What Instructional Coaching Is and Is Not with Jasmine Abbey Bell, ep. 239

What Instructional Coaching Is and Is Not with Jasmine Abbey Bell, ep. 239, Instructional Coaching with Ms. B Podcast

Chrissy Beltran  00:01

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Chrissy Beltran  00:33

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Chrissy Beltran  01:53

Welcome to instructional coaching with Miss B where we believe that every teacher deserves a coach, and every coach does too. I’m Chrissie Beltran, an elementary teacher who became a coach, and I had to create my own coaching program that worked. Now I teach coaches how to design their coaching programs, build a school wide action plan and use differentiated strategies to support teachers. Plus, I’ve got a special spot in my heart for literacy coaches. Now let’s dig into the episode.

Chrissy Beltran  02:21

Hey coach, and welcome to episode 239, of instructional coaching with Miss B. We are in the middle of our series about instructional coaching, startup, your coaching identity. And the reason I think that we need to keep digging into this topic is that once you know who you are as a coach. Once you have established your role and you’ve established yourself with a personality and all the ways that you’re going to work with teachers, your job can actually make a difference if we do not have a really solid foundation and identify who we are what we’re there to do right at the beginning, it’s really hard to build that plane as you’re flying it throughout the school year, so get started at the beginning of the school year and really set yourself up for the foundation for success. And these episodes will help you do that. Today, we’re going to talk about what instructional coaching is and is not with my guest Jasmine Bell. Now if you need some support, you want a free mini course send right to your inbox, go to buzzing with Miss b.com/jump Start, and that little mini course will walk you through exactly what to do to get yourself set up with a foundation, a vision, exactly what you want to accomplish as a coach this year. It’s a really good mini course. It goes straight to your inbox, so grab that for free at buzzing with Miss b.com/jump start. And of course, my course for coaches, instructional coaching startup, is about to open. If you want to be the first to know and get a nice little coupon, you can go to buzzing with Miss b.com/startup and you will get added to the wait list, and you’ll get a free coupon, a little coupon for your trouble. And that’s a really helpful way to get you set up for the school year. So we’re going to talk to Jasmine today about what instructional coaching is and is not. And this is an important topic because so many coaches are unsure and possibly even more detrimental to our work. Most many administrators are unsure of what instructional coaching is and isn’t. And this is a question I get a lot, so I’m excited to jump into this topic with my guest today, Jasmine. So let’s welcome, welcome Jasmine to the podcast. Welcome and thank you for being here today. Thank you for having me. All right, so I would love to get to know you a little better, and I know my listeners were too. So as a quick way to introduce yourself, Could you share about a couple of things? One is, who do you help and how do you spend most of your time and energy at work?

Jasmine Abbey Bell   04:41

I help districts and educational organizations train their instructional coaches so everyone can know what coaching really is. And part of their work is working with instructional coaches, one on one or in groups, and then also working with their leaders again so they can know what coaching is. And most of my time and energy is spent, like, talking about what coaching is, what it is, not doing some observations with coaches. And then a lot of that is listening to coaches say, like, here’s this problem. Am I going crazy? And it’s always good to know that they’re not going crazy, that I’ve experienced some of those same growing pains. And so it just kind of gives me, like a boost of I feel like I’m floating when I’m working with coaches and providing that clarity.

Chrissy Beltran  05:27

I love that. I love that. Because a lot of times the whole Coach, what coaching is and what it is not, breaks down at the administration level then and then that trickles down to the work that a coach does. So I think that’s so great that you’re addressing it with districts and administrators. My next question is, it’s kind of silly, but this I’ve made it somewhat my mission this year to share hobbies with coaches, because I feel like something that we struggle with is having interest outside of work and making time for things we love to do. So what is a hobby that you love?

Jasmine Abbey Bell   05:57

A hobby that I love is calligraphy and hand lettering. Um. I actually started um during the pandemic, kind of starting as, like a way to help with grief and just anxiety. And what I really love about it is someone who’s always on the go and like, let’s get this done. Let’s get this done. It forces me to slow down. I don’t know if anyone’s ever seen calligraphy videos or if you practice it. But in order to get those beautiful works of art, you have to go really slow, like really slow at a snail’s pace. That can be hard for someone who’s always on the go. And in education, you know, we all we have this sense of urgency, so it makes me slow down. I love it, and I love seeing, like the finished product. And when I show people, they’re like, did you do that? That that looks so fake. It looks like a computer printed it. You go, there’s like, Oh, thank you. I’ll take that as a compliment.

Chrissy Beltran  06:45

Yeah, I love that hobby. That’s a really good one, and it’s so practical. You can make presents. You can, like, make decor for your house. I love that.

Jasmine Abbey Bell   06:55

I do it. I do a lot of certificates when it’s time situation or sorority initiations. I do that when it’s Christmas time, I do ornaments and gifts and so I just love it. I love to write, even if I’m writing on like an anchor chart, I’m going to show off my hand lettering skill. I love it.

Chrissy Beltran  07:12

That’s a good one. Well, thank you for sharing that. So can you briefly share about what instructional coaching is?

Jasmine Abbey Bell   07:21

Instructional coaching is being a partner with the teachers. It is not the coach taking over. It is not telling the teachers like you’ve been doing this all wrong, but it is actually like getting side by side with teachers in their classrooms, in the planning, time with them, to show them just different strategies that they might not have considered, or strategies that they probably have used and put down so that it can help student achievement. I always tell coaches that you’re not there to take over, you’re not there to evaluate them, and that’s a lot of times what teachers think is that they’re thinking that when the coach comes in, you’re here to evaluate me, or you’re here to report back to the principal that I’m not doing this or that, and that’s like not what coaching is. I always equate it to sports. When we watch college football or basketball, whatever your favorite sport is, the coach is literally there on the side. They’re not on the court, they’re not on the field. They can, they can take responsibility for the game, because they have some say in that, but they can’t. They can’t make the players run the play. They can’t make them do exactly what they practice. They can just say, hey, try this. Do this. I saw this from afar. Did you notice this? Check this out. Here’s how you get around this obstacle. And that’s like, the same thing in the classroom. The teacher is the one on the field. They’re running the play, they’re doing the work. And so the coach is like, have you tried this? I saw this. Let’s look at this. And they help that teacher experience that success.

Chrissy Beltran  08:43

I like that analogy because it what a coach does is they do have the big picture, right? They can see the whole field. They can say, you know, what I’m noticing is this, and the teacher doesn’t always notice the you know, whenever you’re in front of kids, we all do things that we don’t realize. We do. We miss things in our classrooms. You know, just you only have the two eyes. They can only look in the one direction at a time. So it is helpful to have another pair of eyes to say, Hey, this is what I see happening in different places on the field that you might not have noticed. But if you can address that, this is the change you can expect. And I just that’s a really great analogy.

Jasmine Abbey Bell   09:18

Yes, I love, I love college football and college basketball, women’s basketball especially

Chrissy Beltran  09:25

nice. So then you have a lot of details in your analogies. Probably you can go very deep with it, yeah. So what are some of the ideas that you’ve heard or that you’ve seen that are just completely inaccurate about instructional coaching?

Jasmine Abbey Bell   09:38

One of the things that this is like from experience is that an instructional coach is like an administrator. And like I said, this is from experience. I had my specialist degree in Educational Leadership, and I wanted to be a school principal later on, but I was in a coach’s role, and so because of that, I was immediately put on the A team as my. Principal called it, which was the administrative team, and so when the principal was out, I was in charge, and that, when I look back now, that was like the biggest hindrance to my coaching is because they saw me as an administrator. They saw me as a leader, someone who’s going to say, Hey, this is what you’re doing. This is what you’re not doing. Even though that wasn’t the case. It was just making sure the school didn’t burn up when the principal was out. And a lot of times, leaders think that there’s even, like, that expectation that a coach has to have a degree in leadership in order to be a coach, because they’re going to use them as a leader in the future. And that is like, the biggest thing that hinders teachers from being receptive to a coach is because they see them. It’s like this, divide us versus them. You’re no longer us. You were a teacher last year or just last semester. You were in the teacher’s lounge with us, you were in the trenches with us, and now you are them, and we are not gonna talk to you. You’re immediately the enemy. And that, you know, that ruins a culture, and that makes a coach feel like, what am I doing wrong? And it’s not necessarily something that they have done wrong. It is how they have been positioned or presented in front of the staff. They can undermine their success.

Chrissy Beltran  11:11

Yeah, that’s a really good one. And a lot of coaches do find themselves in that position of being like on leadership team, which is, I think, not a bad thing in itself, but it can become a bad thing. Like you’re saying, the perception is, oh, you’re you went to the dark side, right? You went to the dark side. And now you’re an admin and, and you report back to the administrator, and you tell them everything. And, and that is, yeah, because that can get very hairy very quickly, and teachers are not willing to trust somebody to say, I’m struggling with this, when they feel like that same person is going to rat them out, and, you know, affect their evaluation or their position, and that it’s hard, the hard spot to be in.

Jasmine Abbey Bell   11:50

Yes, another thing that like undermined my coaching was working with a teacher who was on an improvement plan, and I didn’t realize it at the time. It was like, very hard. And it was like, why am I experiencing so much tension? And it wasn’t until I was reading Jim Knight’s book, the one on building coaching programs, where he said that it’s like, you’re working with your peer and, you know, like their dirty, dark secrets, and I’m kind of paraphrasing here, you know, like I’m on the verge of losing my job, and, you know, all the all the bad things, and now I’m supposed to come and listen to you. Are you telling everybody else? Like, is it just between me and you? So it kind of makes them, like, paranoid, in a sense. And I never thought about that, but when I read that, there was a connection, I was like, Oh, that makes sense. It’s like, I have this fear. I’m already on this improvement plan, and I know that, like, my job could be in jeopardy, but now I have someone who also knows this. Are they telling people, what are they doing? And is this like, if they’re only working with me? Do they know because they’re not working with anybody else? So it becomes very suspicious in the trust that was there, even if it was like a little small, granular amount is now eroded. It’s gone, and I didn’t realize that. And so I always tell leaders and coaches just don’t work with teachers who are struggling. And as a school leader, as an instructional leader of the building, that should be your responsibility now the coach can help, but that shouldn’t solely be on the coach, because that’s a lot of pressure to determine whether someone’s going to keep their job or not when that person is on the same level in the hierarchy as that teacher?

Chrissy Beltran  13:26

Yeah, I think that the big issue there, and you’re right, is that whenever the responsibility is only on the coach, I think that we work with everyone, and so some coaches are designated only for struggling teachers, and that, I think, is like a death sentence for coaching, because nobody wants to be on that list. It’s like, like the kids, whenever people were like, Oh, the blueberries and the vultures. And nobody want to be a vulture, like, they get people, know, and so they if you are, if you are designated only to work with struggling teachers, or like you’re saying, in that situation, if the administrator is like, good luck. Try to fix them. You know, that’s not appropriate either. I wonder if, do you find that being upfront in those situations, like, if you do have to work with a teacher, and you do have some knowledge about you know that they do happen to be on an improvement plan, and maybe you’re not working on the improvement plan, because that’s not that should not be. Your job should not be to, like, participate in the improvement plans, but it should be to help them grow as a teacher, just like anybody else. So then, do you do you say upfront, Hey, I just want you to know that this work is confidential, that I don’t share this with anyone. Do you kind of like clear the air so they don’t speculate

Jasmine Abbey Bell   14:36

as much? Yes, I always start with a partnership agreement, and that is how it describes, like, how we’re going to work together and say, like, what we do is confidential. If you want me to share something with the administrators, I will do that. It. I see that you something really well, I want to share that. But if you don’t want that shared, then I will respect that. But I, you know, asking them, like, Hey, can I share this with the. Principle, because you’re doing really well, and I think that will help them, like, build a trust. But I always thought, like, this is Vegas. What happens in Vegas stays in Vegas, and they know sometimes you have had that, you know, that caveat, like, okay, but if there’s something that’s gonna danger you, or the kid, like, I gotta tell I’m gonna just threaten you, or something just, you know, go, go left, go right, and I not say anything. And so adding that caveat, saying, like, I’m not gonna not say anything if something is detrimental to the safety of the students and your safety. But this is Vegas, and you want me to tell you. Want the principal to know all the great things that you’re doing. I would love to share that. And when, when I present it that way, I have teachers like, oh yeah, I want you to tell. Like, guess what? Doing that’s working. I want you to tell. But there are a few who don’t like that external praise and don’t want everybody to know. And so they appreciate the fact that, okay, nobody knows what’s going on, but that, like, building that trust takes time. It just doesn’t happen. Just because you say, I’m not going to tell you they have to know

Chrissy Beltran  16:01

that. Yes, I believe that that’s true. So then, with our teachers and with our administration, how can we clarify what instructional coaching is and what it is not? Because, you know, teachers have different ideas, like you’re saying admin, you know, I feel like that’s where the coaching role really starts to break down us with admins understanding of it. So how can we go about kind of advocating for this?

Jasmine Abbey Bell   16:25

When I was working on at the state level, one of the things we did, we called it like a coaching kickoff, and they really transformed our program. Because what we did was, like made a little presentation to the entire staff. We asked the admin to be there say, here’s what coaching is. Is coaching to stop we literally laid it out and say, like, here is what I’m responsible for. Here’s what the teacher will do, here’s what the coach will do. And then, of course, we continue those conversations when we meet one on one with teachers. But I think if we start from the beginning, at the beginning of the school year, and say, This is what coaching is, this is what you can expect the coach to do, and this is what you know the coach will not do, because it’s going to blur the lines. And like, this is what the administrators do. And so they help the administrators to know, like, Okay, this coach is not going to overstep, because sometimes it happens. I’ve worked with some coaches who realized like they were overstepping, because they’re like, Oh, I was not supposed to do that. That was my principal’s role. And so that helps the principals to know, like the coach is not going to undermine me, they’re here to support me and support my teachers. And it also lets the teachers know, okay, this person is they’re separate from administrators. They’re going to do observations, they’re not doing evaluations. And so explaining what the difference is at the beginning helps everyone to know, and so that when a misstep occurs, when there’s a breakdown we can go back to, okay, well, this is what we said. Coaching is here your duties and your responsibilities and, like, here’s this misstep. So now we gotta go and fix that misstep and make sure we’re back on the same page. I like that.

Chrissy Beltran  17:55

And so do you have, like, a document where you delineate This is coach’s role, principal’s role, teacher role, kind of like to separate,

Jasmine Abbey Bell   18:01

yes, and, you know, give everybody a copy of that. I think that’s helpful there. I operate under the guys, like there’s no surprises in coaching. And so whatever I’m doing, if I’m referring to something, I give the teacher a copy of that. So when I was, for example, doing post conferences, I had a standard set of questions that I would ask. They had a copy of it as well. They knew here the questions she’s going to ask, and here’s the order she’s going to ask, if she’s going she presenting a PowerPoint slide deck. I’m going to have a copy of that. And that also helps, like to build the trust in that transparency like that. I guess not a gotcha, because that’s what most teachers think. It’s a got you. Most administrators thinks it’s a got you, and that’s not what coaching is. And so having that and saying, Here’s my role, here’s your role, here’s the principal’s role. And having this like we could always refer back to, it helps the teachers, helps the coaches, and it really helps administrators.

Chrissy Beltran  18:55

Yeah, I like that one, one situation that a lot of coaches find themselves in and you kind of mentioned it about confidentiality is, you know, protecting confidentiality with teacher information, but then the administrator might have a different view on that, and that can create issues with coaches becoming evaluative, which, if coaches are evaluative, that creates problems actually, for like admin and the district levels, because they’re not supposed to be they’re not supposed to be part of evaluations at all. And so where do you draw the line there? How do you delineate? This is what is communicated. This is what is not communicated. And then how do you communicate that with administrators, especially if they’ve already been operating differently? I

Jasmine Abbey Bell   19:39

think this starts like at the beginning. So in addition to, like, having that overview with teachers, the principals and coaches have to have a meeting in the beginning. And I think that’s where we find, like the biggest misstep is, like when we hire a coach, or a coach comes on the beginning, like we just get into the business of his curriculum, his this, this, this, and we tell. On me. Like, how can I support you as a leader? What do you see as my role? Here’s how I need you to support me as a coach. And like, here’s how I see you as in your role. Here’s what I think my role is. And then we’re talking about, like, observations. Uh, it’s helpful. If there’s someone in the district who I call and Jim Mike calls is a coaching champion. It is somebody who is going to champion coaches. It might be somebody that works specifically with those coaches and who is kind of like the middle man. Sometimes, when you find yourself in sticky situations with your administrators, that person will come in and say, Well, no, this is what we’ve instructed our coaches to do. This is what we’re doing across the district or the organization and and that can be helpful. When it comes down to evaluations, it can be something as simple as, we don’t use the same form that you use, because that’s going to help delineate evaluations versus observations. Then, then the coach will say, This is what my observations will look like. Do you want to go in and we norm together? We do observation together, and you use your evaluation form, I use my form, and then we discuss, okay, this is what this looks like. And then this is how, as a coach, I’m going to follow up with that that teacher does that overstep what you’re going to do, because if the principal doesn’t want the coach giving feedback or writing it down, then you want to make sure that your coach, your you know the coach knows that, and you as the principal, want to make sure that you’re knowing that. So again, it kind of gets so you’re not stepping on each other’s toes, because that’s a lot of it. Honestly, it’s like a power struggle between the administrator and the coach, if you’ll find a lot of that is like the administrator, it’s like, I want you to know that I am charged and I’m going to do this, and the coach is like, but this is what I’m supposed to do as a coach. And so if, if that happens at the beginning of the school year, even before school starts, I think we will, like, eliminate a lot of that power struggle. And, like, you have to tell me this, you have to do this, and then having that middle person in that’s going to champion and say, Well, this is actually how we train our coaches. This is what we tell our coaches to do. So that when the administrator feels like, well, the coach isn’t doing this, they’re not supporting me, and they’re on the teacher side, that person is going to say, Well, yeah, they’re supposed to be on the teacher side. That’s what they’re supposed to do.

Chrissy Beltran  22:17

Yeah. How? Where do you draw the line in confidentiality, in terms of what you share, because I know some will share, I’m trying to think of how they word it. They will share the what, but not the how, or something along those lines. What is it that you will share with an administrator that you think coaches should share? And what do you think they should not share?

Jasmine Abbey Bell   22:35

If the teacher doesn’t want you sharing any specific information about what’s going on, then I wouldn’t mention names, like, I wouldn’t mention names. And this becomes, like, easy to do if you’re in a big school and there are five teachers in the same grade or subject area, but when there’s like, a small school, and you know, you have to, like, be very careful so the principal doesn’t infer it’s like, because he’s like, I didn’t say their name. But if I’m the only English teacher, and you’re saying in the English classrooms, right? So they get easily in first, so you have to be careful. Like, I would say, Okay, this is what’s going on. I’m noticing a trend of student disengagement in the classrooms. I’m noticing students with disabilities are just sitting by the wayside. They don’t, they don’t get the support, and then coming up, like, with percentages, I always like to have percentages of it and not saying anything specific, so that the principal can’t infer and guess and try to figure out who it is, who it is. Because if they can figure it out the end of the day, then that this teacher is still going to think, Oh, you told and then you said you were going to be confidential. And so presenting like the data like, here’s the facts, kind of like, when you’re doing the data presentation, you’re talking about these percentage of students are not reading at grade level. They didn’t master this standard. You don’t identify specific names unless you’re like, using it for your purposes. You’re not telling the principal and everyone on the in that meeting specific names. You’re just giving them a high level overview. So I think coaches, if they take that high road and that high level overview, it becomes helpful, especially when you’re in small schools and small districts. When

Chrissy Beltran  24:08

I think, or excuse me, principals have access to that data, usually anyway, so they can, they they need. They know where their teachers are, as far as like on paper. But I do wonder about like those coaches that have that role of of, you know, we’re growing in like, like, the the principle is very directive in terms of which, not which teachers, are to be worked with. Because, like, for myself, for example, as a coach, I had to work with everybody in different ways, though, you know, so like, everybody didn’t get the same support, because that would be, like, impossible. But I did do some kind of support for everyone in different levels, in different ways. So the the principal didn’t always know every thing that I was doing with a teacher, but they did know who I had coaching cycles with. They did know, you know, usually, what the general topic of that coaching cycle was, but not like every little they. Know every little interaction. They didn’t know everything we knew, if I was modeling lessons in a grade level or something, they do things like that, but they didn’t know everything the teacher did in response to that. They didn’t know the context of every little detail. And so I think we have to kind of figure out, like, where to draw the line in terms of, like, Okay, you do need to know what I’m doing all day. You have to have an idea, I’m doing things, but you don’t need to know everything the teacher said, because then that’s whenever teachers are going to start to say, Oh, you’re just turned around sharing everything when I told you, you know, yeah,

Jasmine Abbey Bell   25:30

yes. And that’s helpful, like, a form of, like a report. And so what we did, especially on the state level, is we create like a monthly report. And so we said, this is how many observations we’ve conducted. This is how many times we’ve modeled and CO taught and CO planned and we did those things. So they have like numbers, like you said, so you’ll know what I’ve been doing this month, but it wasn’t as specific, like I was in this classroom 10 times. In this classroom, four times. It was just again, like a high level overview of like, this is what I’m doing. So you’ll have some sense. So if someone asks, What does your coach do? They can say or they pull up this report. Here’s what they do, this, how many hours they spend at the school or working with this teacher or this group of teachers. And here’s, like, some of the topics that we talked about. It could be like, student engagement, differentiation, so like that high level overview, but like the coach and the teacher, of course, would know like, oh, differentiation. We’re working on content differentiation specifically, but the principal just knows, okay, I should be looking for some evidence on differentiate, right? Yes,

Chrissy Beltran  26:30

I like that, because you’re kind of getting at the next thing that I wanted to know about is how coaches can actually collaborate with administrators without sort of becoming an administrator and kind of overstepping that boundary, because, you know, schools have initiatives. Schools have goals they’re working towards, and those are often the things that coaches are supporting, right? So then how? What are your thoughts on that? How can coaches collaborate without falling into that role?

Jasmine Abbey Bell   26:53

And one of the things that I used to do with my principals, like here is like the Professional Development Plan for the school year. Here’s specifically what I want you to do. And like, this is what’s going on. So when coaches are involved in those like, they know the goals, they know the initiatives, like that helps to frame coaching conversations, and that helps to connect the coaching to, like, the big picture, especially, like, we’re in the age of accountability, and some people are like, Well, I have to give my test scores up. And like, this is what we’re focusing on. And so the coach can, if they know that, and could connect coaching to that. It helps, like, with the buy in, and then it helps to see the principal See, like they’re supporting me. So like, the coach has to know that and connect it to the work that the that they’re doing in their day to day. And just like thinking about, like, it’s my role as a coach. Like, how do I fit in? Where is where am I in this picture? Because that’s like, the hardest thing to figure out. Like, when I was in the classroom, as a teacher, I knew where I fit in into this puzzle. I knew my students scores would help contribute, and I needed to do this. But as a coach, when you are helping everybody, you’re not, it’s not easy to say, like, this is where I fit in. I’m here. I’m there, outside of, like, professional development. And so if I think, if leaders can have that conversation with coaches and saying, Okay, here’s like, what you’re going to do, here’s how you can help, here’s how you contribute. Is this what you envision for yourself? And like, having those conversations and saying, like, this is how I can help us get, get to these initiatives and get to these goals, but that’s going to take, like, a lot of work. And again, this should happen at the beginning of the year. And like, experience, like, we don’t always do that. Like principles. They make their goals right. Sometimes they’re set for them, and we’re just like, have to, you know, get in where we fit in. But if, even in that case, if we could have those conversations between coaches and administrators and say, Okay, this is how I need you to help and this is like, what I’m going to do as a leader, here’s what I think you can do as a coach. What are your thoughts? Then it helps, that helps the coach to really feel involved in like they’re a team player and not just someone who’s on the outside looking in. I think

Chrissy Beltran  29:05

I like that, looking at those goals for the year and saying, Okay, let’s look at PD. What PD opportunities do we have? You know, if some coaches run like, team meetings or PLC meetings, what opportunities do you have there? And then planning out the way the coach is going to support those initiatives throughout the year. I think that’s a fantastic way that coaches can contribute to the school the whole and not just on that individual basis. Great. Well, thank you so much for sharing everything that you shared with us today. And how can coaches keep learning from you if they want to learn

Jasmine Abbey Bell   29:34

more? Well, if they want to find me. My name is Jay Abby bill, or jasmine. Abby bill on all social media sites, um, LinkedIn, jazz from Abby bill, Instagram, Facebook, blue sky, all the apps, also social media sites, J Abby Bill and I give, you know, free resources like this, talking to coaches from my experience, and also talking to administrators, because, like, they have to know how they can support coaches. Because. Coaching, it’s an important work, and it’s fulfilling, and so follow me on those social media sites. I would love to have you there and excited to like, hear more about what coaches are going through and hearing their experience

Chrissy Beltran  30:12

as well. Awesome. Thank you so much for being here.

30:14

Thank you.

Chrissy Beltran  30:19

All right, Coach. I love the way that Jasmine talks about our work. I thought it was so honest and realistic in terms of the things situations can get very, very, very quickly. And so I really want you to do some thinking about how you’re going to set yourself up this year for success. All these conversations we have at the beginning of the year are so important. So if you want to learn more about how to do those have those conversations with coaches, the teachers, even with yourself, to really get a good handle on where what you’re there to do. Head to buzz. I’m gonna miss b.com/startup and that will take you to the startup course. Waitlist. You can join the wait list. Get you a little coupon, and get yourself set up for success in the first 20 days of school next week. We are talking about building your coaching personality with my guest, Jessica Zimmerman, who has been a guest on this podcast before, but I saw that she was sharing some information about coaching personality and values, and I thought that would be kind of a fun episode to talk about. So we’re going to dig into coaching personality, what our values look like in our coaching work, and so many cool things. I can’t wait to share that with you next week. Until then, happy coaching. You. Now that you’ve got so much to think about, head over to buzzing with missbee.com to grab some free downloads, become a VIBee and check out the podcast show notes. Happy coaching!