August 2, 2024 • 15 mins
In this episode, EALA sits down with Kemouy Bhalai, an educator and attendee of the EALA School Study Tours in Nashville. Kemouy shares her unique experiences, lessons learned, and the SST's profound impact on her professional journey. Join us to discover the benefits of school study tours from an attendee's perspective and gain valuable insights for anyone considering implementing or participating in similar programs
Access the full podcast transcript at: https://bit.ly/DeepdivewithKemouyBhalai
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
This is Jackie from the Educating All Learners Alliance, and today we're speaking
to Kemouy Bhalai for a deep dive, a school study tour attendees perspective.
Kemouy Bhalai is the school director for Genesee Community Charter School,
RMSC campus in Rochester, New York.
Prior to joining the school community, Ms. Bhalai was a middle and high school
(00:21):
teacher in Brooklyn, New York for over 10 years. As an instructor, Ms.
Delay's focus has been dedicated to math education, special education,
and culturally responsive and relevant practices in education.
Along those lines, her interest in education lies primarily with creating effective
and innovative learning environments using a lens of equity,
inclusion, and social justice.
(00:42):
Thank you so much for being with us today, Kemouy. Thank you for having me, Jackie. Jackie?
So to give our listeners a little bit of context, you had just recently joined
us on our school study tours in Nashville in April, the first week of April.
So I want to dive in a little bit to your experience and, you know,
different observations that you had on the tours, how the tours have impacted your work.
(01:06):
But first, before we get into that, I'd love to hear just a little bit about
your position and the work that you do in your day-to-day.
Wonderful. So I am a school director of an elementary school in Rochester, New York.
We're an EL school, so we have a more expeditionary approach to learning,
which just means instead of kids just learning from textbooks and being in the
(01:26):
classroom, we take it on the road, basically.
So right now I have fourth and fifth graders who left today to go to Boston
because they're learning about the American Revolution.
So being in an EL school, a lot of my work involves trying to create cohesion
across across the grades.
When we're thinking about instructional practices by working like with the director
(01:47):
of curriculum instruction or literacy coach,
also working with managing behaviors and thinking about like what do these systems
and referral process looks like to support both students and staff.
So I spend a lot of time working with my social workers, student culture coordinator.
So I'm thinking about MTSS for both academics and behaviors at at all time.
(02:08):
So my day-to-day really looks like either being in classrooms,
observing instruction as much as possible, helping to support behaviors that
we're seeing in the classroom.
And of course, all the administrative tasks that go along with the job,
yeah, usually like encompasses my day.
Awesome. Thank you. And how cool that the kiddos are headed over to Boston.
(02:30):
I know. I mean, yeah, in fourth grade, we start sending kids in different parts
of the country. My sixth graders, we do a four-city strip.
Wow. So we just had kids in Baltimore and New Orleans, Philadelphia, and Atlanta.
That's incredible, as they were studying equity in urban areas.
Very immersive. Yes. So to shift a little bit, I would love to hear a little
(02:54):
bit about your time on our school study tours and how you're taking some of
that away to apply to your day-to-day work.
Yes. So this was a great opportunity for us. We are a part of,
or schools, I'm a partner with the Diverse Charters Coalition.
So we are, myself, my ENL teacher, and my intervention teacher,
(03:15):
we're a part of a community of practice focused on inclusion,
inclusive practices, practices so or facilitator was
the one who actually brought this to our attention and we're like this is
a great opportunity for us to go in see schools
who are focused on inclusion inclusive practices and
mtss and see what are the promising practices they hold so being able to visit
(03:36):
the schools i was really able to just gain some different insights about like
what are the structures and systems that schools are putting in place to support
that work because it is necessary work, but it is challenging work.
You have to make sure that, you know, you're always digging a little bit deeper
to identify like what is working and what isn't working and thinking about like
(03:57):
how that can be applied to your own school community, which is different, right?
So it was a great opportunity to go and visit an elementary school and just
see the structures they put in place to ensure that teachers are getting planning
time, coaching time, right?
So that they can can better support their students and staff and also going
to a middle high school, right, to just kind of get that breadth to see what
(04:21):
is similar and what's different.
And then what is it that we can take from those opportunities to then apply
to our school community as well?
Awesome. Yeah, I think that there is a lot of value in seeing and hearing from
other school leaders of what was successful, what was challenging,
what did they have to work through?
Because no successful process starts out or often doesn't start out successful.
(04:43):
You know, you have to find your own way. Yeah. And so what would be,
you know, one takeaway or one specific item that you're planning to incorporate
from the tours going forward? Yeah.
So, you know, when we got back, we met. So we also started a sister school last year.
So we have another campus who's currently third grade, but by next year,
(05:04):
they'll be fourth grade.
So as soon as we got back, we actually had a meeting around MTSS for both schools.
And what are the things that we're doing now that works? And what are some of
the things we need to put in place? and really one of the big takeaways that
I had going on the school study tour was really revisiting our systems and structures, right?
(05:24):
And also positions, because sometimes we create positions and we don't know
how they fit into our system and structure, or we create a system and structure,
but also don't identify who the people are to support and manage that, right?
So that really gave me a good lens to think about, like, if I have a student
culture coordinator, how does he fully fit into this multi-tier support system
(05:47):
as it pertains to behaviors?
What is my social worker's role? What are the teacher's role?
What are my role, right? And what is the process that we want them to follow?
So we have that laid out, right? So everything's always good on paper.
It's always the implementation that's the challenge.
And one of the things I think we were at with Sid that I saw was just the time,
(06:07):
that was available for teachers to meet, right? So that scheduling process was really important.
And being a smaller school, sometimes that's a challenge because everyone's wearing multiple hats.
So I'm really thinking more intentionally about like, how do we carve out space
for teachers to meet with an intervention teacher on a more consistent basis, right?
(06:29):
To get that data to engage in progress monitoring so we can build inclusive
practices, right? Or build more inclusive practices, I should say.
Then also, like, when do they get
to meet with the special education coordinator to do some of that work?
When are they meeting with our behavior team, right, or student support team
to really think about, like, what are the supports we need to put in place?
(06:50):
So we're doing all of those things now, but we just really want to tighten it
and make sure that it's consistent and that it is being communicated in an effective
manner to all our stakeholders.
So to the kids, so they understand this process, so to the teachers,
and also to the the families.
So that was really a big takeaway for me. So it's really, how do we tighten
(07:10):
our systems and structures?
What are our gaps that we know we have?
What are our strengths? And how can we kind of bridge that? And so being able
to visit those schools, I was able to see some new practices that we aren't
doing as well because of timing.
It's about how do we implement that in a way that feels more supportive to teachers
(07:31):
and not like, here's some more work that I want you to do. you said three words
that really stuck out to me intention.
Communication, and consistency. And I think that that is really key with making
a plan and sticking to the plan.
And your point about time and putting another thing onto teacher's plates,
(07:52):
being able to take a step back as a leader and say, okay, well,
how can we just create more effective systems that allow to have this effective planning time?
And when we were making our plan with Witsit, I was so excited for folks to
be able to see that co-planning meeting.
I think there is so much value in seeing active instruction,
but I think there's also a lot of value in seeing what's going on behind the
(08:15):
scenes to get that instruction to where it needs to be.
So I'm very excited that that was something that stuck out to you and,
you know, a big takeaway that you are implementing with your team.
That's really exciting to hear. Yeah, I'm excited.
I think it'll be a great year just to be able to get the time now to just engage
in intentional planning. running.
(08:35):
The other school director already has some ideas about what she wanted to do at her campus.
And so Eric and I were able to come and say, we just went to the school.
Let's tell you what we saw. And we were so excited to be like,
you know, we saw these structures there, right? And these are things we can do.
We just have to tighten it and then figure out how to do it well,
(08:57):
because we know it's going to be a gradual process, right?
To get to where we want to be. but we have a lot of the structures there.
It's just putting it all together and making it run efficiently.
Taking time to reflect and think about how the plan can be implemented is extremely important.
And that brings me to the next point. You had mentioned Erica.
(09:19):
Erica was one of your colleagues who joined you on the tours from Genesee Community Charter Schools.
Schools and you had mentioned that you had a bit of a layover slash situation
with your flight and you weren't.
So to give our listeners a little background, Kamoi and Erica had to leave a
little bit early because of their flights.
(09:41):
We typically end our school study tours with a reflection summit.
And so this meant that Kamoi and Erica would have to skip out on the reflection summit.
However, they got to do a little bit of their own impromptu reflection summit.
So I'd love to hear a little bit about that.
I know we were in Tennessee, ready to go, and they're like, you have three more
(10:02):
hours here. And we were like, well, okay.
We were going to have a long layover in Jersey. So we're just like, let's just switch up.
And we took out our reflection guides and we just kind of went through her takeaways
from the process itself and also my takeaways.
And I'm thinking about, like, really, how did it apply to our school community?
(10:23):
So we spend maybe an hour, a little bit over an hour, just going through and
having conversations about what are the things we need to bring back to our
school community to ensure that we are being as consistent as possible, right?
And building some new promising practices to support.
So like I said, one of my big takeaways ways was really thinking
(10:44):
about the scheduling process also thinking
about like who are the members of my staff
who need to be involved in this process and what are the systems and structures
we currently have in place or the systems and structures we saw that we could
have in place right and Whitsitt was a school that really stood out for me because
(11:05):
not only did were they able to create.
Space and opportunity for teachers to get intentional planning time together across grades, right?
And coaching through that process, they also developed a lot of community partnerships.
And when we're thinking about MTSS being a smaller school, that tends to mean
we have less staff and also less space.
(11:26):
And when we're seeing big needs, I'm like, this would be a great opportunity.
So we talked about like, what are some community partnerships we could potentially
essentially, continue to build, right?
We have some now. We get a therapy dog who comes in.
That's awesome, right? And that's a big hit, you know, with our students who
need it. And so we're starting to build some partnerships already.
(11:48):
But once I saw that, I think they said they had like 60 partnerships or something
like that that would sit.
And I was like, first of all, who's 60 a lot?
But also, like, we could be being more intentional about those community partnerships.
So we talked about community partnerships. We talked about our scheduling.
We talked about the roles of different individuals who are in that MTSS.
(12:12):
So when we got back, right, we came back and we started talking about like,
you know, who's in charge of RTI in our building, right? What are the outcomes we hope to have?
What are the assessments that we're using? So we really came back and started
to unpack our system, right?
And then thinking about what then is our next step and what's a plan we want
to put in place and what is it that we want to communicate to our staff?
(12:33):
Because we know if our staff is able to do this well, it not only serves our
staff, well, it serves our students and it serves our whole school community.
So it sounds like there really is, and we do this very intentionally when we
invite folks to come on our school study tours, we want to have school teams.
We want to have more than one person from schools at the school tours.
(12:53):
This way you can bounce your ideas back to one another and come up with a plan
together to bring back to your district.
Kamoi, if someone was on the fence about coming, what would you tell them?
I am a big proponent of, for me, it's like a side seminar, right?
You're getting this hands-on experience that is targeted and focused on a topic
(13:14):
that might benefit your school community and being able to engage in thought partnership,
not just with the leaders and staff of that school, but also the other attendees, right?
So basically, you're getting a base of new ideas and knowledge where it may
not come from the school you go to, but it could come from someone who is sitting
beside you as you're having a conversation.
(13:36):
I love going into schools to see. I just was actually in Canada over the weekend
and I was like, oh my God, I wish I could go into some of their schools, right?
Because I'm always looking to see what's working well.
And going on this school study tour, we know, or we knew going in that we were
really focused on improving inclusion in our school, thinking about our E&L learners, right?
(13:59):
They're a smaller population for us than many of the schools we visited in Tennessee.
But that was kind of the focus Erica had. What are they doing with E&L that
I can then utilize for myself, right? And then my focus was just on inclusion.
What are your practices and your systems and structures? Having conversations,
reading about it is one thing. Seeing it in action is a different thing.
(14:23):
And then being able to ask questions about what you see, right?
Like what were the steps you took to get to this place, right?
What are your next steps? And can I see some of those artifacts that you're utilizing?
So it gives you basically a more hands-on approach to investigate and basically
engage in inquiry, reflection, and thought partnership about promising practices
(14:45):
that you can then apply into your school community.
Thank you so much for saying that. There is so much value in sitting through
a professional development where there's someone in the front of the room and
they're giving you tips and pointers and you're talking through things,
but just something different happens when you are put into the field and you're
actually seeing it in action.
(15:06):
That's why we do it. We want to take folks and put them in the middle of the
action so they can see it and actually conceptualize what it looks like in practice.
That's it for us today. To learn more, do you have a LinkedIn or an email address
if they have any questions or want to get in touch with you.
So you can always go on the gccschool.org website.
(15:29):
And my email address is kbalai at gccschool.org. And that's K-B-H-A-L-A-I.
Kamoi, thank you so much for joining me today. Thank you, Jackie.
I'm Jackie from ELA. And this was A Deep Dive with Kamoi Balai,
a school study tour attendees perspective.
Music.
This is Jackie from the Educating All Learners Alliance, and today we're speaking
to Kemouy Bhalai for a deep dive, a school study tour attendees perspective.
Kemouy Bhalai is the school director for Genesee Community Charter School,
RMSC campus in Rochester, New York.
Prior to joining the school community, Ms. Bhalai was a middle and high school
(00:21):
teacher in Brooklyn, New York for over 10 years. As an instructor, Ms.
Delay's focus has been dedicated to math education, special education,
and culturally responsive and relevant practices in education.
Along those lines, her interest in education lies primarily with creating effective
and innovative learning environments using a lens of equity,
inclusion, and social justice.
(00:42):
Thank you so much for being with us today, Kemouy. Thank you for having me, Jackie. Jackie?
So to give our listeners a little bit of context, you had just recently joined
us on our school study tours in Nashville in April, the first week of April.
So I want to dive in a little bit to your experience and, you know,
different observations that you had on the tours, how the tours have impacted your work.
(01:06):
But first, before we get into that, I'd love to hear just a little bit about
your position and the work that you do in your day-to-day.
Wonderful. So I am a school director of an elementary school in Rochester, New York.
We're an EL school, so we have a more expeditionary approach to learning,
which just means instead of kids just learning from textbooks and being in the
(01:26):
classroom, we take it on the road, basically.
So right now I have fourth and fifth graders who left today to go to Boston
because they're learning about the American Revolution.
So being in an EL school, a lot of my work involves trying to create cohesion
across across the grades.
When we're thinking about instructional practices by working like with the director
(01:47):
of curriculum instruction or literacy coach,
also working with managing behaviors and thinking about like what do these systems
and referral process looks like to support both students and staff.
So I spend a lot of time working with my social workers, student culture coordinator.
So I'm thinking about MTSS for both academics and behaviors at at all time.
(02:08):
So my day-to-day really looks like either being in classrooms,
observing instruction as much as possible, helping to support behaviors that
we're seeing in the classroom.
And of course, all the administrative tasks that go along with the job,
yeah, usually like encompasses my day.
Awesome. Thank you. And how cool that the kiddos are headed over to Boston.
(02:30):
I know. I mean, yeah, in fourth grade, we start sending kids in different parts
of the country. My sixth graders, we do a four-city strip.
Wow. So we just had kids in Baltimore and New Orleans, Philadelphia, and Atlanta.
That's incredible, as they were studying equity in urban areas.
Very immersive. Yes. So to shift a little bit, I would love to hear a little
(02:54):
bit about your time on our school study tours and how you're taking some of
that away to apply to your day-to-day work.
Yes. So this was a great opportunity for us. We are a part of,
or schools, I'm a partner with the Diverse Charters Coalition.
So we are, myself, my ENL teacher, and my intervention teacher,
(03:15):
we're a part of a community of practice focused on inclusion,
inclusive practices, practices so or facilitator was
the one who actually brought this to our attention and we're like this is
a great opportunity for us to go in see schools
who are focused on inclusion inclusive practices and
mtss and see what are the promising practices they hold so being able to visit
(03:36):
the schools i was really able to just gain some different insights about like
what are the structures and systems that schools are putting in place to support
that work because it is necessary work, but it is challenging work.
You have to make sure that, you know, you're always digging a little bit deeper
to identify like what is working and what isn't working and thinking about like
(03:57):
how that can be applied to your own school community, which is different, right?
So it was a great opportunity to go and visit an elementary school and just
see the structures they put in place to ensure that teachers are getting planning
time, coaching time, right?
So that they can can better support their students and staff and also going
to a middle high school, right, to just kind of get that breadth to see what
(04:21):
is similar and what's different.
And then what is it that we can take from those opportunities to then apply
to our school community as well?
Awesome. Yeah, I think that there is a lot of value in seeing and hearing from
other school leaders of what was successful, what was challenging,
what did they have to work through?
Because no successful process starts out or often doesn't start out successful.
(04:43):
You know, you have to find your own way. Yeah. And so what would be,
you know, one takeaway or one specific item that you're planning to incorporate
from the tours going forward? Yeah.
So, you know, when we got back, we met. So we also started a sister school last year.
So we have another campus who's currently third grade, but by next year,
(05:04):
they'll be fourth grade.
So as soon as we got back, we actually had a meeting around MTSS for both schools.
And what are the things that we're doing now that works? And what are some of
the things we need to put in place? and really one of the big takeaways that
I had going on the school study tour was really revisiting our systems and structures, right?
(05:24):
And also positions, because sometimes we create positions and we don't know
how they fit into our system and structure, or we create a system and structure,
but also don't identify who the people are to support and manage that, right?
So that really gave me a good lens to think about, like, if I have a student
culture coordinator, how does he fully fit into this multi-tier support system
(05:47):
as it pertains to behaviors?
What is my social worker's role? What are the teacher's role?
What are my role, right? And what is the process that we want them to follow?
So we have that laid out, right? So everything's always good on paper.
It's always the implementation that's the challenge.
And one of the things I think we were at with Sid that I saw was just the time,
(06:07):
that was available for teachers to meet, right? So that scheduling process was really important.
And being a smaller school, sometimes that's a challenge because everyone's wearing multiple hats.
So I'm really thinking more intentionally about like, how do we carve out space
for teachers to meet with an intervention teacher on a more consistent basis, right?
(06:29):
To get that data to engage in progress monitoring so we can build inclusive
practices, right? Or build more inclusive practices, I should say.
Then also, like, when do they get
to meet with the special education coordinator to do some of that work?
When are they meeting with our behavior team, right, or student support team
to really think about, like, what are the supports we need to put in place?
(06:50):
So we're doing all of those things now, but we just really want to tighten it
and make sure that it's consistent and that it is being communicated in an effective
manner to all our stakeholders.
So to the kids, so they understand this process, so to the teachers,
and also to the the families.
So that was really a big takeaway for me. So it's really, how do we tighten
(07:10):
our systems and structures?
What are our gaps that we know we have?
What are our strengths? And how can we kind of bridge that? And so being able
to visit those schools, I was able to see some new practices that we aren't
doing as well because of timing.
It's about how do we implement that in a way that feels more supportive to teachers
(07:31):
and not like, here's some more work that I want you to do. you said three words
that really stuck out to me intention.
Communication, and consistency. And I think that that is really key with making
a plan and sticking to the plan.
And your point about time and putting another thing onto teacher's plates,
(07:52):
being able to take a step back as a leader and say, okay, well,
how can we just create more effective systems that allow to have this effective planning time?
And when we were making our plan with Witsit, I was so excited for folks to
be able to see that co-planning meeting.
I think there is so much value in seeing active instruction,
but I think there's also a lot of value in seeing what's going on behind the
(08:15):
scenes to get that instruction to where it needs to be.
So I'm very excited that that was something that stuck out to you and,
you know, a big takeaway that you are implementing with your team.
That's really exciting to hear. Yeah, I'm excited.
I think it'll be a great year just to be able to get the time now to just engage
in intentional planning. running.
(08:35):
The other school director already has some ideas about what she wanted to do at her campus.
And so Eric and I were able to come and say, we just went to the school.
Let's tell you what we saw. And we were so excited to be like,
you know, we saw these structures there, right? And these are things we can do.
We just have to tighten it and then figure out how to do it well,
(08:57):
because we know it's going to be a gradual process, right?
To get to where we want to be. but we have a lot of the structures there.
It's just putting it all together and making it run efficiently.
Taking time to reflect and think about how the plan can be implemented is extremely important.
And that brings me to the next point. You had mentioned Erica.
(09:19):
Erica was one of your colleagues who joined you on the tours from Genesee Community Charter Schools.
Schools and you had mentioned that you had a bit of a layover slash situation
with your flight and you weren't.
So to give our listeners a little background, Kamoi and Erica had to leave a
little bit early because of their flights.
(09:41):
We typically end our school study tours with a reflection summit.
And so this meant that Kamoi and Erica would have to skip out on the reflection summit.
However, they got to do a little bit of their own impromptu reflection summit.
So I'd love to hear a little bit about that.
I know we were in Tennessee, ready to go, and they're like, you have three more
(10:02):
hours here. And we were like, well, okay.
We were going to have a long layover in Jersey. So we're just like, let's just switch up.
And we took out our reflection guides and we just kind of went through her takeaways
from the process itself and also my takeaways.
And I'm thinking about, like, really, how did it apply to our school community?
(10:23):
So we spend maybe an hour, a little bit over an hour, just going through and
having conversations about what are the things we need to bring back to our
school community to ensure that we are being as consistent as possible, right?
And building some new promising practices to support.
So like I said, one of my big takeaways ways was really thinking
(10:44):
about the scheduling process also thinking
about like who are the members of my staff
who need to be involved in this process and what are the systems and structures
we currently have in place or the systems and structures we saw that we could
have in place right and Whitsitt was a school that really stood out for me because
(11:05):
not only did were they able to create.
Space and opportunity for teachers to get intentional planning time together across grades, right?
And coaching through that process, they also developed a lot of community partnerships.
And when we're thinking about MTSS being a smaller school, that tends to mean
we have less staff and also less space.
(11:26):
And when we're seeing big needs, I'm like, this would be a great opportunity.
So we talked about like, what are some community partnerships we could potentially
essentially, continue to build, right?
We have some now. We get a therapy dog who comes in.
That's awesome, right? And that's a big hit, you know, with our students who
need it. And so we're starting to build some partnerships already.
(11:48):
But once I saw that, I think they said they had like 60 partnerships or something
like that that would sit.
And I was like, first of all, who's 60 a lot?
But also, like, we could be being more intentional about those community partnerships.
So we talked about community partnerships. We talked about our scheduling.
We talked about the roles of different individuals who are in that MTSS.
(12:12):
So when we got back, right, we came back and we started talking about like,
you know, who's in charge of RTI in our building, right? What are the outcomes we hope to have?
What are the assessments that we're using? So we really came back and started
to unpack our system, right?
And then thinking about what then is our next step and what's a plan we want
to put in place and what is it that we want to communicate to our staff?
(12:33):
Because we know if our staff is able to do this well, it not only serves our
staff, well, it serves our students and it serves our whole school community.
So it sounds like there really is, and we do this very intentionally when we
invite folks to come on our school study tours, we want to have school teams.
We want to have more than one person from schools at the school tours.
(12:53):
This way you can bounce your ideas back to one another and come up with a plan
together to bring back to your district.
Kamoi, if someone was on the fence about coming, what would you tell them?
I am a big proponent of, for me, it's like a side seminar, right?
You're getting this hands-on experience that is targeted and focused on a topic
(13:14):
that might benefit your school community and being able to engage in thought partnership,
not just with the leaders and staff of that school, but also the other attendees, right?
So basically, you're getting a base of new ideas and knowledge where it may
not come from the school you go to, but it could come from someone who is sitting
beside you as you're having a conversation.
(13:36):
I love going into schools to see. I just was actually in Canada over the weekend
and I was like, oh my God, I wish I could go into some of their schools, right?
Because I'm always looking to see what's working well.
And going on this school study tour, we know, or we knew going in that we were
really focused on improving inclusion in our school, thinking about our E&L learners, right?
(13:59):
They're a smaller population for us than many of the schools we visited in Tennessee.
But that was kind of the focus Erica had. What are they doing with E&L that
I can then utilize for myself, right? And then my focus was just on inclusion.
What are your practices and your systems and structures? Having conversations,
reading about it is one thing. Seeing it in action is a different thing.
(14:23):
And then being able to ask questions about what you see, right?
Like what were the steps you took to get to this place, right?
What are your next steps? And can I see some of those artifacts that you're utilizing?
So it gives you basically a more hands-on approach to investigate and basically
engage in inquiry, reflection, and thought partnership about promising practices
(14:45):
that you can then apply into your school community.
Thank you so much for saying that. There is so much value in sitting through
a professional development where there's someone in the front of the room and
they're giving you tips and pointers and you're talking through things,
but just something different happens when you are put into the field and you're
actually seeing it in action.
(15:06):
That's why we do it. We want to take folks and put them in the middle of the
action so they can see it and actually conceptualize what it looks like in practice.
That's it for us today. To learn more, do you have a LinkedIn or an email address
if they have any questions or want to get in touch with you.
So you can always go on the gccschool.org website.
(15:29):
And my email address is kbalai at gccschool.org. And that's K-B-H-A-L-A-I.
Kamoi, thank you so much for joining me today. Thank you, Jackie.
I'm Jackie from ELA. And this was A Deep Dive with Kamoi Balai,
a school study tour attendees perspective.
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