S05E03 - Leading with Authenticity | Dr. Adam Clark, Mt. Diablo Unified School District

In this episode of Build Momentum, we are joined by Dr. Adam Clark, Superintendent of Mount Diablo Unified School District in California. He was named as a 2022 Superintendent to Watch by the National School Public Relations Association. Previously, Dr. Clark served as Superintendent for Vallejo City Unified School District and Associate Superintendent at Antioch Unified School District. He has also been a principal at the elementary, middle, and high school levels.

Some Questions We Ask:

• Tell us about your career in education and your current role at Mount Diablo. (01:30)
• What is the most rewarding aspect of your career? (02:27)
• How are you able to deal with stress? (04:45)
• How do you think the scrutiny of the superintendency has changed over the years? (07:12)
• How do you bring different communities together to see your vision? (11:05)
• To what extent do you believe your experiences are typical of superintendents in your state or nationally? (13:56)
• What advice can you give to other superintendents who are struggling to cultivate engagement within their communities? (17:53)
• What causes people to overlook the fact that superintendents are actual individuals, and how can we show that you are real people tackling difficult problems to enable K-12 kids to receive the best education possible? (20:38)
• What can you suggest to advocates, community members, and parents for supporting district leaders? (24:31)

In This Episode, You Will Learn:

• All about Dr. Adam Clark’s career (01:38)
• Rewarding aspect of his work  in education (02:40)
• Strategies for coping and dealing with stress (04:52)
• Changes in scrutiny of the superintendency (07:21)
• Unifying communities around a vision (11:24)
• His personal experiences vs. other superintendents’ experiences  (14:13)
• Dr. Clark’s advice to other superintendents (18:06)
• Seeing superintendents as individuals (20:54)
• Suggestions for advocates in the community (25:07)

Quotes:

“I remember how it was to be a young parent, and how maybe I didn't have all the information, and I just reacted to certain things. I also remember being a student myself—and that's one thing I try to remind people, to remember when you were a student, remember how your mind worked and the things that were important to you.”

“I want to show my true self and who I am. Yes, I do have to, at times, speak properly and correctly and use the right terminology and things like that. But at other times, I’ve got to show myself. I have to show excitement. I have to show disappointment. I have to talk about things that we won't stand for, we won't tolerate, and I need to be forceful when I say those things. But then I need to show true excitement and exuberance when good things are happening.”

Stay in touch with Dr. Adam Clark:
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Mount Diablo Unified School District 

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About "The Secret to Transformational Leadership," which Sarah co-authored with Dr. Quintin Shepherd:
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Transcript

Sarah Williamson: 0:05

Hello and welcome to Build Momentum for Education, a Podcast where we explore thought leadership in education. I'm Sarah Williamson, the founder of SWPR Group, an agency that supports public relations, communication strategies and thought leadership, support for school districts, education companies and nonprofit organizations.

Chad Bolser: 0:23

And I'm Chad Bolser, Chancellor at Ivy Tech Community College in Indiana. This season, we explore a particularly unique perspective in K 12 thought leadership, humanizing the role of the superintendent.

Sarah Williamson: 0:36

Throughout the many conversations we continue to have with superintendents, a clear theme has emerged about the need to bring more humanity into the role of the superintendency. In this special series, we interview current and former superintendents and researchers to pursue the core question, how can we better see superintendents as real people navigating complex challenges to provide the best possible education for K 12 students?

Chad Bolser: 0:58

We dig deeper into how this important work can help build community, invite collaboration and increase widespread engagement.

Sarah Williamson: 1:08

We can't wait to get started, so let's dive in. We are so fortunate today to have Dr. Adam Clark with us from Mount Diablo, Unified School District. Welcome Adam. Thanks for joining us.

Adam Clark: 1:21

Thank you so much. I'm extremely excited to be here and to talk to you all about leaving school districts and how entertaining and fun that is.

Sarah Williamson: 1:30

So fun. Yeah, that's actually what we want to get into how much fun it is today. So tell us about your career in education and your current role at Mount Diablo.

Adam Clark: 1:38

So I started off as an elementary school teacher, I wanted to teach young people to read by third grade, that was my plan. And so I taught the second grade and also taught the fifth grade. And then I moved into administration. I was a middle school vice principal, elementary principal, middle school principal, high school principal, and then I transitioned into the district office, where I was assistant superintendent of student services, and then I was Associate Superintendent of Ed services, and then I was named superintendent of the Vallejo City Unified School District, and I served there for three years, and currently for the last four years, and going into my fifth year, I'm Leading the Mount Diablo Unified School District. We have 29,000 students and 55 schools, 3800 employees.

Chad Bolser: 2:27

That's amazing, and lots of entertainment, enjoyment, challenge, all that good stuff. So what have you found to be the most rewarding aspect of serving as superintendent, and what has brought you the most joy?

Adam Clark: 2:40

Yeah, well, in all of those, as I just ran through kind of a very quick, just history of my career in education, all of those jobs that I served were all in very unique and different places. And whether, you know, I was in areas with high poverty or extreme wealth, or in very diverse, or not diverse areas. You know, I always found it challenging to shape the young students and someone in education, you always want to embrace challenges. And what I mean by challenges is every student's different, and so trying to use a one size approach to meet the needs of students is extremely different. Even when I was a classroom teacher and had 33 kids in my class, it was extremely challenging to meet every student's need, and that was kind of what brought me joy and excitement to this career. So being superintendent, I have 29,000 students, and being able to shape an organization where we look at the individual strengths and weaknesses of each and every student, or each and every school or things like that, really create like this huge puzzle, this huge system, which is almost like a Rubik's Cube, right? Like you're making progress on one side, but then the other side is all mixed up, and so then you have to apply some attention over there. So I just really enjoy positively impacting students by creating systems that support their each and every need.

Sarah Williamson: 4:04

Yeah, that is no small feat, that's for sure. Yeah, I have a son with special needs, and I mean the amount of work that goes into just him, in addition to the 32 other kids in the class, I do not envy the role of a teacher, but it's pretty amazing what you're able to pull off, and how we can actually get all these people reading and all the things. So thank you for that. So I'm curious, one of the reasons we actually wanted to talk about this specific topic is RAN did a study in 2023 and we're talking to every superintendent we interview about this, but that they found that district leaders have one of the most stressful jobs in America, and politics is one of the main reasons for that stress. I'm curious how you feel about that research and how you've been able to deal with the stress in the role of the superintendency.

Adam Clark: 4:52

Yeah, so it is definitely a high stress job. I've had some ailments, some health challenges that I never had before, and I don't know, I don't know if I can. Equate that to just getting older, or if it's just raising my stress level. So I really do look at my stress very close to that. I take my blood pressure every single morning, I keep a running chart. Tonight I have a board meeting, and so I always know around board meetings that blood pressure goes up a little bit, and even if it's a non controversial board meeting, you know, with nothing on the agenda that's going to really raise eyebrows, I still get those levels of stress. And I think one of the things that makes this job stressful is that so many different things, you know, end up in on my desk. And whether it is student safety, whether it's employee discipline, whether it's stuff that's going on in the communities in Mount Diablo, we serve seven different communities, and they're all extremely different and diverse. And so there are things that pop up in the community, that play themselves out in our schools and in our classrooms, and so trying to get a handle on that, and just to be aware of everything that's happening. And then, like I shared earlier, like I embrace challenges and I run towards challenges, but as superintendent, sometimes I can't be the one necessarily that's touching every single thing out there. I have to really rely and depend on my team and to have faith in their leadership and their ability to make decisions. So whether it's students or staff or my district office team, or just the community needs and things like that, that's really what adds to that stress level. When we talk about politics, everything's political in schools. It may not necessarily be the stuff that's on a national level, but clearly the local politics, one community may have crossing guards and another community may not, because that particular city went out for a grant to pay for crossing guards. And so then as superintendent, I have to be able to manage the issues of having crossing guards in one city and not in another, but they're all under the district's umbrella. And so that constant pull, you know, all my time on my heart strings, on our system, really caused those stress levels to go up. And so it's real important that, you know, we find ways to recognize that stress and to address it.

Chad Bolser: 7:12

Well, I think this is a related question, which is, how do you think the scrutiny of the superintendency has changed over the past few years.

Adam Clark: 7:21

Yeah. So one thing that has really changed since the pandemic is the televising, or the broadcasting of our meetings. Oftentimes, we would record our meetings, maybe, you know, on tape, if that seems as foreign as it can be. But then just very few districts actually like live broadcast their meetings. And then, since the pandemic, when we all had to go on Zoom or Google meets, then our board meetings became, you know, just accessible to everyone to sit in there, sit on their couch and actually watch a board meeting. And quite honestly, with the superintendent, no matter how large or small your district is, you know, you're that face on the marquee. And so whether I can make a decision, it's just a common, you know, regular decision, and half the people are going to think, oh my goodness, it's the best thing. And, you know, the guy's a genius, and thank goodness for him. And the other half is saying, oh my goodness, what are they thinking about it? They lost their mind. Who's actually doing that? So that's just on a basic decision. And so then when you really start getting into controversial decisions, maybe like, not that I've had to deal with this, but I've read about it, maybe like you have to remove the local high school football coach or something like that, then that brings in those politics, right? You have influential people whose kids play on the team or things like that, and then your board starts getting involved and things like that. And, you know, speaking of board, the only employee of a governing board is Superintendent, and they are all elected officials. So depending on whether they're aspiring for higher seats or whether, you know, they have a particular area of focus that they ran on, or, you know, campaign on, then those things start to play into the process of decision making. And so I always have to be aware of the decisions that we make, or the statements that we make on how the other folks are going to be impacted by those decisions. And I just try to do what's best for students, and try to do best what for our parents, and then do what's best for our employees, you know? And then those things just sort of play out, but it's all political.

Sarah Williamson: 9:25

I mean, when you're talking about people's kids, yep, and most the emotions come out nothing scarier than an angry mom, right?

Adam Clark: 9:33

Yes. And one thing, one reason you know that I think I've been able to navigate, you know, these waters is I have three kids myself. I mean, they're well now, they've been through a quick K 12 system. They've been through higher ed, you know, they've all graduated colleges with degrees and are now working. So I've actually been through the process. And so I do remember how it was to be a young parent, and to remember how, you know, maybe I didn't have all the information, and I just sort of React. It to certain things. I also remember being a student myself, and that's one thing I try to remind people, is remember when you were a student, remember how your mind worked, or the things that were important to you. So it's no wonder that some of the things that are very important to us adults, like our kids, really could, you know, don't really have an interest in in learning about those things or doing those things, but when you're working with people's most prized possession, and that's their kids. You have to understand that every parent just wants what's best for their kid, and sometimes they go about advocating in different ways. And it might be yelling in the office, it might be getting a lawyer send you a letter, or it might be to send emails, or it might just be to show up, but with the lens as they're just trying to do what's best for their child, that helps take out, you know, some of that sting when sometimes, you know, a mad parent might say some things that aren't so nice, or, you know, you have to kind of navigate some conflicts that take place. But when you're ultimately trying to do what's best for all kids, you know, you tend to fall on that right side and be able to bring people around to be able to see why certain decisions were made. Yeah, that's a really good perspective to keep for sure. I'm curious. You said you have seven different communities where all of your schools are based. That's really complex. How are you able to bring all those different communities together to see your vision for the district and unify them in a positive way. Is that possible? Yeah, well, it's great because, you know, everyone's competing for resources, right? So that's kind of what comes together. But the way that I try to do that is we have some very specific goals as a district, and so I try to communicate those goals every opportunity I get, so that everyone, regardless of what community you're in, you hear those goals, and you can apply those goals to your current situation. So whether you're an elementary parent, and we're talking about Chromebooks for everybody, for all of our students, then you're able to, you know, understand how that impacts you. We have some communities where they're really excited to get a Chromebook. We have some other communities that they're not that excited to get a Chromebook because they have a Mac already, or they have an iPad or something that they use so but when our goal is that, you know, all students will be exposed and have equal access to technology, then you're able to temper those differences with Well, what our goal is is to make sure students have access to technology, and we're providing this to actually really put our resources behind what our goals are saying. But the other thing that we do, kind of to bring everyone together, is communication and transparency. So our websites are kind of that first thing that people see, especially in this day and time like everyone checks a website. So at the district level, we try to put as much information as possible on our district website, and we try to set the example for our 55 schools so that they keep their websites open. Probably one of the most successful things we do is every Friday, we published a very comprehensive newsletter about all the things that have taken place in our district that week. And we don't just focus on one community. We really try to I mean, if we have readers who read every week, they will see their schools, they will see their communities, maybe not every week, but they will see stories that highlight the successes of their students, of the commitments of the educators or the leaders within those communities, and then that gives everyone kind of that good feeling about their local district and what our district is doing to support their students and to support whatever their goals and aspirations are. Our goal is to prepare every student for college and career. So we don't pigeonhole certain students towards college or pigeonhole certain students towards career. We want to prepare them for both and so by doing that, we're able to unite the community around those common goals.

Chad Bolser: 13:56

Adam, how as individuals listen to this who are district leaders or community members. How representative Do you think your own experiences are compared to other superintendents locally in your state, even nationally? What do you think about that?

Adam Clark: 14:13

Yeah, so I've had a very unique upbringing. I've had a upbringing where I was exposed to many, many different people from all sorts of backgrounds, and I'm one who, when I was younger, I really wasn't that engaged in school. And, you know, maybe even, you know, I never thought I would be in education. And one of the reasons why I chose to go into education in my early, early 20s was because, as I thought back on my own experiences. I was motivated by all the adults that I came in contact with, and really wanted to very simple. I wanted students. When I look back on my schooling, even though I wasn't all that engaged, I still had extremely positive experiences, and so I wanted to make sure that students had positive experiences under my care, whether I was a teacher, whether I was the vice principal, Principal, Superintendent. So I always made it a point to use my personality, to use my extensive, you know, social skills, you know, and not being intimidated by any groups of people or not thinking I'm better or less than or anything, but just being genuine with people. And I think by bringing that to the superintendency, that's how I've been, you know, successful in every place that I've been. Every place that I've been, they say the same thing about me, Dr Clark, or Mr. Clark, at the time, he cared about kids. He went above and beyond, like he always let us know that we were important and that he was working hard for our benefit and to increase our excitement about learning and our success levels and things like that. And then lastly is, I don't judge, you know, I don't have any preconceived notions of what students certain students should be doing or not doing, or if students make a mistake or say the wrong thing, or maybe fail a class or something. I don't judge them. I just build them up and just, you know, let them know that they're young and things are going to happen. You know, when I was a high school principal, students would get so, so concerned about going to college, and this is on my list, and this is my and I would just tell them, just, very calmly, you're going to end up in the right place. It may be your first choice. It may be, you know, your eighth choice or something, but you're going to end up in the right place. And that's kind of what happened, you know, to me. I went to college because it was just kind of like the thing to do, and once I really engaged and got serious about it, I had, I had a great time. I was totally happy with where I ended up, but it may not have been my first choice, or, you know, things like that, but just having that attitude, I think, is really what contributes to my success.

Sarah Williamson: 16:48

Yeah, I definitely agree you are engaging when I first met you. You're definitely an engaging personality. And I'm sure your students see that, and it's a testament when that's how they describe you, as someone who cares about you. We've talked a lot about that in PR and comms is, what would people describe you? How would people describe you? What do they say about you and your job as a superintendent? Because if they don't have an answer, they're going to make something up, and you don't want them to make something up, so it's good they all have an answer.

Adam Clark: 17:13

Yeah. And you know, and I believe, in these times where public education is continually being questioned or sometimes under attack, I want to tell our story, and so that's why I'm so proud of our Friday newsletter that we publish every single week. I'm telling the story of our students and of our staff and our communities. I'm not letting rumors tell it, or what people thought of our schools 20 years ago or 10 years ago, or what you know they read about a school outside of the state or something. If you want to know what's going on in our district, here it is right here, and you can see the great things that our students are doing, and that just motivates me and inspires me to continue doing this really, really tough work.

Chad Bolser: 19:26

So again, thinking about, you know, superintendents and leaders who are listening. What advice do you have for other superintendents who are struggling to cultivate engagement within diverse communities.

Adam Clark: 19:39

Yeah. So one thing that I had to learn the hard way as a superintendent when I first started is the role of the superintendent is like none other in the educational system, and that's primarily because we work for a governing board. I have a wealth of experience. I've been in all different types of schools. I've worked with all different types of students. However, I have to answer and work alongside a five member board, and so I have to understand as superintendent, I'm only as effective as my board is effective, and oftentimes superintendents will rise to the level of superintendent, and then they will think that they have to do all the work, they have to do all the messaging, they have to do everything. But really, you're part of a governance team with that board, so you have to spend a lot of time with your board. You have to understand what motivates them, why they went into public service, why they ran if they had kids go through the systems, what were those experiences like? And so you have to really cultivate and spend time to develop that relationship. Because without a school board, then it's really, you know, swimming upstream, and that's where a lot of superintendents can fall off. And sometimes, you know, it's just not a fit between a superintendent and a board. And with having elections every two years, sometimes the board that hires you may all be out, or the majority of them may be out after the next election, and things like that. And so those are just some of the pitfalls that I see some superintendents making that that they really, you know? Because when you're an assistant superintendent, it all falls on you, right? You're the doer. You have to go out and do all these things, but when you're superintendent, you have to ensure that people are doing those things, and you're working with that governing board on governance of the district. Now, of course, you have to know everything that's going on, and you have to be in all the meetings and. Have to have knowledge of everything, but really my best piece of advice I can give is to spend as much time with your board and really cultivating that relationship.

Sarah Williamson: 21:42

Yeah, that's great advice. I'm curious. One of the reasons we want to do this podcast series with superintendents was because we were interviewing many of them for a book that we're working on in defense of the superintendency, with Doug Roberts from IEI. He's writing that book. And so one of the things we continue to hear from superintendent leaders is people think we're robots. This is just a job where often people think that we're not human beings. And so we thought, You know what, let's talk about that. Let's dig into this question about why is it that people kind of forget that superintendents are human beings, and how do we illuminate the humanity of your role and help people see that you're real people navigating complex challenges to help provide the best education for K 12 students?

Adam Clark: 22:27

To answer that question, I think you have to look back kind of on how our conversation has gone. We talked about this being very political. We talked about things we say, even though some people might pat us on the back for it, other people are angry with us. And so therefore we can go into kind of this robot mode, where we're just giving sound bites, where we're just saying enough not to upset so many people. And so I think that's where, you know, it can sound like a press conference where you're just stating facts, you know, you're not showing emotion, you're not showing regret or excitement or things like that. And so how I approach it is, I want to show my true self on who I am. Yes, I do have to, at times, you know, speak properly and correct and use the right terminology and things like that, but at other times, I got to show myself. I have to show excitement. I have to show disappointment. I have to talk about things that we won't stand for, we won't tolerate, and I need to be forceful when I say those things. But then I need to show true excitement and exuberance when you know when things are happening. And just to give people an insight of that personality, to laugh, to show up. Go to events. Go and talk to people. I go, you know, I go to events. I go speak to rotary and go to games. Go to, you know, whenever I see police officers on the street, you know, go over and introduce themselves, show my ID, tell them who I am, thank them for their service, and just get out there and just talk to people. And sometimes I talk to people and they don't respond to me. I say hello, and they don't respond back. I don't take it personally. I just smile and just keep going. Sometimes I often say it to students, right? Hey, how you doing today? And the student is going through whatever. And I just let it go. But I think, like giving people a glimpse of your personalities is what they want to see. And all of us came up as teachers or principals or things like that. So when we were those, we had to do that. But sometimes, as you go higher and higher, you think you have to be just that much more buttoned up, and you can't make any mistakes. You can never, like, you know, say, Hey, I was wrong. I made a mistake, or we're trying to correct this, or something, everyone you know wants to, you know, just always seem like they're in control and they have all the answers. I am perfectly capable saying I don't have all the answers. I'm willing to listen. And if you have better answers, and you tell me because I need to know, because I'm willing to do whatever it takes to serve our students and to give them what they need, but we're just going to do it within ed code and by the law and whatever is, you know what's best for kids. And I think just showing that humility and that kind of openness helps people look at you more as a human rather than just someone who they can shoot off really cruel and nasty emails to or they can make comments online that, you know are not the best. I am present on social media and mainly just post about work stuff, but I will mix in a family picture every now and then, or an event. You know, I love going to sporting events or going to see comedy shows, and so sometimes I'll, you know, just put an easy picture up there, just to say, like, Yeah, I'm not just sitting at my computer all day long. Like, I do have a life outside of this and so I think that's something that could help take that cloak down and have people really see us, you know, as the humans that we are.

Sarah Williamson: 25:51

That is such a great answer, Chad, I just have to say authenticity is really what you said, being authentic, authentic human being. I think I love that. That's what we talk about every day, too, with our clients.

Adam Clark: 26:02

Good. Good.

Chad Bolser: 26:03

Yeah, and Sarah asked a great question there. And I think we could spend a ton, ton of time. We could spend the entire episode digging into that question. But I'm going to ask the favorite question, my favorite question for leaders, we are advocates and supporters of K 12 systems and superintendents. How would you suggest for advocates like ourselves, community members, parents, to better support our nation's district leaders?

Adam Clark: 26:40

Yeah, I think sometimes people need to understand the complexities of things, right and so and not just when things are going bad. So like school funding. Understand how we are funded as public school districts and things like that. You know, we don't have unlimited resources. We don't just see our kids as dollar signs. Yeah, we underpay. You know, teachers are underpaid compared to what top athletes or actors or actresses make and things like that. And I think, you know, just educating people about the complexities of our systems, I think, would help. And so trying to interview the finance people, interviewing people around school bonds and stuff. And why is it that we have to go out for bonds to build new schools or to create, you know, provide upgrades to our current schools understand about academic achievement, and you know really what test scores mean. I always find when I break down some of our systems and regular people terms and not use a bunch of acronyms or talk at people or above people, but just compare it to real life situations that they get a better understanding of what's going on, and that, you know, we aren't these robot these evil people who are just trying to, you know, not educate kids and not pay teachers and not build nice, shiny new facilities and things like that. But then it's a system, right? And if you apply resources to one part of the system, another part of the system is not going to get those resources. So I think helping us tell those stories, and using engaging people to do that, and creating infographics and things like that to help people, you know, because we go to school, right? But not everyone understands about running the school or about those things, but, you know, just like so many other things in our society, people look at something and say, Oh, I can do that. I can make those decisions. Or what are they thinking about that place? They have no idea what's going on. Well, let's tell our story. Let's hear from town hall meetings and stuff like that. Like those are all things that I think you guys can do a good job at illuminating and telling the stories of not just superintendents, but those who impact the superintendency, a parent, a board member, an assistant superintendent of business, a teacher, a student, and really just tell the story of the system, and then people might get a better understanding of how complex These systems are and why it's not just so easy to build a new school or to raise test scores 20 points in one year, or have everyone eligible to go to a nice Ivy League school, or, you know, school of your choice, you know, or things like that, or just open up pathways. You know, one of the reasons why I became so passionate about telling our story is because as I listened to kind of the narrative that was out there, and then I would go out and see with my own eyes and talk to people I was going, this is not the narrative that I see. So just the more that we open up what's going on in our schools and the programs and amazing people who work in our programs and it's been and how students and families benefit, then I think that can help get that message across that all superintendents aren't so bad and don't need to get lambasted on social media and the comments pages and at board meetings and things like that. Like a typical example, we can't respond in public comments at a board meeting, so when people come and say things that, like, either aren't true or bring up a heinous story that, like, we would never support, and things like that, we can't respond. We can't say, oh, we investigated that and we terminated that employee, or things like that, like, we can't share those things. So we just have to sit there, and then that gives the public this perception that we're not doing anything, and so like telling those stories could really help.

Sarah Williamson: 30:37

Yeah, that must be so frustrating. I mean, we all, I don't think any of us, most of us, could not be superintendents. It's a special kind of person that can take this role on. So thank you for everything you're doing. I think you lend an incredible insights this conversation. So such an honor to see you again, and I hope to see at ASA this year.

Adam Clark: 30:58

Yes, well, I just, I just appreciate you all, you know, giving us a platform to tell our stories and to bring that out to the communities there, and that this is, you know, on the heels of a book that you all were writing, I think that, you know, we all do things, and there's and there's unintended consequences from those things, and that doesn't mean it's a bad thing. So this just exposed like there was more work to be done. And I know how writing a book is, right? So you gotta, at some point, you gotta stop writing and you gotta start editing, but you want the conversation going. So I just appreciate the opportunity. Appreciate you providing this insight for others, and I look forward to following the good work that you all are doing. So thank you so much for allowing me to take a break from my day and share some positive experiences.

Sarah Williamson: 31:43

Thank you so much. And will you share where our listeners can follow you on social?

Adam Clark: 31:48

Yeah. So you can find me on LinkedIn @mraclark29 and you can find me on Twitter at the same handle, @mraclark29 or you can always visit the Mount Diablo website, and see some of the wonderful things that we're doing there. And that's just mdusd.org so always excited to engage with with folks out there who want to learn more share stories about education, because educating our youth is the best career that's out there. So thank you so much.

Sarah Williamson: 32:22

Thank you, Chad you want to say bye.

Chad Bolser: 32:24

Thank you so much. This has been great.

Adam Clark: 32:26

Oh, good. And thank you guys for all you're doing, Sarah, it's great seeing you. And thank you for following up and thinking of me and giving me this opportunity to talk to you all today.

Chad Bolser: 32:36

Thanks for tuning into the Build Momentum for Education podcast. If you enjoyed listening today, we would love to hear your feedback, and we'd be grateful if you could leave us a review.

Sarah Williamson: 32:47

This helps us to share these powerful stories with even more people. If you liked what you heard, we'd be honored if you could share this episode with someone in your network. We look forward to seeing you next time on. Build Momentum for Education.