great, great story. I enjoy hearing about that. Let's talk about your background
in education. You've had a ton of success. Former Missouri principal of the year. I think
you were at Francis Howe School District. Yes. Yes. Yes. I retired from Francis Howe.
Yeah. Tell us a little bit about those experiences and, you know, maybe some of the successes
that you had as a school leader. Absolutely. So, Greg, I started out as a high school theater
teacher. I taught high school theater for 10 years, then moved into administration at
the middle level. I don't know why I landed at the middle level, but I landed at the middle
level, fell in love with the middle level and stayed there for 21 years, then retired
after 31 years in public education. And so I think successes stemmed from relationships.
I in my theater program is very important for me to know the kids, call them by their
preferred name or nickname, whether it was legal or not. You know, it was very important
to call the kids by their preferred name and who they were. And so I did it with my state,
with the teachers in my building and with my staff, you know, same thing with parents.
They'd come in the building, they say, "Oh, Dr. Huff." I'm like, "No, guys, I'm Ted." So some of
them called me Ted. Some of them called me by my title. I said, "Whichever you prefer." I said,
"But if you don't mind, I'm going to call you by your first name." And so it was very important
for me to know, learn the parent names as well as the students. So I knew the names of all the
students in the building and I wanted to know as many names of my parents as I could. Very
important for me to bring them into the school because we know everyone doesn't have the same
perspective, Greg, as you and I with public education or with school. You know, one day
the boys said, and the boys went through my middle school and they said, I go, "How's school?"
They're like, "Yeah, it's okay." I'm like, "What do you mean it's okay?" They're like, "Dad,
don't take this the wrong way, but nobody loves school as much as you do, okay?" I'm like,
"What do you mean nobody loves school as much as I do? Everybody loves school?" And they're like,
"No, dad, everybody doesn't. I mean, we like school, but we don't love school." I'm like,
"Okay." So it made me think, we all come from different perspectives. And so I needed to make
sure that I was aware of my parents and their needs. And then that's going to lead to Greg
a little bit later to the work of Dr. Karen Mapp and Anne Henderson in the book, Beyond the
Bake Sale, I'll reference a little bit later. But their philosophy is we need to meet parents where
they are. So my big, my perspective was that I just needed to meet my parents and students
where they were to help them understand and then coach them along. So they didn't have a very good
experience in school. They don't have that feeling taking their kid to school. And so when I walk up
to them and talk to them like, "Oh, here comes the principal." And their connotation is in high
school, they had a poor relationship with their principal. So I needed to dispel that myth and to
break that cycle. And so that was my goal to break that cycle. And so that was the key piece there,
along with of course the academic piece. Academics are very, very important and we need to make sure
that the students were receiving the best instruction possible. So, and my staff was
incredible. They pushed themselves like crazy to help support the students and to improve our state
test scores and long things of that. And so because of our work, we were named a national
school of character twice. And also we were named a national partnership school four times through
the national network of partnership schools for Dr. Joyce Epstein leads out. And I'll kind of get
to that a little bit later. And so that's kind of where I am. It's the big piece is relationships
and have them be successful because when they're successful, our whole school is successful.
Yeah. And great. I know you've had a ton of success and you and I have been talking a little
bit, mostly via social media and email the last month or so. I'm actually teaching a principal
level course and we're talking a lot about parent engagement. And you've been using the hashtag
lead with parents and my class and I have kind of been researching this together and I'm seeing more
and more schools, school districts and school sites, creating these parents centers, trying
to create an opportunity for parents to kind of have more ownership, more belonging. And when I
reached out to you about lead with parents, which is the hashtag that you've been using for a while
now, you really got excited about that topic. And I certainly wanted to bring you on. Thank you.
Where did lead with parents come from and what is kind of your vision for that as you talk to
school leaders? Okay. So I have four passion areas and one is parent engagement. So leading with
parents sort of stemmed from my work at Francis Al Middle School. And so I attended in 2014,
I went to the National Parent Engagement Conference in Chicago and that kind of sort
of turned things around for me on what I needed to do. So I came back to school and we have a PTO.
And one of my assistant principals was in charge of that. I was in charge of another parent group
called PITT, Parent Involvement Team, which stemmed out of the National Network of Partnership
Schools, the NNPS that I mentioned to you. And so we had a PITT team, they did all the parent
learning, parent leadership and the PTO, they raised money. Okay. So we have a meeting that
July after I get back from the conference in Chicago and the PTO president says, Ted,
we are dying on the vine. I'm like, what do you mean? She goes, the well is drying up and we're
not, and all we're doing is raising money and we're not being successful and we're not going
to make it. I'm like, okay. So my perception was PITT did all the parent learning, PTO, PTA
raised money. That's all they did. And that was separation. That was a divider. And my president
said, Ted, no, we do more than that. We do more than that. I said, okay, let's talk. So we merged
PITT and PTO, and they became FACE, Family and Community Engagement Team. So they became the
FACE team or we call it the FACE of Francis Hall Middle School. And so that work comes from, like
I said, stems from Dr. Joyce Epstein from the National Network of Partnership Schools based
out of Johns Hopkins University. They have six keys to parents, I'm sorry, six successful keys
to partnership. And so we use those six keys to evaluate our school and our parent initiative.
And then also I coupled that with the work of Karen Mapp and Anne Henderson,
authors of Beyond the Making of the Sail. And they use the four types of family school partnerships.
There's four kinds. It starts with the fortress school all the way to the partnership school.
And so we kind of use those. So what I do, Greg, is I take the work that I did at Francis Hall
Middle and I take Dr. Mapp and Anne Henderson's work with the four types of partnership schools.
Dr. Epstein's six keys. And that's how Leading with Parents came about. I use those tools.
And what I want to do is I go into schools and I create an audit of the school to determine what
their needs are. And based on the needs, I sit down with the principal and we will then develop
a plan, a generic plan with him or her or their admin team or their leadership team. Then we bring
in the parents. But let's say they don't have a face team. I call them face team. Then I will help
the principal build that face team. And then I work with the principal to put structures in place
so that the face team knows how to lead, how to hold meetings. And then also I share with them
ways to reach out to the community, to get the community involved. Also to talk about parent
development, parent learning, and then of course, then volunteerism. And the key piece is that at
Frank Sall Middle School, we did, we did, I, we offered book studies. We did things on social
media for parents and we had learning opportunities. So we did different things to bring the parents in.
And so we decided that, you know, it was very important that our face team,
the membership reflected the demographics of my school. And so, you know, we talked about our
staff reflecting the demographics of your school. Your face team, your parent team must represent
those demographics. And then Greg, the key piece is, is empowering their voice. So with the face
team at Francis Howell Middle, Dr. Patty Lee and myself, we were the, we and Dr. James, we took
turns supervising or, you know, being the liaison to the face team. But we were ex-official members.
We didn't vote. We didn't do anything. We just sat, we kind of sat there as, as an admin
representative. And if they had questions for us about calendars or this or that, we would,
we would support them, but they brought up ideas. They made the decisions. They did everything and
we supported them. So we gave them the voice to do what they wanted to do. We're running celebrations.
They created an event called holiday gift wrap. And I'm like, what are we doing? They said in December,
they said, we are going to, we're going to gift wrap up to 12 items per staff member for the
holiday of their choice or whatever they do in December. I'm like, okay. Okay. So you don't
need to go to the mall and they wrap your presents. It's like, wow. So the moms did this. They did this
and they're playing holiday music, all kinds of holiday music. And then the wrap, they're doing
this in the school. They're wrapping in the school days. So everyone's seeing this happen.
So the parents, other parents are seeing it. The kids are seeing it. The teachers are seeing it.
One of our staff members, their house burned down one year. And so the team decided to wrap every
single present to replace the ones that they lost in the fire. And so that was, that was just,
it was incredible. So that's just, that's one example. And that thing took off like crazy.
And I mean, how many gift wrap, right. Or a craft fair or, you know, you know,
during the morning coffee clutch, I'm like, okay, whatever. I mean, they came up with ideas and they
just ran with it. So that's what I want to do, Greg, with leading with parents is that I want
to empower other schools to be able to take on that challenge of inviting parents into schools.
You know, it's sometimes parents don't know what they need to do. They don't know what they don't
know. And sometimes administrators and teachers and other leaders aren't sure how to bring parents
into the school. You know, we have our traditional ways, but we need to work in non-traditional ways
to bring parents into the school. So they'll volunteer. I also, we, and we introduced the
dads group. I had a couple of dads and said, you know, tell me like your face team, but we don't
want to sit there on Tuesday nights and talk about all that stuff. Can we just have a dad's club and
do our own thing? Like, sure. So they took off and started doing all kinds of dad projects. I really
wanted to move it into the academic piece as well, but that didn't come, that hasn't come to fruition
yet. So they focused on just different projects. So they built things for the school. They built
all kinds of things for the school that we, that we needed and didn't really know we needed. And so
that's how that all kind of came together. I hope that, hope that answered your question on where
it came from, but I want to impact schools and help, help schools connect with parents and parents
connect the schools so that they have a structure in place. So when the parents have an organization,
they have a solid structure. They have support from the admin. They have support from the
community. And so that they, the parents themselves can lead the school and support the school. And I
also think parents should sit on your committees. I also think that they should be on those, those
admin interviewing teams. When you interview for admin, when you interview for teachers,
and also Greg, I think it's key that your parent engagement should be a part of your school
improvement plan. Once you link parent engagement into that school improvement plan, it's locked in,
and then you have, you have to be accountable. Yeah. And those are some great ideas and thanks
for sharing a lot of the success you had as a building administrator. You know, one of the
many things you and I have in common is we kind of engage in this leadership coaching
arena and you and I both deal with sitting administrators and those that are students
aspiring administrators. And I don't know about you, but a lot of the conversations I have with
these folks is usually around building a stronger school culture. And it always comes back to parent
engagement. And what I, what I typically tell people, and I want to get your take on this as
well, is you have to realize that a lot of parents didn't have a very good school experience
themselves. So if they, if they dreaded coming to the principal's office as a 13 year old,
they're definitely not excited about getting that phone call, coming back to meet with the principal
as a 30 year old. And so we have to find a way to bring people in, make it a safe place,
really kind of create a partnership with parents. And, but that is very challenging. What are some
of the lessons that you've learned over the years about really trying to have a more impactful
relationship with parents in your community? Okay. So I make sure that I'm present almost
every function. I want to, I want to greet them when they come in, I want to shake their hands.
So before the band concert, I'm working, I'm kind of working the crowd, you know, I'm, I'm
going up and saying, Hey, or if there's a new family, I'm like, Hey, wait a minute,
I haven't met you yet. You know, especially at our rising sixth grader evening event,
it's very important for me to connect with all of those new parents. And I explained to them
the difference between middle school and elementary school. For example, for example, parent pickup
our individual dismissal, when the bell rings, the kids go at middle school, you know,
unlike elementary where you have their parent pickup is very, very detailed and they need it
very detailed at the elementary level, secondary, you know, the parent pickup line doesn't need to
be as detailed or, or, you know, specific. And so I think it's important that you,
that you're there for them, Greg. And then also, um, Greg lost my train of thought,
would you repeat that again? Yeah. Just trying to find, just trying to find ways to get parents more
engaged in what's happening. Thank you. Thank you. Thank you. Okay. So, so there is a retired
superintendent in Northern Kentucky, Dr. Poe. Yeah. Randy Poe. I know him. Okay. Randy Poe. Okay.
So Randy post says, what are their hopes and dreams? I think that was Randy or maybe it may
have been somebody else in Northern Kentucky, but anyway, he's what are your hopes and dreams? So
when I sit down with parents, um, and it, you know, if it's, if it's not a most positive
meeting, I sit down and say, I'll say, Mr. and Mrs. Jackson, what are your hopes and dreams for,
for Seth? You know, um, and they kind of go, what? And I'm like, what are your hopes and
dreams for him? So they had shimmy his, their hopes and dreams for him. And so then I, so I
take notes and I say, what you're telling me is this is what you want for him. And they're like,
yes. I said, so do I, so I'm going to do whatever I can to support you in your hopes and dreams.
So then I put that down in my log next, you know, to Seth and I keep that. And I want to make sure
that I always touch base with that whenever I meet with them again, or whenever I would talk with
them, I'd say, Hey, listen, how are we doing? How are we doing on those, you know, on the, on the,
the baseball, you know, the baseball practice or, you know, um, whatever he's working on. Um,
that's important, but also I learned that when I meet with parents and we don't sit at my desk,
we sit at the table, um, away from my desk. Uh, and it's very casual. And, and I just,
it's very important for them to let me hear, let me hear what you want to share with me.
And then I just let them talk and I just listen. I just listen. Sometimes parents just need,
need to share their concerns. Um, and then once they do, they'll say, wow, thank you. Um, I said,
so now we need to talk about X, Y, Z. Oh no, no, I'm good. I'm good. I'm good. Okay. Thanks. And
then go on or it's a serious incident. And I say, okay, what you said with me is this. Um, I'm
working on that investigation and, um, you know what, I'm gonna look into this and I will get back
to you. Um, I'm going to call you, um, this afternoon before school gets after school gets
out to let you know where I am because all, cause you know, Greg, they're going to be worried about
this and fretting about this sometime. They go home until they hear from me either on phone or
email. So I tell them, I'll get back to you at the end of the day and let you know where I am
in this. So, uh, depending on how far I get in the investigation or whatever, that's what we do.
Um, I also think it's important. I like, you know, as we say, meet parents where they okay,
um, have been hinders and say, uh, meet parents where they are. I take it one step further and I
say, I say, um, um, we need to meet parents where they are, not where we think they are.
And I think that's huge because sometimes we assume things about a different parent because
of X, Y, Z and we're completely wrong. So we just need to, um, take the parent for whom they are,
where they are and, um, help them in their journey. And I think it's, you know, it's exciting to see
parents grow. You know, we love seeing the kids grow throughout the middle school years and, and,
and on, uh, in an elementary, but I really love seeing parents grow. And, um, I want to,
when I work with the parents, I want to find out, you know, what their, what their niche is, what,
what's their strengths or their hobbies. And then I will connect them into the school to do something
here at the school or, you know, have them come as a guest speaker on, on our, on our career luncheon
days or whatever. Yeah. And I think those are wonderful ideas as well. And, uh, you know, as I,
as you talk and I continue to kind of think in the back of my mind as to how we can help
parents kind of navigate the landscape of raising kids in the, you know, 2024, it's a different
world than when you and I grew up in. We also have to recognize the fact that a lot of grandparents
are in a position where they're raising children as well. I had a principal of a school district
here in Kentucky not long ago, um, you know, contact me and say that he had a grandmother
come in and she's the primary caregiver for the children. She says, I just, I met my wits in,
I don't know what to do about all the screen time. I can't get them off their devices. And we had a
conversation about what resources could you provide, not only that grandparent, but all
parents in your district that may have that same type of problem. What kind of resources,
you know, can we provide a schools to kind of help whether it's coming in to check out a video
or a book or maybe having a workshop of like-minded parents that had the same problem.
What are some things that kind of pop into your mind?
So, um, so we do, so we did several things for parents. We did social media one-on-one,
we did it twice a year. Uh, and so that they, you know, they could learn about the different,
you know, the different things, you know, the calculator app that didn't calculate,
but hides all these other apps. Um, we also do book studies. One was called,
It's Complicated, uh, by Dana Boyd. And we did, we led that out with the parents. I learned that
in the book study, sometimes parents are afraid because they don't want to read the book. So I,
so I have them buy the book and then we go through it and I use my Cliffs Notes and I get,
I share my chapter notes with them. And so that's one thing. And then also, uh, there's another one
that I need to think about. Um, it's a different topic. Sorry. Um, and so helping them understand
that they're not alone, that, that, that grandparent parenting is a reality in our world
today. And their parents, like all the other parents that they're sitting next to in, you know,
at open house or at conferences. And so I just want them to know that, you know,
those questions are real and we're going to help you. And so we, we surveyed the parents
several times a year to find out what are their needs. And so we build the parent, we would build
the parent PD around that. Um, uh, we did it, we did an evening where the students shared their
technology, um, their technology expertise. And so they, we had a night and they had different
projects. We did that with a rising sixth grade or night. So, so the kids shared what they were
using with technology, how they use it, some pitfalls. And so parents came in and as part of
that, that rising sixth grade evening, the parents got to go to the library and see our kiddos talk
about the student technology night, and they could just share what they're doing, how to use things,
some tricks and, and whatnot, and, and how to use apps. And, um, so that the apps, you know, apps
can be your friend. And you just use the term parent PD, which I love that concept. And I'm
starting to see more and more school districts, uh, go with this idea of a parent camp. And so
maybe it's, you know, very similar to what an ed camp would look like for educators, maybe an ed
camp for parents, whenever they can come in, kind of go into breakout sessions and talk about the
different issues that they have. I'm starting to see that kind of building more and more momentum.
Are you seeing that? Yes. Yes. So, um, so Julie Pyle and Mark Gilchrist, uh, they lead out the,
the parent camp initiative, um, the national campaign for that. And so they are, they are,
they are going through schools and they're also doing the same thing. They are going into schools
and using the ed camp, um, community circle format, uh, to work with parents.
Yeah. And I think that's a, that's a great concept. So absolutely, absolutely.
You know, I think it's been a great conversation. You've offered a lot of great strategies and as
we kind of wrap up our conversation here, what, what are some closing thoughts you have about
this concept of leading with parents? Uh, I hope that there's going to be a,
a Ted Huff book called leading with parents at some point, or at least some kind of program where
I can jump on the website and maybe take an online course. What's the future of, okay, great. I'm so
glad you asked that. Okay. So when I retired in 2019, I started writing my book. It morphed into
so many different formats and it's, and my wife said, where's your book? Where are you on your
book? I'm like, yeah, I'm writing it. I'm writing it. So when this spring hits and leading with
parents kind of came to that all came to get can be in this perfect storm. Um, so I'm going to,
I'm so I've changed it. And so now I'm using my work. Um, I'm working with a school. Uh,
and they are going to be, uh, my pilot school. And so we are working through this year with them.
And so the book is, the book is going to come out. And so we're going to use that school story
along with, um, the work that I've done and that school's previous history. And so we are going to,
uh, a book, a book is coming, Greg, a book is coming. Um, it's gonna, so I've got several
chapters already written. I'm going to kind of morph them a little bit to move along. And this,
this, this, this, this vein, uh, using all the work, again, using the work, um, with my face
team at France, South middle school, the work of map and Henderson, the work of Dr. Epstein. Um,
you know, that's all. So it's, it's, it's working. Um, so I do ask that question. So yes,
it is in the works and, uh, I'm excited for that to come out probably, probably, probably next
summer sometime, probably because we need to get, we need to get this first year, you know,
under the, under the belt with the school and, um, look at their data and, um, see the exciting
things that they're doing and be ready to roll. Well, it's been a great conversation. I really
appreciate you joining me to 30 minutes seems to fly by. And, uh, and if you want to reach out to,
uh, Dr. Huff, uh, maybe he can help you in your school district around the St. Louis region.
And Ted, I hope you have a great summer. Hey, Greg, you will. And I will, there's no place
I won't travel to folks. So wherever you are, um, if you like my support, I'll be there.
Thank you, sir. All right. Thank you, sir.
So that's a wrap on this episode of the reimagine schools podcast as always. Thanks for listening
and be sure to like follow and share wherever you get your favorite podcast episodes. And again,
if you would give me a follow on Twitter, I'd love to connect with you. You can find me
on all social media at Dr. Greg goins. I also hope you can visit my website. You go to reimagine
schools now.com. You'll find information there about leadership coaching. And if you need a
speaker for your next conference or event, uh, you know, hit me up. I would love to talk with you
and you can always find me@drgreggoinsatgmail.com. A special thanks goes out to my guests this week
and for everyone that continues to support the podcast. And until next time, folks keep fighting
for change in your schools.