Dr. Jennifer Young Wallace—Leaving a STAMP on Education and Her ATE Presidency (Part 1 of 2)

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We are so focused on content and
I believe content is so, so

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needed.
I am not by any means knocking

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out our content, but a part of
our professional practices is

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understanding the need to reach
our students mentally.

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So, so, so my message out there
is let's train teachers to teach

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people.
And we know that when we're

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dealing with people, that also
requires a special skill and

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that also requires a love and a
heart for the work that we're

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doing.
So that's the message that I am

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reiterating as we are going out
there, as well as those things

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that are important like
transforming, advocating,

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understanding who you are and
extending and understanding that

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trends change, so your
professional practices must also

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change.
So it's it's, it's all one big

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picture of leaving that stem
because for me, one doesn't work

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without the other, not
effectively.

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This is Nicholas Hartlett,
Robert Charles Billings Endowed

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notes.

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Welcome, welcome.
Welcome to Add Up Accelerated

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Excellence, the podcast for the
advancement of educational

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excellence and equity.
And I'm your host, Jacob Easley,

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the second PhD PMP.
And today's guest is the

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wonderful doctor, Doctor
Jennifer Young Wallace.

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She is the immediate past
president of the Association of

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Teacher Educators or ATE and is
an associate professor at

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Jackson State University.
Doctor Young Wallace, welcome to

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the show.
And would you introduce yourself

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to the add up accelerated
excellence community by giving

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voice to your name?
It's only you're able to do so

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and provide 1/3 elevator pitch
of what's happening currently in

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your sphere just leaving the
dais of ATE as the national

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president at your conference
just a few weeks ago.

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Thank you, Doctor Easley.
I am Jennifer Young Wallace.

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I am an associate professor of
leadership at Jackson State

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University, one of our premier
HBC News.

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I'm also Faculty Senate
President there where we are

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really interested in in the
future of higher education.

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So today I am excited to share
with you some of my vision and

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some of my experience in
education.

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Presently as as as Doctor Easley
stated, I am the immediate past

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president of ATE and it was a
fabulous year of reiterating to

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educators as we train educators
to leave a stamp on education.

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Leave a stamp on education.
So my national theme was

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empowering a global community of
leaders to lead a stamp.

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Stamp is an acronym stamp on
education.

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Ask for social emotional
learning, T for transformational

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leadership, A for advocacy, M
for multiculturalism, and P for

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professional practices.
I'm so excited about that work

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because that work is extending
into a, a model, a model for

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leaders and a model for
teachers.

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I think that every leader, every
teacher needs to be intentional

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about leaving a stamp on
education.

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And many times, especially in
this world where we are focused

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on testing and we're focused on
test scores so that we are

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showing that we are accountable
for what we are doing in the

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classroom, we forget that we are
teaching people.

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So oftentimes we have teachers
who are teaching the curriculum,

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but actually you are teaching
people the curriculum.

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So we go from teaching to
curriculum when we should be

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saying teaching students, people
with feelings, with emotions,

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with challenges, with concerns,
the curriculum.

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So that is my my refrain for,
for this work that I am

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continuing from my presidency.
So I'm excited today to talk

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about this and I look forward to
sharing more as we go through

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this interview.
So Jennifer, thank you so much

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for that.
So I'm going to take us back a

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bit and we're definitely going
to talk about what it means to

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leave a stamp on the education
profession.

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But looking back on your
journey, when did education

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begin to feel like a career path
for you?

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And and when did you know that
it was a calling of sorts for

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you as as your professional
purpose?

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So I'm going to go back to, I
think my mom said I was three

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years old.
I went to a starting school.

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The teacher told my mom that I
was teaching students how to

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write their names.
She told my mom, Jennifer really

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doesn't need to be in this
school.

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She needs to be in a, a higher
grade.

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But of course, back then, then
we didn't have the gifted

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programs in the in the early
70s, right?

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But mom said that I was teaching
my sister and I always wanted to

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be the teacher.
So.

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So we're sick of paying in that
as I went through school, I was

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always chosen to tutor students.
I learning was so natural for me

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and teaching others how to to
understand what what was being

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taught was innate.
It was it was something that I

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had a passion for.
But yet Doctor Easley, I tried

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to get away from that.
I wanted to be the next Black

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Barbara Walters.
And at the time, Oprah was not

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out there.
So that was Barbara Walters who

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was a woman, right?
And so in high school and in

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college, they called me the
Black Barbara Walters.

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I wanted to be the Black Barbara
Walters with a low background so

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that I can pull out stuff and we
could talk about issues.

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So I'm like, OK, that's what I
really want to do.

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But then I ended up getting
minor in education because I was

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like, but I still love teaching.
Somewhere in the, in the back of

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my mind and and probably in the
core of my heart, teaching was

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what I wanted to do.
So I I went after I graduated, I

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worked in in and a hospital as
APR because my degree was

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English journalism with a minor
in pre law in in education.

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So I am, I'm, I'm, I'm working
as a PR in a hospital.

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I find myself counseling a lot
of people.

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And so I go on and I get a
degree in counseling.

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They were like, well, Jennifer,
you know, you are certified, so

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why don't you do the K12
counseling?

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And I did that.
And then all of a sudden I

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realized that I wanted to teach.
So I went, I applied for a job

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and became a high school
teacher.

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And when I tell you, the moment
that I walked in that classroom,

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I knew that I was supposed to be
a teacher, not to disregard my,

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my communication skills because
now I'm doing this to me.

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This is a part of journalism,
right?

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So, so those skills did not go
to waste at all.

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But, but, but teaching is my
passion.

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When I walk in that classroom,
it invigorates me.

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It does something to me.
It is my goal to empower.

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I tell my students, or I told my
students back when I was

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teaching high school, that I
want you to be better than I am.

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I want you to go and do greater
things.

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And so for me, that was my start
and that was a realization that

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education is my pathway and it
is my passion.

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So I'm probably going to call
you or I'm probably going to

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shift between Jennifer and
Doctor Wallace when I refer to

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you.
I hope that's OK.

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That's OK.
So Doctor Wallace, at first I

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have to say your passionate
energy is definitely infectious.

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So, but you mentioned something
about a natural love for

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learning and, but you also
anchored that that your closing

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statement there about imparting
upon students that you want them

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to be better than who you were
are are as a student and, and,

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and you want the best for them.
So how do you think we can go

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about tapping into this idea of
helping students to actually

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love learning, particularly
those students who struggle?

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So it goes back to leaving a
stamp.

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In order for students to
understand the importance,

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especially coming from some of
their environments where

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education is not stressed, we as
teachers have to build

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relationships with these
students.

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These students come with all
kinds of of experiences, some

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that awed me every time when I
was a teacher.

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For example, just for a student
to tell me that she hated her

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mom was like blasphemy for me
because my relationship with my

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mom is so awesome and I love my
mom so dearly.

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And of course my dad too.
Another student who tells me

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that he doesn't see his mom
until the weekend, but he said

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she works, but he also felt that
she was doing some other things.

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And so having the those type of
students with those types of

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experiences, especially in the
areas where where most teachers

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are probably going to teach, we
have to build relationships with

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those students and we have to
tap into what they're good at

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and we have to empower them in
those areas.

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When you empower them in those
areas where they are confident

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and feel that they're good at,
they become more hungry to learn

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more.
But relationship building is

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first.
I keep telling teachers we are

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not going to relate or reach
these students until we build

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some type of relationship with
them.

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So my personality is a
relationship builder of type

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personality because once they
are built, doors open, minds are

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free to receive.
And that way we began to learn

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and we began to explore things
that we may have been afraid of

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had we not built those
relationships.

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So for me as a teacher, it was
about building those

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relationships with those
students passing by, our

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students saying what's going on
today?

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You're not your jolly self.
And then the student looks at

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you as if, oh, you paid
attention.

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A few days ago, I was reading a
post that a student posted a few

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years ago.
She said Doctor Miss Young.

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I wasn't Doctor Wallace then.
Then she said Miss Young was my

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favorite teacher because she
knew when something was wrong

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with me, when I didn't even want
to tell her.

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And she took the time to listen
to me.

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And when she listened to me, I
was able to to heard back up and

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get back into the lesson.
And because of that, I was an A

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student.
So again, we can go out and we

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can be the the most skillful
teacher when it comes to content

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and knowledge.
If we are not practicing those

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social emotional skills to reach
our students, we are going to

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lose the best students.
And that is one of my focuses.

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I cannot go back because I've
seen the difference.

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And so really in some ways what
what I capture for that is the

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act of caring that when we walk
into schools, it's not simply

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about the content knowledge, but
when you say those relationships

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is 1 and letting students know
that you actually have a genuine

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concern and care about their
well-being as foundational to

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your work in the classroom.
Yes, it is important.

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Otherwise the best students are
not going to focus.

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They're they're they're if they
don't see a need for it.

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So I'm just going to interject
this right here.

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I had a group of young males in
my class who had probationary

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officers, right?
They had some type of violation

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or infraction out there in
society, but they were in school

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because they had to go to
school, otherwise they would be

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jailed.
Well, the principal decided that

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I was the teacher for these
students and I, and I was a

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rather novice teacher, maybe
three years in.

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The principal said Miss Young,
you're the one who can do this.

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Let me tell you what those
students taught Miss Young.

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They taught to me that somewhere
along the road they never

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grasped the interest in
education or saw the need for

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it.
Now mind you, I tried to teach

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these students according to my
pacing guide and I tried to

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teach the traditional way.
These were two year repeaters.

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00:16:36,440 --> 00:16:39,440
They were 10th grade, should
have been 12th grade.

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00:16:40,800 --> 00:16:49,320
Those students know the content,
know what verbs were, know how

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00:16:49,320 --> 00:16:53,200
to how to answer questions
correctly.

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00:16:54,640 --> 00:16:56,760
Knowing the content was not
their issue.

235
00:16:57,920 --> 00:17:03,040
Applying themselves or feeling
that it was necessary to apply

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00:17:03,040 --> 00:17:07,520
themselves was the challenge.
So what did I have to do?

237
00:17:07,520 --> 00:17:10,800
I had to look in the mirror and
say what you're doing, Miss

238
00:17:10,800 --> 00:17:13,200
Young, is not going to work for
these students.

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00:17:13,400 --> 00:17:16,119
You're going to lose them too if
you don't change.

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00:17:16,560 --> 00:17:20,240
So I had to go back and find
what some of their interests

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00:17:20,240 --> 00:17:24,160
were and I had to take what
their interests were and and

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00:17:24,440 --> 00:17:31,520
incorporate lessons according to
what they were interested in and

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00:17:31,520 --> 00:17:33,880
allow them an opportunity to
share.

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00:17:34,720 --> 00:17:40,680
What I thought was going to be a
horrible year turned out to be

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00:17:40,680 --> 00:17:45,440
one of the best years in my
teaching career because those

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00:17:45,440 --> 00:17:51,280
young men taught me that they
had been categorized,

247
00:17:52,240 --> 00:17:59,400
generalized, and nobody went in
or cared enough to really

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00:17:59,400 --> 00:18:04,440
understand what was going on
with them or how to approach

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00:18:04,480 --> 00:18:10,160
them in teaching.
And so from that experience, I

250
00:18:10,160 --> 00:18:16,280
realized that that
differentiating instructions are

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00:18:16,280 --> 00:18:19,760
necessary, even though I didn't
know that what I was doing back

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00:18:19,760 --> 00:18:21,800
then was differentiating
instructions.

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I saw a need and I felt that I
had to readjust, otherwise I was

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00:18:27,840 --> 00:18:32,640
going to have a stressful year.
And let me tell you what those

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00:18:32,640 --> 00:18:35,120
guys did.
And the principal said in the,

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00:18:35,120 --> 00:18:38,920
in one of our faculty meetings,
he said, what is it about Miss

257
00:18:38,920 --> 00:18:42,680
Young that this group of guys
come to her class the first

258
00:18:42,680 --> 00:18:49,000
period after the first period,
they dot that gate.

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00:18:49,000 --> 00:18:52,600
And what he mean meant was they
had cut a hole in the, in the,

260
00:18:52,600 --> 00:18:55,120
in the fence that went around
the school.

261
00:18:55,680 --> 00:19:01,480
And once they finished my class,
they dotted that that fence,

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00:19:01,480 --> 00:19:04,080
they went through the fence and
they skipped class the rest of

263
00:19:04,080 --> 00:19:06,800
the day.
But let me tell you how I got

264
00:19:06,800 --> 00:19:09,640
them the very first week of
school.

265
00:19:09,760 --> 00:19:14,800
They told me, Miss Young, don't
don't worry, we are not coming

266
00:19:14,800 --> 00:19:17,400
to your class.
So you are going to have a free

267
00:19:17,400 --> 00:19:18,720
period.
The first period.

268
00:19:19,360 --> 00:19:22,200
I said, Oh my God, you all are
not coming.

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00:19:22,200 --> 00:19:25,560
I have so many great things.
Oh no, we're not coming.

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00:19:25,680 --> 00:19:27,040
We're just telling you right
now.

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00:19:27,200 --> 00:19:32,000
I said, but check this out.
I said if you all don't come, I

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00:19:32,000 --> 00:19:35,120
get a free period.
I get I I can even come in a

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00:19:35,120 --> 00:19:40,720
little late and I'll just chill
and enjoy and have me an extra

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00:19:40,720 --> 00:19:45,160
period that day to relax.
Thank y'all so much.

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00:19:45,440 --> 00:19:49,480
They got to thinking.
They said no, we're not going to

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00:19:49,480 --> 00:19:53,520
do that.
No, no, no, you won't get a

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00:19:53,720 --> 00:19:56,520
you're not going to use us, now
that we think about it.

278
00:19:56,680 --> 00:19:59,480
So I was reaching them, right.
I used that reverse psychology.

279
00:20:00,400 --> 00:20:03,400
So the next day when they came,
when they came to class, I was

280
00:20:03,400 --> 00:20:06,680
like, y'all came to class.
Oh my goodness.

281
00:20:06,720 --> 00:20:09,000
I didn't really prepare because
I thought I was going to have a

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00:20:09,000 --> 00:20:12,800
three period.
But since you're here, let's

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00:20:12,800 --> 00:20:16,640
have a conversation.
And that's how it all began.

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00:20:18,640 --> 00:20:20,920
And.
I miss my class.

285
00:20:21,960 --> 00:20:26,320
And I'm sure the conversation in
some ways, although the reverse

286
00:20:26,320 --> 00:20:29,120
psychology, I believe it's
probably that first conversation

287
00:20:29,120 --> 00:20:34,080
to understand that you actually
are interested in them as

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00:20:34,160 --> 00:20:39,000
individuals, as human beings and
their well-being that set the

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00:20:39,000 --> 00:20:40,600
tone.
Yes.

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00:20:40,920 --> 00:20:44,400
And that's what I'm, that's the
message that I'm trying to get

291
00:20:44,400 --> 00:20:46,840
out.
As we educators are educating

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00:20:46,840 --> 00:20:52,240
leaders, educators as we are, as
we are educating teachers,

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00:20:52,240 --> 00:20:56,120
future teachers, we are so
focused on content.

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00:20:56,120 --> 00:20:58,480
And I believe content is so, so
needed.

295
00:20:58,480 --> 00:21:04,640
I am not by any means knocking
out our content, but a part of

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00:21:04,640 --> 00:21:10,120
our professional practices is
understanding the need to reach

297
00:21:10,120 --> 00:21:15,200
our students mentally.
So, so, so my message out there

298
00:21:15,240 --> 00:21:19,160
is let's train teachers to teach
people.

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00:21:20,160 --> 00:21:24,000
And we know that when we're
dealing with people, that also

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00:21:24,000 --> 00:21:29,080
requires a special skill and
that also requires a love and a

301
00:21:29,080 --> 00:21:31,600
heart for the work that we are
doing.

302
00:21:31,960 --> 00:21:35,960
So that's the message that I am
reiterating as we are going out

303
00:21:35,960 --> 00:21:38,680
there, as well as those things
that are important like

304
00:21:39,080 --> 00:21:42,920
transforming, advocating,
understanding, saying that who

305
00:21:42,920 --> 00:21:46,520
you are and extending and
understanding that trends

306
00:21:46,520 --> 00:21:49,360
change.
So your professional practices

307
00:21:49,520 --> 00:21:53,040
must also change.
So it's it's, it's all one big

308
00:21:53,040 --> 00:21:58,080
picture of leaving that stem
because for me, one doesn't work

309
00:21:58,080 --> 00:22:01,080
without the other, not
effectively.

310
00:22:02,560 --> 00:22:04,200
Yeah, I definitely appreciate
that.

311
00:22:04,560 --> 00:22:10,960
So let's look at your journey
towards the presidency at ATE.

312
00:22:11,680 --> 00:22:14,360
So what first you?
What first drew you to the

313
00:22:14,360 --> 00:22:17,280
Association of Teacher
Educators?

314
00:22:18,520 --> 00:22:23,560
So I was a professor at Alcorn
State University and my Dean,

315
00:22:23,560 --> 00:22:27,720
Doctor Robert Carr at the time
asked the chair to see who would

316
00:22:27,720 --> 00:22:32,520
like find 2 faculty members who
wanted to go to ATE and it was

317
00:22:32,520 --> 00:22:36,240
held in Atlanta.
I was one of the ones that that

318
00:22:36,240 --> 00:22:40,880
agreed to go.
So when I went to Atlanta, I

319
00:22:40,880 --> 00:22:44,560
went a date early.
I thought that they were getting

320
00:22:44,560 --> 00:22:48,240
ready to start registration that
day that I actually got there.

321
00:22:48,240 --> 00:22:52,680
I didn't know I was early.
I eventually got registered, got

322
00:22:52,680 --> 00:22:56,640
to meet people and got engaged.
So that was my first, first

323
00:22:56,640 --> 00:22:59,680
journey.
Doctor Robert Carr, who was the

324
00:22:59,680 --> 00:23:04,960
Dean at Alcorn at that time.
So I, I attended, I was at

325
00:23:04,960 --> 00:23:09,920
Alcorn 2A year and a half after
that and I went to Jackson State

326
00:23:10,160 --> 00:23:16,200
and Jackson State agreed to
support me and in my endeavors

327
00:23:16,200 --> 00:23:18,600
at ATE.
So that's how I got there.

328
00:23:18,840 --> 00:23:23,520
It was, it was an awesome
journey to get where I am, but

329
00:23:23,520 --> 00:23:28,880
it all began back when I did not
even realize that conferences

330
00:23:28,880 --> 00:23:32,320
had such governance.
You know, we go to these

331
00:23:32,320 --> 00:23:34,360
conferences, we make our
presentations.

332
00:23:34,880 --> 00:23:38,720
We, we, we, we, we go to others,
others presentations and we're

333
00:23:38,720 --> 00:23:42,440
out.
But there is a whole mechanism

334
00:23:42,800 --> 00:23:45,880
that makes those conferences
work.

335
00:23:46,800 --> 00:23:52,680
So I, I, I, I, I know it had to
be divine intervention that I

336
00:23:53,080 --> 00:23:58,160
began relationships with people
or professional relationships

337
00:23:58,240 --> 00:24:02,320
with people who were engaged in,
in the governance of the

338
00:24:02,320 --> 00:24:08,280
organization and in a life came
on like, wow, yes, somebody has

339
00:24:08,280 --> 00:24:12,400
to make this wheel turn.
And that's how it all began.

340
00:24:14,240 --> 00:24:17,040
We're speaking with Doctor
Jennifer Young Wallace, who is

341
00:24:17,040 --> 00:24:22,400
the immediate past president of
the Association of Teacher

342
00:24:22,400 --> 00:24:26,240
Educators.
So Doctor Young Young Wallace,

343
00:24:26,880 --> 00:24:30,120
you've shared that ATE played a
significant role in your

344
00:24:30,120 --> 00:24:33,160
professional growth.
And I'm asking this because I'm

345
00:24:33,160 --> 00:24:37,440
hearing a, a sort of a trend.
You've talked about

346
00:24:37,440 --> 00:24:41,000
relationships in the classroom
and now relationships within the

347
00:24:41,000 --> 00:24:45,000
profession.
So how did ATE open doors for

348
00:24:45,000 --> 00:24:47,360
you?
You mentioned for publications,

349
00:24:47,360 --> 00:24:49,200
presentations, and national
leadership.

350
00:24:49,480 --> 00:24:53,440
What made those early
connections so formative for you

351
00:24:54,440 --> 00:24:57,600
going to your first ATE
conference?

352
00:24:58,960 --> 00:25:04,360
So, so I would just clearly
state this and thank you.

353
00:25:04,360 --> 00:25:09,760
You've captured it very well.
When I, when I got to ATE the

354
00:25:09,760 --> 00:25:14,880
very first year again, I believe
it was divine intervention.

355
00:25:15,400 --> 00:25:18,880
The people that I met were
actively engaged in

356
00:25:19,000 --> 00:25:25,280
publications, research, things
that I absolutely, absolutely

357
00:25:25,280 --> 00:25:29,360
loved to do.
Did not quite have the best

358
00:25:29,360 --> 00:25:32,480
skills at the time because I was
new to the profession.

359
00:25:33,680 --> 00:25:39,240
I began to talk to them and this
hunger to learn more.

360
00:25:39,640 --> 00:25:44,160
And so that was this group who
who always got together at at

361
00:25:44,160 --> 00:25:50,160
ATE to talk about education
trends, research their work.

362
00:25:50,560 --> 00:25:54,560
I was in on the conversation
guys like Doctor Walt poker

363
00:25:54,800 --> 00:25:56,800
doctor Freddie Bowles from
Arkansas.

364
00:25:56,800 --> 00:26:04,440
Walt was from New York, Dr.
Terrell from from Indiana,

365
00:26:04,800 --> 00:26:10,240
Doctor Shirley and the Fever
from from Kansas, Doctor Judy

366
00:26:10,240 --> 00:26:13,840
Beck from South Carolina.
All of these people were so

367
00:26:13,840 --> 00:26:17,360
engaged in research, so we
started to just start having

368
00:26:17,360 --> 00:26:21,640
dinner lunch together and
attending each other's

369
00:26:21,640 --> 00:26:25,760
presentations.
And so from there we started

370
00:26:25,760 --> 00:26:27,360
talking about some things that
we could do.

371
00:26:27,360 --> 00:26:31,320
Doctor Walt Poker has has
authored so many books and he

372
00:26:31,320 --> 00:26:37,040
has empowered so many people.
He brings so many people along

373
00:26:37,080 --> 00:26:42,080
and he still does that.
So Fast forward few years, I'm

374
00:26:42,080 --> 00:26:46,520
traveling with this group.
We're meeting up at a ACTE other

375
00:26:46,760 --> 00:26:51,920
other conferences presenting our
work together through them.

376
00:26:51,920 --> 00:26:55,360
I've read 4 words afterwards
chapters.

377
00:26:55,520 --> 00:26:58,960
So again, that relationship
building, building the

378
00:26:58,960 --> 00:27:02,520
relationships.
Now understand that what each

379
00:27:02,520 --> 00:27:09,440
does right and each has his or
her own individual purpose and

380
00:27:09,440 --> 00:27:11,640
passion.
So you're sitting there and

381
00:27:11,640 --> 00:27:14,640
you're learning from these
professionals and you're saying,

382
00:27:16,440 --> 00:27:20,040
I got to catch up.
And the thing about it catching

383
00:27:20,040 --> 00:27:23,880
up, not to compete, but because
something deep down inside of

384
00:27:23,880 --> 00:27:29,560
you reminds you that this is
what this is the breakthrough

385
00:27:29,560 --> 00:27:33,280
that you've been wanting to do
the work that has been placed in

386
00:27:33,280 --> 00:27:38,960
your spirit, in your heart.
So that group began to take me

387
00:27:39,040 --> 00:27:43,200
to a whole number another level.
Now mind you, I'm from an HBCU

388
00:27:43,560 --> 00:27:47,160
where one person does all the
work, where one person, one

389
00:27:47,160 --> 00:27:49,280
position, one office may have
two people.

390
00:27:49,440 --> 00:27:55,120
And these guys are from PWI that
may have six or seven people in

391
00:27:55,120 --> 00:27:59,400
the office doing different work.
Where it's at an HBCU, one

392
00:27:59,400 --> 00:28:02,720
person is doing the work.
So listening to them, you learn

393
00:28:02,720 --> 00:28:05,720
how how things are done
differently.

394
00:28:06,840 --> 00:28:11,320
Then you also learn, well, you
have to remember, OK, but you're

395
00:28:11,320 --> 00:28:13,160
one person.
How can you take what you've

396
00:28:13,160 --> 00:28:17,200
learned from them and make what
you do as, as a one person shift

397
00:28:17,760 --> 00:28:21,400
work efficiently?
So again, having those types of

398
00:28:21,400 --> 00:28:24,800
experiences, that's what
happened to me at ATE.

399
00:28:25,120 --> 00:28:29,320
My first national committee was
at ATE and and guess what

400
00:28:29,320 --> 00:28:31,240
committee it was on?
The.

401
00:28:31,360 --> 00:28:34,680
Journal Committee.
The Journal publication

402
00:28:34,680 --> 00:28:40,760
Committee, something that I was
ready to do, taking my ideals,

403
00:28:40,800 --> 00:28:46,160
understanding how to really go
about the research coming

404
00:28:46,160 --> 00:28:52,080
beyond, beyond the surface,
right rise and above.

405
00:28:52,800 --> 00:28:56,240
That's what ATE did for me
through relationships and

406
00:28:56,240 --> 00:29:00,640
engagement.
So, so I wanted to make sure

407
00:29:00,640 --> 00:29:04,640
that I be the person that was
shown me when I came in.

408
00:29:04,960 --> 00:29:08,000
So if people are coming along, I
get emails all the time.

409
00:29:08,200 --> 00:29:11,480
I give them insight, made
recommendations when I was

410
00:29:11,480 --> 00:29:13,560
president to put them on
committees.

411
00:29:13,760 --> 00:29:21,240
So again, learning empowering
because as I tell people, it's

412
00:29:21,240 --> 00:29:24,680
enough to go around, it's enough
work that I don't have to hold

413
00:29:24,680 --> 00:29:26,840
it all.
It's enough knowledge out there

414
00:29:27,080 --> 00:29:30,800
that we can share and we can
empower others so that they can,

415
00:29:30,960 --> 00:29:35,440
they can have an, an opportunity
to explore their passions and to

416
00:29:35,520 --> 00:29:38,280
and to have products from their
passions.

417
00:29:39,400 --> 00:29:44,080
That's that's that's what Ate
did for me early on.

418
00:29:44,920 --> 00:29:49,120
So again, you're centering
relationships, but you you

419
00:29:49,120 --> 00:29:53,000
brought up the idea of context.
And I think this is something

420
00:29:53,000 --> 00:30:00,680
that many of us don't that we
often don't fully recognize is

421
00:30:00,680 --> 00:30:04,240
that many institutions or many
folks are working in under

422
00:30:04,240 --> 00:30:08,120
resourced institutions.
So not just HBC user mentioned

423
00:30:08,120 --> 00:30:10,040
that one person has multiple
roles.

424
00:30:10,280 --> 00:30:13,360
This can happen in small
colleges, PWI or predominantly

425
00:30:13,360 --> 00:30:16,280
white institutions.
So, but particularly those who

426
00:30:16,280 --> 00:30:21,280
work in small units where you
are wearing multiple hats

427
00:30:21,960 --> 00:30:25,720
throughout the academic year.
And it does create a struggle

428
00:30:25,720 --> 00:30:30,760
for someone to be as deductive
around teaching, scholarship and

429
00:30:30,760 --> 00:30:36,360
service when you have multiple
responsibilities compared to

430
00:30:36,360 --> 00:30:41,200
those who perhaps may be at a
better resource institution and

431
00:30:41,200 --> 00:30:44,600
you're allowed to focus
primarily on research and maybe

432
00:30:44,600 --> 00:30:46,400
less on teaching and so on and
so forth.

433
00:30:46,720 --> 00:30:50,800
And I think we have to recognize
that within the profession and

434
00:30:50,800 --> 00:30:56,240
what we can, what we count as
continuous progress towards

435
00:30:56,240 --> 00:31:01,280
whether it's two year promotion
or whatever, that whatever the

436
00:31:01,680 --> 00:31:05,520
benchmarks might be within the
profession, but also at the

437
00:31:05,520 --> 00:31:09,800
local level with given the
context that we just described.

438
00:31:10,440 --> 00:31:16,320
Yes.
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00:31:53,920 --> 00:31:57,200
notes.
Listen.

448
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Are you listening?
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449
00:32:01,760 --> 00:32:04,000
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450
00:32:04,400 --> 00:32:09,600
When leaders truly listen, they
unlock hidden insights and spark

451
00:32:09,600 --> 00:32:13,440
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The power of listening turns

452
00:32:13,440 --> 00:32:18,120
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00:32:28,560 --> 00:32:32,800
And we want to hear from you.
This week, seek out a voice

457
00:32:32,800 --> 00:32:37,080
least heard from a community
member, a parent, or a student.

458
00:32:37,800 --> 00:32:41,640
Let us know what you learn about
educational excellence or equity

459
00:32:41,880 --> 00:32:47,720
from their story and record your
voicemail at edupxe.com.

460
00:32:48,600 --> 00:32:51,920
Your contribution may be
featured on this podcast.

461
00:32:52,720 --> 00:32:57,920
Are you listening?
We are join the XE listening

462
00:32:57,920 --> 00:33:06,280
tour at Add Up xe.com.
So I want to talk about the

463
00:33:06,440 --> 00:33:09,600
positionality and the
significance of your presidency,

464
00:33:09,960 --> 00:33:14,600
particularly for those of us who
graduated from HBCUS.

465
00:33:14,960 --> 00:33:19,120
So you're the first ATE
president who's both an alumni

466
00:33:19,160 --> 00:33:23,960
and an employee of an HBCU.
What does that represent or what

467
00:33:23,960 --> 00:33:28,920
did that representation mean or
continues to mean at this moment

468
00:33:28,920 --> 00:33:34,120
in time, holding a position as
president of a national

469
00:33:34,120 --> 00:33:38,680
organization?
That that that's a very good

470
00:33:38,680 --> 00:33:44,040
question and I'm so glad that
you asked that really stresses

471
00:33:44,040 --> 00:33:50,400
diversity And remember the
position as president is in an

472
00:33:50,400 --> 00:33:54,320
elected president where the
members and I think right now

473
00:33:54,400 --> 00:33:58,600
back then we may have had about
1800 members, right members

474
00:33:58,600 --> 00:34:03,680
elect you.
So, so you're there is a ballot

475
00:34:03,760 --> 00:34:10,520
that goes out and I was so
excited coming from an HBCU and

476
00:34:10,520 --> 00:34:16,159
also being an African American,
not again focusing so much on

477
00:34:16,159 --> 00:34:22,560
race, but I guess more so to
focus on position because now I

478
00:34:22,560 --> 00:34:27,679
had a lot of people from HBCU
who knew nothing about ATE.

479
00:34:28,480 --> 00:34:34,080
So here I am, the face as a
president, and they see my face

480
00:34:34,080 --> 00:34:36,920
as an African American woman as
president.

481
00:34:37,719 --> 00:34:40,920
They began to ask questions, I
guess because sometimes

482
00:34:40,920 --> 00:34:46,000
familiarity makes it easier to
ask certain questions.

483
00:34:46,400 --> 00:34:49,960
And I was able to share with
them those experiences that I

484
00:34:49,960 --> 00:34:54,719
had early on in ATE and how they
embrace diversity.

485
00:34:54,920 --> 00:34:58,960
And now this is an opportunity
for me to share with HBC us

486
00:34:59,160 --> 00:35:04,160
across the nation, how their
novice faculty can come into

487
00:35:04,160 --> 00:35:13,160
ATE, get their feet rounded and
have opportunities to be

488
00:35:13,160 --> 00:35:19,160
empowered and to empower, have
opportunities to grow, to learn.

489
00:35:19,400 --> 00:35:25,000
A safe space for them to say,
oh, I'm not good at that.

490
00:35:25,000 --> 00:35:29,240
How can I get good at this?
Or a safe space to say, you

491
00:35:29,240 --> 00:35:32,120
know, could you tell me more?
I heard about this, but I don't

492
00:35:32,120 --> 00:35:36,160
know a lot about it.
So for me, having that

493
00:35:36,200 --> 00:35:42,640
opportunity to share with people
from HBCUS as well as PWIS and

494
00:35:42,640 --> 00:35:47,800
Ms. is minority serving
institutions, to share with them

495
00:35:48,160 --> 00:35:52,680
the opportunities that were
allotted for me that are also

496
00:35:52,680 --> 00:35:56,360
available for them.
And again, I did, I did not

497
00:35:56,360 --> 00:36:02,960
leave out people because it was
not about race, but I guess more

498
00:36:02,960 --> 00:36:07,440
so about the positionality of
having a an African American

499
00:36:07,440 --> 00:36:12,880
face, something that has been a
different for a while because I

500
00:36:12,880 --> 00:36:16,280
think the last African American
president was 10 or 11 years

501
00:36:16,280 --> 00:36:21,920
ago.
So again, to share, to share

502
00:36:22,000 --> 00:36:27,720
those experiences for me coming
from an HBCU and working as a

503
00:36:27,720 --> 00:36:32,800
professor at an HBCU, here are
some opportunities here here at

504
00:36:32,800 --> 00:36:34,840
ATE.
This is this the same

505
00:36:34,840 --> 00:36:38,360
opportunity for you.
And and this year at the

506
00:36:38,360 --> 00:36:46,160
conference, we had so many
African American Americans to

507
00:36:46,160 --> 00:36:49,960
register.
We also had a large group from

508
00:36:49,960 --> 00:36:56,240
FAMU to come.
We had Tennessee State, we had I

509
00:36:56,240 --> 00:36:59,280
think 13 registrants from
Mississippi when normally they

510
00:36:59,280 --> 00:37:02,760
are 3 or 4.
So so again, having those

511
00:37:02,760 --> 00:37:06,560
opportunities to share.
And now we are, we we are, we

512
00:37:06,560 --> 00:37:10,000
are reemerging or should I say
rechartering the Mississippi

513
00:37:10,000 --> 00:37:12,800
State Union for ate here in
Mississippi.

514
00:37:12,800 --> 00:37:17,400
And Mississippi has three HBC us
we're actually 3 state HBC us.

515
00:37:17,400 --> 00:37:20,000
We we have I think there are
eight.

516
00:37:20,400 --> 00:37:23,880
Well, if you count on private
universities, colleges like

517
00:37:23,880 --> 00:37:28,200
Tougaloo College, Coahoma
Community College, Hinds

518
00:37:28,200 --> 00:37:34,120
Community College, Rusk College.
So again, again, having that

519
00:37:34,120 --> 00:37:39,040
opportunity to share and say,
come on in and see what ATE can

520
00:37:39,040 --> 00:37:42,080
offer you.
So for me, again, I like to

521
00:37:42,080 --> 00:37:46,760
stress, it was not anything
about race from that

522
00:37:46,760 --> 00:37:51,600
perspective, more about having
the opportunity for people who

523
00:37:51,600 --> 00:37:57,400
come from smaller universities
that happened to be HBC US and

524
00:37:57,400 --> 00:38:01,640
having their novice faculty
engaged so that they can think

525
00:38:02,640 --> 00:38:05,640
outside of what they see in HBC
us.

526
00:38:05,760 --> 00:38:07,440
Because that's what it did for
me, Jacob.

527
00:38:07,680 --> 00:38:13,040
It, it, it, it took me outside
of my box, just as probably some

528
00:38:13,040 --> 00:38:17,320
PW Oz is listening to me took
them outside of some of their

529
00:38:17,320 --> 00:38:23,560
boxes to, to understand the
work, how we have to train and

530
00:38:23,560 --> 00:38:28,160
to give me some, some advice and
some suggestions on how to move

531
00:38:28,160 --> 00:38:31,560
forward.
So it you could just, I couldn't

532
00:38:31,560 --> 00:38:33,160
lose.
You just can't lose.

533
00:38:34,760 --> 00:38:39,160
Again, brokering relationships
and I'm really excited and

534
00:38:39,160 --> 00:38:43,800
perhaps I want to hear about the
development of the ATE state

535
00:38:45,400 --> 00:38:50,080
group in your state that has
developed as a result of some of

536
00:38:50,080 --> 00:38:53,040
that relationship building while
you were president with the

537
00:38:53,040 --> 00:38:56,880
organization and for individuals
at HBC US in your state.

538
00:38:57,360 --> 00:39:01,960
So let's now talk a bit about
leaving a stamp because I know

539
00:39:01,960 --> 00:39:05,920
that was your campaign theme or
your theme for your

540
00:39:05,920 --> 00:39:12,280
presidential, your presidency
and the president sits in that

541
00:39:12,280 --> 00:39:15,880
role for is elected, but sits in
that role for one year, correct?

542
00:39:17,200 --> 00:39:19,320
Yes.
So when you're elected, you come

543
00:39:19,320 --> 00:39:22,800
in as second vice president, you
start the work, you start you,

544
00:39:22,800 --> 00:39:24,840
you find your chairs for your
conferences.

545
00:39:25,040 --> 00:39:28,960
And at the time that I was
elected, ATE was having a summer

546
00:39:28,960 --> 00:39:33,240
conference and an annual meeting
and the president.

547
00:39:33,240 --> 00:39:35,480
Now this would be the last
summer conference.

548
00:39:35,600 --> 00:39:37,880
Thereafter, we would just go to
one annual meeting.

549
00:39:38,240 --> 00:39:40,440
So I came in as second vice
President.

550
00:39:40,720 --> 00:39:43,600
Then after that year you move
the 1st vice president.

551
00:39:43,800 --> 00:39:47,400
But all during that time you are
setting your year in motion when

552
00:39:47,400 --> 00:39:50,920
you actually received the gavel.
So by the time I received the

553
00:39:50,920 --> 00:39:58,440
gavel last year in New Orleans,
2025, my, my past had been set

554
00:39:58,560 --> 00:40:01,520
and the work had begun.
So.

555
00:40:01,840 --> 00:40:04,520
So when I move in now I'm ready
to execute.

556
00:40:05,080 --> 00:40:07,520
You had a.
Runway.

557
00:40:07,640 --> 00:40:09,200
So you had a few years of a
runway.

558
00:40:10,080 --> 00:40:12,640
Brilliant.
So what I want to know then?

559
00:40:12,640 --> 00:40:18,280
So stamp, empowering global, a
global community of leaders to

560
00:40:18,280 --> 00:40:20,840
leave a stamp on education.
The stamp stands for, as you

561
00:40:20,840 --> 00:40:23,280
mentioned earlier, social,
emotional learning,

562
00:40:23,560 --> 00:40:28,600
transformative leadership,
advocacy, multiculturalism and

563
00:40:28,600 --> 00:40:32,680
professional practices.
So I understand that you are

564
00:40:32,680 --> 00:40:38,000
relationship broker by just
naturally and haven't had the

565
00:40:38,000 --> 00:40:42,920
runway for two years at least to
think about what your presidency

566
00:40:42,920 --> 00:40:47,760
would look like.
Tell us about what data, what

567
00:40:47,760 --> 00:40:53,200
circumstances, what was
happening in the field and and

568
00:40:53,360 --> 00:40:58,640
ATE that inspired this theme
that made it feel so urgent for

569
00:40:58,640 --> 00:41:01,200
you at that time during your
presidency.

570
00:41:02,600 --> 00:41:06,720
So we had come when I got
elected, we were, we were still

571
00:41:06,720 --> 00:41:10,880
somewhat in the pandemic, right?
I think I was elected in 22.

572
00:41:11,840 --> 00:41:16,520
We were still in the pandemic.
Teachers were struggling, trying

573
00:41:16,520 --> 00:41:20,240
to to move to a virtual
platform.

574
00:41:21,840 --> 00:41:26,480
Students, so many students just
didn't come to school.

575
00:41:26,480 --> 00:41:28,720
They didn't log in.
So when I say come to school,

576
00:41:28,720 --> 00:41:31,000
they were not logging in.
And even when we went back

577
00:41:31,000 --> 00:41:34,680
physically, it took schools a
while to get back.

578
00:41:34,920 --> 00:41:39,520
Teachers were in a frenzy.
School leaders were in a frenzy

579
00:41:40,200 --> 00:41:42,840
about how do we get through
this?

580
00:41:43,520 --> 00:41:46,920
What is happening?
How do we get back or do we need

581
00:41:46,920 --> 00:41:50,320
to get back to the way we were?
Do we need to start gearing our

582
00:41:50,320 --> 00:41:56,240
minds to a new era of learning,
which I believe that there was

583
00:41:56,240 --> 00:41:59,480
some pieces of getting back that
were important, but I thought

584
00:41:59,480 --> 00:42:04,120
that we had to recalibrate and
and redirect and move in a new

585
00:42:04,120 --> 00:42:07,320
direction.
So how do you do that?

586
00:42:07,920 --> 00:42:10,720
How do you get back there?
How how?

587
00:42:10,720 --> 00:42:12,480
I mean, I mean, how do you
start?

588
00:42:12,720 --> 00:42:14,600
How do you start to move
forward?

589
00:42:14,760 --> 00:42:18,800
How do you pull up pieces that
you needed from back there in

590
00:42:18,800 --> 00:42:21,600
order to go up there?
Right.

591
00:42:22,080 --> 00:42:28,480
So, so I was, I was looking
through past presidents things

592
00:42:29,600 --> 00:42:38,560
and it dawned on me, presidents
choose things based on the era

593
00:42:38,560 --> 00:42:44,200
or the trends of that time.
Things from presidents can tell

594
00:42:44,200 --> 00:42:49,920
you a lot about what could have
been happening in education at

595
00:42:49,920 --> 00:42:55,680
that time, right?
So, so for me, I began the

596
00:42:55,680 --> 00:43:00,200
research to see what are the hot
items in this post pandemic era.

597
00:43:01,560 --> 00:43:07,080
The hot items were social
emotional learning, leaders who

598
00:43:07,080 --> 00:43:12,200
need to change the way they're
doing things, leaders who need

599
00:43:12,200 --> 00:43:16,600
to make sure that the people are
empowered to do this work in

600
00:43:16,600 --> 00:43:20,040
this new way of learning, in
this new way of teaching

601
00:43:21,040 --> 00:43:23,400
advocacy.
Especially teachers having the

602
00:43:23,680 --> 00:43:27,880
having to face this critical
race theory journey, right and,

603
00:43:28,120 --> 00:43:32,000
and afraid of what to teach
because there appears to be no

604
00:43:32,000 --> 00:43:37,520
autonomy or authenticity in
teaching multiculturalism in

605
00:43:37,520 --> 00:43:39,560
this time.
Do we know who we are?

606
00:43:39,800 --> 00:43:44,440
You know, diversity is good, but
what are my norms, my beliefs,

607
00:43:44,440 --> 00:43:48,200
what are my values as as an
educator and professional

608
00:43:48,200 --> 00:43:50,520
practices?
What do professional practices

609
00:43:50,520 --> 00:43:53,880
look like in this post post
pandemic era?

610
00:43:54,320 --> 00:43:58,960
So it it.
So again, I was like, leave a

611
00:43:58,960 --> 00:44:02,760
stamp on it.
They got it in this time,

612
00:44:02,760 --> 00:44:04,600
Jennifer, they need to leave a
stamp.

613
00:44:04,960 --> 00:44:06,920
They got it.
They got to get these students

614
00:44:06,920 --> 00:44:09,000
back into this world of
learning.

615
00:44:09,000 --> 00:44:12,080
They got as an educator, they
got to get back into this world

616
00:44:12,080 --> 00:44:14,960
of teaching.
They're going to have to,

617
00:44:15,240 --> 00:44:18,040
they're going to have to refocus
and they're going to have to be

618
00:44:18,040 --> 00:44:23,640
intentional about building
relationships to get back or, or

619
00:44:23,640 --> 00:44:27,360
to get moving forward.
And, and, and how do you do

620
00:44:27,360 --> 00:44:28,440
that?
You're going, they're going to

621
00:44:28,440 --> 00:44:30,360
have to make a difference right
now.

622
00:44:30,760 --> 00:44:33,720
They don't have time to make a
difference 10 years from now.

623
00:44:34,040 --> 00:44:35,840
This difference has to start
right now.

624
00:44:35,840 --> 00:44:40,840
So Jennifer, what do you do?
They need to leave a stamp on

625
00:44:40,840 --> 00:44:43,200
education right now.
They need to start stamping.

626
00:44:43,680 --> 00:44:46,920
And so my chair is called
educator stampers.

627
00:44:47,000 --> 00:44:49,800
You all are stampers.
So that's the new term stampers.

628
00:44:49,920 --> 00:44:52,960
So we were walking around at the
conference like leave a stamp on

629
00:44:52,960 --> 00:44:56,920
education, you are stampers.
So, so based on that research

630
00:44:58,160 --> 00:45:02,480
that I, I, I came up with the
acronym stamp and in, in short,

631
00:45:02,840 --> 00:45:06,040
leave a stamp on it.
But I said in order to leave a

632
00:45:06,040 --> 00:45:12,160
stamp, we have to empower.
And this thing is global.

633
00:45:12,160 --> 00:45:15,200
The pandemic hit all around, and
we don't know where we're going

634
00:45:15,200 --> 00:45:17,160
to be or where our students are
going to come from.

635
00:45:17,880 --> 00:45:19,760
So that's how it all came
together.

636
00:45:20,640 --> 00:45:26,280
It was based on research, it was
based on experience, and it was

637
00:45:26,280 --> 00:45:30,520
based on the need to empower
Jacob.

638
00:45:30,520 --> 00:45:34,120
And we do not empower our
teachers in the classroom to be

639
00:45:34,120 --> 00:45:38,080
leaders and we do not empower
with them to empower students.

640
00:45:38,320 --> 00:45:43,720
We are going to be a lost
generation and people feel

641
00:45:43,720 --> 00:45:46,600
better.
People will work for you when

642
00:45:46,600 --> 00:45:49,200
they feel that you want them to
be great.

643
00:45:51,160 --> 00:45:55,800
Not all work them.
Not just be great just to get a

644
00:45:55,800 --> 00:45:59,600
test score up so a district can
look good or so the principal

645
00:45:59,600 --> 00:46:03,040
can say, well, my school had the
teachers with the highest

646
00:46:03,320 --> 00:46:07,200
scores.
No, not just for that notoriety,

647
00:46:07,840 --> 00:46:12,480
empowerment for the person so
that that person can embrace

648
00:46:12,640 --> 00:46:15,600
what he or she has to offer in
that classroom.

649
00:46:16,880 --> 00:46:20,920
That is the difference.
And that's to me, is important.

650
00:46:22,920 --> 00:46:27,280
Yeah, that's that's actually
powerful when you think about it

651
00:46:27,280 --> 00:46:29,800
in that way.
So leaving a stamp and you have

652
00:46:29,800 --> 00:46:32,720
your stampers who are
contributing during the

653
00:46:32,720 --> 00:46:37,880
conference, but how did you see
this theme contributing to the

654
00:46:37,880 --> 00:46:42,640
life of Ates commissions and
initiatives?

655
00:46:43,080 --> 00:46:50,000
So launching this last year as
part of your as as your

656
00:46:50,000 --> 00:46:52,960
presidential theme, how did you
see it unfold?

657
00:46:55,000 --> 00:47:00,200
Oh, so that the strands in the
in the conference were stamped

658
00:47:00,520 --> 00:47:03,160
social, emotional learning,
transformational leadership.

659
00:47:03,440 --> 00:47:08,280
So when people applied or or
proposed, it was centered around

660
00:47:08,280 --> 00:47:10,840
that.
I had an opportunity to drop in

661
00:47:10,840 --> 00:47:16,800
on some sessions.
I was flown at how this thing

662
00:47:16,800 --> 00:47:22,960
was resonating and and even to
hear someone may have chosen A

663
00:47:22,960 --> 00:47:27,840
multiculturalism and how they
were reiterate, you know, if

664
00:47:27,840 --> 00:47:29,440
we're going to leave a stamp on
this.

665
00:47:30,200 --> 00:47:34,840
Even though they were discussing
their research, they found ways

666
00:47:35,120 --> 00:47:38,960
to bring it back to why their
research is important.

667
00:47:39,960 --> 00:47:44,360
Not just to present, not just to
get tenure and promotion.

668
00:47:45,000 --> 00:47:48,960
This research is to empower.
And maybe the ones who are

669
00:47:48,960 --> 00:47:53,200
listening to me, when you leave
my session, you are in not only

670
00:47:53,200 --> 00:47:58,040
empowered, but you have a step.
I've left a step and impression

671
00:47:58,280 --> 00:48:01,520
on you to take this work to the
next level.

672
00:48:02,240 --> 00:48:06,160
So as I was walking around and
even in conversations when I

673
00:48:06,160 --> 00:48:11,880
stopped in, in huddles because I
imposed myself I guess and they

674
00:48:11,880 --> 00:48:14,720
were happy to have me to, to
contribute.

675
00:48:15,240 --> 00:48:21,560
I was very impressed and moved
by the conversations.

676
00:48:22,840 --> 00:48:27,360
I I was able to interject or
share some of my personal

677
00:48:27,360 --> 00:48:33,640
experiences of, of stamp.
So that's what I saw unfold as

678
00:48:33,640 --> 00:48:38,440
I'm getting emails, I have not
gotten 1 e-mail that didn't say

679
00:48:38,440 --> 00:48:42,440
I am so excited to leave a stamp
on education or I, or I've been

680
00:48:42,440 --> 00:48:45,040
encouraged to be intentional
about leaving a stamp on

681
00:48:45,040 --> 00:48:47,240
education.
And I believe that this is going

682
00:48:47,240 --> 00:48:51,240
to resonate for a while.
And, and, and, and, and new

683
00:48:51,240 --> 00:48:53,840
presidents are coming in with
their themes and, and they're

684
00:48:53,840 --> 00:48:56,160
going to be great.
The new president has an awesome

685
00:48:56,160 --> 00:48:59,960
thing about bridge in the past
to the present, which I think is

686
00:48:59,960 --> 00:49:02,120
important.
She's focusing on purpose,

687
00:49:02,120 --> 00:49:06,160
passion, and, and I think of
productivity.

688
00:49:06,440 --> 00:49:09,080
And I think that that's an
awesome thing that, that, that

689
00:49:09,080 --> 00:49:13,200
also is going to help people to
also give a stamp on education.

690
00:49:13,400 --> 00:49:18,800
So, so I saw it on the phone and
I saw it unfold.

691
00:49:18,960 --> 00:49:22,000
I saw it put a voice to what was
in my spirit.

692
00:49:22,400 --> 00:49:28,760
This, this thing put a voice, a
face to what what has been

693
00:49:29,160 --> 00:49:32,200
conjuring up in my spirit for a
long time.

694
00:49:32,480 --> 00:49:34,800
And so now we are moving, we are
copyrighted.

695
00:49:34,800 --> 00:49:38,360
We're moving into, into a
framework of what this could

696
00:49:38,360 --> 00:49:43,040
look like.
So, so this work has really just

697
00:49:43,040 --> 00:49:47,960
begun, but I, it's unfolding and
it's unfolding and, and I am so

698
00:49:47,960 --> 00:49:52,160
excited about it, especially,
especially in their time when

699
00:49:52,160 --> 00:49:55,440
teachers are not sure what they
can even teach.

700
00:49:55,440 --> 00:50:00,120
What is this going to look like
for them being a stamp educator?

701
00:50:01,760 --> 00:50:04,960
Thank you for engaging with Ed
Up Accelerated Excellence, a

702
00:50:04,960 --> 00:50:08,920
member of the Ed UP Experience
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703
00:50:08,920 --> 00:50:12,280
Join us in one week for the
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704
00:50:12,280 --> 00:50:15,320
with Doctor Jennifer Young
Wallace, the immediate past

705
00:50:15,320 --> 00:50:18,200
president of the Association of
Teacher Educators.

706
00:50:18,200 --> 00:50:21,360
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00:50:49,360 --> 00:50:52,840
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716
00:50:52,840 --> 00:50:55,840
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00:50:55,840 --> 00:50:57,840
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