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[SPEAKER_01]: Hello friends, it is your girl Jennifer and welcome to another episode of Unscripted 2.0.
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[SPEAKER_01]: We talk a lot about the future at work, but we often rarely talk about the people who make all that work possible, our early childhood educators, Paul Buckley knows this world better than anyone.
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[SPEAKER_01]: After two decades in the classroom and a successful career in biotech manufacturing,
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[SPEAKER_01]: Paul realized that systems supporting our schools were fundamentally broken.
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[SPEAKER_01]: He created ratio staffing to replace it business as usual Montrose with a model built on transparency, flexibility, and the real human connection.
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[SPEAKER_01]: He's proof that you can use high-level logic to solve deeply human problems.
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[SPEAKER_01]: Paul, welcome to our show.
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[SPEAKER_01]: So welcome to unscripted two-point-of-pull and so glad that you're here for with us today.
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[SPEAKER_00]: Thanks for having me.
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[SPEAKER_00]: I'm excited.
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[SPEAKER_01]: Yeah, for sure.
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[SPEAKER_01]: So I have so many questions, especially related to the time that you were in education.
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[SPEAKER_01]: So you had such a successful career in Biosheck.
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[SPEAKER_01]: What was a specific classroom experience that convinced you to leave the lab and go into building ratios staffing?
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[SPEAKER_00]: there were a number of them really and what they were were the interviews and I'd be interviewing people to work in my department.
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[SPEAKER_00]: That's really what made me begin to shift to say I have to get out of here and back into the world as I as I know it and want to be in as I guess.
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[SPEAKER_00]: Because there was interviewing so many people who were fantastic people with great background, great skill sets, great personality, right for our team, even for the company as a whole, as far as I was concerned, and then weren't getting hired.
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[SPEAKER_00]: And then weren't getting hired for reasons I couldn't see that were legal.
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[SPEAKER_00]: right or who knows what.
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[SPEAKER_00]: And so I was hiring these fantastic people.
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[SPEAKER_00]: And our teams were just so dynamic, right?
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[SPEAKER_00]: And at the back of my mind, I'm going to damage, I could have hired them and then, and then if I'm restricted to a head count, right?
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[SPEAKER_00]: And so as I work, has like, how can I get out?
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[SPEAKER_00]: So I have no head count restriction.
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[SPEAKER_00]: How can I get in the world and help even more in as many as I can?
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[SPEAKER_00]: So it was really was that it was over the
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[SPEAKER_00]: The last two years, a particular, I began talking to my wife and talking to my boss about potentially leaving.
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[SPEAKER_00]: In those last two years, I've interviewed, I was like, man, I've got to get out here and in some way, and then finally, not get out here, I don't mean like that.
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[SPEAKER_00]: But as I had more, I need to get in back into the world and help the world how I want to, and I think I'm supposed to.
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[SPEAKER_00]: And then once we decided to have children and my wife was pregnant,
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[SPEAKER_00]: that was like it's time to go.
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[SPEAKER_00]: That was it.
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[SPEAKER_00]: And so that was the kind of final decision point was I don't want to leave my baby to go do that work.
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[SPEAKER_00]: The work was fine.
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[SPEAKER_00]: Nothing wrong with the work.
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[SPEAKER_00]: I love my teams.
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[SPEAKER_00]: I love helping people.
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[SPEAKER_00]: I didn't want to leave my baby to go do that and come home and tell them about that.
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[SPEAKER_00]: And so I get my boss like six months notice and said, hey, and July, I'm out of here, and that was that.
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[SPEAKER_01]: That's all it takes is the children.
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[SPEAKER_01]: It's like, once we start having families, our whole world changes and shifts into what's really important.
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[SPEAKER_01]: And I can completely agree.
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[SPEAKER_01]: But you've spent years making processes more efficient in biotech.
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[SPEAKER_01]: So to a teacher, that might sound cold.
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[SPEAKER_01]: But how does that work?
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[SPEAKER_01]: Building air systems and actually making it sound like you're supporting the teacher and the process.
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[SPEAKER_00]: Yes, funny because I never dreamed.
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[SPEAKER_00]: I didn't dream up.
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[SPEAKER_00]: Oh, I'll have a child care preschool background and a process of efficiency background.
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[SPEAKER_00]: That'll work for the world.
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[SPEAKER_00]: I didn't think about that.
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[SPEAKER_00]: You know, and but it turned out it's fantastic for the world and what I'm doing, right?
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[SPEAKER_00]: Because because when I began first working with schools one on one, helping them to find teachers and directors and admin, I would assume they were recruiting burden, and that was all about an efficient process.
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[SPEAKER_00]: A lot of the schools, almost all the schools I worked with,
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[SPEAKER_00]: their process was just inefficient.
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[SPEAKER_00]: So they were losing teachers during the process because someone else offered a job first.
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[SPEAKER_00]: Or they were turned off for the process taking so long because they're going, I can't keep taking days off or work to come talk to you.
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[SPEAKER_00]: Right.
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[SPEAKER_00]: And so having the process focus was really important.
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[SPEAKER_00]: And also it actually rings true to me because I was taught in learning about process efficiencies.
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[SPEAKER_00]: You look at the process, not the person.
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[SPEAKER_00]: We don't blame the person.
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[SPEAKER_00]: You blame the process in the structure established that person's supposed to work in.
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[SPEAKER_00]: It's a failure of the process.
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[SPEAKER_00]: It failure of the system,
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[SPEAKER_00]: Now, it might be at some point a person did make a mistake and quote unquote failed, but you always look at the process first, and that's how I believe it's how I work, and that's how I think, and so having a process of efficiency background, a process of improvement background,
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[SPEAKER_00]: is not called blooded or called harded.
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[SPEAKER_00]: It's actually how I use it is actually meant to help the teacher's life and improve the teacher's life.
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[SPEAKER_00]: So for me, it's that dichotomy of I'm looking at the process and thinking process efficiency for the betterment of the person.
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[SPEAKER_00]: You know, and so that's why over the years of working with the schools one on one, I was seeing the inefficiencies, the ineffectiveness, and in the standard staffing models, and the standard staffing companies, I was seeing the actual cold hard in this, and the cold-blooded predatory nature of those companies and those processes actually.
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[SPEAKER_00]: And so I want to get rid of all that.
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[SPEAKER_01]: Yeah.
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[SPEAKER_01]: And I think also what I was reading with some of the ways you applied those those metrics was also looking at you know as you said the person and the prolly to people because I think that what happens is is that when we're under staffed and I can see that just working in a high school experience.
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[SPEAKER_01]: It's so stressful.
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[SPEAKER_01]: I have somebody that's dedicated to making sure they find coverage for teachers in general.
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[SPEAKER_01]: And the immense amount of stress this particular person has is unreal.
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[SPEAKER_01]: Like at some points, and please forgive me, Lisa.
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[SPEAKER_01]: But sometimes it's hard to speak to her because she's so stressed out, but talking about those things and trying to remove that and using that efficiency, I think is so important because I think when you marry the two, I mean, it can do real real, you can have real
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[SPEAKER_00]: That's right, you can, you know, and again, if we think about it in the process perspective, right, the person who's who's supposed to be finding that coverage, they're at the mercy of the processes allowed to them, right, and if those processes aren't geared toward helping their day in their life, if the process is geared toward that company's bottom line, we're screwed.
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[SPEAKER_00]: And that's what happens, right?
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[SPEAKER_00]: And so, and I'm not someone who who says people can't make their money, they can.
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[SPEAKER_00]: The companies are allowed to make their money.
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[SPEAKER_00]: It's a world we live in, the country will live in, find, they're allowed to make their money.
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[SPEAKER_00]: I'm just saying, I'm not going to make my money doing it that way.
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[SPEAKER_00]: I'm not going to do it.
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[SPEAKER_00]: And so, that's why I built it this way, because
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[SPEAKER_00]: in this way, meaning that it's all intentionally, it's specifically designed for early childhood educators and designed for schools, right?
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[SPEAKER_00]: And people looking to work with children is designed intentionally for this group of people.
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[SPEAKER_00]: And so you'll find when you get on there, it's meant for you, it's made for you and it works for you because we're not here to force anything upon you so we make more money.
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[SPEAKER_01]: Yeah.
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[SPEAKER_00]: It's not how it is.
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[SPEAKER_01]: Can you talk a little bit about that because for a person that myself on that back end, you know, I'm not privy to that information.
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[SPEAKER_01]: I just, I just impart the process.
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[SPEAKER_01]: So that's really what it is.
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[SPEAKER_01]: So when we talk about, you know, making the money or in those and those fees associated for people just wanting to make the money and not working as intentionally as you are, what does that look like or historically?
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[SPEAKER_01]: What are some?
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[SPEAKER_01]: companies in the world, you're really doing where you're feeling like they're feeling, you know, they're failing the system.
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[SPEAKER_00]: Yeah.
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[SPEAKER_00]: Well, the large is being indeed, right?
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[SPEAKER_00]: Indeed, zipper cruder, uh, even like care.com, these kinds of things, you know, um, less so care, but more indeed, and zipper cruder, you, they, you know, it's a phony sense of getting something for free.
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[SPEAKER_00]: Come in, make a profile for free, post a job for free,
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[SPEAKER_00]: But no one's going to see your job posting for free, right?
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[SPEAKER_00]: Just like just like if you if you use Google or whatever, if you search something,
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[SPEAKER_00]: rarely do people go past the first page, the first 10, right?
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[SPEAKER_00]: And so same goes for indeed.
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[SPEAKER_00]: If you put a free job posting up, it's going to be on page 30, if that no one's in this year job posting.
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[SPEAKER_00]: So you have to pay the sponsor it.
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[SPEAKER_00]: And they want you, and if you want extra features in that sponsorship, you have to pay like $90 a day.
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[SPEAKER_00]: Okay.
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[SPEAKER_00]: And that money gets used up like that because they charge you per click.
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[SPEAKER_00]: And it's I'm someone clicks on your job.
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[SPEAKER_00]: They charge you.
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[SPEAKER_00]: So they may never ever reply.
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[SPEAKER_00]: Right.
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[SPEAKER_00]: And then of course, they use the angle which they are right to some degree.
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[SPEAKER_00]: We can't control who applies to you.
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[SPEAKER_00]: That's not our job.
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[SPEAKER_00]: That's the world.
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[SPEAKER_00]: Anyone can apply, which yeah, fine, we get it.
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[SPEAKER_00]: But now I'm stuck with 100 resumes and 100 applications of people have nothing to do with
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[SPEAKER_00]: Right, and so it's all this nonsense that they try and use, right, they try and and so it's really, really expensive, really inefficient, really, and effective, right, and they don't care because they're getting paid and they know you have no other option, they know they're only game and towns, they have so many companies and so many resumes on their platform, which is true, right, but it's an over abundance.
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[SPEAKER_00]: So we're saying is we have only educators on our platform, that's it.
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[SPEAKER_00]: No one else.
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[SPEAKER_00]: So you don't need 100 resumes.
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[SPEAKER_00]: You don't need 100 applications.
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[SPEAKER_00]: You may need only five applications.
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[SPEAKER_00]: Out of those five, you may only get two people responding to you.
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[SPEAKER_00]: And out of those two, you're going to hire one, because you only need five.
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[SPEAKER_00]: You only need two to find the one.
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[SPEAKER_00]: Right?
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[SPEAKER_00]: It's built just for that.
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[SPEAKER_00]: And so, we only have who you want to talk to on the platform period.
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[SPEAKER_00]: And the same goes for other standard staffing agencies that do substitute staffing, right?
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[SPEAKER_00]: They're really predatory, they'll, you know, they employ the sub, they lease the sub out to you.
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[SPEAKER_00]: The sub is no same where they go.
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[SPEAKER_00]: You have no same who comes to your classroom.
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[SPEAKER_00]: You can't afford the early wage anyway, but you have to use them.
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[SPEAKER_00]: And if you like that sub and you want to retain them as a teacher, you have to buy them out of their contract, which no one can afford.
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[SPEAKER_00]: And by the way, the sub is no idea.
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[SPEAKER_00]: This is even going on.
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[SPEAKER_00]: The sub just thinks no one likes them.
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[SPEAKER_00]: That's what they've told me.
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[SPEAKER_01]: I'll to me.
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[SPEAKER_00]: That's right.
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[SPEAKER_00]: You know the poor, the poor teacher.
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[SPEAKER_01]: I'm experiencing a whole new world right now with the information that you're giving me because again going back to that intentional thought process that you're having like this is now I'm understanding a bit more you know that this is this system is built specifically for educator so we're we're taking all of the we're slicing that stack of of resumes by god knows what the percentages right but you're saving all that money.
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[SPEAKER_00]: That's right, and the time, right, and the time.
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[SPEAKER_00]: So I'm not as stressed out as I know I'm going to find someone, right?
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[SPEAKER_00]: And we don't do it just for preschool teachers.
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[SPEAKER_00]: I don't mean just as in like, that's not significant, right?
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[SPEAKER_00]: We have preschool teachers, which is significant.
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[SPEAKER_00]: We also have enrichment teachers, right?
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[SPEAKER_00]: Because what I'm saying is when I believe in enrichment teachers enrich the world.
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[SPEAKER_00]: right and we need you in the world if you have a skill set if you have a passion and you want to bring that to children who are going to love seeing it by the way right and you want to get paid come make a profile because you can get booked at these preschools and get paid to play music to read stories to paint to sew right to teach yoga to cook to dance
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[SPEAKER_01]: Right, if you love you do those things, come bring it, which to be honest with you by far, just as a mother herself that those skills and those things that you're learning or experiencing at that age is so much more important.
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[SPEAKER_01]: And yeah, why you're during circle time.
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[SPEAKER_01]: That's right.
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[SPEAKER_01]: It's reading.
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[SPEAKER_00]: That's right.
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[SPEAKER_00]: And in our world, we need the arts, where we need movement.
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[SPEAKER_00]: We need those things, right?
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[SPEAKER_00]: And so don't, I don't want people to, it's my, again, I can't, you know, I don't know what's best happening in the world, tell them what's saying that.
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[SPEAKER_00]: What I'm saying is that my heart, I'm like, please don't give up on that passion on that skill.
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[SPEAKER_00]: Like we want you.
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[SPEAKER_00]: Yeah.
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[SPEAKER_00]: We need you.
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[SPEAKER_00]: If you do, don't give up on it.
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[SPEAKER_00]: It can make some money doing it, even.
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[SPEAKER_00]: Right?
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[SPEAKER_00]: Come and come and explore it and show it to all of us.
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[SPEAKER_00]: We want it.
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[SPEAKER_00]: We need it.
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[SPEAKER_00]: And so that's why we have enrichment profiles on our platform too.
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[SPEAKER_00]: So schools can connect with enrichment and bring in enrichment to their children.
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[SPEAKER_00]: And some schools do that already, obviously even before the platform have done it before the platform.
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[SPEAKER_00]: But it's so hard.
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[SPEAKER_00]: Again, it's hard to connect and find this group of people.
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[SPEAKER_00]: And so, and also, if you're in your restricted to your region, which you probably should be, because they need to come to your school, but who knows, maybe the school moves, which is less likely than a teacher moving though, right?
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[SPEAKER_00]: If you're an enrichment teacher or a preschool teacher, you might move anywhere in the country.
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[SPEAKER_00]: And I can connect and get some work as soon as you move, right?
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[SPEAKER_00]: Get connected and get plugged in.
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[SPEAKER_01]: So my, that was my next question because I wanted to understand how you, like, you know, how do you outsource these teachers or how does that work as you said per region like how does this work.
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[SPEAKER_01]: I'm trying to understand.
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[SPEAKER_01]: So walk me through a teacher kind of going into your system and applying or, you know, taking advantage of this to be able to get employment.
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[SPEAKER_01]: Can you walk me through that.
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[SPEAKER_00]: Yeah, sure.
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[SPEAKER_00]: It's really very simple.
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[SPEAKER_00]: You.
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[SPEAKER_00]: you make a profile.
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[SPEAKER_00]: You go to our site, you make a profile.
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[SPEAKER_00]: Once that profile is approved, because we review every profile to ensure you are enrichment teacher or preschool teacher, right?
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[SPEAKER_00]: We review every profile and then we approve it.
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[SPEAKER_00]: Once you're approved, you're in.
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[SPEAKER_00]: You're now searchable and discoverable by schools in your region.
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[SPEAKER_00]: Those schools will see your profile, see what you offer, they'll contact you directly.
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[SPEAKER_00]: And say we love what you're offering.
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[SPEAKER_00]: Can you come
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[SPEAKER_00]: Now, the beauty is that the person being contacted can then also ask questions, oh sure, what age group is it?
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[SPEAKER_00]: What's your philosophy?
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[SPEAKER_00]: Where are you?
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[SPEAKER_00]: How much are you gonna pay?
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[SPEAKER_00]: Right?
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[SPEAKER_00]: Are you gonna compensate me based on what I'm asking for?
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[SPEAKER_00]: If you don't like any of those answers, you can just say no.
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[SPEAKER_00]: Yeah, it's freedom.
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[SPEAKER_00]: You never acquired to go anywhere.
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[SPEAKER_00]: You're in charge of your life.
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[SPEAKER_00]: You have agency in your life, and now you have a software platform that it helps you right, allows you the agency and the power that you've always deserved in our industry that we never had.
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[SPEAKER_00]: There's been plenty of software and there's still is plenty of software that's geared for the school to parent, right, in school kind of back-end, but never for the teacher, never for the educator, and so you make a profile and then you're in.
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[SPEAKER_01]: Yeah, because that is so, you know, you're answering questions before I'm asking them.
15:15.220 --> 15:27.552
[SPEAKER_01]: So that was that that was the other thing I was going to say, you know, because usually when you go into these into these platforms, I mean they have total control, I mean the only thing they don't have control over is what your resume low, you know, the information on your resume.
15:27.532 --> 15:45.152
[SPEAKER_01]: So then you go to the process and they tell you, you know, or these recruiters like they will take a piece of your salary and they will negotiate your salary and who knows what their what kind of conversation they're having with the with the company or the school since we're talking on income.
15:45.571 --> 15:53.942
[SPEAKER_00]: 100% and even, and guess what, even some of those platforms like indeed do control what Resume says, they will alter your resume based on jobs you've applied to.
15:54.323 --> 15:59.029
[SPEAKER_00]: So when I see it as the employer side, I see a resume that sometimes looks so chopped up.
15:59.490 --> 16:01.933
[SPEAKER_00]: It's because indeed it's alter your resume, right?
16:02.554 --> 16:06.399
[SPEAKER_00]: And we don't take any piece of what you get, right?
16:06.539 --> 16:07.781
[SPEAKER_00]: It's all yours, 100%.
16:08.482 --> 16:12.507
[SPEAKER_00]: And also I always remind people that at the end of the day,
16:13.398 --> 16:18.326
[SPEAKER_00]: the school that should decide and guess to the side who comes into their school.
16:18.707 --> 16:20.670
[SPEAKER_00]: No one should tell them, this is for you.
16:20.690 --> 16:22.634
[SPEAKER_00]: They know best, right?
16:23.054 --> 16:26.821
[SPEAKER_00]: Even when I was doing end-to-end recruiting, I would bring schools.
16:27.502 --> 16:30.647
[SPEAKER_00]: People that I felt met their schools needs the best.
16:30.965 --> 16:33.468
[SPEAKER_00]: But they don't hire them side on scene and nor should they.
16:34.149 --> 16:37.494
[SPEAKER_00]: They still bring them in to meet the children, to meet the team.
16:38.014 --> 16:39.657
[SPEAKER_00]: That has to be done still.
16:40.458 --> 16:43.462
[SPEAKER_00]: So what I'm saying is why you even add an additional work or cost.
16:44.283 --> 16:46.426
[SPEAKER_00]: Let's instead build the bridge to connect each other.
16:46.886 --> 16:49.750
[SPEAKER_00]: Reach party to decide what's best for them as they should.
16:50.033 --> 17:14.640
[SPEAKER_01]: You know, and I also think, you know, just kind of thinking about this, like it's also when the school gets to the side and both parties have agency, what we're doing is is a the teacher is like, wow, okay, this meets my needs in so many ways and then the the administrators or you know that the people that are, you know,
17:14.620 --> 17:25.496
[SPEAKER_01]: of students here, and then I think both, what it does is it just, it almost also avoids this revolving door of people saying this is not working for me.
17:25.796 --> 17:28.340
[SPEAKER_01]: So I feel like it just kind of hits all of those markers.
17:29.321 --> 17:29.642
[SPEAKER_00]: That's right.
17:30.022 --> 17:30.543
[SPEAKER_00]: Yeah, exactly.
17:30.603 --> 17:30.884
[SPEAKER_00]: You got it.
17:30.904 --> 17:31.284
[SPEAKER_00]: You nailed it.
17:31.304 --> 17:32.566
[SPEAKER_00]: Yeah, that's what we're trying to do.
17:32.967 --> 17:35.070
[SPEAKER_01]: Yeah, you can make a little sense.
17:35.090 --> 17:36.312
[SPEAKER_00]: Yeah, and why not, right?
17:36.632 --> 17:40.037
[SPEAKER_00]: The only reason why you wouldn't is you want to get more for you.
17:40.861 --> 17:50.483
[SPEAKER_00]: Yeah, right, which we're not in the business of getting more for us from the business of the connecting and providing the opportunity for the agency on each party Without without an agency in the way
17:50.817 --> 18:12.721
[SPEAKER_01]: especially once, you know, teachers in general in this country feel that they are so far underpaid and then also, you know, we don't even want to get into a whole other situation with what COVID brought into the United States with teacher shortages and now there's lots of people that just don't want to go into education or a retiring because of those reasons.
18:13.282 --> 18:16.285
[SPEAKER_01]: So I think this is a perfect way to be able to
18:16.265 --> 18:23.016
[SPEAKER_01]: kind of just bridge many gaps in terms of how teachers are showing up and how schools are receiving their teachers.
18:23.437 --> 18:28.926
[SPEAKER_01]: So you talk a little bit about respect shortage.
18:29.046 --> 18:32.071
[SPEAKER_01]: So I wonder if this all ties into what we're talking about.
18:33.374 --> 18:34.616
[SPEAKER_00]: Yeah, I think it does.
18:34.936 --> 18:35.978
[SPEAKER_00]: I feel like
18:37.375 --> 18:47.466
[SPEAKER_00]: There's this odd kind of approach, I shouldn't say approach, an odd kind of view of the education, really education world in general, right?
18:47.907 --> 19:00.160
[SPEAKER_00]: This idea that for some reason, it's like, it doesn't matter, or there's no money in it, so who cares, or they're just little, they're just kids, they're only, they're gonna forget it all, I don't know, it's just weird.
19:00.325 --> 19:09.760
[SPEAKER_00]: It's as weird ignoring almost as we're denial that this time matters and it's also like did you forget you had teachers who touch you, were you never that age?
19:10.642 --> 19:26.788
[SPEAKER_00]: All right, did you did you just know all these things somehow now, did you forget you were that age before I think you maybe did right and so it's like some people we're talking right before you're small but it's like like and also like where are your kids?
19:27.005 --> 19:28.366
[SPEAKER_00]: Do you just send them off to anybody?
19:28.386 --> 19:29.527
[SPEAKER_00]: You don't care who talks to them?
19:30.088 --> 19:31.549
[SPEAKER_00]: Of course you do, right?
19:31.569 --> 19:32.670
[SPEAKER_00]: So like, so get off it.
19:33.331 --> 19:36.153
[SPEAKER_00]: This idea that is a matter or that like, who cares?
19:36.514 --> 19:39.156
[SPEAKER_00]: You do, you care too, so stop it, right?
19:39.216 --> 19:48.285
[SPEAKER_00]: And also this idea, we're supposedly in a data-driven science-driven country in world, well, how can we seem to ignore all the data and science around brain development at this age?
19:48.545 --> 19:56.472
[SPEAKER_00]: Not just child development, human brain development, at this age, requires all the things
19:57.447 --> 19:57.707
[SPEAKER_00]: Right.
19:57.808 --> 20:06.162
[SPEAKER_00]: So why are we ignoring that science and that data and how about all the benefits people have received from preschools in the 60s.
20:07.544 --> 20:07.745
[SPEAKER_00]: Right.
20:07.845 --> 20:08.626
[SPEAKER_00]: This is not new.
20:09.488 --> 20:23.151
[SPEAKER_00]: And what and to me, I feel like it's almost like I find still people in the world and this in the CCE world who honor and cherish like ancient wisdom and elders wisdom.
20:23.367 --> 20:31.313
[SPEAKER_00]: You know, that that's that to me is those things that I've heard growing up from elders and I've read about and seen other cultures, and other areas of the world, other states in the country.
20:31.333 --> 20:35.166
[SPEAKER_00]: I trust all of that because I've seen it to be real.
20:35.602 --> 20:35.862
[SPEAKER_00]: Right.
20:35.882 --> 20:37.405
[SPEAKER_00]: And so like, why are we ignoring this stuff?
20:37.545 --> 20:38.607
[SPEAKER_00]: Why do we act like it's not true?
20:38.627 --> 20:39.228
[SPEAKER_00]: What it is true.
20:39.989 --> 20:47.562
[SPEAKER_01]: Yeah, you know, as as years you're speaking, you know, I'm thinking that you're right, people at times have this no, I don't care attitude.
20:47.723 --> 20:53.292
[SPEAKER_01]: Also, I'm even thinking, you know, even in casual conversations when people ask each other, oh, what do you do for a living?
20:53.733 --> 21:01.626
[SPEAKER_01]: And the teachers as I'm a preschool teacher and at times people don't really look at it like that's something that is as important as other things.
21:01.606 --> 21:02.107
[SPEAKER_00]: That's right.
21:02.447 --> 21:08.057
[SPEAKER_01]: And honestly, I, to be honest with you, in some ways, I'm guilty of his charge as well at times.
21:08.177 --> 21:10.241
[SPEAKER_01]: You know, this is this is a real conversation.
21:10.741 --> 21:15.670
[SPEAKER_01]: But, you know, you're reminding me and also of all the things I'm doing with my own child.
21:15.690 --> 21:21.039
[SPEAKER_01]: Like, why would I not want that for the rest of the children in in, especially, you know, in general?
21:21.139 --> 21:22.321
[SPEAKER_01]: Like, why would we want that?
21:22.602 --> 21:24.325
[SPEAKER_01]: Because they are going to be, there are future.
21:24.405 --> 21:26.989
[SPEAKER_01]: And we have to
21:27.104 --> 21:27.505
[SPEAKER_00]: That's right.
21:27.585 --> 21:35.695
[SPEAKER_00]: It's to me, it's it's similar to the idea of a homemaker disregarding the term homemaker and that like a homemaker is huge.
21:35.775 --> 21:42.123
[SPEAKER_00]: That's like a I mean, it's not it's a preschool teacher a homemaker right a special education.
21:42.183 --> 21:43.665
[SPEAKER_00]: You want to call it right development.
21:43.685 --> 21:53.217
[SPEAKER_00]: It's all these things are in the world needed necessary important and not just some job or just some thing because I agree.
21:53.257 --> 21:54.018
[SPEAKER_00]: It's about the future.
21:54.459 --> 21:55.660
[SPEAKER_00]: It's almost like.
21:56.112 --> 22:04.622
[SPEAKER_00]: you don't give someone care and attention, you don't educate them, they grow up a certain way and now you're expecting them to behave a different way.
22:05.003 --> 22:06.845
[SPEAKER_00]: We never taught them, you never showed them.
22:07.105 --> 22:09.728
[SPEAKER_00]: Humans don't just know in a society, right?
22:09.808 --> 22:12.492
[SPEAKER_00]: They don't just know and a brain won't just know everything.
22:13.012 --> 22:14.774
[SPEAKER_00]: They're just a nature combined, right?
22:14.894 --> 22:25.427
[SPEAKER_00]: So it's like you can't just throw someone out in the cold or treat an entire population of people a certain way like preschool teachers and teachers in general and expect them then to what?
22:25.846 --> 22:29.130
[SPEAKER_00]: just feel how you want them the field or behave how you want them the behavior.
22:29.791 --> 22:30.532
[SPEAKER_00]: That's not reality.
22:30.892 --> 22:31.413
[SPEAKER_01]: No, really.
22:31.893 --> 22:36.759
[SPEAKER_01]: It's almost like telling them to get to their final destination without a road map.
22:37.080 --> 22:37.620
[SPEAKER_01]: That's right.
22:38.021 --> 22:39.242
[SPEAKER_01]: There's no map.
22:39.303 --> 22:44.629
[SPEAKER_01]: And I think I, you know, I'm, I think that that's so important to be able to get people to understand.
22:44.889 --> 22:46.872
[SPEAKER_01]: And look, it doesn't even have been just in preschool.
22:46.932 --> 22:47.673
[SPEAKER_01]: I mean, I see it.
22:48.033 --> 22:51.077
[SPEAKER_01]: I see it with with the team with teenagers, you know?
22:51.057 --> 23:05.256
[SPEAKER_01]: I sometimes, you know, they come into my office for many different things, but sometimes it's because they're having a difficult time navigating just certain things right now and parents sometimes kind of get a little agitated with my assessment on things.
23:05.336 --> 23:16.170
[SPEAKER_01]: And I have to remind them, my job is to make sure when your child is graduating that that child is ready for the world, you're the world you built for them.
23:16.522 --> 23:16.903
[SPEAKER_00]: That's right.
23:17.445 --> 23:17.846
[SPEAKER_00]: That's right.
23:18.147 --> 23:18.929
[SPEAKER_00]: That's exactly right.
23:19.691 --> 23:20.473
[SPEAKER_00]: That's exactly right.
23:20.513 --> 23:31.324
[SPEAKER_00]: And that's why to me it's like at every stage is important right humans have to be cared for Right if we're in a live in a society and live together as humans right we have to take care of each other
23:32.182 --> 23:32.442
[SPEAKER_00]: Right.
23:32.602 --> 23:38.669
[SPEAKER_00]: And people younger than us have to be have to help grow, be help to grow, you know, that to be grown.
23:39.510 --> 23:42.854
[SPEAKER_00]: And to grow them, we have to work together with them at every stage.
23:43.314 --> 23:45.677
[SPEAKER_00]: And if we don't, what do you expect is going to happen?
23:46.198 --> 23:48.280
[SPEAKER_00]: You think there's going to think there's going to be ready for the world?
23:48.901 --> 23:49.561
[SPEAKER_00]: Why would they be?
23:50.322 --> 23:54.307
[SPEAKER_00]: As I we forget that you have to be shown and cared for and taught and grown.
23:55.007 --> 23:56.569
[SPEAKER_00]: We don't just, how does this happen on your own?
23:57.764 --> 24:07.422
[SPEAKER_01]: Yeah, I think that there says a lot to that and educators sometimes are the ones that are teaching those kids because some of them don't have the environments.
24:08.283 --> 24:08.544
[SPEAKER_01]: That's right.
24:08.564 --> 24:13.693
[SPEAKER_01]: Each those skills and, you know, at times we always kind of ask ourselves those questions, right?
24:14.094 --> 24:16.158
[SPEAKER_01]: Are we educators or are we doing other things?
24:16.238 --> 24:18.422
[SPEAKER_01]: And I tend to say, I look at the.
24:18.402 --> 24:37.711
[SPEAKER_01]: the total picture, you know, just look at the education part, their socialization, there's all different types of things that you're doing in those four years, I have with them, and so I just think that the world is over when it comes to just, we're just teaching them some subjects.
24:37.831 --> 24:42.418
[SPEAKER_01]: No, it's so much the narrative of what education looks like.
24:42.398 --> 25:03.301
[SPEAKER_00]: And then I believe that as I've free on kids myself and I believe as a parent I'm not going to teach my kids everything I'm not supposed to I don't know how to right now all of us know everything That's not the point the point is that you're saying we're supposed to be with other adults other human beings Our kids are gonna learn from other adults and they're gonna other adults are gonna show them things.
25:03.501 --> 25:05.183
[SPEAKER_00]: I cannot show them
25:05.365 --> 25:06.226
[SPEAKER_00]: and that's the whole point.
25:06.426 --> 25:08.249
[SPEAKER_00]: And so teachers teach them other things.
25:08.729 --> 25:12.854
[SPEAKER_00]: Other adults in our neighborhood show them other things that I don't know, that's the point.
25:13.415 --> 25:15.077
[SPEAKER_00]: We're supposed to be working together.
25:15.097 --> 25:22.486
[SPEAKER_00]: At least that's how I think us putting the point is for me, for my view of the world and the country, yeah, we're supposed to be working together, winning together.
25:23.707 --> 25:35.001
[SPEAKER_00]: And sometimes that seems to be lost on people when it comes to teachers and education in general, it's like, I don't know why that is, I don't know why they disregard it.
25:35.234 --> 25:51.718
[SPEAKER_01]: Yeah, no, and that's something, and I think that's kind of where you, you know, just kind of to connect the why as to why you have decided to take this journey into your career is part of the, you know, answering that question.
25:51.738 --> 25:57.647
[SPEAKER_01]: Well, if these things aren't happening, how can I build a system that adds to that idea.
25:58.083 --> 25:59.967
[SPEAKER_00]: Yeah.
26:00.488 --> 26:00.889
[SPEAKER_00]: That's right.
26:00.909 --> 26:01.430
[SPEAKER_00]: That's what it was.
26:01.490 --> 26:01.690
[SPEAKER_00]: Yeah.
26:01.710 --> 26:04.215
[SPEAKER_00]: And that's why it's like, that's what I always say.
26:04.235 --> 26:07.642
[SPEAKER_00]: It's like, I don't even consider this as serially.
26:07.702 --> 26:09.586
[SPEAKER_00]: I don't consider my idea, quote unquote.
26:09.606 --> 26:12.733
[SPEAKER_00]: I feel like the world showed me what's happening.
26:13.534 --> 26:16.160
[SPEAKER_00]: And I like to, I like to help and like to solve problems.
26:16.280 --> 26:17.863
[SPEAKER_00]: And I'll let me see if I can help that.
26:18.164 --> 26:23.048
[SPEAKER_01]: Yeah, and I think that's what I'm learning about when I'm interviewing a lot of people on my platform.
26:23.469 --> 26:24.149
[SPEAKER_01]: It's about that.
26:24.189 --> 26:29.494
[SPEAKER_01]: It's what have you done with your experiences in the world and how are you, what are you doing with that?
26:29.654 --> 26:37.021
[SPEAKER_01]: And I think that I'm getting attracting a lot of people into this platform that are talking to me about their own, their own experiences.
26:37.041 --> 26:48.171
[SPEAKER_01]: So this is just another way that a person is taking what they've learned or what has been given to them, and applying it where it's making sense and it's creating environments that are less stressful.
26:48.151 --> 26:50.014
[SPEAKER_00]: Yeah, that's right.
26:50.034 --> 26:50.194
[SPEAKER_01]: Yeah.
26:51.196 --> 26:51.437
[SPEAKER_01]: Yeah.
26:51.457 --> 26:52.639
[SPEAKER_01]: So I mean, this is great.
26:52.839 --> 26:56.625
[SPEAKER_01]: Um, so I have, you know, so we can talk about this forever.
26:56.745 --> 26:58.989
[SPEAKER_01]: But I want to go into something fun.
26:59.130 --> 27:00.652
[SPEAKER_01]: And I'm hoping that you find this fun.
27:00.732 --> 27:02.315
[SPEAKER_01]: We have five rapid question.
27:02.916 --> 27:04.579
[SPEAKER_01]: It's a rapid fire round.
27:04.619 --> 27:11.290
[SPEAKER_01]: I'm going to ask you five questions and let's see where you take this and it's really winning a lot of the things that we've talked about.
27:11.270 --> 27:15.558
[SPEAKER_01]: Okay, so, um, they're quick, so give me what first comes to mind.
27:16.199 --> 27:21.668
[SPEAKER_01]: Okay, so which is harder managing a bi-tech manufacturing line or a classroom of four-year-olds?
27:22.730 --> 27:26.116
[SPEAKER_00]: Ooh, uh, I'm gonna say manufacturing line.
27:27.038 --> 27:29.582
[SPEAKER_01]: Okay, do you want to give us a why?
27:30.693 --> 27:41.070
[SPEAKER_00]: It's funny, it's almost like the actual, the rigidity and the requirements and the structure of the manufacturing line make it more difficult, actually, than you would think.
27:41.351 --> 27:51.708
[SPEAKER_00]: Because with the room of four-year-olds, and I was a three-year-old teacher, which I loved, were there's freedom together as a community of what we're going to explore, and that freedom comes from the children deciding what they're into.
27:51.728 --> 27:55.455
[SPEAKER_00]: On the manufacturing line, there's certain requirements that have to be met in a matter of what.
27:56.717 --> 27:56.937
[SPEAKER_00]: Yeah.
27:57.912 --> 28:01.959
[SPEAKER_01]: sounds like a curriculum plan if you ask me.
28:02.600 --> 28:04.544
[SPEAKER_01]: Okay, number two.
28:06.868 --> 28:08.591
[SPEAKER_01]: We're going to talk about one preschool scale.
28:08.671 --> 28:14.301
[SPEAKER_01]: So one preschool scale, you still use every single day as a CEO.
28:15.412 --> 28:22.178
[SPEAKER_00]: Zoom in, I should, I'm going to just like, zoom out and zoom in, get the be able to zoom in and zoom out almost simultaneously.
28:22.498 --> 28:32.107
[SPEAKER_00]: The calculations had to be going on at the same time, because I'm going to make sure that what this individual child needs is being met while also ensuring the group as a whole is being met.
28:32.687 --> 28:37.011
[SPEAKER_00]: And Sam goes in my personal life, my spiritual life and with my business.
28:37.812 --> 28:43.377
[SPEAKER_00]: My calculation is always on running this decision now works and for the future.
28:45.010 --> 28:45.992
[SPEAKER_00]: a zoom in zoom out.
28:46.473 --> 28:46.953
[SPEAKER_01]: I love that.
28:47.094 --> 28:52.543
[SPEAKER_01]: And sometimes when you're working with kids doing that, that I mean, you have to be, it has to be instantaneous.
28:52.604 --> 28:53.185
[SPEAKER_01]: That's right.
28:53.425 --> 28:56.691
[SPEAKER_01]: So okay, number three, number three, true or false.
28:57.112 --> 29:01.159
[SPEAKER_01]: The teacher shortage is actually, is actually a system's failure.
29:02.301 --> 29:03.002
[SPEAKER_00]: True.
29:03.168 --> 29:03.669
[SPEAKER_00]: Yeah, true.
29:03.769 --> 29:09.457
[SPEAKER_00]: Because there's not a shortage of people who want to be involved and who care and we're passionate.
29:10.098 --> 29:16.446
[SPEAKER_00]: But the system does not do not allow all of them in all the time, nor do they allow the connection they've had.
29:16.486 --> 29:17.187
[SPEAKER_00]: Right.
29:17.328 --> 29:18.990
[SPEAKER_00]: So it's for sure a systems failure.
29:19.751 --> 29:22.435
[SPEAKER_01]: Number four, favorite enrichment activity.
29:22.555 --> 29:25.239
[SPEAKER_01]: So finger painting music or science experiments.
29:26.000 --> 29:32.128
[SPEAKER_01]: Which do you think
29:32.918 --> 29:37.784
[SPEAKER_00]: because you can do so much with it and like who knows what's going to happen, which I like.
29:38.405 --> 29:44.533
[SPEAKER_01]: I remember when my son was four years old, I discovered how good I was at science, to add you to apply that when I was in high school.
29:46.316 --> 29:47.317
[SPEAKER_01]: That's what we realize.
29:47.397 --> 29:48.118
[SPEAKER_01]: Oh, this is fun.
29:48.178 --> 29:50.681
[SPEAKER_01]: Why did I think that when I was in high school?
29:50.942 --> 29:52.043
[SPEAKER_01]: Okay.
29:52.063 --> 30:01.896
[SPEAKER_01]: And lastly, number five, in ten years, what is one thing you want ratio staffing to be known for changing?
30:03.648 --> 30:24.340
[SPEAKER_00]: the overall health of the preschool, it'll overall health and lack of hopefully helping to reduce burnout because we're finding that schools that use our platform, their teachers are calling in sick when they should, and they're taking vacation they've earned, because they're not worried about the class being covered.
30:24.995 --> 30:33.857
[SPEAKER_00]: Right, so I'm hoping in 10 years were a part of this overall movement to ensure the health and lack of burnout in the industry.
30:34.377 --> 30:36.941
[SPEAKER_01]: Yeah, I mean, and that's really, really real.
30:36.981 --> 30:39.045
[SPEAKER_01]: And I see it all this time.
30:39.105 --> 30:50.022
[SPEAKER_01]: And I think where I work in the institution and I work in, we really try to emphasize the health and really talk about that in even when we have professional developments or we have meetings.
30:50.042 --> 30:52.426
[SPEAKER_01]: We are really, truly about our teachers.
30:52.626 --> 31:01.060
[SPEAKER_01]: And I wish more schools would take that into consideration and not take a program to it because it exists and it's still existing and it's getting worse.
31:01.040 --> 31:02.082
[SPEAKER_01]: I agree with that.
31:02.162 --> 31:02.763
[SPEAKER_01]: I agree with that.
31:03.545 --> 31:07.532
[SPEAKER_01]: So, you know, this has been such a just eye-opening conversation, Paul.
31:08.454 --> 31:23.622
[SPEAKER_01]: So, I wonder, can you share a little bit about where we can find your information and, of course, whoever's listening in our audience, I'm going to have all the information in my show notes and my social media platforms on unscripted two point out, but share with us a little bit about where people can find you and what you're doing next.
31:24.057 --> 31:26.380
[SPEAKER_00]: Yeah, so you just go to ratiostaffing.com.
31:26.760 --> 31:33.649
[SPEAKER_00]: You go there and you can make a profile as a school or a teacher, enrichment teacher and speech pathologist.
31:33.949 --> 31:40.357
[SPEAKER_00]: If you don't see your region listed, it's only because we haven't turned it on yet, but it doesn't matter.
31:40.377 --> 31:41.598
[SPEAKER_00]: Make a profile anyway.
31:41.618 --> 31:43.621
[SPEAKER_00]: To any region, we can fix it.
31:44.362 --> 31:47.305
[SPEAKER_00]: Or just, I don't mean like it doesn't matter.
31:47.325 --> 31:48.166
[SPEAKER_00]: What I mean is get in.
31:48.547 --> 31:49.528
[SPEAKER_00]: It will help you fix it.
31:49.908 --> 31:52.832
[SPEAKER_00]: It will make sure we fix it for you and we turn on your region.
31:52.812 --> 31:56.677
[SPEAKER_00]: also you can always fill out the contact us form and it comes to me.
31:57.538 --> 31:58.920
[SPEAKER_00]: So I'll you'll talk to me.
31:59.020 --> 32:01.503
[SPEAKER_00]: I'll respond to you via email phone call whatever it is.
32:01.583 --> 32:08.591
[SPEAKER_00]: So racialstaffing.com has all you need and my promise for probably in your region and if not will be there soon.
32:09.272 --> 32:14.358
[SPEAKER_00]: So just and again let me know feel free to contact me to everything's on the website.
32:14.879 --> 32:18.043
[SPEAKER_00]: So if you want to
32:18.293 --> 32:29.268
[SPEAKER_01]: Okay, and you heard and Paul is going to reach out to you if you have a question and not everybody does that, so I appreciate that so as always Paul buckley, thank you so much for being a part of unscripted 2.0.
32:29.789 --> 32:34.656
[SPEAKER_01]: Any more new, you know, exciting things that you're doing, we'd love to have you on again to connect.
32:34.956 --> 32:36.218
[SPEAKER_01]: This is a great conversation.
32:36.258 --> 32:39.002
[SPEAKER_01]: Until next time everybody, have a wonderful day.
00:00.031 --> 00:04.337
[SPEAKER_01]: Hello friends, it is your girl Jennifer and welcome to another episode of Unscripted 2.0.
00:04.798 --> 00:15.394
[SPEAKER_01]: We talk a lot about the future at work, but we often rarely talk about the people who make all that work possible, our early childhood educators, Paul Buckley knows this world better than anyone.
00:15.915 --> 00:20.622
[SPEAKER_01]: After two decades in the classroom and a successful career in biotech manufacturing,
00:20.602 --> 00:25.066
[SPEAKER_01]: Paul realized that systems supporting our schools were fundamentally broken.
00:25.126 --> 00:34.736
[SPEAKER_01]: He created ratio staffing to replace it business as usual Montrose with a model built on transparency, flexibility, and the real human connection.
00:35.297 --> 00:40.121
[SPEAKER_01]: He's proof that you can use high-level logic to solve deeply human problems.
00:40.602 --> 00:41.823
[SPEAKER_01]: Paul, welcome to our show.
00:42.824 --> 00:46.748
[SPEAKER_01]: So welcome to unscripted two-point-of-pull and so glad that you're here for with us today.
00:47.669 --> 00:48.289
[SPEAKER_00]: Thanks for having me.
00:48.309 --> 00:48.870
[SPEAKER_00]: I'm excited.
00:49.137 --> 00:49.798
[SPEAKER_01]: Yeah, for sure.
00:49.899 --> 00:54.889
[SPEAKER_01]: So I have so many questions, especially related to the time that you were in education.
00:55.310 --> 00:58.517
[SPEAKER_01]: So you had such a successful career in Biosheck.
00:58.918 --> 01:06.133
[SPEAKER_01]: What was a specific classroom experience that convinced you to leave the lab and go into building ratios staffing?
01:06.805 --> 01:14.403
[SPEAKER_00]: there were a number of them really and what they were were the interviews and I'd be interviewing people to work in my department.
01:15.265 --> 01:23.785
[SPEAKER_00]: That's really what made me begin to shift to say I have to get out of here and back into the world as I as I know it and want to be in as I guess.
01:24.254 --> 01:36.921
[SPEAKER_00]: Because there was interviewing so many people who were fantastic people with great background, great skill sets, great personality, right for our team, even for the company as a whole, as far as I was concerned, and then weren't getting hired.
01:38.304 --> 01:42.533
[SPEAKER_00]: And then weren't getting hired for reasons I couldn't see that were legal.
01:42.614 --> 01:43.695
[SPEAKER_00]: right or who knows what.
01:44.617 --> 01:46.900
[SPEAKER_00]: And so I was hiring these fantastic people.
01:46.920 --> 01:50.724
[SPEAKER_00]: And our teams were just so dynamic, right?
01:51.165 --> 01:57.914
[SPEAKER_00]: And at the back of my mind, I'm going to damage, I could have hired them and then, and then if I'm restricted to a head count, right?
01:57.934 --> 01:59.656
[SPEAKER_00]: And so as I work, has like, how can I get out?
01:59.976 --> 02:01.498
[SPEAKER_00]: So I have no head count restriction.
02:02.379 --> 02:05.403
[SPEAKER_00]: How can I get in the world and help even more in as many as I can?
02:05.423 --> 02:08.267
[SPEAKER_00]: So it was really was that it was over the
02:08.467 --> 02:13.956
[SPEAKER_00]: The last two years, a particular, I began talking to my wife and talking to my boss about potentially leaving.
02:13.996 --> 02:22.189
[SPEAKER_00]: In those last two years, I've interviewed, I was like, man, I've got to get out here and in some way, and then finally, not get out here, I don't mean like that.
02:22.469 --> 02:28.258
[SPEAKER_00]: But as I had more, I need to get in back into the world and help the world how I want to, and I think I'm supposed to.
02:29.260 --> 02:33.867
[SPEAKER_00]: And then once we decided to have children and my wife was pregnant,
02:33.847 --> 02:34.969
[SPEAKER_00]: that was like it's time to go.
02:35.691 --> 02:36.091
[SPEAKER_00]: That was it.
02:36.472 --> 02:42.163
[SPEAKER_00]: And so that was the kind of final decision point was I don't want to leave my baby to go do that work.
02:43.525 --> 02:44.227
[SPEAKER_00]: The work was fine.
02:44.267 --> 02:45.108
[SPEAKER_00]: Nothing wrong with the work.
02:45.169 --> 02:45.950
[SPEAKER_00]: I love my teams.
02:45.990 --> 02:46.912
[SPEAKER_00]: I love helping people.
02:47.473 --> 02:51.180
[SPEAKER_00]: I didn't want to leave my baby to go do that and come home and tell them about that.
02:51.295 --> 02:56.441
[SPEAKER_00]: And so I get my boss like six months notice and said, hey, and July, I'm out of here, and that was that.
02:56.701 --> 02:58.203
[SPEAKER_01]: That's all it takes is the children.
02:58.303 --> 03:04.590
[SPEAKER_01]: It's like, once we start having families, our whole world changes and shifts into what's really important.
03:04.650 --> 03:06.312
[SPEAKER_01]: And I can completely agree.
03:07.053 --> 03:10.677
[SPEAKER_01]: But you've spent years making processes more efficient in biotech.
03:10.697 --> 03:13.320
[SPEAKER_01]: So to a teacher, that might sound cold.
03:13.300 --> 03:16.584
[SPEAKER_01]: But how does that work?
03:16.625 --> 03:24.275
[SPEAKER_01]: Building air systems and actually making it sound like you're supporting the teacher and the process.
03:25.276 --> 03:26.858
[SPEAKER_00]: Yes, funny because I never dreamed.
03:27.660 --> 03:29.162
[SPEAKER_00]: I didn't dream up.
03:29.322 --> 03:32.907
[SPEAKER_00]: Oh, I'll have a child care preschool background and a process of efficiency background.
03:32.967 --> 03:33.828
[SPEAKER_00]: That'll work for the world.
03:33.888 --> 03:35.410
[SPEAKER_00]: I didn't think about that.
03:35.812 --> 03:40.220
[SPEAKER_00]: You know, and but it turned out it's fantastic for the world and what I'm doing, right?
03:40.240 --> 03:53.245
[SPEAKER_00]: Because because when I began first working with schools one on one, helping them to find teachers and directors and admin, I would assume they were recruiting burden, and that was all about an efficient process.
03:53.826 --> 03:57.533
[SPEAKER_00]: A lot of the schools, almost all the schools I worked with,
03:57.715 --> 03:59.439
[SPEAKER_00]: their process was just inefficient.
04:00.120 --> 04:04.109
[SPEAKER_00]: So they were losing teachers during the process because someone else offered a job first.
04:04.891 --> 04:10.543
[SPEAKER_00]: Or they were turned off for the process taking so long because they're going, I can't keep taking days off or work to come talk to you.
04:11.570 --> 04:11.870
[SPEAKER_00]: Right.
04:11.990 --> 04:16.394
[SPEAKER_00]: And so having the process focus was really important.
04:17.796 --> 04:24.782
[SPEAKER_00]: And also it actually rings true to me because I was taught in learning about process efficiencies.
04:25.483 --> 04:27.124
[SPEAKER_00]: You look at the process, not the person.
04:27.785 --> 04:28.846
[SPEAKER_00]: We don't blame the person.
04:29.646 --> 04:33.970
[SPEAKER_00]: You blame the process in the structure established that person's supposed to work in.
04:34.010 --> 04:35.492
[SPEAKER_00]: It's a failure of the process.
04:35.972 --> 04:41.577
[SPEAKER_00]: It failure of the system,
04:41.793 --> 04:57.456
[SPEAKER_00]: Now, it might be at some point a person did make a mistake and quote unquote failed, but you always look at the process first, and that's how I believe it's how I work, and that's how I think, and so having a process of efficiency background, a process of improvement background,
04:57.942 --> 04:59.526
[SPEAKER_00]: is not called blooded or called harded.
05:00.108 --> 05:04.920
[SPEAKER_00]: It's actually how I use it is actually meant to help the teacher's life and improve the teacher's life.
05:05.401 --> 05:12.981
[SPEAKER_00]: So for me, it's that dichotomy of I'm looking at the process and thinking process efficiency for the betterment of the person.
05:13.163 --> 05:33.377
[SPEAKER_00]: You know, and so that's why over the years of working with the schools one on one, I was seeing the inefficiencies, the ineffectiveness, and in the standard staffing models, and the standard staffing companies, I was seeing the actual cold hard in this, and the cold-blooded predatory nature of those companies and those processes actually.
05:33.397 --> 05:34.699
[SPEAKER_00]: And so I want to get rid of all that.
05:34.865 --> 05:35.386
[SPEAKER_01]: Yeah.
05:35.406 --> 05:51.613
[SPEAKER_01]: And I think also what I was reading with some of the ways you applied those those metrics was also looking at you know as you said the person and the prolly to people because I think that what happens is is that when we're under staffed and I can see that just working in a high school experience.
05:52.695 --> 05:53.937
[SPEAKER_01]: It's so stressful.
05:53.917 --> 05:58.941
[SPEAKER_01]: I have somebody that's dedicated to making sure they find coverage for teachers in general.
05:59.602 --> 06:05.127
[SPEAKER_01]: And the immense amount of stress this particular person has is unreal.
06:05.147 --> 06:07.449
[SPEAKER_01]: Like at some points, and please forgive me, Lisa.
06:07.849 --> 06:23.383
[SPEAKER_01]: But sometimes it's hard to speak to her because she's so stressed out, but talking about those things and trying to remove that and using that efficiency, I think is so important because I think when you marry the two, I mean, it can do real real, you can have real
06:23.465 --> 06:43.853
[SPEAKER_00]: That's right, you can, you know, and again, if we think about it in the process perspective, right, the person who's who's supposed to be finding that coverage, they're at the mercy of the processes allowed to them, right, and if those processes aren't geared toward helping their day in their life, if the process is geared toward that company's bottom line, we're screwed.
06:44.575 --> 06:45.617
[SPEAKER_00]: And that's what happens, right?
06:45.777 --> 06:50.224
[SPEAKER_00]: And so, and I'm not someone who who says people can't make their money, they can.
06:50.645 --> 06:52.028
[SPEAKER_00]: The companies are allowed to make their money.
06:52.168 --> 06:55.393
[SPEAKER_00]: It's a world we live in, the country will live in, find, they're allowed to make their money.
06:55.994 --> 06:58.198
[SPEAKER_00]: I'm just saying, I'm not going to make my money doing it that way.
06:59.620 --> 07:00.261
[SPEAKER_00]: I'm not going to do it.
07:00.942 --> 07:03.647
[SPEAKER_00]: And so, that's why I built it this way, because
07:04.606 --> 07:14.139
[SPEAKER_00]: in this way, meaning that it's all intentionally, it's specifically designed for early childhood educators and designed for schools, right?
07:14.659 --> 07:19.045
[SPEAKER_00]: And people looking to work with children is designed intentionally for this group of people.
07:19.666 --> 07:29.419
[SPEAKER_00]: And so you'll find when you get on there, it's meant for you, it's made for you and it works for you because we're not here to force anything upon you so we make more money.
07:29.959 --> 07:30.260
[SPEAKER_01]: Yeah.
07:30.280 --> 07:31.221
[SPEAKER_00]: It's not how it is.
07:31.370 --> 07:39.323
[SPEAKER_01]: Can you talk a little bit about that because for a person that myself on that back end, you know, I'm not privy to that information.
07:39.343 --> 07:41.687
[SPEAKER_01]: I just, I just impart the process.
07:42.268 --> 07:43.750
[SPEAKER_01]: So that's really what it is.
07:43.770 --> 07:54.969
[SPEAKER_01]: So when we talk about, you know, making the money or in those and those fees associated for people just wanting to make the money and not working as intentionally as you are, what does that look like or historically?
07:55.129 --> 07:56.331
[SPEAKER_01]: What are some?
07:56.311 --> 08:02.660
[SPEAKER_01]: companies in the world, you're really doing where you're feeling like they're feeling, you know, they're failing the system.
08:02.680 --> 08:02.781
[SPEAKER_00]: Yeah.
08:03.241 --> 08:05.445
[SPEAKER_00]: Well, the large is being indeed, right?
08:05.565 --> 08:20.507
[SPEAKER_00]: Indeed, zipper cruder, uh, even like care.com, these kinds of things, you know, um, less so care, but more indeed, and zipper cruder, you, they, you know, it's a phony sense of getting something for free.
08:20.627 --> 08:23.972
[SPEAKER_00]: Come in, make a profile for free, post a job for free,
08:24.391 --> 08:27.925
[SPEAKER_00]: But no one's going to see your job posting for free, right?
08:28.065 --> 08:33.085
[SPEAKER_00]: Just like just like if you if you use Google or whatever, if you search something,
08:34.870 --> 08:38.836
[SPEAKER_00]: rarely do people go past the first page, the first 10, right?
08:39.516 --> 08:40.979
[SPEAKER_00]: And so same goes for indeed.
08:41.900 --> 08:47.427
[SPEAKER_00]: If you put a free job posting up, it's going to be on page 30, if that no one's in this year job posting.
08:47.948 --> 08:49.611
[SPEAKER_00]: So you have to pay the sponsor it.
08:50.291 --> 08:56.440
[SPEAKER_00]: And they want you, and if you want extra features in that sponsorship, you have to pay like $90 a day.
08:56.572 --> 08:56.972
[SPEAKER_00]: Okay.
08:57.633 --> 09:01.376
[SPEAKER_00]: And that money gets used up like that because they charge you per click.
09:02.017 --> 09:03.638
[SPEAKER_00]: And it's I'm someone clicks on your job.
09:03.678 --> 09:04.319
[SPEAKER_00]: They charge you.
09:05.199 --> 09:06.841
[SPEAKER_00]: So they may never ever reply.
09:06.881 --> 09:07.722
[SPEAKER_00]: Right.
09:08.022 --> 09:11.505
[SPEAKER_00]: And then of course, they use the angle which they are right to some degree.
09:11.925 --> 09:13.427
[SPEAKER_00]: We can't control who applies to you.
09:13.447 --> 09:14.207
[SPEAKER_00]: That's not our job.
09:14.548 --> 09:15.188
[SPEAKER_00]: That's the world.
09:15.288 --> 09:18.071
[SPEAKER_00]: Anyone can apply, which yeah, fine, we get it.
09:18.511 --> 09:26.578
[SPEAKER_00]: But now I'm stuck with 100 resumes and 100 applications of people have nothing to do with
09:26.558 --> 09:49.123
[SPEAKER_00]: Right, and so it's all this nonsense that they try and use, right, they try and and so it's really, really expensive, really inefficient, really, and effective, right, and they don't care because they're getting paid and they know you have no other option, they know they're only game and towns, they have so many companies and so many resumes on their platform, which is true, right, but it's an over abundance.
09:49.103 --> 09:52.849
[SPEAKER_00]: So we're saying is we have only educators on our platform, that's it.
09:53.370 --> 09:53.790
[SPEAKER_00]: No one else.
09:54.171 --> 09:55.733
[SPEAKER_00]: So you don't need 100 resumes.
09:55.813 --> 09:57.035
[SPEAKER_00]: You don't need 100 applications.
09:57.055 --> 09:58.898
[SPEAKER_00]: You may need only five applications.
09:59.559 --> 10:02.704
[SPEAKER_00]: Out of those five, you may only get two people responding to you.
10:03.505 --> 10:06.310
[SPEAKER_00]: And out of those two, you're going to hire one, because you only need five.
10:06.470 --> 10:08.132
[SPEAKER_00]: You only need two to find the one.
10:08.473 --> 10:08.593
[SPEAKER_00]: Right?
10:08.613 --> 10:09.715
[SPEAKER_00]: It's built just for that.
10:09.795 --> 10:14.402
[SPEAKER_00]: And so, we only have who you want to talk to on the platform period.
10:14.669 --> 10:21.280
[SPEAKER_00]: And the same goes for other standard staffing agencies that do substitute staffing, right?
10:21.460 --> 10:28.632
[SPEAKER_00]: They're really predatory, they'll, you know, they employ the sub, they lease the sub out to you.
10:29.133 --> 10:30.676
[SPEAKER_00]: The sub is no same where they go.
10:31.116 --> 10:33.020
[SPEAKER_00]: You have no same who comes to your classroom.
10:33.581 --> 10:36.846
[SPEAKER_00]: You can't afford the early wage anyway, but you have to use them.
10:36.826 --> 10:42.577
[SPEAKER_00]: And if you like that sub and you want to retain them as a teacher, you have to buy them out of their contract, which no one can afford.
10:42.998 --> 10:44.941
[SPEAKER_00]: And by the way, the sub is no idea.
10:44.981 --> 10:45.923
[SPEAKER_00]: This is even going on.
10:46.544 --> 10:47.987
[SPEAKER_00]: The sub just thinks no one likes them.
10:49.450 --> 10:50.171
[SPEAKER_00]: That's what they've told me.
10:50.331 --> 10:51.133
[SPEAKER_01]: I'll to me.
10:51.153 --> 10:52.616
[SPEAKER_00]: That's right.
10:52.636 --> 10:54.379
[SPEAKER_00]: You know the poor, the poor teacher.
10:54.612 --> 11:19.000
[SPEAKER_01]: I'm experiencing a whole new world right now with the information that you're giving me because again going back to that intentional thought process that you're having like this is now I'm understanding a bit more you know that this is this system is built specifically for educator so we're we're taking all of the we're slicing that stack of of resumes by god knows what the percentages right but you're saving all that money.
11:19.385 --> 11:22.169
[SPEAKER_00]: That's right, and the time, right, and the time.
11:22.289 --> 11:26.174
[SPEAKER_00]: So I'm not as stressed out as I know I'm going to find someone, right?
11:26.374 --> 11:29.118
[SPEAKER_00]: And we don't do it just for preschool teachers.
11:29.158 --> 11:31.861
[SPEAKER_00]: I don't mean just as in like, that's not significant, right?
11:31.882 --> 11:33.604
[SPEAKER_00]: We have preschool teachers, which is significant.
11:34.044 --> 11:36.888
[SPEAKER_00]: We also have enrichment teachers, right?
11:36.928 --> 11:43.637
[SPEAKER_00]: Because what I'm saying is when I believe in enrichment teachers enrich the world.
11:43.887 --> 12:05.592
[SPEAKER_00]: right and we need you in the world if you have a skill set if you have a passion and you want to bring that to children who are going to love seeing it by the way right and you want to get paid come make a profile because you can get booked at these preschools and get paid to play music to read stories to paint to sew right to teach yoga to cook to dance
12:05.774 --> 12:19.429
[SPEAKER_01]: Right, if you love you do those things, come bring it, which to be honest with you by far, just as a mother herself that those skills and those things that you're learning or experiencing at that age is so much more important.
12:19.713 --> 12:21.596
[SPEAKER_01]: And yeah, why you're during circle time.
12:21.856 --> 12:22.317
[SPEAKER_01]: That's right.
12:22.577 --> 12:23.018
[SPEAKER_01]: It's reading.
12:23.639 --> 12:24.020
[SPEAKER_00]: That's right.
12:24.080 --> 12:28.366
[SPEAKER_00]: And in our world, we need the arts, where we need movement.
12:28.446 --> 12:30.289
[SPEAKER_00]: We need those things, right?
12:30.309 --> 12:36.198
[SPEAKER_00]: And so don't, I don't want people to, it's my, again, I can't, you know, I don't know what's best happening in the world, tell them what's saying that.
12:36.218 --> 12:41.847
[SPEAKER_00]: What I'm saying is that my heart, I'm like, please don't give up on that passion on that skill.
12:41.907 --> 12:42.728
[SPEAKER_00]: Like we want you.
12:43.088 --> 12:43.349
[SPEAKER_00]: Yeah.
12:43.369 --> 12:43.850
[SPEAKER_00]: We need you.
12:43.890 --> 12:45.031
[SPEAKER_00]: If you do, don't give up on it.
12:45.131 --> 12:47.475
[SPEAKER_00]: It can make some money doing it, even.
12:47.455 --> 12:47.776
[SPEAKER_00]: Right?
12:47.976 --> 12:50.500
[SPEAKER_00]: Come and come and explore it and show it to all of us.
12:50.961 --> 12:51.482
[SPEAKER_00]: We want it.
12:51.943 --> 12:52.444
[SPEAKER_00]: We need it.
12:53.065 --> 12:57.072
[SPEAKER_00]: And so that's why we have enrichment profiles on our platform too.
12:57.492 --> 13:00.718
[SPEAKER_00]: So schools can connect with enrichment and bring in enrichment to their children.
13:01.339 --> 13:06.128
[SPEAKER_00]: And some schools do that already, obviously even before the platform have done it before the platform.
13:06.488 --> 13:07.149
[SPEAKER_00]: But it's so hard.
13:07.650 --> 13:11.016
[SPEAKER_00]: Again, it's hard to connect and find this group of people.
13:10.996 --> 13:22.316
[SPEAKER_00]: And so, and also, if you're in your restricted to your region, which you probably should be, because they need to come to your school, but who knows, maybe the school moves, which is less likely than a teacher moving though, right?
13:22.356 --> 13:25.822
[SPEAKER_00]: If you're an enrichment teacher or a preschool teacher, you might move anywhere in the country.
13:26.984 --> 13:30.610
[SPEAKER_00]: And I can connect and get some work as soon as you move, right?
13:30.991 --> 13:32.413
[SPEAKER_00]: Get connected and get plugged in.
13:32.714 --> 13:42.469
[SPEAKER_01]: So my, that was my next question because I wanted to understand how you, like, you know, how do you outsource these teachers or how does that work as you said per region like how does this work.
13:42.489 --> 13:43.411
[SPEAKER_01]: I'm trying to understand.
13:43.451 --> 13:53.106
[SPEAKER_01]: So walk me through a teacher kind of going into your system and applying or, you know, taking advantage of this to be able to get employment.
13:53.186 --> 13:54.188
[SPEAKER_01]: Can you walk me through that.
13:54.969 --> 13:55.290
[SPEAKER_00]: Yeah, sure.
13:55.310 --> 13:56.211
[SPEAKER_00]: It's really very simple.
13:56.351 --> 13:57.473
[SPEAKER_00]: You.
13:57.554 --> 13:58.435
[SPEAKER_00]: you make a profile.
13:59.256 --> 14:01.179
[SPEAKER_00]: You go to our site, you make a profile.
14:01.840 --> 14:08.248
[SPEAKER_00]: Once that profile is approved, because we review every profile to ensure you are enrichment teacher or preschool teacher, right?
14:09.089 --> 14:11.212
[SPEAKER_00]: We review every profile and then we approve it.
14:11.793 --> 14:13.034
[SPEAKER_00]: Once you're approved, you're in.
14:13.695 --> 14:17.080
[SPEAKER_00]: You're now searchable and discoverable by schools in your region.
14:17.720 --> 14:21.926
[SPEAKER_00]: Those schools will see your profile, see what you offer, they'll contact you directly.
14:22.587 --> 14:23.768
[SPEAKER_00]: And say we love what you're offering.
14:23.849 --> 14:26.532
[SPEAKER_00]: Can you come
14:26.900 --> 14:33.773
[SPEAKER_00]: Now, the beauty is that the person being contacted can then also ask questions, oh sure, what age group is it?
14:34.054 --> 14:34.876
[SPEAKER_00]: What's your philosophy?
14:35.196 --> 14:35.717
[SPEAKER_00]: Where are you?
14:36.479 --> 14:37.481
[SPEAKER_00]: How much are you gonna pay?
14:38.002 --> 14:38.182
[SPEAKER_00]: Right?
14:38.423 --> 14:40.446
[SPEAKER_00]: Are you gonna compensate me based on what I'm asking for?
14:40.507 --> 14:43.352
[SPEAKER_00]: If you don't like any of those answers, you can just say no.
14:43.853 --> 14:44.474
[SPEAKER_00]: Yeah, it's freedom.
14:44.975 --> 14:46.318
[SPEAKER_00]: You never acquired to go anywhere.
14:46.819 --> 14:48.402
[SPEAKER_00]: You're in charge of your life.
14:48.567 --> 14:58.163
[SPEAKER_00]: You have agency in your life, and now you have a software platform that it helps you right, allows you the agency and the power that you've always deserved in our industry that we never had.
14:58.524 --> 15:11.706
[SPEAKER_00]: There's been plenty of software and there's still is plenty of software that's geared for the school to parent, right, in school kind of back-end, but never for the teacher, never for the educator, and so you make a profile and then you're in.
15:12.192 --> 15:15.160
[SPEAKER_01]: Yeah, because that is so, you know, you're answering questions before I'm asking them.
15:15.220 --> 15:27.552
[SPEAKER_01]: So that was that that was the other thing I was going to say, you know, because usually when you go into these into these platforms, I mean they have total control, I mean the only thing they don't have control over is what your resume low, you know, the information on your resume.
15:27.532 --> 15:45.152
[SPEAKER_01]: So then you go to the process and they tell you, you know, or these recruiters like they will take a piece of your salary and they will negotiate your salary and who knows what their what kind of conversation they're having with the with the company or the school since we're talking on income.
15:45.571 --> 15:53.942
[SPEAKER_00]: 100% and even, and guess what, even some of those platforms like indeed do control what Resume says, they will alter your resume based on jobs you've applied to.
15:54.323 --> 15:59.029
[SPEAKER_00]: So when I see it as the employer side, I see a resume that sometimes looks so chopped up.
15:59.490 --> 16:01.933
[SPEAKER_00]: It's because indeed it's alter your resume, right?
16:02.554 --> 16:06.399
[SPEAKER_00]: And we don't take any piece of what you get, right?
16:06.539 --> 16:07.781
[SPEAKER_00]: It's all yours, 100%.
16:08.482 --> 16:12.507
[SPEAKER_00]: And also I always remind people that at the end of the day,
16:13.398 --> 16:18.326
[SPEAKER_00]: the school that should decide and guess to the side who comes into their school.
16:18.707 --> 16:20.670
[SPEAKER_00]: No one should tell them, this is for you.
16:20.690 --> 16:22.634
[SPEAKER_00]: They know best, right?
16:23.054 --> 16:26.821
[SPEAKER_00]: Even when I was doing end-to-end recruiting, I would bring schools.
16:27.502 --> 16:30.647
[SPEAKER_00]: People that I felt met their schools needs the best.
16:30.965 --> 16:33.468
[SPEAKER_00]: But they don't hire them side on scene and nor should they.
16:34.149 --> 16:37.494
[SPEAKER_00]: They still bring them in to meet the children, to meet the team.
16:38.014 --> 16:39.657
[SPEAKER_00]: That has to be done still.
16:40.458 --> 16:43.462
[SPEAKER_00]: So what I'm saying is why you even add an additional work or cost.
16:44.283 --> 16:46.426
[SPEAKER_00]: Let's instead build the bridge to connect each other.
16:46.886 --> 16:49.750
[SPEAKER_00]: Reach party to decide what's best for them as they should.
16:50.033 --> 17:14.640
[SPEAKER_01]: You know, and I also think, you know, just kind of thinking about this, like it's also when the school gets to the side and both parties have agency, what we're doing is is a the teacher is like, wow, okay, this meets my needs in so many ways and then the the administrators or you know that the people that are, you know,
17:14.620 --> 17:25.496
[SPEAKER_01]: of students here, and then I think both, what it does is it just, it almost also avoids this revolving door of people saying this is not working for me.
17:25.796 --> 17:28.340
[SPEAKER_01]: So I feel like it just kind of hits all of those markers.
17:29.321 --> 17:29.642
[SPEAKER_00]: That's right.
17:30.022 --> 17:30.543
[SPEAKER_00]: Yeah, exactly.
17:30.603 --> 17:30.884
[SPEAKER_00]: You got it.
17:30.904 --> 17:31.284
[SPEAKER_00]: You nailed it.
17:31.304 --> 17:32.566
[SPEAKER_00]: Yeah, that's what we're trying to do.
17:32.967 --> 17:35.070
[SPEAKER_01]: Yeah, you can make a little sense.
17:35.090 --> 17:36.312
[SPEAKER_00]: Yeah, and why not, right?
17:36.632 --> 17:40.037
[SPEAKER_00]: The only reason why you wouldn't is you want to get more for you.
17:40.861 --> 17:50.483
[SPEAKER_00]: Yeah, right, which we're not in the business of getting more for us from the business of the connecting and providing the opportunity for the agency on each party Without without an agency in the way
17:50.817 --> 18:12.721
[SPEAKER_01]: especially once, you know, teachers in general in this country feel that they are so far underpaid and then also, you know, we don't even want to get into a whole other situation with what COVID brought into the United States with teacher shortages and now there's lots of people that just don't want to go into education or a retiring because of those reasons.
18:13.282 --> 18:16.285
[SPEAKER_01]: So I think this is a perfect way to be able to
18:16.265 --> 18:23.016
[SPEAKER_01]: kind of just bridge many gaps in terms of how teachers are showing up and how schools are receiving their teachers.
18:23.437 --> 18:28.926
[SPEAKER_01]: So you talk a little bit about respect shortage.
18:29.046 --> 18:32.071
[SPEAKER_01]: So I wonder if this all ties into what we're talking about.
18:33.374 --> 18:34.616
[SPEAKER_00]: Yeah, I think it does.
18:34.936 --> 18:35.978
[SPEAKER_00]: I feel like
18:37.375 --> 18:47.466
[SPEAKER_00]: There's this odd kind of approach, I shouldn't say approach, an odd kind of view of the education, really education world in general, right?
18:47.907 --> 19:00.160
[SPEAKER_00]: This idea that for some reason, it's like, it doesn't matter, or there's no money in it, so who cares, or they're just little, they're just kids, they're only, they're gonna forget it all, I don't know, it's just weird.
19:00.325 --> 19:09.760
[SPEAKER_00]: It's as weird ignoring almost as we're denial that this time matters and it's also like did you forget you had teachers who touch you, were you never that age?
19:10.642 --> 19:26.788
[SPEAKER_00]: All right, did you did you just know all these things somehow now, did you forget you were that age before I think you maybe did right and so it's like some people we're talking right before you're small but it's like like and also like where are your kids?
19:27.005 --> 19:28.366
[SPEAKER_00]: Do you just send them off to anybody?
19:28.386 --> 19:29.527
[SPEAKER_00]: You don't care who talks to them?
19:30.088 --> 19:31.549
[SPEAKER_00]: Of course you do, right?
19:31.569 --> 19:32.670
[SPEAKER_00]: So like, so get off it.
19:33.331 --> 19:36.153
[SPEAKER_00]: This idea that is a matter or that like, who cares?
19:36.514 --> 19:39.156
[SPEAKER_00]: You do, you care too, so stop it, right?
19:39.216 --> 19:48.285
[SPEAKER_00]: And also this idea, we're supposedly in a data-driven science-driven country in world, well, how can we seem to ignore all the data and science around brain development at this age?
19:48.545 --> 19:56.472
[SPEAKER_00]: Not just child development, human brain development, at this age, requires all the things
19:57.447 --> 19:57.707
[SPEAKER_00]: Right.
19:57.808 --> 20:06.162
[SPEAKER_00]: So why are we ignoring that science and that data and how about all the benefits people have received from preschools in the 60s.
20:07.544 --> 20:07.745
[SPEAKER_00]: Right.
20:07.845 --> 20:08.626
[SPEAKER_00]: This is not new.
20:09.488 --> 20:23.151
[SPEAKER_00]: And what and to me, I feel like it's almost like I find still people in the world and this in the CCE world who honor and cherish like ancient wisdom and elders wisdom.
20:23.367 --> 20:31.313
[SPEAKER_00]: You know, that that's that to me is those things that I've heard growing up from elders and I've read about and seen other cultures, and other areas of the world, other states in the country.
20:31.333 --> 20:35.166
[SPEAKER_00]: I trust all of that because I've seen it to be real.
20:35.602 --> 20:35.862
[SPEAKER_00]: Right.
20:35.882 --> 20:37.405
[SPEAKER_00]: And so like, why are we ignoring this stuff?
20:37.545 --> 20:38.607
[SPEAKER_00]: Why do we act like it's not true?
20:38.627 --> 20:39.228
[SPEAKER_00]: What it is true.
20:39.989 --> 20:47.562
[SPEAKER_01]: Yeah, you know, as as years you're speaking, you know, I'm thinking that you're right, people at times have this no, I don't care attitude.
20:47.723 --> 20:53.292
[SPEAKER_01]: Also, I'm even thinking, you know, even in casual conversations when people ask each other, oh, what do you do for a living?
20:53.733 --> 21:01.626
[SPEAKER_01]: And the teachers as I'm a preschool teacher and at times people don't really look at it like that's something that is as important as other things.
21:01.606 --> 21:02.107
[SPEAKER_00]: That's right.
21:02.447 --> 21:08.057
[SPEAKER_01]: And honestly, I, to be honest with you, in some ways, I'm guilty of his charge as well at times.
21:08.177 --> 21:10.241
[SPEAKER_01]: You know, this is this is a real conversation.
21:10.741 --> 21:15.670
[SPEAKER_01]: But, you know, you're reminding me and also of all the things I'm doing with my own child.
21:15.690 --> 21:21.039
[SPEAKER_01]: Like, why would I not want that for the rest of the children in in, especially, you know, in general?
21:21.139 --> 21:22.321
[SPEAKER_01]: Like, why would we want that?
21:22.602 --> 21:24.325
[SPEAKER_01]: Because they are going to be, there are future.
21:24.405 --> 21:26.989
[SPEAKER_01]: And we have to
21:27.104 --> 21:27.505
[SPEAKER_00]: That's right.
21:27.585 --> 21:35.695
[SPEAKER_00]: It's to me, it's it's similar to the idea of a homemaker disregarding the term homemaker and that like a homemaker is huge.
21:35.775 --> 21:42.123
[SPEAKER_00]: That's like a I mean, it's not it's a preschool teacher a homemaker right a special education.
21:42.183 --> 21:43.665
[SPEAKER_00]: You want to call it right development.
21:43.685 --> 21:53.217
[SPEAKER_00]: It's all these things are in the world needed necessary important and not just some job or just some thing because I agree.
21:53.257 --> 21:54.018
[SPEAKER_00]: It's about the future.
21:54.459 --> 21:55.660
[SPEAKER_00]: It's almost like.
21:56.112 --> 22:04.622
[SPEAKER_00]: you don't give someone care and attention, you don't educate them, they grow up a certain way and now you're expecting them to behave a different way.
22:05.003 --> 22:06.845
[SPEAKER_00]: We never taught them, you never showed them.
22:07.105 --> 22:09.728
[SPEAKER_00]: Humans don't just know in a society, right?
22:09.808 --> 22:12.492
[SPEAKER_00]: They don't just know and a brain won't just know everything.
22:13.012 --> 22:14.774
[SPEAKER_00]: They're just a nature combined, right?
22:14.894 --> 22:25.427
[SPEAKER_00]: So it's like you can't just throw someone out in the cold or treat an entire population of people a certain way like preschool teachers and teachers in general and expect them then to what?
22:25.846 --> 22:29.130
[SPEAKER_00]: just feel how you want them the field or behave how you want them the behavior.
22:29.791 --> 22:30.532
[SPEAKER_00]: That's not reality.
22:30.892 --> 22:31.413
[SPEAKER_01]: No, really.
22:31.893 --> 22:36.759
[SPEAKER_01]: It's almost like telling them to get to their final destination without a road map.
22:37.080 --> 22:37.620
[SPEAKER_01]: That's right.
22:38.021 --> 22:39.242
[SPEAKER_01]: There's no map.
22:39.303 --> 22:44.629
[SPEAKER_01]: And I think I, you know, I'm, I think that that's so important to be able to get people to understand.
22:44.889 --> 22:46.872
[SPEAKER_01]: And look, it doesn't even have been just in preschool.
22:46.932 --> 22:47.673
[SPEAKER_01]: I mean, I see it.
22:48.033 --> 22:51.077
[SPEAKER_01]: I see it with with the team with teenagers, you know?
22:51.057 --> 23:05.256
[SPEAKER_01]: I sometimes, you know, they come into my office for many different things, but sometimes it's because they're having a difficult time navigating just certain things right now and parents sometimes kind of get a little agitated with my assessment on things.
23:05.336 --> 23:16.170
[SPEAKER_01]: And I have to remind them, my job is to make sure when your child is graduating that that child is ready for the world, you're the world you built for them.
23:16.522 --> 23:16.903
[SPEAKER_00]: That's right.
23:17.445 --> 23:17.846
[SPEAKER_00]: That's right.
23:18.147 --> 23:18.929
[SPEAKER_00]: That's exactly right.
23:19.691 --> 23:20.473
[SPEAKER_00]: That's exactly right.
23:20.513 --> 23:31.324
[SPEAKER_00]: And that's why to me it's like at every stage is important right humans have to be cared for Right if we're in a live in a society and live together as humans right we have to take care of each other
23:32.182 --> 23:32.442
[SPEAKER_00]: Right.
23:32.602 --> 23:38.669
[SPEAKER_00]: And people younger than us have to be have to help grow, be help to grow, you know, that to be grown.
23:39.510 --> 23:42.854
[SPEAKER_00]: And to grow them, we have to work together with them at every stage.
23:43.314 --> 23:45.677
[SPEAKER_00]: And if we don't, what do you expect is going to happen?
23:46.198 --> 23:48.280
[SPEAKER_00]: You think there's going to think there's going to be ready for the world?
23:48.901 --> 23:49.561
[SPEAKER_00]: Why would they be?
23:50.322 --> 23:54.307
[SPEAKER_00]: As I we forget that you have to be shown and cared for and taught and grown.
23:55.007 --> 23:56.569
[SPEAKER_00]: We don't just, how does this happen on your own?
23:57.764 --> 24:07.422
[SPEAKER_01]: Yeah, I think that there says a lot to that and educators sometimes are the ones that are teaching those kids because some of them don't have the environments.
24:08.283 --> 24:08.544
[SPEAKER_01]: That's right.
24:08.564 --> 24:13.693
[SPEAKER_01]: Each those skills and, you know, at times we always kind of ask ourselves those questions, right?
24:14.094 --> 24:16.158
[SPEAKER_01]: Are we educators or are we doing other things?
24:16.238 --> 24:18.422
[SPEAKER_01]: And I tend to say, I look at the.
24:18.402 --> 24:37.711
[SPEAKER_01]: the total picture, you know, just look at the education part, their socialization, there's all different types of things that you're doing in those four years, I have with them, and so I just think that the world is over when it comes to just, we're just teaching them some subjects.
24:37.831 --> 24:42.418
[SPEAKER_01]: No, it's so much the narrative of what education looks like.
24:42.398 --> 25:03.301
[SPEAKER_00]: And then I believe that as I've free on kids myself and I believe as a parent I'm not going to teach my kids everything I'm not supposed to I don't know how to right now all of us know everything That's not the point the point is that you're saying we're supposed to be with other adults other human beings Our kids are gonna learn from other adults and they're gonna other adults are gonna show them things.
25:03.501 --> 25:05.183
[SPEAKER_00]: I cannot show them
25:05.365 --> 25:06.226
[SPEAKER_00]: and that's the whole point.
25:06.426 --> 25:08.249
[SPEAKER_00]: And so teachers teach them other things.
25:08.729 --> 25:12.854
[SPEAKER_00]: Other adults in our neighborhood show them other things that I don't know, that's the point.
25:13.415 --> 25:15.077
[SPEAKER_00]: We're supposed to be working together.
25:15.097 --> 25:22.486
[SPEAKER_00]: At least that's how I think us putting the point is for me, for my view of the world and the country, yeah, we're supposed to be working together, winning together.
25:23.707 --> 25:35.001
[SPEAKER_00]: And sometimes that seems to be lost on people when it comes to teachers and education in general, it's like, I don't know why that is, I don't know why they disregard it.
25:35.234 --> 25:51.718
[SPEAKER_01]: Yeah, no, and that's something, and I think that's kind of where you, you know, just kind of to connect the why as to why you have decided to take this journey into your career is part of the, you know, answering that question.
25:51.738 --> 25:57.647
[SPEAKER_01]: Well, if these things aren't happening, how can I build a system that adds to that idea.
25:58.083 --> 25:59.967
[SPEAKER_00]: Yeah.
26:00.488 --> 26:00.889
[SPEAKER_00]: That's right.
26:00.909 --> 26:01.430
[SPEAKER_00]: That's what it was.
26:01.490 --> 26:01.690
[SPEAKER_00]: Yeah.
26:01.710 --> 26:04.215
[SPEAKER_00]: And that's why it's like, that's what I always say.
26:04.235 --> 26:07.642
[SPEAKER_00]: It's like, I don't even consider this as serially.
26:07.702 --> 26:09.586
[SPEAKER_00]: I don't consider my idea, quote unquote.
26:09.606 --> 26:12.733
[SPEAKER_00]: I feel like the world showed me what's happening.
26:13.534 --> 26:16.160
[SPEAKER_00]: And I like to, I like to help and like to solve problems.
26:16.280 --> 26:17.863
[SPEAKER_00]: And I'll let me see if I can help that.
26:18.164 --> 26:23.048
[SPEAKER_01]: Yeah, and I think that's what I'm learning about when I'm interviewing a lot of people on my platform.
26:23.469 --> 26:24.149
[SPEAKER_01]: It's about that.
26:24.189 --> 26:29.494
[SPEAKER_01]: It's what have you done with your experiences in the world and how are you, what are you doing with that?
26:29.654 --> 26:37.021
[SPEAKER_01]: And I think that I'm getting attracting a lot of people into this platform that are talking to me about their own, their own experiences.
26:37.041 --> 26:48.171
[SPEAKER_01]: So this is just another way that a person is taking what they've learned or what has been given to them, and applying it where it's making sense and it's creating environments that are less stressful.
26:48.151 --> 26:50.014
[SPEAKER_00]: Yeah, that's right.
26:50.034 --> 26:50.194
[SPEAKER_01]: Yeah.
26:51.196 --> 26:51.437
[SPEAKER_01]: Yeah.
26:51.457 --> 26:52.639
[SPEAKER_01]: So I mean, this is great.
26:52.839 --> 26:56.625
[SPEAKER_01]: Um, so I have, you know, so we can talk about this forever.
26:56.745 --> 26:58.989
[SPEAKER_01]: But I want to go into something fun.
26:59.130 --> 27:00.652
[SPEAKER_01]: And I'm hoping that you find this fun.
27:00.732 --> 27:02.315
[SPEAKER_01]: We have five rapid question.
27:02.916 --> 27:04.579
[SPEAKER_01]: It's a rapid fire round.
27:04.619 --> 27:11.290
[SPEAKER_01]: I'm going to ask you five questions and let's see where you take this and it's really winning a lot of the things that we've talked about.
27:11.270 --> 27:15.558
[SPEAKER_01]: Okay, so, um, they're quick, so give me what first comes to mind.
27:16.199 --> 27:21.668
[SPEAKER_01]: Okay, so which is harder managing a bi-tech manufacturing line or a classroom of four-year-olds?
27:22.730 --> 27:26.116
[SPEAKER_00]: Ooh, uh, I'm gonna say manufacturing line.
27:27.038 --> 27:29.582
[SPEAKER_01]: Okay, do you want to give us a why?
27:30.693 --> 27:41.070
[SPEAKER_00]: It's funny, it's almost like the actual, the rigidity and the requirements and the structure of the manufacturing line make it more difficult, actually, than you would think.
27:41.351 --> 27:51.708
[SPEAKER_00]: Because with the room of four-year-olds, and I was a three-year-old teacher, which I loved, were there's freedom together as a community of what we're going to explore, and that freedom comes from the children deciding what they're into.
27:51.728 --> 27:55.455
[SPEAKER_00]: On the manufacturing line, there's certain requirements that have to be met in a matter of what.
27:56.717 --> 27:56.937
[SPEAKER_00]: Yeah.
27:57.912 --> 28:01.959
[SPEAKER_01]: sounds like a curriculum plan if you ask me.
28:02.600 --> 28:04.544
[SPEAKER_01]: Okay, number two.
28:06.868 --> 28:08.591
[SPEAKER_01]: We're going to talk about one preschool scale.
28:08.671 --> 28:14.301
[SPEAKER_01]: So one preschool scale, you still use every single day as a CEO.
28:15.412 --> 28:22.178
[SPEAKER_00]: Zoom in, I should, I'm going to just like, zoom out and zoom in, get the be able to zoom in and zoom out almost simultaneously.
28:22.498 --> 28:32.107
[SPEAKER_00]: The calculations had to be going on at the same time, because I'm going to make sure that what this individual child needs is being met while also ensuring the group as a whole is being met.
28:32.687 --> 28:37.011
[SPEAKER_00]: And Sam goes in my personal life, my spiritual life and with my business.
28:37.812 --> 28:43.377
[SPEAKER_00]: My calculation is always on running this decision now works and for the future.
28:45.010 --> 28:45.992
[SPEAKER_00]: a zoom in zoom out.
28:46.473 --> 28:46.953
[SPEAKER_01]: I love that.
28:47.094 --> 28:52.543
[SPEAKER_01]: And sometimes when you're working with kids doing that, that I mean, you have to be, it has to be instantaneous.
28:52.604 --> 28:53.185
[SPEAKER_01]: That's right.
28:53.425 --> 28:56.691
[SPEAKER_01]: So okay, number three, number three, true or false.
28:57.112 --> 29:01.159
[SPEAKER_01]: The teacher shortage is actually, is actually a system's failure.
29:02.301 --> 29:03.002
[SPEAKER_00]: True.
29:03.168 --> 29:03.669
[SPEAKER_00]: Yeah, true.
29:03.769 --> 29:09.457
[SPEAKER_00]: Because there's not a shortage of people who want to be involved and who care and we're passionate.
29:10.098 --> 29:16.446
[SPEAKER_00]: But the system does not do not allow all of them in all the time, nor do they allow the connection they've had.
29:16.486 --> 29:17.187
[SPEAKER_00]: Right.
29:17.328 --> 29:18.990
[SPEAKER_00]: So it's for sure a systems failure.
29:19.751 --> 29:22.435
[SPEAKER_01]: Number four, favorite enrichment activity.
29:22.555 --> 29:25.239
[SPEAKER_01]: So finger painting music or science experiments.
29:26.000 --> 29:32.128
[SPEAKER_01]: Which do you think
29:32.918 --> 29:37.784
[SPEAKER_00]: because you can do so much with it and like who knows what's going to happen, which I like.
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[SPEAKER_01]: I remember when my son was four years old, I discovered how good I was at science, to add you to apply that when I was in high school.
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[SPEAKER_01]: That's what we realize.
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[SPEAKER_01]: Oh, this is fun.
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[SPEAKER_01]: Why did I think that when I was in high school?
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[SPEAKER_01]: Okay.
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[SPEAKER_01]: And lastly, number five, in ten years, what is one thing you want ratio staffing to be known for changing?
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[SPEAKER_00]: the overall health of the preschool, it'll overall health and lack of hopefully helping to reduce burnout because we're finding that schools that use our platform, their teachers are calling in sick when they should, and they're taking vacation they've earned, because they're not worried about the class being covered.
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[SPEAKER_00]: Right, so I'm hoping in 10 years were a part of this overall movement to ensure the health and lack of burnout in the industry.
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[SPEAKER_01]: Yeah, I mean, and that's really, really real.
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[SPEAKER_01]: And I see it all this time.
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[SPEAKER_01]: And I think where I work in the institution and I work in, we really try to emphasize the health and really talk about that in even when we have professional developments or we have meetings.
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[SPEAKER_01]: We are really, truly about our teachers.
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[SPEAKER_01]: And I wish more schools would take that into consideration and not take a program to it because it exists and it's still existing and it's getting worse.
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[SPEAKER_01]: I agree with that.
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[SPEAKER_01]: I agree with that.
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[SPEAKER_01]: So, you know, this has been such a just eye-opening conversation, Paul.
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[SPEAKER_01]: So, I wonder, can you share a little bit about where we can find your information and, of course, whoever's listening in our audience, I'm going to have all the information in my show notes and my social media platforms on unscripted two point out, but share with us a little bit about where people can find you and what you're doing next.
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[SPEAKER_00]: Yeah, so you just go to ratiostaffing.com.
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[SPEAKER_00]: You go there and you can make a profile as a school or a teacher, enrichment teacher and speech pathologist.
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[SPEAKER_00]: If you don't see your region listed, it's only because we haven't turned it on yet, but it doesn't matter.
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[SPEAKER_00]: Make a profile anyway.
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[SPEAKER_00]: To any region, we can fix it.
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[SPEAKER_00]: Or just, I don't mean like it doesn't matter.
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[SPEAKER_00]: What I mean is get in.
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[SPEAKER_00]: It will help you fix it.
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[SPEAKER_00]: It will make sure we fix it for you and we turn on your region.
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[SPEAKER_00]: also you can always fill out the contact us form and it comes to me.
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[SPEAKER_00]: So I'll you'll talk to me.
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[SPEAKER_00]: I'll respond to you via email phone call whatever it is.
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[SPEAKER_00]: So racialstaffing.com has all you need and my promise for probably in your region and if not will be there soon.
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[SPEAKER_00]: So just and again let me know feel free to contact me to everything's on the website.
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[SPEAKER_00]: So if you want to
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[SPEAKER_01]: Okay, and you heard and Paul is going to reach out to you if you have a question and not everybody does that, so I appreciate that so as always Paul buckley, thank you so much for being a part of unscripted 2.0.
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[SPEAKER_01]: Any more new, you know, exciting things that you're doing, we'd love to have you on again to connect.
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[SPEAKER_01]: This is a great conversation.
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[SPEAKER_01]: Until next time everybody, have a wonderful day.
