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00:00:00 --> 00:00:03 Welcome to your Booster Shot from the AWB Education Network.
00:00:04 --> 00:00:08 This podcast series is our opportunity to dive even deeper into the topics and
00:00:08 --> 00:00:10 skills that will help you lead your school with confidence.
00:00:11 --> 00:00:15 Check out information on our partners along with additional resources and services
00:00:15 --> 00:00:19 at www.awbeducation.org.
00:00:19 --> 00:00:25 Now here is your Booster Shot. Well, welcome to another episode of your Booster
00:00:25 --> 00:00:29 Shot here on AWB Education. I'm excited to have everybody joining us here today.
00:00:29 --> 00:00:31 I've got a great guest today.
00:00:31 --> 00:00:35 I've got Todd Bloomer coming to me from San Antonio, Texas.
00:00:35 --> 00:00:39 A little different weather, I'm assuming, down there than it is up here in Iowa
00:00:39 --> 00:00:41 right now, although I can't complain too much.
00:00:41 --> 00:00:44 It's not too bad. But welcome, Todd. Thanks for joining me today.
00:00:44 --> 00:00:47 Adam, thank you. It's an honor and a privilege to be here.
00:00:47 --> 00:00:51 Well, I want to talk a little bit about your expertise and why I've got you
00:00:51 --> 00:00:54 here on the show a little bit. So you've been in education for quite a while.
00:00:55 --> 00:00:58 You've been doing a lot of work here lately with leadership development,
00:00:58 --> 00:01:01 especially doing some keynote work and doing some coaching work.
00:01:01 --> 00:01:05 Can you talk a little bit about that and just kind of where your focus is when
00:01:05 --> 00:01:06 it comes to that type of work right now?
00:01:07 --> 00:01:10 Yeah, 100%. This is year 29 in education for me and, you know,
00:01:10 --> 00:01:12 closer to the end that I am the beginning.
00:01:12 --> 00:01:15 Originally grew up in New York, now here in San Antonio, Texas.
00:01:15 --> 00:01:18 So I'm doing a lot of my work out of the great state of Texas.
00:01:18 --> 00:01:23 And, you know, as we transition from one phase of our journey in leadership
00:01:23 --> 00:01:26 to another, you know, different things fill our bucket.
00:01:26 --> 00:01:30 It sounds cliche, but right now what is truly filling my bucket is pouring back
00:01:30 --> 00:01:34 into administrators that will take the keys, the quote unquote keys from us
00:01:34 --> 00:01:38 when we hand them off from one position. position to another.
00:01:38 --> 00:01:40 And with so many principals that are leaving the profession now,
00:01:41 --> 00:01:44 it just record rates, you know, the bench of assistant principals coming up
00:01:44 --> 00:01:48 to take our spots is not as deep as it once was.
00:01:48 --> 00:01:51 And if you were sitting on the bench for a year or two, as we give our final
00:01:51 --> 00:01:55 four analogies, if you're sitting on the bench, you know, coach is calling you
00:01:55 --> 00:01:58 in and, you know, after a year or two of being an assistant principal and,
00:01:58 --> 00:02:01 you know, it took me seven and a half years to become a principal.
00:02:01 --> 00:02:04 That was seven and a half years of being an assistant principal,
00:02:04 --> 00:02:07 both in middle school and high school, and I feel it prepared me really well.
00:02:07 --> 00:02:10 And so because we have so many principals leaving and because so many assistant
00:02:10 --> 00:02:14 principals are stepping up to the challenge at quicker and quicker rates,
00:02:14 --> 00:02:18 right now my focus really is trying to pour back into administrators that are
00:02:18 --> 00:02:22 either aspiring administrators or those that are in the profession that just
00:02:22 --> 00:02:25 need a sounding board, a coach, an advocate, a mentor, a champion,
00:02:25 --> 00:02:27 or someone to tell them it's going to be okay.
00:02:28 --> 00:02:35 Yeah, I think that we are at that stage right now where there just seems to be a lot of turnover.
00:02:35 --> 00:02:38 I mean, every, every time I turn around, even in my own district,
00:02:38 --> 00:02:40 it seems like we're hiring a new administrator for different roles.
00:02:40 --> 00:02:43 And a lot of times we're even promoting from within, which is awesome.
00:02:44 --> 00:02:47 That's great. It's just, you have that negative, you know, secondhand piece
00:02:47 --> 00:02:49 of having to go find another person there.
00:02:49 --> 00:02:53 And I think that's just, that's going to be the way education is here for a little bit.
00:02:54 --> 00:02:58 So having some people that can collaborate with you and be a colleague as you
00:02:58 --> 00:03:00 go through that is, is awfully darn important.
00:03:01 --> 00:03:06 Music.
00:03:06 --> 00:03:10 So talk to me a little bit about your core philosophy in leadership.
00:03:10 --> 00:03:15 So when you're starting that coaching phase, or even for your keynotes in general,
00:03:15 --> 00:03:18 what is it that really makes Todd Todd?
00:03:18 --> 00:03:22 And what is that message that you're trying to help portray on to other colleagues?
00:03:23 --> 00:03:27 So the keynote that I deliver, and I think is my best piece of work,
00:03:27 --> 00:03:32 my most inspiring, and the one that I am truly proud of, is helping you find
00:03:32 --> 00:03:36 your blueprint to success. and it piggybacks off the book, the blueprint that
00:03:36 --> 00:03:38 I wrote, how to survive and thrive as a school administrator.
00:03:38 --> 00:03:44 And really the keynote is kind of what I would do differently.
00:03:44 --> 00:03:47 Honestly speaking, that's the keynote. The keynote is, you know,
00:03:47 --> 00:03:50 you try to be Superman, you try to be Hercules, you try to be everything you
00:03:50 --> 00:03:53 can, and you just burn yourself out.
00:03:53 --> 00:03:57 And that leads to what we had just talked about where people are leaving the profession.
00:03:57 --> 00:04:01 And so really what I share in my keynote is, you know, here's 10 years of being
00:04:01 --> 00:04:04 a principal and here's things I would do differently.
00:04:04 --> 00:04:09 If I could do this over again, here's what I would do to keep my tenure longer,
00:04:09 --> 00:04:13 to keep my family happier, to keep my health better, all of those types of things.
00:04:13 --> 00:04:17 And so honestly, it's about a 45 minute keynote in which I basically challenge
00:04:17 --> 00:04:21 you to self-evaluate and honestly, to put yourself first.
00:04:22 --> 00:04:25 And there's so many of us that always say kid first, teacher first,
00:04:25 --> 00:04:28 school first, everything else first. All the time. You bet. All the time. But us.
00:04:29 --> 00:04:33 And our job is like that. If superintendent called me right now during our podcast
00:04:33 --> 00:04:37 that we're talking, Adam, you know, I'd have to stop the podcast and step out
00:04:37 --> 00:04:39 because that's the business that we're in. But I'm.
00:04:40 --> 00:04:44 Family dinners, missed events of my children that are all grown or eating,
00:04:45 --> 00:04:48 lack of physical activity, lack of sleep, lack of spiritual,
00:04:48 --> 00:04:50 you know, guidance and help, all of those things.
00:04:51 --> 00:04:55 Like I think I've learned it and survived. So I've seen where I've made an error.
00:04:55 --> 00:05:00 I have now pivoted and here are things that I've done that I think allow me to lead at a high level.
00:05:00 --> 00:05:04 And here's what I want to give to you so that when you leave,
00:05:04 --> 00:05:08 there's 10 actionable items that you can take away from a keynote to say,
00:05:08 --> 00:05:11 I could do this tomorrow and make my life a little bit better,
00:05:11 --> 00:05:13 make my family life a little bit better.
00:05:13 --> 00:05:18 It also dives into, you know, that nonsense of a, of a home work-life balance.
00:05:18 --> 00:05:22 Cause there's no, there's no such thing in, you know, the TV show,
00:05:22 --> 00:05:24 Apple T, the Apple TV show right now, Severance.
00:05:24 --> 00:05:27 I don't know if you're watching Severance, Severance, right?
00:05:28 --> 00:05:30 Pretty soon I'm going to have, me and you are going to have to have a medical
00:05:30 --> 00:05:34 procedure. So I don't remember home work when I'm at home and home when I'm at work.
00:05:34 --> 00:05:37 Like that's how absurd this is.
00:05:37 --> 00:05:41 And so really the keynote in my focus right now is trying to let young educators,
00:05:42 --> 00:05:45 young Todd bloomers know, Hey, you don't have to be the first in and the last out.
00:05:45 --> 00:05:48 Hey, you don't have to work 24 seven. You don't have to always be available.
00:05:48 --> 00:05:53 You can delegate stuff. You can put on your calendar going for a two mile jog.
00:05:53 --> 00:05:56 And that is a priority that you have to be able to have.
00:05:56 --> 00:06:00 And so I had to learn that the hard way. And luckily my wife still loves me.
00:06:00 --> 00:06:02 My kids still love me. My health is decent.
00:06:02 --> 00:06:05 You know, like I learned that. So that's what I'm trying to give back to,
00:06:05 --> 00:06:06 to people that come to hear me talk.
00:06:07 --> 00:06:12 Yeah, I've made that joke before with colleagues or even just with friends of mine.
00:06:12 --> 00:06:15 There was a stretch in life where I was getting going in the administrative
00:06:15 --> 00:06:19 realm and I'm the assistant principal and I'm also the activities director and
00:06:19 --> 00:06:21 I'm also coaching a sport.
00:06:21 --> 00:06:25 And, you know, date night for my wife and I was a Friday at the concession stand
00:06:25 --> 00:06:27 deciding if it was hot dog or nacho night.
00:06:28 --> 00:06:32 Nacho is such a good choice. Yeah, it's when we're sitting there and we're supervising
00:06:32 --> 00:06:35 a ball game. And it is, that's part of the life.
00:06:36 --> 00:06:41 But like you said, also planning your day around that a little bit and not having
00:06:41 --> 00:06:45 to feel guilty when you take some time for yourself. I think that's hard for
00:06:45 --> 00:06:47 some people to just wrap their minds around.
00:06:47 --> 00:06:50 It's okay to say no once in a while. Yeah.
00:06:50 --> 00:06:52 It, it, it, it is okay to delegate.
00:06:53 --> 00:06:56 It is okay to say, no, I can't attend this game.
00:06:56 --> 00:07:01 It's okay not to be the first in the parking lot. Now the work's got to be done.
00:07:01 --> 00:07:04 Like that's the, the, the, what I coach with my, with my principals that I'm
00:07:04 --> 00:07:09 working with now is you can't just leave at four 30. If the work is not done. It's true.
00:07:09 --> 00:07:12 Like, like you got stuff to do now. Okay. So maybe you're going to go home and
00:07:12 --> 00:07:13 do it after your kids go to bed.
00:07:13 --> 00:07:17 That's fine, but it still has to be done. So you can't close at five o'clock
00:07:17 --> 00:07:21 at four 30 or I'm sorry, four 30 on a Friday and then not do anything school
00:07:21 --> 00:07:23 related if you have stuff that needs to be done.
00:07:23 --> 00:07:26 Now I will share, Adam, one of the things that I take away and I really,
00:07:26 --> 00:07:30 really stress, and it's one of the most enjoyable days of the week is my wife
00:07:30 --> 00:07:34 and I have a Sunday fun day planned every single Sunday and go to church in
00:07:34 --> 00:07:35 the morning, get a run in.
00:07:35 --> 00:07:39 And then we do something. It's a good hamburger. It's a, it's a fajitas.
00:07:39 --> 00:07:43 It's something, it's a walk, San Antonio, Texas, a little different from Iowa
00:07:43 --> 00:07:47 when it comes to a little bit, right? I'm able to get out all 12 months and
00:07:47 --> 00:07:51 experience a good walk and stuff like that. And really that is my disconnect.
00:07:52 --> 00:07:56 Like that is my time where, you know, you know, don't make other plans. This is our time.
00:07:56 --> 00:08:01 We have, this is our kids are out and we journey the city and we find a good place to eat.
00:08:01 --> 00:08:06 And that really grounds me so that my next week I can be at the absolute best that I can be.
00:08:07 --> 00:08:13 Music.
00:08:12 --> 00:08:15 So i know within some of your work and and some of your linkedin
00:08:15 --> 00:08:18 posts i've caught you talking a little bit about that emotional intelligence piece
00:08:18 --> 00:08:22 is that kind of what we're what you're talking about here to expand on that
00:08:22 --> 00:08:26 maybe a little bit for someone who's not not familiar with that concept yeah
00:08:26 --> 00:08:30 you know i mean just the the whole you know emotional intelligence piece just
00:08:30 --> 00:08:35 taking care of yourself taking care of your family is just something that you
00:08:35 --> 00:08:37 know you can't give if you're constantly,
00:08:37 --> 00:08:39 you know, empty, you know, there's an old analogy.
00:08:39 --> 00:08:42 Someone said you can't pour from an empty coffee cup. And I used to think those
00:08:42 --> 00:08:47 things were, you know, just cliche at times, but it's so true.
00:08:47 --> 00:08:53 And like, you have to be able to be good with yourself and you have to know who you are as a leader.
00:08:53 --> 00:08:56 And so I like, I'm not a runner, but I like to run.
00:08:56 --> 00:09:00 Like that is my, I'm an 11 minute mile guy. So I'm never going to win an award
00:09:00 --> 00:09:04 for what I have, but I got three miles in this morning before I went and did all of my things.
00:09:04 --> 00:09:08 It grounds me. I also read the Bible in a year.
00:09:08 --> 00:09:11 And so right now I'm on, you know, April 5th of reading the Bible in a year
00:09:11 --> 00:09:14 and that starts my day and that grounds me and that inspires me.
00:09:14 --> 00:09:15 And it's not a religious talk.
00:09:16 --> 00:09:20 It's just who I want to be at this time. And it really gives me 15 minutes to
00:09:20 --> 00:09:21 ground myself a cup of coffee.
00:09:21 --> 00:09:25 And then I get into work and I look at my calendar and I plan my calendar and
00:09:25 --> 00:09:29 I make sure my calendar reflects my priorities of what I want to do that day.
00:09:29 --> 00:09:32 And that is classroom visits. That is with kids and that is with adults.
00:09:32 --> 00:09:35 So that is planned out for what I have.
00:09:35 --> 00:09:40 And when I'm there at school, my mindset of whatever is in front of me is the
00:09:40 --> 00:09:44 most important and most joyous thing that I'm doing at that moment.
00:09:44 --> 00:09:46 Yeah. When I, when I go home,
00:09:46 --> 00:09:50 Like my wife and I today, it's Saturday, final four, San Antonio,
00:09:50 --> 00:09:51 Texas, big game tonight.
00:09:51 --> 00:09:56 We're going to go downtown and just kind of experience the joy of the being downtown on a Saturday.
00:09:56 --> 00:10:00 And we're going to love what's going on at that moment. And so I'll come back
00:10:00 --> 00:10:02 Sunday. We'll grab our burger Sunday.
00:10:02 --> 00:10:05 Monday, I'll go back to work with a great attitude about being at work and being
00:10:05 --> 00:10:07 the champion of my school for what I have.
00:10:07 --> 00:10:12 I also feel that the people that you lead have to see you as being the most
00:10:12 --> 00:10:17 joyous person on the campus. Like nobody wants to know about my 14 or 16 hour day.
00:10:17 --> 00:10:20 They don't care what they don't care. I get paid more money than them.
00:10:20 --> 00:10:21 They're like, I don't want to be a principal.
00:10:21 --> 00:10:25 Don't come in here being Debbie Downer. And so like, like I have to be that
00:10:25 --> 00:10:28 guy in that, on that campus that knows how I can walk and put a smile on my
00:10:28 --> 00:10:30 face and talk to kids and talk to staff.
00:10:31 --> 00:10:34 Even when I got people in my ear about things that are, that are.
00:10:34 --> 00:10:38 That are stressful or important. So really just that emotional intelligence
00:10:38 --> 00:10:42 about knowing who I am as a leader, knowing my strengths and knowing what I
00:10:42 --> 00:10:44 need to be successful. And that, that was hard.
00:10:44 --> 00:10:47 That's a little bit written in my book, a little bit in chapter six of my book.
00:10:48 --> 00:10:51 And it is something I had to learn the hard way was who is Todd Bloomer as a leader?
00:10:51 --> 00:10:55 How do I articulate that? How do I communicate that to my staff so that nobody
00:10:55 --> 00:11:00 has to read my mind as to what I expect or what hill I'm willing to die on or
00:11:00 --> 00:11:01 what hill I'm not going to die on?
00:11:02 --> 00:11:05 You know, you were talking about that. And I think back to that same thing with me.
00:11:05 --> 00:11:08 I remember when that was a push was like, you got to understand yourself.
00:11:09 --> 00:11:11 You got to know who you are. And at first, like, come on, that's,
00:11:11 --> 00:11:15 I got work to do. I have a job to do, right? I got boxes to check.
00:11:15 --> 00:11:16 I got to do all this stuff.
00:11:16 --> 00:11:20 And I didn't really understand that. I didn't know how to do all of that work.
00:11:20 --> 00:11:25 I didn't know how to do all of the check boxes until I figured out that.
00:11:26 --> 00:11:31 I need to understand me. I need to understand what that means to me and how
00:11:31 --> 00:11:35 my mission and vision and everything within the work we're doing actually applies
00:11:35 --> 00:11:38 to that. So I really appreciate you sharing that part, Todd.
00:11:38 --> 00:11:41 That does. It means a lot. And it's hard for young administrators,
00:11:41 --> 00:11:44 I think, to understand that piece, that it isn't just cliche.
00:11:44 --> 00:11:48 It isn't just school talk. It's really important. We do have to understand ourselves.
00:11:48 --> 00:11:52 And to piggyback on that, something I think that I've learned through the journey
00:11:52 --> 00:11:57 is the vulnerability piece of just doing that, of knowing that I am the campus
00:11:57 --> 00:12:00 principal of a school of 2 students, 250 adults.
00:12:01 --> 00:12:04 Exponential number of parents that live, you know, in my deal.
00:12:04 --> 00:12:09 I'm not good at everything I do. And I don't like everything that the job has.
00:12:09 --> 00:12:14 And so I surround myself with people that I can say, this is not my strength.
00:12:14 --> 00:12:17 And I surround myself with people that that is their strength.
00:12:17 --> 00:12:21 And I defer to their decision-making when it comes time.
00:12:21 --> 00:12:24 Ultimately, I cast the final vote. Like Todd bloomer is
00:12:24 --> 00:12:27 the one who's i can't say well i don't like to you know
00:12:27 --> 00:12:29 look at that so i asked adam to do it and adam told me to do it
00:12:29 --> 00:12:33 well you know what bloomer you're the principal this is your ultimate decision
00:12:33 --> 00:12:36 and so but i have to have good people that i trust and
00:12:36 --> 00:12:39 i can listen to and they will give me good guidance but then also support them
00:12:39 --> 00:12:45 like i have a math a dean of math for a reason i have a curriculum assistant
00:12:45 --> 00:12:48 principal for a reason i've had football coach athletic director for a reason
00:12:48 --> 00:12:51 i've had band director who am i to tell the band director who should be the
00:12:51 --> 00:12:53 third tuba in the symphony, you know,
00:12:53 --> 00:12:56 the symphony band, like I have a band director that does that.
00:12:56 --> 00:13:00 And so realizing that that's a vulnerability piece, because like,
00:13:00 --> 00:13:04 I don't know, and I'm free to tell my staff, I don't know all the answers. I will find the answers.
00:13:05 --> 00:13:08 And I think people appreciate that because nobody's perfect. Yeah, absolutely.
00:13:09 --> 00:13:12 In fact, I say that all the time. If we're waiting for me to be the smartest
00:13:12 --> 00:13:14 person that knows all of this stuff, we're not going to be very good.
00:13:15 --> 00:13:17 We're not going to get a lot done around here. If you're waiting for me to be
00:13:17 --> 00:13:21 the, be the grand poobah of all information, that's not going to happen.
00:13:22 --> 00:13:28 Music.
00:13:28 --> 00:13:31 A little bit into, let's talk a little bit of innovation.
00:13:32 --> 00:13:36 Okay. So I know that's also from what I've seen with your LinkedIn posts and,
00:13:36 --> 00:13:40 and just some of the, some of the work I've seen of yours, innovation's a big piece for you.
00:13:40 --> 00:13:45 Talk to, talk to me a little bit about how educators can like cultivate that
00:13:45 --> 00:13:51 culture of innovation within schools, within districts, within even the classroom level.
00:13:51 --> 00:13:54 How do you, how do you cultivate that culture?
00:13:54 --> 00:13:57 How do you get that going? You know, we just had this conversation Friday at
00:13:57 --> 00:13:59 the flagpole at dismissal.
00:13:59 --> 00:14:02 And so it's fascinating that you, that we asked, we're talking about it now.
00:14:02 --> 00:14:06 And I will tell you it was 92 degrees at the flagpole at dismissal yesterday.
00:14:06 --> 00:14:12 It was unseasonably early warm, a little bit of a cool front end.
00:14:12 --> 00:14:15 We'll be in the sixties, seventies and eighties for the week, but it was 92 yesterday.
00:14:15 --> 00:14:19 And I had a great conversation with my math dean and we're preparing for the
00:14:19 --> 00:14:23 state assessment coming up in three weeks. and the math dean,
00:14:24 --> 00:14:27 they're like, hey, we need to do something different.
00:14:27 --> 00:14:31 We have a class of kids and there's six or seven algebra one teachers.
00:14:31 --> 00:14:37 And so what they did, they came to me with an idea, they owned it, I supported it.
00:14:37 --> 00:14:42 And I think it's going to be really the future of the way that we might teach
00:14:42 --> 00:14:45 math or other subjects at Churchill High School in San Antonio, Texas.
00:14:46 --> 00:14:50 So think about your math class. You got 25, 30 kids in the math class.
00:14:50 --> 00:14:53 You got kids that know the material, kids that are getting the material,
00:14:53 --> 00:14:54 kids that don't know the material.
00:14:55 --> 00:14:57 You got some special needs kids in there that have, you know.
00:14:58 --> 00:15:01 IEPs. You got emerging bilingual kids who are learning the language.
00:15:01 --> 00:15:03 It's a very difficult class to teach.
00:15:04 --> 00:15:07 Teaching in general is difficult. So we end up teaching to the middle and we
00:15:07 --> 00:15:10 end up teaching to the middle. We try to differentiate, but there's so many
00:15:10 --> 00:15:12 moving pieces that we can't.
00:15:12 --> 00:15:16 So our math team got together and I thought this was pretty innovative within
00:15:16 --> 00:15:20 a school, within a department and said, what if first period,
00:15:20 --> 00:15:23 there's three math teachers teaching algebra one during first period.
00:15:23 --> 00:15:28 What if we took a group of kids that were rocking it out of the ballpark and
00:15:28 --> 00:15:30 first period, they went to Mr. Smith.
00:15:30 --> 00:15:33 And what if we took kids that were getting it, Hey, we're there.
00:15:33 --> 00:15:38 And they went to Mr. Jones. And what if we took a group of kids that were struggling
00:15:38 --> 00:15:42 and just needed that smaller, you know, more intense focus on that.
00:15:42 --> 00:15:45 And they went to, you know, Mrs. Smith or something, making up names for what we have.
00:15:46 --> 00:15:51 And we did that. And so this was the first week that we completed what we call
00:15:51 --> 00:15:53 flexible grouping within our math classes.
00:15:53 --> 00:16:01 And it's unbelievable. I went in twice and feedback that I've received is teachers
00:16:01 --> 00:16:06 are seeing different kids, which let's face it sometimes. That's okay. That's okay.
00:16:06 --> 00:16:12 That's okay. Kids are with different kids. So if you're a high flyer and you're
00:16:12 --> 00:16:16 not challenged, well, now over this next three weeks, you're with a group that's
00:16:16 --> 00:16:18 going to challenge you. And if you're like...
00:16:18 --> 00:16:22 I don't know. And I don't know how to ask. You're with a group that you don't
00:16:22 --> 00:16:26 need to ask because we're asking, we're doing the asking for you by providing this for you.
00:16:26 --> 00:16:31 And all of the teachers left this week a little bit tired because let's face
00:16:31 --> 00:16:34 it, teaching is tired, but they left with an extra pep in their step.
00:16:35 --> 00:16:36 They're doing something innovative.
00:16:36 --> 00:16:40 That's going to be what's best for kids. And we didn't need some kind of initiative passed.
00:16:41 --> 00:16:44 We didn't need legislation passed. They came to me with an idea.
00:16:45 --> 00:16:49 We've cultivated a school of respect where I'm looking to say yes to teachers
00:16:49 --> 00:16:51 that want to do cool, innovative things.
00:16:52 --> 00:16:55 And I said, great. And I said to the one teacher that I thought might have a
00:16:55 --> 00:16:59 little bit of pushback, Friday, I said to her, how'd it go?
00:16:59 --> 00:17:04 And she goes, any kid now that I teach is my kid and I'm going to get them successful.
00:17:04 --> 00:17:08 And it was that attitude that was absolutely incredible because she's teaching
00:17:08 --> 00:17:11 the kids that are the ones that we need the push to be able to pass.
00:17:11 --> 00:17:16 The proof will be in the pudding at the end, but I told my, the flagpole discussion
00:17:16 --> 00:17:18 was let's continue this.
00:17:18 --> 00:17:23 Let's get proof of concept and let's continue this because Algebra 1 is the
00:17:23 --> 00:17:24 gatekeeper in our school.
00:17:24 --> 00:17:27 That is the foundation, right? It's everywhere.
00:17:27 --> 00:17:30 And if you pass, you're going to graduate. If you don't, you're on track to
00:17:30 --> 00:17:34 not graduate. So that is something that I think could be innovative.
00:17:34 --> 00:17:38 Now I will share moonshot thinking, something that I think down the road where
00:17:38 --> 00:17:42 a large high school is going to be because as we're facing staffing and we're
00:17:42 --> 00:17:47 facing reductions in staffing and declining enrollment for what we have in Austin,
00:17:47 --> 00:17:52 Texas, our capital right now is not pro public education. Like it's really hard.
00:17:52 --> 00:17:57 And you know, somehow we become a villain at times. We went from being the hero to like what's going on.
00:17:57 --> 00:18:01 I truly think like in my mind, 11th to 12th grade is going to be a community
00:18:01 --> 00:18:04 college concept. And if you're taking, you're taking U.S.
00:18:04 --> 00:18:07 History, you're, you might not take it on my campus. You may be bused to another campus.
00:18:07 --> 00:18:10 And while you're there. You may take your PE or you may take something else.
00:18:10 --> 00:18:13 And we're going to have to capitalize on some remote options.
00:18:13 --> 00:18:16 And we're going to have to capitalize on teachers because, you know,
00:18:16 --> 00:18:19 I don't have all the teachers that I need. I have
00:18:19 --> 00:18:22 vacancies I haven't filled all year. And I really think we're going to have
00:18:22 --> 00:18:27 to rethink the eight 30 to four o'clock model of sitting first to eighth period.
00:18:27 --> 00:18:31 And you may take U S history Tuesdays and Thursdays for two hours and you may
00:18:31 --> 00:18:32 take it at a different campus.
00:18:32 --> 00:18:35 And you know what? I used to offer five or six foreign languages.
00:18:36 --> 00:18:40 You want to take German, you have to take German online at night because I can't offer that.
00:18:41 --> 00:18:45 And it's not like, but I just think it's, it's like, and then I also think if
00:18:45 --> 00:18:48 I'm going to prepare a kid to go up to Iowa or Iowa state, you know,
00:18:48 --> 00:18:49 somewhere up there, Buena Vista.
00:18:49 --> 00:18:53 You know, Drake, you know, some of them Iowa colleges that I'm naming there,
00:18:54 --> 00:18:57 uh, Northern Iowa, like you're not going to sit in a college class from eight
00:18:57 --> 00:19:01 50 in the morning, take a five minute passing period, then go to second period.
00:19:01 --> 00:19:06 Nope. So we're not preparing our top kids for the, you know what,
00:19:06 --> 00:19:09 I don't have this class for two days. So how do I plan for that?
00:19:09 --> 00:19:13 How do I, you know, go to an hour and a half class or two and a half hour class?
00:19:14 --> 00:19:17 Like, I think it'd be a lot of benefit to it. So that's my really innovative.
00:19:18 --> 00:19:21 That takes, you know, initiatives and that takes district to move.
00:19:21 --> 00:19:24 But I think that would be what's best for kids if we were able to do that.
00:19:24 --> 00:19:28 Well, I realize that it's still, even to this day, still kind of a five-letter
00:19:28 --> 00:19:29 swear word when we say COVID.
00:19:30 --> 00:19:34 But, you know, getting through that time and through the pandemic taught us
00:19:34 --> 00:19:36 a lot about what you were just talking about. We made it.
00:19:36 --> 00:19:40 I mean, it was ugly and especially because we didn't really have time to plan.
00:19:40 --> 00:19:43 We just kind of jumped right on in and hoped it would work.
00:19:43 --> 00:19:50 Right. But it did teach us that some hybrid type versions of high school can be successful.
00:19:50 --> 00:19:53 I mean, my own kids coming out of that, I've got two kids in college now,
00:19:54 --> 00:19:55 one that's only got a year and a half to go.
00:19:55 --> 00:19:59 And they all were like, this is pretty awesome. I kind of like this.
00:19:59 --> 00:20:01 And I kept telling, well, you know what? You're going to have that here soon
00:20:01 --> 00:20:04 because that's kind of what college is going to look like for you.
00:20:04 --> 00:20:08 But for a lot of our kids having that opportunity to, you know,
00:20:08 --> 00:20:09 there are good jobs during the day.
00:20:09 --> 00:20:14 If I can go to school for a couple of days a week or in the mornings only,
00:20:14 --> 00:20:16 and I can still get my diploma, get everything that I need to do to be able
00:20:16 --> 00:20:18 to be prepared for the next step in life.
00:20:18 --> 00:20:23 Oh, and also go get started in that career ahead of time because I'm,
00:20:24 --> 00:20:29 maybe I'm not looking for a four-year college or I have something else in my plans. That is awesome.
00:20:29 --> 00:20:32 And if each of you in the way of that, why not be innovative?
00:20:33 --> 00:20:35 I think that's really good. You know, you're talking about your,
00:20:35 --> 00:20:38 that flex scheduling piece.
00:20:38 --> 00:20:40 And it makes me think a lot of, a lot of districts, they think,
00:20:40 --> 00:20:45 oh, we've got this MTSS pyramid, or excuse me, MTSS period, right?
00:20:45 --> 00:20:47 We have this built into our schedule.
00:20:47 --> 00:20:51 This is when we're going to MTSS our kids up, which that sounds great. That's awesome.
00:20:52 --> 00:20:55 But the fact of taking that more innovative approach to say,
00:20:55 --> 00:20:58 we don't have to wait for that period. We can do it with what we've got.
00:20:58 --> 00:21:02 We can do that with the people we have right here just by making good data-driven
00:21:02 --> 00:21:06 decisions and just stepping outside of the box a little bit and understanding
00:21:06 --> 00:21:10 that we can just work together now and not have to wait for that time.
00:21:11 --> 00:21:14 You don't have to wait for permission to, like, be great.
00:21:14 --> 00:21:19 And that's the philosophy that leadership needs to instill on its people.
00:21:19 --> 00:21:23 Like, like you said, I'm not the smartest guy, but I was smart enough to realize
00:21:23 --> 00:21:27 we had a really good idea and I had the backing of some teachers that wanted to try something.
00:21:27 --> 00:21:31 And you know what? What we had done previously wasn't working for all kids.
00:21:31 --> 00:21:34 And so at the end of this three week period that we're doing this,
00:21:34 --> 00:21:38 we'll assess, we'll do a debrief. What worked? What didn't go?
00:21:38 --> 00:21:39 What would we do differently?
00:21:39 --> 00:21:43 Maybe it's more pushing from other support that we can free up a master schedule.
00:21:43 --> 00:21:45 All of a sudden biology is going to want to do this.
00:21:45 --> 00:21:48 English one and two are going to want to do this. Wait a second.
00:21:48 --> 00:21:51 And why can't foreign language all of a sudden, now we got people collaborating.
00:21:51 --> 00:21:55 Why can't we share kids across what we have? And then, you know what?
00:21:55 --> 00:21:59 The kids are like, you know what? If this is beneficial to me, I'm going to try harder.
00:21:59 --> 00:22:02 Like I didn't know what I was doing for three weeks or six weeks in math,
00:22:02 --> 00:22:07 but now I do. Yeah. Get a little confidence. This is for me.
00:22:08 --> 00:22:10 And that's the part that we like, we really want to be able to do.
00:22:11 --> 00:22:13 And so if anybody's listening that wants to do stuff like that,
00:22:13 --> 00:22:17 I say, create that atmosphere where teachers are willing to take that risk and
00:22:17 --> 00:22:19 then look for reasons to say yes.
00:22:19 --> 00:22:23 And as long as it's not violating anything that's going on, you can say yes
00:22:23 --> 00:22:26 to just about a lot of things on your campus to create that innovation.
00:22:26 --> 00:22:30 And also people want to be a part of innovation.
00:22:30 --> 00:22:32 People want to be a part of things that works.
00:22:32 --> 00:22:36 And so when you're talking about a teacher shortage, you're also talking about
00:22:36 --> 00:22:39 teachers that will go out and say, Hey, you know what we were able to do?
00:22:39 --> 00:22:45 We were able to really flex and meet the needs of our kids and why don't you come work with us?
00:22:45 --> 00:22:48 And so it becomes a recruiting tool also where people talk about the culture
00:22:48 --> 00:22:51 and the atmosphere on the campus that collegial and academically.
00:22:52 --> 00:22:58 Music.
00:22:58 --> 00:23:01 You talked a little bit about, you had one particular teacher in your example
00:23:01 --> 00:23:04 that you're given that, you know, a little hesitant on it at first.
00:23:04 --> 00:23:08 If you are giving some advice to a school leader that is trying to do something
00:23:08 --> 00:23:12 innovative like you're talking about here, you're going to have some people
00:23:12 --> 00:23:15 that are going to struggle a little bit with that concept of change.
00:23:15 --> 00:23:22 You know, moving the cheese, moving their salt shaker, take your educational cliche that we all use.
00:23:22 --> 00:23:26 How do you coach people to get to that point?
00:23:26 --> 00:23:30 Like what, what, I guess what I'm looking for is what inspiration would you
00:23:30 --> 00:23:34 give to an administrator that would give them some tips to how I can work with
00:23:34 --> 00:23:37 people to understand that this is, this is something we need to try to at least
00:23:37 --> 00:23:39 give a shot at and try to do, try to work through.
00:23:40 --> 00:23:42 I, you know, my first year as a principal, you know, you, you,
00:23:42 --> 00:23:46 you know, that don't change anything, don't do anything, just sit back and observe.
00:23:46 --> 00:23:48 And because anything you do is a change.
00:23:48 --> 00:23:52 And so I struggled my first year. So really in year two, I really realized that
00:23:52 --> 00:23:58 before I could effectively change anything from the time we did this to the
00:23:58 --> 00:24:00 time we did that was people had to really know.
00:24:00 --> 00:24:03 And I had to get real clear. Let me start by saying that I had to get real clear
00:24:03 --> 00:24:07 on the, on what was important to me and my clarity in what was what,
00:24:07 --> 00:24:09 you know, who Todd Bloomer was.
00:24:09 --> 00:24:13 And so I am a firm believer. I got a principal I'm coaching right now in a different state.
00:24:13 --> 00:24:17 And in my opinion, the staff doesn't know him. They don't know his heart.
00:24:17 --> 00:24:18 They don't know where he stands.
00:24:18 --> 00:24:21 They don't know his, the clarity that he needs to be able to get.
00:24:21 --> 00:24:24 So we're working on- Back up a little bit. Yeah. Yeah.
00:24:24 --> 00:24:29 Step back, regroup. And so, you know, this is every Monday morning email that
00:24:29 --> 00:24:31 we start with starts with my Sunday fun day.
00:24:31 --> 00:24:35 Like I talk about what I did over the weekend because family's important to
00:24:35 --> 00:24:38 our school. And we talk about that. And I tell people where I went to eat and
00:24:38 --> 00:24:39 so many conversations are.
00:24:39 --> 00:24:42 I tried that burger place. Have you tried this place?
00:24:42 --> 00:24:46 Unbelievable. The connections, just, just talking about food brings to people,
00:24:46 --> 00:24:49 but also I'm a big doorway conversation guy.
00:24:49 --> 00:24:52 You know, people before paper cliches were all over the place today,
00:24:52 --> 00:24:55 but when I'm, when the, when the bell rings and kids are out,
00:24:55 --> 00:24:58 the principal has to be out and the principal has to be down the hallway.
00:24:58 --> 00:25:02 And if you're standing at your door, I need to stop and talk to you about your
00:25:02 --> 00:25:05 children in college, about final four, about fantasy football,
00:25:06 --> 00:25:09 about anything except school because we're building a relationship.
00:25:09 --> 00:25:13 And once you get to know somebody, then you can trust them.
00:25:13 --> 00:25:16 And then through those emails and every chance I have to talk,
00:25:16 --> 00:25:20 I talk about the fact that, A, I live down the road from Churchill High School.
00:25:20 --> 00:25:22 All five of my kids graduated from Churchill.
00:25:22 --> 00:25:26 I'm fully invested. I have a chip on my shoulder about my campus and I want
00:25:26 --> 00:25:29 what's best for my campus and I want everybody to see what I see.
00:25:29 --> 00:25:33 So I expect great things. And we talk about that all the time.
00:25:33 --> 00:25:37 We talk about high expectations. We talk about, you know, delivering and we
00:25:37 --> 00:25:41 talk about family and we talk about taking care of all kids.
00:25:41 --> 00:25:42 And we talk about all meaning all.
00:25:43 --> 00:25:48 And once you get to know somebody and do that, then you can start with the change.
00:25:48 --> 00:25:52 Everybody knows at Churchill High School, what's important to me and what hill I will die on.
00:25:52 --> 00:25:58 Everybody knows that. So with resistance, you know, you're going to face resistance all the time.
00:25:58 --> 00:26:01 You're going to face resistance the minute you get named.
00:26:02 --> 00:26:05 Somebody's going to miss the old principle. Somebody who hated the old principle
00:26:05 --> 00:26:08 is all of a sudden going to romanticize the old principle and say,
00:26:08 --> 00:26:11 I wish so-and-so was here because they don't like you.
00:26:11 --> 00:26:15 So I would say to that, to that, that principle or leader that's facing that
00:26:15 --> 00:26:19 resistance and pushback, you have to make sure you're crystal clear on who you
00:26:19 --> 00:26:21 are and what is important to you.
00:26:21 --> 00:26:25 And you have to match and back up your words. And you can't be a principal from your office.
00:26:25 --> 00:26:28 You have to be with, Abraham Lincoln said it best.
00:26:28 --> 00:26:33 I am with the people as I am getting insight as to what's going on. I am in a PLC.
00:26:33 --> 00:26:37 I am in a hallway, the most traveled place at Churchill High School during the school day.
00:26:37 --> 00:26:41 That is where my duty spot is every single passing period because I want to
00:26:41 --> 00:26:43 put myself there. Then I walk the campus.
00:26:43 --> 00:26:46 I try to visit every teacher every day and I try to thank them.
00:26:46 --> 00:26:48 Thank you for being at your door during passing period.
00:26:48 --> 00:26:51 Do you need something? Can I help you? This kid's not listening,
00:26:51 --> 00:26:53 I'll deal with that in the moment right now.
00:26:53 --> 00:26:56 Because one of the things that we talk about, you will never disrespect a teacher
00:26:56 --> 00:27:00 or prevent others from learning at Churchill High School. And you have a choice.
00:27:00 --> 00:27:03 You can sit there like a young man or young woman, like we expected to do,
00:27:03 --> 00:27:06 or I'm going to remove you and you're going to have consequences. We don't tolerate that.
00:27:06 --> 00:27:09 Teachers love that, but I need to back that up for what I have.
00:27:09 --> 00:27:13 So once I've laid that groundwork as to who I am, and it's not easy.
00:27:13 --> 00:27:18 Once I've laid that groundwork, I don't mind having a conversation with a resistant
00:27:18 --> 00:27:23 teacher to say, help me understand why what we're doing in your mind might not
00:27:23 --> 00:27:25 work because I might have blinders on.
00:27:25 --> 00:27:29 And if you just don't want to do it because you don't want to do it, then just tell me that.
00:27:29 --> 00:27:33 I can understand that. But if you're telling me here's why, then we need to,
00:27:33 --> 00:27:36 I need to say, okay, hold on. Let's, you got a valid point.
00:27:36 --> 00:27:41 Let's think about that before we execute our plan. Now, if you're doing something
00:27:41 --> 00:27:44 wrong by kids, I don't care about resistance.
00:27:44 --> 00:27:46 We're going to have that conversation right away. That's a whole different talk.
00:27:47 --> 00:27:48 That's a different, different ball rocks, right?
00:27:49 --> 00:27:52 Like if you're just bad for kids, you're not going to be on my campus because
00:27:52 --> 00:27:57 my neighbors on both sides of me have children that attend my school currently.
00:27:57 --> 00:28:01 And so when I go to the mailbox, I have to look at those folks.
00:28:01 --> 00:28:04 And if they tell me, Hey, that teacher, man, oh man.
00:28:04 --> 00:28:08 And if what they're telling me is true, shame on me for allowing that to occur.
00:28:08 --> 00:28:11 So if you're bad for kids, that's not resistance. You need to document and You
00:28:11 --> 00:28:14 need to either coach them up or coach them out a hundred percent.
00:28:14 --> 00:28:18 But if you just are hesitant about what's going on, I would say,
00:28:18 --> 00:28:21 build that track record of getting to know them and asking them why sometimes
00:28:21 --> 00:28:24 our resistant folks were burned out because they got burned earlier.
00:28:25 --> 00:28:29 And if we can empower them, like I'm, I'm sure to hear your voice because you've
00:28:29 --> 00:28:30 been doing this 20 years.
00:28:30 --> 00:28:33 Like, what have you learned? What, why don't you think this?
00:28:33 --> 00:28:36 And then through questioning, you'll find the root of it. And at the end of
00:28:36 --> 00:28:40 the root of resistance is I'm comfortable in my way and I don't want to do that.
00:28:40 --> 00:28:44 I understand that. But right now, this is the direction we're going because
00:28:44 --> 00:28:47 the kids need this. This isn't Todd Bloomer's plan.
00:28:47 --> 00:28:52 The students in your class. And I would share the data is showing me.
00:28:52 --> 00:28:54 The data piece is going to help push that conversation.
00:28:54 --> 00:28:57 It's not it. And then when you can start, and this is a great thing.
00:28:58 --> 00:29:00 And the last thing I'll share, and we can elaborate on it, you know,
00:29:00 --> 00:29:03 if anybody want to talk about it further. When you start talking about data,
00:29:03 --> 00:29:05 numbers are numbers and you can glaze over data.
00:29:05 --> 00:29:10 But if you put pictures to, to data and you put a 14 year old boy or 17 year
00:29:10 --> 00:29:14 old girl and you put that child right there is not on track to graduate from your class.
00:29:15 --> 00:29:18 That child right there has made no academic progress sit in your class all year.
00:29:18 --> 00:29:23 That child right there, like that's, whoa, that's hard because that's hard to
00:29:23 --> 00:29:25 look past that. That's somebody's pride and joy.
00:29:26 --> 00:29:29 That's somebody who's doing their best. And we, you know, we talk like you can't
00:29:29 --> 00:29:33 control what a mom or dad. we got them here and we can control them because
00:29:33 --> 00:29:37 generally speaking, we have really, really awesome kids that are respectful
00:29:37 --> 00:29:39 and polite. I can say that.
00:29:39 --> 00:29:42 I had a parent tell me it's like a giant private school. We have good kids that
00:29:42 --> 00:29:44 live up to the expectations that we have.
00:29:44 --> 00:29:48 And with that said, and teach, inspire them. And we've created,
00:29:48 --> 00:29:52 if you're not happy with what's going on, let's step outside the box and let's
00:29:52 --> 00:29:54 try to make it work because that's the case.
00:29:54 --> 00:29:57 So at the end of the day, it's a long game that you're playing with resistance.
00:29:58 --> 00:30:02 And I would tell you, if somebody's talking about you and you can lay your head
00:30:02 --> 00:30:07 on the pillow at night, knowing you've done right by kids and your school in large, just go to bed.
00:30:08 --> 00:30:12 Sleep well, my friend. Sleep well. I can sleep at night with full peace,
00:30:12 --> 00:30:15 knowing that not everybody likes me, but I like kids.
00:30:15 --> 00:30:17 I like my staff. I like my community. I do what's right.
00:30:17 --> 00:30:20 And if you can get that mindset, that took a while.
00:30:20 --> 00:30:23 Yep. And I don't want, I want people to like me. Well, go sell ice cream.
00:30:23 --> 00:30:27 Because if you sell ice cream, everybody loves ice cream. Not everybody's going to like you as a leader.
00:30:28 --> 00:30:32 You know, as you're talking there, it reminds me of a former colleague that
00:30:32 --> 00:30:36 I used to work with that I always said, and this was amazing advice.
00:30:36 --> 00:30:40 He said, you know, banks require you to make deposits before you can make withdrawals
00:30:40 --> 00:30:42 and teachers and students do too.
00:30:42 --> 00:30:45 And that's a lot of what you're talking about there is you just,
00:30:45 --> 00:30:49 you do, you have to put some work in and it, it shouldn't feel like work though.
00:30:49 --> 00:30:52 That's the part I enjoy. I mean, I, I'd love to just, you know,
00:30:52 --> 00:30:54 shoot the breeze with my staff all the time.
00:30:54 --> 00:30:58 After I'm reminding myself like, ah, we probably actually better get to work here.
00:30:59 --> 00:31:02 Even though that's going to build down the road, of course. But.
00:31:03 --> 00:31:08 Music.
00:31:08 --> 00:31:11 This little bit I wanted to talk about before we wrap this up here today,
00:31:11 --> 00:31:14 Todd, you know, a lot of what we're, what you've been discussing here,
00:31:14 --> 00:31:18 this is, this is awesome work. But also we, we mentioned at the beginning of
00:31:18 --> 00:31:21 our show here that it's hard to do this all on your own.
00:31:21 --> 00:31:24 In fact, it's nearly impossible to do this all on your own.
00:31:24 --> 00:31:29 So the only way we're going to be successful is to develop some leadership from within.
00:31:29 --> 00:31:35 So if I'm in a leadership role, again, it's like back in the days when I was
00:31:35 --> 00:31:38 a head football coach, I couldn't coach all of the positions.
00:31:38 --> 00:31:44 I needed people to do that work. And so I had to develop my coaches so they could develop our team.
00:31:44 --> 00:31:50 If I'm a school leader right now and I'm trying to develop my team to get leaders
00:31:50 --> 00:31:55 out of my team to help keep pushing this work forward, what are some of those
00:31:55 --> 00:31:56 things that I can focus on?
00:31:56 --> 00:32:00 Am I giving you some quick wins to start building some of that capacity within my team?
00:32:01 --> 00:32:05 Asking your staff for input on decisions.
00:32:06 --> 00:32:11 As far as my leadership team goes, I've got every crazy idea in the world.
00:32:11 --> 00:32:15 If you want all my ideas, I'll just give you all my ideas. but like asking the
00:32:15 --> 00:32:19 core leadership team, like what, how would you answer this? How would you respond
00:32:19 --> 00:32:21 to this? What would you do?
00:32:21 --> 00:32:24 Okay. That's giving them an opportunity, ultimately final vote,
00:32:24 --> 00:32:27 Todd Blimmer, but giving them an opportunity to be able to say,
00:32:27 --> 00:32:29 so I've learned over the last couple of years, assistant principal comes to
00:32:29 --> 00:32:31 me with it, with a, I got a dilemma.
00:32:32 --> 00:32:35 What would you do? So I'm trying to get them to think like a leader. Okay.
00:32:36 --> 00:32:41 Also our job, I think is to tell individuals on our campus that are staff members,
00:32:41 --> 00:32:43 not assistant principals yet or in leadership positions yet,
00:32:43 --> 00:32:48 that we see leadership potential in them and then breathe that life into them.
00:32:48 --> 00:32:51 So the great math teacher, the football coach, the basketball coach,
00:32:52 --> 00:32:55 the special education director is to say, have you thought about leadership?
00:32:55 --> 00:33:00 And so really trying to inspire that into kids. And I'll take it even one step further.
00:33:00 --> 00:33:06 Like, I think it's your job as a principal to talk to your student body about
00:33:06 --> 00:33:09 getting into public education or education in general.
00:33:09 --> 00:33:13 So any opportunity that I have to talk to them, I'm trying to inspire them to
00:33:13 --> 00:33:17 think about one day returning to Churchill High School to work with your favorite
00:33:17 --> 00:33:20 science teacher, to work with your orchestra director, or work with them.
00:33:20 --> 00:33:24 So I think our job is to inspire and put, through delegation.
00:33:25 --> 00:33:28 Put our assistant principals in spots to be successful.
00:33:28 --> 00:33:32 I also think it's my job to be that bridge between central office,
00:33:32 --> 00:33:35 to say to them, here's the five assistant principals I have.
00:33:36 --> 00:33:39 Here's their strengths. And you know what? I'm going to give you an input on
00:33:39 --> 00:33:41 where I think they should go next year.
00:33:41 --> 00:33:46 Not that they listen to me, but here's where I think my assistant principal
00:33:46 --> 00:33:47 Hector Prellis should be next year.
00:33:47 --> 00:33:50 Here's where I think Lily Calloway should be next year.
00:33:50 --> 00:33:54 So it's giving central office where I see them as potential leaders.
00:33:54 --> 00:33:59 Then it's making sure they know that you need to start manifesting yourself
00:33:59 --> 00:34:03 into thinking like a principal, acting like a principal, maybe dressing like
00:34:03 --> 00:34:08 a principal and making sure you're known at central office because you're rocking it
00:34:08 --> 00:34:11 at Churchill High School, but our decision makers knowing you.
00:34:11 --> 00:34:13 So how do you volunteer to be known at central office?
00:34:13 --> 00:34:17 And then I tap into my staff to say, I think you should be a leader.
00:34:17 --> 00:34:20 And that could be stuff like, you know, asking you to come up and be an assistant
00:34:20 --> 00:34:22 principal for a day when we're short.
00:34:22 --> 00:34:25 Having you come up and wear the walkie-talkie and walk the hall and give you
00:34:25 --> 00:34:27 the excitement as to what's going on.
00:34:27 --> 00:34:29 That's the excitement part. And then I think even long-term,
00:34:30 --> 00:34:32 when you speak to your senior class, you need to talk to them.
00:34:32 --> 00:34:35 Hey, listen, when you go off and you go to work or the military,
00:34:35 --> 00:34:39 or you go into college and you know what you think about, I don't know what
00:34:39 --> 00:34:42 I want to do in life and I want to give back and I want to make a good experience.
00:34:42 --> 00:34:45 Think about the experience you had here and I will hire you.
00:34:45 --> 00:34:48 If you send me your resume, I will get you in my cluster.
00:34:48 --> 00:34:51 If you want to be elementary school, if you want to come back and be my cheer
00:34:51 --> 00:34:54 coach, I want to come back with someone that went through the cheer program
00:34:54 --> 00:34:58 that knows the traditions, that knows the experience wants to duplicate that.
00:34:58 --> 00:35:02 We've got like double digit at former Churchill chargers that are back teaching at our school.
00:35:02 --> 00:35:07 And I think that's amazing on top of about 18 or 20 staff members have their
00:35:07 --> 00:35:08 own personal children there.
00:35:08 --> 00:35:10 So I think that adds a real unique layer.
00:35:11 --> 00:35:14 And so I think it's our job to inspire leadership. And I think it's also our
00:35:14 --> 00:35:17 job to show the joy that we have in what we're doing.
00:35:17 --> 00:35:20 So when people look at us, I'm not Debbie Downer walking around looking like,
00:35:21 --> 00:35:24 you know, I lost my dog or something. I look like I'm enjoying myself.
00:35:24 --> 00:35:29 I look like, you know, I'm, I look like I'm Tim Duncan. When I go into a basketball
00:35:29 --> 00:35:30 game, people cheer for me.
00:35:30 --> 00:35:36 I went and sat in a softball dugout last night, 92 degrees, dugout.
00:35:36 --> 00:35:41 And when I came in, the girls circled up around me and cheered for me with this little home run cheer.
00:35:42 --> 00:35:45 They do when someone hits a home run, because the principal showed up there.
00:35:45 --> 00:35:49 When parents see that other people see that they're like, I'd like to do that.
00:35:49 --> 00:35:52 Now there's a lot that I don't let them see. Right. We know that there's a lot
00:35:52 --> 00:35:58 of nonsense, but allowing people to see the joy I have in my job allows people
00:35:58 --> 00:35:59 to say, I want to go into leadership.
00:36:00 --> 00:36:03 That's really neat. I think part of that too, for us is to remind ourselves
00:36:03 --> 00:36:06 that the world isn't really what we only see on social media.
00:36:06 --> 00:36:08 There's a whole lot out there.
00:36:08 --> 00:36:12 And that's hard. I get that. There's a lot of negativity around education in
00:36:12 --> 00:36:15 general, all over the place. I don't, I don't think it matters where you're at.
00:36:16 --> 00:36:19 And it's easy to get caught up in that. But at the end of the day,
00:36:19 --> 00:36:23 if you turn away from social media and turn your face towards those kids,
00:36:23 --> 00:36:26 like you're talking about those softball players that are, that are cheering
00:36:26 --> 00:36:29 just because their principal showed up to a game. Who does that?
00:36:30 --> 00:36:33 Who does that? Why not want to do this job? Why not want to keep it?
00:36:33 --> 00:36:37 And we won eight to two. Sole possession of second place. Oh, that's good.
00:36:37 --> 00:36:41 We haven't made the playoffs probably in softball in 15 years.
00:36:41 --> 00:36:44 Oh, that's awesome. So this is a great run right now that we're a part of.
00:36:44 --> 00:36:47 And it's fun. Buy a bag of sunflower seeds.
00:36:47 --> 00:36:51 Sit in the dugout. Learn the cheers. Give out the sunflower seeds. High five the girls.
00:36:52 --> 00:36:55 You go home on a Friday feeling pretty darn good about yourself.
00:36:55 --> 00:36:58 Not a lot of pressure for you right there. That's for sure. Take advantage of
00:36:58 --> 00:36:59 that. That's awesome. Yep.
00:37:01 --> 00:37:06 Music.
00:37:05 --> 00:37:09 Well, Todd, this has been fun. And I want to do this again sometime in the future
00:37:09 --> 00:37:13 because we could go on for a long, long, long time. I'm hoping to connect in July.
00:37:14 --> 00:37:18 Yeah, that's true. Sit down face to face. Maybe. So here, give our listeners,
00:37:18 --> 00:37:19 how do they get a hold of you?
00:37:19 --> 00:37:22 If they want to hear more from you, want to partner with you,
00:37:22 --> 00:37:26 or just want to just, you know, like I've done, just dive into the work that
00:37:26 --> 00:37:28 you've got out there. What's the best way to get a hold of?
00:37:29 --> 00:37:31 So I got a website, toddmbloomer.com.
00:37:31 --> 00:37:35 Great. My wonderful, beautiful daughter, Bethany, maintains it for me.
00:37:35 --> 00:37:38 Family affair. On LinkedIn, I'm Todd Bloomer.
00:37:38 --> 00:37:44 On X, I'm bloomer underscore SA. And just launched myself a Instagram page,
00:37:44 --> 00:37:47 todd underscore bloomer underscore author.
00:37:47 --> 00:37:51 So that's kind of my baby as I'm kind of going there. Social media is just a great way to connect.
00:37:52 --> 00:37:56 Honestly speaking, I tell anybody that reaches out to me.
00:37:56 --> 00:38:02 If you reach out and you want to connect, I will be that lifeline because I
00:38:02 --> 00:38:05 had so many people that were lifelines to me that allowed me to be successful.
00:38:06 --> 00:38:10 And it would be disingenuous to me to turn my back on someone that reached out
00:38:10 --> 00:38:11 and said, can you share a Monday memo?
00:38:12 --> 00:38:16 Can you just listen to me vent? Because as I started, I moved from the great
00:38:16 --> 00:38:19 state of New York to Houston, Texas out of college and didn't know anybody.
00:38:19 --> 00:38:23 And if I didn't have great mentors, I would have went back home and lived in
00:38:23 --> 00:38:26 my parents' basement. And I became an administrator and had great mentors.
00:38:26 --> 00:38:27 And I have great mentors now.
00:38:28 --> 00:38:32 And so if anybody connects and just says, I need 45 minutes, can I do a phone call?
00:38:33 --> 00:38:37 I might need to find that time, but I will, I will, I will find that time because
00:38:37 --> 00:38:38 that brings me great joy.
00:38:38 --> 00:38:44 And our profession needs people that just like me and you are committed to the
00:38:44 --> 00:38:49 cause and that want to do right by kids and teachers and want to leave a lasting
00:38:49 --> 00:38:51 legacy where someone says, you know,
00:38:52 --> 00:38:56 he, I might not have agreed with everything he did, but he loved kids and he loved this school.
00:38:56 --> 00:39:00 And you can, and if somebody says that, like, that's like really the ultimate
00:39:00 --> 00:39:03 compliment about your legacy as a teacher.
00:39:03 --> 00:39:06 Now I'd also like them to say, or a community member, I'd also like them to
00:39:06 --> 00:39:10 say, you know, he really modeled for me how to take care of family and put family
00:39:10 --> 00:39:13 first. And I really, you know, I did a poor job of that.
00:39:13 --> 00:39:16 So I'm really trying right now to, to, to do that.
00:39:16 --> 00:39:20 And any chance I get to talk to somebody about anything about family related,
00:39:20 --> 00:39:22 like that's, that's joy.
00:39:22 --> 00:39:26 Uh, and if I know I've got one of those unique memories where I can remember kids and stuff.
00:39:27 --> 00:39:31 If I know your kid plays baseball for a rival school, I always have the ability
00:39:31 --> 00:39:32 to remember, how did your son do?
00:39:33 --> 00:39:37 Tell me a little bit about, you know, in that, you talk about teachers beaming
00:39:37 --> 00:39:40 with pride when the principal remembers their eight-year-old played in a Little
00:39:40 --> 00:39:42 League game and the principal asked how you did.
00:39:43 --> 00:39:46 Like, and that builds the connection to be able to have that difficult conversation
00:39:46 --> 00:39:48 to say, what are we doing here?
00:39:48 --> 00:39:52 Come on, let's, what are we doing here? And that's, that's a body of work that
00:39:52 --> 00:39:56 takes a lot to get to. But when you reach that pinnacle, like like you're
00:39:56 --> 00:40:01 I can say this, every athletic event, every team, every fine art,
00:40:01 --> 00:40:05 every department is moving and trending in the right direction at Churchill high school.
00:40:06 --> 00:40:09 And that's not because of me. It's about because we've hired great people and
00:40:09 --> 00:40:11 I walk alongside them, not behind them.
00:40:11 --> 00:40:17 And I empower them to make decisions. I support them and I have joy being around them.
00:40:17 --> 00:40:21 And that just makes the feng shui, whatever that word actually means,
00:40:21 --> 00:40:24 the feng shui is off the charts at Churchill high school.
00:40:24 --> 00:40:28 So I don't know for a fact, but I think it's pretty easy for me to guess that
00:40:28 --> 00:40:32 all of those teams, all of those groups understand what the mission is and understand
00:40:32 --> 00:40:36 what the goal is and all believe in what it is that you're trying to do as a
00:40:36 --> 00:40:39 collective. That's really awesome. Absolutely.
00:40:39 --> 00:40:44 Well, thanks, Todd. I appreciate you jumping on here today and joining us on
00:40:44 --> 00:40:47 this episode of your Booster Shot.
00:40:47 --> 00:40:50 Again, listeners, if you are looking for more from Todd, all of his information
00:40:50 --> 00:40:55 will not only be in the links in the description, but also we will include his
00:40:55 --> 00:40:59 information on the AWB Education webpage, along with a link to his book,
00:40:59 --> 00:41:00 if you're looking for that book.
00:41:01 --> 00:41:03 The Blueprint's a great book. So if you're looking for that,
00:41:03 --> 00:41:05 we've got a link directly there to make it easy to find for you.
00:41:06 --> 00:41:10 But one more time, thanks again, Todd. Enjoy the weather down in San Antonio.
00:41:10 --> 00:41:13 Sir, sunshine outside right now. Yeah, that's awesome. Same here.
00:41:13 --> 00:41:17 I can't complain. It's another good day to be an educator. There you go. Yes, sir.
00:41:17 --> 00:41:20 Thanks again for joining me. Thanks again, Boosters, for listening to us.
00:41:20 --> 00:41:22 We will talk with you again next time.
00:41:22 --> 00:41:26 Thank you for listening to this episode of your Boosters shot from AWB Education.
00:41:27 --> 00:41:31 Want to join in this mission? We are always looking for partners to help provide
00:41:31 --> 00:41:33 what our school leaders need to thrive and survive.
00:41:34 --> 00:41:40 Contact us through our webpage at www.awbeducation.org to get connected.
00:41:40 --> 00:41:45 Otherwise, remember you are doing the job that only a few are strong enough to do.
00:41:45 --> 00:41:49 Thanks for being one of the few. We will talk with you again next time.