October 29, 2025 • 35 mins
Ronnie Esposito is the co-founder of Acton Academy Pittsburgh, a learner-driven school transforming education. Inspired by a podcast that challenged traditional schooling, Ronnie and his wife, Meghan, founded Acton to nurture every child’s genius through curiosity, challenge, and real-world experiences. Motivated by their own children’s educational journey, they built a thriving community where learners take ownership of their growth and purpose. Passionate about innovation and empowering youth, Ronnie helps students discover their gifts and prepares them for their own hero’s journey. He also collaborates with Acton founders nationwide to reimagine what education can be.
https://actonacademypittsburgh.com/
https://actonacademypittsburgh.com/
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Episode Transcript
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Speaker 1 (00:04):
And welcome in. This is the CEO's used No podcast.
I'm your host, Johnny Hartwell, let's say alo to Ronnie Esposito,
co founder of Actin Academy Pittsburgh. Thank you for joining me.
Speaker 2 (00:13):
Absolutely glad to be here.
Speaker 1 (00:14):
So tell us everything we need to know about your school.
Speaker 3 (00:16):
Yeah, so it was probably about seven years ago. We
were actually coming home from a Steeler game. I told
my wife, you know, we were listening to a podcast
and I said, you know, Megan school, the world has
changed so much, but education estate relatively flat, and so
we were kind of embarking on our own journey. My daughter,
(00:37):
who's fourteen now, was you know, six at the time,
and we were trying to figure out, like, what is.
Speaker 2 (00:42):
The best fit for her.
Speaker 3 (00:43):
We moved close to a public school and it wasn't
really working out well, just a stack of worksheets in kindergarten,
and I think the stress was already starting to mount
at such a young age, and so we tried the
Montessori route, which was absolutely awesome. We love Montassori, but
shortly after we enrolled my daughter, they closed their doors.
And so there have been so many things that have
(01:06):
led to me wondering you know, how do I pick
up these pieces? So a long story short, I was
listening to a podcast with It was called the Bulletproof
Executive Podcast, and there was a CEO ironically that was
on the show and he was talking about you know,
leading by example and where you know, kids can find
their true calling and passion in life. And he said,
(01:28):
my kids go to a school called Actin Academy. It's
in Austin, Texas.
Speaker 2 (01:32):
And he said.
Speaker 3 (01:33):
The one quote that got me, Johnny was whenever he said,
you know, if Picasso's teacher said you're really good at
art and I'll put the brush down, you need to
focus on calculus, where would that have left Picasso? And
it hit me so hard. I called my wife and
I said, we're flying to Austin, Texas. I got to
see this school.
Speaker 2 (01:49):
So we did.
Speaker 3 (01:50):
And Acting Academy is kind of a blend of all
the greatest educational models put under one roof. So after
seeing this, I said, we have to bring this back
to Pittsburgh and we did. And it took a long time,
over a year of you know, going to the Department
of Education and sitting there as I never went to,
(02:11):
you know, school to be a teacher. But I was
in front of twenty six teachers sat around the board
of the you know, on the Apartment of Education. I
had to convince them that I was going to start
a school that was more like a one room schoolhouse.
And they looked at me like I was absolutely crazy.
And we did it.
Speaker 1 (02:26):
You know.
Speaker 3 (02:27):
We started very small in somebody's living room, and then
we expanded to a six hundred square foot suite, which
I said, this is big enough.
Speaker 2 (02:34):
We had twelve.
Speaker 3 (02:35):
Learners there and we maxed that out and the word
started to get out. So then I got a three
thousand square foot suite in Wexford and we maxed that
out at twenty six kids. And now we have a
fifteen thousand square foot building with forty two kids and
constantly growing.
Speaker 1 (02:49):
And when are you going to max that out?
Speaker 3 (02:52):
Well, I would say probably in the next two to
three years. And there's a gorgeous piece of property right
across the street that I would love to build on
and have two different campuses.
Speaker 1 (03:01):
All right, So what what's the secret, sauce? What what
made you are? What what makes them different than maybe
let's start with public schools.
Speaker 3 (03:10):
Yeah, yeah, so what I don't you know? Having three
children of our own, and they're all completely different, different interests,
different learning styles, different motivators. I just never understood how
you put thirty twenty five thirty kids in one room
and teach them the same thing at the same time,
expecting them to pick up things as any other child would.
(03:31):
So what I've found is that you have, you know,
thirty percent to kind of fit that mold, if you will,
and then you have the other seventy percent that are
either behind and frustrated therefore they don't like the learning process,
or they're ahead and they just want to spread their
wings and fly, but they can't because you know, you
have to kind of wait for everybody else to catch up.
So I understand there's like advanced you know, courses and
(03:52):
other things that kids can remain you know, challenged with,
but the over overall I just didn't understand how that
model was.
Speaker 2 (04:00):
So that's one small piece.
Speaker 3 (04:01):
You know, at Actin Academy, we have individualized programs that
learners can test to find out exactly where they are,
and then they can run and we have that they
have their own smart goals on a weekly basis, and
they have you know, running partners, so people that hold
each other accountable. We have contracts that they literally come
up with and sign so that they can follow their
own rules of engagement and making sure that the quality
(04:23):
of what their day looks like is maxed out. We
want to make sure that these learners whatever you know,
I always use the analogy of an orange. We want
to make sure that they squeeze that orange and instead
of learning to know and memorizing things for a test,
which eventually we just kind of dump, in some cases,
you're learning to learn, learning to do, and learning to
be the best version of yourself.
Speaker 1 (04:42):
All right, let's let me start with the basis. Is
this K through twelve pre K through twelve, Oh really,
so it's even before kindergarten four years old. All right,
you have forty forty two students, So how many of
them are you know, pre junior high and some are
you know, in high schoo.
Speaker 3 (05:00):
So our high school program we're going to establish so
acting as a whole. There's about three hundred and fifty
schools worldwide, and so we have the blueprint built out,
built out, but it's not in place just yet. So
we're going to have that launching here in probably the
next eighteen months. But right now, we have our Spark Studio,
which is ages four to seven, which is on one floor,
which every floor there's three floors. They're each five thousand
(05:21):
square feet apiece. Gotcha, So ages four to seven. And
then we have our third floor is both elementary and
middle school, but they're kind of divided. So our middle
school has seven seven learners right now, and then the
elementary has like thirteen or fourteen. And then downstairs, like
I was saying, the Spark studio, there's seventeen or eighteen
so and how many teachers, So there's two teachers for
(05:42):
the Spark studio. But as the learners get older, they
become autonomous learners. So especially if they start at age
four or five, you know, they it takes a little
bit of time for them to understand how they become
autonomous learners and kind of learn at their own pace,
but also accept responsibility.
Speaker 1 (05:58):
Explain thatonymous, yeah, learners, so instead of having on their
own they're on their own.
Speaker 3 (06:04):
Absolutely, instead of having somebody up there saying you need
to do this, you need to you know, as time progresses,
they know what their goals are on a weekly basis,
and so they set their smart goals on a Monday,
and they know, by the end of Friday, I have
to have a minimum of the these goals that are
completed and they can you know, if they're getting their
(06:26):
goals done on Tuesday, then we'll revisit that and say,
are these too lofty of a goal that you set
for yourself. Let's go ahead and stretch the boundaries a
little bit. We want to make sure that they're challenging themselves.
If they're not achieving their goals at all, and they're
struggling with something, then we have systems for that as well.
Speaker 1 (06:40):
Are their tests like a normal public school.
Speaker 2 (06:43):
No, So we learn to mastery.
Speaker 3 (06:44):
So the programs that we utilize you learn to mastery
and you know, making sure that they learn, like what
I don't understand is how can you get a C
in something and then move on to something more complex
and challenging hoping that you know, well, maybe I'll get
it next time.
Speaker 2 (06:58):
So learned to mastery.
Speaker 3 (07:00):
We have a lot of different systems in place that
would allow kids to you know, gain extra help. We
have the Alleghany Intermediary Unit that if there's some sort
of you know, uh issue or deficiency and learning a
certain academic skill. Then they can have a small group
where she will work with them directly to you know,
make sure that they hone in on those skills so
(07:21):
they can go back to their core skills at acting
and it's all done under the same roof, but go
back into their studio and kind of pick up and
now really understand a concept so they don't get frustrated.
Speaker 1 (07:30):
All right, how do you handle bussing and how transportation?
Speaker 3 (07:34):
So we're a nonprofit five oh one C three, So
bussing any as long as your home is within ten
miles of Acting Academy in Wexford, then legally those school
districts have to bust. So we have I think four
different school districts that represent acting. Some parents drop off
and pick up, and we also have like a private
service that would you know parents can pay for as
well outside of acting.
Speaker 2 (07:55):
But yeah, we we.
Speaker 3 (07:57):
Established bussing I think two years ago, and there's bus
is constantly going in and out of Acting picking up
and dropping off.
Speaker 1 (08:02):
All right, So I know every student is different, every
parent situation is different, but I want to talk in generality,
what are some of the reasons why some parents or
students go to acting?
Speaker 2 (08:17):
Yeah, so I hear this a lot.
Speaker 3 (08:19):
So first of all, anybody coming from a homeschool environment
or monasory, it's very difficult to go from someplace or
you're gonna have a lot of flexibility and a lot
of freedom to then go ahead and sit at a
desk and face forward and be given direct instruction. So
that in itself is a subset of our families the others.
Usually by about third grade, I hear from parents all
(08:40):
the time where that spark just went out. Now it's
no longer the love of learning. Now it's a lot
of stress and a lot of work and homework where
kids come home and now they have more work to do,
and it takes away from family time. And now I'm
fighting with my daughter my son constantly trying to make
sure they get it done, and I end up doing
a lot of their work just to make sure that
they stay on track. And it's all this stress starting
(09:01):
in third grade. So what we make sure that is
probably the most important thing for our culture. We have
a very four step process to make sure that it's
the right family, and the final step is to make
sure is to have that learner in our studio for
three to four days to know that it's a very comfortable, warm,
welcoming environment. So culture for me is everything. Johnny, like,
(09:22):
I want to make sure that not only our guides,
which we call them guides and not teachers, not only
do our guides want to be there, but every single
learner that walks in the door.
Speaker 2 (09:33):
It's a choice that you make.
Speaker 3 (09:35):
You don't have to be at acting, but if you're there,
you're going to abide by the contract that you and
your peers put in place. And it's a place where
I want you to want to be every day that
you walk through those doors, because there's going to be challenges,
just like any other business or any other opportunities in life,
You're going to have those difficult days. And if it's
(09:55):
not a place that you want to continuously add value to,
you're going to find a way to you know, misbehavior,
to speak out and so on and so forth. So
we've had numerous incidences where, you know, some people when
they go and gets tough, they go and other people
they realize how badly they want to be there, and
they'll hone up to or own up to whatever it
(10:15):
is that they you know, did, and make sure that
that's not repeated and kind of come back with a
five hundred word essay to their peers saying, I really
apologize for violating the contract that we all put in place.
It's a small micro school, so not too much goes unnoticed,
and they truly want to be there and those are
life changing examples of learning to do and learning to be.
Speaker 1 (10:37):
You mentioned that you have three kids and every child
is different. Do you when it comes to acton do
you have an individual plan for each child?
Speaker 3 (10:48):
So utilizing technology, So in our Spark studio we do
a lot of montessory hands on work, but then as
the elementary and middle school, we have programs that have
been around for thirty some years, but utilize AI to
make sure that you know learners are they kind of
test in. They do a map assessment to see exactly
where they currently are, and then you pick up from
(11:08):
there and that map assessment is repeated not only at
the beginning and the end of year, but also around
Christmas time.
Speaker 1 (11:13):
All right, yeah, let me's that leads me to my
next question. What are some of the results that you
have seen over the course of seven years.
Speaker 3 (11:21):
We've had So I interviewed a learner that said mister Ronnie,
I just don't. I don't want homework which we don't have.
We work really hard throughout the day, and I want
to be two great levels ahead in math because I'm
really smart at math. But I just don't, you know,
in the traditional system, I'm being held back and I
get bored. So I want to be able to run.
And so whatever the goals are, we have journey meetings
(11:42):
with families, sorry, the parents, the guide and the learner,
and so three times a year we sit down for
you know, twenty thirty forty minutes and you kind of
see exactly the goals that they laid out where they're
achieving them, not only just from the academic side, but
just from you know, have you been squad leader yet?
Are you part of our town council? Are you upholding
your end of the contract? Are you disrupting it all
(12:05):
during the socratic discussions that we launch with in the
morning to get the creative juices flowing? Are you, you know,
have you increased confidence in this aspect or that it
just it's a very holistic way of looking at the
entire educational model, and the results are exactly what you
put into it. It's no different to me, Like I've
worked for a lot of startup medical device companies and
(12:25):
every time we go, you know, it's you start off
by bringing together some of the brightest minds that have
done this for many years, and you put together a plan,
and then you trip all over yourself, and then you
come back together for another meeting and you say, Okay,
that didn't work.
Speaker 2 (12:41):
This did work.
Speaker 3 (12:41):
Let's go ahead and focus on this path, and then
you just kind of tailor it as it goes. And
that's what we've done over the last six years to
where now it's like it's a very well oiled machine,
to where the learners that are there really uphold the
culture and then everybody knew that comes in adapts to
that culture because they they know how cherished it is.
Speaker 1 (13:01):
You talked about holistic, but then you mentioned a number
of different facets that's a part of acting, and none
of that is the atmosphere a public school. So what
you do is not only different, but completely different.
Speaker 2 (13:14):
It is we literally turned the system upside down and
shook it.
Speaker 1 (13:19):
And which what are the results? What are the results
from that you've seen over the last seven years.
Speaker 3 (13:25):
I'll tell you it's my kids alone so at the
end of we have sessions and they're five or six weeks,
and we don't have report cards, but we have exhibitions.
All the families get together and we have a podium
in the front and a wireless mic and a speaker,
and the kids themselves not only discuss what it is
that they achieved in the last five or six weeks,
but they'll do a debate or they'll do a presentation
(13:48):
and literally look the audience in the eye, and a
lot of these parents, like I cannot believe that my
eleven year old is giving a presentation in front of
seventy strangers or seventy parents who they don't always see.
Maybe a pickup up here there, sure, but that in
itself my recipe for any job I've ever had in
my life, or any business I've ever started, all comes
(14:09):
down to confidence and if you can, if you can
have a growth mindset and you allow yourself the opportunity
to fail, fall fast, don't quit, pick up the pieces
and keep going. That's the kind of mindset that we're
looking for. If it's a victim mindset and you're like,
you know, it's your fault that I didn't do this,
or he keeps disrupting me, or you know, I'm not
(14:32):
allowed to do whatever. That's you're not going to go
too far too soon. So we want to make sure
that our learners have that. So from a progress standpoint,
every single one of my kids has achieved things that don't.
I can't say they wouldn't have achieved it if they
were anywhere else because it's very hard to run that analysis.
But at the same time, I've seen their growth over
time and their compassion and their academic skills and their
(14:57):
confidence that they have standing in front of others. It's
I don't know.
Speaker 2 (15:01):
To me.
Speaker 3 (15:02):
When we have parents that come through our school, we
almost rephrased our branding to the school you wish you
went to, because every parent that walks through there says, now,
this is what school should look like. If I would
have gone through an environment like this, I wonder how
my life would have changed. And So, going back to
that conversation I had with my wife coming home from
a Steeler game, I said in the first podcast I
(15:23):
ever did back in twenty eighteen, that I literally I said,
I believe that AI is going to take over forty
to fifty percent of the jobs that exist right now
in the next ten years. And at the time, everybody said,
what is AI what does that stand for? And I said,
you'll see it's coming. And so if you're learning to
know a certain skill and that's all you know, say
for instance, accounting, and now you're replaced by software, Now
(15:46):
what do you do? So I feel like, you know,
going through changes, going through different dynamics, going through different
Socratic discussions, going through different quests that we have, and
trying to figure out real world problems and putting yourself
in the shoes of the world's you know, best architects
as you're going through an architect quest and building out
(16:07):
your favorite home or your favorite school and drawing the
blueprints and building it from a three D mont like
those are things that I think allow to mold both
the left and the right side of the brain, to
make that more of a holistic experience, to you know,
bring out the best version of you that you have.
And there's always going to be struggles along the way,
but you just got to keep the grind.
Speaker 2 (16:28):
You got to keep moving, You got to keep moving.
Speaker 1 (16:29):
All right, So what did you do prior to that
Steeler game? Did you and did you ever think that
you would venture into education.
Speaker 2 (16:37):
No, no, no.
Speaker 1 (16:39):
I I.
Speaker 3 (16:41):
As a person, I don't want to say I've always
challenged the norm, but I have always and it's not
because I want to go against you know, what everybody
else does. It's just if it doesn't feel right in
my gut, I won't do it. So I've always been
kind of an outside the box thinker always. And we've tried.
(17:01):
We tried public school, we tried private school. I tried Monassory,
which we love, the Montesssory, like I had said earlier,
but when they closed their doors, it was almost as
if there's a greater calling for me to like, Okay,
if what I want doesn't exist, we have to build it.
Speaker 2 (17:18):
And I'll be honest. When I told my.
Speaker 3 (17:19):
Wife we have two options. We either build this school
removed to Texas. She said, well, how do we build
it because we have a lot of family here and
I said, okay, that's fine. So it's no different than
what we do would act and I say this all
the time.
Speaker 2 (17:32):
If I would have known what it took.
Speaker 3 (17:34):
To start a school and the stress, and this is
my part time gig, I would have never started because
it's so much work. But when you have a passion
and a calling for something, you keep grinding and once
you get in the middle of it, it's the point
of no return. Like people say, well, what are you
going to do if it fails, And I said, Failure's
(17:55):
not an option. I have three kids here. Now I'm
responsible for twenty seven other families. If one family's tough,
imagine twenty seven others. So now we have entrepreneurs coming here,
we have people coming in from other countries. I've had
professional athletes who enroll their children at our school that
literally come up to me. And I never thought I'd
be in a situation where Pittsburgh Penguin would come up
to me and say, Ronnie, I just want to tell
(18:15):
you I got my daughter back, So thank you for this,
because the stress that she had prior to is just
it was crazy.
Speaker 2 (18:24):
It was it was a huge burden on their family.
Speaker 1 (18:26):
Now, listen, I can sympathize with public schools. You have
a large group of individuals coming to the school and
it's it's use an old cliche, it's like hurting cats
and you're putting in you you have to put them
in boxes almost, and the classrooms aren't getting smaller and
(18:47):
the workload on the teachers aren't getting smaller, and so
I sympathize. Sure, I also know that that particular system
is failing our nation. And the attitude of it's just
it is what it is isn't good enough. And for
(19:08):
somebody to come in and say, listen this. You said,
you're a rule breaker. You you don't like the norm.
You But I would never imagine that. I if I
was like, I've had issues with public education with my
own children, I never never, I mean never thought, hey,
(19:28):
I'm going to create my own school for my kids.
Speaker 2 (19:32):
It's crazy, isn't it.
Speaker 1 (19:33):
I'm glad you said it, because I was going to
call you crazy, but you had that is kind of
a crazy thing, though.
Speaker 2 (19:39):
Right well it is.
Speaker 3 (19:41):
And literally I moved next to the public school that
we because we wanted to enroller. I could zip, I
could zipline my kids to this par and it's literally
they could walk to school if they chose to. But yeah,
it's crazy. You know, I had very close friends of
mine because you know, it's not cheap. Got to get
a building, you got to change the code if you
(20:02):
have to. You got to you know, hire teachers and utilities.
And I mean, it just it adds up quickly, and
my friends are like, this is one of the dumbest
things you've ever done, you know, eight years ago, and
so now they're like, wow, I what you have accomplished
and the families that you brought together. And it was
never like, you know, the more people tell me that
(20:23):
I'm crazy, that the more I know I'm on the
right track. It's I don't know, I'm just wired differently.
Thanks to my parents. They're entrepreneurs, and I would call
them every morning and say and just would talk through problems,
and they're like, we we've been here, you know, we
can kind of help guide you along these these these
paths of what you're going to expect. I've never been
intimidated by people saying this is crazy. I always make
(20:46):
a joke and say, my friends used to call me crazy.
Now they just call me. But it's gotten to that point,
I guess where it's like, you know, now I have
public school teachers who have children that they're calling me saying, look,
just full time transparency. We're both in the public education
sector and we want to enroll our kids in your school.
Speaker 2 (21:05):
And I said, that's all the validation I ever needed
in full.
Speaker 1 (21:08):
Uh, you know, to divulge everything. You went to public school,
it did, and you went to a school that my
father taught at that's there was a public school teacher.
So you went through the public school system. Yeah, knowing
what you know now, would you go to acting as
(21:30):
opposed to.
Speaker 2 (21:30):
One hundred percent? Yeah? It fits me. I beat to
my own you know, drum to my own beat. Is
that what you're trying to say?
Speaker 1 (21:40):
Only somebody who who beats beats there a different drum
or whatever that that that that the analogy is, Yeah,
that fits. So, knowing what you know now, you would
have done that differently. But the schools like that acting
didn't exist back then.
Speaker 3 (21:56):
It didn't And it's everything evolves over time, you know, know,
like Henry Ford once said, if I would ask people
what they wanted, they would set faster horses. And so
it's like, you know, if I said, I could have
gone to every board or the board of the school
district that I reside in and say, you know, we
need to change education. We need to and it ultimately
(22:18):
comes down to where the funding comes from. To be
very honest with you, So I don't know what they
can change, what they can't change. And when you have
such a large I mean there's homes going up everywhere,
when you have such a large footprint that you're trying
to squeeze into a classroom. To your point, I don't
blame the educational system. It's very challenging. It's just I
don't agree that every child fits.
Speaker 2 (22:40):
In in that mold.
Speaker 3 (22:41):
So what we did was just kind of change everything
to run it like a small startup. I mean, we
don't have desks that have the chairs welded to the
desks like I did. You know whenever I graduated with
eighty some kids at Shinango High School, we have a
more of a studio vibe, you know what I mean.
We have our own podcast studio in our school because
my son Nico wanted to start his own podcast and
(23:02):
so I said, well, let's just build one here. So
on the second floor we have our own podcast studio
with you know, the cameras and the TV. And it's
not as nice as the studio we're in now, but
it's getting there.
Speaker 1 (23:12):
That's nice.
Speaker 3 (23:12):
And so you know, if kids want to learn how
to do media and you know, chop up their stuff
and edit it. I mean, we have our parents that
are involved in our community have small businesses. I said,
just use the studio, get the content out there if
that's what you choose to do. So things that people
have talked about in the past starting their own podcast studio.
I wish there was a school where I'm just not
(23:33):
that person that sits on my hands and says, well,
as soon as somebody creates it, will n'roll. Sometimes I
do wish that somebody else would would have done this
and picked up the giant burden, but I was. I
was in the situation where I could do it. We
started small, and here we are and I'll be curious
to see where we're at in three years.
Speaker 1 (23:50):
Well, she then go high school barely had running water,
let alone all podcast.
Speaker 2 (23:56):
It worked. It worked at the time. And again I'm
not gonna.
Speaker 1 (23:59):
Well, that's a Wilmington grad just picking on my school rival.
That's right, all right. So you told me about the
genesis of your school, But tell me the genesis of
Acton because I want to. I'm curious about how that
school in Texas got started. Do you know that I
do so.
Speaker 3 (24:15):
Jeff and Laura Sandafer were the founders and similar to
my story, almost identical their children went to private school
and it was the best private school in the area.
And then they went to a Monasory school. Actually they
went to Montessori first, then a private school, and then
after sixth grade is whenever that program stopped.
Speaker 2 (24:35):
And that's what happens.
Speaker 3 (24:36):
And a lot of these private are maybe not private,
but Monassory schools. Parents love them, but after six seventh,
sometimes eighth grade, they stop.
Speaker 2 (24:44):
And it's very difficult.
Speaker 3 (24:46):
It's like being an entrepreneur and running your own business
and then saying, Okay, you're gonna have to sit in
a cubicle for the rest of your life. Not too
many can do it, so it's a giant challenge. So
Jeff and Laura Sanderfer sat with their childl's teacher, and
they said, I just can't, in my good conscience, I
cannot have them go to a public school. And the
(25:09):
teacher kind of buried his head and he said, I
don't blame you, he said. And I went home that
day and I said, Laura, I don't know what it
is that we're going to do, but we're either going
to homeschool, start our own school, but we're not sending
our kids to public school. And that's kind of the
genesis of Actin. So they started lord Acton was kind
of the motivation behind the name. But what they did
(25:30):
was start to research. They talked to sal Kan from
kN Academy, They talked to a lot of different folks
as to what can we do to put together the
best possible resources for a holistic version of education where
again you're learning to learn, learning to do, and learning
to be under one roof. And so they never marketed Acton,
but there was a family that came in I think
they lived in Honolulu and they were passing by and
(25:53):
they were there for a week or something, and they
had asked Jeff if it was okay for their child
to join Actin for that week that they or they're visiting,
and they did, and he said, okay, I can't. I
have my business in Hawaii, I can't move here, but
please give me the recipe for this. And so Jeff
and Laura went through and they said, okay, here are
the steps, and it just kind of organically took off
(26:14):
from there, where you have entrepreneurs, teachers who have been
in the system for a long time. They're like, we
know something's broken, but we need more of a blueprint
as to how to start something like this from create
an LLC or decide if you want to be you know,
for profit or not for profit, find a building, make
sure the zoning and the coding. I mean they put
(26:34):
together a four hundred card deck that every day go
through ten cards and achieve those things in order to
start a school. It's very difficult, especially in Pennsylvania. So
that was the genesis of ACT and it started to
catch fire. They never marketed it. And you know, now,
like I said, there's three hundred and fifty schools. There's
(26:55):
a giant process to go through where they get thousands,
tens of thousands of applications a month, and they said,
you would not believe how many people stop right after
the first part because it's so difficult as to you know,
how to They want to make sure that you're fully
bought in and you're not just going to open one
and then close it. And it happens, but they do
their due diligence, just like we do with every single family,
(27:16):
to make sure it's quality or quantity.
Speaker 1 (27:18):
Is there any school that is remotely similar to what
you do in the greater Pittsburgh area.
Speaker 3 (27:24):
No, not that I'm aware of. I know there's alpha
schools out there, but nothing in Pennsylvania yet. But I
think this micro school model is starting to catch on,
and we were the first ones in Pennsylvania.
Speaker 2 (27:36):
I think there's seven now.
Speaker 3 (27:38):
So I try to consult a lot of those that
because I went through, like I said, a very you know,
rigorous process and sitting in front of the Department of
Education is one of the most intimidating things I've ever
done in my.
Speaker 2 (27:48):
Life because it's it just was.
Speaker 3 (27:51):
And so they reached out to me saying, Okay, how
did you get through that process?
Speaker 2 (27:54):
What did you do?
Speaker 3 (27:55):
And so we'd share notes and that's kind of, you know,
how we built our tribe. And now there's just you know,
like I said, I think there's seven or eight in
Pennsylvania alone, no nobody else in the Pittsburgh market.
Speaker 2 (28:07):
But yeah, that's Uh.
Speaker 1 (28:09):
You're obviously a very motivated and passionate kind of guy,
so I know it's not going to end here. What's
what do you look what are you looking forward to
the future, What do you would what are some of
your ultimate goals?
Speaker 3 (28:23):
What I would love is to build a campus on land,
you know, on a on a you know, ten acre
piece of land where we have you know, maybe we
have our own uh greenhouse or garden. We have our
own podcast studio that's kind of separate. We have sports
if you choose to play sports, but uh, you know,
maybe uh a kitchen where we have you know, awesome
(28:46):
organic foods, juice bars, whatever it might be. I want
a holistic for almost I call it like a holistic
mall for education. And we have a giant building right
now that we're building into that. But once this completely
max is out, I either buy the piece of property
across the street and continue to build and put like
our middle school and launchpad in there, because I know that,
(29:09):
you know, we're going to need more space eventually. Ultimately
I would love because a lot of our learners go
through an entrepreneur quest. We also have a children's business
fair where both kids from inside of acting and outside
of act and get a six foot table and a tent,
and we fill up our parking lot and give away
a thousand dollars in cash prizes and people's choice awards,
(29:31):
and you know, we invite the community to kind of
buy their goods and services. You know, we had a
young five year old that was practicing his pitch because
we have one hundred dollars out for the best pitch.
And he brought his chickens to the school and a
cage and you could feed them, and he was given
away fresh you know, eggs, and he sold out in
thirty five minutes. And the whole event was three hours long.
(29:53):
And I said, don't stop selling, just go ahead and
take orders and you can use the school as a
pick up and drop off. And he said, mister Ronnie,
this is great. But his said, you know, he practiced
this pitch over and over again, and the first person
that came up to him, he went completely blank. But
after about the third he said, the confidence that I
can see and he got teary eyt he said, the
confidence I can see in my child after he got
(30:15):
used to this process was just worth everything. He said, Ronnie,
this is the most amazing event. So what I ultimately
getting back to your question, I love entrepreneurship and I
would love to have I've met so many awesome people
through this process, whether their parents or business owners that
want to contribute to our scholarship fund. I want to
(30:36):
have almost like a shark tank for some of these
learners that are coming out of the launchpad to be
able to say, here's my idea, this is what I'd
like to do in my life, and be able to
have a rolodex of people to sit there to say,
let me help you, here's some seed money, here's some direction.
I can connect you to this person, to that person,
and just allow them the opportunity to fulfill their God
given talents and focus on their NGA, their next great adventure.
(31:00):
I think that's what's most important. As you go through
this hero's journey, you always face these challenges where it
seems like the road is ending, the lights are dim,
it's very very challenging, nobody's here to save you. And
then all of a sudden, the next day, something happens
that just shows a little bit of light. And as
you swing from six o'clock to nine o'clock, and all
(31:20):
of a sudden, the door's open and you find somebody
else who can help kind of lift you up. And
you go through the cycle over and over and over
again in life. But it's not the same track. It's
just a little bit wider than the previous. Does that
make sense?
Speaker 1 (31:31):
Yeah?
Speaker 3 (31:32):
Absolutely, And so I really would love to create that
environment where we can help these learners differentiate themselves as
the world is changing and maximize their true calling and potential,
because without passion in life, you're just kind of you know,
you're not fulfilling your God given talents.
Speaker 2 (31:49):
All right.
Speaker 1 (31:50):
If somebody's interested in acting or maybe exploring your school,
what's the process and how do they get a hold
of you?
Speaker 2 (31:57):
Yeah, so.
Speaker 3 (31:59):
We'll start by just talking with the parents. So I
just had a call on my way here. So you
speak with the parents just to make sure and whenever
the mommy and the dad are on the call at
the same time, you're halfway there, because I want to
make sure that dads are just as involved in this
process as moms. And whenever that's not the case, I
can tell you what the result is going to be
at the end. So the first step is to make
sure that we align. You know what I mean, that
(32:21):
I know what they're looking for where you currently what's missing?
Can we fill that gap for your child? And then
the parents will come in without the children during a
day we're acting as in session and it's usually an
hour long tour. Will give them a tour of every
single studio and at the end I want to ask them, Okay,
what did you expect to see and what did you see?
So I want to make sure that that's aligned. And
(32:43):
then after that they'll fill out a family application that'll
just allow me to share all of those results and
what they're looking for with our team, and then their
learner will come in for a minimum of three days.
And I know it's tough if they're coming out of
public school. Nobody wants to get behind in their work
or whatever, but it's a require that you have to
be there for at least three days to make sure
and they'll know after three days I want to be here.
(33:06):
And sometimes, Johnny, we have people that come in March
to enroll in September and after those three days, they're like,
can I please just start now? That's what we see
ninety nine percent of the time. And I warn every
family that if you're not ready for your kid to
want to be here, just wait until you're ready to
make that switch, because it's it's some it's a it's
a culture that we it's a very attractive culture.
Speaker 2 (33:30):
I guess, is what I'll say.
Speaker 1 (33:30):
And what's the best way to contact you guys?
Speaker 2 (33:33):
So I just go to actin Academy Pittsburgh dot com.
Speaker 3 (33:36):
And you know, there's a you can there's our email
addresses admin at act in Pittsburgh dot com and then
that'll start the process. We have a you know, a
software that'll kind of give you more information about what
a day in the life of an acting learner is like,
and then we'll start that in those conversations.
Speaker 1 (33:51):
All right, before we leave, I do want to address
something your co founder. Who's your other co founder?
Speaker 2 (33:57):
That's my wife, Megan.
Speaker 1 (33:58):
Yeah, tell me about her.
Speaker 3 (34:00):
Well, Megan knew, you know when we first got married.
We just celebrated our sixteenth anniversary and we got married.
All I remember telling her was I don't know what
our life is going to look like, but I can
promise you it's not going to be normal. And she
went along for the ride, not lie. And so you know,
(34:22):
look in the early phases of this of this school,
you know, there were times where we both scratch our
head and she's like, can't we just be normal?
Speaker 2 (34:30):
And I said, no, no, we can't. So she is
my rock.
Speaker 3 (34:35):
She's my biggest supporter, Between my wife and my parents.
I don't know where I'd be if it wasn't for
those conversations that I had every single day. The team
that we have at acting and it's not something that
I say lightly because I've gone through a decent amount
of people in the past. I want to say decent,
maybe three or four, but it's a small school. But
(34:56):
the team we have now, I've never hard worked, passionate
people who just mesh really really well together and want
the best for every single person that's in that space,
and that to me is probably more important than anything.
Speaker 1 (35:12):
Well, I think you're onto something and I wish you
all the best, and this has been an absolute pleasure. Ronnie,
thank you so much.
Speaker 2 (35:18):
Thanks Johnny.
Speaker 1 (35:19):
Ronnie Esposito, co founder of actin Academy Pittsburgh, definitely a
CEO you should Know. Thanks for stopping by. Thank you.
This has been the CEOs you Should Know podcast, showcasing
businesses that are driving our regional economy. Part of iHeartMedia's
commitment to the communities we serve. I'm Johnny Hertwell, thank
you so much for listening.
And welcome in. This is the CEO's used No podcast.
I'm your host, Johnny Hartwell, let's say alo to Ronnie Esposito,
co founder of Actin Academy Pittsburgh. Thank you for joining me.
Speaker 2 (00:13):
Absolutely glad to be here.
Speaker 1 (00:14):
So tell us everything we need to know about your school.
Speaker 3 (00:16):
Yeah, so it was probably about seven years ago. We
were actually coming home from a Steeler game. I told
my wife, you know, we were listening to a podcast
and I said, you know, Megan school, the world has
changed so much, but education estate relatively flat, and so
we were kind of embarking on our own journey. My daughter,
(00:37):
who's fourteen now, was you know, six at the time,
and we were trying to figure out, like, what is.
Speaker 2 (00:42):
The best fit for her.
Speaker 3 (00:43):
We moved close to a public school and it wasn't
really working out well, just a stack of worksheets in kindergarten,
and I think the stress was already starting to mount
at such a young age, and so we tried the
Montessori route, which was absolutely awesome. We love Montassori, but
shortly after we enrolled my daughter, they closed their doors.
And so there have been so many things that have
(01:06):
led to me wondering you know, how do I pick
up these pieces? So a long story short, I was
listening to a podcast with It was called the Bulletproof
Executive Podcast, and there was a CEO ironically that was
on the show and he was talking about you know,
leading by example and where you know, kids can find
their true calling and passion in life. And he said,
(01:28):
my kids go to a school called Actin Academy. It's
in Austin, Texas.
Speaker 2 (01:32):
And he said.
Speaker 3 (01:33):
The one quote that got me, Johnny was whenever he said,
you know, if Picasso's teacher said you're really good at
art and I'll put the brush down, you need to
focus on calculus, where would that have left Picasso? And
it hit me so hard. I called my wife and
I said, we're flying to Austin, Texas. I got to
see this school.
Speaker 2 (01:49):
So we did.
Speaker 3 (01:50):
And Acting Academy is kind of a blend of all
the greatest educational models put under one roof. So after
seeing this, I said, we have to bring this back
to Pittsburgh and we did. And it took a long time,
over a year of you know, going to the Department
of Education and sitting there as I never went to,
(02:11):
you know, school to be a teacher. But I was
in front of twenty six teachers sat around the board
of the you know, on the Apartment of Education. I
had to convince them that I was going to start
a school that was more like a one room schoolhouse.
And they looked at me like I was absolutely crazy.
And we did it.
Speaker 1 (02:26):
You know.
Speaker 3 (02:27):
We started very small in somebody's living room, and then
we expanded to a six hundred square foot suite, which
I said, this is big enough.
Speaker 2 (02:34):
We had twelve.
Speaker 3 (02:35):
Learners there and we maxed that out and the word
started to get out. So then I got a three
thousand square foot suite in Wexford and we maxed that
out at twenty six kids. And now we have a
fifteen thousand square foot building with forty two kids and
constantly growing.
Speaker 1 (02:49):
And when are you going to max that out?
Speaker 3 (02:52):
Well, I would say probably in the next two to
three years. And there's a gorgeous piece of property right
across the street that I would love to build on
and have two different campuses.
Speaker 1 (03:01):
All right, So what what's the secret, sauce? What what
made you are? What what makes them different than maybe
let's start with public schools.
Speaker 3 (03:10):
Yeah, yeah, so what I don't you know? Having three
children of our own, and they're all completely different, different interests,
different learning styles, different motivators. I just never understood how
you put thirty twenty five thirty kids in one room
and teach them the same thing at the same time,
expecting them to pick up things as any other child would.
(03:31):
So what I've found is that you have, you know,
thirty percent to kind of fit that mold, if you will,
and then you have the other seventy percent that are
either behind and frustrated therefore they don't like the learning process,
or they're ahead and they just want to spread their
wings and fly, but they can't because you know, you
have to kind of wait for everybody else to catch up.
So I understand there's like advanced you know, courses and
(03:52):
other things that kids can remain you know, challenged with,
but the over overall I just didn't understand how that
model was.
Speaker 2 (04:00):
So that's one small piece.
Speaker 3 (04:01):
You know, at Actin Academy, we have individualized programs that
learners can test to find out exactly where they are,
and then they can run and we have that they
have their own smart goals on a weekly basis, and
they have you know, running partners, so people that hold
each other accountable. We have contracts that they literally come
up with and sign so that they can follow their
own rules of engagement and making sure that the quality
(04:23):
of what their day looks like is maxed out. We
want to make sure that these learners whatever you know,
I always use the analogy of an orange. We want
to make sure that they squeeze that orange and instead
of learning to know and memorizing things for a test,
which eventually we just kind of dump, in some cases,
you're learning to learn, learning to do, and learning to
be the best version of yourself.
Speaker 1 (04:42):
All right, let's let me start with the basis. Is
this K through twelve pre K through twelve, Oh really,
so it's even before kindergarten four years old. All right,
you have forty forty two students, So how many of
them are you know, pre junior high and some are
you know, in high schoo.
Speaker 3 (05:00):
So our high school program we're going to establish so
acting as a whole. There's about three hundred and fifty
schools worldwide, and so we have the blueprint built out,
built out, but it's not in place just yet. So
we're going to have that launching here in probably the
next eighteen months. But right now, we have our Spark Studio,
which is ages four to seven, which is on one floor,
which every floor there's three floors. They're each five thousand
(05:21):
square feet apiece. Gotcha, So ages four to seven. And
then we have our third floor is both elementary and
middle school, but they're kind of divided. So our middle
school has seven seven learners right now, and then the
elementary has like thirteen or fourteen. And then downstairs, like
I was saying, the Spark studio, there's seventeen or eighteen
so and how many teachers, So there's two teachers for
(05:42):
the Spark studio. But as the learners get older, they
become autonomous learners. So especially if they start at age
four or five, you know, they it takes a little
bit of time for them to understand how they become
autonomous learners and kind of learn at their own pace,
but also accept responsibility.
Speaker 1 (05:58):
Explain thatonymous, yeah, learners, so instead of having on their
own they're on their own.
Speaker 3 (06:04):
Absolutely, instead of having somebody up there saying you need
to do this, you need to you know, as time progresses,
they know what their goals are on a weekly basis,
and so they set their smart goals on a Monday,
and they know, by the end of Friday, I have
to have a minimum of the these goals that are
completed and they can you know, if they're getting their
(06:26):
goals done on Tuesday, then we'll revisit that and say,
are these too lofty of a goal that you set
for yourself. Let's go ahead and stretch the boundaries a
little bit. We want to make sure that they're challenging themselves.
If they're not achieving their goals at all, and they're
struggling with something, then we have systems for that as well.
Speaker 1 (06:40):
Are their tests like a normal public school.
Speaker 2 (06:43):
No, So we learn to mastery.
Speaker 3 (06:44):
So the programs that we utilize you learn to mastery
and you know, making sure that they learn, like what
I don't understand is how can you get a C
in something and then move on to something more complex
and challenging hoping that you know, well, maybe I'll get
it next time.
Speaker 2 (06:58):
So learned to mastery.
Speaker 3 (07:00):
We have a lot of different systems in place that
would allow kids to you know, gain extra help. We
have the Alleghany Intermediary Unit that if there's some sort
of you know, uh issue or deficiency and learning a
certain academic skill. Then they can have a small group
where she will work with them directly to you know,
make sure that they hone in on those skills so
(07:21):
they can go back to their core skills at acting
and it's all done under the same roof, but go
back into their studio and kind of pick up and
now really understand a concept so they don't get frustrated.
Speaker 1 (07:30):
All right, how do you handle bussing and how transportation?
Speaker 3 (07:34):
So we're a nonprofit five oh one C three, So
bussing any as long as your home is within ten
miles of Acting Academy in Wexford, then legally those school
districts have to bust. So we have I think four
different school districts that represent acting. Some parents drop off
and pick up, and we also have like a private
service that would you know parents can pay for as
well outside of acting.
Speaker 2 (07:55):
But yeah, we we.
Speaker 3 (07:57):
Established bussing I think two years ago, and there's bus
is constantly going in and out of Acting picking up
and dropping off.
Speaker 1 (08:02):
All right, So I know every student is different, every
parent situation is different, but I want to talk in generality,
what are some of the reasons why some parents or
students go to acting?
Speaker 2 (08:17):
Yeah, so I hear this a lot.
Speaker 3 (08:19):
So first of all, anybody coming from a homeschool environment
or monasory, it's very difficult to go from someplace or
you're gonna have a lot of flexibility and a lot
of freedom to then go ahead and sit at a
desk and face forward and be given direct instruction. So
that in itself is a subset of our families the others.
Usually by about third grade, I hear from parents all
(08:40):
the time where that spark just went out. Now it's
no longer the love of learning. Now it's a lot
of stress and a lot of work and homework where
kids come home and now they have more work to do,
and it takes away from family time. And now I'm
fighting with my daughter my son constantly trying to make
sure they get it done, and I end up doing
a lot of their work just to make sure that
they stay on track. And it's all this stress starting
(09:01):
in third grade. So what we make sure that is
probably the most important thing for our culture. We have
a very four step process to make sure that it's
the right family, and the final step is to make
sure is to have that learner in our studio for
three to four days to know that it's a very comfortable, warm,
welcoming environment. So culture for me is everything. Johnny, like,
(09:22):
I want to make sure that not only our guides,
which we call them guides and not teachers, not only
do our guides want to be there, but every single
learner that walks in the door.
Speaker 2 (09:33):
It's a choice that you make.
Speaker 3 (09:35):
You don't have to be at acting, but if you're there,
you're going to abide by the contract that you and
your peers put in place. And it's a place where
I want you to want to be every day that
you walk through those doors, because there's going to be challenges,
just like any other business or any other opportunities in life,
You're going to have those difficult days. And if it's
(09:55):
not a place that you want to continuously add value to,
you're going to find a way to you know, misbehavior,
to speak out and so on and so forth. So
we've had numerous incidences where, you know, some people when
they go and gets tough, they go and other people
they realize how badly they want to be there, and
they'll hone up to or own up to whatever it
(10:15):
is that they you know, did, and make sure that
that's not repeated and kind of come back with a
five hundred word essay to their peers saying, I really
apologize for violating the contract that we all put in place.
It's a small micro school, so not too much goes unnoticed,
and they truly want to be there and those are
life changing examples of learning to do and learning to be.
Speaker 1 (10:37):
You mentioned that you have three kids and every child
is different. Do you when it comes to acton do
you have an individual plan for each child?
Speaker 3 (10:48):
So utilizing technology, So in our Spark studio we do
a lot of montessory hands on work, but then as
the elementary and middle school, we have programs that have
been around for thirty some years, but utilize AI to
make sure that you know learners are they kind of
test in. They do a map assessment to see exactly
where they currently are, and then you pick up from
(11:08):
there and that map assessment is repeated not only at
the beginning and the end of year, but also around
Christmas time.
Speaker 1 (11:13):
All right, yeah, let me's that leads me to my
next question. What are some of the results that you
have seen over the course of seven years.
Speaker 3 (11:21):
We've had So I interviewed a learner that said mister Ronnie,
I just don't. I don't want homework which we don't have.
We work really hard throughout the day, and I want
to be two great levels ahead in math because I'm
really smart at math. But I just don't, you know,
in the traditional system, I'm being held back and I
get bored. So I want to be able to run.
And so whatever the goals are, we have journey meetings
(11:42):
with families, sorry, the parents, the guide and the learner,
and so three times a year we sit down for
you know, twenty thirty forty minutes and you kind of
see exactly the goals that they laid out where they're
achieving them, not only just from the academic side, but
just from you know, have you been squad leader yet?
Are you part of our town council? Are you upholding
your end of the contract? Are you disrupting it all
(12:05):
during the socratic discussions that we launch with in the
morning to get the creative juices flowing? Are you, you know,
have you increased confidence in this aspect or that it
just it's a very holistic way of looking at the
entire educational model, and the results are exactly what you
put into it. It's no different to me, Like I've
worked for a lot of startup medical device companies and
(12:25):
every time we go, you know, it's you start off
by bringing together some of the brightest minds that have
done this for many years, and you put together a plan,
and then you trip all over yourself, and then you
come back together for another meeting and you say, Okay,
that didn't work.
Speaker 2 (12:41):
This did work.
Speaker 3 (12:41):
Let's go ahead and focus on this path, and then
you just kind of tailor it as it goes. And
that's what we've done over the last six years to
where now it's like it's a very well oiled machine,
to where the learners that are there really uphold the
culture and then everybody knew that comes in adapts to
that culture because they they know how cherished it is.
Speaker 1 (13:01):
You talked about holistic, but then you mentioned a number
of different facets that's a part of acting, and none
of that is the atmosphere a public school. So what
you do is not only different, but completely different.
Speaker 2 (13:14):
It is we literally turned the system upside down and
shook it.
Speaker 1 (13:19):
And which what are the results? What are the results
from that you've seen over the last seven years.
Speaker 3 (13:25):
I'll tell you it's my kids alone so at the
end of we have sessions and they're five or six weeks,
and we don't have report cards, but we have exhibitions.
All the families get together and we have a podium
in the front and a wireless mic and a speaker,
and the kids themselves not only discuss what it is
that they achieved in the last five or six weeks,
but they'll do a debate or they'll do a presentation
(13:48):
and literally look the audience in the eye, and a
lot of these parents, like I cannot believe that my
eleven year old is giving a presentation in front of
seventy strangers or seventy parents who they don't always see.
Maybe a pickup up here there, sure, but that in
itself my recipe for any job I've ever had in
my life, or any business I've ever started, all comes
(14:09):
down to confidence and if you can, if you can
have a growth mindset and you allow yourself the opportunity
to fail, fall fast, don't quit, pick up the pieces
and keep going. That's the kind of mindset that we're
looking for. If it's a victim mindset and you're like,
you know, it's your fault that I didn't do this,
or he keeps disrupting me, or you know, I'm not
(14:32):
allowed to do whatever. That's you're not going to go
too far too soon. So we want to make sure
that our learners have that. So from a progress standpoint,
every single one of my kids has achieved things that don't.
I can't say they wouldn't have achieved it if they
were anywhere else because it's very hard to run that analysis.
But at the same time, I've seen their growth over
time and their compassion and their academic skills and their
(14:57):
confidence that they have standing in front of others. It's
I don't know.
Speaker 2 (15:01):
To me.
Speaker 3 (15:02):
When we have parents that come through our school, we
almost rephrased our branding to the school you wish you
went to, because every parent that walks through there says, now,
this is what school should look like. If I would
have gone through an environment like this, I wonder how
my life would have changed. And So, going back to
that conversation I had with my wife coming home from
a Steeler game, I said in the first podcast I
(15:23):
ever did back in twenty eighteen, that I literally I said,
I believe that AI is going to take over forty
to fifty percent of the jobs that exist right now
in the next ten years. And at the time, everybody said,
what is AI what does that stand for? And I said,
you'll see it's coming. And so if you're learning to
know a certain skill and that's all you know, say
for instance, accounting, and now you're replaced by software, Now
(15:46):
what do you do? So I feel like, you know,
going through changes, going through different dynamics, going through different
Socratic discussions, going through different quests that we have, and
trying to figure out real world problems and putting yourself
in the shoes of the world's you know, best architects
as you're going through an architect quest and building out
(16:07):
your favorite home or your favorite school and drawing the
blueprints and building it from a three D mont like
those are things that I think allow to mold both
the left and the right side of the brain, to
make that more of a holistic experience, to you know,
bring out the best version of you that you have.
And there's always going to be struggles along the way,
but you just got to keep the grind.
Speaker 2 (16:28):
You got to keep moving, You got to keep moving.
Speaker 1 (16:29):
All right, So what did you do prior to that
Steeler game? Did you and did you ever think that
you would venture into education.
Speaker 2 (16:37):
No, no, no.
Speaker 1 (16:39):
I I.
Speaker 3 (16:41):
As a person, I don't want to say I've always
challenged the norm, but I have always and it's not
because I want to go against you know, what everybody
else does. It's just if it doesn't feel right in
my gut, I won't do it. So I've always been
kind of an outside the box thinker always. And we've tried.
(17:01):
We tried public school, we tried private school. I tried Monassory,
which we love, the Montesssory, like I had said earlier,
but when they closed their doors, it was almost as
if there's a greater calling for me to like, Okay,
if what I want doesn't exist, we have to build it.
Speaker 2 (17:18):
And I'll be honest. When I told my.
Speaker 3 (17:19):
Wife we have two options. We either build this school
removed to Texas. She said, well, how do we build
it because we have a lot of family here and
I said, okay, that's fine. So it's no different than
what we do would act and I say this all
the time.
Speaker 2 (17:32):
If I would have known what it took.
Speaker 3 (17:34):
To start a school and the stress, and this is
my part time gig, I would have never started because
it's so much work. But when you have a passion
and a calling for something, you keep grinding and once
you get in the middle of it, it's the point
of no return. Like people say, well, what are you
going to do if it fails, And I said, Failure's
(17:55):
not an option. I have three kids here. Now I'm
responsible for twenty seven other families. If one family's tough,
imagine twenty seven others. So now we have entrepreneurs coming here,
we have people coming in from other countries. I've had
professional athletes who enroll their children at our school that
literally come up to me. And I never thought I'd
be in a situation where Pittsburgh Penguin would come up
to me and say, Ronnie, I just want to tell
(18:15):
you I got my daughter back, So thank you for this,
because the stress that she had prior to is just
it was crazy.
Speaker 2 (18:24):
It was it was a huge burden on their family.
Speaker 1 (18:26):
Now, listen, I can sympathize with public schools. You have
a large group of individuals coming to the school and
it's it's use an old cliche, it's like hurting cats
and you're putting in you you have to put them
in boxes almost, and the classrooms aren't getting smaller and
(18:47):
the workload on the teachers aren't getting smaller, and so
I sympathize. Sure, I also know that that particular system
is failing our nation. And the attitude of it's just
it is what it is isn't good enough. And for
(19:08):
somebody to come in and say, listen this. You said,
you're a rule breaker. You you don't like the norm.
You But I would never imagine that. I if I
was like, I've had issues with public education with my
own children, I never never, I mean never thought, hey,
(19:28):
I'm going to create my own school for my kids.
Speaker 2 (19:32):
It's crazy, isn't it.
Speaker 1 (19:33):
I'm glad you said it, because I was going to
call you crazy, but you had that is kind of
a crazy thing, though.
Speaker 2 (19:39):
Right well it is.
Speaker 3 (19:41):
And literally I moved next to the public school that
we because we wanted to enroller. I could zip, I
could zipline my kids to this par and it's literally
they could walk to school if they chose to. But yeah,
it's crazy. You know, I had very close friends of
mine because you know, it's not cheap. Got to get
a building, you got to change the code if you
(20:02):
have to. You got to you know, hire teachers and utilities.
And I mean, it just it adds up quickly, and
my friends are like, this is one of the dumbest
things you've ever done, you know, eight years ago, and
so now they're like, wow, I what you have accomplished
and the families that you brought together. And it was
never like, you know, the more people tell me that
(20:23):
I'm crazy, that the more I know I'm on the
right track. It's I don't know, I'm just wired differently.
Thanks to my parents. They're entrepreneurs, and I would call
them every morning and say and just would talk through problems,
and they're like, we we've been here, you know, we
can kind of help guide you along these these these
paths of what you're going to expect. I've never been
intimidated by people saying this is crazy. I always make
(20:46):
a joke and say, my friends used to call me crazy.
Now they just call me. But it's gotten to that point,
I guess where it's like, you know, now I have
public school teachers who have children that they're calling me saying, look,
just full time transparency. We're both in the public education
sector and we want to enroll our kids in your school.
Speaker 2 (21:05):
And I said, that's all the validation I ever needed
in full.
Speaker 1 (21:08):
Uh, you know, to divulge everything. You went to public school,
it did, and you went to a school that my
father taught at that's there was a public school teacher.
So you went through the public school system. Yeah, knowing
what you know now, would you go to acting as
(21:30):
opposed to.
Speaker 2 (21:30):
One hundred percent? Yeah? It fits me. I beat to
my own you know, drum to my own beat. Is
that what you're trying to say?
Speaker 1 (21:40):
Only somebody who who beats beats there a different drum
or whatever that that that that the analogy is, Yeah,
that fits. So, knowing what you know now, you would
have done that differently. But the schools like that acting
didn't exist back then.
Speaker 3 (21:56):
It didn't And it's everything evolves over time, you know, know,
like Henry Ford once said, if I would ask people
what they wanted, they would set faster horses. And so
it's like, you know, if I said, I could have
gone to every board or the board of the school
district that I reside in and say, you know, we
need to change education. We need to and it ultimately
(22:18):
comes down to where the funding comes from. To be
very honest with you, So I don't know what they
can change, what they can't change. And when you have
such a large I mean there's homes going up everywhere,
when you have such a large footprint that you're trying
to squeeze into a classroom. To your point, I don't
blame the educational system. It's very challenging. It's just I
don't agree that every child fits.
Speaker 2 (22:40):
In in that mold.
Speaker 3 (22:41):
So what we did was just kind of change everything
to run it like a small startup. I mean, we
don't have desks that have the chairs welded to the
desks like I did. You know whenever I graduated with
eighty some kids at Shinango High School, we have a
more of a studio vibe, you know what I mean.
We have our own podcast studio in our school because
my son Nico wanted to start his own podcast and
(23:02):
so I said, well, let's just build one here. So
on the second floor we have our own podcast studio
with you know, the cameras and the TV. And it's
not as nice as the studio we're in now, but
it's getting there.
Speaker 1 (23:12):
That's nice.
Speaker 3 (23:12):
And so you know, if kids want to learn how
to do media and you know, chop up their stuff
and edit it. I mean, we have our parents that
are involved in our community have small businesses. I said,
just use the studio, get the content out there if
that's what you choose to do. So things that people
have talked about in the past starting their own podcast studio.
I wish there was a school where I'm just not
(23:33):
that person that sits on my hands and says, well,
as soon as somebody creates it, will n'roll. Sometimes I
do wish that somebody else would would have done this
and picked up the giant burden, but I was. I
was in the situation where I could do it. We
started small, and here we are and I'll be curious
to see where we're at in three years.
Speaker 1 (23:50):
Well, she then go high school barely had running water,
let alone all podcast.
Speaker 2 (23:56):
It worked. It worked at the time. And again I'm
not gonna.
Speaker 1 (23:59):
Well, that's a Wilmington grad just picking on my school rival.
That's right, all right. So you told me about the
genesis of your school, But tell me the genesis of
Acton because I want to. I'm curious about how that
school in Texas got started. Do you know that I
do so.
Speaker 3 (24:15):
Jeff and Laura Sandafer were the founders and similar to
my story, almost identical their children went to private school
and it was the best private school in the area.
And then they went to a Monasory school. Actually they
went to Montessori first, then a private school, and then
after sixth grade is whenever that program stopped.
Speaker 2 (24:35):
And that's what happens.
Speaker 3 (24:36):
And a lot of these private are maybe not private,
but Monassory schools. Parents love them, but after six seventh,
sometimes eighth grade, they stop.
Speaker 2 (24:44):
And it's very difficult.
Speaker 3 (24:46):
It's like being an entrepreneur and running your own business
and then saying, Okay, you're gonna have to sit in
a cubicle for the rest of your life. Not too
many can do it, so it's a giant challenge. So
Jeff and Laura Sanderfer sat with their childl's teacher, and
they said, I just can't, in my good conscience, I
cannot have them go to a public school. And the
(25:09):
teacher kind of buried his head and he said, I
don't blame you, he said. And I went home that
day and I said, Laura, I don't know what it
is that we're going to do, but we're either going
to homeschool, start our own school, but we're not sending
our kids to public school. And that's kind of the
genesis of Actin. So they started lord Acton was kind
of the motivation behind the name. But what they did
(25:30):
was start to research. They talked to sal Kan from
kN Academy, They talked to a lot of different folks
as to what can we do to put together the
best possible resources for a holistic version of education where
again you're learning to learn, learning to do, and learning
to be under one roof. And so they never marketed Acton,
but there was a family that came in I think
they lived in Honolulu and they were passing by and
(25:53):
they were there for a week or something, and they
had asked Jeff if it was okay for their child
to join Actin for that week that they or they're visiting,
and they did, and he said, okay, I can't. I
have my business in Hawaii, I can't move here, but
please give me the recipe for this. And so Jeff
and Laura went through and they said, okay, here are
the steps, and it just kind of organically took off
(26:14):
from there, where you have entrepreneurs, teachers who have been
in the system for a long time. They're like, we
know something's broken, but we need more of a blueprint
as to how to start something like this from create
an LLC or decide if you want to be you know,
for profit or not for profit, find a building, make
sure the zoning and the coding. I mean they put
(26:34):
together a four hundred card deck that every day go
through ten cards and achieve those things in order to
start a school. It's very difficult, especially in Pennsylvania. So
that was the genesis of ACT and it started to
catch fire. They never marketed it. And you know, now,
like I said, there's three hundred and fifty schools. There's
(26:55):
a giant process to go through where they get thousands,
tens of thousands of applications a month, and they said,
you would not believe how many people stop right after
the first part because it's so difficult as to you know,
how to They want to make sure that you're fully
bought in and you're not just going to open one
and then close it. And it happens, but they do
their due diligence, just like we do with every single family,
(27:16):
to make sure it's quality or quantity.
Speaker 1 (27:18):
Is there any school that is remotely similar to what
you do in the greater Pittsburgh area.
Speaker 3 (27:24):
No, not that I'm aware of. I know there's alpha
schools out there, but nothing in Pennsylvania yet. But I
think this micro school model is starting to catch on,
and we were the first ones in Pennsylvania.
Speaker 2 (27:36):
I think there's seven now.
Speaker 3 (27:38):
So I try to consult a lot of those that
because I went through, like I said, a very you know,
rigorous process and sitting in front of the Department of
Education is one of the most intimidating things I've ever
done in my.
Speaker 2 (27:48):
Life because it's it just was.
Speaker 3 (27:51):
And so they reached out to me saying, Okay, how
did you get through that process?
Speaker 2 (27:54):
What did you do?
Speaker 3 (27:55):
And so we'd share notes and that's kind of, you know,
how we built our tribe. And now there's just you know,
like I said, I think there's seven or eight in
Pennsylvania alone, no nobody else in the Pittsburgh market.
Speaker 2 (28:07):
But yeah, that's Uh.
Speaker 1 (28:09):
You're obviously a very motivated and passionate kind of guy,
so I know it's not going to end here. What's
what do you look what are you looking forward to
the future, What do you would what are some of
your ultimate goals?
Speaker 3 (28:23):
What I would love is to build a campus on land,
you know, on a on a you know, ten acre
piece of land where we have you know, maybe we
have our own uh greenhouse or garden. We have our
own podcast studio that's kind of separate. We have sports
if you choose to play sports, but uh, you know,
maybe uh a kitchen where we have you know, awesome
(28:46):
organic foods, juice bars, whatever it might be. I want
a holistic for almost I call it like a holistic
mall for education. And we have a giant building right
now that we're building into that. But once this completely
max is out, I either buy the piece of property
across the street and continue to build and put like
our middle school and launchpad in there, because I know that,
(29:09):
you know, we're going to need more space eventually. Ultimately
I would love because a lot of our learners go
through an entrepreneur quest. We also have a children's business
fair where both kids from inside of acting and outside
of act and get a six foot table and a tent,
and we fill up our parking lot and give away
a thousand dollars in cash prizes and people's choice awards,
(29:31):
and you know, we invite the community to kind of
buy their goods and services. You know, we had a
young five year old that was practicing his pitch because
we have one hundred dollars out for the best pitch.
And he brought his chickens to the school and a
cage and you could feed them, and he was given
away fresh you know, eggs, and he sold out in
thirty five minutes. And the whole event was three hours long.
(29:53):
And I said, don't stop selling, just go ahead and
take orders and you can use the school as a
pick up and drop off. And he said, mister Ronnie,
this is great. But his said, you know, he practiced
this pitch over and over again, and the first person
that came up to him, he went completely blank. But
after about the third he said, the confidence that I
can see and he got teary eyt he said, the
confidence I can see in my child after he got
(30:15):
used to this process was just worth everything. He said, Ronnie,
this is the most amazing event. So what I ultimately
getting back to your question, I love entrepreneurship and I
would love to have I've met so many awesome people
through this process, whether their parents or business owners that
want to contribute to our scholarship fund. I want to
(30:36):
have almost like a shark tank for some of these
learners that are coming out of the launchpad to be
able to say, here's my idea, this is what I'd
like to do in my life, and be able to
have a rolodex of people to sit there to say,
let me help you, here's some seed money, here's some direction.
I can connect you to this person, to that person,
and just allow them the opportunity to fulfill their God
given talents and focus on their NGA, their next great adventure.
(31:00):
I think that's what's most important. As you go through
this hero's journey, you always face these challenges where it
seems like the road is ending, the lights are dim,
it's very very challenging, nobody's here to save you. And
then all of a sudden, the next day, something happens
that just shows a little bit of light. And as
you swing from six o'clock to nine o'clock, and all
(31:20):
of a sudden, the door's open and you find somebody
else who can help kind of lift you up. And
you go through the cycle over and over and over
again in life. But it's not the same track. It's
just a little bit wider than the previous. Does that
make sense?
Speaker 1 (31:31):
Yeah?
Speaker 3 (31:32):
Absolutely, And so I really would love to create that
environment where we can help these learners differentiate themselves as
the world is changing and maximize their true calling and potential,
because without passion in life, you're just kind of you know,
you're not fulfilling your God given talents.
Speaker 2 (31:49):
All right.
Speaker 1 (31:50):
If somebody's interested in acting or maybe exploring your school,
what's the process and how do they get a hold
of you?
Speaker 2 (31:57):
Yeah, so.
Speaker 3 (31:59):
We'll start by just talking with the parents. So I
just had a call on my way here. So you
speak with the parents just to make sure and whenever
the mommy and the dad are on the call at
the same time, you're halfway there, because I want to
make sure that dads are just as involved in this
process as moms. And whenever that's not the case, I
can tell you what the result is going to be
at the end. So the first step is to make
sure that we align. You know what I mean, that
(32:21):
I know what they're looking for where you currently what's missing?
Can we fill that gap for your child? And then
the parents will come in without the children during a
day we're acting as in session and it's usually an
hour long tour. Will give them a tour of every
single studio and at the end I want to ask them, Okay,
what did you expect to see and what did you see?
So I want to make sure that that's aligned. And
(32:43):
then after that they'll fill out a family application that'll
just allow me to share all of those results and
what they're looking for with our team, and then their
learner will come in for a minimum of three days.
And I know it's tough if they're coming out of
public school. Nobody wants to get behind in their work
or whatever, but it's a require that you have to
be there for at least three days to make sure
and they'll know after three days I want to be here.
(33:06):
And sometimes, Johnny, we have people that come in March
to enroll in September and after those three days, they're like,
can I please just start now? That's what we see
ninety nine percent of the time. And I warn every
family that if you're not ready for your kid to
want to be here, just wait until you're ready to
make that switch, because it's it's some it's a it's
a culture that we it's a very attractive culture.
Speaker 2 (33:30):
I guess, is what I'll say.
Speaker 1 (33:30):
And what's the best way to contact you guys?
Speaker 2 (33:33):
So I just go to actin Academy Pittsburgh dot com.
Speaker 3 (33:36):
And you know, there's a you can there's our email
addresses admin at act in Pittsburgh dot com and then
that'll start the process. We have a you know, a
software that'll kind of give you more information about what
a day in the life of an acting learner is like,
and then we'll start that in those conversations.
Speaker 1 (33:51):
All right, before we leave, I do want to address
something your co founder. Who's your other co founder?
Speaker 2 (33:57):
That's my wife, Megan.
Speaker 1 (33:58):
Yeah, tell me about her.
Speaker 3 (34:00):
Well, Megan knew, you know when we first got married.
We just celebrated our sixteenth anniversary and we got married.
All I remember telling her was I don't know what
our life is going to look like, but I can
promise you it's not going to be normal. And she
went along for the ride, not lie. And so you know,
(34:22):
look in the early phases of this of this school,
you know, there were times where we both scratch our
head and she's like, can't we just be normal?
Speaker 2 (34:30):
And I said, no, no, we can't. So she is
my rock.
Speaker 3 (34:35):
She's my biggest supporter, Between my wife and my parents.
I don't know where I'd be if it wasn't for
those conversations that I had every single day. The team
that we have at acting and it's not something that
I say lightly because I've gone through a decent amount
of people in the past. I want to say decent,
maybe three or four, but it's a small school. But
(34:56):
the team we have now, I've never hard worked, passionate
people who just mesh really really well together and want
the best for every single person that's in that space,
and that to me is probably more important than anything.
Speaker 1 (35:12):
Well, I think you're onto something and I wish you
all the best, and this has been an absolute pleasure. Ronnie,
thank you so much.
Speaker 2 (35:18):
Thanks Johnny.
Speaker 1 (35:19):
Ronnie Esposito, co founder of actin Academy Pittsburgh, definitely a
CEO you should Know. Thanks for stopping by. Thank you.
This has been the CEOs you Should Know podcast, showcasing
businesses that are driving our regional economy. Part of iHeartMedia's
commitment to the communities we serve. I'm Johnny Hertwell, thank
you so much for listening.
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