Episode 28 - Todd Nesloney on Why Education Is Under Attack and How Teachers Survive It

In this episode of the SupportED Learning Podcast, Dr. Joe Sebestyen sits down with Todd Nesloney, former National Elementary Principal and Teacher of the Year, bestselling author, and Director of Culture and Strategic Leadership at TEPSA, to explain why most schools are working on the wrong problem. Todd shares how he went from classroom teacher to principal of a 90% free-and-reduced-lunch school overnight, and how a simple idea — that every human wants to feel seen, valued, and heard — became the foundation for turning a struggling campus into a nationally recognized model.

Dr. Joe Sebestyen and Todd Nesloney discuss the practices that actually move the needle, including the Hats Off Cards initiative that transformed campus behavior with 22-second phone calls home, why culture work takes things off your plate instead of adding to them, and what authentic leadership looks like when you stop trying to project a plastic smile. Todd also explains why "remember your why" is some of the worst leadership advice circulating right now, why education is under attack on multiple fronts, and why he'd tell his first-year-principal self to shut up and listen more.

This episode is especially useful for school principals, new and aspiring administrators, instructional coaches, and teachers trying to stay in the profession during a hard stretch. Todd gives a clear, honest framework for building school culture, supporting burnt-out staff, and remembering that the biggest changes usually happen in the quiet little moments.

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Remember to share this podcast with fellow parents and educators who are passionate about reimagining education for tomorrow's world. Until next time, keep supporting learning! 

Transcript

SPEAKER_01 0:00

You're listening to the Support Ed Learning Podcast, where we challenge the status quo of education and reimagine what learning should be. I'm Dr. Joe Sebastian, and in every episode we dive into critical thinking, Bloom's Taxonomy, educational innovation, and how AI is shaping the future of learning. Whether you're a teacher, parent, policymaker, or lifelong learner, you're in the right place to rethink, reshape, and revive education. All right, welcome back to the Supported Learning Podcast. I am your host, Dr. Joe Sebastian. I am joined by a very special guest today, Todd Nesslone. Todd, welcome. How are you? I'm good. I'm excited to be here. Thanks for having me. Excited for having you. Thanks for making time. So, Todd, let me kind of go over your bio here for our viewers and our audience listening. You are the Director of Culture and Strategic Leadership, Texas Elementary Principals and Supervisors Association, an international keynote speaker, best-selling author. You have a seven-year classroom teacher who leaps straight into the principal's office at Webb Elementary, and you transform that, which is 85% minority, 90% free and reduced lunch from a struggling campus into a nationally recognized model of innovation and culture. The BAMI Award winner for both National Elementary Principal of the Year and National Elementary Teacher of the Year. The John C. Maxwell Top 10 finalists for the 2018 Transformational Leadership Award, NSBA 20, so New Schools 20 to watch, and Center for Digital Education, top 40 innovators, two-time TEDx speaker, and you authored seven books with the bestseller Kids Deserve It and Stories from the Web, Sparks in the Dark, When Kids Lead and Newest, and your creator of Culture Unleashed online course for school leaders. Wow, that is very, very impressive. So uh did I do that justice, at least.

SPEAKER_02 1:58

You did. It's always so uncomfortable to hear all that. But yes, I I I I have I've I've been busy.

SPEAKER_01 2:04

Yeah, it's awesome. I mean, so in your sh, you know, not necessarily a relatively long amount of time education, but you definitely have made an impact. But, you know, if we could kind of go back to before the books, before the elementary, like who you who you were as a classroom teacher for those seven years, and what kind of teacher were you, and when did you realize you wanted to lead?

SPEAKER_02 2:23

You know, I never thought I'd be a teacher growing up. I mean, I had many different things I was into, wasn't really sure. I knew in junior high or so that I loved working with kids. So I wanted to work with kids in some capacity. At that point, I thought, you know, social work, that's where I can make the biggest impact on some of our most vulnerable uh kids. And so I started learning a lot about that job and realized I can't separate myself so emotionally enough from that work to be successful and be a real person outside of that. So I thought, well, you know, I have a lot of my family that's in education. I think that's another great way I can impact kids. So became a teacher, absolutely loved it. I knew that I wanted to be a certain type of teacher because I in school I was never really in trouble. I knew if I did get in trouble, my mom would handle me when I got home. So I made sure that I got A's and B's, I behaved, I respected my teachers. But because of that, I kind of was that student who always did what you expected, so was easy to ignore while you focused on the kids that were discipline issues or the kids that were academic issues. And so I don't really remember any of my teachers from school. I don't remember any experiences really. And so I knew that when I became a teacher, I really wanted to find that whole avenue of how can I be for kids what I never had myself. So that's kind of the teacher I wanted to be was this one who did creative, out-of-the-box things. Like I love being different, but I wanted to make sure that relationships were at the core of everything that I did.

SPEAKER_01 3:57

I love that. And you made the, I mean, I, you know, it's not unheard of for elementary, but you made the jump straight from teacher to principal without a stop at the assistant level in between. Um, what was that like? And uh what drove that decision?

SPEAKER_02 4:13

You know, I was in, I was teaching, and this university came to our school and said, Hey, your district signed a deal where y'all can get a discount by getting your master's. And I was like, I mean, I don't, I don't want to go back to school. Like, I'm happy with the degree that I have. And then my whole team was like, hey, let's all do it together. And I said, okay, I can do this with a group. Like, I will do this just because I want to be the first person in my family with a master's. Like, that was my only goal. I was not looking to move into leadership or anything like that. And so I got my master's, and then a lot of the things that I was doing was at that education explosion on social media, you know, when it was all positive and connecting with other people and building that network. And I was getting recognition for different things that I was doing. And so I went back and I said, you know what? Maybe leadership is for me, but I don't really know what I want to do or how I want to do it. And one day I got a Twitter direct message back when this was Twitter. I know it's X now, but I got a Twitter direct message from an assistant superintendent who just said, Hey, we love the work we see online. We're actually looking for a principal to take over this school that's been underperforming. Would you be interested? And I said no. Like I was like, actually, I'm like, I love what I'm doing right now, no interest. Thanks. I'm good. And they kept reaching out and I kept turning them down. And then they reached out one final time and said, Hey, we won't bother you getting up to this. We just want to make sure you know, like, you get to hire your entire staff. Does that interest you at all? And I was like, Well, that's like like a dream creation experience in my head. So I was like, let me go interview, learn more about them. Went through several rounds of interviews, ended up getting the job. Um, and then it was just a crazy whirlwind from there, going straight from classroom teacher to principal, which I would not recommend for most people. Um, yeah, I described it like a rose. It was a beautiful experience, but there were a lot of thorns that I could have avoided had I had different experiences in other places as well.

SPEAKER_01 6:14

So, yeah, so I guess you step foot into this elementary school and it's basically a turnaround. What was that like? Where did you start?

SPEAKER_02 6:23

You know, it's funny because the first year I was hired, it was or the year I was hired, I was hired to be principal of an intermediate campus. So it was a fifth and sixth grade campus. And the unique thing about that school district is they had a couple little underperforming areas, but part of the issue was they had a pre-K through fifth grade campus, a four-five campus, and a pre-K through three campus. So it was very confusing their configurations. So after I had been principal for a year at the intermediate, they said, you know what? We're gonna level everything out. We're gonna make all three schools pre-K through fifth grade. And that means we're gonna have a one school that's giant with like 800 kids, while the other ones have between three to 400. And you did a really good job at intermediate. They need a new principal over at the 800 one. We're gonna move you over there. You can take some of your staff, but you're also gonna combine it with all theirs. And that's where I've spent the next four years was at Webb Elementary. So I just said that one year at the intermediate and then four years at Webb. But it was it was a beautiful experience for me, really honing my understanding of what it takes to build culture. Because I think it would have been one thing had I just walked into a school where I got to bring all the people together or or they were already a really positive space. It really challenged me and forced me to grow by being put into an environment where some of the people already knew me, others didn't know me, but didn't want a new administrator, but they didn't have a choice, and other people didn't know what was happening. Like there was a lot of different things going on. But I'm really thankful for that process because, like I said, I think it really forced me to grow into the kind of leader I wanted to be.

SPEAKER_01 8:00

So you've built school culture through programs like special, morning meetings, student ambassadors, and you matter letters. How do you see innovation and technology fitting into your culture first approach or that culture-first approach for that matter for other principals?

SPEAKER_02 8:15

You know, for me, I think it always goes back to something I mentioned earlier. It's I want to be different. I think there's a lot of positive things to look at in the way things have been done before. And I think there's always lessons we can keep by some of the things we've done before, but I also want to not be afraid or not be beholden to doing it the way it's always been done. I want to be uncomfortable because I am that firm believer that if you are not uncomfortable, you're not learning. And I tell people all the time, how dare we as educators walk into schools and demand that kids learn all day, every day, if we're not also continuing our own learning. So I always want to be pushing myself and trying new things, whether that is technology tools, whether that is how to build better relationships, changing the way systems look, like anything. I'm not afraid to ask questions. But I think one thing too that's really important to me is understanding that owning your failures is part of the growth. And I'm real big on taking those swings. And I have no problem with saying that did not work. Like, let's look, let's figure out why. Like, I don't want to do it again if it's not meant to work. But if it is meant to work and we just did it wrong, what can we change? Like, what can we do differently? And I've got so many things that I can think back on in my career that were successful, that were only successful because I failed first and had to learn from that failure to then make it what it became.

SPEAKER_01 9:39

Yeah, I mean, culture is so important in the district, especially at the elementary level, because you know, it's exciting learning. Learning is exciting at that level, but making sure all feel that, right? Or have that environment that it's safe so that kids can learn. And you you talk about you one of your favorite things you teach is calling parents to praise their kids, not just when they're a problem. How does that flip the uh parent-school dynamic? And uh what happens when schools can actually commit to that process?

SPEAKER_02 10:06

You know, I I think sometimes when we think about these culture ideas, we think that they have to have money or these huge initiatives that just take up so much extra time. And I love that you bring this one up because this is such an easy one that anyone can do. Many times when we talk about things, people will say, my team would never, my administrator would never. Like, that's why we can't do these things. And this idea specifically, it's like you don't need to wait on anybody. Like, I don't care what your job is at that school, you can call the families of kids to tell them their kids are amazing. And so I think for me, it just came back to looking at data. We were noticing that no matter what initiatives we put in place, some of our most frequent flyers, our most misbehaving kids, the behavior wasn't changing. And so I started thinking about, you know, let's look at the research. Research shows that people want to feel good. They all have three things in common. Every single human on this planet. We want to feel seen, we want to feel valued, and we want to feel heard. And so I started thinking, how can we make sure we're meeting one of those needs for some of these kids? Maybe that's why the behavior isn't changing. They're not feeling seen, valued, or heard at any point during the day. And so I thought, well, let's do something super easy. Like it feels so special when someone calls someone that you love to tell them you're amazing. And it was unexpected. And so I started working with my team and I encouraged them to do it. But again, I believe that as a leader, I've got to leave my example. So I also started making sure that I called parents. We had an initiative called Hats Off Cards, where every staff member got six cards a week. And it was like by the end of the week, you should have handed out all these to kids. When a kid gets one, they come to the office, we celebrate them real big, and then I always get to call and tell their loved one how amazing they are, and then send them right back to class. Like it was never more than a 20-second endeavor, but we watched behavior just get transformed across campus, and I completely credit it to the combined effort of people, all people making those phone calls. And then watching the families and their reactions with us change was pretty amazing as well to get to see families or parents break down in tears over the phone over a simple phone call. And learning and experiencing in that moment that that was the first time their kid had been maybe in fifth grade, and the first time they got a call from somebody at school that wasn't about homework not being done or a grade not being there or misbehavior, and to just feel like somebody's calling to celebrate you for your child, that's a moving moment. And for some of my team, myself included, you know, like I said, I wasn't in trouble in school, so I didn't get a lot of those negative phone calls. And so I think not coming from an environment of being always in trouble, I didn't understand truly how powerful that was going to be for those kids who were always hearing the negative and those families who were always hearing the negative. And to have that moment where somebody finally lifted them up, it was such an emotional experience that I was so moved that I was like, this is not an age connected thing. Like, this can be done anywhere. So, like, I started calling staff members families and celebrating them. And that to me was even more exciting than calling kids because adults are so less celebrated than kids are. And that was another really powerful thing for me to experience was that that moment when an adult is in tears because their loved one was called. And as an adult, that had never happened where our supervisor had called someone just to tell them they're amazing. So I think those kind of simple things are we forget. We think everything has to be big, extraordinary, grand, all these things. And it's often in the quiet little moments that the biggest change happens.

SPEAKER_01 13:46

So, Todd, you've now shaped leadership development for over 6,000 schools across Texas through is it TIPSA or do you got T E P S A? TEPSA, TEPSA. TEPSA, okay, cool. Um, from that vantage point, what is the single biggest thing schools are getting wrong about culture right now?

SPEAKER_02 14:05

You know, that's such an interesting question because I don't even know that I would phrase it as getting wrong about culture. Oftentimes, what I find is, especially in 2026, when we are recording this conversation, education is under attack. And not only is and and and I'll speak worldwide, nationally, but also from a Texas perspective, it's under attack financially, it's under attack curriculum-wise, also discrediting the knowledge base of an educator and what it requires to go to school and be a great educator. Um, and it's just emotionally exhausting. And I think that when I see a culture that's not the best at a school, often there are multiple things at play. There is a community that has not been well educated in what that school really is doing with those kids. There is often a central office that has not been well educated in what's really happening on that school every day. Sometimes it's a school administration who hasn't understood the power of relationships and how that's just as important as the instructional practices. And sometimes there's just a lot of hurt or burnt out teachers who have never had anybody invest in them in a way that felt authentic and in a way that didn't feel like just checking a box. And so there's lots of ways to look at this. So I don't definitely want to just put it in one big box. But building up culture, it's one of those things that it's never freaking done. Like you're always having to do it. And I think for some, we're just so tired that adding that in feels like one more thing because they haven't seen that. When you're building up culture, it's actually gonna take things off your plate down the road.

SPEAKER_01 15:57

This episode is brought to you by Supported Tutoring, where we don't just help students get better grades, we help them become critical thinkers. Whether it's mastering AP exams, maximizing college applications, or building lifelong learning habits, our expert tutors focus on critical thinking, confidence, and real growth. Head to supportedtutoring.com to find the support your student deserves. Yeah, that's uh I like I like that because it does mirror learning that we never need to stop learning. It's very iterative process, culture never stops. You've said schools don't have an achievement problem, they've had a culture problem. Unpack that for parents who are so hyper-focused right now on grades and test scores. Why is it something deeper than just that?

SPEAKER_02 16:44

This is such a complicated conversation. There's so much that happens in the education world that will never make it to the news or to social media, either A, because it's not shareworthy enough, or B, because you legally can't talk about some of the things that the that the educators are really dealing with. And for me, I think when I hear parents talking really bad about a school, my first question is always, let me seek to understand. So I always want to be like, you know, have you asked to go up there? And most of the time that answer is no. Like it's all secondhand information, or my kid told me. And you know, I got I got children of my own. I don't believe anything they say when it comes to experiences at other places until I've gone to investigate. And I think that's something that shifted culturally, especially in the United States. I I don't know about worldwide, but in the United States, it's very much of a my child said you wronged them. I am coming at you. And and it's I that to me, oftentimes what I find is the kid may have had kernels of truth in their story, but not the whole truth. Right. And there's often a lot of things that go on in a story. Not this is not me saying that a teacher can't make a bad choice or an administrator can be cannot be supportive of parents. Like those things happen too. All that's part of it. But I think we should all have the perspective of let me seek to understand when I hear about, oh, my kids' teachers teaching this, let me go meet with them. Let's not do it through an email, let's not do it through a phone call. Let me go ask questions without coming at them screaming or cursing or telling them what they are. Like, let me just go and say, hey, my kids said this, but I'm just trying to understand. Like, where is this, what, what happened? How did this go on? Um, and often and saying too, like, can I help? Can I can I support you in any way? I think what I hear now is teachers feel so come after by the news, by politicians, or by community that nobody's there supporting them. We went through 2020 where everybody was cheering on doctors and teachers during the pandemic, and then things shifted for both groups when the pandemic seemed to subside. And so, again, just taking that perspective of how can I seek to understand instead of just coming at it so combative when you hear something you don't like. Because I mean, and one thing I think, for example, drive me bananas here in Texas, there was a law tried to be passed that litter boxes were not allowed in schools, and like that kind of stuff is so asinine and so untethered to reality that even when that senator who tried to pass that in our local state government was questioned about did you go to the school? Like, did you ask? No, I heard about it. Okay, well, well, did you go ask? No, I I I I saw I saw somebody posted on social media, so I have major concerns. And that kind of stuff just drives me bananas because I'm like, is anybody going and asking questions or seeking?

SPEAKER_01 19:40

No, they aren't. They aren't.

SPEAKER_02 19:42

We just assume the clickable, the clickable things that get likes and views and shares.

SPEAKER_01 19:47

And that's before agentic AI and like creation, like you know, the things we're seeing right now with the the war, I can't tell what's real and what's not. And now it's getting harder and harder.

SPEAKER_02 19:59

If that makes sense, we joke, and you know, and we often joke, Joe, about people saying, like, oh, you know, my grandma got fooled by AI, and I'm just thinking, you know, last week I got fooled by AI, and now I don't trust anything. I have to go to like three different sources to be like, is this for real? Or is this because even my wife will come out and say, I saw this, but I know. Let me have you heard about this? Where did you hear it? Like, let's figure out if this is real or not. But there's so many who don't, they just believe what they see.

SPEAKER_01 20:27

Um, and you talk about compassion fatigue, because I see that too. So I think I look at it as this. I look at schools were already under there, was there's been a low-key plot to just dislodge public education, have distrust in public education, unlock that money to privatize it, right? There's a privatization movement. Not there's anything wrong with private schools, but those funds flow into for-profit management stuff. So we've gone through child charters, we've gone through vouchers, all these different things. But like you said, COVID, we were heroes, and then we were villains. And there has just been this like slowly slow decline and the erosion of trust. We've lost a lot of good teachers from COVID. Yeah, there's burnout. I look at I look, I try to make it as simple as possible. It's like, look at the entire world has now moved to flexible, like everything is flexible with workforce and things like that, where a lot of people are able to remote their depth, but schools are not. Schools are very rigid and not and not flexible. And so that does affect teachers in some aspect too. But I think that combined with what you call, and I've heard this from multiple, uh, just the compassion fatigue. Um, and that's a silent epidemic in education. Can you speak more to that about how burned out teachers it's uh ultimately going to affect student performance and what we need to do about it?

SPEAKER_02 21:42

You know, this this is what breaks my heart so much is talking to so many people who are so good at what they do, and I get blown away hearing their stories or seeing some of their lessons, and they don't feel adequate or they feel like Like, I'm not that great. Like, I'm not getting my kids where they need, or this person's coming down on me, or anything like that. And I'm seeing too that you know, we we love teachers love kids, they love working with kids, they love seeing those light bulb moments go off. But there is a lot coming down on people where it is exhausting to deal with the trauma all the time and to not be given the right supports to deal with that. And that's one of the things I see being defunded most quickly and being taken out most quickly, are all those things that help with the discipline and the behavior and and the many things that our students bring to school. Um, in addition to this rally against public education and putting funds into other places, also exacerbates that issue. And so I think there's so many good teachers who are leaving because they're like, I don't know what else to do, Todd. Like I'm pouring every piece of myself into this, and I'm doing A, B, C, D that I've been told to do, but I'm not seeing change because there's other things in the system that are working against me. Or I have this administrator coming down about this new initiative that we have to do. Now, how am I supposed to do their stuff? Or I have this student behaving in this way, but the law says I can't do anything about that behavior, and that's keeping my kids from learning. And so it it is it is hard being in education right now, and and it's not just hard for teachers. I I want to make sure too that I speak up for the administrators. Um, that's one of those really misunderstood positions until you've been in that position, but it's really hard for administrators right now and the type of heat they take for a lot of decisions they don't even have any control over. And so I think the best thing that people can do right now that are not in education is just finding ways to support and build up those people and seeing what do we need to rally against? What do we need to vote and change? Like our votes really matter, and there's not enough of us in education using our voices to impact things. But it's a really hard question and a really difficult solution. It's kind of like the Titanic. It's gonna take a while to turn, and we've been trying to turn this ship for a while, but it's a it's a really old, really big ship to turn.

SPEAKER_01 24:18

Your newest book, Building Authenticity, argues that you are who you are is how you lead. What does authentic leadership look like in education and what does uh the fake version look like?

SPEAKER_02 24:30

You know, I think authentic leadership looks like something I mentioned earlier, which is one of the big things is owning up to your mistakes. I think we have far too many leaders in any field right now who are quick to blame, who are quick to not apologize. And I find an apology really powerful. I find ownership of mistakes very empowering because not only does it let people know that, you know, the buck does stop with me. I need to own this, but also it lets them see that they can make mistakes too, own them and keep moving forward. They don't have to be fearful that they're gonna be blamed for something. Um, so that's one of the big things. And the next thing when it comes to leadership is leadership doesn't just happen at work. And sometimes we pigeonhole the definition into how we lead at work. But the reality is leadership happens within our families at home. Leadership also happens within our friendship circles. And when Tyler Cook and I were writing this book, that was one of the big things we wanted to focus is how do we grow our leadership capacity at work, at home, and with our friends? Because all of that matters, because what's going on in my household affects how I am at work. What's happening at work plays into how I am when I'm with my friends, like it's all connected. And so I think authentic leadership means showing up as you, showing up the full version of you, however flawed it is, but knowing you know what, I don't have all the answers, but I'm here to work with you, and well, I'm here to make this freaking awesome. Like to me, that's authentic leadership. It's it's not this plastic smile, this this toxic positivity, this hold up in an office all day long while delegating everything. Like that's a form of leadership, yeah, but it's not the leadership I want to aspire to.

SPEAKER_01 26:10

Okay. Well, I'm gonna take it into the rapid fire part of this podcast. So if you're ready for that, let's do it. Five questions. First thing that comes to mind, no need to explain if you don't want one book that changed how you think about leadership.

SPEAKER_02 26:27

Oh my god. Chip and Dan Heath's book, The Power of Moments. That was a really and that's not an education book. Yeah, it isn't, right? That was one that I loved when I read it. It was like, oh my god, like all this makes so much sense and is so brilliant.

SPEAKER_01 26:43

If you could go back and tell first year principal Todd one thing, what would it be?

SPEAKER_02 26:47

I wouldn't tell myself just one thing. I have a sentence, and that would be shut up, listen to more people, and delegation is a strength. You don't have to carry the load completely on your own just because you have the title of principal.

SPEAKER_01 27:01

What's one thing parents overthink about their kids' school?

SPEAKER_02 27:04

Hmm. That they're trying to brainwash them to believe something or some or something like that. I think that that is such a farce into what educat. I'm just like, do you know how many standards I have to teach? Do you know how much I have to get ready for? Like, I ain't got time to add the extra stuff in. Like, this is this is what I'm teaching, what the state mandated me. So I think oftentimes people will overthink what is being taught at schools, and we have such clear standards that that's what's being taught.

SPEAKER_01 27:32

What's one thing they underthink?

SPEAKER_02 27:36

The importance of social emotional learning, the importance of their kids also having a piece of their education be how to manage working with different personalities, how to manage their own emotions and thought processes, and and how to look at their own self-esteem. I think that that is one that is not considered or talked about enough in a positive light by the public at large.

SPEAKER_01 27:58

And then finally, worst advice you hear school leaders giving right now.

SPEAKER_02 28:02

Oh Lord. Remember your why. I think that that is one, and I I know I see it bash all the time, but remembering your why doesn't fix the challenges in the system. And I think that too many leaders wanna wanna pep talk, but don't want to say, hey, this does suck right now. Like let's all let's all admit it, let's all own it, and let's move through it. Like, let's not live in the suck, but let's let's how do we move forward? And I think that this whole idea of, oh no, you know what, just remember your why. It's like, yeah, I remember I love working with kids, but hello, these things are screwing up my day.

SPEAKER_01 28:40

Right. Well, Todd, it's been a pleasure. Thank you so much for coming on. Hey, thank you so much for having me. What uh what's one thing you wish I asked that I didn't get a chance to?

SPEAKER_02 28:52

Um, I think for me, it it would just be, you know, what do I hope people take away from anything that I'm a part of, any conversation or book or podcaster or webinar, or whatever that I do. And I think for me, it's just I want people, anytime I have a chance to speak with someone or a group, I always want to leave with that reminder that you are here for a reason. Sometimes we're so defeated by the negative and what we're doing wrong that we forget that you are freaking amazing. Like you have so many gifts that this world needs. And if you don't believe that, then you've let the ignorant take it from you. You own your greatness, you own your brilliance because you are exactly where you're meant to be. And I think for anybody listening, I hope that that is the one takeaway they have that you are doing what you were meant to do in this moment. So own it and go be amazing. What's next for you? I have no idea. You know, for me, it's just continuing to do what I do better. I want to be a better speaker, I want to write better, I want to create new things that help people. For me, I I just I love educators and I love education, but I love working with people, period. And I think for me, it's just continuing to understand how can I impact as many lives in a positive way as possible? Because that's what fuels me when I get to see people believe in who they are and what they're capable of. And so, how can I continue to grow that impact?

SPEAKER_01 30:26

So, Todd, where can where can people listening find more about you? Where can they get in contact with you?

SPEAKER_02 30:32

Yeah, so I've got a website called toddnesloney.com. If you don't know how to spell Nestlone, you can just Google it. It'll it'll come up no matter how you spell it. Um, but all my social media blogs, books, resources, webinar, everything's on there. So that's the easiest place. But on most social media, I'm Tech Ninja Todd. Because when social media was getting started, I was all up into the tech, and we all had creative names, and so that's what I'm stuck with till to this day.

SPEAKER_00 30:59

Well, Todd, thank you so much again for coming on, and uh, we'll see you next time. Thank you so much. Have a good one.

SPEAKER_01 31:08

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