March 20, 2023 • 21 mins
In this episode, Becca and Angela Kelly Robeck discuss how to maximize your time and money for professional development resources. They tackle the problem of professional development funding being often overlooked for instructional coaches by giving you strategies to overcome 4 common objections a school leader might have to give you PD funding. This episode will leave you with concrete steps and specific language to use to get on the same page and create buy-in with your school leadership when advocating the value professional development has for you as an instructional coach to impact your entire school.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Becca Silver (00:00):
Hello, hello, hello coaches and leaders.
(00:03):
Welcome to this episode of thecoaching the whole educator, I
am joined by my friend andfellow colleague, Angela Kelly
robeck, who is a life andleadership coach for school
leaders, I'm so excited to havethis conversation with her about
how you can maximize your timeand money. But first, I would
love Angela to introduceherself. Well, Becca,
Unknown (00:25):
thank you for having me on the podcast listeners, I
gotta tell you a little bit. I'ma life and leadership coach for
school leaders. I was a former,obviously, teacher and school
administrator, and about sevenyears into school leadership
experience, I decided to branchout and support fellow school
leaders. And we really have onejust mutual energy, but to our
(00:49):
thoughts about instructionalcoaching and education and
teaching and leading, we reallyjust hit it off with those
concepts and thoseconversations. And that's why
we're here today together totalk with you about
instructional coaching, as itrelates to school leadership and
how you are on the same team asyour boss. So whether your
(01:11):
bosses, your school principal,your assistant principal,
somebody else in the admin worldout there in your district,
whoever your boss is, the onethought I really want to drive
home in this conversation withBecca today is that we are on
the same team. And when you'regoing for a goal, you want to
keep in mind that your goal isyour boss's goal. And that makes
(01:35):
it a win win.
Becca Silver (01:35):
I am excited that you present the context of that
we're on the same team versus usin them. Do you view your boss
as on the same team as you? Oris there a bit of an us and them
mentality about thatrelationship? Because that could
get in the way of you being ableto advocate for the things that
(01:57):
you want in your job?
Unknown (01:58):
100%? Because what I'm going to share with you today is
this concept of being on thesame team and how that benefits
you as the coach in advocatingfor what you want. And
specifically Becca and I werevisiting about how can we help
instructional coaches advocatefor their time and for
(02:20):
professional developmentresources? And I was thinking
about this. Now when you go intoyour boss's office and you guys
are sitting down, maybe you haveyour weekly meeting scheduled,
and you're thinking to yourself,I want to talk to her about my
time. I need more time for whatis something Becca that that the
coaches out there need more timefor what is something
(02:41):
consistently that you hear
Becca Silver (02:43):
getting into classrooms? So class apps, yep,
yep. So often they are giventhese other duties as assigned?
Yes, correct. Right, all theseother you know, I need you to
cover this class or pull thissmall group of kids, right,
instead of actually getting intoclassrooms with teachers doing
the actual coaching they werehired to do.
Unknown (03:03):
Okay, that's part I love this example, because I was
a principal, I've been aninstructional coach, I was an
instructional coach for a yearbefore I went into school
leadership. So I've been on bothsides of the fence here. And I
just want to say, I do know howchallenging it is for school
leaders to not use you as kindof a quasi administrator because
you do have flexibility, you'renot attached to a single
(03:25):
classroom. I know how easy thatis, and how difficult especially
the last couple years have beenin terms of staffing. And when
we're talking about how yourtime is used. You were hired to
be in classrooms to coachteachers, right? I understand
that as a school leader. And weneed to remind our school
(03:46):
leader, why that's the mostvaluable use of your time. And
when I help school leadersadvocate for themselves to the
district level, this is the sameconcept I teach them. So what we
have to do is we have to thinkabout it not in terms of how
this schedule is going to be abenefit to us in our workday,
but how it's going to benefitthe principal. And this is the
(04:10):
switch that most of us don'tmake on our own because we're
thinking about how this scheduleimpact me. How does this
schedule impact staff andstudents but it's not thinking
about? How is this schedule thatI am proposing to my principal
better for the principal?
Because if you think about it,the reason the instructional
(04:31):
coach position is evenavailable, is so that you can be
in classrooms with teachersguiding instruction. What are
your thoughts about that? Becca?
Becca Silver (04:44):
I think that's perfect. You know, the, the
terminology I use that you'redescribing is getting in their
world? Yes. So we want to getout of our own world for a
moment and step into theirworld. That's my specific
language, right? So it's like,what are they thinking about?
What are their pain points? Whatis their day look like? Right?
How? How is what I'm sayinggoing to impact them?
Unknown (05:08):
Yeah, I call it selling your vision like, so as an
instructional coach, when you'reselling your vision to your
school leader, there has to be areason for them to buy in, you
have to have a compelling,irresistible offer for them. So
when you're saying, here's how Iwant to spend my time, and this
is why the Why isn't for like,it might also make your life
(05:32):
easier, like that's an addedbenefit. And we don't want to do
anything that would be adetriment to you as a coach. But
we do want to make this a winwin, I would invite you to
consider what is the cost of notbeing in those classrooms, in
the short term and the longterm. So what is the cost to
you, the teacher, the students,but but the principal, like if
you look at their site, plangoals, and they're getting
(05:55):
pressure from the district andget these goals completed, how
is your time being spent helpingher or him achieve those goals?
Becca Silver (06:02):
You know, it really makes me think of the
source of the issue, you'regetting at the root issue versus
constantly putting out fires,the symptoms of the issue, right
band eating things, right. Andso you know, and it's so often I
work with administrative teamsthat are just running around
putting out fires all day, likewe need to stop, you know, and I
(06:25):
usually pull in the coaches atthat time, like, let's look at
what's actually causing thesefires. And let's do the work
there.
Unknown (06:32):
Now, something that I advise anybody to consider when
they're looking at where they'reat in terms of time management,
and where they want to be, isthe reality of the job, there's
this gray area where it's theideal situation is the perfect
little job description wherewe're in 100% of the time,
rainbows and daisies andunicorns doing what we love to
(06:54):
do. And then there's, like,always being off task like this
land of all, or none. And wewant to get to the land of an
where it's like, yes, part ofinstructional coaching is being
in a classroom. And we want toprioritize that and create with
intention, our schedule aroundthat task. And at the same time,
(07:17):
there are moments where it is inour best interest to sub for a
teacher who's out sick, andthere's no sub, or it is in our
best interest to go and supporta student who's emotionally
dysregulated. There are thingsthat that we are asked to do,
which are other duties asassigned, that have value. And
(07:39):
so when you're in the momentwhere you're being pulled, one
of the things that I invite youto consider is, what is the
value that I'm offering rightnow? And how is this use of my
time valuable to me and to thosearound me, so that you as the
human in this position, canstill feel valuable, productive,
(08:02):
and that you're contributing toyour school in the way that that
works for you. And for them.
Becca Silver (08:09):
Yep, in this moment, what am I committed to
Right? Which is like in the samevein as what how am I bringing
value? And then I also wanted tosay, you know, I hear a lack of
black and white. So it's not I'mnot always covering classes. I'm
not never covering classes,right? It's moment to moment,
day by day really assessing,what am I committed to? Or how
(08:32):
am I bringing value right tothis situation? And it can look
different.
Unknown (08:38):
First check in with yourself before you go to your
principal and say, like, I'mbeing pulled out too many times,
and this isn't working, and I'mnot getting to my job. Ask
yourself, Why am I beingresistant? What what what
thoughts are coming up for mewhat feelings are coming up for
me, because you want to get to aplace of genuine compassion and
curiosity for yourself first, sothat you can calm down your
(09:00):
nervous system, and be able tohold space for yourself so that
when you plan for and approachyour school leader, you've
already thought through andallow those emotions to process
because it isn't a problem. Ifyou're frustrated. That's
actually a signal that there youneed to take pay attention to
something to create a change andto have a conversation. But that
(09:22):
conversation, we want to thinkahead of time, what is the
outcome I'm attempting to createas a result of this
conversation. And where is theWin win, I will always go back
to where's the win win? Becausethe reality of your job as a
coach might be something one daywork. Yeah. So plan for that.
(09:42):
Then you don't feel so resistantto it. You expect it to happen
and you're happy to do it. Andthen the other four days are in
classroom.
Becca Silver (09:48):
Now. I would love our coaches and leaders
listening to also hear about howthey could advocate for
additional PD, what kinds ofthings can they do and say to
have that be present, becauseI'm gonna be honest, I feel like
our instructional coaches getoverlooked a lot of times for,
you know, budgets, you know,like there's a bucket for the
(10:10):
teacher PD, and there'ssometimes a small bucket for
the, the school leader PD. Andthen there's our beautiful
coaches. Yes, that often don'thave a bucket of money saved for
them, right? And yes, and wewant them to grow, right?
Unknown (10:25):
Absolutely. Okay, so I just want to talk quickly about
money. Because the way that Ispeak about money is you have
three top assets, you've gotyour brain, your beautiful brain
that comes up with ideas andsolutions and overcomes
obstacles and creates contentand new ideas. So your brain is
your top asset protected withyour life, which is why
professional development is soimportant, because you're
(10:47):
investing in your very topasset, which is your brain,
okay? Your brain is number one,number two is your time. And the
reason I put it above money isbecause it can't be replenished
in the same way that money canbe, you can always add more
value and contribute to theworld because money is an
exchange of value. But let'stalk about the money piece,
because money tends to freepeople's brains up, we can just
(11:08):
calm ourselves down. Knowingmoney is simply an exchange of
value. And so when we talk aboutit in that way, all we have to
do is show the value ofprofessional development. There
are four objections that aschool leader will have when it
comes to money. Number one isthey mathematically simply don't
(11:31):
have the money that does happen.
So you want to be open to thatpossibility. So the other three
are that schools have fundingavailable, they have pockets of
money. And some of itscategorical, some of its not
categorical. But within thosefunds, one of three things
happens when it comes to makingdecisions about professional
(11:53):
development. Number one is thatthey don't trust their past
experience. Basically, they'vespent money on professional
development in the past anddidn't get a return on their
investment. Number two is theyhave the money, but they haven't
found the right match. And whatI mean by that is their look
(12:14):
they want to spend on PD, butthey're not really sure they're
not really trusting the program,or the mentor or the curriculum
or the coach or whatever,whoever they're looking at the
training the workshop, theconference, they're not sure is
that the right program, theright content, the right
(12:35):
information? Is it going to giveme what I want? So we have to
before we ask for money, we haveto understand what we're really
asking for. We're asking them toinvest in our brain with our
time and with time and money forus to go to hire a mentor or a
coach to go to a training orworkshop, online experience.
(12:57):
What do you mean, there's amillion ways you could do this?
But it's really about how do Ishow them the value to make
their decision? a no brainer, sothat they trust the decision is
the right one. Does that makesense?
Becca Silver (13:13):
Yeah, no, I love that. We're saying, Hey, you're
going to invest in me and I amI'm communicating to you. This
is the return that I'm bringingback. And instructional coaches
are beautifully leveraged tomake such an incredible impact
on their school, right?
Unknown (13:32):
This is what I recommend to your coaches. If
there is a program, a coach, amentor, an online program of
conference, a training, whateverthat has captured your
attention. First of all, you'regoing to have to constraint I'm
just going to invite you to gethonest with yourself about the
one next training you feel youneed. get honest with yourself,
(13:54):
constrain and prioritize, you'renot going to be able to go to
everything and you're not goingout just to get away from school
and have a good time. You've gotto get honest with yourself,
pick the one thing that youthink is going to give you the
best bang for your buck. Andthen write down why what it is
you want to gain from this, whyyou think it's the best match
for you, what you intend to, to,like consume in terms of content
(14:21):
and learning and what you intendto offer or put out back into
your school and your teachers.
Becca Silver (14:29):
And one thing I want to share Well, there's a
couple of things. One of thethings is actually something my
dad used to say which is there'sno harm in asking what's the
worst they could say no. And Ijust that's that's a philosophy
I live by. And so I've asked fora lot of really incredible
things in my life and often Iget a yes and sometimes I get a
no and that's okay. Right. Itactually doesn't hurt to ask.
Unknown (14:55):
Okay, so, if you think about it, the reason you don't
want to ask is because of theway you feel when you're asking.
So if you're afraid to ask, Whyare you afraid ask you're like
really dig down here? Why areyou afraid to ask? Are you
afraid? You're going to get ano. And then you might feel
(15:15):
rejection? Okay? Then you say,Yeah, I don't want to be told
no. But are you willing to betold no. For the 50% chance, you
might get a yes. Are you willingto risk the feeling of
rejection? In order to get ayes, you have to take the risk
to get the reward. And so manytimes we make decisions without
(15:41):
realizing that what we're simplydoing is trying to avoid an
uncomfortable emotion, if you'rewilling to get rejected, because
hey, if you decide, no, I'm notwilling to ask, you've already
rejected yourself.
Becca Silver (15:56):
And I want to add one more thing. Don't be afraid
to ask questions. So as asyou're doing the work to assess
the value, right. And if you areinterested in a professional
development opportunity, and youdon't have enough information,
ask so often I see when I'mworking out in schools that
(16:17):
people are a no or will walkaway from really valuable
experiences, because they justaren't willing to ask for for
more information. Angela, thishas been such an incredible
conversation. I feel like you'veleft our coaches and leaders
listening with really concretesteps and ways to think through
(16:37):
what do I need to say to my bossto advocate for my time and
money for professionaldevelopment? Yeah, so it is
Unknown (16:45):
out there it is out there. So if you believe that
it's out there, and you believethat what you have is the most
valuable thing you can offer, itbecomes so much simpler to ask
for that funding and to get it.
It's out there. Trust that.
Becca Silver (17:00):
I love that. So if the coaches and leaders want to
learn more about you, or youknow, know more about your
services, where can they findyou?
Unknown (17:09):
Absolutely. So, Angela, Kelly coaching.com is my
website. You can find me on theEmpower principle podcast, and I
wrote a book the Empowerprinciple book, it's on Amazon.
But if you want to just minglewith me, come on over to
Facebook, LinkedIn or Instagramand you'll find me at Angela
Kelly coaching. So,
Becca Silver (17:28):
love it. Thank you so much for being here and
sharing your amazing wisdom withour folks.
Unknown (17:34):
I could talk with you all day. Have a wonderful week,
everybody take good care.
Becca Silver (17:41):
Thank you.
Hello, hello, hello coaches and leaders.
(00:03):
Welcome to this episode of thecoaching the whole educator, I
am joined by my friend andfellow colleague, Angela Kelly
robeck, who is a life andleadership coach for school
leaders, I'm so excited to havethis conversation with her about
how you can maximize your timeand money. But first, I would
love Angela to introduceherself. Well, Becca,
Unknown (00:25):
thank you for having me on the podcast listeners, I
gotta tell you a little bit. I'ma life and leadership coach for
school leaders. I was a former,obviously, teacher and school
administrator, and about sevenyears into school leadership
experience, I decided to branchout and support fellow school
leaders. And we really have onejust mutual energy, but to our
(00:49):
thoughts about instructionalcoaching and education and
teaching and leading, we reallyjust hit it off with those
concepts and thoseconversations. And that's why
we're here today together totalk with you about
instructional coaching, as itrelates to school leadership and
how you are on the same team asyour boss. So whether your
(01:11):
bosses, your school principal,your assistant principal,
somebody else in the admin worldout there in your district,
whoever your boss is, the onethought I really want to drive
home in this conversation withBecca today is that we are on
the same team. And when you'regoing for a goal, you want to
keep in mind that your goal isyour boss's goal. And that makes
(01:35):
it a win win.
Becca Silver (01:35):
I am excited that you present the context of that
we're on the same team versus usin them. Do you view your boss
as on the same team as you? Oris there a bit of an us and them
mentality about thatrelationship? Because that could
get in the way of you being ableto advocate for the things that
(01:57):
you want in your job?
Unknown (01:58):
100%? Because what I'm going to share with you today is
this concept of being on thesame team and how that benefits
you as the coach in advocatingfor what you want. And
specifically Becca and I werevisiting about how can we help
instructional coaches advocatefor their time and for
(02:20):
professional developmentresources? And I was thinking
about this. Now when you go intoyour boss's office and you guys
are sitting down, maybe you haveyour weekly meeting scheduled,
and you're thinking to yourself,I want to talk to her about my
time. I need more time for whatis something Becca that that the
coaches out there need more timefor what is something
(02:41):
consistently that you hear
Becca Silver (02:43):
getting into classrooms? So class apps, yep,
yep. So often they are giventhese other duties as assigned?
Yes, correct. Right, all theseother you know, I need you to
cover this class or pull thissmall group of kids, right,
instead of actually getting intoclassrooms with teachers doing
the actual coaching they werehired to do.
Unknown (03:03):
Okay, that's part I love this example, because I was
a principal, I've been aninstructional coach, I was an
instructional coach for a yearbefore I went into school
leadership. So I've been on bothsides of the fence here. And I
just want to say, I do know howchallenging it is for school
leaders to not use you as kindof a quasi administrator because
you do have flexibility, you'renot attached to a single
(03:25):
classroom. I know how easy thatis, and how difficult especially
the last couple years have beenin terms of staffing. And when
we're talking about how yourtime is used. You were hired to
be in classrooms to coachteachers, right? I understand
that as a school leader. And weneed to remind our school
(03:46):
leader, why that's the mostvaluable use of your time. And
when I help school leadersadvocate for themselves to the
district level, this is the sameconcept I teach them. So what we
have to do is we have to thinkabout it not in terms of how
this schedule is going to be abenefit to us in our workday,
but how it's going to benefitthe principal. And this is the
(04:10):
switch that most of us don'tmake on our own because we're
thinking about how this scheduleimpact me. How does this
schedule impact staff andstudents but it's not thinking
about? How is this schedule thatI am proposing to my principal
better for the principal?
Because if you think about it,the reason the instructional
(04:31):
coach position is evenavailable, is so that you can be
in classrooms with teachersguiding instruction. What are
your thoughts about that? Becca?
Becca Silver (04:44):
I think that's perfect. You know, the, the
terminology I use that you'redescribing is getting in their
world? Yes. So we want to getout of our own world for a
moment and step into theirworld. That's my specific
language, right? So it's like,what are they thinking about?
What are their pain points? Whatis their day look like? Right?
How? How is what I'm sayinggoing to impact them?
Unknown (05:08):
Yeah, I call it selling your vision like, so as an
instructional coach, when you'reselling your vision to your
school leader, there has to be areason for them to buy in, you
have to have a compelling,irresistible offer for them. So
when you're saying, here's how Iwant to spend my time, and this
is why the Why isn't for like,it might also make your life
(05:32):
easier, like that's an addedbenefit. And we don't want to do
anything that would be adetriment to you as a coach. But
we do want to make this a winwin, I would invite you to
consider what is the cost of notbeing in those classrooms, in
the short term and the longterm. So what is the cost to
you, the teacher, the students,but but the principal, like if
you look at their site, plangoals, and they're getting
(05:55):
pressure from the district andget these goals completed, how
is your time being spent helpingher or him achieve those goals?
Becca Silver (06:02):
You know, it really makes me think of the
source of the issue, you'regetting at the root issue versus
constantly putting out fires,the symptoms of the issue, right
band eating things, right. Andso you know, and it's so often I
work with administrative teamsthat are just running around
putting out fires all day, likewe need to stop, you know, and I
(06:25):
usually pull in the coaches atthat time, like, let's look at
what's actually causing thesefires. And let's do the work
there.
Unknown (06:32):
Now, something that I advise anybody to consider when
they're looking at where they'reat in terms of time management,
and where they want to be, isthe reality of the job, there's
this gray area where it's theideal situation is the perfect
little job description wherewe're in 100% of the time,
rainbows and daisies andunicorns doing what we love to
(06:54):
do. And then there's, like,always being off task like this
land of all, or none. And wewant to get to the land of an
where it's like, yes, part ofinstructional coaching is being
in a classroom. And we want toprioritize that and create with
intention, our schedule aroundthat task. And at the same time,
(07:17):
there are moments where it is inour best interest to sub for a
teacher who's out sick, andthere's no sub, or it is in our
best interest to go and supporta student who's emotionally
dysregulated. There are thingsthat that we are asked to do,
which are other duties asassigned, that have value. And
(07:39):
so when you're in the momentwhere you're being pulled, one
of the things that I invite youto consider is, what is the
value that I'm offering rightnow? And how is this use of my
time valuable to me and to thosearound me, so that you as the
human in this position, canstill feel valuable, productive,
(08:02):
and that you're contributing toyour school in the way that that
works for you. And for them.
Becca Silver (08:09):
Yep, in this moment, what am I committed to
Right? Which is like in the samevein as what how am I bringing
value? And then I also wanted tosay, you know, I hear a lack of
black and white. So it's not I'mnot always covering classes. I'm
not never covering classes,right? It's moment to moment,
day by day really assessing,what am I committed to? Or how
(08:32):
am I bringing value right tothis situation? And it can look
different.
Unknown (08:38):
First check in with yourself before you go to your
principal and say, like, I'mbeing pulled out too many times,
and this isn't working, and I'mnot getting to my job. Ask
yourself, Why am I beingresistant? What what what
thoughts are coming up for mewhat feelings are coming up for
me, because you want to get to aplace of genuine compassion and
curiosity for yourself first, sothat you can calm down your
(09:00):
nervous system, and be able tohold space for yourself so that
when you plan for and approachyour school leader, you've
already thought through andallow those emotions to process
because it isn't a problem. Ifyou're frustrated. That's
actually a signal that there youneed to take pay attention to
something to create a change andto have a conversation. But that
(09:22):
conversation, we want to thinkahead of time, what is the
outcome I'm attempting to createas a result of this
conversation. And where is theWin win, I will always go back
to where's the win win? Becausethe reality of your job as a
coach might be something one daywork. Yeah. So plan for that.
(09:42):
Then you don't feel so resistantto it. You expect it to happen
and you're happy to do it. Andthen the other four days are in
classroom.
Becca Silver (09:48):
Now. I would love our coaches and leaders
listening to also hear about howthey could advocate for
additional PD, what kinds ofthings can they do and say to
have that be present, becauseI'm gonna be honest, I feel like
our instructional coaches getoverlooked a lot of times for,
you know, budgets, you know,like there's a bucket for the
(10:10):
teacher PD, and there'ssometimes a small bucket for
the, the school leader PD. Andthen there's our beautiful
coaches. Yes, that often don'thave a bucket of money saved for
them, right? And yes, and wewant them to grow, right?
Unknown (10:25):
Absolutely. Okay, so I just want to talk quickly about
money. Because the way that Ispeak about money is you have
three top assets, you've gotyour brain, your beautiful brain
that comes up with ideas andsolutions and overcomes
obstacles and creates contentand new ideas. So your brain is
your top asset protected withyour life, which is why
professional development is soimportant, because you're
(10:47):
investing in your very topasset, which is your brain,
okay? Your brain is number one,number two is your time. And the
reason I put it above money isbecause it can't be replenished
in the same way that money canbe, you can always add more
value and contribute to theworld because money is an
exchange of value. But let'stalk about the money piece,
because money tends to freepeople's brains up, we can just
(11:08):
calm ourselves down. Knowingmoney is simply an exchange of
value. And so when we talk aboutit in that way, all we have to
do is show the value ofprofessional development. There
are four objections that aschool leader will have when it
comes to money. Number one isthey mathematically simply don't
(11:31):
have the money that does happen.
So you want to be open to thatpossibility. So the other three
are that schools have fundingavailable, they have pockets of
money. And some of itscategorical, some of its not
categorical. But within thosefunds, one of three things
happens when it comes to makingdecisions about professional
(11:53):
development. Number one is thatthey don't trust their past
experience. Basically, they'vespent money on professional
development in the past anddidn't get a return on their
investment. Number two is theyhave the money, but they haven't
found the right match. And whatI mean by that is their look
(12:14):
they want to spend on PD, butthey're not really sure they're
not really trusting the program,or the mentor or the curriculum
or the coach or whatever,whoever they're looking at the
training the workshop, theconference, they're not sure is
that the right program, theright content, the right
(12:35):
information? Is it going to giveme what I want? So we have to
before we ask for money, we haveto understand what we're really
asking for. We're asking them toinvest in our brain with our
time and with time and money forus to go to hire a mentor or a
coach to go to a training orworkshop, online experience.
(12:57):
What do you mean, there's amillion ways you could do this?
But it's really about how do Ishow them the value to make
their decision? a no brainer, sothat they trust the decision is
the right one. Does that makesense?
Becca Silver (13:13):
Yeah, no, I love that. We're saying, Hey, you're
going to invest in me and I amI'm communicating to you. This
is the return that I'm bringingback. And instructional coaches
are beautifully leveraged tomake such an incredible impact
on their school, right?
Unknown (13:32):
This is what I recommend to your coaches. If
there is a program, a coach, amentor, an online program of
conference, a training, whateverthat has captured your
attention. First of all, you'regoing to have to constraint I'm
just going to invite you to gethonest with yourself about the
one next training you feel youneed. get honest with yourself,
(13:54):
constrain and prioritize, you'renot going to be able to go to
everything and you're not goingout just to get away from school
and have a good time. You've gotto get honest with yourself,
pick the one thing that youthink is going to give you the
best bang for your buck. Andthen write down why what it is
you want to gain from this, whyyou think it's the best match
for you, what you intend to, to,like consume in terms of content
(14:21):
and learning and what you intendto offer or put out back into
your school and your teachers.
Becca Silver (14:29):
And one thing I want to share Well, there's a
couple of things. One of thethings is actually something my
dad used to say which is there'sno harm in asking what's the
worst they could say no. And Ijust that's that's a philosophy
I live by. And so I've asked fora lot of really incredible
things in my life and often Iget a yes and sometimes I get a
no and that's okay. Right. Itactually doesn't hurt to ask.
Unknown (14:55):
Okay, so, if you think about it, the reason you don't
want to ask is because of theway you feel when you're asking.
So if you're afraid to ask, Whyare you afraid ask you're like
really dig down here? Why areyou afraid to ask? Are you
afraid? You're going to get ano. And then you might feel
(15:15):
rejection? Okay? Then you say,Yeah, I don't want to be told
no. But are you willing to betold no. For the 50% chance, you
might get a yes. Are you willingto risk the feeling of
rejection? In order to get ayes, you have to take the risk
to get the reward. And so manytimes we make decisions without
(15:41):
realizing that what we're simplydoing is trying to avoid an
uncomfortable emotion, if you'rewilling to get rejected, because
hey, if you decide, no, I'm notwilling to ask, you've already
rejected yourself.
Becca Silver (15:56):
And I want to add one more thing. Don't be afraid
to ask questions. So as asyou're doing the work to assess
the value, right. And if you areinterested in a professional
development opportunity, and youdon't have enough information,
ask so often I see when I'mworking out in schools that
(16:17):
people are a no or will walkaway from really valuable
experiences, because they justaren't willing to ask for for
more information. Angela, thishas been such an incredible
conversation. I feel like you'veleft our coaches and leaders
listening with really concretesteps and ways to think through
(16:37):
what do I need to say to my bossto advocate for my time and
money for professionaldevelopment? Yeah, so it is
Unknown (16:45):
out there it is out there. So if you believe that
it's out there, and you believethat what you have is the most
valuable thing you can offer, itbecomes so much simpler to ask
for that funding and to get it.
It's out there. Trust that.
Becca Silver (17:00):
I love that. So if the coaches and leaders want to
learn more about you, or youknow, know more about your
services, where can they findyou?
Unknown (17:09):
Absolutely. So, Angela, Kelly coaching.com is my
website. You can find me on theEmpower principle podcast, and I
wrote a book the Empowerprinciple book, it's on Amazon.
But if you want to just minglewith me, come on over to
Facebook, LinkedIn or Instagramand you'll find me at Angela
Kelly coaching. So,
Becca Silver (17:28):
love it. Thank you so much for being here and
sharing your amazing wisdom withour folks.
Unknown (17:34):
I could talk with you all day. Have a wonderful week,
everybody take good care.
Becca Silver (17:41):
Thank you.
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