April 21, 2024 • 37 mins
Have you ever been forced to completely re-evaluate your life's direction? That's the crucible Jeremiah Brown faced when a career-ending concussion pivoted him from the NFL to becoming a lighthouse of guidance in the realm of education. In our transformative conversation, we follow his remarkable journey which serves as powerful proof that sometimes, the fractures in our life plan can forge the most resilient versions of ourselves.
Our dialogue transcends mere anecdotes as we unveil the 5L Framework for Servant Leadership, a bedrock for cultivating an educational atmosphere where every voice is valued. Brown's approach teaches us to listen empathetically, learn with a service mindset, live our values authentically, lead with empathy, and love the process. We dissect how this blueprint can redefine leadership within classrooms and corridors, ensuring that the emotional intelligence of the educators shines as brightly as the academic success of the students.
Peeling back layers of Brown's transformative leadership style, we explore how it influences both the listener and the leader. By prioritizing the human element in education, we establish a fertile ground for growth, where educators and students alike are nurtured by mutual respect and understanding. This episode isn't just about instruction—it's about constructing a legacy of leadership that's measured not by accolades but by the positive impact on the lives it touches. Join us on this expedition of enlightenment where we celebrate the true essence of servant leadership with Jeremiah Brown.
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Episode Transcript
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Speaker 1 (00:01):
Welcome to the Teachers Ed podcast, a place
where the best and brightest ineducation come to be inspired,
learn to connect and grow.
As always, I want to start bythanking our sponsor, be Well
Teacher Box, a gift box to helpeducators focus on their
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(00:23):
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If you haven't, pleasesubscribe, please like, please
leave a review.
This helps us get in front ofmore educators, just like
yourself.
Let's begin Today's guest.
I am honored to have today'sguest.
Not only is he a friend of mine, he's like a brother, he is a
colleague.
He is someone that I have grownwith in the educational space,
(00:47):
jeremiah Brown, a true force ofhis.
From his days as an NFL athleteto his current roles as a sought
after speaker, author andleadership coach, jeremiah has
dedicated himself to making aprofound impact on the lives of
others.
With a remarkable ability toignite a sense of purpose and
(01:07):
resilience, he guidesindividuals and teams towards
reaching their full potentialand cultivating positive team
cultures.
Jeremiah is a former athlete, adirector of athletics and
school leader of culture andleadership development allows
him to seamlessly connect withaudiences from all walks of life
(01:29):
.
Through his engagingstorytelling and strategies.
Jeremiah empowers his listenersto overcome challenges, embrace
servant leadership and achieveextraordinary success.
I want you to prepare to beinspired and transformed as
Jeremiah joins us.
He is someone that has apowerful story.
(01:50):
He is just dynamic.
I have seen him speak atconferences.
He is someone I talk to on aregular basis, bouncing
leadership.
So you are in for a treat,jeremiah.
My brother, it is an absolutehonor to have you on.
Thank you for joining me today.
Speaker 2 (02:07):
Man, ed, I'm honored to be here, man.
This is incredible who you areas a man, husband, leader and
sought after speaker.
Man, I'm just like man, hechose me.
So we're here, man, I'm excitedto lead.
Let's get it.
Speaker 1 (02:21):
Hey, we chose each other, bro, so.
Speaker 2 (02:23):
I appreciate it.
Speaker 1 (02:24):
Man to start.
Um, I'm gonna kind of put youon a spot, cause there's there's
something I just want you tokind of jump in and share,
because I think, pete, forpeople to understand the work
that you do, I think they needto understand a little bit about
you.
Um and the story that I want youto share, if you don't mind, is
the the, the trans you you know, when you shared how you shared
(02:46):
a field with some of the bestin the world to where you end up
.
Could you just take a minute orso and just share that story,
because I think anyone that'slistening really needs to
understand, because they see usnow.
Yeah yeah, we're polished, we'reput together, you know, but
they don't understand, like howwe had to be part of, how we had
to put ourselves back togetherafter challenges.
(03:07):
So can you just share a littlebit about?
Your story, so people canunderstand.
Speaker 2 (03:11):
Man.
That's so good.
You know, people look at mylife today, in 2024, and they
think that I've always been here, you know.
They think that you know I'vealways been as polished up as
you mentioned, that I've alwaysbeen this structure, that I've
always been this clear on whoJeremiah Brown was and what
impact he's going to have inthis world.
And the truth of the matter isI haven't always been here.
(03:35):
You know, it's been a constantbattle of me figuring out who
Jeremiah Brown is, me facingadversity, opposition trials,
tribulations.
Facing adversity, oppositiontrials, tribulations and where,
I would say, the mosttransformative experience for me
, you know, as a young man, youknow, growing into, you know, a
(03:55):
grown man, right, is thiscollege graduate who, you know,
did everything everyone told himhe couldn't do, but also did
everything people told him heneeded to do, which was to go to
college to get a degree.
And I always had a dream ofplaying professional sports.
You know, even though many toldme that I would never be a part
(04:18):
of the less than one percent, Idid the work and I became the
less than one percent.
But what most people don't knowis that becoming the less than
1% comes with a cost.
And that cost is you, uh,subscribing everything to your
sport, and I found myself noteven making it through my first
(04:42):
season in the NFL due to aconcussion that sidelined me and
put me in position to not getcleared by any doctor,
positioning me to never be ableto play the game that I love,
that I attach my entire identityto, and I went from making
thousands of dollars telling myparents that they'd never have
(05:04):
to work to being an aisle 16 ofHome Depot.
So when I hear individuals saythat it's hard, when I hear
people say that you know, it'stoo many things getting in the
way and I just don't know howI'm ever going to be successful,
I try to remind them thatyou'll never be able to control
what happens.
(05:24):
To remind them that you'llnever be able to control what
happens to you, but you'llalways be able to control how
you respond to it, and I thinkfor me, it was choosing to
respond in a way that I didn'tfully understand 10, 12 years
ago, but now, knowing that I'mexperiencing, here's the New
(05:45):
York City right.
I am now experiencing the rewardof what I invested 10, 12 years
ago and when people look at mylife they're like man, I want
what you have right now.
But I always say do you want itto take 10 to 12 years?
Because that's what it took forme.
And if your answer is no, doyou want it to take 10 to 12
years, cause that's what it tookfor me you know and if your
(06:06):
answer is no, then you don'twant what I have, you know.
So, you know, just going fromplaying in the NFL to, you know,
being in our 16 of home Depotwas as traumatic as it sounds.
Right, like I was, you know, inthe garden department, you know
, and I had no idea what God wasdoing at that time, but he was
planting a seed and it broke medown.
(06:29):
But when he planted that seedin house 16 of home Depot, you
know, I say that what people seenow is the, the fruits of that
labor, the harvest, you know ofthat.
So yeah, man, it was traumatic,but it's what really led me
into my career in education andI tell everyone that education
(06:51):
is what saved my life because itis what gave me.
it was the first thing that gaveme purpose outside of my sport,
and I truly believe that myassignment in this world is
attached to education.
Speaker 1 (07:07):
Yeah, and I, you know hearing what you're saying.
I know that there's a teacherthat's listening and it's like
you know.
Everything you did was, youknow, subscribing to be the.
There's a teacher that'slistening, that to them it's
like the.
You know, when you talk aboutmore than an athlete like you're
more than a teacher, for sure,and I think one of the biggest
mistakes that a lot of educatorsmake is they make teaching
(07:30):
their identity, and it's good tobe like.
Teaching is definitely yourpurpose, but it's not who you
are.
It's what you do, and I thinkjust starting off and just
sharing with a listener rightaway, hearing Jeremiah's story
like being a football player waswhat he did, not who he was.
Speaker 2 (07:49):
Yeah.
Speaker 1 (07:49):
And we get so lost in the sauce of like, like.
Teaching has to be everythingthat your life revolves around.
Like, no, it doesn't.
Like it's all around from 8.
Am to three, 30 or whateveryour day is Then like when you,
when you walk out the door,you're jeremiah brown, the
husband, jeremiah brown, thefather, jeremiah brown, the, the
(08:11):
friend, the brother the youknow, whatever other titles you
wear and I think you know that'sthe biggest challenge getting
across educators is like you aremore than just a teacher.
So hearing you say that, I justkind of hammered that point home
for someone today because it's,yeah, it's, it's what it is.
But what I want to kind of diveinto today, because I know
(08:34):
you're really an expert in thefield of leadership, so I want
to talk about EQ leadership.
There we go Sat in one of yourpresentations in San Antonio and
, as a school leader like I,took a lot away from so can you
just kind of share with people?
You know there's teacherslistening, there's leaders who
(08:55):
aren't even in education andthis is going to apply to them.
So just dive into what is EQleadership.
Yeah man, what is it for peoplethat?
Speaker 2 (09:02):
aren't aware of it.
That's good, I think, in orderfor me to provide the most
transparent and clear context tomy perspective on EQ leadership
is.
For many, this may be aparadigm shift, and I have to go
back to where this started forme.
(09:23):
And it started because kids,parents, teachers would always
ask this question, and thequestion was Jeremiah, how did
you become a part of the lessthan 1% Like?
How did you position yourselffrom a high school that people
weren't getting recruited from?
How did you get a division onescholarship?
How did you then go to acollege where NFL teams were not
(09:46):
drafting players, they weren'tsigning players?
How did you always findyourself in a situation where
you are always a part of theunderserved, underprivileged,
but you always found a way toposition yourself to thrive as
opposed to where everyone elseis surviving.
And it was my emotionalintelligence, it was my ability
(10:07):
to understand and embrace thatuncertainty is always going to
come.
Challenges are always going tobe faced in front of me and I
won't ever be able to control it.
However, I'll always be able tocontrol how I choose to respond
to it.
So, in the communities in whichI grew up in, and in which many
(10:28):
educators are leading andteaching in.
You have these babies who arecoming from environments where
they have to climb mountainsjust to get into your classroom
right, and they're faced with somany different things.
But oftentimes because we, aseducators and school leaders,
have bottom lines that we needto meet.
(10:49):
If it's test scores, if it'sincreasing attendance, if it's
test scores, if it's increasingattendance, my thing is, we
cannot have high expectationsfor our babies without and very
low teaching, and I trulybelieve that if we can equip our
young people with the emotionalintelligence when they're faced
(11:10):
with difficult times, whenthey're faced with feedback,
when they're faced withchallenges, they will have the
proper emotional responses torespond in the manner that's
going to propel them forward,not hold them back.
You know so.
For me, being met withchallenges, on my quest to go
into college for free, Iresponded in a way that pulled
(11:31):
me forward.
When, on my quest to playing inthe NFL, I was met with
challenges how am I going to payfor this?
How am I going to do that?
I responded in a way that wasemotionally intelligent, to pull
me forward.
Now, as an educator, I now havethe responsibility to control
the environment that these kidshave every single day, and I
(11:52):
think, as educators, oftentimeswe forget that, that we control
the environment that these kidshave every single day, and I
think, as educators, oftentimeswe forget that that we control
the environment that they have.
So, by knowing that we controlthe environment, if we are not
leading from a place of EQ andwe're only leading from a place
of IQ, then how well are wereally serving the people that
we've signed up to serve?
You know what I mean, andthat's an understanding that we
(12:13):
need to listen to serve.
You know what I mean, andthat's an understanding that we
need to listen to them, we needto learn them, we need to not
just have values plastered allover the wall, but actually live
them every day.
You know what I mean.
And then, living with purpose,right.
So these things is a frameworkthat we created.
My team and I, with my company,lead, and we've been very, very
fortunate enough to travel thecountry and have great leaders
(12:38):
like yourself sitting on oursessions.
As it pertains to that mindsetand philosophy came from and why
I believe is so important,because the last thing I'll say
is, well, not the last thing onthis podcast.
(12:59):
Hopefully there's more to say,but we're not done yet.
Right, I will on this.
On this notion is in sportsthere's a heavy premium on the
playbook of the x's and o's howfast you run your route right,
how you jump when you shoot theball, how you defend but there's
(13:23):
a low premium on thedevelopment of character, the
development of social emotionalintelligence.
when we think of the classroom,there's a high premium on test
scores.
There's a high premium on testscores, there's a high premium
on attendance rate, but there'sa low premium on how we teach
time management, how we teachstudents to respond to certain
things Right.
So I think it's about not onlysubscribing to the IQ of making
(13:46):
sure that students are passingexams, but also subscribing to
the EQ of how students respondwhen they're in a test and they
see all of their studentsfinishing before them and they
get anxiety and then they juststart bubbling anything or they
don't fill it out.
These are things that we canincrease, you know, through
emotional intelligence.
So I know that was long winded,but, man, I'm so passionate
(14:09):
about this.
Speaker 1 (14:10):
Yeah, but it's good because one of the things that
I've learned really in the lastyear and I heard this from an
educator when I used to go outand do a lot of speaking in
schools and talk about creatingsafe spaces and one of the
things a teacher pulled me asideat the end and they were like
you know, you should includecreating a safe space for our
teachers as well.
Speaker 2 (14:31):
And I think you know hearing.
Speaker 1 (14:32):
What you're saying is good is leaders are leading the
way the leader in front of themled.
A lot of teachers are teachingthe way they were taught.
And those high premium testscores, attendance, you know.
Star exams, you know they, youknow all those, all those exams
(14:53):
that just are a snapshot.
But then, like are our kidsgood people?
Are our teachers good people?
Like, is there actuallyteaching going on?
Is there learning?
Speaker 2 (15:01):
Yep.
Speaker 1 (15:02):
I teach a test, but I think a lot of it goes back to
how people were led by theperson in front of them before
they got in that position, and Ithink that's one of the biggest
challenges that I see in doingwhat we saw the people in front
of us do.
It doesn't mean it's completelywrong, but I think in today's
age we have to be more consciousof just talking about like
(15:26):
anxiety, like you have adults.
That when you put the praxis infront of them and and I don't
know what the state exams in New.
Speaker 2 (15:34):
York would be called.
That was me.
That was me, struggle.
That anxiety man, it struggled,man, man, man.
Speaker 1 (15:42):
And I think that's where we have to be more
knowledgeable, because when wemeet the basic needs of our
teachers and of our students,they'll naturally be more
successful in the other things.
And we focus so much on thetest, all the things that are a
state report card and a schoolboard and a superintendent.
(16:03):
Look at his success and it'slike I get it, but are our kids
good people?
Here we go, good character.
I would rather a kid have anaverage test score and a through
the roof character than athrough the roof test score and
an average character.
And I think that's just sayingabout EQ leadership.
I think it's something thatultimately and correct me if I'm
(16:26):
wrong, it starts at the top, is, you know, it has to trickle
down.
Speaker 2 (16:31):
Big time, okay, big time Absolutely.
Speaker 1 (16:34):
So let you know, if it starts at the top, what are
some things you first of all,let's briefly, what are your
characteristics for someonethat's listening?
And you don't have to go toodeep into them, but can you go
through what?
Just a high, high overview ofwhat that framework?
Look, there's a school leaderthat's listening.
(16:56):
There's a teacher that'slistening.
That's like OK, I heard it, butwhat?
Speaker 2 (17:00):
is it like?
Speaker 1 (17:00):
What are those?
What's that look like?
No leader that's listening.
There's a teacher that'slistening.
Speaker 2 (17:02):
That's like, okay, I heard it, but what is it Like?
What are the what?
What's that look like?
No, that's, that's.
That's excellent, you know, andthis framework was modified and
developed to fit every space inplace where a leader's feet are
.
So if you are a powerprofessional and you are leading
a group of students withlearning disabilities, and you
are with a student every singleday, this framework can best
support you to lead that student, lead that classroom, by
(17:25):
supporting the teachers.
If you are a classroom teacher,if you are a co-teacher, if you
are a principal or asuperintendent, whatever level
of leadership you are at, this5L framework can really help
position you to just betterunderstand how to serve the
people that you are leading.
I think oftentimes we asleaders, we get so wrapped up in
(17:47):
the role that we forget whatleadership is.
And when, I say the role, I meanthe title right.
You become a principal, youbecome a superintendent.
There were exams, there weredegrees, there was a lot of
things that you had to do from aIQ standpoint to get that
position.
And when you get it, sometimesit's hard to shift from just IQ
(18:08):
and EQ because for sometimes itmay not require much EQ to
obtain the title.
So you stay in this IQ loaded,front loaded space to where now
everything becomes about data,everything becomes about numbers
instead of people.
If you are an educator, youserve people.
If that's students in theclassroom, if that's staff
(18:29):
leading the classroom or ifthat's families that are within
the community, you serve people.
So we developed the 5L frameworkto help leaders become
inclusive wherever their feetare.
And becoming inclusive iscreating that safe space where
people feel loved, they feelseen, they feel heard and they
feel valued.
And we do that through these5Ls, which is listening
(18:54):
listening to your people right,taking the time to take the
AirPods out and actually listento what people are feeling, what
people are thinking right, andin doing that, that positions
you to then learn who they areand when you can learn the
people that you serve alongsideor that you serve each day.
It's going to allow you tobetter connect with them and
(19:15):
when you better connect withsomeone, they're going to be
willing to be a little bit morevulnerable.
It may may take some time, butit's going to happen if you show
up consistently and this is whoyou are, not something that
you're like flipping on and offRight, like servant leadership
isn't a flip of the switch, it'snot.
When you come into work youflip the servant on and then
when you leave work, you take itoff, like when you're at home
(19:38):
with your family.
There's still a level ofservice to your spouse, to your
kids, to your you know siblings,and that's really, in essence.
You know where we really try tofocus on in those first two L's
is really getting to understandthe service part, and then the
last three L's is living values.
(19:59):
Right, you know as much as Iknow, ed, when we get it, when
we are very fortunate enough todo this work as consultants, we
travel and we see differentschools and you see all of the
core values plastered all overthe walls.
But these core values werecreated years ago, or they were
created six months ago and nowthey're over the walls walls,
(20:21):
but they aren't, in essence,what people align themselves
with.
So now we have these values ofgrit, hustle.
You know talent, and I'm justnaming what's in my office right
now.
But in everything I do there'sa level of grit that comes with
it.
Right, you know when, ineverything that I do, there's a
(20:41):
level of grit that comes with it.
In everything that I do,there's a level of hustle that
comes with it.
There's a level ofunderstanding that I have talent
, but talent will only get metoo far.
It really doesn't mean anything.
So I'm living this every day.
So getting educators to livewhat they say.
They do not just saying we'reabout accountability, not just
saying we're a family, but let'slive that right.
(21:04):
My classroom is 107, ed, yourclassroom is 108, and we don't
know when each other's birthdayis right.
The expectation is for us tostand in front of the door and
greet students as they come in,but I don't even know the person
next to me.
So how do we now grow, you know?
So, living the values.
(21:25):
And then that love piece, right,that love of empathy, right?
Not telling a student that,because you also grew up in the
hood, that you know what it'slike to grow up in the hood, but
actually letting them know like, hey, these are some of the
things that I experiencedgrowing up and this is how I
actually, you know, got overthat hump and I think that this
(21:47):
could potentially help you.
You know, and I think,oftentimes, when we don't lead
with that empathy, when we don'thave that love in the fabric of
what we do, we often lead with.
I know what it was like beingin your shoes, and because I
know what it's like being inyour shoes you can't make
examples because I was ateenager.
We always used to hear thatfrom our teachers and sometimes
our parents.
Right Like you can't tell mewhat it's like to be a teenager,
(22:09):
because I know what it's liketo be a teenager.
That's not empathy.
That's telling someone what youthink they should be based on.
What you experienced and ourexperiences as people no matter
if you come from the samehousehold is going to be
different right.
Speaker 1 (22:25):
So, man, that right there important because teachers
don't understand that, like yousaid, I came from the same
neighborhood as you.
We had two differentexperiences.
I there are students in yourschool are coming from the exact
same household and have twocompletely different experiences
there's, there's that sayingwhere they talk about the two
brothers you know, and ragingalcoholic and they both grew up
(22:47):
and one of them was like Ibecame an alcoholic because my
father was the other one is likenever touch alcohol because my
father was an alcoholic rightright.
Same household, same upbringingright two completely different
experiences.
Speaker 2 (23:00):
I think what you share right there is.
Speaker 1 (23:01):
So it's like because I had challenges and was
suspended as a kid does not meanthat there are any better or
bigger, and it doesn't mean thatbecause we had similar
challenges I know, yes, sir,this is my experience- and I'm
just sharing my experience wordthat you talked about that I
(23:22):
think.
Teacher, not that thing.
Teachers have to do this so muchbetter than what we're doing is
listening listening yeah,listen to hear, yeah, what our
students need, but then asleaders and when I say leaders,
I'm talking about every likeprofessional people get this
mindset that I'm just aparaprofessional Like, no, you
(23:43):
are still a leader in the school.
Speaker 2 (23:44):
You're a leader 100%.
Speaker 1 (23:45):
I have seen paraprofessionals that lead more
than principals 100%.
Like, don't think a title justmeans leadership, but like are
you?
Listening to the people aroundyou hearing what their struggles
are hearing.
We don't just got to listen tothe words.
We got to listen to the words,we got to listen to the
behaviors, because behaviorsspeak.
People don't understand thatthe behaviors of our staff.
(24:07):
That is a communication, but wedon't realize what they're
trying to communicate, becausewe're listening to respond as
opposed to understand, andthat's the perspective shift
that I want.
Speaker 2 (24:20):
Any educator that's on here, that is a leader in any
capacity, is challenge yourselfto listen to understand a
perspective of someone, becauseeveryone has a different
perspective, and it's inlistening to understanding, even
if you don't agree with it,it's okay.
I understand what they'retrying to say.
You know I'm learning thisthrough marriage.
I'm learning this through, youknow, being a parent.
(24:43):
You know, on top of being aneducator, and I think that
there's a level of holdingyourself accountable to these
five L's is the purpose of theframework Like this, is an
accountability that can be woveninto the framework of how we do
PD, how we structure ourclasses.
At what point in our lesson arewe listening to our students?
(25:05):
At what point in our lesson arewe learning what our students
are interested in?
At what point in our lesson arewe actually living the values
of, you know, structure, familyand whatever values we have set
in our school?
And then, at what part in ourlesson are we leading with
empathy?
And then, what part in ourlesson are we leading with
empathy?
And then what part of ourlesson are we leading with
purpose right, remindingstudents of why we're doing what
(25:27):
we're doing and connecting itto what we've listened, what
we've learned right, what we'reloving right.
So it all ties into essentiallyhelping leaders at any space
better understand the peoplethat they serve.
And that's at the root of it isyou are a leader that was given
(25:49):
a title based on your IQ.
You, as a leader, beingeffective in this title is going
to be about your IQ, but alsoyour EQ and matching that energy
with EQ, the way you do IQ andthe principals and the leaders,
the superintendents and teachersthat are failing their
(26:12):
communities.
It is not because they're notsmart they're actually some of
the most intelligent people inthe world, but their EQ is bad.
They just don't are having aterrible time connecting with
their people because it is theirway or the highway.
And you know as much as I know,ed, that that philosophy never
(26:33):
works and if it does, it's notsustainable.
It's a quick fix.
Everybody's afraid, everybody's, you know, running away, not
trying to make eye contact, andthen what happens?
They use that word, burnout,and then they leave the
profession.
How can we increase teachers tostay?
Speaker 1 (26:51):
it is through, uh, this 5l framework and I think
you know just hearing whatyou're saying it's like are your
school and this is the question, this is a reflective question
for any teacher, anyone that'sin a school right now are your
values written on a wall and ina handbook?
Speaker 2 (27:08):
are they?
Speaker 1 (27:09):
because it's one thing to have them and they look
great and you can read on.
Like you know, you can reciteyour mission mission statement,
but are you?
It's like?
When you're living it.
I don't have you what, what'sthe saying?
Um, you don't have to saywhat's understood or whatever.
Yeah, say what's understood,like the values are.
I'm living the values, like youcan tell.
I've been in enough schools thefamily environment yeah,
(27:34):
because when I walk in peopleare not walking past each other
like it's weird, right right,there we go in a school.
I'm with a principal and we'rewalking and a teacher walks past
.
There's zero acknowledgementnot even a high a low, right,
right, that's that weird stuff,that folks doing an elevator.
Bro, you're in new york, youget it, people get an elevator.
You'll have eight people in afour, four by four box.
(27:55):
Right, we're not standingshoulder to shoulder right and I
can, I can smell the coffee onyou yeah, yeah, yeah.
Speaker 2 (28:01):
We don't take a second to say yeah yeah, but
there's schools that do that.
Speaker 1 (28:06):
it's like you have buildings with 50 plus 100 staff
members.
That should never be the case,but that happens because people
aren't connected the way they'rebig time.
You repeat it so often.
(28:29):
I want to hammer it homeBecause when I got into
leadership, the biggest mistakeI made was thinking that
leadership meant everything.
Speaker 2 (28:39):
Yeah, when in actuality, leading is serving.
Speaker 1 (28:40):
Serving, educating.
Best example in the world ofcustomer service yeah, like we
are serving our customers asteachers.
Yeah, service, yeah, like weare serving our customers as
teachers.
Yeah, as a serving ourcustomers, our teachers, our
staff, our students, you know,as superintendents your
customers are, that is, you know, teachers, principals, whoever
but like we're in the servingbusiness, so how do you serve?
(29:03):
We have to find out what ourstaff needs, what our students
needs, what our parents, and wehave to find out what our staff
needs, what our students needswhat our parents and we have to
meet them where we're at and.
I made as a leader when I I I.
I had a lot of challenges whenI got into leadership because my
my mentality, I thoughteveryone was supposed to serve
me, and the moment I started tounderstand that it's my job to
(29:25):
serve others, like where I amthat it's my job to serve others
like yeah, where I am yeah,it's my job as a leader to know
what jeremiah brown needs andmeet him.
Where, oh that?
How I serve jeremiah may bedifferent from how I serve
someone else, and I think that'sthe eq aspect that gets missed,
not even just in in in schools,but just in business and sports
(29:47):
.
It's like a if you're abasketball coach and you got a
guy that can shoot, very well,but you had a guy that can't,
yeah, you know they shouldn't bedoing this, right, right, right
, because what?
What?
Your deficit is different frommine.
So, do you know where yourteachers are?
Yeah, you know where theirblind spots are.
Yeah, as a teacher, do you knowwhat your students blind spots
(30:10):
are?
Are you like it can't?
it's equitable, yeah like I'mtrying to meet them, each where
they are, and it feels like morework because teachers are tired
.
Yeah, sure, work I gotta.
I gotta do different lessonsfor different kids yeah, it's
like, but you have have to.
Just really are your studentsneeds as a leader?
What are your teachers?
(30:32):
What's your staff's need?
Yeah, some staffs are coming in.
You know it's already hardenough being a teacher, but I'm
going through life problemsoutside of here, you know, and
now all these kids are doingthis and the parents are doing
that.
But, like, are you meeting theneeds of your staff?
And the moment you start to dothat, I noticed, the moment I
(30:53):
was intentional with the staffat our school, serving the
students, serving the parents,the work got done a little
better yeah, those basic needs,and I think that's where I see
schools falling the shortest issupposed to rise to meet us.
We're like it's our job to reachour hand out and pull these
(31:14):
people up, not them jump to grabour hand.
Speaker 2 (31:17):
Yeah, no, that's so good, man, and I think you know.
To add to that is they'reserving, allows you to
understand, and understandingallows you to develop.
I believe that you have.
I've gotten feedback.
I've received feedback fromeducators who've applied the
five L's and they're like, well,we're doing these things, but
(31:38):
then we're still not.
And it's like, okay, well,based on the data that you're
receiving from the five Lframework, what are we doing
with it now?
How are we applying thisinformation?
And you receive information todevelop people.
Leadership is about serving, butit's also influence.
It's also about developingother leaders, other people,
(31:58):
increasing their capacity beyondwhat they may be limited to, or
just increasing their capacityoverall by challenging them and
developing them.
And I believe that there is andthis is where I've fell short
as a school leader, as anentrepreneur and that is hiring
(32:19):
someone who is competent in theskill of it, because I hired
them to do this, but I didn'tdevelop them.
Because I hired them to do this, but I didn't develop them.
I didn't develop theircompetence to align with the
core values that we have as aschool community.
Right, so they have a way ofdoing it, but they have a way
(32:52):
that to be, but where thecommunity needs them to thrive,
so everybody else thrives.
I think this is a big difference, right?
Whereas leaders, we want todevelop people where we need
them to be developed, as opposedto again, to your point serving
me, or the title as opposed towe and the community, right?
So, having that emphasis oncommunity and saying, ok, I'm
going to develop you so that youcan create an environment for
(33:15):
our students that they enjoybeing a part of, and I believe
that that's really what cultureis about is creating a space, an
inclusive space, that, nomatter wherever your feet are,
people feel valued, people feelseen and they're getting
developed right into what thecommunity needs them to be.
You know, and I think that that, ultimately, is something that
(33:36):
I'm just on a quest to closingthe gap on, you know, by
supporting, you know, schoolsacross the country in this space
across the country in thisspace.
Speaker 1 (33:49):
Yeah, and man, we're going to.
We will definitely haveJeremiah back on so we can talk
about culture, because that is abig thing Aya is very strong in
, because culture is ultimately,you know we talk about one
should feel they can thrive.
Students teachers, parents,leadership like every time, and
(34:10):
when you build a good culture,like when I, when I'm looking to
hire new staff, I look at twothings.
I look, but I look at yourculture fit yeah, because a
really good teacher and a reallybad culture fit is not gonna
work, not gonna work.
That's one of the things I lookat.
So I look forward to havingthat conversation.
But as we close, I want to giveman you're jumping on, but I
(34:31):
want you to let everyone knowwhere they can find you.
Man, this is your flex rightnow.
Where can they?
Speaker 2 (34:39):
find you on social media.
Speaker 1 (34:40):
And I'll make sure for anyone listening all of
these, this information.
If you're watching on YouTube,look in the.
If you're listening, check inthe uh in the podcast episode,
but let let all the listenersknow where they can find
jeremiah brown lead and all I'mdoing right now yeah, so, um,
(35:01):
you can find me on instagram andum, instagram and twitter or x,
now at one, jeremiah Brown, andthen you can find me.
Speaker 2 (35:11):
You can find my book, lead Like a Champion, which is
a social, emotional leadershipplaybook for student and athlete
success.
You can find that on Barnes andNoble and Amazon, and then, for
myself, you can find me onFacebook and LinkedIn at
JeremiahBrownorg.
And, as it pertains to the workthat I do in the company that I
(35:34):
founded back in 2016, the LEADAthletics Academy and Coaching
Company, that is a leadershipdevelopment organization in
which we do a ton of work in theK through 12 higher education
and providing industry leaderswith professional development so
that they can create thatculture that their people love
being a part of.
(35:54):
You can find that at the leadAAC dot org.
Speaker 1 (35:59):
And let's get it, yeah, and all these things will
be, all these links, all of thisinformation will be in the bio
or in the.
You are listening or watchingthis on, but I would recommend
you to connect with him, evenfollow and see some of the
things he's doing, because whatI have learned in leadership and
(36:19):
please receive it offleadership is not a destination,
it is a journey 100%.
It is a journey of, because associety changes, our leadership
changes Absolutely.
The leadership that worked 30years ago is not the leader.
So, making sure, as schoolleaders and when I say school
leaders, please know it's notjust teachers you are a school
(36:42):
leader, yes, yes.
Students yes, you are a schoolleader.
Yes, a school leader, like weall, have leadership in us, so
please make sure you connectwith them, go give them a follow
on all of his platforms.
But, jeremiah, bro, it was anhonor to have you on being here
again, if you can please likethis podcast.
(37:05):
Please share it with a school.
I think, value the informationthat Jeremiah shared with you
today.
Give us a like, give us areview.
See you all next week.
Let's get it.
Welcome to the Teachers Ed podcast, a place
where the best and brightest ineducation come to be inspired,
learn to connect and grow.
As always, I want to start bythanking our sponsor, be Well
Teacher Box, a gift box to helpeducators focus on their
well-being.
By using code TEACHERSED allone word you can save $7 off
(00:23):
your first box.
If you haven't, pleasesubscribe, please like, please
leave a review.
This helps us get in front ofmore educators, just like
yourself.
Let's begin Today's guest.
I am honored to have today'sguest.
Not only is he a friend of mine, he's like a brother, he is a
colleague.
He is someone that I have grownwith in the educational space,
(00:47):
jeremiah Brown, a true force ofhis.
From his days as an NFL athleteto his current roles as a sought
after speaker, author andleadership coach, jeremiah has
dedicated himself to making aprofound impact on the lives of
others.
With a remarkable ability toignite a sense of purpose and
(01:07):
resilience, he guidesindividuals and teams towards
reaching their full potentialand cultivating positive team
cultures.
Jeremiah is a former athlete, adirector of athletics and
school leader of culture andleadership development allows
him to seamlessly connect withaudiences from all walks of life
(01:29):
.
Through his engagingstorytelling and strategies.
Jeremiah empowers his listenersto overcome challenges, embrace
servant leadership and achieveextraordinary success.
I want you to prepare to beinspired and transformed as
Jeremiah joins us.
He is someone that has apowerful story.
(01:50):
He is just dynamic.
I have seen him speak atconferences.
He is someone I talk to on aregular basis, bouncing
leadership.
So you are in for a treat,jeremiah.
My brother, it is an absolutehonor to have you on.
Thank you for joining me today.
Speaker 2 (02:07):
Man, ed, I'm honored to be here, man.
This is incredible who you areas a man, husband, leader and
sought after speaker.
Man, I'm just like man, hechose me.
So we're here, man, I'm excitedto lead.
Let's get it.
Speaker 1 (02:21):
Hey, we chose each other, bro, so.
Speaker 2 (02:23):
I appreciate it.
Speaker 1 (02:24):
Man to start.
Um, I'm gonna kind of put youon a spot, cause there's there's
something I just want you tokind of jump in and share,
because I think, pete, forpeople to understand the work
that you do, I think they needto understand a little bit about
you.
Um and the story that I want youto share, if you don't mind, is
the the, the trans you you know, when you shared how you shared
(02:46):
a field with some of the bestin the world to where you end up
.
Could you just take a minute orso and just share that story,
because I think anyone that'slistening really needs to
understand, because they see usnow.
Yeah yeah, we're polished, we'reput together, you know, but
they don't understand, like howwe had to be part of, how we had
to put ourselves back togetherafter challenges.
(03:07):
So can you just share a littlebit about?
Your story, so people canunderstand.
Speaker 2 (03:11):
Man.
That's so good.
You know, people look at mylife today, in 2024, and they
think that I've always been here, you know.
They think that you know I'vealways been as polished up as
you mentioned, that I've alwaysbeen this structure, that I've
always been this clear on whoJeremiah Brown was and what
impact he's going to have inthis world.
And the truth of the matter isI haven't always been here.
(03:35):
You know, it's been a constantbattle of me figuring out who
Jeremiah Brown is, me facingadversity, opposition trials,
tribulations.
Facing adversity, oppositiontrials, tribulations and where,
I would say, the mosttransformative experience for me
, you know, as a young man, youknow, growing into, you know, a
(03:55):
grown man, right, is thiscollege graduate who, you know,
did everything everyone told himhe couldn't do, but also did
everything people told him heneeded to do, which was to go to
college to get a degree.
And I always had a dream ofplaying professional sports.
You know, even though many toldme that I would never be a part
(04:18):
of the less than one percent, Idid the work and I became the
less than one percent.
But what most people don't knowis that becoming the less than
1% comes with a cost.
And that cost is you, uh,subscribing everything to your
sport, and I found myself noteven making it through my first
(04:42):
season in the NFL due to aconcussion that sidelined me and
put me in position to not getcleared by any doctor,
positioning me to never be ableto play the game that I love,
that I attach my entire identityto, and I went from making
thousands of dollars telling myparents that they'd never have
(05:04):
to work to being an aisle 16 ofHome Depot.
So when I hear individuals saythat it's hard, when I hear
people say that you know, it'stoo many things getting in the
way and I just don't know howI'm ever going to be successful,
I try to remind them thatyou'll never be able to control
what happens.
(05:24):
To remind them that you'llnever be able to control what
happens to you, but you'llalways be able to control how
you respond to it, and I thinkfor me, it was choosing to
respond in a way that I didn'tfully understand 10, 12 years
ago, but now, knowing that I'mexperiencing, here's the New
(05:45):
York City right.
I am now experiencing the rewardof what I invested 10, 12 years
ago and when people look at mylife they're like man, I want
what you have right now.
But I always say do you want itto take 10 to 12 years?
Because that's what it took forme.
And if your answer is no, doyou want it to take 10 to 12
years, cause that's what it tookfor me you know and if your
(06:06):
answer is no, then you don'twant what I have, you know.
So, you know, just going fromplaying in the NFL to, you know,
being in our 16 of home Depotwas as traumatic as it sounds.
Right, like I was, you know, inthe garden department, you know
, and I had no idea what God wasdoing at that time, but he was
planting a seed and it broke medown.
(06:29):
But when he planted that seedin house 16 of home Depot, you
know, I say that what people seenow is the, the fruits of that
labor, the harvest, you know ofthat.
So yeah, man, it was traumatic,but it's what really led me
into my career in education andI tell everyone that education
(06:51):
is what saved my life because itis what gave me.
it was the first thing that gaveme purpose outside of my sport,
and I truly believe that myassignment in this world is
attached to education.
Speaker 1 (07:07):
Yeah, and I, you know hearing what you're saying.
I know that there's a teacherthat's listening and it's like
you know.
Everything you did was, youknow, subscribing to be the.
There's a teacher that'slistening, that to them it's
like the.
You know, when you talk aboutmore than an athlete like you're
more than a teacher, for sure,and I think one of the biggest
mistakes that a lot of educatorsmake is they make teaching
(07:30):
their identity, and it's good tobe like.
Teaching is definitely yourpurpose, but it's not who you
are.
It's what you do, and I thinkjust starting off and just
sharing with a listener rightaway, hearing Jeremiah's story
like being a football player waswhat he did, not who he was.
Speaker 2 (07:49):
Yeah.
Speaker 1 (07:49):
And we get so lost in the sauce of like, like.
Teaching has to be everythingthat your life revolves around.
Like, no, it doesn't.
Like it's all around from 8.
Am to three, 30 or whateveryour day is Then like when you,
when you walk out the door,you're jeremiah brown, the
husband, jeremiah brown, thefather, jeremiah brown, the, the
(08:11):
friend, the brother the youknow, whatever other titles you
wear and I think you know that'sthe biggest challenge getting
across educators is like you aremore than just a teacher.
So hearing you say that, I justkind of hammered that point home
for someone today because it's,yeah, it's, it's what it is.
But what I want to kind of diveinto today, because I know
(08:34):
you're really an expert in thefield of leadership, so I want
to talk about EQ leadership.
There we go Sat in one of yourpresentations in San Antonio and
, as a school leader like I,took a lot away from so can you
just kind of share with people?
You know there's teacherslistening, there's leaders who
(08:55):
aren't even in education andthis is going to apply to them.
So just dive into what is EQleadership.
Yeah man, what is it for peoplethat?
Speaker 2 (09:02):
aren't aware of it.
That's good, I think, in orderfor me to provide the most
transparent and clear context tomy perspective on EQ leadership
is.
For many, this may be aparadigm shift, and I have to go
back to where this started forme.
(09:23):
And it started because kids,parents, teachers would always
ask this question, and thequestion was Jeremiah, how did
you become a part of the lessthan 1% Like?
How did you position yourselffrom a high school that people
weren't getting recruited from?
How did you get a division onescholarship?
How did you then go to acollege where NFL teams were not
(09:46):
drafting players, they weren'tsigning players?
How did you always findyourself in a situation where
you are always a part of theunderserved, underprivileged,
but you always found a way toposition yourself to thrive as
opposed to where everyone elseis surviving.
And it was my emotionalintelligence, it was my ability
(10:07):
to understand and embrace thatuncertainty is always going to
come.
Challenges are always going tobe faced in front of me and I
won't ever be able to control it.
However, I'll always be able tocontrol how I choose to respond
to it.
So, in the communities in whichI grew up in, and in which many
(10:28):
educators are leading andteaching in.
You have these babies who arecoming from environments where
they have to climb mountainsjust to get into your classroom
right, and they're faced with somany different things.
But oftentimes because we, aseducators and school leaders,
have bottom lines that we needto meet.
(10:49):
If it's test scores, if it'sincreasing attendance, if it's
test scores, if it's increasingattendance, my thing is, we
cannot have high expectationsfor our babies without and very
low teaching, and I trulybelieve that if we can equip our
young people with the emotionalintelligence when they're faced
(11:10):
with difficult times, whenthey're faced with feedback,
when they're faced withchallenges, they will have the
proper emotional responses torespond in the manner that's
going to propel them forward,not hold them back.
You know so.
For me, being met withchallenges, on my quest to go
into college for free, Iresponded in a way that pulled
(11:31):
me forward.
When, on my quest to playing inthe NFL, I was met with
challenges how am I going to payfor this?
How am I going to do that?
I responded in a way that wasemotionally intelligent, to pull
me forward.
Now, as an educator, I now havethe responsibility to control
the environment that these kidshave every single day, and I
(11:52):
think, as educators, oftentimeswe forget that, that we control
the environment that these kidshave every single day, and I
think, as educators, oftentimeswe forget that that we control
the environment that they have.
So, by knowing that we controlthe environment, if we are not
leading from a place of EQ andwe're only leading from a place
of IQ, then how well are wereally serving the people that
we've signed up to serve?
You know what I mean, andthat's an understanding that we
(12:13):
need to listen to serve.
You know what I mean, andthat's an understanding that we
need to listen to them, we needto learn them, we need to not
just have values plastered allover the wall, but actually live
them every day.
You know what I mean.
And then, living with purpose,right.
So these things is a frameworkthat we created.
My team and I, with my company,lead, and we've been very, very
fortunate enough to travel thecountry and have great leaders
(12:38):
like yourself sitting on oursessions.
As it pertains to that mindsetand philosophy came from and why
I believe is so important,because the last thing I'll say
is, well, not the last thing onthis podcast.
(12:59):
Hopefully there's more to say,but we're not done yet.
Right, I will on this.
On this notion is in sportsthere's a heavy premium on the
playbook of the x's and o's howfast you run your route right,
how you jump when you shoot theball, how you defend but there's
(13:23):
a low premium on thedevelopment of character, the
development of social emotionalintelligence.
when we think of the classroom,there's a high premium on test
scores.
There's a high premium on testscores, there's a high premium
on attendance rate, but there'sa low premium on how we teach
time management, how we teachstudents to respond to certain
things Right.
So I think it's about not onlysubscribing to the IQ of making
(13:46):
sure that students are passingexams, but also subscribing to
the EQ of how students respondwhen they're in a test and they
see all of their studentsfinishing before them and they
get anxiety and then they juststart bubbling anything or they
don't fill it out.
These are things that we canincrease, you know, through
emotional intelligence.
So I know that was long winded,but, man, I'm so passionate
(14:09):
about this.
Speaker 1 (14:10):
Yeah, but it's good because one of the things that
I've learned really in the lastyear and I heard this from an
educator when I used to go outand do a lot of speaking in
schools and talk about creatingsafe spaces and one of the
things a teacher pulled me asideat the end and they were like
you know, you should includecreating a safe space for our
teachers as well.
Speaker 2 (14:31):
And I think you know hearing.
Speaker 1 (14:32):
What you're saying is good is leaders are leading the
way the leader in front of themled.
A lot of teachers are teachingthe way they were taught.
And those high premium testscores, attendance, you know.
Star exams, you know they, youknow all those, all those exams
(14:53):
that just are a snapshot.
But then, like are our kidsgood people?
Are our teachers good people?
Like, is there actuallyteaching going on?
Is there learning?
Speaker 2 (15:01):
Yep.
Speaker 1 (15:02):
I teach a test, but I think a lot of it goes back to
how people were led by theperson in front of them before
they got in that position, and Ithink that's one of the biggest
challenges that I see in doingwhat we saw the people in front
of us do.
It doesn't mean it's completelywrong, but I think in today's
age we have to be more consciousof just talking about like
(15:26):
anxiety, like you have adults.
That when you put the praxis infront of them and and I don't
know what the state exams in New.
Speaker 2 (15:34):
York would be called.
That was me.
That was me, struggle.
That anxiety man, it struggled,man, man, man.
Speaker 1 (15:42):
And I think that's where we have to be more
knowledgeable, because when wemeet the basic needs of our
teachers and of our students,they'll naturally be more
successful in the other things.
And we focus so much on thetest, all the things that are a
state report card and a schoolboard and a superintendent.
(16:03):
Look at his success and it'slike I get it, but are our kids
good people?
Here we go, good character.
I would rather a kid have anaverage test score and a through
the roof character than athrough the roof test score and
an average character.
And I think that's just sayingabout EQ leadership.
I think it's something thatultimately and correct me if I'm
(16:26):
wrong, it starts at the top, is, you know, it has to trickle
down.
Speaker 2 (16:31):
Big time, okay, big time Absolutely.
Speaker 1 (16:34):
So let you know, if it starts at the top, what are
some things you first of all,let's briefly, what are your
characteristics for someonethat's listening?
And you don't have to go toodeep into them, but can you go
through what?
Just a high, high overview ofwhat that framework?
Look, there's a school leaderthat's listening.
(16:56):
There's a teacher that'slistening.
That's like OK, I heard it, butwhat?
Speaker 2 (17:00):
is it like?
Speaker 1 (17:00):
What are those?
What's that look like?
No leader that's listening.
There's a teacher that'slistening.
Speaker 2 (17:02):
That's like, okay, I heard it, but what is it Like?
What are the what?
What's that look like?
No, that's, that's.
That's excellent, you know, andthis framework was modified and
developed to fit every space inplace where a leader's feet are
.
So if you are a powerprofessional and you are leading
a group of students withlearning disabilities, and you
are with a student every singleday, this framework can best
support you to lead that student, lead that classroom, by
(17:25):
supporting the teachers.
If you are a classroom teacher,if you are a co-teacher, if you
are a principal or asuperintendent, whatever level
of leadership you are at, this5L framework can really help
position you to just betterunderstand how to serve the
people that you are leading.
I think oftentimes we asleaders, we get so wrapped up in
(17:47):
the role that we forget whatleadership is.
And when, I say the role, I meanthe title right.
You become a principal, youbecome a superintendent.
There were exams, there weredegrees, there was a lot of
things that you had to do from aIQ standpoint to get that
position.
And when you get it, sometimesit's hard to shift from just IQ
(18:08):
and EQ because for sometimes itmay not require much EQ to
obtain the title.
So you stay in this IQ loaded,front loaded space to where now
everything becomes about data,everything becomes about numbers
instead of people.
If you are an educator, youserve people.
If that's students in theclassroom, if that's staff
(18:29):
leading the classroom or ifthat's families that are within
the community, you serve people.
So we developed the 5L frameworkto help leaders become
inclusive wherever their feetare.
And becoming inclusive iscreating that safe space where
people feel loved, they feelseen, they feel heard and they
feel valued.
And we do that through these5Ls, which is listening
(18:54):
listening to your people right,taking the time to take the
AirPods out and actually listento what people are feeling, what
people are thinking right, andin doing that, that positions
you to then learn who they areand when you can learn the
people that you serve alongsideor that you serve each day.
It's going to allow you tobetter connect with them and
(19:15):
when you better connect withsomeone, they're going to be
willing to be a little bit morevulnerable.
It may may take some time, butit's going to happen if you show
up consistently and this is whoyou are, not something that
you're like flipping on and offRight, like servant leadership
isn't a flip of the switch, it'snot.
When you come into work youflip the servant on and then
when you leave work, you take itoff, like when you're at home
(19:38):
with your family.
There's still a level ofservice to your spouse, to your
kids, to your you know siblings,and that's really, in essence.
You know where we really try tofocus on in those first two L's
is really getting to understandthe service part, and then the
last three L's is living values.
(19:59):
Right, you know as much as Iknow, ed, when we get it, when
we are very fortunate enough todo this work as consultants, we
travel and we see differentschools and you see all of the
core values plastered all overthe walls.
But these core values werecreated years ago, or they were
created six months ago and nowthey're over the walls walls,
(20:21):
but they aren't, in essence,what people align themselves
with.
So now we have these values ofgrit, hustle.
You know talent, and I'm justnaming what's in my office right
now.
But in everything I do there'sa level of grit that comes with
it.
Right, you know when, ineverything that I do, there's a
(20:41):
level of grit that comes with it.
In everything that I do,there's a level of hustle that
comes with it.
There's a level ofunderstanding that I have talent
, but talent will only get metoo far.
It really doesn't mean anything.
So I'm living this every day.
So getting educators to livewhat they say.
They do not just saying we'reabout accountability, not just
saying we're a family, but let'slive that right.
(21:04):
My classroom is 107, ed, yourclassroom is 108, and we don't
know when each other's birthdayis right.
The expectation is for us tostand in front of the door and
greet students as they come in,but I don't even know the person
next to me.
So how do we now grow, you know?
So, living the values.
(21:25):
And then that love piece, right,that love of empathy, right?
Not telling a student that,because you also grew up in the
hood, that you know what it'slike to grow up in the hood, but
actually letting them know like, hey, these are some of the
things that I experiencedgrowing up and this is how I
actually, you know, got overthat hump and I think that this
(21:47):
could potentially help you.
You know, and I think,oftentimes, when we don't lead
with that empathy, when we don'thave that love in the fabric of
what we do, we often lead with.
I know what it was like beingin your shoes, and because I
know what it's like being inyour shoes you can't make
examples because I was ateenager.
We always used to hear thatfrom our teachers and sometimes
our parents.
Right Like you can't tell mewhat it's like to be a teenager,
(22:09):
because I know what it's liketo be a teenager.
That's not empathy.
That's telling someone what youthink they should be based on.
What you experienced and ourexperiences as people no matter
if you come from the samehousehold is going to be
different right.
Speaker 1 (22:25):
So, man, that right there important because teachers
don't understand that, like yousaid, I came from the same
neighborhood as you.
We had two differentexperiences.
I there are students in yourschool are coming from the exact
same household and have twocompletely different experiences
there's, there's that sayingwhere they talk about the two
brothers you know, and ragingalcoholic and they both grew up
(22:47):
and one of them was like Ibecame an alcoholic because my
father was the other one is likenever touch alcohol because my
father was an alcoholic rightright.
Same household, same upbringingright two completely different
experiences.
Speaker 2 (23:00):
I think what you share right there is.
Speaker 1 (23:01):
So it's like because I had challenges and was
suspended as a kid does not meanthat there are any better or
bigger, and it doesn't mean thatbecause we had similar
challenges I know, yes, sir,this is my experience- and I'm
just sharing my experience wordthat you talked about that I
(23:22):
think.
Teacher, not that thing.
Teachers have to do this so muchbetter than what we're doing is
listening listening yeah,listen to hear, yeah, what our
students need, but then asleaders and when I say leaders,
I'm talking about every likeprofessional people get this
mindset that I'm just aparaprofessional Like, no, you
(23:43):
are still a leader in the school.
Speaker 2 (23:44):
You're a leader 100%.
Speaker 1 (23:45):
I have seen paraprofessionals that lead more
than principals 100%.
Like, don't think a title justmeans leadership, but like are
you?
Listening to the people aroundyou hearing what their struggles
are hearing.
We don't just got to listen tothe words.
We got to listen to the words,we got to listen to the
behaviors, because behaviorsspeak.
People don't understand thatthe behaviors of our staff.
(24:07):
That is a communication, but wedon't realize what they're
trying to communicate, becausewe're listening to respond as
opposed to understand, andthat's the perspective shift
that I want.
Speaker 2 (24:20):
Any educator that's on here, that is a leader in any
capacity, is challenge yourselfto listen to understand a
perspective of someone, becauseeveryone has a different
perspective, and it's inlistening to understanding, even
if you don't agree with it,it's okay.
I understand what they'retrying to say.
You know I'm learning thisthrough marriage.
I'm learning this through, youknow, being a parent.
(24:43):
You know, on top of being aneducator, and I think that
there's a level of holdingyourself accountable to these
five L's is the purpose of theframework Like this, is an
accountability that can be woveninto the framework of how we do
PD, how we structure ourclasses.
At what point in our lesson arewe listening to our students?
(25:05):
At what point in our lesson arewe learning what our students
are interested in?
At what point in our lesson arewe actually living the values
of, you know, structure, familyand whatever values we have set
in our school?
And then, at what part in ourlesson are we leading with
empathy?
And then, what part in ourlesson are we leading with
empathy?
And then what part of ourlesson are we leading with
purpose right, remindingstudents of why we're doing what
(25:27):
we're doing and connecting itto what we've listened, what
we've learned right, what we'reloving right.
So it all ties into essentiallyhelping leaders at any space
better understand the peoplethat they serve.
And that's at the root of it isyou are a leader that was given
(25:49):
a title based on your IQ.
You, as a leader, beingeffective in this title is going
to be about your IQ, but alsoyour EQ and matching that energy
with EQ, the way you do IQ andthe principals and the leaders,
the superintendents and teachersthat are failing their
(26:12):
communities.
It is not because they're notsmart they're actually some of
the most intelligent people inthe world, but their EQ is bad.
They just don't are having aterrible time connecting with
their people because it is theirway or the highway.
And you know as much as I know,ed, that that philosophy never
(26:33):
works and if it does, it's notsustainable.
It's a quick fix.
Everybody's afraid, everybody's, you know, running away, not
trying to make eye contact, andthen what happens?
They use that word, burnout,and then they leave the
profession.
How can we increase teachers tostay?
Speaker 1 (26:51):
it is through, uh, this 5l framework and I think
you know just hearing whatyou're saying it's like are your
school and this is the question, this is a reflective question
for any teacher, anyone that'sin a school right now are your
values written on a wall and ina handbook?
Speaker 2 (27:08):
are they?
Speaker 1 (27:09):
because it's one thing to have them and they look
great and you can read on.
Like you know, you can reciteyour mission mission statement,
but are you?
It's like?
When you're living it.
I don't have you what, what'sthe saying?
Um, you don't have to saywhat's understood or whatever.
Yeah, say what's understood,like the values are.
I'm living the values, like youcan tell.
I've been in enough schools thefamily environment yeah,
(27:34):
because when I walk in peopleare not walking past each other
like it's weird, right right,there we go in a school.
I'm with a principal and we'rewalking and a teacher walks past
.
There's zero acknowledgementnot even a high a low, right,
right, that's that weird stuff,that folks doing an elevator.
Bro, you're in new york, youget it, people get an elevator.
You'll have eight people in afour, four by four box.
(27:55):
Right, we're not standingshoulder to shoulder right and I
can, I can smell the coffee onyou yeah, yeah, yeah.
Speaker 2 (28:01):
We don't take a second to say yeah yeah, but
there's schools that do that.
Speaker 1 (28:06):
it's like you have buildings with 50 plus 100 staff
members.
That should never be the case,but that happens because people
aren't connected the way they'rebig time.
You repeat it so often.
(28:29):
I want to hammer it homeBecause when I got into
leadership, the biggest mistakeI made was thinking that
leadership meant everything.
Speaker 2 (28:39):
Yeah, when in actuality, leading is serving.
Speaker 1 (28:40):
Serving, educating.
Best example in the world ofcustomer service yeah, like we
are serving our customers asteachers.
Yeah, service, yeah, like weare serving our customers as
teachers.
Yeah, as a serving ourcustomers, our teachers, our
staff, our students, you know,as superintendents your
customers are, that is, you know, teachers, principals, whoever
but like we're in the servingbusiness, so how do you serve?
(29:03):
We have to find out what ourstaff needs, what our students
needs, what our parents, and wehave to find out what our staff
needs, what our students needswhat our parents and we have to
meet them where we're at and.
I made as a leader when I I I.
I had a lot of challenges whenI got into leadership because my
my mentality, I thoughteveryone was supposed to serve
me, and the moment I started tounderstand that it's my job to
(29:25):
serve others, like where I amthat it's my job to serve others
like yeah, where I am yeah,it's my job as a leader to know
what jeremiah brown needs andmeet him.
Where, oh that?
How I serve jeremiah may bedifferent from how I serve
someone else, and I think that'sthe eq aspect that gets missed,
not even just in in in schools,but just in business and sports
(29:47):
.
It's like a if you're abasketball coach and you got a
guy that can shoot, very well,but you had a guy that can't,
yeah, you know they shouldn't bedoing this, right, right, right
, because what?
What?
Your deficit is different frommine.
So, do you know where yourteachers are?
Yeah, you know where theirblind spots are.
Yeah, as a teacher, do you knowwhat your students blind spots
(30:10):
are?
Are you like it can't?
it's equitable, yeah like I'mtrying to meet them, each where
they are, and it feels like morework because teachers are tired
.
Yeah, sure, work I gotta.
I gotta do different lessonsfor different kids yeah, it's
like, but you have have to.
Just really are your studentsneeds as a leader?
What are your teachers?
(30:32):
What's your staff's need?
Yeah, some staffs are coming in.
You know it's already hardenough being a teacher, but I'm
going through life problemsoutside of here, you know, and
now all these kids are doingthis and the parents are doing
that.
But, like, are you meeting theneeds of your staff?
And the moment you start to dothat, I noticed, the moment I
(30:53):
was intentional with the staffat our school, serving the
students, serving the parents,the work got done a little
better yeah, those basic needs,and I think that's where I see
schools falling the shortest issupposed to rise to meet us.
We're like it's our job to reachour hand out and pull these
(31:14):
people up, not them jump to grabour hand.
Speaker 2 (31:17):
Yeah, no, that's so good, man, and I think you know.
To add to that is they'reserving, allows you to
understand, and understandingallows you to develop.
I believe that you have.
I've gotten feedback.
I've received feedback fromeducators who've applied the
five L's and they're like, well,we're doing these things, but
(31:38):
then we're still not.
And it's like, okay, well,based on the data that you're
receiving from the five Lframework, what are we doing
with it now?
How are we applying thisinformation?
And you receive information todevelop people.
Leadership is about serving, butit's also influence.
It's also about developingother leaders, other people,
(31:58):
increasing their capacity beyondwhat they may be limited to, or
just increasing their capacityoverall by challenging them and
developing them.
And I believe that there is andthis is where I've fell short
as a school leader, as anentrepreneur and that is hiring
(32:19):
someone who is competent in theskill of it, because I hired
them to do this, but I didn'tdevelop them.
Because I hired them to do this, but I didn't develop them.
I didn't develop theircompetence to align with the
core values that we have as aschool community.
Right, so they have a way ofdoing it, but they have a way
(32:52):
that to be, but where thecommunity needs them to thrive,
so everybody else thrives.
I think this is a big difference, right?
Whereas leaders, we want todevelop people where we need
them to be developed, as opposedto again, to your point serving
me, or the title as opposed towe and the community, right?
So, having that emphasis oncommunity and saying, ok, I'm
going to develop you so that youcan create an environment for
(33:15):
our students that they enjoybeing a part of, and I believe
that that's really what cultureis about is creating a space, an
inclusive space, that, nomatter wherever your feet are,
people feel valued, people feelseen and they're getting
developed right into what thecommunity needs them to be.
You know, and I think that that, ultimately, is something that
(33:36):
I'm just on a quest to closingthe gap on, you know, by
supporting, you know, schoolsacross the country in this space
across the country in thisspace.
Speaker 1 (33:49):
Yeah, and man, we're going to.
We will definitely haveJeremiah back on so we can talk
about culture, because that is abig thing Aya is very strong in
, because culture is ultimately,you know we talk about one
should feel they can thrive.
Students teachers, parents,leadership like every time, and
(34:10):
when you build a good culture,like when I, when I'm looking to
hire new staff, I look at twothings.
I look, but I look at yourculture fit yeah, because a
really good teacher and a reallybad culture fit is not gonna
work, not gonna work.
That's one of the things I lookat.
So I look forward to havingthat conversation.
But as we close, I want to giveman you're jumping on, but I
(34:31):
want you to let everyone knowwhere they can find you.
Man, this is your flex rightnow.
Where can they?
Speaker 2 (34:39):
find you on social media.
Speaker 1 (34:40):
And I'll make sure for anyone listening all of
these, this information.
If you're watching on YouTube,look in the.
If you're listening, check inthe uh in the podcast episode,
but let let all the listenersknow where they can find
jeremiah brown lead and all I'mdoing right now yeah, so, um,
(35:01):
you can find me on instagram andum, instagram and twitter or x,
now at one, jeremiah Brown, andthen you can find me.
Speaker 2 (35:11):
You can find my book, lead Like a Champion, which is
a social, emotional leadershipplaybook for student and athlete
success.
You can find that on Barnes andNoble and Amazon, and then, for
myself, you can find me onFacebook and LinkedIn at
JeremiahBrownorg.
And, as it pertains to the workthat I do in the company that I
(35:34):
founded back in 2016, the LEADAthletics Academy and Coaching
Company, that is a leadershipdevelopment organization in
which we do a ton of work in theK through 12 higher education
and providing industry leaderswith professional development so
that they can create thatculture that their people love
being a part of.
(35:54):
You can find that at the leadAAC dot org.
Speaker 1 (35:59):
And let's get it, yeah, and all these things will
be, all these links, all of thisinformation will be in the bio
or in the.
You are listening or watchingthis on, but I would recommend
you to connect with him, evenfollow and see some of the
things he's doing, because whatI have learned in leadership and
(36:19):
please receive it offleadership is not a destination,
it is a journey 100%.
It is a journey of, because associety changes, our leadership
changes Absolutely.
The leadership that worked 30years ago is not the leader.
So, making sure, as schoolleaders and when I say school
leaders, please know it's notjust teachers you are a school
(36:42):
leader, yes, yes.
Students yes, you are a schoolleader.
Yes, a school leader, like weall, have leadership in us, so
please make sure you connectwith them, go give them a follow
on all of his platforms.
But, jeremiah, bro, it was anhonor to have you on being here
again, if you can please likethis podcast.
(37:05):
Please share it with a school.
I think, value the informationthat Jeremiah shared with you
today.
Give us a like, give us areview.
See you all next week.
Let's get it.
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