Dr. Jim: [00:00:00] Thanks for joining us today. This is your friendly neighborhood town strategy nerd, Dr. Jim. Just about every district is familiar with the strategic planning process, and usually an element of that strategic plan involves improving test scores. But are improving test scores the only measure of progress within a school district?
Of the key aspects of district health that is often ignored is the level of commitment that exists at the building level in moving the district forward. So how do you build a galvanizing point of view for the district that connects and motivates the team to move forward?
That's the conversation that we're going to tackle today. And we have Dana Addis who is joining us to guide us through that discussion. So a little bit about Dana. He's currently serving his. third school year as the superintendent of Hudson City Schools. He was hired in the spring of 2022 after a rigorous process to find the district's new leader.
Previously, Dana served as the superintendent of Norton City Schools for five years. And then prior to that time, he served as the principal of Highland High School in Medina [00:01:00] for six years. And he's also been an assistant principal and an athletic director in previous roles. He began his educational career as an English teacher at Copley High back in 94, where he served as the head basketball coach.
He facilitates an aspiring superintendent's cohort during the Summit County Educational Service Center, is a member of the Northeast Ohio Dream Team Innovation Leadership Team, and a graduate of the Ohio School of Leadership Institute program, a collaborative effort Of state superintendents. Dana is an active member of the Buckeye association of school administrators, the school superintendents association and Dana earned his bachelor of science in education and a bachelor of arts in telecommunications from Kent state university go golden flashes and his master's degree and his master's degree is in educational administration from the university of Akron.
Go Rockets or the Zips. Zips. Okay.
Dana Addis: zippy. Yeah. The most famous mascot in America according to the [00:02:00] University of Akron.
Dr. Jim: Yeah. If you didn't already know, Dana is a big fan of all things Ohio and especially the Cleveland sports teams and he enjoys attending sporting events. He and his wife, Laura, have been married for 25 years and proud parents of three grown children. Dana, welcome to the show.
Thanks, Jim. Thanks for the invite to come on and talk.
Before we actually move into the big discussion that we're going to have about how you can get your building leaders more effective.
Dr. Jim: I think it's important for us to get line of sight into some more detail about your background and experience, and I'm particularly interested. In some of those defining moments in your career that helped shaped your perspective as a leader.
Dana Addis: Yeah. I would say still to this day, I tell people I'm in the role of superintendent, but I'm a teacher and coach at heart and always will be until the day I retire. I would say a really important leadership moment for me. Is when you recognize when you're doing [00:03:00] well you're usually an important part of the solution and why you're doing well.
And when things aren't going well you can't run and hide. You have to accept that you're part of that as well. And just the whole idea of expect, accepting the responsibility. For what you're engaged in and how you're leading. That was a coaching lesson probably back in 2005 that I've carried with me to this day.
Dr. Jim: So digging in a little bit more on how leaders need to show up regardless of what the situation is on the ground. What's your advice to new leaders or aspiring leaders on how you build that capability to Productively confront things and confront situations that you might not want to confront.
What were the things that you learned in your experience that might be valuable for those emerging leaders?
Dana Addis: I think for an an emerging leader. I saw a quote a long time ago that said, if it's seen on film, it is either taught or allowed. So sometimes when you're trying to lead, there's a separation [00:04:00] that you are doing your job as a leader, and maybe there are others involved that aren't executing.
or your plan. And that's pretty dangerous way of approaching things. You really have to lean into if you're choosing to do this, if you're choosing the lead, whatever result people are seeing, you are a part of that. You're not just working with people and having them go do the work. You are a vital cog.
If it is seen on film, it is either taught or allowed. So you are either, Allowing something that you don't want to happen or you're demonstrating that. So the whole idea of leaning in to what you're trying to accomplish is really important.
Dr. Jim: So I like how you describe that, but that actually triggered another question. And I think if I understand what you're describing correctly, is that regardless of the outcome, you as a leader needs to own whatever the situation is that's happening on the ground. So if we take that, And you're again speaking to that emerging [00:05:00] leader or new leader, there's a risk that because of that extreme ownership, they might want to get in the mix and take over things and get in the way as well.
What were the things that you did that helped you build that discipline so you wouldn't be jumping into the fray?
Dana Addis: Yeah I go back to, coaching as foundation and still to this day as a superintendent people rely on you for a vision of some things and what it's eventually going to look like. What product are you putting out there? But if you're going to rely on people for that there has to be this enthusiasm and this energy that you're truly going to listen and you're truly going to allow them to lead you to that vision.
It may be a collaborative vision. It may be a seed that is planted by the leader. But it ultimately has to end up with other people contributing greatly to how that looks, whether or not it's in a classroom or a school district or a team result. And from a leadership standpoint, [00:06:00] that simply comes from serving other people.
You're there to serve them and, guide them and really, quite frankly, Jim, just allow them to be the ones to earn the credit. And they're the ones that are getting this done, and that's the way that it should be.
Dr. Jim: Really interesting perspective. And I appreciate you sharing that. I want to switch gears a little bit and get line of sight into your district. So you've been in this space in this district for three years. Paint us a picture of what the district looked like as you were stepping into the role.
Dana Addis: First of all, this district, Hudson City Schools, has been accomplishing so many things for students for decades. It is a school community and full of graduates that are so proud that they went to school here. It's a district that has accomplished a lot in the arts. In academics and in athletics. So the district has always been in a really good place.
When I came here, it was a [00:07:00] district that was coming out of COVID. And so really the task was to help heal. COVID was a really rough place for Hudson City Schools for a variety of reasons. And so the goal of the board. was just to move us out of that time period and get back to a time period of unity of pride in what we were doing.
And continuing to recognize the great things that our kids and our staff members, and quite frankly, our school community, we're getting done together.
Dr. Jim: So it's an interesting time that you're describing taking over a district. So you had just navigated, if I'm getting my timing right, you had navigated your role in your previous district through COVID. And then you're taking over Hudson the Hudson district after COVID. So when you're dealing with really traumatic times across those two.
periods of time. How did you get your bearings on what to tackle first in this new district? Because you [00:08:00] just hinted at some things that might be problematic. So what was your process for figuring out where you needed to go and how you needed to tackle it?
Dana Addis: The original process really was one of healing the administrative team some of the staff members were really impacted by some of the negative voices Because of their thoughts of how COVID was handled here in the district, whether it was related to remote learning or masking requirements, all of that just thrown into the chaos that.
COVID presented to all of us. This is a school district where we are we have fully engaged and talented families, talented parents, and definitely just some thoughts about how things should get done. So my first thing was just to come here. And just to listen. And the first part of the process, Jim, was just for us to try and get back to getting away from coming out of a board meeting [00:09:00] and feeling terrible or guilty about anything related to what we were doing and turning the tables back to The academic accomplishments, the student opportunities, the incredible staff, the relationships that we had.
So that was really the beginning standpoint was for me to try and get us to see, let's not forget, this is a high achieving district that is doing so many amazing things for kids. And that needs to be our focus. It was really the primary starting point.
Dr. Jim: I like building that primary starting point, but I want to wind this back a little bit and dig into something that you did, which was emphasize your effort behind listening and really getting a finger on the pulse of what's going on in the district now, given the circumstances of what you walked into, especially where you're coming out of a pandemic, people are going to be less forthcoming in that sort of setting.
So how did you what were the steps that you took to break down some of those barriers and [00:10:00] create an environment where you could actually have productive listening sessions?
Dana Addis: I think one of the things is, some of the voices that had some pretty strong opinions on how the district was handling things. I invited them to come in as a group and meet with me. And work through some of their thoughts about what had happened and some of our plans and moving forward.
And then really with the cabinet, our administrative team here who was hit really hard it was just to be with them and guide them and show them there is a way for us to come out of a challenging board meeting. And get back to our kids and get back to the support that is needed and not to focus on a couple of negative thoughts that surface the night before.
Both of those, I would say were really important parts of that, those steps.
Dr. Jim: So when I opened the show, I hinted at, one of the things that you focused on as a leader, especially coming into a high performing [00:11:00] district, was the idea of moving beyond the test score. And what I'm curious about is how you crafted that message as being the important one, because if you're in a high performing district, the default can be let's just keep doing what we're doing and focus on these test scores.
So walk us through what you did to paint a different picture of what the future could look like that included what you're already good at.
Dana Addis: The district has always had a really open mind about student opportunities. Our students at Hudson have the ability and the desire to be really creative learners, and they're very accepting of unique opportunities. And so one of our thoughts. Could be to discover how these unique opportunities are leading to the academic success.
The really direct thing that occurred coming from the board was the implementation of our Portrait of an Explorer. Prior to COVID community groups, staff members, [00:12:00] administration, students had created the Portrait of an Explorer with six attributes and the vision really included when our kids are walking across stage at graduation, they're going to understand what these attributes are.
And perhaps even demonstrating them on a regular basis, whether it's an engaged collaborator, critical thinker, lifelong learner, all of these attributes. And began a program in year one where we committed one day out of our school year to each of those six attributes. That included the unification of a yearly theme t shirt that we would wear on those six days.
It included moving into different academic days, committed to that particular attribute for that day. And just that movement led to so many incredible things in our buildings, where they were getting the kids to understand these other attributes and their They're not too far away [00:13:00] from academics because they're academic based, but they're not your typical academic days.
Dr. Jim: So you mentioned that some of the components of the portrait of the explorer was developed prior to you getting there, how did you move that forward so that it was more cohesive?
Dana Addis: One of the application points of the job was a presentation on how portrait of an explorer could be implemented. And I had done this as a building principle where we determined it was important for us to have theme years. And I had done it. As a superintendent in my prior district.
Just to get our kids to connect on what we felt they needed as a group of young citizens heading into that school year. We tried continuously to get away from, let's just come back and have another school year. But instead, let's do this in addition to the school year that we're about to have.
Probably the most influential one was when I was a building principal. And we [00:14:00] somehow stumbled upon the word year tension and brought on the idea that let's try and reach our potential for this year. It wasn't just to come back and go to your classes and do your work and play your sports, but really work on your potential for this year.
So that your potential is a key one. And so just presenting that to the board in the community. And then I felt fortunate to be offered the position. And then one of the first things that I did was gather our kids here and ask them what we needed. And that began our Portrait of an Explorer implementation.
Our theme this year is right here, right now. And the goal of our kids this year was to is to soak in every moment they have. Whether it is an athletic moment, a moment with friends at lunch, a moment in a lecture based course room. a moment when they're learning outside of the classroom. So that's really a brief picture of how all of this is happening.
Dr. Jim: That's a good rundown and I want to wind this back a [00:15:00] little bit. This was already built when you got here. What kept it from getting implemented?
Dana Addis: This was finalized and board approved in 2019, and we all know what happened in 2020. And then, the board and the administration, and quite frankly, the district. Really had a a challenging time during COVID not from the amount of work that they did or how they did incredible things for kids but just the challenges that everyone dealt with.
Again, we were coming out of this and the board felt like. We want this to be an everyday thing in our students lives.
Dr. Jim: That makes sense. Now, if I bounce forward and put myself in your shoes, I'm going to go Bill Parcells mode for a second here. You're coming into a district and you have somebody else's playbook and you don't get to pick the ingredients. So how did you fight? The urge to go ahead and wholesale revamp what was already in place because, leaders in some instances want to have their own thing, their own play, their own systems and all of that stuff [00:16:00] put into place.
So how did you navigate that potential internal challenge and move forward from there?
Dana Addis: Yeah, I've been local for my entire career. So I've worked, with the Hudson School District basically for all 30 years. I've been in the same conference in them in all of my roles. So we're talking about a top 10 school district in the state. So to come in and think that wholesale changes were needed was incorrect.
Even during a challenging time period of COVID. It is still a top flight school district. The goal anywhere anytime I've made a change is to go in and listen. And what I started to realize is. The unique opportunities that our kids have here directly correlated and, during the studying to consider candidacy here, I saw the six attributes and I felt as if we could get all of these into the kids of our lives, we were doing something really positive for our student body.
Dr. Jim: All six are fantastic. So I didn't feel a [00:17:00] need to change any of those. I thought that they were wonderful. all. It was just how to tie them to some of the amazing things our kids were already doing. And we do truly do some very unique things as a school district student opportunity wise.
When we spin this forward this was developed, then COVID hit, you came into the district. Now you're putting it in action. So when you look at that. Execution plan or that action plan to bring this to life. Walk us through what you did and how you mobilize various constituencies to bring this to life.
Dana Addis: I had mentioned just bringing in a small student group really before I had met all of them just to reflect on what they needed. And they felt as if despite all of the accomplishments of the school district, they lacked a unified spirit and purpose. They were really proud of where they went to school.
They knew that they were heading to, potentially some of the top colleges or [00:18:00] professions. They had supportive families. It's a very supportive community. Something was missing, and that was the unification piece. So that's where it all started. And then really, the building principle work is nothing more than just forming relationships and listening to them and sharing the vision that they helped create with the portrait of an explorer and then just dive into how is this going to be implemented.
I tell people I'm not a t shirt salesman. But in every single place that I've gone, I've seen the benefits of kids getting off of a school bus, all wearing the same color themed t shirt for that particular day. It's a, it is a separator for what kind of day you're going to have celebrating that school district.
The t shirts were a big part of our vision for a long time. And I did bring that here. But this is an administrative team that helped. build the portrait of an explorer and they [00:19:00] just Needed some unification and some guidance on what it looks like and that's where the work began whether it's related to daily activities.
We're having a pep assembly that day This is what the math department is doing And the building principals got excited about the potentials of this day, that excitement spread to their staff, and really at this point, even though the building principals are leading it, our staff has taken over and has a full understanding of what we want to accomplish in these days, and they've accepted the responsibility for that.
Dr. Jim: So digging in that area a little bit You've mapped all of this out. The building leadership and the district leadership is behind it, and you're starting to put this into action. You also have buy in from the students in terms of how it connects thematically with things that you're going to do throughout the course of the year.
So when you look at all of these different moving pieces, what was the unexpected roadblock that you encountered either at the leadership level, the building level, or the student level that [00:20:00] you didn't anticipate, and how did you get over that?
Dana Addis: I think that there was a the level of excitement from our high school kids who wanted to see this. And they're the challenges they dealt with for the high school student who didn't want to put a t shirt on or didn't care about a theme day. Our elementary kids were laying these t shirts out on their beds the night before, they were super excited.
But I think that was the big challenge is four of our buildings were really seeing the energy of this and the activities. And our high school had to be creative. To see the same energy. And so just working with that student population and getting them to understand things like guilting the students who weren't participating wouldn't help and just demonstrating your own enthusiasm for the project and the days and having your conversations.
Another challenge to just to be perfectly honest is. Some of the students would talk to [00:21:00] me about classrooms that were fully engaged and then educators and classrooms that were not and they themselves were struggling because they felt like they had this excitement in this particular classroom but would go to this other class and the excitement level was far less.
And those were some of the early challenges we dealt with. I think our high school has remedied it because each department. has now taken on one of these days. And but that was an early battle that we had with our kids.
Dr. Jim: So when you think about. The challenge of lack of adoption in certain pockets within the organization of this new initiative that you're rolling out, and this can apply to any initiative. What were the steps that you took to overcome that resistance so that you had more momentum across?
More groups and especially those pockets of resistance that you encounter.
Dana Addis: I think it's more of a lesson learned than steps. In one of the years that we implemented this at our high [00:22:00] school in a prior district we didn't hit it hard enough. This is going to sound boastful and arrogant for this prior district, but I was a building principal in a different school district that was also high accomplishing.
And we had a theme year, how did the best get better? And again, it was this idea of pushing kids and we had arrived at November, December, and we felt this theme that year dripping away from us and quite frankly, by March, we could hardly remember what we had even, established in August.
So that experience in bringing it here was simply great. Just to lean in lean in with our pocket of kids that we're not eagerly anticipating this, lean in with our teachers, push hard with our school community via social media stay super positive and we just know that if you want something to happen, you have to just continue down [00:23:00] that path and continue to push and continue to press in really positive ways and, yeah.
We have done that. We have a strong social media presence. We have great connections with our school community. And so they share these days with us.
Dr. Jim: Got it. So switching gears a little bit. I think one of the things that I'm always interested in hearing about is whenever you roll out a new initiative, there's obviously the adoption challenge that can come up, which we talked about. But there's also a capabilities challenge that might exist across the leadership team in terms of putting this into action.
So there may be a capacity issue or a skill issue that you need to deal with. So what did you notice from a capacity or skill perspective? And how did you solve for that as this new initiative was rolled out?
Dana Addis: The one thing that I noticed here that's new to me is every single person that I work with here is all in on what we are doing. I am talking. Every single employee. [00:24:00] We're blessed to have that. This is a community with high expectations. And I think when you come to work here, you bring those with you.
And they have a high skill set in where we are heading as a school district and what we're trying to accomplish. They're going to give their best effort. So I think the challenge there from a capacity standpoint was just to provide clarity on exactly what we're trying to do. I didn't want them to have to try and guess what we are trying to accomplish here.
Whether it was related to unifying our student body, or, quite frankly, it was to get these six pillars into the lives of our kids. I just wanted that clarity. The challenge was not just to present it to them, not just to have meeting and discuss it, to provide that clarity, provide support, provide the motivation for them to take a full knowledge of what we were trying to [00:25:00] do and run with it.
And they have.
Dr. Jim: So let's dig into that a little bit. You said one of the challenges that you encountered was, making sure that you have as much clarity built into what you're trying to accomplish as possible. So what did that work look like? What did that effort of developing clarity and communicate communicating clarity look like?
Dana Addis: I think I don't know if it's sadly or unfortunately for the administrative team that included enduring what this looked like in previous stops and how I saw it impacting the lives of our kids and our community. So being able to share. Those experiences is something that, they had to sit and listen but then it really just became, what can we do here?
So that was really the only challenge from a clarity standpoint is to, quite frankly, Jim, I brought pictures of our kids getting off buses and I brought pictures of student activities outside of the school building. That they would never believe a group of middle school [00:26:00] kids would do because it's not typical of middle school behavior, but it had provided unity in other places.
And I think them seeing this. Occur in other places provided all the clarity that they need because they are such a talented group. And, I could take you to our middle school for one of these days now and you could say that these, that this group, that all of the staff members definitely see the clarity of what we want to accomplish.
Dr. Jim: Really interesting conversation so far. And I think one of the pieces that I'd like you to flesh out a little bit more is what this looks like from a student perspective.
So if we're building a district that's moving beyond the test score, And creating really creative learning opportunities for students. What does that look like within your districts from a student perspective?
Dana Addis: I we're blessed to have the vision of our educators, the vision of our community, the the expectations. I'll go back to [00:27:00] year one. When I watched one of our third grade classes walk to our high school and we had a biology teacher there in waiters, go into the pond catch a couple fish, and then, bring those out to the kids and talk to them about the life of a fish which is vastly different than sitting in a row of chairs, listening to the life of a fish.
We have a program here called Helping Hands. We have a service learning. class at our middle school. And what I'm about to tell you is true and it's pretty amazing. I'm not allowed to have a favorite item, but I talk about this one a lot. So we have a service learning class that works with an organization that, that provides amputees in other countries with limbs.
And so Matt Campana is an outside resource. Who travels all over the place. He garners financial support from some of the biggest companies in the world. And he comes to Hudson middle school with our service learning class, with these case [00:28:00] scenarios of students in other countries who have lost a limb.
And our students use 3d printers. We. And our kids build limbs for these other students. This year, our target is Tanzania and so Matt brings pictures of kids who need it. The kids put the pictures right on their desk. They build the limb, and then Matt takes those, flies back to Tanzania, and outfits these kids, videos that, and brings it back to our kids.
You talk about a unique lesson for an eighth grader to experience providing that for another student. The last one I'll talk about, we have a service learning program at our high school that is application based. We have about 90 seniors. Who leave school during the course of their week and they volunteer in the local area, Akron area and they provide free services.
They are volunteer workers at hospitals, at schools at various health centers. And we know by the end of the year, [00:29:00] we calculate the money that this group would have earned. And it's about 700, 000 a year that they contribute to local businesses. So those are the outside things that our kids get to do that I think tied beautifully with the portrait of an explorer and all of those attributes about being a critical thinker and a lifelong learner.
And we always want to know how those things are contributing to the academic success of our kids as well, and we think it's really strong.
Dr. Jim: What I really like about what you just described is it reminds me of a story that I had somebody tell me before is that if we relied on schools to help teach kids how to ride a bike. Kids would never end up riding a bike because the classroom would be focused on the history of a bike and the mechanics of a bike.
And you would never actually get to the part where you're actually learning how to ride the bike. And what struck me about what you describe is how you're taking the concepts of what is [00:30:00] being studied in school and bringing it to life by giving the people the experience to have some hands on experience and actually doing the thing.
And the reason why it's important is that, I'm one of those folks that. I don't learn by sitting around and like reading, I learn to a certain degree, but for me to get better at something, I gotta go do the thing that that we're focused on. So I really like that practical example that you shared.
Dana Addis: there are so many more. It's crazy.
Dr. Jim: One of the other things that I'm wondering about now when you talk about moving beyond just the test score in building a high performance district and you spin this forward from the time that you took over to now, what's been the impact?
Dana Addis: I think for our, I'm going to say this, knowing how many great things this district has done over the years, but again, I go back to, Unique student opportunities, the push of these six attributes and one of the most heavily weighed items, and certainly the most [00:31:00] publicized item, is the Ohio State Report Card.
It's released every September, and whether or not it is a proponent of a school district or a critic of a school district they can't wait for the results, and that is outside of all of the other incredible things that our school districts do and so this year I can say, we're in year three of Portrait and we're coming off our best report card ever from a performance index score.
And how Ohio judges at schools on the state report card. This is a district that has many things to be thankful for from an academic achievement standpoint. So when I say our kids are coming off their best report card ever it's simply that their push has continued. Our staff's push, our staff's ability to decide where it is we still need to get better.
But it's really interesting to me. That as we look at some of the things that I've already described in [00:32:00] portrait is that a key component to us? and our kids being able to buckle down and continue to do the things that they're doing.
Dr. Jim: So it's interesting that you've had that leap. Achievement from an already high performing district to the next level. What I'm curious about is when you look at that leap of of achievement. Have you seen any indicators of specific elements of this program that you launched that's been having an outsized impact on that performance increase?
Dana Addis: I want to say this, I can't say that I have seen it, but I know it's a palpable just from being around people and listening to people is we have a staff that recognizes their ability and our trust for them to be creative. And they go for it, in their classrooms. And so I hope that, the portrait work or really what this district [00:33:00] has done for decades in hiring process or anything related to who is working with our kids they feel a freedom.
They don't feel As if we're looking over their shoulders. They feel like we're supporting them as educators and, I just mentioned it. They just go for it. They do so enthusiastically. They do so with talent. I don't think that they're afraid to fail. And I think that is one of the reasons that the district has been successful for decades.
And right now continues to be a really successful group of people and students and families.
Dr. Jim: Great stuff. So putting this all together we've covered a lot of ground in terms of what in terms of this discussion. And when we're looking at the goal of moving beyond the test score as a measure of organizational, or district effectiveness, and you're speaking to Another leader in another district and they want to do something similar What are the [00:34:00] key elements that they need to consider when they're thinking about putting together something like this for their district?
Dana Addis: I think a key to a leader is to be himself or herself, first of all, but also if you're going somewhere new. You need to be wide open to the mentality of that location and how you can serve that location and also be felt as a leader. And I'll explain it this way. I traditionally have been a celebrator.
For most of my career as an educator when I love being able to celebrate our kids accomplishments and probably self accused maybe of celebrating too much but I'm in a place now that has a high achievement mentality. And so that high achievement allows for and it's not a negative thing at all, but it allows for that celebration, but a continued push to what's next.
And I think a [00:35:00] leader. Needs to recognize what it is. First of all, what is the makeup of that particular community whether it could be a community that has not experienced much success and will be very thankful for anything that you can bring there or it is a community that has had some success, but there's a continued push to be better.
So being able to recognize that as a leader, I think is key. And it's taken a little time. But I'm really understanding that high achiever mentality more so than ever before because I'm feeling that here.
Dr. Jim: Great stuff. Dana if people want to continue the conversation, what's the best way for them to get in touch with you?
Dana Addis: I would say the best way is just to contact me via email. We're Hudson City Schools in Northeast Ohio. You can find us all over the Internet.
Dr. Jim: Appreciate you hanging out with us Dana and sharing your story. One of the things that I really liked about what you did in in the district in order to drive that leap [00:36:00] of innovation or that leap of performance is that you brought things forward that gave Students and faculty, the ability to reimagine how learning is done and incorporate different modes of how learning is done and really drive that hands on experiential learning as a factor in driving overall district performance.
And I think the reason why it stands out to me is that In a lot of ways by taking that approach, you're also building a more inclusive learning environment And incorporating all the different ways that you can learn into the curriculum So I think that probably played a fairly decent factor in that leap of innovation or leap of performance So I appreciate you sharing that for those of you who have been listening to this conversation If you like the discussion make sure you leave us a review on your favorite podcast platform if you haven't already done so make sure you join our community. And then tune in next time where we'll have another great leader hanging out with us and sharing with us the game changing insights that help them build a high performing team.