May 14, 2024 • 39 mins
As early childhood education providers, your jobs including serving many people, including children and families. But too often, you don't pour enough back into yourselves ... and that's where burnout comes from, says Anisha Angella, founder of the The Early Childhood Coach.
In this podcast, Anisha walks us through the roots of burnout and gives tips on how to stop teacher burnout from starting. She explains there are 12 steps that happen before burnout in ece begins and how to recognize the first steps so it doesn't progress. She also explains that burnout is experienced differently among people, including in ways like trouble sleeping or physical pain.
For more about Anisha and her work, visit her website at www.anishatheecc.com or check her out on her many social media platforms, including her Instagram page!
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Episode Transcript
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Speaker 1 (00:08):
Welcome to the Childcare Business Podcast,
brought to you by ProCareSolutions. This podcast is all
about giving childcare ,preschool, daycare, after
school , and other earlyeducation professionals. A fun
and upbeat way to learn aboutstrategies and inspiration you
can use to thrive. You'll hearfrom a variety of childcare
(00:29):
thought leaders, includingeducators, owners, and industry
experts on ways to innovate, tomeet the needs of the children
you serve . From practical tipsfor managing operations to
uplifting stories oftransformation and triumph,
this podcast will be chock fullof insights you can use to
fully realize the potential ofyour childcare business. Let's
(00:50):
jump in.
Speaker 2 (00:52):
Welcome everybody.
Back to the , uh, childcareBusiness Podcast. Uh, I'm Ryan
Watney , uh, vice President ofSales here at ProCare, and
really excited about today'sshow. Um, I'm just gonna jump
right into it. Uh, I want tointroduce everybody to Anisha
Angela , uh, she's with ustoday. You're gonna learn a lot
about Anisha's background andthe work that she's currently
(01:13):
doing, but , uh, she's kind ofa triple threat. She's an
entrepreneur. She's an earlychildhood coach, an educator.
She's also , uh, an author of achildren's book. So we'll talk
a little bit , uh, about that.
And, you know, just excited totalk about anisha's expertise
in our space. Specifically,we're gonna spend some time
(01:34):
talking about , uh, topicsaround staffing, which
continues to be a theme , uh,and a trend that , uh, we
continue to see come up in ourspace. And, and Anisha comes to
us with a lot of experience inthe industry. You know, many
years in Cedar SeniorLeadership for Large Childcare
program running multiple low Clocations , uh, across North
(01:55):
America. And so, you know , Ithink it's gonna be a valuable
conversation. I'm excited todive into it. I think it's
relevant , uh, to what many inour audience are experiencing
in the industry right now. So ,um, let's get started. Anisha ,
welcome to the show.
Speaker 3 (02:08):
Hello, Ryan. Thank you so much for having me .
Yes, I'm all the way in Canada,but as we were saying earlier,
early childhood speaks the samelanguage everywhere we go.
,
Speaker 2 (02:19):
It certainly does.
There is a , a , a language.
It's not different dialects.
You're not like travelingdifferent countries where
people are saying things wedon't understand. There's a lot
of commonality no matter whereyou are. And, and, and I think,
you know, to the point that Imentioned even in the bio
Anisha , like the things thatI, I know that your company and
your group is focused on andwhat you're hearing from your
(02:41):
customers is certainlyrelevant, you know, to what we
see and hear with our customersas well. I did wanna, I always
try to talk with guests alittle bit before we jump into
maybe some of the topics of theshow. I'd love to introduce you
to, you know, the ProCarefamily and the ProCare network.
Can you talk a little bit aboutwho Anisha Angela is, how you
(03:01):
got your start doing, whatyou're doing now and, and maybe
anything else that you thinkis, is relevant.
Speaker 3 (03:07):
Oh, awesome. You know what, I always have to ask
myself, who is Anisha , Angela?
I need to ask myself. Butanyways, Anisha Angela is a
very proud early childhoodeducator. I've been in the
industry for going on 15 plusyears, maybe a little more. I
tell people I like to stop at15 'cause we don't wanna age
myself, but I've been in thefield for quite some time.
Played every role. I've workedin the classroom with infants,
(03:28):
toddlers, preschoolers, youname it, school age. Um, I've
done the leadership thing,actually majority of my time in
the field has been withinleadership. So, you know, being
a supervisor, assistantsupervisor, a director. And
then as you mentioned, I didsome , uh, corporate leadership
where I was overseeing 50childcare centers , uh, for a
corporate center. And that'swhere I really, you know,
(03:49):
developed a love forprofessional education, talking
about the real stuff in earlyeducation that we don't get to
talk about. And that's where mybusiness, the early childhood
coach was born. So the earlychildhood coach is all about
just having that coach in yourpocket, having that individual
to pep talk . You walk youthrough some of the , uh, ups
(04:10):
and downs in the journeys thathappen in ECE , um, with our
team. So I have a team ofeight. We are , um, all early
childhood educators except forone , um, which is our
marketing director, but he'slearning as we go. Um, and we
do professional education,consulting, coaching, you name
it, to serve the earlychildhood community. So it came
from a heart of just seeing aneed for educators and
(04:34):
directors and leaders justneeding somebody to continue to
change , cheer them on and, andhave all the great stuff going.
So yeah, that's a little bitabout me,.
Speaker 2 (04:42):
Yeah. Uh , did , did you always know that you wanted
to be a teacher or an educator?
Like when you rewind to likeAnisha as, I don't know, young
adult going through school,maybe even as a child, was this
like something that was alwaysa passion of yours or something
you, you more stumbled into outof , um, you know, just
opportunity?
Speaker 3 (05:02):
Oh, you know what, I think all , most of us
educators have that story wherewe're like lining up dolls and
we are teaching the doll. So Ihave one of those unique
stories. But what's interestingis throughout my time, before
it became an easy , I kind ofran from it. I can't even lie,
I kind of ran from it. I wentinto nursing for a little bit.
I went into , no offense to thenurses, you guys do amazing
(05:22):
work, but I ran into differentprofessions and it always
brought me back to thechildren. Um, so yeah, I
definitely knew deep in myheart, my parents knew deep in
my heart that I, I alwayswanted to be an educator, but I
just never thought it wouldcome to this area of what I'm
doing now. But yes, it's alwaysbeen in my bones and in my DNA
.
Speaker 2 (05:40):
Yeah, you are right.
We've heard that story. Likewhen I, when we talk with other
guests or when we talk with ourcustomers, you know, that story
of like, when I was a kid, Ihad all my siblings and cousins
in the neighborhood, kidsaround, and I was the one that
was like, up in front just kindof leading and teaching all the
kids . Like you said, youreferenced dolls, but we hear
that story, whether it's dollsor siblings or neighborhood
(06:03):
kids, there is definitely , uh,it seems to be a pattern of
that presents itself early for,you know, individuals like
yourself who become teachers.
And then, you know, I know itsounds you like you started as
a teacher, you worked your waythrough the different roles
within a school, within acenter, moved into senior
leadership. But I am curious,'cause I saw this as well, like
(06:26):
there was a specific day, ifI'm not mistaken, where you
actually made the transitionfrom. All right . I , I was
maybe a little, I don't wannasay disillusioned, but I think
I, I saw some things aroundbeing in leadership and feeling
like, you know, I have theseideas and this passion to help,
you know, other providers thatwas maybe not being fully
(06:50):
utilized , uh, in your role ina , in a corporate setting. And
there was literally a day, ifI'm not mistaken, where, you
know what, this is the day tolaunch into something new. Can
you talk about that? Am Iright? Was there a day and how
did that happen? Oh,
Speaker 3 (07:05):
Yeah. Yes. You read me like a book, Ryan, you read
me like a book. There was,there was several days, there
was weeks, there was months where I kind of was
like, you know what? I wanna dosomething. But I think it
definitely happened during mycorporate role, as you've
mentioned, where in my role Iplayed a very, very dynamic
role where I was sitting at theboardroom with the C-E-O-C-F-O
(07:25):
, you know, vice president ofthe company talking about, you
know, those higher level things, um, which are very important
to the clients, the parents ,all of that stuff, being sure
that things are being done. Butthen also what was really
dynamic about my role is I wasalso going to the locations,
talking to the teachers,talking to the leaders, and you
know, bringing the informationback. And there's a little bit,
there was a little bit of adisconnect between what the
(07:48):
educators needed, what theleaders needed to be successful
versus, you know, what the ,uh, you know, corporate
partners and, and individualswere really looking for. And
it's no fault of the corporatepartners because of course the
clients are very important,like the parents are what keeps
us going. But there was alittle bit of a disconnect
between that, and that's wherethe early childhood coach was
born to be that connectionbetween the two. So, you know,
(08:12):
the corporate leaders might nothave the time to sit down and
train and go over and coach ,um, but that's what their team
needs. And that's where theearly childhood coach came into
play. And basically, I kind offit the puzzle. That's what I
tried to do..
Speaker 2 (08:24):
Yeah, you put the puzzle together. And was it,
did I read that? It was rightwhen, you know, we as a, as a,
I guess as a world went into apandemic, right? Like that day
was significant. I don't knowif it was because the, the
organization where you'reworking at the time had to make
significant changes and it justwas a kind of a forced change
(08:45):
for you. Or was it a decisionor a combination? Can you speak
to that and then maybe we'llget into your business and what
you guys do.
Speaker 3 (08:51):
Oh, I love, I love the story. So , um, the world
shut down, the world shut down,and we actually all got laid
off. We all get laid off. Ihave to privy though that
before I , um, you know, workedfor that company, I always did
professional education on theside. So on weekends I would do
speaking engagements, evenings,I would, you know, pop in and
do a little bit fa facilitationon the side, kind of stumbling
(09:14):
in and out to see if this issomething that I really wanted
to do. But the world shut downand there was nothing but time.
So in that time, yeah , I kindof got to work and said, you
know what? Um, and I think ,uh, I have a lot of
conversations with other ECEentrepreneurs and I think , uh,
something really remarkablehappened during Covid and a lot
of that was really taking adeep dive and reflection on ,
um, what we want to accomplishand what our legacy wants, what
(09:36):
our legacy is, you know, as,you know, individuals in this
world. And yes, it was at thatmoment when, you know, things
were shut down. I always tellthe story about, you know, I
wasn't happy that things shutdown, but I was like, I'm not
actually that mad because itgives me an opportunity to kind
of think about, you know, whatmy next steps were. And that's
when I went full throttle intobuilding the early childhood
coach. Um, and you know , uh,they did ask me to come back
(09:59):
when everything was better, butI was, I was okay. I was okay.
Not only that, they're one ofmy clients. So my old corporate
job is one of my clients. I goin and I do workshops for them.
So , um, it all worked out forthe good.
Speaker 2 (10:11):
Yeah , that's an amazing story of being, you
know, things coming full circlebecause, you know, as I read,
you know, some of the, youinformation you , you know
about you and doing a littlebit of research for this
conversation, it was, you know,I I got the sense that there
was this real hunger within youto like, make a bigger impact
and have your voice be heard.
(10:32):
And that was one of the thingsthat spurred you to, you know,
step out and take the step offaith. But it's interesting to
hear now, it's like now yourvoice is being heard within the
four walls of thatorganization, but it took you
taking a step away for that tohappen, which is, you know,
kind of a cool, like fullcircle story. Alright , other
question before we talk alittle bit about some of the
(10:53):
staffing topics. Can you talkabout the, the image behind
you? And I don't know if peopleare gonna see this video on
YouTube, but I do know this isassociated with your book, if
I'm not mistaken . So talkabout, talk about like who that
is behind you , if that, ifit's, if there's a story behind
it, and then maybe your book alittle bit.
Speaker 3 (11:14):
Oh yes. You know, I forget that she's there. She's
always looking out for me. Sothat is Zoe. So also during
Covid , I also had a book ideain my head. So I just went
really crazy during Covid and Idecided to do everything. So ,
uh, the book is called Zoe hasan Allergy, and it's all about
a little one who is navigatinganaphylactic food allergies.
And , um, she's actually basedon me, I'm anaphylactic to tree
(11:37):
nuts . And you know, I alwaysgrew up , um, in life not being
able to explain to my friends,you know, what's happening with
my body when it comes toallergies, why I cannot eat
that peanut butter sandwich, orwhatever those aspects are. So,
you know, I developed thischildren's book to talk about,
you know, anaphylacticallergies, just kind of taking
everybody through an empatheticstory of what it is like for a
(12:01):
child to discover they haveallergies. And really by the
end of that story, Zoe talksabout how confident she is.
'cause that was also, even asan adult today, I still kind of
struggle with my confidence.
You know, when you go to arestaurant, you're like, okay,
I can't have that. You know,just, I still struggle with
that. And I, I realize thatconfidence building with
children with allergies , um,really, really comes from when
(12:24):
they are little, having thoseconversations around using your
voice to advocate for yourselfand for your body. So that's
where Zoe has an allergy wasborn. Um, yeah. And that's the
children's book that I wrote.
So that's another part that'slike a different part of the
business that kind of comestogether 'cause it's still
children, but yes . So that'sthat.
Speaker 2 (12:41):
Yeah. You're throwing it all out there. And,
and , and I like, you know, thebest stories are the ones that
have a personal relevance andit comes from a place of like,
you know, real strongunderstanding and experience.
And , uh, what was the processof getting your book ? So you,
you write a book, you're like,Hey , I haven't done this
before. I'm starting abusiness. I might as well write
a book. Um, you know, maybeI'll learn to fly a plane run
(13:02):
merit . You just do it allright. Uh, but when you start
to write a book, how did youfind a publisher? Did you
self-publish? And then isthere, you know, a a
promotional period after thatthat you went through? I'm sure
it was a learning experience.
I'm just curious if peoplelistening maybe have ideas on
this topic, how that looked foryou.
Speaker 3 (13:21):
Yeah , so you know what, like many people that
want to jump in to writing abook, a lot of us are scared of
rejection. So I said, you knowwhat, I do not wanna go the
traditional route. And I wentthe self-publishing route, and
usually there's like anunderlining , um, uh, mindset
when it comes toself-publishing that there's a
lack in quality and all of thatstuff as well. But with
(13:44):
self-publishing, you have a lotmore freedom to choose, you
know, your illustrator, youreditor, to build your, your
passion into life. So it is aself-published book, but it's
been traveling all over theworld , um, with copies sold
all over. So definitely ifanybody's listening that wants
to tap into self-publishing, itis definitely worth it. Um, as
(14:05):
well as, you know, I think themost beautiful part, I always
talk about how this book wasmore so selfishly for me to
kind of fulfill that need of,you know, I wanna do a story
about, you know, anaphylacticallergies, but the many parents
and children that I connectwith that just were looking for
a story , uh, for a child tofeel confident about their
(14:26):
allergies, now parents areusing this book as they're
registering their child forchildcare and their child has
an allergy, they're putting thebook in the bag. So here you
go, read this to the classbefore my child gets there. Um,
and using it as a resource andtool. And then that other part
of, you know, DEII was, thereare other allergy books out
there, but none of them thatlooked like me. So that's why I
(14:47):
went ahead and, you know, builtthis book. And , um, it's been
doing wonders, which is great.
Speaker 2 (14:52):
Yeah, that's actually cool. I like how you
said like, that's a great toolfor a , a school, a center to
use to educate a classroom and,you know, other students about,
you know, an individual who hasan allergy. What a, what a
great idea. And, and I think,you know, I think it, it also
to your point about, you know,taking the risk to write a book
(15:13):
and trying things that had kindof been on your heart. I , that
is a theme that I continue tohear as we talk with
consultants and coaches and asthey work with their clients.
This idea of like, there's alot of tactical pieces to being
a coach. And I , and I want youto speak to this, a lot of
strategic, you know, content ofhow I'm gonna come into a
(15:34):
center and talk about buildingprocess or managing staff at
marketing your business. Butthere's a lot of coaching on
mindset. And so I think, youknow, what I'm already hearing
you say is, or at least whatI'm seeing is you're modeling
that mindset of you have tofind confidence to fail, if
that's what it is. Or at leastconfidence to take a step. So
(15:57):
talk about when you startedyour business, like that
mindset for you oftransitioning to an
entrepreneur and when you werebuilding your business , talk
about your focus, how youenvision, like, what are we
going to do and how are wegonna go find customers to
help, if that makes sense.
Speaker 3 (16:15):
Yeah. You know what , um, so many things come to
mind. I went through so manyaspects, imposter syndrome, who
am I to even think about, youknow, starting a business? But
you know what, I find thatentrepreneurs are so important
because we're solving problems.
And I think when I started toenvision that aspect into
(16:37):
mindset of the early childhoodcoach being , um, you know ,
uh, a resolution to aconsistent problem that we're
seeing in ECE, that's what gotme, you know, really, really in
the level of seeing my businessgrow and support others. Um, so
I think , uh, mindset is ahuge, huge piece when you're
moving into that world ofentrepreneurship. But I think
(16:59):
the way that I battle that andstay positive and stay focused
is understanding the leverageand the, just the, the
opportunity you have to makeimpact in that specific
community. So I am an advocatefor early childhood education.
I live, breathe, and walk earlychildhood. My family knows
(17:20):
every time I get , I was on thenews the other day talking
about early childhood, like Igo really hard for early
childhood education. Yeah . Um,but , uh, it really stems from
knowing that you're impactingand solving an issue and a
problem, and that's where youcan really, really flourish and
keep that mindset. And that'swhere basically the early
childhood coaches born.
Speaker 2 (17:39):
Yeah. And so you guys, I I , I know we're gonna
talk about staffing and youknow, it's interesting, I , I
don't know if this is a remnantfrom still some of the, you
know, the pandemic time or ifit was happening before or if
it's a new challenge, but this,the theme of staff challenges.
You know, there's the piece offinding enough staff and being
(18:00):
able to equip the schoolsacross, you know, our industry
with enough really qualityteachers and, and staff and
team members to be a part of anorganization , uh, is a huge
challenge. And we continue tohear it. But, but you also have
a different side of thisconversation, maybe the same
but different as well aroundthe staff that are working in
(18:23):
these centers and the impactthat you're seeing to burnout.
Can you, can you talk a littlebit about, when you're talking
about , um, to your clientsabout burnout? Define that for
me and what are you hearing andwhat's the trend that you guys
are seeing?
Speaker 3 (18:41):
Yeah, you know what, it's so interesting because
burnout is not a new topic inearly education. And I remember
years and years ago, you know,working in the field, we were
burning out at those times aswell, but it became such a
hush, hush conversation thatyou just show up, do what you
(19:01):
have to do, deal whateverpersonal stuff afterwards. So
now we're in this transitionwhere mental health is a big
conversation, how to supportyourself. And I think it's
beautiful that we're actuallyfinally having these
conversations about whatburnout is and how it actually
affects. So the fact that it'snot, you know , um, new is a
big part. The other aspect toois that educators are burning
(19:23):
out left, right, and centermultiple times as well. So, so
many things are happening, but, um, and I know we'll dig a
little bit deeper in, in theconversation when it comes to
burnout, all of that stuff. Butburnout is just a, the last
place that you get in terms ofphysical, mental, spiritual ,
emotional exhaustion where youjust feel like you cannot go on
(19:44):
anymore. Um, and what is reallyinteresting, and we'll talk a
little bit about that as well,is that there are so many
theories around burnout. Um,and one thing that I like to
talk about on my platform andwith my clients is that there's
actually a whole 12 steps thathappen before you get to
burnout. And that's where wereally wanna encourage
(20:04):
educators and directors toreally focus on, is that
there's so many levels beforeyou get to burnout syndrome and
the conversation needs to bemoved towards what are those
first few steps that arehappening to our educators that
are bringing them to that levelof burnout so we can stop it
before it actually gets to apoint of no , uh, turning back
and stuff like that as well. So, um, that's the biggest aspect
(20:27):
of what burnout is. And it'ssuch an interesting area too,
because we come from such aserving profession. We serve
families, we serve children,we're serving the profession.
So we're always in this mode ofhaving to perform and, and
provide , um, but we're notpouring back into ourselves. So
that's exactly what's happeningwhen it comes to burnout and
(20:49):
ece.
Speaker 2 (20:50):
Yeah, it made me what , you already touched on
this, but as you started todescribe what you guys are
seeing, you know, it made meimmediately think like
providers have to get in frontof that because there's already
the challenge of recruiting andfinding, you know, teachers and
staff. And so that's already achallenge. But if now we're
having a challenge with ourexisting team members burning
(21:10):
out, we've kind of doubled thechallenge. Are there some
things that you guys talk withyour clients about in terms of
being able to identify maybesome of the early warning signs
before it becomes a problem?
Anything you can speak to onthat level?
Speaker 3 (21:26):
Yes, yes, yes.
That's a topic I could go onabout all day, but I'll give
you a couple of things. So onething I would say it's really
important for owners,directors, providers to really
focus on is the relationshipbuilding with your team from
the very jump, because that'swhen you'll be able to observe
changes in your team. What'shappening is we're not seeing
the changes that are happeningwith that particular person
(21:48):
that makes you say, you knowwhat, that person is actually
acting a little bit differentor they seem a little bit
different. Right. And it'sbecause we're not taking the
chance to actually get a momentto learn and connect and build
a relationship with them. So wecould be more observant when
they're getting there. Um,usually we're at a, we're at a
phase where people are callingin sick more often, and it's
kind of an annoyance on our endas providers and leaders
(22:11):
because, you know, we have tomake the staffing, but there's
a reason why that's happening.
So one of the key things Ialways tell, you know, leaders
to take a look at is, you know,getting to know your team so
you can understand and observewhen there's changes that are
happening. Um, another aspectis just having that real open
door policy for communicationso they feel comfortable to say
(22:32):
when something is a little bitoff. A lot of us, in a lot of
educators that are in thefield, they're kind of
navigating the workplace in asense where they don't have a
space to have thatconversation. So they battle it
alone, which in turn , it kindof leaves us in the dark when
things are starting to happen.
When you open up that door, youget an opportunity to have
those conversations to see ifthere was something you can do
to help, or it kind of sets youup in a way where you can kind
(22:55):
of make things work and makethings change to solve the
issue before it gets to acertain point. Um, so really
relationship building andobserving is a two key tools. I
always tell, you know, myclients and my leaders to
really look at when it turncomes to burnout for sure. For
their teams.
Speaker 2 (23:11):
Yeah, that's good because I, I, I would think if,
if, if a teacher, for example,who you know, is gonna call in
sick, 'cause like you said,that's really difficult for
owners and directors, now I'mhaving to shuffle things around
to fill classrooms or I'mhaving to get pulled outta the
office to be in the classroom.
You know, if your staffunderstands if I can go talk to
my director or the owner abouthow I'm feeling, you know,
(23:34):
maybe that person can move somethings around and repurpose
some of my time because I'mburnout in the classroom,
that's better for everybody.
Nice . That we can worktogether on it. And so that
communication piece, I thinkwhat I'm hearing you say is
make sure that you have thoserelationships with your
teachers so they don't feellike they just have to go take
care of it themselves, youknow? Right,
Speaker 3 (23:55):
Right.
Speaker 2 (23:56):
You can partner on it.
Speaker 3 (23:58):
Exactly. Exactly.
And, and really a lot ofeducators don't even know
they're burning out. That's theother aspect. They don't know.
They just know that they don'twanna be there anymore. Right.
Um, and another aspect, as I'vementioned as , as well before,
is the fact that sometimes whenyou have that open door policy
and that communication, you cankind of help them filter in
what they can do to change. Soone thing that comes up a lot
(24:18):
is , uh, delegation in theclassroom. Sometimes it's a
matter of, you know, twoteachers taking the full load,
not sure how to communicatethat with their partner in the
classroom, but with a directoror a leader is able to step in
and kind of work with both ofthem. You've just alleviated a
lot of that stress in thatclassroom, but that all comes
from the communication piece.
Speaker 2 (24:39):
Yeah. Like that. Do you, do you guys recommend just
as a, as double clicking onthat a little bit with your
clients? Is there a regularbest practice of how you stay
connected with your staff onthose types of things? Like, is
that like a, is it a weeklyone-on-one where you're having,
you know, connection with yourteachers? Is it monthly? How
(24:59):
frequently does that type ofcommunication need to happen?
Or is it different in everyschool? I'm just
Speaker 3 (25:04):
Curious .
Absolutely. Absolutely. It'sdefinitely different for every
school 'cause it's not really aone size fits all approach when
it comes to communication. Butbecause every team has a
different dynamic andoperation, so I know a client
that I have , they have , um,she's a director and she has a
leadership team. So what I'veencouraged her to do is break
up the leadership team to dothose monthly or biweekly
(25:28):
check-ins with each classroomand bring the information back
to her collectively. Somepeople don't have that pleasure
of having a leadership team tosend them out and do that, so
they have to do that forthemselves. So it's about
understanding where you canhave those communications and
those, those meetings that meet, um, you know, what works for
your center for sure. Butdefinitely there should be a
conversation happening at leastmonthly, even if it's just a
(25:50):
huge group conversation at ateam meeting or getting the
chance to slip in during naptime while the two teachers
sitting at the table. Justfinding those ways is really
key, but it really isn't a , aone size fit all kind of
situation for communication.
Speaker 2 (26:03):
Yeah, that makes sense. And you gotta find the
opportunity and , and withinyour structure and in your
environment and figure out thebest way to make that happen.
And there are different kindsof burnout too, right? Like, I
mean, there's like theindividuals that are, you know
, physically burnt out, justthe demands of the job. There's
the emotional side. I think wesaw a lot of that during the
pandemic, just like, man, thereis a lot coming at these
(26:25):
teachers. Does the type ofburnout from what you see with
your clients, does that changethe strategy of how to solve
it? Any, any thoughts aroundthat and what you guys are
hearing and seeing from yourclients?
Speaker 3 (26:39):
Yeah, so it really, really piggybacks on the point
that , um, really burnout canlook different on anybody. They
look different on everybody.
Um, but it is really importantto know , you know , uh, in an
emotion , in a physical aspect.
A lot of people are lackingsleep. They're not eating , um,
you know , uh, their bodystarts to be in pain for no
(27:01):
reason. I know educators areprobably listening to this and
saying , yep , absolutely. Myback hurts, my knee hurts,
everything hurts. Um, so , um,that's what it might look like
in a physical sense. Emotional.
It could be, you feel like youwanna cry every two seconds. I
am, I put no shame out therethat I've burnt out too many
times to count in the, in the,in the field completely. And
the emotional part is me , um,where you just feel like you
(27:24):
need a good cry before you goin. So those aspects are
really, really huge. Anddepending on the type of
burnout will , um, move youinto the direction of what
supports you need. So if it'sphysical burnout, there's not
really a whole lot you can doto fix that in a classroom. You
need to take the time off toeither seek, you know, medical
attention or whatever it isthat you need to feel better ,
(27:45):
um, emotional. It could be thefact of having that work life
balance and, you know, creatingthat thing or whatever. Or I'm
very much pro, you know,seeing, you know, getting
professional help in thatsense, mental health resources
and all of that stuff as well.
But it really, again, kind ofsimilar to the last, you know,
conversation we had around thecommunication. It's not a one
size kind of fit all kind ofapproach with navigating it,
(28:08):
but it's just understandingthat burnout can look different
on so many different people.
Um, and it can affect you indifferent ways, but just being
really in tune with what is thenorm for you is what's really
important.
Speaker 2 (28:20):
Yeah. And, and I think our industry, I mean we,
this obviously we all love theECE space. This is where we all
spend our time and our energy,our clients and your clients or
these providers out there thatare really, you know, doing
this mission oriented work. AndI, and I think generally Anisha
, the , and I want you tocorrect me on this, or at least
I wanna get your perspective.
(28:41):
You know, the , the individualswho go apply for jobs in
preschools and childcareprograms are, you know, these
invi , they love kids andthey're nurturing and they're
the kindest people. And theycome to this with the idea of
like, I want to serve thesechildren. But it also creates
some unique challenges, like inour environment, I think.
(29:02):
'cause I, I, I feel like I hearabout burnout and challenges
for teachers more than maybeother industries. And I , that
could be because I'm closer tothis one, but it also seems
like it presents some uniquechallenges that CR can create
that it true. Do you guys seethis and do you agree with
(29:23):
that?
Speaker 3 (29:24):
Absolutely. We do a workshop actually add a little
bit of research in terms of,you know, the fields and
different industries that areburning out the most. And the
top two are nurses in themedical and the teachers are
burning out the most. Andthat's because we're coming
from such a serving profession.
(29:45):
Mm-Hmm . Everything you do isserving the children and the
families. Everything you do ona day to day , when you get
into that aspect, which is ,it's a beautiful thing to serve
a community, but really what'shappening is you're not also
pouring back into yourself. Um,educators are going through,
you know, feeling guilty whenit comes to work-life balance
and taking a day off, or , uh,sometimes they feel like they
(30:06):
can't or having some sort ofself-care, they're feeling
guilty about it. Um, anotheraspect , uh, I find when,
especially when I'm coachingeducators, there's this need
for perfection that we put onourselves. We need to be
perfect. And it's because wewanna be the best for the
children. We wanna have thebest programs, the best
activities, the best toys forthe children , um, because we
(30:26):
know our impact that we havewith the children. Um , but we
do also place a lot of pressureon ourselves. So that combined
with being a serving community,that's why we're seeing a lot
of these equations happening inour field.
Speaker 2 (30:40):
Yeah. And it's not just, you know, the, the
nurture and care that they havefor kids. I, I mean, I think in
my experience talking with, youknow, people in our space, I've
heard teachers talk about like,dealing with the kids is my
favorite part of the job. Ilove it. It's the interactions
with the adults that surroundthat. So, you know,
(31:01):
interactions maybe withleadership and, and other
teachers can be a challengedepending on the environment.
But the other one is parents.
Like sometimes the parents cancreate that extra stress on the
teachers that contribute to theburnout. Do you guys see any
ways when you're coaching yourclients how the administrative
(31:21):
and ownership team can maybehelp provide some covering to
their teachers if that's afactor in their burnout? Like
that relationship with, withparents, difficult parents, if
, if that's fair.
Speaker 3 (31:33):
Yes. Yeah, absolutely. Yeah. You know,
it's, it's so interestingbecause I know for myself being
an educator, I've gone throughthe ringer when it comes to
parents. Um, a lot of the timesyou , you have to think about
it too, in their perspective,you're taking care of their
most prized possessions in thiswhole world. Um, so they really
can be very particular aboutcertain things. And usually
(31:55):
parents are coming off of theirown busy lives and their
stresses . So I've also had itwhere they've had a stressful
day on their boss, and guesswho gets the stress when they
come to pick up? It's Anisha ,right? Um , so, so many
aspects. But I think what Ireally encourage leaders and
directors and providers to dois create a culture and a
community in their center toremind the parents that, you
(32:18):
know, it , it takes, it takes avillage to raise a child, it
takes a village. And we aseducators and providers are a
part of that village. So wehave to work together to make
things work better for thechild. So having those
community-based conversationswith them to get the parents to
realize that we're actually allon the same team for the child.
(32:39):
I find when you transitionthose kind of conversations,
those sort of help as well. Ithink , um, another aspect and
something that I've also beenthrough myself, but I've also
seen in the field as well, isjust , um, having leaders , um,
support educators navigatingthrough challenging situations
, um, as you mentioned sobeautifully. Having that
(33:01):
covering right, having somebodyto have your back , um, is, is
a big aspect as well. And, youknow, leaders being very
observant of the conversationsthat are happening, being a
part of the conversations notmicromanaging , um, which is
something I work with leadersas well on micromanaging what
that looks like in ECE 'causeit's so much different. Um, but
, um, supporting them and beingthat other person, you know, in
(33:23):
a conversation to help navigatethings, but then also to kind
of gently say, you know what,we are a team. We're together.
We're a team. We're gonna workon this together. Um, and
having those aspects in placefor sure.
Speaker 2 (33:36):
So do you guys, as an organization with your
coaches, 'cause I know it's,it's yourself, but you also
have a team and you're buildingthis business that's now able
to support more and moreproviders. Walk me through that
process. Maybe as kind of afinal question. I'd love for
our , our, you know , audienceto hear when Anisha and her
team engages with, with acenter, what does that initial
(33:58):
process look like? How are youidentifying the areas that they
need help? Because I, there'sprobably sometimes they come to
you and they know specificallythis is the area I'm struggling
with. Yeah. But I'm also gonnaassume that there's times where
they, they know that there'ssome challenges, but they
haven't been able to pinpointthem. So what does that process
look like between you and yourclients when you first start
working with them ?
Speaker 3 (34:20):
Yeah, so I kind of take everybody last when I say
this, but I kind of take like adoctor approach to it. So we
have a discovery call where wesit on the call. I let the
person tell me the goals theyhave for their team, the needs,
the problems, and then we kindof come up with a very unique
way of supporting them. So thatunique way could be coaching,
(34:41):
whether it's coaching theleaders to how they can better
serve their team, or maybe it'scoaching the educators, maybe
it's training, maybe it'scoming in and doing a set of
different workshops on aspecific topic. But basically
that's basically how we work atthe ECC, we do a discovery
call, we jump on there, we askcertain questions, we have a
great conversation, and then webuild out a specific plan just
(35:02):
for you and your team. Um ,mainly because again , uh,
early childhood is one of thosefields where it's not cookie
cutter every, but there may beover lining overviews that are
the same, like burnout andstaffing that are the same, but
the unique challenges arespecific to the center. So we
really handle that when we takeon new clients and we really ,
(35:23):
uh, we listen, we listen towhat they need and we try our
best to be able to serve it. So, um, for myself, I'm the lead
coach. Um, so I do majority ofthe calls and navigating. And
then I also have my othercoaches and my community
advisors that are also CEEswith several years of
experience in the field, butthey all have expert streams.
So I have like my expert that'sreally great with the classroom
(35:45):
and curriculum and set up .
Then I have my expert that'sreally, really great for
leadership. Um, and we all haveexperts , teams , and we kind
of could just come together asa group to see how we can
navigate and support thatcenter or that provider.
Speaker 2 (35:58):
And is, and then is that relationship, is it
ongoing? Is it, hey, we'regonna have like a monthly touch
base or we're going to worktogether for, you know, a
workshop over this period oftime? Or again, is it different
for every client based on theirneeds and what they're looking
for you to support them with?
Speaker 3 (36:14):
Yeah, so it is generally different for every
single client that we have,every single person that we
work with. But because we havesuch a wide range on how we can
support from supportingeducators to the classroom,
supporting with classroom setup, supporting with leadership
development , um, they usuallycome back with something else
because we really wanna prideon being that one-stop shop for
(36:36):
them for anything that theyneed. So we've had both
scenarios where we've kind ofdone a one-off and then in a
couple months they, you know,come up with something else
that they need to navigate ifthey need support or we've had
long-term contracts where we'veworked on, you know, let's work
with the educators first, let'sget them lined up. It's good,
let's get, let's work with theleaders, then let's look at,
you know, how we can, you know,build our program to be the
(36:56):
best version of itself. So ,uh, there's many different
scenarios. So we are an openbook for anything.
Speaker 2 (37:03):
That's excellent.
And we're, what we'll do, youknow, I know we're kind of
running outta time. I wannagive you a chance as well to
tell our audience how they canfind you. We're gonna put this
information in the show notes.
I think you know the topicaround staffing and if you
start to do, you know, a returnon investment and a calculation
about, you know, the benefit offinding a coach, if this is
(37:25):
something that you need helpwith, that can come in and
provide you with some, youknow, maybe , uh, some
perspective, but also strategyat avoiding some of those
challenges, it will pay foritself because the impact of
those staffing costs and theturnover are so significant. So
talk to our audience a littlebit about, you know, where they
(37:45):
can find you, how they canconte connect with you if
that's something they wanna do.
And, and we'll also put it inthe show notes.
Speaker 3 (37:52):
Awesome. So I'm everywhere. I'll say I'm
everywhere. If you've gotTikTok , I'm on TikTok, that's
Anisha dot the ECC as well asInstagram. That's the same
handle, Anisha dot the ecc. Wealso have our website where
there's lots of clickables andopportunities to connect with
us in different levels. Um,that's anisha the ecc.com. I'm
(38:12):
on YouTube and I'm everywhere.
Let's just say I'm, every ,any, any social platform you
have, well, most of them we arethere. Um, and I'll definitely
give you guys all the linksthat we can have, but
definitely hop in my dms. Um,there is so many opportunities
to, to even hop on on ourwebsite and fill out a form and
we can just have a conversationand go from there.
Speaker 2 (38:29):
Yeah, that's perfect. And I can attest to
that. I did a quick Googlesearch doing a little bit of
research for this conversation,and I found plenty of content.
So, you know, if you areinterested in anybody reaching
out to Anisha and her team, wewill also put that information
, uh, in the show notes. Andit's an important topic and
it's super relevant to what'shappening in the industry right
(38:50):
now. So, Anisha , I just wannamake sure, and , and thank you
from ProCare's perspective andfrom our audience, thank you
for taking the time. It's beena pleasure talking to you this
morning.
Speaker 3 (38:59):
Thank you so much, Ryan and the ProCare team, and
you guys keep doing the amazingthings that you guys are doing.
Having this content available,whether it's me or somebody
else, is really, really keyright now. So thank you for
having me.
Speaker 2 (39:11):
Absolutely. Have a great weekend .
Speaker 3 (39:12):
You too.
Speaker 1 (39:17):
Thank you for listening to this episode of
the Childcare Business Podcast.
To get more insights on ways tosucceed in your childcare
business, make sure to hitsubscribe in your podcast app
so you never miss an episode.
And if you want even morechildcare , business tips,
tricks, and strategies, headover to our resource
center@procaresoftware.com.
(39:37):
Until next time.
Welcome to the Childcare Business Podcast,
brought to you by ProCareSolutions. This podcast is all
about giving childcare ,preschool, daycare, after
school , and other earlyeducation professionals. A fun
and upbeat way to learn aboutstrategies and inspiration you
can use to thrive. You'll hearfrom a variety of childcare
(00:29):
thought leaders, includingeducators, owners, and industry
experts on ways to innovate, tomeet the needs of the children
you serve . From practical tipsfor managing operations to
uplifting stories oftransformation and triumph,
this podcast will be chock fullof insights you can use to
fully realize the potential ofyour childcare business. Let's
(00:50):
jump in.
Speaker 2 (00:52):
Welcome everybody.
Back to the , uh, childcareBusiness Podcast. Uh, I'm Ryan
Watney , uh, vice President ofSales here at ProCare, and
really excited about today'sshow. Um, I'm just gonna jump
right into it. Uh, I want tointroduce everybody to Anisha
Angela , uh, she's with ustoday. You're gonna learn a lot
about Anisha's background andthe work that she's currently
(01:13):
doing, but , uh, she's kind ofa triple threat. She's an
entrepreneur. She's an earlychildhood coach, an educator.
She's also , uh, an author of achildren's book. So we'll talk
a little bit , uh, about that.
And, you know, just excited totalk about anisha's expertise
in our space. Specifically,we're gonna spend some time
(01:34):
talking about , uh, topicsaround staffing, which
continues to be a theme , uh,and a trend that , uh, we
continue to see come up in ourspace. And, and Anisha comes to
us with a lot of experience inthe industry. You know, many
years in Cedar SeniorLeadership for Large Childcare
program running multiple low Clocations , uh, across North
(01:55):
America. And so, you know , Ithink it's gonna be a valuable
conversation. I'm excited todive into it. I think it's
relevant , uh, to what many inour audience are experiencing
in the industry right now. So ,um, let's get started. Anisha ,
welcome to the show.
Speaker 3 (02:08):
Hello, Ryan. Thank you so much for having me .
Yes, I'm all the way in Canada,but as we were saying earlier,
early childhood speaks the samelanguage everywhere we go.
Speaker 2 (02:19):
It certainly does.
There is a , a , a language.
It's not different dialects.
You're not like travelingdifferent countries where
people are saying things wedon't understand. There's a lot
of commonality no matter whereyou are. And, and, and I think,
you know, to the point that Imentioned even in the bio
Anisha , like the things thatI, I know that your company and
your group is focused on andwhat you're hearing from your
(02:41):
customers is certainlyrelevant, you know, to what we
see and hear with our customersas well. I did wanna, I always
try to talk with guests alittle bit before we jump into
maybe some of the topics of theshow. I'd love to introduce you
to, you know, the ProCarefamily and the ProCare network.
Can you talk a little bit aboutwho Anisha Angela is, how you
(03:01):
got your start doing, whatyou're doing now and, and maybe
anything else that you thinkis, is relevant.
Speaker 3 (03:07):
Oh, awesome. You know what, I always have to ask
myself, who is Anisha , Angela?
I need to ask myself. Butanyways, Anisha Angela is a
very proud early childhoodeducator. I've been in the
industry for going on 15 plusyears, maybe a little more. I
tell people I like to stop at15 'cause we don't wanna age
myself, but I've been in thefield for quite some time.
Played every role. I've workedin the classroom with infants,
(03:28):
toddlers, preschoolers, youname it, school age. Um, I've
done the leadership thing,actually majority of my time in
the field has been withinleadership. So, you know, being
a supervisor, assistantsupervisor, a director. And
then as you mentioned, I didsome , uh, corporate leadership
where I was overseeing 50childcare centers , uh, for a
corporate center. And that'swhere I really, you know,
(03:49):
developed a love forprofessional education, talking
about the real stuff in earlyeducation that we don't get to
talk about. And that's where mybusiness, the early childhood
coach was born. So the earlychildhood coach is all about
just having that coach in yourpocket, having that individual
to pep talk . You walk youthrough some of the , uh, ups
(04:10):
and downs in the journeys thathappen in ECE , um, with our
team. So I have a team ofeight. We are , um, all early
childhood educators except forone , um, which is our
marketing director, but he'slearning as we go. Um, and we
do professional education,consulting, coaching, you name
it, to serve the earlychildhood community. So it came
from a heart of just seeing aneed for educators and
(04:34):
directors and leaders justneeding somebody to continue to
change , cheer them on and, andhave all the great stuff going.
So yeah, that's a little bitabout me,
Speaker 2 (04:42):
Yeah. Uh , did , did you always know that you wanted
to be a teacher or an educator?
Like when you rewind to likeAnisha as, I don't know, young
adult going through school,maybe even as a child, was this
like something that was alwaysa passion of yours or something
you, you more stumbled into outof , um, you know, just
opportunity?
Speaker 3 (05:02):
Oh, you know what, I think all , most of us
educators have that story wherewe're like lining up dolls and
we are teaching the doll. So Ihave one of those unique
stories. But what's interestingis throughout my time, before
it became an easy , I kind ofran from it. I can't even lie,
I kind of ran from it. I wentinto nursing for a little bit.
I went into , no offense to thenurses, you guys do amazing
(05:22):
work, but I ran into differentprofessions and it always
brought me back to thechildren. Um, so yeah, I
definitely knew deep in myheart, my parents knew deep in
my heart that I, I alwayswanted to be an educator, but I
just never thought it wouldcome to this area of what I'm
doing now. But yes, it's alwaysbeen in my bones and in my DNA
Speaker 2 (05:40):
Yeah, you are right.
We've heard that story. Likewhen I, when we talk with other
guests or when we talk with ourcustomers, you know, that story
of like, when I was a kid, Ihad all my siblings and cousins
in the neighborhood, kidsaround, and I was the one that
was like, up in front just kindof leading and teaching all the
kids . Like you said, youreferenced dolls, but we hear
that story, whether it's dollsor siblings or neighborhood
(06:03):
kids, there is definitely , uh,it seems to be a pattern of
that presents itself early for,you know, individuals like
yourself who become teachers.
And then, you know, I know itsounds you like you started as
a teacher, you worked your waythrough the different roles
within a school, within acenter, moved into senior
leadership. But I am curious,'cause I saw this as well, like
(06:26):
there was a specific day, ifI'm not mistaken, where you
actually made the transitionfrom. All right . I , I was
maybe a little, I don't wannasay disillusioned, but I think
I, I saw some things aroundbeing in leadership and feeling
like, you know, I have theseideas and this passion to help,
you know, other providers thatwas maybe not being fully
(06:50):
utilized , uh, in your role ina , in a corporate setting. And
there was literally a day, ifI'm not mistaken, where, you
know what, this is the day tolaunch into something new. Can
you talk about that? Am Iright? Was there a day and how
did that happen? Oh,
Speaker 3 (07:05):
Yeah. Yes. You read me like a book, Ryan, you read
me like a book. There was,there was several days, there
was weeks, there was months
like, you know what? I wanna dosomething. But I think it
definitely happened during mycorporate role, as you've
mentioned, where in my role Iplayed a very, very dynamic
role where I was sitting at theboardroom with the C-E-O-C-F-O
(07:25):
, you know, vice president ofthe company talking about, you
know, those higher level things, um, which are very important
to the clients, the parents ,all of that stuff, being sure
that things are being done. Butthen also what was really
dynamic about my role is I wasalso going to the locations,
talking to the teachers,talking to the leaders, and you
know, bringing the informationback. And there's a little bit,
there was a little bit of adisconnect between what the
(07:48):
educators needed, what theleaders needed to be successful
versus, you know, what the ,uh, you know, corporate
partners and, and individualswere really looking for. And
it's no fault of the corporatepartners because of course the
clients are very important,like the parents are what keeps
us going. But there was alittle bit of a disconnect
between that, and that's wherethe early childhood coach was
born to be that connectionbetween the two. So, you know,
(08:12):
the corporate leaders might nothave the time to sit down and
train and go over and coach ,um, but that's what their team
needs. And that's where theearly childhood coach came into
play. And basically, I kind offit the puzzle. That's what I
tried to do.
Speaker 2 (08:24):
Yeah, you put the puzzle together. And was it,
did I read that? It was rightwhen, you know, we as a, as a,
I guess as a world went into apandemic, right? Like that day
was significant. I don't knowif it was because the, the
organization where you'reworking at the time had to make
significant changes and it justwas a kind of a forced change
(08:45):
for you. Or was it a decisionor a combination? Can you speak
to that and then maybe we'llget into your business and what
you guys do.
Speaker 3 (08:51):
Oh, I love, I love the story. So , um, the world
shut down, the world shut down,and we actually all got laid
off. We all get laid off. Ihave to privy though that
before I , um, you know, workedfor that company, I always did
professional education on theside. So on weekends I would do
speaking engagements, evenings,I would, you know, pop in and
do a little bit fa facilitationon the side, kind of stumbling
(09:14):
in and out to see if this issomething that I really wanted
to do. But the world shut downand there was nothing but time.
So in that time, yeah , I kindof got to work and said, you
know what? Um, and I think ,uh, I have a lot of
conversations with other ECEentrepreneurs and I think , uh,
something really remarkablehappened during Covid and a lot
of that was really taking adeep dive and reflection on ,
um, what we want to accomplishand what our legacy wants, what
(09:36):
our legacy is, you know, as,you know, individuals in this
world. And yes, it was at thatmoment when, you know, things
were shut down. I always tellthe story about, you know, I
wasn't happy that things shutdown, but I was like, I'm not
actually that mad because itgives me an opportunity to kind
of think about, you know, whatmy next steps were. And that's
when I went full throttle intobuilding the early childhood
coach. Um, and you know , uh,they did ask me to come back
(09:59):
when everything was better, butI was, I was okay. I was okay.
Not only that, they're one ofmy clients. So my old corporate
job is one of my clients. I goin and I do workshops for them.
So , um, it all worked out forthe good
Speaker 2 (10:11):
Yeah , that's an amazing story of being, you
know, things coming full circlebecause, you know, as I read,
you know, some of the, youinformation you , you know
about you and doing a littlebit of research for this
conversation, it was, you know,I I got the sense that there
was this real hunger within youto like, make a bigger impact
and have your voice be heard.
(10:32):
And that was one of the thingsthat spurred you to, you know,
step out and take the step offaith. But it's interesting to
hear now, it's like now yourvoice is being heard within the
four walls of thatorganization, but it took you
taking a step away for that tohappen, which is, you know,
kind of a cool, like fullcircle story. Alright , other
question before we talk alittle bit about some of the
(10:53):
staffing topics. Can you talkabout the, the image behind
you? And I don't know if peopleare gonna see this video on
YouTube, but I do know this isassociated with your book, if
I'm not mistaken . So talkabout, talk about like who that
is behind you , if that, ifit's, if there's a story behind
it, and then maybe your book alittle bit.
Speaker 3 (11:14):
Oh yes. You know, I forget that she's there. She's
always looking out for me. Sothat is Zoe. So also during
Covid , I also had a book ideain my head. So I just went
really crazy during Covid and Idecided to do everything. So ,
uh, the book is called Zoe hasan Allergy, and it's all about
a little one who is navigatinganaphylactic food allergies.
And , um, she's actually basedon me, I'm anaphylactic to tree
(11:37):
nuts . And you know, I alwaysgrew up , um, in life not being
able to explain to my friends,you know, what's happening with
my body when it comes toallergies, why I cannot eat
that peanut butter sandwich, orwhatever those aspects are. So,
you know, I developed thischildren's book to talk about,
you know, anaphylacticallergies, just kind of taking
everybody through an empatheticstory of what it is like for a
(12:01):
child to discover they haveallergies. And really by the
end of that story, Zoe talksabout how confident she is.
'cause that was also, even asan adult today, I still kind of
struggle with my confidence.
You know, when you go to arestaurant, you're like, okay,
I can't have that. You know,just, I still struggle with
that. And I, I realize thatconfidence building with
children with allergies , um,really, really comes from when
(12:24):
they are little, having thoseconversations around using your
voice to advocate for yourselfand for your body. So that's
where Zoe has an allergy wasborn. Um, yeah. And that's the
children's book that I wrote.
So that's another part that'slike a different part of the
business that kind of comestogether 'cause it's still
children, but yes . So that'sthat
Speaker 2 (12:41):
Yeah. You're throwing it all out there. And,
and , and I like, you know, thebest stories are the ones that
have a personal relevance andit comes from a place of like,
you know, real strongunderstanding and experience.
And , uh, what was the processof getting your book ? So you,
you write a book, you're like,Hey , I haven't done this
before. I'm starting abusiness. I might as well write
a book. Um, you know, maybeI'll learn to fly a plane run
(13:02):
merit . You just do it allright. Uh, but when you start
to write a book, how did youfind a publisher? Did you
self-publish? And then isthere, you know, a a
promotional period after thatthat you went through? I'm sure
it was a learning experience.
I'm just curious if peoplelistening maybe have ideas on
this topic, how that looked foryou.
Speaker 3 (13:21):
Yeah , so you know what, like many people that
want to jump in to writing abook, a lot of us are scared of
rejection. So I said, you knowwhat, I do not wanna go the
traditional route. And I wentthe self-publishing route, and
usually there's like anunderlining , um, uh, mindset
when it comes toself-publishing that there's a
lack in quality and all of thatstuff as well. But with
(13:44):
self-publishing, you have a lotmore freedom to choose, you
know, your illustrator, youreditor, to build your, your
passion into life. So it is aself-published book, but it's
been traveling all over theworld , um, with copies sold
all over. So definitely ifanybody's listening that wants
to tap into self-publishing, itis definitely worth it. Um, as
(14:05):
well as, you know, I think themost beautiful part, I always
talk about how this book wasmore so selfishly for me to
kind of fulfill that need of,you know, I wanna do a story
about, you know, anaphylacticallergies, but the many parents
and children that I connectwith that just were looking for
a story , uh, for a child tofeel confident about their
(14:26):
allergies, now parents areusing this book as they're
registering their child forchildcare and their child has
an allergy, they're putting thebook in the bag. So here you
go, read this to the classbefore my child gets there. Um,
and using it as a resource andtool. And then that other part
of, you know, DEII was, thereare other allergy books out
there, but none of them thatlooked like me. So that's why I
(14:47):
went ahead and, you know, builtthis book. And , um, it's been
doing wonders, which is great.
Speaker 2 (14:52):
Yeah, that's actually cool. I like how you
said like, that's a great toolfor a , a school, a center to
use to educate a classroom and,you know, other students about,
you know, an individual who hasan allergy. What a, what a
great idea. And, and I think,you know, I think it, it also
to your point about, you know,taking the risk to write a book
(15:13):
and trying things that had kindof been on your heart. I , that
is a theme that I continue tohear as we talk with
consultants and coaches and asthey work with their clients.
This idea of like, there's alot of tactical pieces to being
a coach. And I , and I want youto speak to this, a lot of
strategic, you know, content ofhow I'm gonna come into a
(15:34):
center and talk about buildingprocess or managing staff at
marketing your business. Butthere's a lot of coaching on
mindset. And so I think, youknow, what I'm already hearing
you say is, or at least whatI'm seeing is you're modeling
that mindset of you have tofind confidence to fail, if
that's what it is. Or at leastconfidence to take a step. So
(15:57):
talk about when you startedyour business, like that
mindset for you oftransitioning to an
entrepreneur and when you werebuilding your business , talk
about your focus, how youenvision, like, what are we
going to do and how are wegonna go find customers to
help, if that makes sense.
Speaker 3 (16:15):
Yeah. You know what , um, so many things come to
mind. I went through so manyaspects, imposter syndrome, who
am I to even think about, youknow, starting a business? But
you know what, I find thatentrepreneurs are so important
because we're solving problems.
And I think when I started toenvision that aspect into
(16:37):
mindset of the early childhoodcoach being , um, you know ,
uh, a resolution to aconsistent problem that we're
seeing in ECE, that's what gotme, you know, really, really in
the level of seeing my businessgrow and support others. Um, so
I think , uh, mindset is ahuge, huge piece when you're
moving into that world ofentrepreneurship. But I think
(16:59):
the way that I battle that andstay positive and stay focused
is understanding the leverageand the, just the, the
opportunity you have to makeimpact in that specific
community. So I am an advocatefor early childhood education.
I live, breathe, and walk earlychildhood. My family knows
(17:20):
every time I get , I was on thenews the other day talking
about early childhood, like Igo really hard for early
childhood education. Yeah . Um,but , uh, it really stems from
knowing that you're impactingand solving an issue and a
problem, and that's where youcan really, really flourish and
keep that mindset. And that'swhere basically the early
childhood coaches born.
Speaker 2 (17:39):
Yeah. And so you guys, I I , I know we're gonna
talk about staffing and youknow, it's interesting, I , I
don't know if this is a remnantfrom still some of the, you
know, the pandemic time or ifit was happening before or if
it's a new challenge, but this,the theme of staff challenges.
You know, there's the piece offinding enough staff and being
(18:00):
able to equip the schoolsacross, you know, our industry
with enough really qualityteachers and, and staff and
team members to be a part of anorganization , uh, is a huge
challenge. And we continue tohear it. But, but you also have
a different side of thisconversation, maybe the same
but different as well aroundthe staff that are working in
(18:23):
these centers and the impactthat you're seeing to burnout.
Can you, can you talk a littlebit about, when you're talking
about , um, to your clientsabout burnout? Define that for
me and what are you hearing andwhat's the trend that you guys
are seeing?
Speaker 3 (18:41):
Yeah, you know what, it's so interesting because
burnout is not a new topic inearly education. And I remember
years and years ago, you know,working in the field, we were
burning out at those times aswell, but it became such a
hush, hush conversation thatyou just show up, do what you
(19:01):
have to do, deal whateverpersonal stuff afterwards. So
now we're in this transitionwhere mental health is a big
conversation, how to supportyourself. And I think it's
beautiful that we're actuallyfinally having these
conversations about whatburnout is and how it actually
affects. So the fact that it'snot, you know , um, new is a
big part. The other aspect toois that educators are burning
(19:23):
out left, right, and centermultiple times as well. So, so
many things are happening, but, um, and I know we'll dig a
little bit deeper in, in theconversation when it comes to
burnout, all of that stuff. Butburnout is just a, the last
place that you get in terms ofphysical, mental, spiritual ,
emotional exhaustion where youjust feel like you cannot go on
(19:44):
anymore. Um, and what is reallyinteresting, and we'll talk a
little bit about that as well,is that there are so many
theories around burnout. Um,and one thing that I like to
talk about on my platform andwith my clients is that there's
actually a whole 12 steps thathappen before you get to
burnout. And that's where wereally wanna encourage
(20:04):
educators and directors toreally focus on, is that
there's so many levels beforeyou get to burnout syndrome and
the conversation needs to bemoved towards what are those
first few steps that arehappening to our educators that
are bringing them to that levelof burnout so we can stop it
before it actually gets to apoint of no , uh, turning back
and stuff like that as well. So, um, that's the biggest aspect
(20:27):
of what burnout is. And it'ssuch an interesting area too,
because we come from such aserving profession. We serve
families, we serve children,we're serving the profession.
So we're always in this mode ofhaving to perform and, and
provide , um, but we're notpouring back into ourselves. So
that's exactly what's happeningwhen it comes to burnout and
(20:49):
ece.
Speaker 2 (20:50):
Yeah, it made me what , you already touched on
this, but as you started todescribe what you guys are
seeing, you know, it made meimmediately think like
providers have to get in frontof that because there's already
the challenge of recruiting andfinding, you know, teachers and
staff. And so that's already achallenge. But if now we're
having a challenge with ourexisting team members burning
(21:10):
out, we've kind of doubled thechallenge. Are there some
things that you guys talk withyour clients about in terms of
being able to identify maybesome of the early warning signs
before it becomes a problem?
Anything you can speak to onthat level?
Speaker 3 (21:26):
Yes, yes, yes.
That's a topic I could go onabout all day, but I'll give
you a couple of things. So onething I would say it's really
important for owners,directors, providers to really
focus on is the relationshipbuilding with your team from
the very jump, because that'swhen you'll be able to observe
changes in your team. What'shappening is we're not seeing
the changes that are happeningwith that particular person
(21:48):
that makes you say, you knowwhat, that person is actually
acting a little bit differentor they seem a little bit
different. Right. And it'sbecause we're not taking the
chance to actually get a momentto learn and connect and build
a relationship with them. So wecould be more observant when
they're getting there. Um,usually we're at a, we're at a
phase where people are callingin sick more often, and it's
kind of an annoyance on our endas providers and leaders
(22:11):
because, you know, we have tomake the staffing, but there's
a reason why that's happening.
So one of the key things Ialways tell, you know, leaders
to take a look at is, you know,getting to know your team so
you can understand and observewhen there's changes that are
happening. Um, another aspectis just having that real open
door policy for communicationso they feel comfortable to say
(22:32):
when something is a little bitoff. A lot of us, in a lot of
educators that are in thefield, they're kind of
navigating the workplace in asense where they don't have a
space to have thatconversation. So they battle it
alone, which in turn , it kindof leaves us in the dark when
things are starting to happen.
When you open up that door, youget an opportunity to have
those conversations to see ifthere was something you can do
to help, or it kind of sets youup in a way where you can kind
(22:55):
of make things work and makethings change to solve the
issue before it gets to acertain point. Um, so really
relationship building andobserving is a two key tools. I
always tell, you know, myclients and my leaders to
really look at when it turncomes to burnout for sure. For
their teams.
Speaker 2 (23:11):
Yeah, that's good because I, I, I would think if,
if, if a teacher, for example,who you know, is gonna call in
sick, 'cause like you said,that's really difficult for
owners and directors, now I'mhaving to shuffle things around
to fill classrooms or I'mhaving to get pulled outta the
office to be in the classroom.
You know, if your staffunderstands if I can go talk to
my director or the owner abouthow I'm feeling, you know,
(23:34):
maybe that person can move somethings around and repurpose
some of my time because I'mburnout in the classroom,
that's better for everybody.
Nice . That we can worktogether on it. And so that
communication piece, I thinkwhat I'm hearing you say is
make sure that you have thoserelationships with your
teachers so they don't feellike they just have to go take
care of it themselves, youknow? Right,
Speaker 3 (23:55):
Right.
Speaker 2 (23:56):
You can partner on it.
Speaker 3 (23:58):
Exactly. Exactly.
And, and really a lot ofeducators don't even know
they're burning out. That's theother aspect. They don't know.
They just know that they don'twanna be there anymore. Right.
Um, and another aspect, as I'vementioned as , as well before,
is the fact that sometimes whenyou have that open door policy
and that communication, you cankind of help them filter in
what they can do to change. Soone thing that comes up a lot
(24:18):
is , uh, delegation in theclassroom. Sometimes it's a
matter of, you know, twoteachers taking the full load,
not sure how to communicatethat with their partner in the
classroom, but with a directoror a leader is able to step in
and kind of work with both ofthem. You've just alleviated a
lot of that stress in thatclassroom, but that all comes
from the communication piece.
Speaker 2 (24:39):
Yeah. Like that. Do you, do you guys recommend just
as a, as double clicking onthat a little bit with your
clients? Is there a regularbest practice of how you stay
connected with your staff onthose types of things? Like, is
that like a, is it a weeklyone-on-one where you're having,
you know, connection with yourteachers? Is it monthly? How
(24:59):
frequently does that type ofcommunication need to happen?
Or is it different in everyschool? I'm just
Speaker 3 (25:04):
Curious .
Absolutely. Absolutely. It'sdefinitely different for every
school 'cause it's not really aone size fits all approach when
it comes to communication. Butbecause every team has a
different dynamic andoperation, so I know a client
that I have , they have , um,she's a director and she has a
leadership team. So what I'veencouraged her to do is break
up the leadership team to dothose monthly or biweekly
(25:28):
check-ins with each classroomand bring the information back
to her collectively. Somepeople don't have that pleasure
of having a leadership team tosend them out and do that, so
they have to do that forthemselves. So it's about
understanding where you canhave those communications and
those, those meetings that meet, um, you know, what works for
your center for sure. Butdefinitely there should be a
conversation happening at leastmonthly, even if it's just a
(25:50):
huge group conversation at ateam meeting or getting the
chance to slip in during naptime while the two teachers
sitting at the table. Justfinding those ways is really
key, but it really isn't a , aone size fit all kind of
situation for communication.
Speaker 2 (26:03):
Yeah, that makes sense. And you gotta find the
opportunity and , and withinyour structure and in your
environment and figure out thebest way to make that happen.
And there are different kindsof burnout too, right? Like, I
mean, there's like theindividuals that are, you know
, physically burnt out, justthe demands of the job. There's
the emotional side. I think wesaw a lot of that during the
pandemic, just like, man, thereis a lot coming at these
(26:25):
teachers. Does the type ofburnout from what you see with
your clients, does that changethe strategy of how to solve
it? Any, any thoughts aroundthat and what you guys are
hearing and seeing from yourclients?
Speaker 3 (26:39):
Yeah, so it really, really piggybacks on the point
that , um, really burnout canlook different on anybody. They
look different on everybody.
Um, but it is really importantto know , you know , uh, in an
emotion , in a physical aspect.
A lot of people are lackingsleep. They're not eating , um,
you know , uh, their bodystarts to be in pain for no
(27:01):
reason. I know educators areprobably listening to this and
saying , yep , absolutely. Myback hurts, my knee hurts,
everything hurts. Um, so , um,that's what it might look like
in a physical sense. Emotional.
It could be, you feel like youwanna cry every two seconds. I
am, I put no shame out therethat I've burnt out too many
times to count in the, in the,in the field completely. And
the emotional part is me , um,where you just feel like you
(27:24):
need a good cry before you goin. So those aspects are
really, really huge. Anddepending on the type of
burnout will , um, move youinto the direction of what
supports you need. So if it'sphysical burnout, there's not
really a whole lot you can doto fix that in a classroom. You
need to take the time off toeither seek, you know, medical
attention or whatever it isthat you need to feel better ,
(27:45):
um, emotional. It could be thefact of having that work life
balance and, you know, creatingthat thing or whatever. Or I'm
very much pro, you know,seeing, you know, getting
professional help in thatsense, mental health resources
and all of that stuff as well.
But it really, again, kind ofsimilar to the last, you know,
conversation we had around thecommunication. It's not a one
size kind of fit all kind ofapproach with navigating it,
(28:08):
but it's just understandingthat burnout can look different
on so many different people.
Um, and it can affect you indifferent ways, but just being
really in tune with what is thenorm for you is what's really
important.
Speaker 2 (28:20):
Yeah. And, and I think our industry, I mean we,
this obviously we all love theECE space. This is where we all
spend our time and our energy,our clients and your clients or
these providers out there thatare really, you know, doing
this mission oriented work. AndI, and I think generally Anisha
, the , and I want you tocorrect me on this, or at least
I wanna get your perspective.
(28:41):
You know, the , the individualswho go apply for jobs in
preschools and childcareprograms are, you know, these
invi , they love kids andthey're nurturing and they're
the kindest people. And theycome to this with the idea of
like, I want to serve thesechildren. But it also creates
some unique challenges, like inour environment, I think.
(29:02):
'cause I, I, I feel like I hearabout burnout and challenges
for teachers more than maybeother industries. And I , that
could be because I'm closer tothis one, but it also seems
like it presents some uniquechallenges that CR can create
that it true. Do you guys seethis and do you agree with
(29:23):
that?
Speaker 3 (29:24):
Absolutely. We do a workshop actually add a little
bit of research in terms of,you know, the fields and
different industries that areburning out the most. And the
top two are nurses in themedical and the teachers are
burning out the most. Andthat's because we're coming
from such a serving profession.
(29:45):
Mm-Hmm . Everything you do isserving the children and the
families. Everything you do ona day to day , when you get
into that aspect, which is ,it's a beautiful thing to serve
a community, but really what'shappening is you're not also
pouring back into yourself. Um,educators are going through,
you know, feeling guilty whenit comes to work-life balance
and taking a day off, or , uh,sometimes they feel like they
(30:06):
can't or having some sort ofself-care, they're feeling
guilty about it. Um, anotheraspect , uh, I find when,
especially when I'm coachingeducators, there's this need
for perfection that we put onourselves. We need to be
perfect. And it's because wewanna be the best for the
children. We wanna have thebest programs, the best
activities, the best toys forthe children , um, because we
(30:26):
know our impact that we havewith the children. Um , but we
do also place a lot of pressureon ourselves. So that combined
with being a serving community,that's why we're seeing a lot
of these equations happening inour field.
Speaker 2 (30:40):
Yeah. And it's not just, you know, the, the
nurture and care that they havefor kids. I, I mean, I think in
my experience talking with, youknow, people in our space, I've
heard teachers talk about like,dealing with the kids is my
favorite part of the job. Ilove it. It's the interactions
with the adults that surroundthat. So, you know,
(31:01):
interactions maybe withleadership and, and other
teachers can be a challengedepending on the environment.
But the other one is parents.
Like sometimes the parents cancreate that extra stress on the
teachers that contribute to theburnout. Do you guys see any
ways when you're coaching yourclients how the administrative
(31:21):
and ownership team can maybehelp provide some covering to
their teachers if that's afactor in their burnout? Like
that relationship with, withparents, difficult parents, if
, if that's fair.
Speaker 3 (31:33):
Yes. Yeah, absolutely. Yeah. You know,
it's, it's so interestingbecause I know for myself being
an educator, I've gone throughthe ringer when it comes to
parents. Um, a lot of the timesyou , you have to think about
it too, in their perspective,you're taking care of their
most prized possessions in thiswhole world. Um, so they really
can be very particular aboutcertain things. And usually
(31:55):
parents are coming off of theirown busy lives and their
stresses . So I've also had itwhere they've had a stressful
day on their boss, and guesswho gets the stress when they
come to pick up? It's Anisha ,right? Um , so, so many
aspects. But I think what Ireally encourage leaders and
directors and providers to dois create a culture and a
community in their center toremind the parents that, you
(32:18):
know, it , it takes, it takes avillage to raise a child, it
takes a village. And we aseducators and providers are a
part of that village. So wehave to work together to make
things work better for thechild. So having those
community-based conversationswith them to get the parents to
realize that we're actually allon the same team for the child.
(32:39):
I find when you transitionthose kind of conversations,
those sort of help as well. Ithink , um, another aspect and
something that I've also beenthrough myself, but I've also
seen in the field as well, isjust , um, having leaders , um,
support educators navigatingthrough challenging situations
, um, as you mentioned sobeautifully. Having that
(33:01):
covering right, having somebodyto have your back , um, is, is
a big aspect as well. And, youknow, leaders being very
observant of the conversationsthat are happening, being a
part of the conversations notmicromanaging , um, which is
something I work with leadersas well on micromanaging what
that looks like in ECE 'causeit's so much different. Um, but
, um, supporting them and beingthat other person, you know, in
(33:23):
a conversation to help navigatethings, but then also to kind
of gently say, you know what,we are a team. We're together.
We're a team. We're gonna workon this together. Um, and
having those aspects in placefor sure.
Speaker 2 (33:36):
So do you guys, as an organization with your
coaches, 'cause I know it's,it's yourself, but you also
have a team and you're buildingthis business that's now able
to support more and moreproviders. Walk me through that
process. Maybe as kind of afinal question. I'd love for
our , our, you know , audienceto hear when Anisha and her
team engages with, with acenter, what does that initial
(33:58):
process look like? How are youidentifying the areas that they
need help? Because I, there'sprobably sometimes they come to
you and they know specificallythis is the area I'm struggling
with. Yeah. But I'm also gonnaassume that there's times where
they, they know that there'ssome challenges, but they
haven't been able to pinpointthem. So what does that process
look like between you and yourclients when you first start
working with them ?
Speaker 3 (34:20):
Yeah, so I kind of take everybody last when I say
this, but I kind of take like adoctor approach to it. So we
have a discovery call where wesit on the call. I let the
person tell me the goals theyhave for their team, the needs,
the problems, and then we kindof come up with a very unique
way of supporting them. So thatunique way could be coaching,
(34:41):
whether it's coaching theleaders to how they can better
serve their team, or maybe it'scoaching the educators, maybe
it's training, maybe it'scoming in and doing a set of
different workshops on aspecific topic. But basically
that's basically how we work atthe ECC, we do a discovery
call, we jump on there, we askcertain questions, we have a
great conversation, and then webuild out a specific plan just
(35:02):
for you and your team. Um ,mainly because again , uh,
early childhood is one of thosefields where it's not cookie
cutter every, but there may beover lining overviews that are
the same, like burnout andstaffing that are the same, but
the unique challenges arespecific to the center. So we
really handle that when we takeon new clients and we really ,
(35:23):
uh, we listen, we listen towhat they need and we try our
best to be able to serve it. So, um, for myself, I'm the lead
coach. Um, so I do majority ofthe calls and navigating. And
then I also have my othercoaches and my community
advisors that are also CEEswith several years of
experience in the field, butthey all have expert streams.
So I have like my expert that'sreally great with the classroom
(35:45):
and curriculum and set up .
Then I have my expert that'sreally, really great for
leadership. Um, and we all haveexperts , teams , and we kind
of could just come together asa group to see how we can
navigate and support thatcenter or that provider.
Speaker 2 (35:58):
And is, and then is that relationship, is it
ongoing? Is it, hey, we'regonna have like a monthly touch
base or we're going to worktogether for, you know, a
workshop over this period oftime? Or again, is it different
for every client based on theirneeds and what they're looking
for you to support them with?
Speaker 3 (36:14):
Yeah, so it is generally different for every
single client that we have,every single person that we
work with. But because we havesuch a wide range on how we can
support from supportingeducators to the classroom,
supporting with classroom setup, supporting with leadership
development , um, they usuallycome back with something else
because we really wanna prideon being that one-stop shop for
(36:36):
them for anything that theyneed. So we've had both
scenarios where we've kind ofdone a one-off and then in a
couple months they, you know,come up with something else
that they need to navigate ifthey need support or we've had
long-term contracts where we'veworked on, you know, let's work
with the educators first, let'sget them lined up. It's good,
let's get, let's work with theleaders, then let's look at,
you know, how we can, you know,build our program to be the
(36:56):
best version of itself. So ,uh, there's many different
scenarios. So we are an openbook for anything.
Speaker 2 (37:03):
That's excellent.
And we're, what we'll do, youknow, I know we're kind of
running outta time. I wannagive you a chance as well to
tell our audience how they canfind you. We're gonna put this
information in the show notes.
I think you know the topicaround staffing and if you
start to do, you know, a returnon investment and a calculation
about, you know, the benefit offinding a coach, if this is
(37:25):
something that you need helpwith, that can come in and
provide you with some, youknow, maybe , uh, some
perspective, but also strategyat avoiding some of those
challenges, it will pay foritself because the impact of
those staffing costs and theturnover are so significant. So
talk to our audience a littlebit about, you know, where they
(37:45):
can find you, how they canconte connect with you if
that's something they wanna do.
And, and we'll also put it inthe show notes.
Speaker 3 (37:52):
Awesome. So I'm everywhere. I'll say I'm
everywhere. If you've gotTikTok , I'm on TikTok, that's
Anisha dot the ECC as well asInstagram. That's the same
handle, Anisha dot the ecc. Wealso have our website where
there's lots of clickables andopportunities to connect with
us in different levels. Um,that's anisha the ecc.com. I'm
(38:12):
on YouTube and I'm everywhere.
Let's just say I'm, every ,any, any social platform you
have, well, most of them we arethere. Um, and I'll definitely
give you guys all the linksthat we can have, but
definitely hop in my dms. Um,there is so many opportunities
to, to even hop on on ourwebsite and fill out a form and
we can just have a conversationand go from there.
Speaker 2 (38:29):
Yeah, that's perfect. And I can attest to
that. I did a quick Googlesearch doing a little bit of
research for this conversation,and I found plenty of content.
So, you know, if you areinterested in anybody reaching
out to Anisha and her team, wewill also put that information
, uh, in the show notes. Andit's an important topic and
it's super relevant to what'shappening in the industry right
(38:50):
now. So, Anisha , I just wannamake sure, and , and thank you
from ProCare's perspective andfrom our audience, thank you
for taking the time. It's beena pleasure talking to you this
morning.
Speaker 3 (38:59):
Thank you so much, Ryan and the ProCare team, and
you guys keep doing the amazingthings that you guys are doing.
Having this content available,whether it's me or somebody
else, is really, really keyright now. So thank you for
having me.
Speaker 2 (39:11):
Absolutely. Have a great weekend .
Speaker 3 (39:12):
You too.
Speaker 1 (39:17):
Thank you for listening to this episode of
the Childcare Business Podcast.
To get more insights on ways tosucceed in your childcare
business, make sure to hitsubscribe in your podcast app
so you never miss an episode.
And if you want even morechildcare , business tips,
tricks, and strategies, headover to our resource
center@procaresoftware.com.
(39:37):
Until next time.
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