[00:00:00] Dr. Jim: You're climbing the ranks at a massive K through 12 district, and you're feeling pretty good about your career trajectory. Then you get an opportunity to grab the big chair in another district, but it's not a like for like move. It's a move from an urban district to a smaller rural and suburban district.

It's a massive change of pace. What worked for you in your old district might not work for you in this one. So how do you build an integrated district while getting up to speed in a completely new setting That's the central question that we're going to tackle in today's conversation and who's going to be guiding us today We have anna alvarado joining us.

Dr Alvarado has been in education for over 35 years and in the span of her career as an educator school administrator and district leader She's worked She's continued to be driven by her passion and belief that educational equity means providing students with a learning environment where they have access to resources and support in order to improve the trajectory of their future. Prior to her current role, she was at the Chicago Public Schools where she spent quite a bit of time. She was a [00:01:00] Network One Chief. She supervised 50 schools and worked closely with school administrators with a focus on building effective teams. She believed that schools are at the heart of neighborhoods and have the power to influence and shape the community through strong partnerships with Families and businesses.

In the last two years in CPS, Dr. Alvarado took on a role of chief officer of teaching and learning, where she worked alongside network chiefs and academic chiefs. Although it was difficult to measure the impact of her work in the large urban district, it is the working relationships and empowering neighborhood schools to lift up the educational experiences of students that made the experience meaningful.

Currently, Dr. Alvarado serves as the superintendent of the Freeport school district And has been in that role for the last six years She's fallen in love with the pretzel family and continues to believe that hard work of educating children is everyone's responsibility. She also believes that initiatives will come and go but the partnership between students families school board staff and the community Creates long lasting change and can become part of the legacy of the school [00:02:00] district.

Anna. Welcome to the show

[00:02:01] Dr. Anna Alvarado: Oh, thank you, Jim. So great to be here.

[00:02:04] Dr. Jim: I'm looking forward to this conversation because it's going to have a lot of texture to it. And we're talking about a big change of pace in terms of the transition that you went through when you shifted from CPS to the Freeport district. But before we dive into that part of the conversation, I think it's important for you to give the listeners and viewers a little bit more context in terms of your career.

And what I'm specifically interested in is understanding some of those key moments through your career that really helped shape your leadership philosophy and how that shows up in the various districts that you've worked at.

[00:02:41] Dr. Anna Alvarado: Yeah. One thing that was not emphasized in your intro is I really started in a parochial school, a small neighborhood parochial school. And I was there for 14 years, in that small community, everybody knew everyone. And these parents really took time to sacrifice their family finances to send their [00:03:00] kids to a private school setting because they didn't feel that the neighborhood school in the community was an option for their kids, right after 14 years of doing that work.

And I learned so much about the power of community and the power of creating a strong partnership between, hey, if you're a family and you're paying for tuition, chances are, you're going to be very invested right in that. After 14 years, I thought, Hey, I'll try the public sector. So that's where I transitioned to CPS in 2001.

And that was a very different experience still focus on community and neighborhood schools, but that's where I really began to understand, the importance of public school as an equity piece where our job really in the public education is to make sure kids have opportunities that kids had resources, and how do we as caretakers of the taxpayer dollars, make sure that it, it really benefits all students in, in the school.

So I was there for 18 years in Chicago public school.

[00:03:59] Dr. Jim: [00:04:00] One thing that's interesting about what you just described is that you spent 14 years in the private school space and then another 14 or 15 at CPS.

When you look at that transition between public school district or a private school district, a public school district, what were some of the big differences that you noticed and how did that shape how you had to navigate the system and allocate resources to effectively deliver what the districts needed?

[00:04:29] Dr. Anna Alvarado: Yeah. One most important thing is. Parents want the same thing for their kids, whether they're in a public setting or in a private setting, right? The difference becomes about when I was, went to the public sector I saw a lot more barriers to students accessing good quality education. And when I started to recognize the barriers I began thinking about how can I step into the role of leadership to have an impact and influence in minimizing [00:05:00] those barriers.

That means working with the adults. That means communicating how does our vision align to our actions. Because you can have great mission statement, vision statements, but the actions you're seeing in school are not necessarily aligning you. To what you want the output to be so to me in my career, I started what I call building on ramps, right?

The on ramps is for students to see themselves as opportunities for, when I have a good quality education, I can get on this ramp and I can also have access to an off ramp, right? More focus on the larger picture rather than just teaching, reading and all that. I began to start thinking about.

Post secondary for kids. Even if I'm at kindergarten classroom, I began to transition to where do I see these kids 10 years from now, five years from now, and how do I as a leader, whether as a principal, whether as a network chief, as a chief officer of teaching and learning, what role do I play in the lives of these kids [00:06:00] so that the adults around me and the resources can have meaning behind what we do for kids and their families.

[00:06:06] Dr. Jim: So there is an interesting aspect of your answer that I think would be helpful for a lot of people that are listening to the conversation, and that's when you mentioned the disconnect between the alignment of vision and action. That's common across a lot of organizations. You have mission and vision statements that are plastered up all over the place, but the behavior doesn't line up.

So what were some of the things that you did to embed that the accepted behavior into The operating rhythm of an organization that lined up really well with mission and vision

[00:06:39] Dr. Anna Alvarado: First is the modeling, right? People have to see you living what, you say you're going to do because leadership behaviors have to translate to modeling that. It's your day to day. How do you speak to people? How do you communicate change? What are the dynamics and relationship between the organizational leaders [00:07:00] and the people who are recipients of your actions and decisions, right?

And that's where I really learned how to get into the arena. I call it the arena, right? I always tell my people you can't make decisions from your office. Let's say as a principal, I can't make decisions when I don't know how the kids are learning. I can't make good decisions when I'm not speaking to parents, when I'm not inviting parents in.

I can't make good decisions when I never talk to my teachers and I don't know their struggles or challenges or the resources that they need and the supports they need. So I think I had to me. It was really removing that disconnect between, the work of central office, the bureaucracy that can exist there and what truly happens in a school.

So anything all. Initiatives that you have in programs, while it's all great, it's really how the kids are experiencing learning in the classroom with their teachers that matter the most.

[00:07:58] Dr. Jim: The switching [00:08:00] gears a little bit now you spent, you know quite a bit of time in cps and you eventually, got tapped for a potential opportunity in freeport when You look at where you were at CPS and the opportunity at Freeport. What was it that, that drove your decision to move to a much different environment?

[00:08:19] Dr. Anna Alvarado: First of all, I'm, I love taking risks. I love, again, for my little comfort zone of 14 years in a private school, challenging myself to go to a Chicago public school was already a huge move, even if it's in the same city. And, that was a huge move, right? After 18 years, immersed in that work, when I got that call about, would you be interested in, applying for, and I said, no, but come on, just talk to the board and it's funny I'm just going to let it go.

It's okay. Ultimately, I can say yes, or I could say no, if this works out. Let's see how it works out. So I'm telling you, Jim, that first time I met that board, I was very impressed with just the commitment to [00:09:00] that. We're all in right. They were all in. They wanted what's best for this district.

One thing that tells me a lot about what kind of superintendent a district will get depends on their search. Their search process told me a lot how serious they were and what they wanted and who they wanted to have, lead the school district. So to me, the first draw was the board because I needed to make sure if these 7 people are going to be my bosses, I want to make sure that all of us can.

Can share our common values and the values that really came out of that board was we're in for all the kids here, like we want what's best for our kids. I never sense a huge political, landscape where I needed to tiptoe around who these individuals are. They were just so committed.

To doing what's best for the school community. So that to me was the number one thing because I always say I will not work for a dysfunctional board because nothing gets done.

[00:09:58] Dr. Jim: Something caught my [00:10:00] attention in your answer. And that was your comment that you can tell a lot about the type of superintendent that a district is looking for that they're going to get based on the search process. So tell us a little bit more about what that search process look like and why it was an indicator of the type of superintendent they were looking for.

[00:10:20] Dr. Anna Alvarado: So they, this the search firm that the board had hired to, help them do their search was very comprehensive. This, the process was comprehensive. Like they first did a survey of the community. I actually read the survey before I agreed to accept, to meet the board because I wanted to know what is it they're looking for.

So again, they didn't have to do that. They didn't have to do a survey, but they were very interested in what the constituents, the stakeholder groups. Wanted out of this process, right? And through that survey, it gave me some insight about one of the big things. There was communication, right? The schools were feeling the staff [00:11:00] felt that there was a disconnect between, central office and schools, that there was a gap between that communication that they also talked about trust that there was a lack of.

Trust there was a feeling of you have, you were probably going to be suffering, paying a consequence for not going along or getting along or something like that. So that to me was a big signal about. There's a lot of healing that needed to happen within the community itself, and part of that process was so the first interview after that, they called me back and then they had done their homework, right?

The questions were very much geared towards what the survey was saying, and then there was a community meeting. And then after that, the board members took turns and taking me around town. The time that they took to take me to schools, meet with some of the principals. I had the opportunity to, to talk to principals, the administrators, because it was, and, teachers the FEA, so just a [00:12:00] chance to just see who the people are and get to see the facilities and get to see, the climate, feel the climate of the community.

So I really appreciated that because when I felt it was time to make a decision, when they offered it to me, I had a really clear picture of what I was getting myself into. I literally did not come here thinking, what the heck did I do? When I came here, it was, I am so excited to work for this board and I'm so excited to get to know the community more.

[00:12:30] Dr. Jim: So that's a, that's good insight. And then you fast forward from there, you're dropped in the district. Okay.

[00:12:36] Dr. Anna Alvarado: Yep.

[00:12:36] Dr. Jim: But you're in the middle, like what you think is going on when you go through the interview process is different from what can be different from what's really going on when your feet hit the street.

So when you got into the district, what was your process to get your bearings on? What are the real things that I need to pay attention to and impact in a very short amount of time?

[00:12:58] Dr. Anna Alvarado: Yes. The first thing to me [00:13:00] was I needed to make sure that I am visible. You cannot underestimate the power of visibility. When you are visible, and when I say visible, not just schools, I would go to talk to department heads and. Parents and families and just listening. So I just did my own listening tour.

I went to schools. I wasn't looking for anything like bulletin board. I wasn't looking for. I really truly just wanted to see people. I wanted to see how the kids interacted. I wanted to get to know the teachers. I wanted to get a sense of the needs of the principles, the supports that they have or resources or lack of.

And then there's also my own team. Okay, it is a challenge, Jim, as a superintendent, when you inherit a team, because you didn't interview these people, right? In your mind, you put together an entry plan, but your entry plan is also going to depend on the people you have on your team, right? And then with that, most [00:14:00] important is I had to get to know the board.

That was important to me. So I remember I asked them, can I do the retreat with you? Because typically they were hire someone to do a retreat and it was more of a data retreat. I wanted the board to understand. Hey, if my marching orders is you want to see academic achievement. That's not a light switch.

I can't just like tomorrow. We're going to be, this kind of school. That's a brick by brick work. And that kind of work is a communal work, which is how do we get on the same page? How do we look at our vision and our mission statement? And does it make sense to us? And then of course, COVID hit, which was even more, but COVID gave me the opportunity to connect with people at a different level, right?

Because now I'm not in buildings, I'm here looking at the screen. And so at that time, the district was also, it was their last year of their five year strategic plan. And on the 5th year, that means we have to write a new strategic plan for the next 3 years. How do I do that when it's during COVID?

Because usually that's a [00:15:00] very social activity. But we did, right? We delegated the work. We looked at the school mission. We got feedback from, the community members and all that. And then we just did our work virtually. That was to me the re the sort of, not reboot, but just the sort of reengagement of this is all our work and we know it's going to take time and we have to grow in the way we trust each other and listen to each other.

Versus we judge each other.

[00:15:28] Dr. Jim: So when you look at those two things, so you're on your listening tour you're focusing on being visible and you're in the middle of a pandemic and you're working on building. Your strategic plan. So that's four things all when you look at that process. How did you decide what observations you made during your listening tour should take priority in the design of that strategic plan where it reflects the key needs for the district?

What was your process for [00:16:00] whittling that down?

[00:16:00] Dr. Anna Alvarado: So there were three key things that I. Found that were truly important that became the 3 big rocks in our strategic plan, and we kept it up to now. So now we're we finished the 3 years and then we built again the next 3 years. So what I saw were 3 things. The 1st 1 is the academic piece.

We really have to accelerate academic achievement for our students. You're talking growth, proficiency, school safety, all fell under that, right? What are we going to do with our special education students, our multilingual learners, our curriculum? Is it viable? All that. The second one, the second big rock is operational efficiency.

Are we maximizing our resources? Are there things that this district has done for 10 years? We're still doing it, but we don't know why. And we don't know the return to investment. And the 3rd 1 is making sure that we have our big community engagement piece where we also looked at summer school programs, our career tech [00:17:00] programs or curricular extracurricular.

So those all came together. So we stayed on those three big rocks because otherwise if you're trying to do everything it's too broad. It's like a mile wide and just right. So we tried to really stay on those three big rocks that we have.

[00:17:17] Dr. Jim: So I like the I like the discipline around isolating three big things that you want to work on, but even with three big things across a five year period, something takes priority over the other two. So what did you, what was the most important of those three things to tackle first? And why did you decide to go that route?

[00:17:35] Dr. Anna Alvarado: Yes, the first thing to me was the academic excellence commitment, because under there is when we had the opportunity to revisit the curriculum, what are we using to teach reading, what are we using to teach math, and then evaluate the resources, the curriculum that's there. It also, one of the things too is there's three tenants that came from that is how are we going to [00:18:00] teach.

So it's how we teach and how do we offer support and how do we collaborate. Defining the how we teach, how do we support, and how do we collaborate became about we teach AVID strategies in the district, that's how we teach. How do we collaborate is through PLCs, Professional Learning Communities, with teachers.

And the last one is. How do we support is the multi tiered support where we have core instruction, improving that, and then the school safety fell under that because if you don't have a safe school environment, it's hard to make, staff and students and parents feel safe.

[00:18:38] Dr. Jim: One of the interesting things that you mentioned when you're looking at driving academic excellence as one of the key pillars of your strategic plan was the concept of, or answering the question, how do we support?

And when I think of that question in the K through 12 context, If we're talking about educators, the support care and feeding of educators really sits at [00:19:00] the building leadership level. So what were the things that you were doing to get your building leaders better equipped to support the educators and even other staff in those buildings so that you could drive that academic excellence.

[00:19:15] Dr. Anna Alvarado: Yes. So Jim, I believe in ownership, right? I believe that schools are the agents of change, right? Central office cannot do the job of schools for them, right? Because when you try to do that, you control everything. The schools just become, okay, that's what we're going to do. And if it doesn't work, it's not our fault.

It's your fault. So there's no ownership. So what we did was I put so much time and emphasis on helping and supporting schools on building their school improvement plan. We're in the schools, we look at, they look at their data. At different times during the year. They have what you call the data days when they look at their data They look at their priorities based on the data that they looked at [00:20:00] What are we prioritizing and I don't want priorities more than two or three things Because that's not a priority when everything is important Nothing is important, right and sometimes that's hard for schools because they think they have to fix everything But let's say we're looking at a certain let's say you're looking at your reading scores what you could do with that is look at is there a group of students?

That are not growing and they're not showing proficiency within your reading scores versus saying we're going to increase reading scores for all kids in our school be targeted, be focused, and sometimes again, that's hard for schools because you tendencies we want to fix everything, but true progress comes in small increments.

You have to have a lot of patience if you want to see change over time. So to me, it's the investment and in asking principals, you need to build a team. You need to build a school improvement team. You have to invite teachers to your space and build teacher leadership who will help you. Be your extension, [00:21:00] right?

Because you can't do everything. So we taught teachers and principals who are in the school improvement plan how to look at the data, how to identify root causes. Why is this group of students, why are we seeing them not progressing over time? And the thing about root cause is you have to be able to name a root cause that you can control.

So you can't say, the parents don't read to them at night, you can't control that. So therefore we're not fixing that, right? And then they had to write a strong theory of action, meaning if we did these things, Then this is what's gonna happen. And the result of that is we're gonna achieve the goal that we set for reading math or your climate, culture, whatever.

And then you monitor your work.

[00:21:40] Dr. Jim: What I like about what you just said. Is that you're doing root cause analysis and then building a theory of action. I think where a lot of these efforts fall over is taking that theory of action and moving it into execution. So tell us a little bit about how you were able to support building leaders or what steps you took to [00:22:00] support building leaders and educators as they're moving. To execution and implementation.

[00:22:04] Dr. Anna Alvarado: So once you have laid out, you understood your data, you now wrote your goal and you have your root costs and your theory of action. Now you're going to put the most important piece of that strategic plan, which are your strategies and your actions. Which of your strategy is about shifting the behavior, shifting dynamics, shifting the way you thought about the work with your teachers, and what are the actions that are going to take you to achieve your goal?

And you can't have, again, a grocery list of actions. You can't. It's so tempting to put 20 things that you're going to do. No. If you're going to say, in order for us to improve our reading scores with, let's say, our, students in third grade that we're focused on, that means we're going to create a team with our third grade teachers Who might need coaching and support in their classroom, who might need extra time to plan with their colleagues and work with a reading [00:23:00] specialist.

And then when we do our assessment, whether it's end of a unit assessment, whether it's interim assessment, we're looking at that data closely and seeing what are we missing, where are the gaps? And we look at the standards. Are we all aligned? So again, it's it, that's why it's called the logic model.

You think about you can't just have an action not tied to a strategy, but your strategy is what should bring you back to are these things going to few things going to help me achieve my goal. And if and then you track it throughout the year. So we have a middle of the year performance management, and we have an end of the year performance management.

Because we're managing our performance, but it's a shared work. It's purposeful shared work that the schools and the job of central office is to support, do we need a special, let's say a consultant for this particular school who can help the teachers and the principal continue the work and let's [00:24:00] say.

Internalizing a unit before they teach it or looking at data to see, are there students that need to be on a tier two level, meaning additional math time, additional reading time? And what would that look like?

[00:24:14] Dr. Jim: When I take inventory of what you said, I think what I like most about what you did on the strategic plan side and also movement in the execution side is that you're keeping things as streamlined as possible.

You're not moving. 15 different items that you need to keep track of. And that creates a really low load from a management and tracking perspective. So keeping things simple really helps streamline the tracking process over time. I think up to this point in the conversation, we have a fairly decent framework of how you hit the ground running once you're dropped in the middle of a strategic plan in the middle of a Completely different context and how you accelerate the pace of change So I think all of this stuff that we talked [00:25:00] about is pretty solid You One of the things that I'm wondering is when you looked at the scenario that you were in and your emphasis on focusing on academic impact as the first element of the strategic plan that you wanted to drill in on, when you look back now, what was the impact of that work and how did it reshape the district?

[00:25:20] Dr. Anna Alvarado: Yeah. First of all, the impact I am most proud of is the way the school staff, the teachers and principal works together. I think the school improvement planning process gave them a shared understanding and purpose and also such a commitment to this is what we're going to do on behalf of students. It also increased the partnership and trust between central office. So to me, an impact there would be the climate and culture, and it's so hard to measure that but, when when school administrators come to you and, and can have honest conversation and being vulnerable about, [00:26:00] I'm struggling with this piece of priority or this strategy that I can't move.

And they're not looked down as what do you mean? Why won't you be able? Why can't you do that? But let's figure it out together, right? Another thing is, there is a sense of we are moving. And this is what I hear from the community is that we are, most people say we are moving in the right direction. And I think what they're really saying is, I'm seeing how the mission of the district.

Is now aligning to the work of schools, right? They might not say 85 percent of our students are proficient or are growing or right. What that's all good. Cause that's the data that, the Illinois school report card report reports. But I think when I'm seeing some of the surveys that we're getting especially from the staff, we just did what you call our HR department gave Conducted a state interview with all the staff.

It's part of a grant that we were able to secure. [00:27:00] And in the state interview, we have over 75 percent of our staff feeling connected to the work of the district. And to me, that gives me pride because it's so hard to do good work when. Your constituents don't trust you, right? I know when I was new here it's so hard to believe.

I've only, I've already been here for six years. That's like a blink of an eye, right? So every time I start the kickoff in the beginning of the year, I'm like, I'm still here because there is, I know, trepidation to hire a superintendent who doesn't live in the district because chances are they'll come and go, right?

They'll, they're not from here. They're, but again, I've proven I'm not a hopper. I grow roots in the community. I want to always be part of doing good work and hard work, and that's what I'm seeing in every school. Just the care that comes into, who are our children that are constantly chronic absent.

So last year and this year, our focus is on [00:28:00] chronic absenteeism. These are kids who are absent 10 percent of the school year. If your kids aren't in school, how can they learn, right? So we, over time, have still been Above the state average. So last year the state average of being of chronic abstinence was 32 percent.

Freeport was 35 percent. Chronic, right? And the biggest culprit for us were the preschoolers and kindergarten students. That means we have work to do when it, those kids don't drive themselves to school, right? So we have work to do in terms of educating our parents. Coming to school is a habit you form and it's a life skill, right?

You're not late for work. You're that late to your commitments and, so I think having a common district purpose and commitment to something that we know we all need to move that to me is what makes me so grateful that, I'm able to work in, yes, a smaller district compared to, 350, 000 kids to 3500 kids.

But the level of [00:29:00] commitment is the same, right? In fact, here, it's more on a microscope. It's under a microscope because your small moves in a small community gets broadcasted. And right, it's a very different dynamic. But the people here in Freeport are just they really want genuine positive experience.

They understand, that we've been there, done that. And right. It's there, there's so much of, yeah, here's another new superintendent coming in here. There's like a level of exhaustion almost that what's new again what's the flavor of the year kind of thing. So I try to really walk away from that kind of leadership, which is what's the flavor of the year kind of leadership, but that's why the school improvement planning that I talked to you about is a two year planning.

I don't do one year school improvement plan. How can you improve anything in one year? And then schools are able to cycle their work. If that's a three year work, then [00:30:00] do it again after year two, so just very laser focused on specific things as a district.

[00:30:06] Dr. Jim: When you think about this conversation that we had and, the scenario that you were faced with was big change in context. Getting dropped into a district that's completely different than what you're used to learning on the fly and then driving impact If you're advising somebody else that's listening to this, this conversation On the two or three key things that they need to keep in mind to pull that off effectively What were the most valuable things that you learned from your process that you think others can use?

[00:30:35] Dr. Anna Alvarado: Yeah, to me, the first one is get to learn your community, listen, listen, people don't so much. This is what I really learned. People don't so much care about where you came from, but they want to know the value you're going to add to their work, to their community, right? The first one, listen, number two, you don't have to know everything.

Ask questions like you don't have to solve all the problems. You can't come to a community thinking you're going to fix it. Imagine if I just [00:31:00] came here hey, everything you're doing here is wrong. Holy cow. I would probably be out of here after a year. Because who wants to work with a superintendent with a know it all, thinks she could do it all.

And the third one is vulnerability. I still have so much, areas where, I can improve, as a leader. So walking in people's spaces and being visible and learning alongside people I love taking principles to, PD or professional development where I'm learning alongside them, because I might be learning from a different lens and they're learning from a different lens, but all together.

We have a very powerful connection when we know we get to appreciate your perspective and my perspective. Yeah, and with all those, the umbrella to me is be bold. You can't operate from a fear perspective, right? When you can't be fearful of what are they going to say? I think when people get to know you well enough.

Because you have set some expectations and the standard of how you [00:32:00] do your work, my people can finish my sentence because when they say, what is one thing that Anna does not really like or irritates her? And they'll just say, what is it? And I said, just do your work and do it well. It doesn't mean no mistakes.

It just means, hey, learn from mistakes, right? As long as it doesn't cost us a lot of money.

[00:32:20] Dr. Jim: Got it. So if if people want to continue the conversation, what's the best way for them to get in touch with you?

[00:32:25] Dr. Anna Alvarado: Oh, they can email me.

[00:32:26] Dr. Jim: So appreciate you hanging out with us. When I think about this conversation, there's there's a lot to be gained from the conversation, but there's a few things that I picked out that I think it's important to highlight as we wind down the conversation.

When I look at the formula for success in terms of getting hitting the ground running, there are three things that you did that I think are impactful for anybody that's in this facing this similar scenario. The first thing that you did is you kept things simple rather than focus on 15 different priorities.

You identified a [00:33:00] handful and we're talking two or three that were critical to Moving the direction forward in a unified way. And what that did was that by keeping things streamlined, it helped limit the management load towards the front lines. So you can have three different things. You focus on one thing and you have some action items, and that makes it easier to process for anybody that is down the line and that gains commitment.

So those two things were. Really impactful. And then the third thing that you did was when you talked about ownership and letting the front line drive, and I think this is where a lot of leaders can fall over is that they build the strategy and they want to execute, but execution and successful execution is driven by the front lines.

So if. You're not willing to let go of your Legos and let the frontline impact change and make adjustments as needed. You're going to have a problem in executing the strategy that you're trying to execute. So appreciate you hanging out with [00:34:00] us and sharing that with us. For those of you who have listened to this conversation, we appreciate you hanging out as well.

Make sure you leave us a review on your favorite podcast player. If you haven't already done so make sure you join our community and tune in next time where we'll have another great leader hanging out with us to share with us the game changing insights that help them build a high performing team.