We are live from the 2022 National Shared Services Technical Conference presented by Opportunities Exchange in Austin, Texas!
In this podcast, we talk with Lisa Polk about leadership. She has 20 years’ experience as an early education teacher, director and owner. She works with Georgia Alliance for Quality Child Care and is an instructor for CDA credential and director training in addition to being an adjunct professor at Chattahoochee Technical College. She has a masters’ degree in early childhood education and is working toward her doctorate in education with an emphasis on teacher leadership.
In this podcast, Lisa discusses:
- the need for consistent systems
- why you must make sure relationships with parents stay professional
- the importance of communication
- how to build a team and work toward the same goal
- and more!
Reach Lisa at lisapolk@ymail.com, and learn more about her nonprofit Poly-Anna's Place on Facebook and on Instagram!
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:08):
Welcome to the childcare business podcast
brought to you by pro caresolutions.
This podcast is all about givingchildcare, preschool, daycare
after school and other educationprofessionals, a fun and upbeat
way to learn about strategiesand inspiration you can use to
thrive.
You'll hear from a variety ofchildcare thought leaders,
(00:30):
including educators, owners, andindustry experts on ways to
innovate, to meet the needs ofthe children you serve from
practical tips for managingoperations, to uplifting
stories, transformation, andtriumph.
This podcast will be chalk fullin insights.
You can use to fully realize thepotential of your childcare
business.
(00:50):
Let's jump in.
Speaker 2 (00:53):
Welcome to the childcare business podcast.
Again, this is the second day ina row that I am actually having
the opportunity to interview aguest live.
So I, I was saying yesterday, um, that with my guest, it was the
very first time because westarted this podcast in the
midst of COVID and the pandemic,and it's all been done virtually
that I had a chance to sitacross the table from my guest
(01:15):
on yesterday's show.
And I get to do that againtoday.
And, and, uh, one of the welcomeLisa Polk to the childcare
business podcast.
Lisa, how are
Speaker 3 (01:23):
You?
I'm great, Ryan, thank you somuch.
It's such a pleasure to be here.
Speaker 2 (01:26):
It's super fun.
We were just chatting before westarted recording that at least
what I like about our show, andit's also the types of podcasts
that I'm drawn to.
Like as a, as a consumer is justconversational and having some
fun and talking story, gettingto hear from a amazing people in
our case, in the childcareindustry.
And more specifically this week,we're both in Austin, Texas at
(01:50):
the opportunities exchangeshared services conference, um,
and getting to just talk aboutsome of the work being done in
this particular niche and themovement that's happening.
And mm-hmm,, uh,it's been a lot of fun.
I wanted to give you a chance tojust introduce yourself to our
audience.
And I know we were talking alittle bit prior to recording
about, you know, your, yourresume and your background, but
(02:11):
would you mind just sharing alittle bit about what you
currently do in your role inGeorgia and then maybe a little
bit about your background and gofrom there?
Speaker 3 (02:19):
Of course I laugh because I am kind of that
dinosaur that's been walkingthis field for quite some years.
Speaker 2 (02:28):
yeah.
You were saying 20 or 21, right?
Yeah.
Speaker 3 (02:34):
23, 23.
Speaker 2 (02:34):
Who's counting, who's counting.
Speaker 3 (02:36):
Um, and so I've, I'm thankful because over the course
of that time, I have I've ofcourse been the cook, the van
driver, a nurse, the counselor,but I've also, I've had the
opportunity to work for acorporate chain and be a
regional director.
I've been I've own my ownchildcare center.
I've been training and technicalassistance for CC R and R.
(02:58):
I'm currently a level threetrainer and still teach at
night.
I've taught college.
I, um, was the first director ofthe Georgia provider resource
hub, and I just have a desire totouch children, families.
And so I left my desk job andstarted a nonprofit working with
families in Troy and I am aregional director for a small
(03:21):
group of childcare centers, justsouth of the city in Atlanta,
Speaker 2 (03:24):
Just south of Atlanta.
So you're kind of, I know wewere talking the other day when
we met earlier at the conferencekind of pulling double duty,
which is amazing.
So regional director of anorganization that runs three
childcare centers.
Yes.
Just south of Atlanta, Georgiain that area.
Mm-hmm.
But in addition to that, you runyour own, you know, consulting
group advocacy group.
(03:44):
Correct.
And so that's kind of done inparallel or on the side, or in
addition to somehow you, youdon't sleep, maybe it's two
hours a night type of thing.
Speaker 3 (03:53):
Well, the weekends are when you catch up.
Okay.
The
Speaker 2 (03:56):
Weekends you hit pause and then Monday comes and
it's full.
Yes.
Speaker 3 (04:00):
And then
Speaker 2 (04:00):
Lisa, just, just for a little context, how did you
get into early childhood back inthe day?
Like, was it something for you,like going through school that
you knew this was the directionyou wanted to head or was it
more, I, you know, you alwayshear the stories of, uh, it
actually chose me type of thing.
How, how did it work
Speaker 3 (04:18):
Out for you?
That is exactly my I same story,you know, in college I was so
sheltered as a young girl, myparents wouldn't allow me to
work.
So a school was my job.
And so, um, when I got marriedand I moved, I had very little
work experience.
So I circled two ads in thepaper, a grocery store and LA
(04:38):
petite academy.
Those are the two I went toLockte academy first.
And I swear they hired mebecause I was clean and
breathing and yeah, gotthe job.
They're like, okay, great.
Here you go.
And that was it.
I just fell in love with it.
Speaker 2 (04:53):
And here we go from, from day one.
So that was in, was that posthigh school then that
Speaker 3 (04:58):
Was in, that was actually college.
So it's 1993.
Speaker 2 (05:02):
So 1993.
Yes, Georgia at the time LApetite academy was
Speaker 3 (05:08):
Pre pre-K, like, yeah.
Speaker 2 (05:10):
Was it a teaching position or an
Speaker 3 (05:12):
Assistant?
Okay.
I was, I was started out and two, I was willing to work
part-time afternoons, which isthe shift that nobody wants.
Got it.
so I was like, sure.
I'll take, take it.
You know, I'm, I'm finishing upmy degree in social work, so
I'll take it.
No problem.
Two weeks of part-time wasfull-time assistant teacher was
lead teacher was assistantdirector, was academy director
(05:33):
and it just went from there.
Speaker 2 (05:34):
Wow.
And so, and so how long were youwith LA petite during that
initial, during that initial runat that first school?
How, how
Speaker 3 (05:42):
I was, oh, goodness.
I, between my regional directorposition and my teaching
position, it was about sevenyears.
Speaker 2 (05:49):
Okay.
So you were there seven years,so yeah.
And did, did you knowimmediately, like, you know, I
think for all of us, when youget into a role and, and you
feel yourself come alive, likeyou just recognize, like, this
is something about me, makes mefeel like this is what I'm
supposed to do.
And, and it brings life outtame.
(06:10):
Did you know that immediately ordid it take time?
It
Speaker 3 (06:12):
Took a little bit of time because I was so shy.
Like I said, I, people look atme now and go, no, this is not
the least that I knew because Iwas that person that was sit in
the back of the class in schooland say nothing.
So I had to talk to people andto children and parents, and
I've sat on boards of our stateassociations and I was the
(06:33):
conference professionaldevelopment chairperson.
So I really had to talk to,yeah.
So one of my, um, I guess it wasa past supervisor, she had said
to me, she said, Lisa, this hasjust been like watching a
butterfly come out of the cocoonfor her because she's just, she
just watched me grow intomyself.
Speaker 2 (06:52):
That's so cool.
And do you remember, like as ateacher, early days, do you
remember any of the, your firststudents from that very first
classroom?
Like, is there any student thatsticks out from that very first
experience?
Speaker 3 (07:07):
Jesse would because he wanted to marry me.
That's awesome.
Of course he stands out.
I just hope they allmade it through school
successfully because as a newteacher, I didn't know.
I had no clue.
,
Speaker 2 (07:17):
That's an amazing, there are always kids.
It feels like that, you know,you remember many of'em because
they have an impact on you, butit does seem like every group
there's the personalities thatstand out.
My, my daughter is akindergarten aide in Oregon.
And so it's funny to watch her,um, kind of, you know, start her
career path.
(07:39):
And she tells stories aboutthese kids.
And, you know, as a, I, I see itfrom her side now how much joy
the kids bring her.
Like, it, it they're almost likeher little family and she knows
all their little nuances andtheir, their personalities.
And so, um, she'll, I think samealways have kids from the first
(07:59):
class that she remembers.
What about, so after you left LApetite, then what, walk me
through the progression.
So that was 93 to roughly 2000.
Yeah, it sounds like.
And then what happened for
Speaker 3 (08:09):
You?
Um, I actually met, um, a groupof consultants, two ladies that
were, um, starting a franchisecompany.
They had owned 14 centers oftheir own around Metro Atlanta
had helped, oh my gosh.
Tons of people turnkey starttheir programs.
And I had a stint in between LApetite where I actually worked
(08:30):
for them, cuz I was like, okay,you know, I want to experience
something different.
Um, and I worked for them for ayear and they're like, Lisa,
don't you wanna own your ownschool?
I'm like, no, I'll just go shinefor someone else.
That's when I went back to bethe regional director and manage
12 schools for LA petite.
Speaker 2 (08:46):
Okay.
Speaker 3 (08:47):
And I don't know what I was thinking when I do that.
and it was a lot ofwork.
And so doing that, I was like,you know what, if I'm gonna work
this hard, I'm gonna work thishard for myself.
So then I went back to them andI'm like, Hey, do you guys have
a school?
No Lisa, we don't.
But then they reached out to mewithin a couple months and a
franchisee had fallen through.
And so they're like, Lisa, we'vegot a school you wanna?
Yes, yes.
(09:07):
Then, you know, just likeeverything, it's a tough
business, especially when you'redoing it by yourself.
And so we opened, um, September10th, 2001 and then September
the 11th happened the next day.
And so of course the country wasin chaos.
Yes.
And so it took us a while tobuild because one of the things
(09:29):
I always appreciate and my goalis I always to provide the best
experiences for children we canprovide.
And so we went into ourcommunity 20 to$40 higher than
everyone else around us.
So that was a culture shockright there for that community.
But if I think about thegroundwork we laid in that
community, the school is stillthere 20 years later, which is
(09:49):
awesome.
I'm still full of kids.
I'm still looking beautiful.
And now everybody's rates arethe same.
Speaker 2 (09:57):
Yeah.
Everybody came up to thatmarket.
Speaker 3 (09:58):
Everybody came up cause
Speaker 2 (10:00):
You were which, which we might talk about a little bit
as we continue our conversation.
But that, that topic abouthaving the understanding of what
the appropriate rates are for aschool and making sure as a
provider that you're charging arate, that's going to cover.
I mean, this is like an goingtheme.
As we talk with providers acrossthe country and you know,
(10:20):
consultants who work in theindustry recognizing so much, so
many of the challenges thatproviders have around, you know,
running a sustainable businessis some of the basic things that
you just mentioned, like one ofthem being charging the right
amount.
So when you, when you did thatinitial analysis, if you
remember back in 2001, yeah.
Did you just recognize like,look, the market is too low in
(10:42):
order to do things the rightway.
Yes.
We have to charge more.
So was that originally thenparents would come in tour and
they would question mm-hmm, why your tuition
was so much higher.
Is that how
Speaker 3 (10:51):
You remember it?
Absolutely.
And, but then once they enrolledwith us, they would go other
places and then they would comeback and say, Lisa, I wanna pay
for the right quality.
I wanna pay for a goodexperience because we had music
classes, foreign languageclasses, computer labs back in
2001.
Yeah.
(11:11):
And so they would stay and thenit wasn't, they were like, we
should have, have just enrolledthe first time we shouldn't have
even tried.
We should have just came on.
Yep.
Speaker 2 (11:23):
Yeah.
Because we're looking for theright place for our child.
And that is one of those thingsI think.
I mean, that is what we hearwhen schools mm-hmm,
get to that spotand realize that right.
Parents wanna find the rightpartner to like walk through
their child's education withthem.
And if it it's done right,they're gonna pay that the right
price.
Speaker 3 (11:40):
Right.
And there's a need for a varietyof programs because not every
program fits, every family fitsevery need fits.
Every community fits it.
Doesn't.
So there needs to be a variety,a variety of high quality
programs out there to meet theneeds of, of all children.
Even from an equitable lens.
It needs to be that way.
Speaker 2 (11:59):
Yeah.
I like that perspective becausethat also means for you as an
owner at that time, it soundslike you got to that spot too,
where you realized like notevery family in this community
is a customer of mine.
It has to be the right fit,looking for what we're providing
and that's okay too.
Like you said, there'sdifferent, different approaches
and different options forfamilies.
So what led you then?
(12:19):
So you had a nine year run as anowner and were you at that
point, that was your full-timeyou weren't doing anything on
the side, no consulting runningyour center.
So what, nine years later, justto walk through the, the, the,
up a little bit, um, just readyfor a change time to make a
change.
Speaker 3 (12:37):
I was, and I always like to do lots of different
things, hence why I do so manythings now.
Um, and do, while I owned mycenter, that's how I became a
trainer with CCR and R doingtechnical assistance.
Um, and I wanted to have biggerimpact.
I wanted to have a bigger reachand I believe that the knowledge
(12:57):
we're given is not meant for usto keep, is for us to share out
the help for the greater good.
And so I wanted to start thatpath and that's how I ended up
the director, the first directorof the pro Georgia provider
shared resources hub.
And then it was the GeorgiaAlliance and it really opened my
eyes because I was able to seeit was part of a national
(13:21):
network.
So I was a state program, partof a national network.
So I was able to get a wholedifferent perspective just on
early childhood, across thecountry.
And it just really empowered meto want to be boots on the
ground and take all theknowledge that I had and put it
into communities and just helpthem grow
Speaker 2 (13:43):
And to share because you then transition when you,
when you sold your center ortransitioned outta that
immediately went to work for thestate in that role.
And so in that role, you wereworking with a other providers,
owners and sharing mm-hmm, like if I'm coming
from the same background, I'veowned my own center, but I want
to equip you with, and thoseresources were just everything
(14:04):
from how to get correct me, ifI'm wrong, how to get license
and how to get everythingapproved and how to equip your
school and how to set up theright business practice.
Is that right?
Is that what you were doing?
Speaker 3 (14:14):
Absolutely.
And we also had, um, grantfunding to just provide
opportunities outside of MetroAtlanta that the rural schools
might not have ever had theopportunity to participate in.
We also had grants to, you know,nutrition is a big piece and
being creative with your menusand being cost effective with
(14:35):
them.
So the, we had grants to help.
Um, we started a program calledyoung chefs academy, which is
still going on there now justtransitioned differently.
And now it's in the food programsponsorship.
And so that you can helpprograms to be more cost
effective, have great foodchoices, fresh fruits, fish,
vegetables, and it is still costeffective to do so.
Speaker 2 (14:55):
Got it.
And you, and then is that, wereyou telling me earlier, is that
when you actually first, um,became aware of like the shared
services model?
Mm-hmm, talk methrough that a little bit.
Cause I know that's kind oftaken a long road to talk about
some of the specific things thatyou're even gonna be discussing
here at the conference, but walkme through, remind me the first
(15:15):
time you heard of sharedservices or how you had exposure
to it and then maybe the workthat you were doing at that
time.
Speaker 3 (15:22):
So, um, while I was at my, um, center, I was asked
to participate in a focus groupfor this new project that
quality care children wasinterested in doing shared
services.
And so here I am a little nerdy,me doing my research online,
looking up articles.
And I actually read an articleby Luis Stoney having no clue
(15:43):
who this wonderful woman is.
Mm-hmm.
And so I get into the, um, thefirst day and we're talking and,
um, John White and Louis Stoneyare all in the room with us and
I'm like, yeah, I read thisgreat article by Louise Stoney
and she's sitting across thetable for me.
That's great.
And John Weiser just giggles.
Oh, she read an article by LouisStoney and then after
(16:05):
introductions, I'm like, oh God,there she is.
that's so
Speaker 2 (16:08):
Funny.
And that was circa like whatyear?
Roughly?
Speaker 3 (16:12):
Goodness.
That was, um, probably about 11years ago.
Speaker 2 (16:17):
Okay.
Wow.
Yeah, that
Speaker 3 (16:18):
I met Louise.
Speaker 2 (16:19):
Yeah.
Early days.
Speaker 3 (16:20):
Early days.
Yeah.
We were one of the firstalliances that came online, um,
to start building sharedservices
Speaker 2 (16:29):
In Georgia.
So in Georgia.
So can you define, because it,you know, it's been, I, I even
share this inside, you know, thefour walls of ProCare and as you
know, as a, I've worked forProCare for 20 years and I, I
would say, you know, maybe six,seven years ago, we started to
hear about shared services andthis, this model and this
concept, and kind of trying to,you know, talk about the
(16:51):
benefits of a shared serviceAlliance and what they could do,
what that could do for acommunity.
But can you talk a little bit,like, can you define from your
perspective what shared servicesis like when you originally
started working on this in yourarea and how it was presented to
you and maybe even if that'schanged over the years?
Like, could you define what,what a shared service Alliance
(17:12):
is to maybe the people listening?
Speaker 3 (17:14):
Yes.
So, and it's evolved.
So we'll talk about theevolution as well.
But the, when I started, it wasa web-based platform of
resources, tools that design andpartnerships designed to
leverage the whole, um, and saveyou money, save you time.
Let's say you needed a jobdescription.
(17:36):
You didn't have to sit there andrack your brain and do it Tata
click on this button.
And there it is.
If you needed a staff handbook,if you needed a parent handbook,
if you needed any form that youcould possibly need there, um,
any resource to actually helpyou with your operations there,
if you're a nonprofit boardhandbooks, how to choose a
(17:58):
board, when I tell you itimpossible to name every
resource that's there and thenjust, um, partnership with
vendors so that there could begroup discounts based on volume
yeah.
On volume.
And that's huge.
So you're saving money, you'resaving time.
So that allows you as a ownerdirector to spend more time
(18:23):
doing other things within yourprogram that you may not
normally have time to do,because you are create forms,
trying to do all this search outthe best price for these items.
And,
Speaker 2 (18:34):
And early days when, like when you guys started in
order to be a participant inthat Alliance, was it, was it
free?
Was there like a cost to entryat that point?
And was it funded at that point?
I know Louise has always beeninvolved in, in kind of being a
front runner for, um, continuedinnovation.
Mm-hmm at thatpoint, was it government funded
(18:56):
who was hosting the website?
Do you remember those types
Speaker 3 (18:58):
Of things?
We had CCA globals hosting theplatform for everyone.
And then you customized theplatform for your state.
Um, we had a E KC funding in thebeginning, and then of course
over time we did start charginga fee.
But then as the platform beganto really, um, gain traction, um
(19:22):
, our licensing agency would payfor scholarships one year
scholarships for every programgoing through our Q R I S
program.
Okay.
Um, because all of those thingswere things that they needed yep
.
For their portfolio.
So they would scholarshipprograms into that with the hope
that once the one yearscholarship, a lot of the
(19:43):
programs continue to renew.
Speaker 2 (19:45):
Yeah.
They would then pay thesubscription cause they saw the
value of it.
But year one licensing wouldmaybe subsidize or provide
scholarships
Speaker 3 (19:51):
For it.
Mm-hmm yes.
Speaker 2 (19:53):
And then you've said it has evolved because it has,
there's been all sorts ofchanges and continued talk
about, you know, how could weleverage, you know, the volume
and the scale of a group ofcenters, but also then what do
the centers need?
How, how have you seen itchange?
And that I think will lead us toa little bit of like, why we're
both here in Austin and sessionsyou're gonna be talking in, I
(20:13):
think even later.
Yeah.
Um, but talk about how it'sevolved.
Like what have you seen happen?
Speaker 3 (20:18):
So originally we had the platform, which the
platforms also exist, but therewas always conversation around
how do we build those deepershared services where you've got
maybe a group of five or sixchildcare centers that worked
together.
Maybe they share a marketingperson, maybe they share an
admin person, an accountant tomake their business more
(20:41):
effective and efficient and morecost effective for them.
So they're not paying the fullprice for an accountant by
themselves or a marketingperson.
Um, and, but we were just notquite at that point back then
because, you know, providershold everything really tightly.
And so they're like, why do Iwanna share all of this with
someone else?
(21:01):
And so the platform continue togrow.
And as it's evolved, now youhear talk about micro centers
and there are programs actuallyout in Seattle, that's a group
of childcare programs.
That is an Alliance.
So it is growing and changingfrom web-based mm-hmm
to adding onbusiness solution support so
(21:22):
that people have support withtheir business budgeting,
helping them, Eva, theirbusiness, and those pieces were
talked about while I was there.
But now it's so great to seethem actually coming into
fruition.
Speaker 2 (21:35):
Yeah.
I, I was in a se one of thesessions I sat in yesterday was
about micro centers and thewhole, the whole idea of, like
you said, like, how can we helpin some of these deserts where
there's not enough spaces,smaller centers get open with
less, you know, regulation,lower costs of starting and be
able to provide more care intheir communities, but to share
(21:58):
resources like you said.
And I think that's cuz the, theother model that we see a lot,
correct me if I'm wrong is ifyou're in a local community and
you've got five or six or, andother owners that you want to
bring together and you guyscreate your own a shared service
essentially where you're sharingresources.
But then there's also a lot,like we hear about these a lot
at this conference where there'sa local nonprofit that kind of
(22:21):
spearheads that.
And so there's maybe governmentfunding that will subsidize some
of the cost of getting started.
Mm-hmm and sothat's a, that's another too,
right.
It's both the owners startingit, but then like a nonprofit
that would lead the chargemm-hmm
Speaker 3 (22:33):
absolutely.
Speaker 2 (22:34):
Yes.
Yeah.
We see both of those.
So, so talk about, um, with,with that in mind, I reached out
to you and invited you and askedyou to be, you know, on the show
because I think you're gonna beparticipating or maybe already
have in a breakout session hereat the comp for, can you talk
about the topic that you'regonna be covering and maybe any
information that you can shareabout the content of that?
Speaker 3 (22:57):
Absolutely.
So, um, my based on my sharedservices work, so my topic at
the conference is sharedleadership saved me transforming
the early childhood hierarchy.
Um, and I found myself in 2019,uh, you know, I laugh and was
teasing yesterday that theepitome of my career was to end
(23:20):
up on the child abuse registryin the state of Georgia
degrees, owners of centers.
And I'm on the child abuseregistry yeah.
Speaker 2 (23:27):
That's the, that's your claim
Speaker 3 (23:29):
To fame?
That's my, I should have alittle statue for that.
Right, exactly.
Um, and so I found myself in atraumatic situation, every owner
director's nightmare, where thedriver leaves a child on a
vehicle.
And fortunately, if there can bea fortunately in that sentence,
the child was only there for 35minutes, but that was still 35
(23:51):
minutes too long.
Of course mm-hmm.
But in the process of knowingthat, okay, now we've got
licensing investigations, all ofthose things in the midst of
that, someone felt that defectshould be involved because they
felt like that was child abuse.
And so I had no idea that any ofthis was, well, we had had a
(24:13):
conversation with defects, butit was nothing that you would
think was an investigation.
And my licensing consultantcalls me one evening and she,
and it was just before close.
So then there's nothing you cando after five o'clock
Speaker 2 (24:26):
Except think about it.
Yeah.
Speaker 3 (24:27):
and cry,
break down into tears on the
phone, cuz she's like, or Iwaited until I got off the phone
with her.
Um, but she calls me and she'slike, Lisa is everything OK?
I'm like, well of course, Dreverything's fine.
She goes, you haven't talked tothe police, have you?
I said, no, what no,
Speaker 2 (24:47):
What are you talking
Speaker 3 (24:48):
About?
And she goes, well, you have anunsatisfactory criminal
background check and you'regonna need to leave the premises
and your, and your van driverstoo.
I was like, and when she saidthat, I knew instantly what it
had to be related to.
And so I shared with her, um,and she goes, you know what,
Lisa, you're probably right.
That is probably related to thistransportation issue.
(25:10):
And so we had to leave thefacility, leave the premises.
So here I am calling the ownersgoing, oh my gosh, I have to
leave the premises.
Speaker 2 (25:19):
I just received the call outta the blue.
I bet that was terrifying andscary.
Obviously completely unexpected.
Speaker 3 (25:27):
Yes.
Cuz you know, I really try tofollow the law for sure.
Yeah.
Speaker 2 (25:31):
Yeah.
I mean, I just met you thisweek, but uh, that's my
impression.
Speaker 3 (25:34):
Yeah.
Um, and so I was out of theschool for probably almost four
months and you know, trying tohelp from the sidelines and I
hadn't really started buildingmy team yet.
And so we had started, but weweren't ne we weren't in the
space that we're in now andeverything just fell apart.
(25:56):
The owners told me, they'relike, Lisa, we don't know what
we would've done.
If you had, if you had haveremained out of the program,
much longer.
Teachers were, were threateningto leave.
Families were threatening tojust enroll.
I families meeting me at thelibrary just to hug me.
Wow.
While I was doing my nonprofitwork, they would, if they knew I
was what library I was gonna bein, they were at the library to
(26:17):
hug me.
Speaker 2 (26:17):
Just to see you because just so I have the
context of that four monthperiod, it was a fairly new
center or at least you were newto the role and you were just
coming in, start building yourleadership team and kind of the
organization.
And then this happens mm-hmm.
And during that time, the ownersobviously, cuz they know you
were supportive and said,
Speaker 3 (26:38):
Absolutely
Speaker 2 (26:39):
We have to follow due diligence.
We know that there was no, youknow, wrongdoing or any like
blame on your side.
But during this investigationtime, you can't be on the
center, but you were stillhelping operate and administer
the screw, correct?
Speaker 3 (26:54):
From the sidelines.
Yes.
And we had to get an attorney.
We actually had to go before anadministrative judge.
Speaker 2 (26:59):
Wow.
Speaker 3 (27:00):
And the judge cleared us.
He's had clearly, you know, wasthere, was there, um, mistakes?
Of course there were, but doesit ne does it, um, support the
charge of negligence?
No.
Um, and so we were cleared atthat point, but that was a
(27:20):
process because, um, in thestate of Georgia defects,
doesn't have to tell you if theywere gonna put you on the child
abuse registry.
So, you know, I believe thateverything happens with purpose.
And so it was with purpose thatDr.
Walton called us and said, Hey,Lisa is everything okay?
Because otherwise we wouldn'thave known.
So we were able to address itthe very next day and file an
(27:41):
appeal or we could have lost ourwhole career.
My whole career could have justbeen dashed in that moment
Speaker 2 (27:47):
Because by, by filing an appeal, that means they
couldn't add you to the childabuse.
No, they did.
They did.
Okay.
But you could appeal it.
And then through the appealprocess, yeah.
They couldn't go revoke yourlicense, your
Speaker 3 (28:01):
Certification.
And they had to remove us fromthat list.
And they even went so far as toappeal the administrative
judge's decision.
And in the process of thatappeal, governor Kemp, who will
forever be on my list, no matterit doesn't matter what that man
does.
He's
Speaker 2 (28:17):
High on your
Speaker 3 (28:17):
List.
He's high on my list because hedissolved the child abuse
registry in that um, justbecause of, um, you know, if on
paper it says budgetary reasons,right?
Mm-hmm but therewere issues like that where
people were being placed on thisregistry with no knowledge and
(28:38):
it wasn't being used for the,and the way that it was intended
to be used.
Um, and so once that happened,defects could no longer appeal
any decision that was made bythe administrative judge.
And my attorney actually saidthat that was the most thorough,
um, documentation he had, shehad ever seen.
(29:00):
And I know that he did that.
So that, that would be less ofan opportunity for appeal to
actually go through.
Speaker 2 (29:07):
Yeah.
Because it was thorough anddocumented everything mm-hmm
so that youwouldn't have to then worry that
this was gonna come back upagain.
They were gonna fight
Speaker 3 (29:14):
It.
Absolutely.
Speaker 2 (29:16):
So how did that influence then?
And I know that's I interruptedyou, but I wanted to ask that
extra context, but then how didthat influence from a leadership
standpoint?
Mm-hmm cause Ithink that's of the big
learnings that you took fromthat period of time is can you
absolutely speak to that andlike what, how that is like yeah
.
Practical in your life
Speaker 3 (29:34):
Today?
So I knew that, and even when Iused to, I was the cleanup
person as a director at LApetite, they would send me to
the schools that needed to be,um, kind of changed.
And, but then when I would leavethose schools, they would fall
apart and I never wanted them tofall apart, but it was because
(29:57):
that traditional hierarchy ofdirector assistant director and
the director is the person withall the knowledge, like you see
the light on behind their crown.
Oh, I have it all.
I know all the answers.
Yeah.
And so I was entrenched in that.
And then when knowing that I wasevolving into letting go of that
(30:20):
control at, even in my owncenter, letting go of that
control.
And then as I moved out tofacilitate and see different
aspects of our, um, field, Ireally wanted to, I was always
reflective with myself.
And so in the midst of this, Iwas angry.
I was like, oh my gosh, here, Iwas held accountable for
(30:43):
somebody else's actions.
And I didn't even have a cluewhat was going on at the time.
And so I came back with thatmentality of I'm gonna hold them
accountable.
I'm not gonna be on a listanymore because yeah.
I'm mad stopping my feet.
But then I actually had to sitback and realize and go, you
know what, Lisa, you can't dothis.
How can you lead people and beangry about it?
(31:07):
And I knew there had to be abetter way to lead so that this
did not happen again because I,if let's say that, you know, I
decide to just focus on mynonprofit and, and leave leap
frog, been that way.
I want leapfrog to be betterthan when I was there.
(31:28):
And so I just reflected back onmy shared services experience
and created a shared services,leadership model.
So there's no hierarchy.
I, I do have a title because I'mlisted on the state's
website as accountable person.
Right.
I'm the person that has to be onthat list with the owners.
(31:49):
But we, everyone has the sameinformation.
That's why I'm able to be here.
And I brought two of my teamwith me and then two of the, the
ladies are there holding downthe Fort until we get back.
Um, so,
Speaker 2 (32:04):
And, and so do you view that as like a, a linear
hierarchy that meaning, eventhough there has to be somebody
that mm-hmm,officially carries the director
title for the state of Georgia,mm-hmm, the way you
view it is, Hey, we all areequal in terms of now you do you
bucket differentresponsibilities, but it's just
what you're saying is there's noresponsibility that's held to a
(32:26):
higher regard than others.
Like everybody's job is equal.
Is that kind of how you
Speaker 3 (32:30):
View it?
Absolutely.
Yes.
And so I started pulling on thestrengths of it's like, if you
can't make them accountable,make'em leaders.
And so I started pulling on thestreet cuz we had some great
lead teachers.
So I started pulling on thestrengths of that teaching team.
And um, we created, we have redshirts, so everybody wants to be
(32:51):
a red shirt now.
So the leadership team all wearsred shirts.
Our regular, our teaching teamwears Carolina, blue polos.
And so
Speaker 2 (33:00):
Not duke blue Carolina, blue,
Speaker 3 (33:02):
Carolina, blue.
All right.
I really wanted it to beTennessee orange, but orange
women don't wanna wear orange.
Speaker 2 (33:07):
Okay.
So everybody's North Carolina
Speaker 3 (33:09):
Target
Speaker 2 (33:09):
Fans.
OK.
No,
Speaker 3 (33:11):
UT I got it.
Just the course.
Um, and so we all had the sameinformation.
We all, all, we, there arecertain things that we all
share.
I have high level, big picture,um, accountability, but we, we
all do tours.
We all post payments.
We all help parents.
(33:32):
We all go in classrooms.
We all clean the walkways.
We, and now when you say bucketone teacher, you know, one team
member may do be responsible forour immunization notebook.
That's just so that it doesn'tfall through the cracks.
Mm-hmm um, one teamleader may be responsible for
the food program, data entry.
(33:52):
Um, but we all do.
We all know how to doeverybody's job so that if, if
we're not here, you know, if I'mnot there, they, everything
still functions.
They don't have to say, oh,well, miss, Lisa's not here.
That's a miss Lisa question.
And even answering the phone, Itell every prospective family we
lead, we lead differently here,we lead as a team.
(34:15):
And so there's always someonehere to help you.
Even if I'm not present, there'salways someone here to help you.
Speaker 2 (34:20):
Yeah.
And that make your team feelempowered.
And mm-hmm,obviously staff see that and
feel like there's access toleadership and the dynamic, it
sounds like works really well.
Mm-hmm did youfind, as you implemented that
model and as you've continued tokind of like progress it, are
there any drawbacks orchallenges to that?
Are there times where not havingthat may be single point of
(34:42):
like, Hey, that's the ultimatesay in the center, just as an
example, have there beenchallenges with it or has it
been smooth sailing the wholeway?
Um,
Speaker 3 (34:50):
Well of course with anything there's always
challenges.
And when you empower them, youhave to be willing to let them
go and let them go and do whatmakes them happy because
ultimately that's what you want.
You want people to grow and besuccessful wherever they're
planted and whatever it is thatis their dream.
And so right now we're actuallyin a rebuilding stage of our
(35:13):
team because two of our ladiesthey've told me from the
beginning, I want my goal alwaysask, what do you wanna do?
What's your goal.
I wanna be in the public schoolsystem.
Okay.
Let me help you get there.
Yeah.
So two of them went off to thepublic school system,
Speaker 2 (35:27):
Which is a win, because like you said, that's as
a leader, you're trying to helppeople get to that next stage in
their career.
Speaker 3 (35:33):
And they both come back and coach teachers for me
in the afternoon.
So that is something that helpsme because then I can be doing
something different and our teamcan be doing something
different.
Um, and so I'm rebuilding newteam members and still am in the
process of adding a couple more.
But you have to be willing tostack the deck, always looking
(35:56):
for like at that great sportsteam that has strength on the
bench.
You always want strength on thebench.
And we actually have teacherschoose us over another program
because of the way we lead.
And I had questions yesterdayof, well, Lisa, let's say that
something traumatic didn'thappen to us.
(36:16):
Yes.
I'm glad it hear that.
Right.
Um, how do we do this?
How do we get started doingthis?
And it is number one, the firstthing is letting go of control.
If I wanted to control, then Iwould wanna bring back one other
like, oh, just let me bring onone assistant director.
But that would just cause thatsilo again.
(36:37):
Instead of we have lots of good,um, processes.
So, you know, we, um, haveconsistent meetings every Monday
with our leadership team to talkabout what were our challenges
last week?
You know, what do, what do wewanna do this week?
What are we looking for?
What's coming up.
Um, we take that time to do, dotraining.
Since I am a trainer forGeorgia, we, we, if it's
(37:00):
communication, we may do acommunication quiz and then talk
about what we're gonna do withthis information, how we're
gonna use it going forward.
How are we gonna use it tobenefit the team?
How are we gonna use it tobenefit the teachers?
Um, we have a, a big dry raceboard in the office.
And that is one communicationtool that where we put, you
(37:21):
know, all the staff that'srequested off here, they are in
their days, anything that'supcoming in the center, whether
it's a fire inspection or, youknow, they're even so good now
they handle the fire marshal forme, when the fire marsh comes
through on visits, it's like,yes, you take care of that.
Exactly.
Um, and we put any newenrollments on there, anybody
that has medication, any ofthose little hot points for us.
(37:44):
And then at the front desk, wehave a binder, that's a
communication log.
So any instantaneous things Icall this parent because this
child had a fever.
You know, I call this parentbecause this child had no change
of clothes or, you know, thisstaff person's gonna be laid
this person.
So we have centralized to go andget all of the information and
we all have the sameinformation.
Um, and just given consistentfeedback, consistent
(38:06):
communication, consistentmeetings, and consistent
feedback.
So then we're all on the samepage.
Speaker 2 (38:12):
Yeah.
That's amazing.
And I, I, I like what you said,like as a, to your point about
the question that you got inyour session yesterday, how do
we get started?
Like letting go control.
I, I do think that's hard for alot of leaders.
Right?
Cause they, you have, yeah.
Speaker 3 (38:24):
I'm raising my hand.
I was there.
Speaker 2 (38:26):
Yeah.
Cause you feel a responsibilityand it's not even so much.
I mean, at least this is myobservation for many people.
It's not that I'm trying to havecontrol, but I feel responsible.
And, but the responsibilityleads me to feel like I have to
dictate everything, but mm-hmm sounds like you,
you know, through your processcame to realization like
actually letting go of that'scompletely the right way to, to,
(38:47):
to actually have more strengthacross the
Speaker 3 (38:50):
Team.
Yeah.
And the, um, owners than I dothe same.
And we encourage that in, withinour teaching teams, we co-teach
together.
So everyone should know how todo the lesson plans.
Everyone should have a turndoing the lesson plan so that no
, if we want teachers to takevacations, we want them to have
time with their families.
(39:10):
So somebody's gonna need to makesure that that class still runs
the same.
Yep.
Um, and the owners, we do thatas well.
You know, one of the gentlemen,he has his set of operational
tasks.
Um, and then the other owner hashis set of the business tasks.
And then I have my set of tasks.
So we all compliment each otherand communicate with each other,
(39:32):
but we all have our own set ofthat brings the team to
together.
So we're not all trying to doeveryone else's position, but
we're all working together to
Speaker 2 (39:42):
Accomplish the goal.
Mm-hmm and youknow, when people feel like
they're, you know, part of ateam, like I think that is so,
like, I think there's a way tobuild that and manufacture that
then there's leaders that itjust is almost inherent to the
way that they offer.
Right.
But I do think in my experience,talking with people on my team
and as we've, you know, grownour team and, and like you said,
(40:04):
rebuilt it over differentstages.
Mm-hmm, that is acommon theme for people.
It, I want to be part of a team.
Yeah.
And oftentimes we think peoplewant to make more money or they
wanna move their career forwardor they wanna, but it really
oftentimes comes down to thatidea of like, I wanna be a part
of something bigger than myself.
Mm-hmm and I wannabe a part of a team because
(40:25):
tracking through life withcommunity.
And I think that's what a teamis in a work environment is
like, it's almost like aninherent thing that we all have.
Yeah.
I wanna be part of that.
So I, I like the mob.
It sounds like that's been a, aprinciple that that's built on.
Speaker 3 (40:40):
It really has.
And one of the things that, um,the teachers tell me a lot is
that it feels like a familythey're like, and we always
laugh because you know, you havethat fun.
Yeah.
And so this has enabled, youknow, we have teachers asking me
, miss Lisa, have, do I get ared shirt?
You know, could I have a redshirt?
(41:00):
And I'm like, of course you canhave a red shirt.
You know, these are what I lookfor in a red shirt.
And so, you know, the strengthsof your team.
So I tell that to everyone.
Um, and the young lady thatasked yesterday, it's like
evaluate your team.
That's the first step, you know,your team, you know, who, um,
(41:21):
what the strengths are.
So pull on the differentstrengths of your team.
At one point we had six leaders.
There's no limit.
I could have a leader in everyroom.
I don't care.
Mm-hmm, you know?
And so, because they all havedifferent strengths.
And so you know that, and sothen start to slowly give them
those, um, give them a littleextra task every now and again
(41:45):
to help you.
And then it just becomes naturaland then have a meeting and
discuss it, say, Hey guys, thisis how we, we wanna lead.
How can we get there?
How can we work together to getthere and get their buy-in and
get their input?
And they'll ask questions.
And someone said, well, Lisa,what about favorites?
You know, people are gonna say,and I said, but you know what it
(42:07):
is?
And I was thankful that my teamwere there cuz you know, some
people are like, yeah, yeah,yeah.
You can say it.
Not favorites, but she goes, ohno, no, she doesn't have
favorites.
Trust me.
She
Speaker 2 (42:18):
Doesn't, we're all her
Speaker 3 (42:19):
Favorite.
She doesn't, we're either
Speaker 2 (42:20):
All her as like a parent, like you're all my kids.
Speaker 3 (42:25):
I love you all just the same.
And so it, when you keep itprofessional, like we've talked
a lot about professionalizing,our feel, you don't go to your
doctor's house for dinner.
You don't go to your doctor'shouse for birthday parties.
You don't go to, you know, thenurses have the dentist, you
(42:45):
don't go.
That's a professionalrelationship.
You go, they have great customerservice.
You have a great time.
They take good care of you andit's fashion.
So I groom my team in that way.
This is not about how much Icare about you as a person.
This is about leapfrogacademies.
And this is about providing thebest service for the families
(43:07):
and what that takes to do that.
And when that is our focus andour central goal, it doesn't
become about people because wehave favorites and it becomes
personal and it's about peopleand it is about people in the
sense that we're providingcustomer service.
Mm-hmm, but we'renot, it's not about going to
their house and being theirfriend.
And it's about taking care ofthe children.
Speaker 2 (43:29):
And you're talking about between your staff and
teachers and the parents of thekids.
You're exactly.
Yeah.
I think one of, you know, thoseprinciples of first and
foremost, the relationship youhave with the parents at the
school is a businessrelationship.
Yes.
And I think that's one of thethings we've always seen as a
challenge for providers is thebusiness side of paid tuitions.
Do you need to pay it?
(43:49):
Yeah.
Actually our policy is this orour expectation is this doesn't
matter what the personalrelationship is.
The business relationship comesfirst.
Cause that's, I, you know, Ikeep saying this on this show,
but I, I think it was actuallyMonique in, in Georgia who said
this originally where I thoughtshe articulated it really well.
She's like the best way for youto be a resource in your
community as a provider is tobuild a business that's
(44:12):
sustainable and foundationallysolid.
And, and that starts withunderstanding like first
relationship with the parents isa business relationship.
Mm-hmm um, yeah.
I, I, I know like our time isrunning short and we've got,
you've got sessions and, andI've got sessions.
If, if you said earlier thefirst step to maybe starting on
(44:33):
this path for somebody exploringtheir leadership model, uh,
would be to let go of controlany other, just as a final like
note, anything else, practicaladvice you could give about,
Hey, if you're, if you'requestioning the leadership model
where you wanna explore ways tobe more effective for you in
your experie, is anything elseyou can share just as kind of a
parting practical tip.
Speaker 3 (44:53):
I definitely think just have consistent systems
that you use and evaluate andpull on the strengths of your
team.
Speaker 2 (45:00):
Love it.
Yeah.
That's exact like concise,
Speaker 3 (45:03):
consistent,
Speaker 2 (45:04):
Consistent communication.
Mm-hmm you said andevaluate the strengths of your
team and then encourage those.
And if people wanted to find, Iknow you do work outside of
leapfrog, but like just as wealways try to put this in our
show notes too, is there a waythat people can find you Lisa,
if somebody listens to the showand is interested in what you're
sharing or has questions, Idon't know if you're willing or
(45:26):
available, but is there a waypeople could find you or reach
you?
Speaker 3 (45:28):
Of course you can always reach me via L which is
Lisa Polk, Y mail.com.
Um, and you can, my nonprofitwe're on Instagram and Facebook
and it's Pollyanna's place Inc.
So you can find us there and seewhat we're doing with our
families in trauma.
Speaker 2 (45:46):
Excellent.
So, and Lisa Polk is L I S a P OL K L Y mail.
Still the Yahoo.
Speaker 3 (45:52):
Yes.
And it is the Y the letter, Ythe Y mail
Speaker 2 (45:56):
And then Pollyanna's
Speaker 3 (45:58):
Place place
Speaker 2 (45:59):
Inc.
Inc.
On social media.
Speaker 3 (46:01):
Yes.
Social media, Facebook,Instagram.
Speaker 2 (46:04):
Excellent.
I hope we get a chance to maybedo a session too, and we'll
continue to track along withyou, but really, really
appreciate you stopping by ourroom here at the conference.
Great to have you in person andlook forward to the next time we
can talk.
Speaker 3 (46:16):
Thank you so much.
I've enjoyed talking to you aswell, and it's just been a
wonderful opportunity.
Thank you.
Speaker 2 (46:21):
Pleasure to bet.
Speaker 1 (46:23):
Thank you for listening to this episode of the
childcare business podcast, toget more insights on ways to
succeed in your childcarebusiness, make sure to hit
subscribe in your pod app.
So you never miss an episode.
And if you want even morechildcare business tips, tricks
and strategies, head over to ourresource
center@procaresoftware.com untilnext time.
Welcome to the childcare business podcast
brought to you by pro caresolutions.
This podcast is all about givingchildcare, preschool, daycare
after school and other educationprofessionals, a fun and upbeat
way to learn about strategiesand inspiration you can use to
thrive.
You'll hear from a variety ofchildcare thought leaders,
(00:30):
including educators, owners, andindustry experts on ways to
innovate, to meet the needs ofthe children you serve from
practical tips for managingoperations, to uplifting
stories, transformation, andtriumph.
This podcast will be chalk fullin insights.
You can use to fully realize thepotential of your childcare
business.
(00:50):
Let's jump in.
Speaker 2 (00:53):
Welcome to the childcare business podcast.
Again, this is the second day ina row that I am actually having
the opportunity to interview aguest live.
So I, I was saying yesterday, um, that with my guest, it was the
very first time because westarted this podcast in the
midst of COVID and the pandemic,and it's all been done virtually
that I had a chance to sitacross the table from my guest
(01:15):
on yesterday's show.
And I get to do that againtoday.
And, and, uh, one of the welcomeLisa Polk to the childcare
business podcast.
Lisa, how are
Speaker 3 (01:23):
You?
I'm great, Ryan, thank you somuch.
It's such a pleasure to be here.
Speaker 2 (01:26):
It's super fun.
We were just chatting before westarted recording that at least
what I like about our show, andit's also the types of podcasts
that I'm drawn to.
Like as a, as a consumer is justconversational and having some
fun and talking story, gettingto hear from a amazing people in
our case, in the childcareindustry.
And more specifically this week,we're both in Austin, Texas at
(01:50):
the opportunities exchangeshared services conference, um,
and getting to just talk aboutsome of the work being done in
this particular niche and themovement that's happening.
And mm-hmm,
I wanted to give you a chance tojust introduce yourself to our
audience.
And I know we were talking alittle bit prior to recording
about, you know, your, yourresume and your background, but
(02:11):
would you mind just sharing alittle bit about what you
currently do in your role inGeorgia and then maybe a little
bit about your background and gofrom there?
Speaker 3 (02:19):
Of course I laugh because I am kind of that
dinosaur that's been walkingthis field for quite some years.
Speaker 2 (02:28):
You were saying 20 or 21, right?
Yeah.
Speaker 3 (02:34):
23, 23.
Speaker 2 (02:34):
Who's counting, who's counting.
Speaker 3 (02:36):
Um, and so I've, I'm thankful because over the course
of that time, I have I've ofcourse been the cook, the van
driver, a nurse, the counselor,but I've also, I've had the
opportunity to work for acorporate chain and be a
regional director.
I've been I've own my ownchildcare center.
I've been training and technicalassistance for CC R and R.
(02:58):
I'm currently a level threetrainer and still teach at
night.
I've taught college.
I, um, was the first director ofthe Georgia provider resource
hub, and I just have a desire totouch children, families.
And so I left my desk job andstarted a nonprofit working with
families in Troy and I am aregional director for a small
(03:21):
group of childcare centers, justsouth of the city in Atlanta,
Speaker 2 (03:24):
Just south of Atlanta.
So you're kind of, I know wewere talking the other day when
we met earlier at the conferencekind of pulling double duty,
which is amazing.
So regional director of anorganization that runs three
childcare centers.
Yes.
Just south of Atlanta, Georgiain that area.
Mm-hmm
But in addition to that, you runyour own, you know, consulting
group advocacy group.
(03:44):
Correct.
And so that's kind of done inparallel or on the side, or in
addition to somehow you, youdon't sleep, maybe it's two
hours a night type of thing.
Speaker 3 (03:53):
Well, the weekends are when you catch up.
Okay.
The
Speaker 2 (03:56):
Weekends you hit pause and then Monday comes and
it's full.
Yes.
Speaker 3 (04:00):
And then
Speaker 2 (04:00):
Lisa, just, just for a little context, how did you
get into early childhood back inthe day?
Like, was it something for you,like going through school that
you knew this was the directionyou wanted to head or was it
more, I, you know, you alwayshear the stories of, uh, it
actually chose me type of thing.
How, how did it work
Speaker 3 (04:18):
Out for you?
That is exactly my I same story,you know, in college I was so
sheltered as a young girl, myparents wouldn't allow me to
work.
So a school was my job.
And so, um, when I got marriedand I moved, I had very little
work experience.
So I circled two ads in thepaper, a grocery store and LA
(04:38):
petite academy.
Those are the two I went toLockte academy first.
And I swear they hired mebecause I was clean and
breathing
They're like, okay, great.
Here you go.
And that was it.
I just fell in love with it.
Speaker 2 (04:53):
And here we go from, from day one.
So that was in, was that posthigh school then that
Speaker 3 (04:58):
Was in, that was actually college.
So it's 1993.
Speaker 2 (05:02):
So 1993.
Yes, Georgia at the time LApetite academy was
Speaker 3 (05:08):
Pre pre-K, like, yeah.
Speaker 2 (05:10):
Was it a teaching position or an
Speaker 3 (05:12):
Assistant?
Okay.
I was, I was started out and two, I was willing to work
part-time afternoons, which isthe shift that nobody wants.
Got it.
I'll take, take it.
You know, I'm, I'm finishing upmy degree in social work, so
I'll take it.
No problem.
Two weeks of part-time wasfull-time assistant teacher was
lead teacher was assistantdirector, was academy director
(05:33):
and it just went from there.
Speaker 2 (05:34):
Wow.
And so, and so how long were youwith LA petite during that
initial, during that initial runat that first school?
How, how
Speaker 3 (05:42):
I was, oh, goodness.
I, between my regional directorposition and my teaching
position, it was about sevenyears.
Speaker 2 (05:49):
Okay.
So you were there seven years,so yeah.
And did, did you knowimmediately, like, you know, I
think for all of us, when youget into a role and, and you
feel yourself come alive, likeyou just recognize, like, this
is something about me, makes mefeel like this is what I'm
supposed to do.
And, and it brings life outtame.
(06:10):
Did you know that immediately ordid it take time?
It
Speaker 3 (06:12):
Took a little bit of time because I was so shy.
Like I said, I, people look atme now and go, no, this is not
the least that I knew because Iwas that person that was sit in
the back of the class in schooland say nothing.
So I had to talk to people andto children and parents, and
I've sat on boards of our stateassociations and I was the
(06:33):
conference professionaldevelopment chairperson.
So I really had to talk to,yeah.
So one of my, um, I guess it wasa past supervisor, she had said
to me, she said, Lisa, this hasjust been like watching a
butterfly come out of the cocoonfor her because she's just, she
just watched me grow intomyself.
Speaker 2 (06:52):
That's so cool.
And do you remember, like as ateacher, early days, do you
remember any of the, your firststudents from that very first
classroom?
Like, is there any student thatsticks out from that very first
experience?
Speaker 3 (07:07):
Jesse would because he wanted to marry me.
That's awesome.
Of course he stands out.
successfully because as a newteacher, I didn't know.
I had no clue.
Speaker 2 (07:17):
That's an amazing, there are always kids.
It feels like that, you know,you remember many of'em because
they have an impact on you, butit does seem like every group
there's the personalities thatstand out.
My, my daughter is akindergarten aide in Oregon.
And so it's funny to watch her,um, kind of, you know, start her
career path.
(07:39):
And she tells stories aboutthese kids.
And, you know, as a, I, I see itfrom her side now how much joy
the kids bring her.
Like, it, it they're almost likeher little family and she knows
all their little nuances andtheir, their personalities.
And so, um, she'll, I think samealways have kids from the first
(07:59):
class that she remembers.
What about, so after you left LApetite, then what, walk me
through the progression.
So that was 93 to roughly 2000.
Yeah, it sounds like.
And then what happened for
Speaker 3 (08:09):
You?
Um, I actually met, um, a groupof consultants, two ladies that
were, um, starting a franchisecompany.
They had owned 14 centers oftheir own around Metro Atlanta
had helped, oh my gosh.
Tons of people turnkey starttheir programs.
And I had a stint in between LApetite where I actually worked
(08:30):
for them, cuz I was like, okay,you know, I want to experience
something different.
Um, and I worked for them for ayear and they're like, Lisa,
don't you wanna own your ownschool?
I'm like, no, I'll just go shinefor someone else.
That's when I went back to bethe regional director and manage
12 schools for LA petite.
Speaker 2 (08:46):
Okay.
Speaker 3 (08:47):
And I don't know what I was thinking when I do that.
And so doing that, I was like,you know what, if I'm gonna work
this hard, I'm gonna work thishard for myself.
So then I went back to them andI'm like, Hey, do you guys have
a school?
No Lisa, we don't.
But then they reached out to mewithin a couple months and a
franchisee had fallen through.
And so they're like, Lisa, we'vegot a school you wanna?
Yes, yes.
(09:07):
Then, you know, just likeeverything, it's a tough
business, especially when you'redoing it by yourself.
And so we opened, um, September10th, 2001 and then September
the 11th happened the next day.
And so of course the country wasin chaos.
Yes.
And so it took us a while tobuild because one of the things
(09:29):
I always appreciate and my goalis I always to provide the best
experiences for children we canprovide.
And so we went into ourcommunity 20 to$40 higher than
everyone else around us.
So that was a culture shockright there for that community.
But if I think about thegroundwork we laid in that
community, the school is stillthere 20 years later, which is
(09:49):
awesome.
I'm still full of kids.
I'm still looking beautiful.
And now everybody's rates arethe same.
Speaker 2 (09:57):
Yeah.
Everybody came up to thatmarket.
Speaker 3 (09:58):
Everybody came up cause
Speaker 2 (10:00):
You were which, which we might talk about a little bit
as we continue our conversation.
But that, that topic abouthaving the understanding of what
the appropriate rates are for aschool and making sure as a
provider that you're charging arate, that's going to cover.
I mean, this is like an goingtheme.
As we talk with providers acrossthe country and you know,
(10:20):
consultants who work in theindustry recognizing so much, so
many of the challenges thatproviders have around, you know,
running a sustainable businessis some of the basic things that
you just mentioned, like one ofthem being charging the right
amount.
So when you, when you did thatinitial analysis, if you
remember back in 2001, yeah.
Did you just recognize like,look, the market is too low in
(10:42):
order to do things the rightway.
Yes.
We have to charge more.
So was that originally thenparents would come in tour and
they would question mm-hmm,
was so much higher.
Is that how
Speaker 3 (10:51):
You remember it?
Absolutely.
And, but then once they enrolledwith us, they would go other
places and then they would comeback and say, Lisa, I wanna pay
for the right quality.
I wanna pay for a goodexperience because we had music
classes, foreign languageclasses, computer labs back in
2001.
Yeah.
(11:11):
And so they would stay and thenit wasn't, they were like, we
should have, have just enrolledthe first time we shouldn't have
even tried.
We should have just came on.
Yep.
Speaker 2 (11:23):
Yeah.
Because we're looking for theright place for our child.
And that is one of those thingsI think.
I mean, that is what we hearwhen schools mm-hmm,
Parents wanna find the rightpartner to like walk through
their child's education withthem.
And if it it's done right,they're gonna pay that the right
price.
Speaker 3 (11:40):
Right.
And there's a need for a varietyof programs because not every
program fits, every family fitsevery need fits.
Every community fits it.
Doesn't.
So there needs to be a variety,a variety of high quality
programs out there to meet theneeds of, of all children.
Even from an equitable lens.
It needs to be that way.
Speaker 2 (11:59):
Yeah.
I like that perspective becausethat also means for you as an
owner at that time, it soundslike you got to that spot too,
where you realized like notevery family in this community
is a customer of mine.
It has to be the right fit,looking for what we're providing
and that's okay too.
Like you said, there'sdifferent, different approaches
and different options forfamilies.
So what led you then?
(12:19):
So you had a nine year run as anowner and were you at that
point, that was your full-timeyou weren't doing anything on
the side, no consulting runningyour center.
So what, nine years later, justto walk through the, the, the,
up a little bit, um, just readyfor a change time to make a
change.
Speaker 3 (12:37):
I was, and I always like to do lots of different
things, hence why I do so manythings now.
Um, and do, while I owned mycenter, that's how I became a
trainer with CCR and R doingtechnical assistance.
Um, and I wanted to have biggerimpact.
I wanted to have a bigger reachand I believe that the knowledge
(12:57):
we're given is not meant for usto keep, is for us to share out
the help for the greater good.
And so I wanted to start thatpath and that's how I ended up
the director, the first directorof the pro Georgia provider
shared resources hub.
And then it was the GeorgiaAlliance and it really opened my
eyes because I was able to seeit was part of a national
(13:21):
network.
So I was a state program, partof a national network.
So I was able to get a wholedifferent perspective just on
early childhood, across thecountry.
And it just really empowered meto want to be boots on the
ground and take all theknowledge that I had and put it
into communities and just helpthem grow
Speaker 2 (13:43):
And to share because you then transition when you,
when you sold your center ortransitioned outta that
immediately went to work for thestate in that role.
And so in that role, you wereworking with a other providers,
owners and sharing mm-hmm,
from the same background, I'veowned my own center, but I want
to equip you with, and thoseresources were just everything
(14:04):
from how to get correct me, ifI'm wrong, how to get license
and how to get everythingapproved and how to equip your
school and how to set up theright business practice.
Is that right?
Is that what you were doing?
Speaker 3 (14:14):
Absolutely.
And we also had, um, grantfunding to just provide
opportunities outside of MetroAtlanta that the rural schools
might not have ever had theopportunity to participate in.
We also had grants to, you know,nutrition is a big piece and
being creative with your menusand being cost effective with
(14:35):
them.
So the, we had grants to help.
Um, we started a program calledyoung chefs academy, which is
still going on there now justtransitioned differently.
And now it's in the food programsponsorship.
And so that you can helpprograms to be more cost
effective, have great foodchoices, fresh fruits, fish,
vegetables, and it is still costeffective to do so.
Speaker 2 (14:55):
Got it.
And you, and then is that, wereyou telling me earlier, is that
when you actually first, um,became aware of like the shared
services model?
Mm-hmm,
Cause I know that's kind oftaken a long road to talk about
some of the specific things thatyou're even gonna be discussing
here at the conference, but walkme through, remind me the first
(15:15):
time you heard of sharedservices or how you had exposure
to it and then maybe the workthat you were doing at that
time.
Speaker 3 (15:22):
So, um, while I was at my, um, center, I was asked
to participate in a focus groupfor this new project that
quality care children wasinterested in doing shared
services.
And so here I am a little nerdy,me doing my research online,
looking up articles.
And I actually read an articleby Luis Stoney having no clue
(15:43):
who this wonderful woman is.
Mm-hmm
And so I get into the, um, thefirst day and we're talking and,
um, John White and Louis Stoneyare all in the room with us and
I'm like, yeah, I read thisgreat article by Louise Stoney
and she's sitting across thetable for me.
That's great.
And John Weiser just giggles.
Oh, she read an article by LouisStoney and then after
(16:05):
introductions, I'm like, oh God,there she is.
Speaker 2 (16:08):
Funny.
And that was circa like whatyear?
Roughly?
Speaker 3 (16:12):
Goodness.
That was, um, probably about 11years ago.
Speaker 2 (16:17):
Okay.
Wow.
Yeah, that
Speaker 3 (16:18):
I met Louise.
Speaker 2 (16:19):
Yeah.
Early days.
Speaker 3 (16:20):
Early days.
Yeah.
We were one of the firstalliances that came online, um,
to start building sharedservices
Speaker 2 (16:29):
In Georgia.
So in Georgia.
So can you define, because it,you know, it's been, I, I even
share this inside, you know, thefour walls of ProCare and as you
know, as a, I've worked forProCare for 20 years and I, I
would say, you know, maybe six,seven years ago, we started to
hear about shared services andthis, this model and this
concept, and kind of trying to,you know, talk about the
(16:51):
benefits of a shared serviceAlliance and what they could do,
what that could do for acommunity.
But can you talk a little bit,like, can you define from your
perspective what shared servicesis like when you originally
started working on this in yourarea and how it was presented to
you and maybe even if that'schanged over the years?
Like, could you define what,what a shared service Alliance
(17:12):
is to maybe the people listening?
Speaker 3 (17:14):
Yes.
So, and it's evolved.
So we'll talk about theevolution as well.
But the, when I started, it wasa web-based platform of
resources, tools that design andpartnerships designed to
leverage the whole, um, and saveyou money, save you time.
Let's say you needed a jobdescription.
(17:36):
You didn't have to sit there andrack your brain and do it Tata
click on this button.
And there it is.
If you needed a staff handbook,if you needed a parent handbook,
if you needed any form that youcould possibly need there, um,
any resource to actually helpyou with your operations there,
if you're a nonprofit boardhandbooks, how to choose a
(17:58):
board, when I tell you itimpossible to name every
resource that's there and thenjust, um, partnership with
vendors so that there could begroup discounts based on volume
yeah.
On volume.
And that's huge.
So you're saving money, you'resaving time.
So that allows you as a ownerdirector to spend more time
(18:23):
doing other things within yourprogram that you may not
normally have time to do,because you are create forms,
trying to do all this search outthe best price for these items.
And,
Speaker 2 (18:34):
And early days when, like when you guys started in
order to be a participant inthat Alliance, was it, was it
free?
Was there like a cost to entryat that point?
And was it funded at that point?
I know Louise has always beeninvolved in, in kind of being a
front runner for, um, continuedinnovation.
Mm-hmm
(18:56):
who was hosting the website?
Do you remember those types
Speaker 3 (18:58):
Of things?
We had CCA globals hosting theplatform for everyone.
And then you customized theplatform for your state.
Um, we had a E KC funding in thebeginning, and then of course
over time we did start charginga fee.
But then as the platform beganto really, um, gain traction, um
(19:22):
, our licensing agency would payfor scholarships one year
scholarships for every programgoing through our Q R I S
program.
Okay.
Um, because all of those thingswere things that they needed yep
.
For their portfolio.
So they would scholarshipprograms into that with the hope
that once the one yearscholarship, a lot of the
(19:43):
programs continue to renew.
Speaker 2 (19:45):
Yeah.
They would then pay thesubscription cause they saw the
value of it.
But year one licensing wouldmaybe subsidize or provide
scholarships
Speaker 3 (19:51):
For it.
Mm-hmm
Speaker 2 (19:53):
And then you've said it has evolved because it has,
there's been all sorts ofchanges and continued talk
about, you know, how could weleverage, you know, the volume
and the scale of a group ofcenters, but also then what do
the centers need?
How, how have you seen itchange?
And that I think will lead us toa little bit of like, why we're
both here in Austin and sessionsyou're gonna be talking in, I
(20:13):
think even later.
Yeah.
Um, but talk about how it'sevolved.
Like what have you seen happen?
Speaker 3 (20:18):
So originally we had the platform, which the
platforms also exist, but therewas always conversation around
how do we build those deepershared services where you've got
maybe a group of five or sixchildcare centers that worked
together.
Maybe they share a marketingperson, maybe they share an
admin person, an accountant tomake their business more
(20:41):
effective and efficient and morecost effective for them.
So they're not paying the fullprice for an accountant by
themselves or a marketingperson.
Um, and, but we were just notquite at that point back then
because, you know, providershold everything really tightly.
And so they're like, why do Iwanna share all of this with
someone else?
(21:01):
And so the platform continue togrow.
And as it's evolved, now youhear talk about micro centers
and there are programs actuallyout in Seattle, that's a group
of childcare programs.
That is an Alliance.
So it is growing and changingfrom web-based mm-hmm
(21:22):
that people have support withtheir business budgeting,
helping them, Eva, theirbusiness, and those pieces were
talked about while I was there.
But now it's so great to seethem actually coming into
fruition.
Speaker 2 (21:35):
Yeah.
I, I was in a se one of thesessions I sat in yesterday was
about micro centers and thewhole, the whole idea of, like
you said, like, how can we helpin some of these deserts where
there's not enough spaces,smaller centers get open with
less, you know, regulation,lower costs of starting and be
able to provide more care intheir communities, but to share
(21:58):
resources like you said.
And I think that's cuz the, theother model that we see a lot,
correct me if I'm wrong is ifyou're in a local community and
you've got five or six or, andother owners that you want to
bring together and you guyscreate your own a shared service
essentially where you're sharingresources.
But then there's also a lot,like we hear about these a lot
at this conference where there'sa local nonprofit that kind of
(22:21):
spearheads that.
And so there's maybe governmentfunding that will subsidize some
of the cost of getting started.
Mm-hmm
right.
It's both the owners startingit, but then like a nonprofit
that would lead the chargemm-hmm
Speaker 3 (22:33):
Speaker 2 (22:34):
Yes.
Yeah.
We see both of those.
So, so talk about, um, with,with that in mind, I reached out
to you and invited you and askedyou to be, you know, on the show
because I think you're gonna beparticipating or maybe already
have in a breakout session hereat the comp for, can you talk
about the topic that you'regonna be covering and maybe any
information that you can shareabout the content of that?
Speaker 3 (22:57):
Absolutely.
So, um, my based on my sharedservices work, so my topic at
the conference is sharedleadership saved me transforming
the early childhood hierarchy.
Um, and I found myself in 2019,uh, you know, I laugh and was
teasing yesterday that theepitome of my career was to end
(23:20):
up on the child abuse registryin the state of Georgia
degrees, owners of centers.
And I'm on the child abuseregistry
Speaker 2 (23:27):
That's the, that's your claim
Speaker 3 (23:29):
To fame?
That's my, I should have alittle statue for that.
Right, exactly.
Um, and so I found myself in atraumatic situation, every owner
director's nightmare, where thedriver leaves a child on a
vehicle.
And fortunately, if there can bea fortunately in that sentence,
the child was only there for 35minutes, but that was still 35
(23:51):
minutes too long.
Of course mm-hmm
But in the process of knowingthat, okay, now we've got
licensing investigations, all ofthose things in the midst of
that, someone felt that defectshould be involved because they
felt like that was child abuse.
And so I had no idea that any ofthis was, well, we had had a
(24:13):
conversation with defects, butit was nothing that you would
think was an investigation.
And my licensing consultantcalls me one evening and she,
and it was just before close.
So then there's nothing you cando after five o'clock
Speaker 2 (24:26):
Except think about it.
Yeah.
Speaker 3 (24:27):
phone, cuz she's like, or Iwaited until I got off the phone
with her.
Um, but she calls me and she'slike, Lisa is everything OK?
I'm like, well of course, Dreverything's fine.
She goes, you haven't talked tothe police, have you
I said, no, what no,
Speaker 2 (24:47):
What are you talking
Speaker 3 (24:48):
About?
And she goes, well, you have anunsatisfactory criminal
background check and you'regonna need to leave the premises
and your, and your van driverstoo.
I was like, and when she saidthat, I knew instantly what it
had to be related to.
And so I shared with her, um,and she goes, you know what,
Lisa, you're probably right.
That is probably related to thistransportation issue.
(25:10):
And so we had to leave thefacility, leave the premises.
So here I am calling the ownersgoing, oh my gosh, I have to
leave the premises.
Speaker 2 (25:19):
I just received the call outta the blue.
I bet that was terrifying andscary.
Obviously completely unexpected.
Speaker 3 (25:27):
Yes.
Cuz you know, I really try tofollow the law for sure.
Yeah.
Speaker 2 (25:31):
Yeah.
I mean, I just met you thisweek, but uh, that's my
impression.
Speaker 3 (25:34):
Yeah.
Um, and so I was out of theschool for probably almost four
months and you know, trying tohelp from the sidelines and I
hadn't really started buildingmy team yet.
And so we had started, but weweren't ne we weren't in the
space that we're in now andeverything just fell apart.
(25:56):
The owners told me, they'relike, Lisa, we don't know what
we would've done.
If you had, if you had haveremained out of the program,
much longer.
Teachers were, were threateningto leave.
Families were threatening tojust enroll.
I families meeting me at thelibrary just to hug me.
Wow.
While I was doing my nonprofitwork, they would, if they knew I
was what library I was gonna bein, they were at the library to
(26:17):
hug me.
Speaker 2 (26:17):
Just to see you because just so I have the
context of that four monthperiod, it was a fairly new
center or at least you were newto the role and you were just
coming in, start building yourleadership team and kind of the
organization.
And then this happens mm-hmm
And during that time, the ownersobviously, cuz they know you
were supportive and said,
Speaker 3 (26:38):
Absolutely
Speaker 2 (26:39):
We have to follow due diligence.
We know that there was no, youknow, wrongdoing or any like
blame on your side.
But during this investigationtime, you can't be on the
center, but you were stillhelping operate and administer
the screw, correct?
Speaker 3 (26:54):
From the sidelines.
Yes.
And we had to get an attorney.
We actually had to go before anadministrative judge.
Speaker 2 (26:59):
Wow.
Speaker 3 (27:00):
And the judge cleared us.
He's had clearly, you know, wasthere, was there, um, mistakes?
Of course there were, but doesit ne does it, um, support the
charge of negligence?
No.
Um, and so we were cleared atthat point, but that was a
(27:20):
process because, um, in thestate of Georgia defects,
doesn't have to tell you if theywere gonna put you on the child
abuse registry.
So, you know, I believe thateverything happens with purpose.
And so it was with purpose thatDr.
Walton called us and said, Hey,Lisa is everything okay?
Because otherwise we wouldn'thave known.
So we were able to address itthe very next day and file an
(27:41):
appeal or we could have lost ourwhole career.
My whole career could have justbeen dashed in that moment
Speaker 2 (27:47):
Because by, by filing an appeal, that means they
couldn't add you to the childabuse.
No, they did.
They did.
Okay.
But you could appeal it.
And then through the appealprocess, yeah.
They couldn't go revoke yourlicense, your
Speaker 3 (28:01):
Certification.
And they had to remove us fromthat list.
And they even went so far as toappeal the administrative
judge's decision.
And in the process of thatappeal, governor Kemp, who will
forever be on my list, no matterit doesn't matter what that man
does.
He's
Speaker 2 (28:17):
High on your
Speaker 3 (28:17):
List.
He's high on my list because hedissolved the child abuse
registry in that
paper it says budgetary reasons,right?
Mm-hmm
people were being placed on thisregistry with no knowledge and
(28:38):
it wasn't being used for the,and the way that it was intended
to be used.
Um, and so once that happened,defects could no longer appeal
any decision that was made bythe administrative judge.
And my attorney actually saidthat that was the most thorough,
um, documentation he had, shehad ever seen.
(29:00):
And I know that he did that.
So that, that would be less ofan opportunity for appeal to
actually go through.
Speaker 2 (29:07):
Yeah.
Because it was thorough anddocumented everything mm-hmm
this was gonna come back upagain.
They were gonna fight
Speaker 3 (29:14):
It.
Absolutely.
Speaker 2 (29:16):
So how did that influence then?
And I know that's I interruptedyou, but I wanted to ask that
extra context, but then how didthat influence from a leadership
standpoint?
Mm-hmm
learnings that you took fromthat period of time is can you
absolutely speak to that andlike what, how that is like yeah
.
Practical in your life
Speaker 3 (29:34):
Today?
So I knew that, and even when Iused to, I was the cleanup
person as a director at LApetite, they would send me to
the schools that needed to be,um, kind of changed.
And, but then when I would leavethose schools, they would fall
apart and I never wanted them tofall apart, but it was because
(29:57):
that traditional hierarchy ofdirector assistant director and
the director is the person withall the knowledge, like you see
the light on behind their crown.
Oh, I have it all.
I know all the answers.
Yeah.
And so I was entrenched in that.
And then when knowing that I wasevolving into letting go of that
(30:20):
control at, even in my owncenter, letting go of that
control.
And then as I moved out tofacilitate and see different
aspects of our, um, field, Ireally wanted to, I was always
reflective with myself.
And so in the midst of this, Iwas angry.
I was like, oh my gosh, here, Iwas held accountable for
(30:43):
somebody else's actions.
And I didn't even have a cluewhat was going on at the time.
And so I came back with thatmentality of I'm gonna hold them
accountable.
I'm not gonna be on a listanymore because yeah.
I'm mad stopping my feet.
But then I actually had to sitback and realize and go, you
know what, Lisa, you can't dothis.
How can you lead people and beangry about it?
(31:07):
And I knew there had to be abetter way to lead so that this
did not happen again because I,if let's say that, you know, I
decide to just focus on mynonprofit and, and leave leap
frog, been that way.
I want leapfrog to be betterthan when I was there.
(31:28):
And so I just reflected back onmy shared services experience
and created a shared services,leadership model.
So there's no hierarchy.
I, I do have a title because I'mlisted on the state's
website as accountable person.
Right.
I'm the person that has to be onthat list with the owners.
(31:49):
But we, everyone has the sameinformation.
That's why I'm able to be here.
And I brought two of my teamwith me and then two of the, the
ladies are there holding downthe Fort until we get back.
Um, so,
Speaker 2 (32:04):
And, and so do you view that as like a, a linear
hierarchy that meaning, eventhough there has to be somebody
that mm-hmm,
title for the state of Georgia,mm-hmm,
view it is, Hey, we all areequal in terms of now you do you
bucket differentresponsibilities, but it's just
what you're saying is there's noresponsibility that's held to a
(32:26):
higher regard than others.
Like everybody's job is equal.
Is that kind of how you
Speaker 3 (32:30):
View it?
Absolutely.
Yes.
And so I started pulling on thestrengths of it's like, if you
can't make them accountable,make'em leaders.
And so I started pulling on thestreet cuz we had some great
lead teachers.
So I started pulling on thestrengths of that teaching team.
And um, we created, we have redshirts, so everybody wants to be
(32:51):
a red shirt now.
So the leadership team all wearsred shirts.
Our regular, our teaching teamwears Carolina, blue polos.
And so
Speaker 2 (33:00):
Not duke blue Carolina, blue,
Speaker 3 (33:02):
Carolina, blue.
All right.
I really wanted it to beTennessee orange, but orange
women don't wanna wear orange.
Speaker 2 (33:07):
Okay.
So everybody's North Carolina
Speaker 3 (33:09):
Target
Speaker 2 (33:09):
Fans.
OK.
No,
Speaker 3 (33:11):
UT I got it.
Just the course.
Um, and so we all had the sameinformation.
We all, all, we, there arecertain things that we all
share.
I have high level, big picture,um, accountability, but we, we
all do tours.
We all post payments.
We all help parents.
(33:32):
We all go in classrooms.
We all clean the walkways.
We, and now when you say bucketone teacher, you know, one team
member may do be responsible forour immunization notebook.
That's just so that it doesn'tfall through the cracks.
Mm-hmm
the food program, data entry.
(33:52):
Um, but we all do.
We all know how to doeverybody's job so that if, if
we're not here, you know, if I'mnot there, they, everything
still functions.
They don't have to say, oh,well, miss, Lisa's not here.
That's a miss Lisa question.
And even answering the phone, Itell every prospective family we
lead, we lead differently here,we lead as a team.
(34:15):
And so there's always someonehere to help you.
Even if I'm not present, there'salways someone here to help you.
Speaker 2 (34:20):
Yeah.
And that make your team feelempowered.
And mm-hmm,
feel like there's access toleadership and the dynamic, it
sounds like works really well.
Mm-hmm
model and as you've continued tokind of like progress it, are
there any drawbacks orchallenges to that?
Are there times where not havingthat may be single point of
(34:42):
like, Hey, that's the ultimatesay in the center, just as an
example, have there beenchallenges with it or has it
been smooth sailing the wholeway?
Um,
Speaker 3 (34:50):
Well of course with anything there's always
challenges.
And when you empower them, youhave to be willing to let them
go and let them go and do whatmakes them happy because
ultimately that's what you want.
You want people to grow and besuccessful wherever they're
planted and whatever it is thatis their dream.
And so right now we're actuallyin a rebuilding stage of our
(35:13):
team because two of our ladiesthey've told me from the
beginning, I want my goal alwaysask, what do you wanna do?
What's your goal.
I wanna be in the public schoolsystem.
Okay.
Let me help you get there.
Yeah.
So two of them went off to thepublic school system,
Speaker 2 (35:27):
Which is a win, because like you said, that's as
a leader, you're trying to helppeople get to that next stage in
their career.
Speaker 3 (35:33):
And they both come back and coach teachers for me
in the afternoon.
So that is something that helpsme because then I can be doing
something different and our teamcan be doing something
different.
Um, and so I'm rebuilding newteam members and still am in the
process of adding a couple more.
But you have to be willing tostack the deck, always looking
(35:56):
for like at that great sportsteam that has strength on the
bench.
You always want strength on thebench.
And we actually have teacherschoose us over another program
because of the way we lead.
And I had questions yesterdayof, well, Lisa, let's say that
something traumatic didn'thappen to us.
(36:16):
Yes.
I'm glad it hear that.
Right.
Um, how do we do this?
How do we get started doingthis?
And it is number one, the firstthing is letting go of control.
If I wanted to control, then Iwould wanna bring back one other
like, oh, just let me bring onone assistant director.
But that would just cause thatsilo again.
(36:37):
Instead of we have lots of good,um, processes.
So, you know, we, um, haveconsistent meetings every Monday
with our leadership team to talkabout what were our challenges
last week?
You know, what do, what do wewanna do this week?
What are we looking for?
What's coming up.
Um, we take that time to do, dotraining.
Since I am a trainer forGeorgia, we, we, if it's
(37:00):
communication, we may do acommunication quiz and then talk
about what we're gonna do withthis information, how we're
gonna use it going forward.
How are we gonna use it tobenefit the team?
How are we gonna use it tobenefit the teachers?
Um, we have a, a big dry raceboard in the office.
And that is one communicationtool that where we put, you
(37:21):
know, all the staff that'srequested off here, they are in
their days, anything that'supcoming in the center, whether
it's a fire inspection or, youknow, they're even so good now
they handle the fire marshal forme, when the fire marsh comes
through on visits, it's like,yes, you take care of that.
Exactly.
Um, and we put any newenrollments on there, anybody
that has medication, any ofthose little hot points for us.
(37:44):
And then at the front desk, wehave a binder, that's a
communication log.
So any instantaneous things Icall this parent because this
child had a fever.
You know, I call this parentbecause this child had no change
of clothes or, you know, thisstaff person's gonna be laid
this person.
So we have centralized to go andget all of the information and
we all have the sameinformation.
Um, and just given consistentfeedback, consistent
(38:06):
communication, consistentmeetings, and consistent
feedback.
So then we're all on the samepage.
Speaker 2 (38:12):
Yeah.
That's amazing.
And I, I, I like what you said,like as a, to your point about
the question that you got inyour session yesterday, how do
we get started?
Like letting go control.
I, I do think that's hard for alot of leaders.
Right?
Cause they, you have, yeah.
Speaker 3 (38:24):
I'm raising my hand.
I was there.
Speaker 2 (38:26):
Yeah.
Cause you feel a responsibilityand it's not even so much.
I mean, at least this is myobservation for many people.
It's not that I'm trying to havecontrol, but I feel responsible.
And, but the responsibilityleads me to feel like I have to
dictate everything, but mm-hmm
you know, through your processcame to realization like
actually letting go of that'scompletely the right way to, to,
(38:47):
to actually have more strengthacross the
Speaker 3 (38:50):
Team.
Yeah.
And the, um, owners than I dothe same.
And we encourage that in, withinour teaching teams, we co-teach
together.
So everyone should know how todo the lesson plans.
Everyone should have a turndoing the lesson plan so that no
, if we want teachers to takevacations, we want them to have
time with their families.
(39:10):
So somebody's gonna need to makesure that that class still runs
the same.
Yep.
Um, and the owners, we do thatas well.
You know, one of the gentlemen,he has his set of operational
tasks.
Um, and then the other owner hashis set of the business tasks.
And then I have my set of tasks.
So we all compliment each otherand communicate with each other,
(39:32):
but we all have our own set ofthat brings the team to
together.
So we're not all trying to doeveryone else's position, but
we're all working together to
Speaker 2 (39:42):
Accomplish the goal.
Mm-hmm
they're, you know, part of ateam, like I think that is so,
like, I think there's a way tobuild that and manufacture that
then there's leaders that itjust is almost inherent to the
way that they offer.
Right.
But I do think in my experience,talking with people on my team
and as we've, you know, grownour team and, and like you said,
(40:04):
rebuilt it over differentstages.
Mm-hmm
It, I want to be part of a team.
Yeah.
And oftentimes we think peoplewant to make more money or they
wanna move their career forwardor they wanna, but it really
oftentimes comes down to thatidea of like, I wanna be a part
of something bigger than myself.
Mm-hmm
(40:25):
tracking through life withcommunity.
And I think that's what a teamis in a work environment is
like, it's almost like aninherent thing that we all have.
Yeah.
I wanna be part of that.
So I, I like the mob.
It sounds like that's been a, aprinciple that that's built on.
Speaker 3 (40:40):
It really has.
And one of the things that, um,the teachers tell me a lot is
that it feels like a familythey're like, and we always
laugh because you know, you havethat fun.
Yeah.
And so this has enabled, youknow, we have teachers asking me
, miss Lisa, have, do I get ared shirt?
You know, could I have a redshirt?
(41:00):
And I'm like, of course you canhave a red shirt.
You know, these are what I lookfor in a red shirt.
And so, you know, the strengthsof your team.
So I tell that to everyone.
Um, and the young lady thatasked yesterday, it's like
evaluate your team.
That's the first step, you know,your team, you know, who, um,
(41:21):
what the strengths are.
So pull on the differentstrengths of your team.
At one point we had six leaders.
There's no limit.
I could have a leader in everyroom.
I don't care.
Mm-hmm
And so, because they all havedifferent strengths.
And so you know that, and sothen start to slowly give them
those, um, give them a littleextra task every now and again
(41:45):
to help you.
And then it just becomes naturaland then have a meeting and
discuss it, say, Hey guys, thisis how we, we wanna lead.
How can we get there?
How can we work together to getthere and get their buy-in and
get their input?
And they'll ask questions.
And someone said, well, Lisa,what about favorites?
You know, people are gonna say,and I said, but you know what it
(42:07):
is?
And I was thankful that my teamwere there cuz you know, some
people are like, yeah, yeah,yeah.
You can say it.
Not favorites, but she goes, ohno, no, she doesn't have
favorites.
Trust me.
She
Speaker 2 (42:18):
Doesn't, we're all her
Speaker 3 (42:19):
Favorite.
She doesn't, we're either
Speaker 2 (42:20):
All her as like a parent, like you're all my kids.
Speaker 3 (42:25):
I love you all just the same.
And so it, when you keep itprofessional, like we've talked
a lot about professionalizing,our feel, you don't go to your
doctor's house for dinner.
You don't go to your doctor'shouse for birthday parties.
You don't go to, you know, thenurses have the dentist, you
(42:45):
don't go.
That's a professionalrelationship.
You go, they have great customerservice.
You have a great time.
They take good care of you andit's fashion.
So I groom my team in that way.
This is not about how much Icare about you as a person.
This is about leapfrogacademies.
And this is about providing thebest service for the families
(43:07):
and what that takes to do that.
And when that is our focus andour central goal, it doesn't
become about people because wehave favorites and it becomes
personal and it's about peopleand it is about people in the
sense that we're providingcustomer service.
Mm-hmm
their house and being theirfriend.
And it's about taking care ofthe children.
Speaker 2 (43:29):
And you're talking about between your staff and
teachers and the parents of thekids.
You're exactly.
Yeah.
I think one of, you know, thoseprinciples of first and
foremost, the relationship youhave with the parents at the
school is a businessrelationship.
Yes.
And I think that's one of thethings we've always seen as a
challenge for providers is thebusiness side of paid tuitions.
Do you need to pay it?
(43:49):
Yeah.
Actually our policy is this orour expectation is this doesn't
matter what the personalrelationship is.
The business relationship comesfirst.
Cause that's, I, you know, Ikeep saying this on this show,
but I, I think it was actuallyMonique in, in Georgia who said
this originally where I thoughtshe articulated it really well.
She's like the best way for youto be a resource in your
community as a provider is tobuild a business that's
(44:12):
sustainable and foundationallysolid
And, and that starts withunderstanding like first
relationship with the parents isa business relationship.
Mm-hmm
I, I, I know like our time isrunning short and we've got,
you've got sessions and, andI've got sessions.
If, if you said earlier thefirst step to maybe starting on
(44:33):
this path for somebody exploringtheir leadership model, uh,
would be to let go of controlany other, just as a final like
note, anything else, practicaladvice you could give about,
Hey, if you're, if you'requestioning the leadership model
where you wanna explore ways tobe more effective for you in
your experie, is anything elseyou can share just as kind of a
parting practical tip.
Speaker 3 (44:53):
I definitely think just have consistent systems
that you use and evaluate andpull on the strengths of your
team.
Speaker 2 (45:00):
Love it.
Yeah.
That's exact like concise,
Speaker 3 (45:03):
Speaker 2 (45:04):
Consistent communication.
Mm-hmm
team and then encourage those.
And if people wanted to find, Iknow you do work outside of
leapfrog, but like just as wealways try to put this in our
show notes too, is there a waythat people can find you Lisa,
if somebody listens to the showand is interested in what you're
sharing or has questions, Idon't know if you're willing or
(45:26):
available, but is there a waypeople could find you or reach
you?
Speaker 3 (45:28):
Of course you can always reach me via L which is
Lisa Polk, Y mail.com.
Um, and you can, my nonprofitwe're on Instagram and Facebook
and it's Pollyanna's place Inc.
So you can find us there and seewhat we're doing with our
families in trauma.
Speaker 2 (45:46):
Excellent.
So, and Lisa Polk is L I S a P OL K L Y mail.
Still the Yahoo.
Speaker 3 (45:52):
Yes.
And it is the Y the letter, Ythe Y mail
Speaker 2 (45:56):
And then Pollyanna's
Speaker 3 (45:58):
Place place
Speaker 2 (45:59):
Inc.
Inc.
On social media.
Speaker 3 (46:01):
Yes.
Social media, Facebook,Instagram.
Speaker 2 (46:04):
Excellent.
I hope we get a chance to maybedo a session too, and we'll
continue to track along withyou, but really, really
appreciate you stopping by ourroom here at the conference.
Great to have you in person andlook forward to the next time we
can talk.
Speaker 3 (46:16):
Thank you so much.
I've enjoyed talking to you aswell, and it's just been a
wonderful opportunity.
Thank you.
Speaker 2 (46:21):
Pleasure to bet.
Speaker 1 (46:23):
Thank you for listening to this episode of the
childcare business podcast, toget more insights on ways to
succeed in your childcarebusiness, make sure to hit
subscribe in your pod app.
So you never miss an episode.
And if you want even morechildcare business tips, tricks
and strategies, head over to ourresource
center@procaresoftware.com untilnext time.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Special Summer Offer: Exclusively on Apple Podcasts, try our Dateline Premium subscription completely free for one month! With Dateline Premium, you get every episode ad-free plus exclusive bonus content.
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!