413 - New Coach, New Building, New Beginnings

In this episode of Restart Recharge, we engage in a lively conversation with two of our very own instructional design coaches, Celine Thomas and Jamie Clausius. They provide a wealth of practical advice for instructional coaches, whether you're a seasoned professional or new to the role. The discussion touches on essential tips for overcoming isolation, building rapport with teachers and administrators, and integrating into new school environments effectively. Learn how to start your year off on the right foot with strategies for visibility, consistency, and personalized support.

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Transcript

Matthaeus Huelse: 0:01

Calling all Instructional Coaches, Curriculum Specialists, Teachers on Special Assignment, or whatever they call you. I'm Matthaeus Huelse.

Katie Ritter: 0:09

And I'm Katie Ritter. As Instructional Coaches, we are often responsible for our own professional learning and can sometimes feel pretty isolated in our role.

Matthaeus Huelse: 0:17

That's why we're here, bridging the gap with a wealth of tips, tricks, and building a community of coaches.

Katie Ritter: 0:23

So hit the restart button with us.

Matthaeus Huelse: 0:25

Recharge your coaching batteries.

Katie Ritter: 0:26

And hopefully you'll leave feeling just a little bit less on your own coaching island.

Matthaeus Huelse: 0:34

All right. Welcome back to another episode of Restart Recharge. Thank you guys for being here. We are back from break, and ready to tackle the new school year with you. Now, doesn't matter whether you're an established pro and instructional coach, whether you're joining a new school or whether you're brand new to the gig, we brought in two of our own coaches to give you tips and tricks to get started for the year.

Katie Ritter: 0:56

Yes, and we have missed you listeners, but we're excited to be back from our little summer pod break as well. And I am really excited to introduce as a guest, And that is Celine Thomas, or as we like to call her by her DJ name, Queen Celine. Sorry, Celine had to add it. Celine just actually finished up last school year as an instructional design coach with us here at Forward Edge for her very first year in this coaching role. And she has a master's in instructional design and technology and a bachelor of science and education in secondary education. Celine has experience from classroom teaching to facilitating university courses and working as a content specialist for a company called ChalkTalk The celine is also our co producer here at Restart ReCharge. She will be a co host coming up. Welcome Celine.

Celine: 1:49

Hey, I'm so excited to be here.

Matthaeus Huelse: 1:51

Celine is also the reason I keep my brain together and why the podcast is still running the way that it does. And joining her is Jamie Clausius, who has been with our team for about two years now, coaching in multiple school districts. Jamie has 10 years of experience as a 7 to 12 year science teacher. And now she represents Google for education at conferences.

Katie Ritter: 2:11

Welcome, Jamie.

Jamie Clausius: 2:13

Thanks guys. Thanks for having me. I'm really excited to be here.

Katie Ritter: 2:15

We are so glad to have you back again. Okay, Celine, we are going to start with you and reflections on your first year as an instructional coach last year in a brand new district. And so just talk to us, what was that like? What were maybe some of the biggest challenges you faced that you think some other coaches could learn from going into this school year?

Celine: 2:38

Yeah, for sure. So I dove right in. I really had no expectation of what I was going to be doing besides being prepped for what an instructional coach was. So I really was just nervous about everyone getting to know me and me getting to know them. Just having those first day feels just like any teacher would in the classroom. You want to get to know your students. You want to develop that rapport. So I was able to take that aspect of teaching and apply it here. The same thing. So my first couple weeks were a little scary. It was like learning a new building. One benefit though, I actually had Jamie. She was going to be my walkthrough during that time. I grabbed her hand and was like, hey girl, can we just take a tour around the building and walk through and meet some of the teachers. She was there a little bit prior to me arriving So that helped a lot. I think a big thing for me was just really in the first couple of months after that was getting to know who I was working with. So just to finalize that point, I think the biggest challenge was making sure I was putting myself in a situation where people were allowed to get to know me before I was even able to start the coaching process. So that was a huge. Challenge for me, is getting into all the different buildings and overcoming the challenge was just using what I knew as a teacher, developing rapport, talking to people in the break rooms when they had breaks, participating in little hallway activities or when the students had, assemblies. Sitting with the teachers while they're just working on things. So just putting myself in spaces where they were having more of social interaction versus actually in the classroom. That was a huge, way for me to get past that hump.

Katie Ritter: 4:27

Yeah, that's great. Really focusing on getting to know them as people, as opposed to just Hey, all you are is this teacher for these students.

Celine: 4:36

Yes.

Katie Ritter: 4:36

So looking back at the year now with a whole year behind you more like, Training, a better understanding, feeling better, more secure in the role, like better vision, moving forward, meeting with admin, big question to kick it off here early in the episode with, but, like looking back holistically at the whole year, what do you think you would have done differently, particularly at the beginning of the year, given like the theme of this episode?

Celine: 5:03

Yeah, for sure. I think probably my biggest thing was outside of The social aspects was really sitting in the classrooms more. I think I was trying to give the teachers space to get to know me. But alongside that, getting to know the students was a core thing too. So despite me having the ability to know the teachers, I really didn't know what the students needed in particular from my coaching as well. So that trickle down effect was huge later down the line once I realized the demographic. A little bit later on, I was like, Oh, okay. I could have coached in this way, a little bit better knowing the demographic in that way.. So I think I would have started just leaning more into being comfortable getting into classrooms. I think my biggest fear was that I didn't want the teachers to think I was like observing them specifically. I didn't do it as often as I should. I think that's one big thing I wish I would have done.

Katie Ritter: 6:01

Yeah, that is good advice. And I'm going to push you a little bit just because I would bet like also having been there myself and just knowing and having talked to a lot of coaches, I think that's probably a common fear that coaches have about when it's When have I built relationships enough and when is it time to start pushing in and do the job that I've been hired to do and how do I start to make that transition? So if you had to give like really specific advice like just based on your own Experience in the role, what is like a really tangible thing that you would tell a coach to do to help them make that shift a little bit sooner, either whether it's getting into classrooms or, getting to know the students to then maybe better serve the teachers.

Celine: 6:48

Yeah, for sure. One space that I know for sure that you can navigate right when you start at the beginning of the year are the staff meetings. So even before you go to individual classrooms, just giving The teacher is a synopsis of what you're going to be doing in the next few weeks. Hey, I would love to come spend time with you all in your classrooms, not to observe or anything, but more so just to hang out with the students, see what they're learning and see what ways I can support you in the classroom. Just making really meaningful conversation in that way so that they feel comfortable with what you're doing versus just popping up throughout the school year randomly. And I would even say, possibly talking with admin and scheduling some time to figure out what areas that they want you to focus on with specific teachers, or if there's like a schedule that you want to build. Maybe you need to go to a specific building or a specific space on a certain day. That way the teachers are expecting when you're going to be there in that area. And it's not more of a surprise or anything like that on either end.

Katie Ritter: 7:55

I like that.

Matthaeus Huelse: 7:56

Yeah. And we're going to talk a little bit about the admin connection a little bit more later too. We'll have some more follow up questions on that. So when you were also going from room to room, so here's a random question. What was your number one topic to bring up that was not teaching related to build

Celine: 8:11

that's a good question. I would say it really just dependent upon the teacher. So I try to not force anything technology wise in their face. But depending upon the season, it'd be like, hey, do you all do anything for Thanksgiving or anything fun you have coming up for the weekend? Just a little conversation that you would normally have with people. So just normal things.

Matthaeus Huelse: 8:36

Yeah, I was just wondering, because everybody has something different. For me, it's usually like talking about Bravo and reality TV or

Celine: 8:42

Yeah,

Matthaeus Huelse: 8:43

whatever I notice on the classroom decorations, Katie's losing it because that's, I'm sorry.

Katie Ritter: 8:49

Big Bravo guy.

Celine: 8:51

Yeah.

Matthaeus Huelse: 8:52

It happens. Jamie is too. I know she Is.

Jamie Clausius: 8:55

Bravo Girl

Matthaeus Huelse: 8:58

actually I'm going to flip over and ask Jamie a couple of questions, if that's okay.

Katie Ritter: 9:01

Yeah, go for it.

Matthaeus Huelse: 9:02

Jamie, you actually had the opportunity to. go into a bunch of different districts, one after another, and you've had a lot of different experiences. You've been in a school community introducing yourself a bunch of times.

Katie Ritter: 9:13

So Jamie serves as a coach and she helps us with, backfill of other coaches. So maternity leave, paternity leaves any last minute contracts that come through and they want to coach Jamie's there to really support us and in with coaching in that way. So that is where over the past couple of years Jamie has plugged in as a brand new coach to, I don't even know how many districts, Jamie at least three or four, I think?

Jamie Clausius: 9:42

Yeah Four

Katie Ritter: 9:43

but at that point you've had so many opportunities to like, you got to get over that hump really quickly and build some relationships really quickly.

Matthaeus Huelse: 9:51

Thank you for catching that. No, absolutely. And yes. And in a short period of time you had to add yourself into that community. What works? What didn't work? And what were some of the things that you were surprised By?

Jamie Clausius: 10:01

Yeah, so like Katie said, thanks for that little bit of an intro, Katie. I've had the experience and opportunity to, coach in a bunch of different districts. Therefore I've met a ton and a ton of teachers and administrators and students. And yeah. And as every district is different, I always found myself going back to similar practices whenever I started at a district. And it didn't really matter how long I was there. One district I was there for six weeks. Another district I was there closer to three months. But I always had these kind of fallbacks to go on. really to integrate myself quickly, which was really nice. And one of my main ones which I actually got the idea from another one of the coaches at Forward Edge was to create a little bookmark like my take on a business card, essentially. It had my picture on the top and then gave some background information about me. Hi, I'm Jamie. Was a teacher for 10 years. It gave some of my likes and my dislikes. So I love to go hiking and love to play games with friends, pretty much just anything that I could physically hand to a teacher so that they could one, be seeing my face and then two, just to get to know me quickly. Because like I was just saying, if I was only in a district for just a couple of weeks, I needed to build that relationship pretty quickly. And as I walked into a classroom to meet a teacher for the first time, if I could give them something to hold on to that was more likely for them to remember me the next time I came back around, because I was just this fresh new face. Specifically the very first district that I did this for, filling in, it was at the very end of the year. And it was just a really quick stint. So walking in, giving that bookmark to the teacher. And then when I would come back around to check in with that teacher again, some of them had them like pinned up on their on their bulletin boards behind their desk. And they'd be like, Oh yes, Jamie, I remember you. So that was always something really easy and also just fun for me to make. That a lot of teachers actually thanked me for when I would give that to them. It was just an easy, quick way to make a connection.

Matthaeus Huelse: 11:59

I like that. I like that idea a lot. It's having something physical in the end and you already feel like you're getting a gift in that moment. I love that. That's pretty smart. So my next question was multiple different districts, multiple different locations. Have you noticed differences in terms of how culture might affect way that you introduce yourself? Because in some schools, maybe one thing works better than another thing. Have you noticed anything like that happen to you in those transitions?

Jamie Clausius: 12:24

One of the things that I like to do when I walk into a district for the first time is just assess the situation, really get an understanding for how the teachers are feeling and then going from there. So like Celine was saying, really just starting with. Base level human connections and relations is always, in my opinion the way that I found the most success. And then a lot of the times, teachers will bring up things that I can help them with. And it didn't matter how big, how small, however I could be helpful for them in that time of need. That was like my in. And then as the next couple of weeks or months that I was there, that would just give me a little bit more business and I could go back to that teacher if I made that first kind of initial foundation on just a human level first.

Katie Ritter: 13:09

Matthaeus, I think you bring up a really great point. Point with that pivot there. And you've both why, Celine, you've been full time coaching at one district. You've also done some work presenting and leading PD and working with teachers in other districts. And you taught in other districts, right? We all have experience in that, You can walk in a building, even different buildings within the same district, but certainly like district to district, and you can walk in and there's just a different vibe going on, whether it's really positive or really negative. And I think when you're in the really positive vibe and culture space, it's a lot easier to walk in and build those relationships, and people are a lot more open to chatting with you about their Thanksgiving plans and what's coming up. But what's really difficult is all of our coaches who are in the places where you walk in and you're like, Ooh, this is not a great vibe here. And so I'm, curious what either of you might give coaches who are in that space walking into a not so great culture. If there's special tips that you might give them considering, like, how they might go about building that rapport and those relationships with teachers earlier in the year, when that's not typically the culture of the school is to be accepting to someone in a position like yourselves.

Celine: 14:33

Yeah, for sure. For me, I think the first thing I had to realize is, regardless of where you go, and this is just throughout all of my experience, is don't take it personal if it is something that's negative. It's, the world of teaching has changed so much in the last few years, so we have to be mindful of how different emotions are nowadays with everything that's happened in the past. Just knowing that it's not a personal reflection of who you are. And that you can still maintain a positive space mentally. You just have to push through. And with that, I think one thing that I was able to do right off the bat was going to where I knew I would be accepted immediately, which was the English department. And anywhere that's English in life, I think that's the first place I ran to as a coach. Because I was a high school English teacher, so I immediately locked in with that department. Just, to get a view of what their culture was and what their experience was and being able to trade off ideas on almost immediately because I just came from that space. So if you're a new coach coming in, I would definitely recommend not to say it's like an easy way out, but it is somewhere that you can start if you are familiar with elementary go to the elementary building first, see who you might have the ability to share ideas with, and that might be a good place to begin.

Katie Ritter: 15:56

Yeah, I like that because we all need our safe space. The work we do is really hard. We need a safe space too. And those people who can be our early adopters and are like confidants, and I like how you also mentioned that you also tried to learn the culture and the why is this done this way through these people who became your safe space. And I think you also make a really great point of not taking it personal., which can be really hard to do in the moment, but I think if we, I don't know, maybe every coach this year, especially if you're in a place, just write, don't take it personal and stick it on your computer. Just to remind yourself over and over.

Matthaeus Huelse: 16:31

I think it's hard too, because if you're joining a community like this. You are new, and you will also be looked through the lens of the position that you have, and therefore you might be representing something that not everybody is excited about. So that's something important to keep in mind. Exactly. Don't take it personal. Yeah. Sometimes you're just scary because of the title you have. Yeah.

Katie Ritter: 16:50

Jamie, do you have any insight to add to this question?

Jamie Clausius: 16:54

Yes, I think as soon as Katie, you were talking about it's really easy to talk to teachers and admin and support staff if the spirits are high in a building or in a district, but right where it's not so high teachers can be a little bit or anybody could be a little bit standoffish potentially and maybe not want to have that discussion. face to face conversation. So I also like to send out like a survey where teachers can be telling me a little bit about themselves, but then also really bringing to light ways that they could use more support. It just might be teachers are really thriving a little bit more support. And as coaches, that's what we can do. We can go into that district and we can be supportive for them. If the teacher isn't comfortable, saying that to me in person, they can fill it out in the form that I send out, and then I can make that connection, go check in with that teacher. And I've gotten a lot of traction that way too. So if you are any listeners out there, if you are struggling in that aspect maybe build those initial relationships, try a form, just a simple Google form. And it could be really basic. You could get in depth with it, but that might be more of like a safe space. Like we were just talking about for teachers to reach out and ask for some help.

Katie Ritter: 18:05

I love that connection that you just made, that in the really thriving positive cultures, teachers more than likely feel supported, and there's a direct connection to the, that support and that Ability to persevere when you, through the hard times when you know that you have the support in a direct correlation to teacher retention in a really difficult time when they have the support and coaches are huge support for teachers. So I love that correlation that you just drew. I don't know if you have anything else to add before we jump into the next cue.

Matthaeus Huelse: 18:40

I say we actually take a quick little break First.

Katie Ritter: 18:42

this is why I check with you Midway.

Matthaeus Huelse: 18:44

Yeah. We're on a roll today. Yeah, we're gonna, we're gonna hand it over to our sponsors for just a few seconds and then we will be right back with Jamie and Celine talking a little bit about the admin relationship.

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Katie Ritter: 20:10

All right. Welcome back to the Restart Recharge podcast. Matthaeus and I are so excited to be back from our little break. And we have Jamie and Celine with us talking about all things, getting started in the new year. Particularly if you're a new coach or entering a new building, we want to pivot the conversation a little bit. Most of what we've been talking about, I think, has largely been focused on our direct audience that we serve, classroom teachers. And, I'd, like to think about how the two of you have gone about working with and connecting with admin earlier in the year, the better, or even if it wasn't earlier in the year what was it that helped you get over a hump and make progress with an admin, right? Because we know how important admin are to either open the gateway to our success in getting in with teachers or make it a roadblock, and not help us get in with teachers. So how have you really focused that connection with admin?

Jamie Clausius: 21:12

I can start. So a couple of the districts that I've had just, yeah, more of a temporary, like short term coaching role. I've had, I've been fortunate enough to have admin with open arms as I've come into the district or into the building right off the start. Because if I am filling in for somebody if they were going on maternity leave and they're just happy to have another supportive coach coming into the building. So I have been really lucky in that sense. But even I always like to start off Building a relationship with admin with kind of just listening first cause a lot of the times they have some particular ideas on their mind, goals, whether those are district level goals or building goals could be instructional related, could be more related to the teachers. But I always like just to start with listening first and really Absorbing all of their wants and their needs and if they have any dreams that I can help out with and then marinating on that and then coming up with like thoughtful responses rather than just like spewing out. So really being thoughtful about that conversation and I feel like if I'm listening first, that lets them know that I am just there to be supportive in any way that I can.

Matthaeus Huelse: 22:17

Do you have any specific questions you'd like to ask? Because they have the information that you might want to get started with. So any questions that you have in mind when you first talk to them? Stuff you want to find out?

Jamie Clausius: 22:26

I always like to ask if there is a certain teacher, group of teachers grade level, whether it's a grade level or a department that they would like special kind of assistance with, or someone that I can really be diving into first, because yes, I definitely want to go around and meet all the teachers in general. But if there's any sort of group that the admin has on the top of their mind They know has been asking for some support or they're just wanting to provide a little bit more support. I always like to nail that down first and it gives me a good direction to go on.

Katie Ritter: 23:00

And what about you, Celine?

Celine: 23:01

I actually went into a district that already had a coach previously. One of my big things going in was meeting with everyone that had ties with that previous coach starting with our curriculum director and then working my way down and Every single group that I met with my question was what is it that you enjoyed or that you found helpful from the previous coach that you would like me to carry on? That was important for me because starting in a district that I had no idea about, I wanted to ensure that whatever was based in their mission wise, carried out throughout the next part of the year. And then I could add my own flair on to that later down the road versus me just starting on a fresh plate. So that was very important to me is understanding where they left off and what they might want to do pushing forward.

, Katie Ritter: 23:51

I, Really appreciate that connection and that thoughtfulness that you're making, like on behalf of the teachers. Cause we all know we've been there. We see it happen over and over where turnover causes this initiative fatigue because the next person walks in, it's I'm doing my thing now. So I just appreciate that. Thought that you put into it on their behalf of, okay, I've got all these great ideas of my own that I know would be awesome, but what are the key things that I need to not shake up on these teachers right now to give them some consistency moving forward?

Celine: 24:26

Yes. And I loved it too, because it did allow me. To create things that they needed right away. So for example, they're like, Oh yeah, we love that. She had the PD on the potty in the bathroom or like the little PD posters posted everywhere. So if you could continue that cause I would have never known that if that was something that they wanted right away. Or they like, yeah, we love that you would come to all the staff meetings that are present or available just noting little things that they would like me to participate in right off the bat was very important. I agree, it did make a difference in how it was about to approach things just based off of my training. And then after that, I think the big thing was meeting consistently. So I utilize Google Calendar. Our school is a Google school, but any type of calendar or, system that your district might have, I would say just having a scheduled, consistent meeting. I did mine once a month, and I would overlap that with just the main curriculum director. So then my admin knew that I met with them this week, and then I would be following up with what we talked about with the big the top of the chart there. So that they knew that we had to meet because I would be Giving that information to someone else later.

Katie Ritter: 25:39

A little intrinsic motivation,

Celine: 25:41

It kept me on track as well, because I knew that prior to this meeting, I would also be bringing to the table what I've been working on with the teacher, we all had something that we had to contribute at the end of the day, that was probably the most beneficial thing for me throughout the school year.

Katie Ritter: 25:56

Awesome.

Matthaeus Huelse: 25:56

Yeah, that is also a very good point, especially if you initially have those meetings and after meeting two or three, you're like, I really don't have anything for you guys to talk about. You're gonna, you're gonna hurt yourself in the process. You want to show that you're making progress with your teachers and everything.

Celine: 26:07

Yes, exactly.

Matthaeus Huelse: 26:09

so we're gonna lead into our last question.

Katie Ritter: 26:10

All right, let's do it.

Matthaeus Huelse: 26:11

We always ask. What are the top three tips you can give our coaches right now off the bat? So we're starting the year off with six, two times three. Not

Celine: 26:20

Oh my gosh,

Matthaeus Huelse: 26:21

to the year.

Celine: 26:21

so spoiled.

Katie Ritter: 26:23

Yeah, top 3 tips for Coaches starting off a new year.

Jamie Clausius: 26:27

My top three tips would be to be flexible. Going with the flow, pitching in wherever you're needed, whether that's an ask from an admin or from a teacher in particular. I always try to be visible as well. Celine hit on this a little bit earlier. At the current district that I'm in long term I don't have a set office, but I actually really enjoy that because I can bounce around through the buildings throughout the day whether it's walking in the hallway or being in the teacher's lounge, or sitting in the back of a teacher's classroom just to check out the awesome things they're doing with their students, being visible, really important and then being accessible. If a teacher can't track me down in person, I always set up a like a resource center on the school's LMS. So anything that I create PD wise or informational, I can post it there. Teachers can have access to it. I always, like Celine was just saying, making sure to use some sort of. Scheduling calendar option, have that in my signature line. So making sure that I'm accessible to teachers too is really helpful. And teachers are definitely appreciative of that.

Katie Ritter: 27:30

Love it.

Celine: 27:32

one big one is being consistent. Having a plan of action and making sure you're following through with that. Sometimes it means just writing out your agenda for the day or for the week or figuring out who you want to talk to teacher wise or if you need to meet with admin and just having Something on your plate for the day versus just running in kind of blind eyed. And I would say even for the beginning of the school, you're just having a plan of action of where you want to start and what you want to do. And then the second one for me would probably be being yourself, being a person. I think that's been the biggest thing because it's gotten me through life in general. So I love to joke. I love to make people laugh and, I want people to enjoy themselves. That was one of the biggest things for me as a classroom teacher was seeing my students smile and actually enjoy learning. So I'm like, I just want to be able to bring that through every part of my career. So doing that as an instructional coach, I think it's important to is having fun, having a personality. I'm not sure how to. How do you force someone to have a personality, but yeah, just having that. And I would say the last thing is always being willing to learn and research ways that you can benefit your coaching. But outside of that, just thinking about ways that you can grow as a coach. So not just taking one year as, okay, I got this under my belt. I'm going to do the same thing again this year. Cause I know for me, now that I have one year under, I want to improve. So I'm going to continue to research, continue to add things under my belt, to make things a little bit better for myself and my teachers.

Matthaeus Huelse: 29:12

That is such a good point..

Katie Ritter: 29:13

I know, Those were six great tips to kick off the like second half of the season with.

Matthaeus Huelse: 29:17

That was a, that was great. That was a great way to end all this. Those were six solid tips. Thank you so much guys for joining us. Do you wanna, do you have anything to brag? I always ask people if they have anything to brag about, anything cool that you guys are doing, any kind of, how can people find you, where can they find you on social media, where can they listen to you DJing, things like that.

Celine: 29:35

Goodness gracious,

Jamie Clausius: 29:36

DJ Celine

Celine: 29:37

I have a hard time, I, you all know I've been Clark Kenting my identity, Clark Kenting my identity as a DJ,

Katie Ritter: 29:44

We're not here for that, Celine. We're going to out you.

Celine: 29:46

Yeah. be a person, be who you are. I you can follow everything because I'm just now, meshing everything into my instructional space. MissThomas22 on Twitter is where I'll probably, you'll find mainly all my stuff.

Katie Ritter: 30:02

Jamie.

Jamie Clausius: 30:03

I'm at Jamie Clausius on Twitter. I probably, I'm posting as much cool stuff as Celine is, but try to get out there and do some fun stuff.

Katie Ritter: 30:13

And Jamie's IE and Clausius is C L A U S I U S.

Jamie Clausius: 30:19

You got it.

Katie Ritter: 30:20

Great.

Matthaeus Huelse: 30:21

Thank you listeners for joining us. Thank you so much guests for being here. You guys have Awesome, have given us some great advice. Yeah, we're going to be, we're back from break. We can't wait for you to listen to the next couple of episodes. And if you have anything you want to give us as feedback, please go to Spotify, Apple Music.

Katie Ritter: 30:38

Podcast.

Matthaeus Huelse: 30:41

See the break and I forgot it again.

Katie Ritter: 30:43

We almost had it down. And I would say as you're listening early in the year, no matter when you're listening, share your tips for kicking off a new year. Tag us, our social media, tag Jamie and Celine, if anything they said resonated with you. And we'll share it out. We want to, build and expand the island so you don't feel alone. So trying to build a community here.

Matthaeus Huelse: 31:02

Awesome, yeah. you so much, everyone. Have a great day.

Jamie Clausius: 31:05

Bye.

Katie Ritter: 31:06

Happy back to school.

Matthaeus Huelse: 31:11

Thanks for spending time with us today. If you found this episode helpful, please share it with an educator friend.

Katie Ritter: 31:16

And connect with us on social media at rrcoachcast to let us know what you thought of the episode and what topics you want us to discuss next.

Matthaeus Huelse: 31:24

New episodes drop every other Tuesday. Be sure to subscribe to Restart Recharge wherever you listen to podcasts.

Katie Ritter: 31:31

So press the restart button,

Matthaeus Huelse: 31:32

recharge your coaching batteries, and leave feeling equipped and inspired to coach fearlessly with the Restart Recharge podcast,

Katie Ritter: 31:40

a Tech Coach Collective.