March 24, 2025 • 34 mins
Coach Tony Kimble's remarkable journey from the football field to educational innovation stands as a powerful testament to how leadership skills transcend specific domains. What began as a young math teacher's desire to coach football evolved into a transformative career spanning over two decades across classrooms, administrative roles, and now, educational consulting.
Tony's candid reflections on his time as a head football coach in Mississippi's competitive Delta region reveal crucial leadership lessons that now inform his approach to educational transformation. The parallels are striking – whether coordinating defensive plays or guiding school improvement, the fundamentals remain consistent: build relationships first, address problems proactively, and create systems that empower others to excel. His experience taught him that avoiding difficult conversations only allows problems to grow, while timely intervention prevents minor issues from becoming major obstacles.
Through his organization Transform One, Tony has developed a methodology focused on identifying areas where educators might be stuck in conformity, helping them renew their approach through strategic use of technology, transforming their practice, and ultimately becoming leaders who can guide others. His particular emphasis on timely feedback resonates deeply with both athletic coaching and classroom instruction – students and teachers alike thrive when they receive specific, meaningful feedback that builds confidence and capacity.
Tony's current project interviewing 50 educators across 50 states for his Transforming Lives podcast has uncovered a powerful truth: while every school faces unique challenges, successful transformations share common elements. Across geographic and demographic differences, the most effective educational leaders demonstrate genuine care for those they serve, possess deep knowledge of improvement strategies, and intentionally surround themselves with talented collaborators who complement their skills.
Tune in to discover why Tony believes educational transformation begins with personal transformation, and how his journey from the sidelines to the classroom to consulting has equipped him with unique insights that can help any educational leader create meaningful, lasting change in their schools and communities.
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Episode Transcript
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Principal JL (00:00):
Today, we're joined by a true game-changer in
education Coach Tony Kimble.
With over 20 years in the field, tony has worn many hats math
teacher, instructional coach,technology consultant, project
manager and even football coach.
Now, as the founder ofTransform One, he's on a mission
to modernize education andempower school leaders.
(00:22):
In this episode, we explore hisjourney from the classroom to
coaching, his passion forleadership and his latest
adventure interviewing 50educators from 50 states on his
Transforming Lives podcast.
I'm excited to have you be apart of this conversation and I
think you're really going toenjoy it.
(00:43):
Now here's my conversation withCoach Tony Kimble.
Hey there, educational leaders,I'm excited to have you guys
back for another great episode.
(01:05):
Leaders, I'm excited to haveyou guys back for another great
episode.
Today's episode I'm going tobring in Coach Tony Kimble.
Coach Tony Kimble (01:13):
Coach, it's great to have you on the show,
thank you.
Thank you for having me on.
I really appreciate it.
Look forward to theconversation.
Principal JL (01:22):
All right, coach, we're going to go ahead, we're
going to dive right in.
I'd like you to share a bitabout your journey.
What inspired you to get intoeducation?
What kind of propelled you intothat journey?
Coach Tony Kimble (01:32):
Well, I would like to say I started out
wanting to coach football.
I love football.
You get to a point playingcollege ball.
You figure out that, hey, thisis not going to the NFL or
anything beyond college.
Um, they get to a point, uh,playing college ball.
You figure out that, hey, youknow, this is not going to the
NFL or anything beyond college.
So, uh, I had a excellent uhadvisor that kind of directed me
(01:52):
to into education.
So I thought that was the nextway to continue on and I just
started out, um, in in NorthCarolina, uh, from Mississippi.
But I started out, uh, coachingin North Carolina, uh, from
Mississippi.
But I started out coaching inNorth Carolina and, um, yeah, I
was in a.
I grew up in a small rural townUh, it was May, I think.
(02:16):
We had a thousand people.
I went to.
I went to start coaching in aschool that has a thousand
students.
So it was like, oh, this is adifferent spiel here, like this
is different.
So, just starting out thisjourney, it was just to coach
football.
I'll be honest, I think I'm ata point now I can say it was to
coach football, but it was muchmore involved in that process.
Principal JL (02:39):
Yeah, I relate to that coach.
Really, that's honestly whatgot me into education as well is
was getting into coaching,actually coach football for 17
years total, so it wasn't just.
You know, I coached footballabout six years before I got
into teaching and coaching myown program, and so I kind of
(03:01):
relate to that.
One of the real reasons why Igot into education was, hey, I
knew I was going to have animpact, but I really wanted to
coach football too.
But from that experience I kindof learned like, hmm, maybe
there's more that I could do.
So let's talk about that.
Let's talk about how.
What motivated you from goinghey, I'm moving in from into the
(03:23):
classroom, but I'm going to gointo these leadership roles.
You know, you can talk aboutcoaching, you can talk about all
the different leadership rolesthat you might've, uh, aspired
into um through your educationalcareer.
Coach Tony Kimble (03:36):
Right.
So, um, again, you know, inNorth Carolina I was, of course,
going through that assistant,uh, coaching role.
So I was a young guy, you hadyour introductory math classes,
so I had those kids that no onewanted to teach and they put
them in my classroom and Ilearned to teach.
I didn't have a—I was pure math.
(03:57):
I didn't have education, didn'ttake any educational courses.
So it was like I was going inand man, thankful that there
were no cameras or anything likethat during that time, because
I was awful, just got thingsdone.
But you know, transitioning, Imoved back to my hometown and
(04:21):
started coaching football thereand became a math teacher.
And you know, coachingeverything football, basketball,
track, powerlifting, everysport that they had to kind of
supplement the income At thattime.
That was a notable thing to doand it got to a point where I
(04:44):
was a defensive coordinator andit got to the point where you
have that urge to become a headcoach of a football team.
Let me tell you, that's adifferent world.
Where you are a defensivecoordinator, you're laying out
the game plan for the your, yoursquad, and you, you know,
taking care of that side of theball.
(05:05):
But when you have to take careof both sides of the ball
parents, administration, allthese other people.
It was an eye-opener, thatbeing a leader was different.
I thought that I was ready, butI remember one of our coaching
mentors tried to tell me hey,this is a different world as a
(05:28):
head coach.
He was a successful head coachof state championships two,
three, I think he had at thetime and he tried to walk me
through that process of being ahead coach.
There are different levels offacets to the position where you
can coach defense well, but yougot to be able to navigate
(05:49):
through the lines of yourassistant coaches, school board
members, all of these peoplethat have an impact on your team
, parents and those people inthe stands.
So I got a beginning stages ofleadership that's how I want to
phrase it, just the beginningstages.
(06:11):
And the crazy thing about thatwas, you know, I did a two-year
stint as a head football coach,made the playoffs both years,
and I said you know what?
I'm not doing leadershipanymore.
My wife convinced me to go backand get my administration
degree and it was like whydidn't I learn this before?
I would have been a better headcoach in that process.
(06:32):
So and I transitioned out fromyou know about to graduate from
the university and preparing tobe a head coach again or a
principal, and I said you knowwhat?
I want?
To become a consultant.
Someone reached out and it waslike well, I'm going to take
(06:52):
this because I feel like if Ibecome a consultant, I would
become a better principal whenit's time.
And that's 10 years.
So this is the 21st year ineducation and 10 of those years
is in the consulting role.
Principal JL (07:07):
Yeah, and so we're going to get to all that
eventually, right?
Coach Tony Kimble (07:11):
Yes so.
Principal JL (07:12):
I want to kind of take you back into your two
years of being a head coach inthe Mississippi Delta, kind of
explain what the MississippiDelta type of football is like,
because from what I understandunderstand it's pretty
competitive football.
Am I wrong on that?
Coach Tony Kimble (07:28):
no, you're not wrong, it's probably
probably some of the bestathletes in the world.
Uh, and there are some highwaysthat are unique to that area is
highway 81, highway one, um,that have just athletes.
It's just ridiculous.
It's things that you can'tcoach.
You can go out and have ascheme, you can game plan, but
(07:51):
there's just some things whereyou can just give a child a ball
and they just make plays andyou're just like, well, okay,
all right, we'll run that playagain, whatever it was, or
defensively.
Principal JL (08:01):
So it taught me the value of people so we are
working with athletes that wecall they have the it factor
right, they, they just got it.
You just can't coach it, youcan't teach it.
They have it and those are.
They're really fun to to coach.
I've coached a couple of thosein my career as well.
But you know, when you talkabout, you know, coaching in the
(08:24):
Mississippi Delta for the twoyears as a head coach.
What lessons did you learn?
Coaching that carries you intoyour work and education.
So out of that two years, whatdid you learn through that?
Coach Tony Kimble (08:38):
So for me, the value going back to the
value of people andrelationships it doesn't matter
how much you know if you cannotestablish that relationship in
the context of what is needed,whether that's being a father
figure or that's being a leaderand leading them to a point and
having difficult conversationsand not avoiding those difficult
(09:02):
conversations, Because if youavoid them, they come back
around and you have to addressthem.
Nothing changes if you don'taddress and it may not be
obvious.
I remember some situations withsome of my assistant coaches
and it was like, okay, I seethis way before it's happening,
At what point am I going toaddress it?
(09:23):
And I never addressed it and itbecame a headache Second year.
So it taught me to addresspotential problems early and not
just address them, but it is totake a sledgehammer on some of
the things.
Yeah, so that that I thinkthat's one thing too is is some
(09:45):
things need not a hammer, butthey need a sledgehammer to, to,
to eradicate them.
Principal JL (09:50):
So you're kind of leading into the next one.
What are some parallels forbeing a leader as a football
coach and then to leadingeducators in schools?
What are some parallels thatyou can can talk about?
Oh yeah.
Coach Tony Kimble (10:06):
So it's.
You know, a lot of timescoaches get the bad rap of OK,
you're not, you're coachingathletics, that's athletics,
it's you're, you're, you're,you're not dealing with
academics.
But there there are somecommonalities that are there.
That's okay, but leadership isleadership.
(10:27):
So how you approach coachingand the role of a school leader
is the same, it's culture.
What is your culture withinthose small pockets within your
coaching staff?
How are you addressing and howdo they view you?
Because how they view you ishow they're going to respond and
(10:51):
if they don't view you in aparticular way, they are not
going to be as productive asthey need to be and they're
going to be not given their all.
So you have to address that.
It's the same way in leadership,in school.
Leadership is that you have toaddress it in such a way that
you build the best out of them.
Is that you have to address itin such a way that you build the
best out of them?
(11:11):
And then also, as a leader, youhave to lead.
I know that's simple, but youhave to lead when people don't
want to lead.
So that comes down to Iremember a coach coming to me
about it's fourth down andwhatever.
And we need.
I need you to call the play.
(11:33):
What do you think I should callright here, and you have to
have that be in the moment ofthe game to make the decision.
Same way in supporting schools,leaders come up and ask you
what's your approach to thisparticular topic with my teacher
.
This teacher is reluctant, thisteacher is not producing well,
and you have to have thedifficult conversations because
(11:56):
you're now a mediator betweenthe teacher and the
administrator and you have to belike, have those difficult
conversations.
Principal JL (12:03):
Yeah, I agree with you 100%.
I think you kind of mentionedsomething there.
Hey, you see an issue, takecare of it right away.
Be proactive and not reactiveto those issues, because when
you are reactive to issues, itbecomes 10 times worse than it
would have been if you wouldhave just been proactive about
it.
And that's one thing I know inmy educational leadership
(12:24):
journey.
I really try to take proactivesteps to take care of things
right away so they don't becomesomething that festers and
becomes worse later on.
So that's something that youknow I really try as well, and
it's really interesting.
You're learning a lot of thesethings as a coach, and so did I,
and so the way I lead isthrough my experiences, not just
(12:46):
as an educator, but alsothrough my leadership journey in
the military and my leadershipjourney as a head football and
wrestling coach.
And you know I did some trackon the side as well.
And so I really want to kind oftalk about the next thing.
One thing that I that I knowyou have done is you're helping
schools modernize the teachingstrategies.
(13:06):
Can you tell me more about thetransform one?
So what took you from the?
You know you kind of kind ofled into it a little bit, but I
want to go back to that aboutthe transform one and your
mission.
What is that all about?
Coach Tony Kimble (13:20):
So it's about ?
It's really four things.
It's looking at identifyingconformity.
It's looking at identifyingconformity, renewing, then also
transforming and then leading.
So what it means is is,basically, you find conformity
and conformity can be basicallyso.
(13:41):
Let's say, we're looking atinstruction, okay, so you got a
dynamic teacher, all right.
And that dynamic teacher let'ssay she see, or he is in English
Well, all right, they're havingtrouble with getting their
papers back to their students.
They are not getting feedback.
(14:03):
So my approach is how can wetake technology and use it as a
pathway to not change yourknowledge base?
Right, so you're dynamic, youunderstand how to structure a
paragraph, but now we need tolook at how do we transform it
into using technology.
To, number one, providefeedback, because that is one of
(14:24):
the most important componentsof a lesson.
Did the students receivefeedback?
And then showing teachers,educators, how to do that in the
most effective way?
Because, again, I learned thisthrough coaching football on
Fridays, giving a test on Fridayand then, some kind of way,
(14:45):
getting that test score back andthat paper back to that student
before Wednesday, because theyneeded it way beforehand, and I
learned to use technology totake it Before they left.
They knew what grade they got,because that's all they cared
about.
They cared about the grade.
Whether they missed questionseven or eight, they don't
(15:07):
really care.
Did I make an 80?
Yeah, they miss question sevenor eight, they don't really care
.
Did I make?
Did I make an 80?
Yeah.
So that's the approach of nottrying to completely transform a
teacher, but it's looking atwhere's the conformity yet and
then changing the person's mindabout the approach and saying,
hey, this is the approach thatthat would be more effective for
you and it has a has multipleperspectives to look at.
(15:29):
Well, you're not getting thepapers back in time to the
students, and then the studentshave apathy at this point
because they know you're notgoing to get the paper back to
them.
So this impact has differentangles.
And then also, at that pointwhere we renew how they look at
it, we talk about transforming.
At that point they cantransform.
How they look at it, we talkabout transforming.
(15:51):
At that point they cantransform and then they're able
to become that leader, to leadthat in their aspect.
So that's how the approach,when we talk about transform One
, is transforming one person,becoming an advocate for the
change.
Principal JL (16:05):
Awesome.
I really liked how you kind oftalked about feedback.
Right, I was a math teacher aswell and you wanted to get that
feedback to them as quickly aspossible so they knew and
understood what they didn't knowor what they didn't know and so
they can make the adjustments.
And if you don't get them thatfeedback, like you said, that
apathy will set in and they'relike well, why should I do this?
(16:27):
Because I'm not going to know?
Or if you're not giving stuffback for days on end, you have
just lost that student's abilityto learn because they're not
going to understand what theyknow and what they don't know.
If you know one teacher at atime to help them have a bigger
impact in their classroom, so Ireally think that's awesome.
(16:53):
So what are some of the biggestchallenges school faces today?
How do you help them navigatethrough these challenges?
Coach Tony Kimble (17:02):
I want to look at retention.
So a lot of the schools that Isupport have supported it is in
rural areas, and some of thoseare in the Mississippi Delta,
but then also they're kind ofspread out over Mississippi and
many times it's due to the factof the lack of support.
(17:23):
And that lack of support is andit goes back to this whole idea
of identifying like, where'sthe conformity at, and once you
can identify that this is not ablazing building that we're
facing, but this is just anelectrical problem that's
(17:45):
happening down on the lowerlevel of the building and if we
fix this part right here, it'snothing but smoke.
That's happening there Now.
There's fire there, but there'ssmoke, and this is how we fix
it, and and and and.
Taking that approach to lookingat all right, how do we get
teachers to stay at a school?
(18:05):
And it's through support, ifthey can see themselves
differently, instead ofsometimes feeling like, well, I
can't do this, I can't teach 20kids at a time and my workload
is 150 kids.
If they're successful in thatworkload, they feel like
(18:26):
Superman or Superwoman and theytake it on.
So just helping schooldistricts hone in that teacher
capacity and once that teachercapacity happens, and personal
growth too.
Principal JL (18:39):
That's the unspoken thing, that's the
unspoken thing Personal growthis.
You know it's not put down onthe paper or the work report,
but it's building theirconfidence within their teacher.
(19:00):
To say you know what I can takethis on and I'm successful at
it school leaders can implementto help their teachers improve
their own teaching but alsoimprove the culture of the
school is how you build theircapacity, how you support them
to become better and put moretools in the toolbox, because
(19:21):
when they are confident in whatthey do, they are more than
likely going to stay at it,going to stay working at it,
because they know they aresupported.
Is there any other strategiesthat a school leader that may be
listening to this podcast rightnow that can implement to
improve that engagement in theirschool as well?
Coach Tony Kimble (19:40):
I think it's feedback.
Going back to this whole ideaof feedback, how small we think
that is in the bigger picture ofOK, you at the point of data,
that's a problem.
So they need to have feedbackand it is not a hold your hand
(20:15):
type situation.
But it is OK.
You've done an excellent job onthe first five minutes of your
lesson.
You've done an excellent job onthe first five minutes of your
lesson and that's simple as thatmight sound.
That builds the confidence ofthat teacher and I guess I'm
speaking in reference tofirst-year teachers in that
(20:36):
context.
Sometimes a veteran teacher islike okay, I was good the first
five minutes.
Like what else?
What else do I need to do?
I was good first five minutes,like what else?
What else do I need to do?
But then also saying you know,I'm proud of how you've
supported the teacher next door.
Those little little feedbacksare powerful and helping them
(20:58):
kind of navigate their day,because a lot of their feedback
is from their students.
Like you know, my, my day isdirected by how well Tony acted
in the class today or how secondperiod was, and just that
positive feedback helps them tomove forward.
Principal JL (21:16):
I really liked.
I think positive feedback issomething that is important, but
it's got to be intentional too,right.
It's got to be something thatis intentional and meaningful
because they'll take that andrun with it every time.
You're not just leading changesin school, but you're also
transforming lives through apodcast, right?
(21:37):
So you have your transforminglives podcast.
You have a special series rightnow 50 educators from 50 states
.
Can you share what inspiredthis series and what have you
learned from it so far?
Coach Tony Kimble (21:52):
Yeah, so for the last 10 years I've been
educational consultant in termsof for mathematics, also for
technology.
This August I stepped away fromthat role and it was more just.
(22:12):
You know, I got to do somethingdifferent and there was some
kind of some restrictions andstepping away.
But I said, you know what?
I have to keep my toolssharpened, because I wasn't
necessarily in a school nor wasI serving school districts, so I
had to look at a way to, youknow, keep this thing moving.
(22:33):
And I said, you know what?
I'm just going to talk toeducators.
And you know I didn'tunderstand what it looked like
at first.
I just know I'm going to talkto educators across the world.
But then I started to kind ofwrite out that plan and
developing that plan Irecognized, okay, let's wait on
(22:54):
the world, let's kind of look atit in a smaller context.
And at that point I started tolook at well, I can talk to
school leaders and find out moreabout what makes a successful
school.
Well, I said, oh, that soundsgood.
What's my approach in terms oftransformation?
(23:16):
So I began to kind of narrowthat down, niche down, and say,
you know what I want to look at?
You know school leaders thathave transformed school
districts and what are theydoing?
Is there a common threadamongst those school districts?
And I want to look at it acrossour United States and see you
know, is it different?
(23:37):
Is it a different approach thatis taking in the Northeastern
part of our state?
In the Southwest, in theSoutheast, is there a different
approach?
In the southwest, in thesoutheast, is there a different
approach?
And what I'm finding out isthat there are common threads
that exist.
One is relationships.
As I'm talking to leaders fromTexas, from California, of
(23:59):
course you, nebraska,mississippi, course you,
nebraska, mississippi, floridaand all these places, I'm
finding out that differentregions, but the central part of
who they are is number onecaring about making a difference
in the lives of the people thatthey serve.
That's kind of the number onething.
But then also it is having thisknowledge base of how to do it.
(24:25):
It's not just excitement, it'snot just enthusiasm, but having
the capacity to change it andthen surrounding themselves with
people around, surroundingthemselves with knowledgeable
people, to push forth and makethat change.
So you know, before we talkabout uh, systems, it's about
(24:45):
relationships.
Once you develop therelationships, you, you develop
systems, you develop yourculture.
Those are resounding words andtopics that have shown up in the
leaders that I've uh, that I'vetalked about, talked to over
the last three months, fourmonths.
Principal JL (25:03):
Do you have a particular story from this
process that you got that sticksout the most you know through
your moments of doing theseinterviews with all these
different educators fromdifferent states?
Is there one story that kind oflike sticks out in your mind
right now?
Coach Tony Kimble (25:19):
All of them.
I can't just and I was smartnow because what I happen is
because I still kind of havethis you know, once you talk to
one leader, you kind of you knowyou might not speak to them,
you know every day, but theystill reach out and still
embrace your content.
But I can kind of wrap this upof saying, kind of wrap this
(25:41):
together, saying that eachperson is different.
It is not easy when I say toyou each person is different and
transformation comes in moreboxes than Amazon, I think
that's the best way that I canexpress that that it's just not
one story.
(26:02):
Each person is very unique tothat challenge.
Principal JL (26:06):
So what I'm hearing you say is everybody has
their own unique way to helptransform lives.
They have their own unique wayof doing the things, of building
culture building, and it'sgoing to be unique to their
situations.
And I can get on board withthat, because every school
district is unique.
Every school district isdifferent.
You serve a certain clientelewithin your community and it's
(26:31):
not the same from one region tothe next.
But what is the same is thatthis work can be done in a way
that transform lives.
You know it's just going tolook different here because this
is their core values and whatthey believe.
They get the same results, andso that's kind of what I'm
hearing you say.
If our listeners want to checkout your work, you know what is
(26:54):
the best place to find yourpodcast or just to find you in
general platforms again.
Coach Tony Kimble (27:16):
You know apple uh, spotify, all of those
uh, but I encourage you to go toyoutube uh and check that out
uh, because we're trying tobuild that.
Principal JL (27:20):
Focus on youtube, yeah you bet, and I'm going to
uh put your youtube channel linkin the show notes for this show
, so make it real easy forpeople to click on it, find,
find you and see all the awesomework that you are doing.
We're going to kind of wrapthis episode up here.
What is one final piece ofadvice you'd give educational
(27:43):
leaders who are looking totransform their schools and make
a real impact?
Coach Tony Kimble (27:50):
Right.
So the first person I would sayto look at even in the process
of starting the series that Istarted was the first person
that has to transform isyourself and looking at doing
the hard work, because no one isgoing to come rescue you
through this process.
It is difficult conversationsthat I had to have with myself
(28:12):
and saying, ok, do I have thecourage enough to reach out to
an educator in another state ora superintendent in another
state?
So that confidence that wasbuilt up prior to you know, in
my prior work, where I'm notafraid to sit down with a
superintendent and have thatconversation around it, and
(28:34):
there was a time that I didn't,would not approach it because I
didn't feel like I was able tosit in a seat.
But that's not the approach.
It's building up the courage,building up your capacity to say
, hey, I am able to sit downwith you and have the
conversation and through thatconversation you gain knowledge.
But you push knowledge out tothose that may be sitting in the
(28:56):
seat of isolation and once theyhear the stories and understand
that you're not alone, and thenalso not that you're not alone,
but you can do it too.
If it happened in Nebraska, ifit happened in Texas, it can
happen in Mississippi as well.
And it's just having thatcourage to say you know what, I
(29:17):
can do it as well.
Let me connect with this personand find out what they did.
What strategy did you use?
Is this useful in my state?
And if it is useful, I'm goingto step forward and do it.
So the podcast is help reallydefine that.
You know, you can be a beaconof light for people and help
(29:39):
them see their journeydifferently and they don't have
to stay at that slums or thatnegative mindset that you can
make it happen.
And um and connecting with you,I can't say that this would
have happened any other way thando the podcast lane.
Principal JL (29:59):
No, I agree, that's kind of how we met Tony
is through our podcastadventures and getting to know
each other, following eachother's work.
All I can say is you're doingoutstanding job.
I really enjoy the episodesthat you're putting out Not to
say that I'm on one, but I'mreally humbled to be a part of
(30:19):
your journey and it's reallyhumbling to have you be a part
of my journey as well, to stepout and and to do these things,
because you're going to havethat self doubt hey, can I
really do that?
I'll have this impostersyndrome.
Hey, is this really really?
Am I really doing this?
(30:40):
But you have to have belief inyourself that, hey, I can, you
know, help other people.
It's kind of what this podcastis about and you're kind of
doing the same thing is how canI help impact other people?
And specifically for you, it's,you know, you know educational
leaders as well as mathinstructors, because you have a
whole another series forteaching strategies for math.
(31:02):
So I want to kind of point thatout.
He's got some other work toothat he's doing as well as not
just the educational leadershipwork as well.
So, tony, it's been a pleasureand it's been really great to
have you on today's show.
You know really thankful andhumbled that you came and took
the time today
Coach Tony Kimble (31:21):
thank you
Principal JL (31:23):
Thank you, what an incredible conversation with
Coach Tony Kimble.
His passion for education,leadership and transformation is
truly inspiring.
From his years in the classroomto his impact as a coach and a
consultant and now hisnationwide podcast journey, tony
(31:43):
continues to push theboundaries of what's possible in
education.
If you enjoyed this episode, besure to check out Tony's
Transforming Lives podcast andfollow his journey as he
interviews 50 educators across50 states.
And, as always, don't forget tosubscribe, rate, leave a review
and share this episode withfellow educators and leaders who
(32:06):
would benefit from theseinsights.
Until next time, keep getting1% better.
Today, we're joined by a true game-changer in
education Coach Tony Kimble.
With over 20 years in the field, tony has worn many hats math
teacher, instructional coach,technology consultant, project
manager and even football coach.
Now, as the founder ofTransform One, he's on a mission
to modernize education andempower school leaders.
(00:22):
In this episode, we explore hisjourney from the classroom to
coaching, his passion forleadership and his latest
adventure interviewing 50educators from 50 states on his
Transforming Lives podcast.
I'm excited to have you be apart of this conversation and I
think you're really going toenjoy it.
(00:43):
Now here's my conversation withCoach Tony Kimble.
Hey there, educational leaders,I'm excited to have you guys
back for another great episode.
(01:05):
Leaders, I'm excited to haveyou guys back for another great
episode.
Today's episode I'm going tobring in Coach Tony Kimble.
Coach Tony Kimble (01:13):
Coach, it's great to have you on the show,
thank you.
Thank you for having me on.
I really appreciate it.
Look forward to theconversation.
Principal JL (01:22):
All right, coach, we're going to go ahead, we're
going to dive right in.
I'd like you to share a bitabout your journey.
What inspired you to get intoeducation?
What kind of propelled you intothat journey?
Coach Tony Kimble (01:32):
Well, I would like to say I started out
wanting to coach football.
I love football.
You get to a point playingcollege ball.
You figure out that, hey, thisis not going to the NFL or
anything beyond college.
Um, they get to a point, uh,playing college ball.
You figure out that, hey, youknow, this is not going to the
NFL or anything beyond college.
So, uh, I had a excellent uhadvisor that kind of directed me
(01:52):
to into education.
So I thought that was the nextway to continue on and I just
started out, um, in in NorthCarolina, uh, from Mississippi.
But I started out, uh, coachingin North Carolina, uh, from
Mississippi.
But I started out coaching inNorth Carolina and, um, yeah, I
was in a.
I grew up in a small rural townUh, it was May, I think.
(02:16):
We had a thousand people.
I went to.
I went to start coaching in aschool that has a thousand
students.
So it was like, oh, this is adifferent spiel here, like this
is different.
So, just starting out thisjourney, it was just to coach
football.
I'll be honest, I think I'm ata point now I can say it was to
coach football, but it was muchmore involved in that process.
Principal JL (02:39):
Yeah, I relate to that coach.
Really, that's honestly whatgot me into education as well is
was getting into coaching,actually coach football for 17
years total, so it wasn't just.
You know, I coached footballabout six years before I got
into teaching and coaching myown program, and so I kind of
(03:01):
relate to that.
One of the real reasons why Igot into education was, hey, I
knew I was going to have animpact, but I really wanted to
coach football too.
But from that experience I kindof learned like, hmm, maybe
there's more that I could do.
So let's talk about that.
Let's talk about how.
What motivated you from goinghey, I'm moving in from into the
(03:23):
classroom, but I'm going to gointo these leadership roles.
You know, you can talk aboutcoaching, you can talk about all
the different leadership rolesthat you might've, uh, aspired
into um through your educationalcareer.
Coach Tony Kimble (03:36):
Right.
So, um, again, you know, inNorth Carolina I was, of course,
going through that assistant,uh, coaching role.
So I was a young guy, you hadyour introductory math classes,
so I had those kids that no onewanted to teach and they put
them in my classroom and Ilearned to teach.
I didn't have a—I was pure math.
(03:57):
I didn't have education, didn'ttake any educational courses.
So it was like I was going inand man, thankful that there
were no cameras or anything likethat during that time, because
I was awful, just got thingsdone.
But you know, transitioning, Imoved back to my hometown and
(04:21):
started coaching football thereand became a math teacher.
And you know, coachingeverything football, basketball,
track, powerlifting, everysport that they had to kind of
supplement the income At thattime.
That was a notable thing to doand it got to a point where I
(04:44):
was a defensive coordinator andit got to the point where you
have that urge to become a headcoach of a football team.
Let me tell you, that's adifferent world.
Where you are a defensivecoordinator, you're laying out
the game plan for the your, yoursquad, and you, you know,
taking care of that side of theball.
(05:05):
But when you have to take careof both sides of the ball
parents, administration, allthese other people.
It was an eye-opener, thatbeing a leader was different.
I thought that I was ready, butI remember one of our coaching
mentors tried to tell me hey,this is a different world as a
(05:28):
head coach.
He was a successful head coachof state championships two,
three, I think he had at thetime and he tried to walk me
through that process of being ahead coach.
There are different levels offacets to the position where you
can coach defense well, but yougot to be able to navigate
(05:49):
through the lines of yourassistant coaches, school board
members, all of these peoplethat have an impact on your team
, parents and those people inthe stands.
So I got a beginning stages ofleadership that's how I want to
phrase it, just the beginningstages.
(06:11):
And the crazy thing about thatwas, you know, I did a two-year
stint as a head football coach,made the playoffs both years,
and I said you know what?
I'm not doing leadershipanymore.
My wife convinced me to go backand get my administration
degree and it was like whydidn't I learn this before?
I would have been a better headcoach in that process.
(06:32):
So and I transitioned out fromyou know about to graduate from
the university and preparing tobe a head coach again or a
principal, and I said you knowwhat?
I want?
To become a consultant.
Someone reached out and it waslike well, I'm going to take
(06:52):
this because I feel like if Ibecome a consultant, I would
become a better principal whenit's time.
And that's 10 years.
So this is the 21st year ineducation and 10 of those years
is in the consulting role.
Principal JL (07:07):
Yeah, and so we're going to get to all that
eventually, right?
Coach Tony Kimble (07:11):
Yes so.
Principal JL (07:12):
I want to kind of take you back into your two
years of being a head coach inthe Mississippi Delta, kind of
explain what the MississippiDelta type of football is like,
because from what I understandunderstand it's pretty
competitive football.
Am I wrong on that?
Coach Tony Kimble (07:28):
no, you're not wrong, it's probably
probably some of the bestathletes in the world.
Uh, and there are some highwaysthat are unique to that area is
highway 81, highway one, um,that have just athletes.
It's just ridiculous.
It's things that you can'tcoach.
You can go out and have ascheme, you can game plan, but
(07:51):
there's just some things whereyou can just give a child a ball
and they just make plays andyou're just like, well, okay,
all right, we'll run that playagain, whatever it was, or
defensively.
Principal JL (08:01):
So it taught me the value of people so we are
working with athletes that wecall they have the it factor
right, they, they just got it.
You just can't coach it, youcan't teach it.
They have it and those are.
They're really fun to to coach.
I've coached a couple of thosein my career as well.
But you know, when you talkabout, you know, coaching in the
(08:24):
Mississippi Delta for the twoyears as a head coach.
What lessons did you learn?
Coaching that carries you intoyour work and education.
So out of that two years, whatdid you learn through that?
Coach Tony Kimble (08:38):
So for me, the value going back to the
value of people andrelationships it doesn't matter
how much you know if you cannotestablish that relationship in
the context of what is needed,whether that's being a father
figure or that's being a leaderand leading them to a point and
having difficult conversationsand not avoiding those difficult
(09:02):
conversations, Because if youavoid them, they come back
around and you have to addressthem.
Nothing changes if you don'taddress and it may not be
obvious.
I remember some situations withsome of my assistant coaches
and it was like, okay, I seethis way before it's happening,
At what point am I going toaddress it?
(09:23):
And I never addressed it and itbecame a headache Second year.
So it taught me to addresspotential problems early and not
just address them, but it is totake a sledgehammer on some of
the things.
Yeah, so that that I thinkthat's one thing too is is some
(09:45):
things need not a hammer, butthey need a sledgehammer to, to,
to eradicate them.
Principal JL (09:50):
So you're kind of leading into the next one.
What are some parallels forbeing a leader as a football
coach and then to leadingeducators in schools?
What are some parallels thatyou can can talk about?
Oh yeah.
Coach Tony Kimble (10:06):
So it's.
You know, a lot of timescoaches get the bad rap of OK,
you're not, you're coachingathletics, that's athletics,
it's you're, you're, you're,you're not dealing with
academics.
But there there are somecommonalities that are there.
That's okay, but leadership isleadership.
(10:27):
So how you approach coachingand the role of a school leader
is the same, it's culture.
What is your culture withinthose small pockets within your
coaching staff?
How are you addressing and howdo they view you?
Because how they view you ishow they're going to respond and
(10:51):
if they don't view you in aparticular way, they are not
going to be as productive asthey need to be and they're
going to be not given their all.
So you have to address that.
It's the same way in leadership,in school.
Leadership is that you have toaddress it in such a way that
you build the best out of them.
Is that you have to address itin such a way that you build the
best out of them?
(11:11):
And then also, as a leader, youhave to lead.
I know that's simple, but youhave to lead when people don't
want to lead.
So that comes down to Iremember a coach coming to me
about it's fourth down andwhatever.
And we need.
I need you to call the play.
(11:33):
What do you think I should callright here, and you have to
have that be in the moment ofthe game to make the decision.
Same way in supporting schools,leaders come up and ask you
what's your approach to thisparticular topic with my teacher
.
This teacher is reluctant, thisteacher is not producing well,
and you have to have thedifficult conversations because
(11:56):
you're now a mediator betweenthe teacher and the
administrator and you have to belike, have those difficult
conversations.
Principal JL (12:03):
Yeah, I agree with you 100%.
I think you kind of mentionedsomething there.
Hey, you see an issue, takecare of it right away.
Be proactive and not reactiveto those issues, because when
you are reactive to issues, itbecomes 10 times worse than it
would have been if you wouldhave just been proactive about
it.
And that's one thing I know inmy educational leadership
(12:24):
journey.
I really try to take proactivesteps to take care of things
right away so they don't becomesomething that festers and
becomes worse later on.
So that's something that youknow I really try as well, and
it's really interesting.
You're learning a lot of thesethings as a coach, and so did I,
and so the way I lead isthrough my experiences, not just
(12:46):
as an educator, but alsothrough my leadership journey in
the military and my leadershipjourney as a head football and
wrestling coach.
And you know I did some trackon the side as well.
And so I really want to kind oftalk about the next thing.
One thing that I that I knowyou have done is you're helping
schools modernize the teachingstrategies.
(13:06):
Can you tell me more about thetransform one?
So what took you from the?
You know you kind of kind ofled into it a little bit, but I
want to go back to that aboutthe transform one and your
mission.
What is that all about?
Coach Tony Kimble (13:20):
So it's about ?
It's really four things.
It's looking at identifyingconformity.
It's looking at identifyingconformity, renewing, then also
transforming and then leading.
So what it means is is,basically, you find conformity
and conformity can be basicallyso.
(13:41):
Let's say, we're looking atinstruction, okay, so you got a
dynamic teacher, all right.
And that dynamic teacher let'ssay she see, or he is in English
Well, all right, they're havingtrouble with getting their
papers back to their students.
They are not getting feedback.
(14:03):
So my approach is how can wetake technology and use it as a
pathway to not change yourknowledge base?
Right, so you're dynamic, youunderstand how to structure a
paragraph, but now we need tolook at how do we transform it
into using technology.
To, number one, providefeedback, because that is one of
(14:24):
the most important componentsof a lesson.
Did the students receivefeedback?
And then showing teachers,educators, how to do that in the
most effective way?
Because, again, I learned thisthrough coaching football on
Fridays, giving a test on Fridayand then, some kind of way,
(14:45):
getting that test score back andthat paper back to that student
before Wednesday, because theyneeded it way beforehand, and I
learned to use technology totake it Before they left.
They knew what grade they got,because that's all they cared
about.
They cared about the grade.
Whether they missed questionseven or eight, they don't
(15:07):
really care.
Did I make an 80?
Yeah, they miss question sevenor eight, they don't really care
.
Did I make?
Did I make an 80?
Yeah.
So that's the approach of nottrying to completely transform a
teacher, but it's looking atwhere's the conformity yet and
then changing the person's mindabout the approach and saying,
hey, this is the approach thatthat would be more effective for
you and it has a has multipleperspectives to look at.
(15:29):
Well, you're not getting thepapers back in time to the
students, and then the studentshave apathy at this point
because they know you're notgoing to get the paper back to
them.
So this impact has differentangles.
And then also, at that pointwhere we renew how they look at
it, we talk about transforming.
At that point they cantransform.
How they look at it, we talkabout transforming.
(15:51):
At that point they cantransform and then they're able
to become that leader, to leadthat in their aspect.
So that's how the approach,when we talk about transform One
, is transforming one person,becoming an advocate for the
change.
Principal JL (16:05):
Awesome.
I really liked how you kind oftalked about feedback.
Right, I was a math teacher aswell and you wanted to get that
feedback to them as quickly aspossible so they knew and
understood what they didn't knowor what they didn't know and so
they can make the adjustments.
And if you don't get them thatfeedback, like you said, that
apathy will set in and they'relike well, why should I do this?
(16:27):
Because I'm not going to know?
Or if you're not giving stuffback for days on end, you have
just lost that student's abilityto learn because they're not
going to understand what theyknow and what they don't know.
If you know one teacher at atime to help them have a bigger
impact in their classroom, so Ireally think that's awesome.
(16:53):
So what are some of the biggestchallenges school faces today?
How do you help them navigatethrough these challenges?
Coach Tony Kimble (17:02):
I want to look at retention.
So a lot of the schools that Isupport have supported it is in
rural areas, and some of thoseare in the Mississippi Delta,
but then also they're kind ofspread out over Mississippi and
many times it's due to the factof the lack of support.
(17:23):
And that lack of support is andit goes back to this whole idea
of identifying like, where'sthe conformity at, and once you
can identify that this is not ablazing building that we're
facing, but this is just anelectrical problem that's
(17:45):
happening down on the lowerlevel of the building and if we
fix this part right here, it'snothing but smoke.
That's happening there Now.
There's fire there, but there'ssmoke, and this is how we fix
it, and and and and.
Taking that approach to lookingat all right, how do we get
teachers to stay at a school?
(18:05):
And it's through support, ifthey can see themselves
differently, instead ofsometimes feeling like, well, I
can't do this, I can't teach 20kids at a time and my workload
is 150 kids.
If they're successful in thatworkload, they feel like
(18:26):
Superman or Superwoman and theytake it on.
So just helping schooldistricts hone in that teacher
capacity and once that teachercapacity happens, and personal
growth too.
Principal JL (18:39):
That's the unspoken thing, that's the
unspoken thing Personal growthis.
You know it's not put down onthe paper or the work report,
but it's building theirconfidence within their teacher.
(19:00):
To say you know what I can takethis on and I'm successful at
it school leaders can implementto help their teachers improve
their own teaching but alsoimprove the culture of the
school is how you build theircapacity, how you support them
to become better and put moretools in the toolbox, because
(19:21):
when they are confident in whatthey do, they are more than
likely going to stay at it,going to stay working at it,
because they know they aresupported.
Is there any other strategiesthat a school leader that may be
listening to this podcast rightnow that can implement to
improve that engagement in theirschool as well?
Coach Tony Kimble (19:40):
I think it's feedback.
Going back to this whole ideaof feedback, how small we think
that is in the bigger picture ofOK, you at the point of data,
that's a problem.
So they need to have feedbackand it is not a hold your hand
(20:15):
type situation.
But it is OK.
You've done an excellent job onthe first five minutes of your
lesson.
You've done an excellent job onthe first five minutes of your
lesson and that's simple as thatmight sound.
That builds the confidence ofthat teacher and I guess I'm
speaking in reference tofirst-year teachers in that
(20:36):
context.
Sometimes a veteran teacher islike okay, I was good the first
five minutes.
Like what else?
What else do I need to do?
I was good first five minutes,like what else?
What else do I need to do?
But then also saying you know,I'm proud of how you've
supported the teacher next door.
Those little little feedbacksare powerful and helping them
(20:58):
kind of navigate their day,because a lot of their feedback
is from their students.
Like you know, my, my day isdirected by how well Tony acted
in the class today or how secondperiod was, and just that
positive feedback helps them tomove forward.
Principal JL (21:16):
I really liked.
I think positive feedback issomething that is important, but
it's got to be intentional too,right.
It's got to be something thatis intentional and meaningful
because they'll take that andrun with it every time.
You're not just leading changesin school, but you're also
transforming lives through apodcast, right?
(21:37):
So you have your transforminglives podcast.
You have a special series rightnow 50 educators from 50 states
.
Can you share what inspiredthis series and what have you
learned from it so far?
Coach Tony Kimble (21:52):
Yeah, so for the last 10 years I've been
educational consultant in termsof for mathematics, also for
technology.
This August I stepped away fromthat role and it was more just.
(22:12):
You know, I got to do somethingdifferent and there was some
kind of some restrictions andstepping away.
But I said, you know what?
I have to keep my toolssharpened, because I wasn't
necessarily in a school nor wasI serving school districts, so I
had to look at a way to, youknow, keep this thing moving.
(22:33):
And I said, you know what?
I'm just going to talk toeducators.
And you know I didn'tunderstand what it looked like
at first.
I just know I'm going to talkto educators across the world.
But then I started to kind ofwrite out that plan and
developing that plan Irecognized, okay, let's wait on
(22:54):
the world, let's kind of look atit in a smaller context.
And at that point I started tolook at well, I can talk to
school leaders and find out moreabout what makes a successful
school.
Well, I said, oh, that soundsgood.
What's my approach in terms oftransformation?
(23:16):
So I began to kind of narrowthat down, niche down, and say,
you know what I want to look at?
You know school leaders thathave transformed school
districts and what are theydoing?
Is there a common threadamongst those school districts?
And I want to look at it acrossour United States and see you
know, is it different?
(23:37):
Is it a different approach thatis taking in the Northeastern
part of our state?
In the Southwest, in theSoutheast, is there a different
approach?
In the southwest, in thesoutheast, is there a different
approach?
And what I'm finding out isthat there are common threads
that exist.
One is relationships.
As I'm talking to leaders fromTexas, from California, of
(23:59):
course you, nebraska,mississippi, course you,
nebraska, mississippi, floridaand all these places, I'm
finding out that differentregions, but the central part of
who they are is number onecaring about making a difference
in the lives of the people thatthey serve.
That's kind of the number onething.
But then also it is having thisknowledge base of how to do it.
(24:25):
It's not just excitement, it'snot just enthusiasm, but having
the capacity to change it andthen surrounding themselves with
people around, surroundingthemselves with knowledgeable
people, to push forth and makethat change.
So you know, before we talkabout uh, systems, it's about
(24:45):
relationships.
Once you develop therelationships, you, you develop
systems, you develop yourculture.
Those are resounding words andtopics that have shown up in the
leaders that I've uh, that I'vetalked about, talked to over
the last three months, fourmonths.
Principal JL (25:03):
Do you have a particular story from this
process that you got that sticksout the most you know through
your moments of doing theseinterviews with all these
different educators fromdifferent states?
Is there one story that kind oflike sticks out in your mind
right now?
Coach Tony Kimble (25:19):
All of them.
I can't just and I was smartnow because what I happen is
because I still kind of havethis you know, once you talk to
one leader, you kind of you knowyou might not speak to them,
you know every day, but theystill reach out and still
embrace your content.
But I can kind of wrap this upof saying, kind of wrap this
(25:41):
together, saying that eachperson is different.
It is not easy when I say toyou each person is different and
transformation comes in moreboxes than Amazon, I think
that's the best way that I canexpress that that it's just not
one story.
(26:02):
Each person is very unique tothat challenge.
Principal JL (26:06):
So what I'm hearing you say is everybody has
their own unique way to helptransform lives.
They have their own unique wayof doing the things, of building
culture building, and it'sgoing to be unique to their
situations.
And I can get on board withthat, because every school
district is unique.
Every school district isdifferent.
You serve a certain clientelewithin your community and it's
(26:31):
not the same from one region tothe next.
But what is the same is thatthis work can be done in a way
that transform lives.
You know it's just going tolook different here because this
is their core values and whatthey believe.
They get the same results, andso that's kind of what I'm
hearing you say.
If our listeners want to checkout your work, you know what is
(26:54):
the best place to find yourpodcast or just to find you in
general platforms again.
Coach Tony Kimble (27:16):
You know apple uh, spotify, all of those
uh, but I encourage you to go toyoutube uh and check that out
uh, because we're trying tobuild that.
Principal JL (27:20):
Focus on youtube, yeah you bet, and I'm going to
uh put your youtube channel linkin the show notes for this show
, so make it real easy forpeople to click on it, find,
find you and see all the awesomework that you are doing.
We're going to kind of wrapthis episode up here.
What is one final piece ofadvice you'd give educational
(27:43):
leaders who are looking totransform their schools and make
a real impact?
Coach Tony Kimble (27:50):
Right.
So the first person I would sayto look at even in the process
of starting the series that Istarted was the first person
that has to transform isyourself and looking at doing
the hard work, because no one isgoing to come rescue you
through this process.
It is difficult conversationsthat I had to have with myself
(28:12):
and saying, ok, do I have thecourage enough to reach out to
an educator in another state ora superintendent in another
state?
So that confidence that wasbuilt up prior to you know, in
my prior work, where I'm notafraid to sit down with a
superintendent and have thatconversation around it, and
(28:34):
there was a time that I didn't,would not approach it because I
didn't feel like I was able tosit in a seat.
But that's not the approach.
It's building up the courage,building up your capacity to say
, hey, I am able to sit downwith you and have the
conversation and through thatconversation you gain knowledge.
But you push knowledge out tothose that may be sitting in the
(28:56):
seat of isolation and once theyhear the stories and understand
that you're not alone, and thenalso not that you're not alone,
but you can do it too.
If it happened in Nebraska, ifit happened in Texas, it can
happen in Mississippi as well.
And it's just having thatcourage to say you know what, I
(29:17):
can do it as well.
Let me connect with this personand find out what they did.
What strategy did you use?
Is this useful in my state?
And if it is useful, I'm goingto step forward and do it.
So the podcast is help reallydefine that.
You know, you can be a beaconof light for people and help
(29:39):
them see their journeydifferently and they don't have
to stay at that slums or thatnegative mindset that you can
make it happen.
And um and connecting with you,I can't say that this would
have happened any other way thando the podcast lane.
Principal JL (29:59):
No, I agree, that's kind of how we met Tony
is through our podcastadventures and getting to know
each other, following eachother's work.
All I can say is you're doingoutstanding job.
I really enjoy the episodesthat you're putting out Not to
say that I'm on one, but I'mreally humbled to be a part of
(30:19):
your journey and it's reallyhumbling to have you be a part
of my journey as well, to stepout and and to do these things,
because you're going to havethat self doubt hey, can I
really do that?
I'll have this impostersyndrome.
Hey, is this really really?
Am I really doing this?
(30:40):
But you have to have belief inyourself that, hey, I can, you
know, help other people.
It's kind of what this podcastis about and you're kind of
doing the same thing is how canI help impact other people?
And specifically for you, it's,you know, you know educational
leaders as well as mathinstructors, because you have a
whole another series forteaching strategies for math.
(31:02):
So I want to kind of point thatout.
He's got some other work toothat he's doing as well as not
just the educational leadershipwork as well.
So, tony, it's been a pleasureand it's been really great to
have you on today's show.
You know really thankful andhumbled that you came and took
the time today
Coach Tony Kimble (31:21):
thank you
Principal JL (31:23):
Thank you, what an incredible conversation with
Coach Tony Kimble.
His passion for education,leadership and transformation is
truly inspiring.
From his years in the classroomto his impact as a coach and a
consultant and now hisnationwide podcast journey, tony
(31:43):
continues to push theboundaries of what's possible in
education.
If you enjoyed this episode, besure to check out Tony's
Transforming Lives podcast andfollow his journey as he
interviews 50 educators across50 states.
And, as always, don't forget tosubscribe, rate, leave a review
and share this episode withfellow educators and leaders who
(32:06):
would benefit from theseinsights.
Until next time, keep getting1% better.
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