Laura Roberts - Leadership Coach for Educators.
Laura became a teacher because she loved school, learning and working with young adults. It also meant she could travel and explore the world. With over 20 years of educational experience, Laura has been a successful teacher, Head Teacher, Deputy Principal, Principal as well as working in Corporate in change management.
Laura decided to get out of teaching because the negative was starting to outweighing the positive and she needed a change. Laura still wanted to positively contribute to a profession she loved and share knowledge learnt over her career and discovered leadership coaching.
Since beginning her coaching journey, Laura has coached principals in Australia, the USA and New Zealand and coached teachers in successfully gaining promotional positions. Laura is currently studying to be a counsellor because sometimes an educator needs a counsellor instead of a coach.
She is an experienced educator and school leader who can help aspiring leaders and leaders discover the power of courage to lead schools so that teachers and students thrive.
To contact Laura:
Facebook: ASPIRE: Educational Leadership Coaching
Email: aspireelc@gmail.com
Linkedin: Laura Roberts Leadership Coach for Educators https://www.linkedin.com/in/laura-roberts-005a45193/
Laura Roberts - Leadership Coach for Educators.
Laura became a teacher because she loved school, learning and working with young adults. It also meant she could travel and explore the world. With over 20 years of educational experience, Laura has been a successful teacher, Head Teacher, Deputy Principal, Principal as well as working in Corporate in change management.
Laura decided to get out of teaching because the negative was starting to outweighing the positive and she needed a change. Laura still wanted to positively contribute to a profession she loved and share knowledge learnt over her career and discovered leadership coaching.
Since beginning her coaching journey, Laura has coached principals in Australia, the USA and New Zealand and coached teachers in successfully gaining promotional positions. Laura is currently studying to be a counsellor because sometimes an educator needs a counsellor instead of a coach.
She is an experienced educator and school leader who can help aspiring leaders and leaders discover the power of courage to lead schools so that teachers and students thrive.
To contact Laura:
Facebook: ASPIRE: Educational Leadership Coaching
Email: aspireelc@gmail.com
Linkedin: Laura Roberts Leadership Coach for Educators https://www.linkedin.com/in/laura-roberts-005a45193/
Elizabeth Diacos 0:00
Welcome to Season 3 of the Get Out of Teaching Podcast. I'm your host, Elizabeth Diacos. In each episode of this season, I'll be coaching a teacher around one aspect of their move out of Education, you'll have the privilege of listening in on the powerful coaching conversations that move people closer to a life they love. So come along for the ride as we get out of teaching.
Episode 1.
Hi, Laura, thank you so much for agreeing to be part of this little experiment today. So we're gonna have a coaching conversation in a few minutes, and you've got a topic that you wanted to bring to the table. But beforehand, I just wanted to just quickly introduce you. So Laura and I have been working together, or have have in the past worked together. She is one of my coaching clients. And maybe Laura, you could just tell us what you're up to right now.
Laura Roberts 0:53
Okay, thanks for having me, Elizabeth. I'm really looking forward to our conversation that we're that we're about to have. So I've been in teaching for over 20 years now. And the last two years I've been wanting to get out of teaching and look for something different. I found myself in the last six years just bouncing from toxic workplace to toxic workplace, and it's just not, not how I want to, not how I want my career to to continue. And I want to be able to have a more fulfilling worklife and authentically make a difference in in people's lives. So, so I'm at the point now where I've taken some leave from, from my teaching position. And I've got now time to put a few things in place in order for me not to have to go back to the classroom.
Elizabeth Diacos 1:53
Right. Okay, so so you're at a like, because we started working together probably 18 months ago? Is that about right?
Laura Roberts 2:00
Yeah, pretty much, yeah.
Elizabeth Diacos 2:02
And during that time, you kind of, I guess oscillated a little bit about being, you know, whether you had more to give to the profession. And I remember that conversation where you felt that you did still want to keep working as a teacher. Obviously, that situation has evolved. To put that kindly.
Laura Roberts 2:22
Yep.
Elizabeth Diacos 2:24
Yeah. And so now, you're at a point where it seems to me like you're actually ready to take that final step out.
Laura Roberts 2:33
Yeah, it's currently it's crunch time. Now. It's, um, it's I don't want to the, you know, that whole Maria Kondo thing, "Does it spark joy?", it actually is not sparking joy. And I need to get rid of it. Because there's no - i don't, i don't have that joy going into the classroom and teaching anymore. I love kids. And I love working with teenagers. I love having conversations with them and hearing all the all their ideas and seeing life through their eyes. But teaching is just not, not the way forward for me anymore with with students. Yeah, I just I just I just know, I've now seen and I've now experienced that it's now time to make that change and to do something different.
Elizabeth Diacos 3:23
Right. Okay. So let's get started then on our coaching conversation, right? What are you bringing to the table today?
Laura Roberts 3:32
Okay, so I'm what I'm finding most overwhelming is, I know that my I know, with my next steps that I - so, I would like to get into counseling and coaching. So I've done the coaching side of the study and the qualifications. And I'm now working on the counseling side of things in order to be able to open up my own private practice. I guess what I'm finding most overwhelming is where, where do I start in terms of trying to get that enthusiasm to have that social media presence, to understand all the different cogs in the wheel for that, for starting your own business and following that dream, following that dream through. So that's, I guess, where I'm, what I'm finding most overwhelming at this moment in time. And what is the next steps.
Elizabeth Diacos 4:34
Yeah, and that's huge, isn't it?
Laura Roberts 4:36
It is huge. I'm looking at other people's websites, and I'm looking what they're doing on Facebook, and I'm looking what they're doing on Instagram because I'm not an Instagram person. So it's, it's really overwhelming and even then looking at LinkedIn and what people are doing and I'm just like, "What, Where do I start? What do I do in order to start building, building presence and I guess, is it building a brand? I'm not sure." See, I don't I don't have that business know-how. So I guess my, my block at the moment is how do I move? How do I move forward in, in getting that started.
Because when you're in teaching someone else who's, you know, someone else who's running running the show, even though I have that experience of running a show as, as a principal, it's a different show, because you've got different people, you've got a team around you to help you to, that you can give, you know, I can't think of the word I'm still obviously in holiday now, but you can't allocate and delegate, that's the word. You can't delegate all the different tasks and things and and call on other people's skill set, because they're in your, they're within your company. And you can do that. So I'm finding that next step quite overwhelming. So I'd really love to talk through that and what I can do to not make it so big in my head, I guess.
Elizabeth Diacos 6:08
Okay, so one of the first questions I think that you need to address in that situation is, who do you actually want to work with, like, you've identified that you want to be in some kind of counseling or consulting or coaching role, but who I think knowing who your niche is like who are you actually going to serve, is probably the first step. So for instance, if you say, like, what for me, I say, "I help teachers get out of teaching into a life they love." So I help x do y, so that Zed happens.
Laura Roberts 6:46
So I'm just writing this down.
Elizabeth Diacos 6:47
Yeah, that's great. Go ahead. So yeah, so I help x dou y, so that Zed will happen.
Laura Roberts 6:57
So this is where I'm a little bit stuck as well, because I'd like to help like, I still would love to work with young people. But I see a real need to help teachers who want to stay in teaching, but are struggling with all the the overwhelming things that come with it. So but whether it's it's so maybe I help. Maybe I help people to, um.
Elizabeth Diacos 7:32
Who are the people?
Laura Roberts 7:34
Yeah, see, I don't know. I'm not sure. So I'd like to, but I just am I just going for teachers? Because I think that's all I know? So,
Elizabeth Diacos 7:41
Are you?
Laura Roberts 7:41
Now I think that's probably what I am doing. I'm only going - I'm thinking teachers teaching is what I, cause teaching is what I know. But I just want to help, my I don't know. I don't know. I just want to help people.
Elizabeth Diacos 7:58
Okay, so, so people's messy, right? I don't even know how many people live on this planet right now. There's a lot. So, so what we need to do, and this is probably the hardest part of the whole thing, because once this is clear.
Laura Roberts 8:12
Yeah.
Elizabeth Diacos 8:12
Laura, you'll, you'll actually know what to do next, or it'll really give you a lot more clarity about what's the next step. So I started out working with year 11 and 12 students, and I discovered something really important, you have to convince them and their parents to work with you. And the parents need to pay.
Laura Roberts 8:30
Yeah.
Elizabeth Diacos 8:31
The client's not the one paying.
Laura Roberts 8:33
Yep.
Elizabeth Diacos 8:34
And so there's this big disconnect in terms of investment, like, you know, in the skin in the game, the, if it's a teenager, they don't have skin in the game, their parent does. And I just, I found that really difficult to deal with myself. And so then I started working with entrepreneurs, because my parents had been entrepreneurs. And I felt like I understood some of that founders sort of part of the world. But in the end, I just wasn't a good fit. And again, part partly it was because they were living off the smell of an oily rag themselves. And they just weren't in a position to invest in themselves in the way that I, you know, I didn't want to have these really excruciating conversations about money.
Laura Roberts 9:21
Yeah.
Elizabeth Diacos 9:21
That and so. And how did I find that out? Because I had lots of excruciating conversations about money. And, yeah, and now now, it's very different because I've found a niche to work with, who are actually willing, once they, once they overcome that hurdle of, "I'm so used to someone else running the show for me," like you just said. I've discovered this by working with, you know, slightly older teachers who are a bit more established and a bit more sort of self directed, they're actually willing to invest in their own self development. And so the conversation becomes more of, "Is now the right time?" rather than "Am I prepared to do that?"
So it's been very different. Now, that doesn't mean that, but people shouldn't work with those other groups. But that was just my experience. And I wonder, you know, like, how long you've got to have those excruciating conversations before you (inaudible)
Laura Roberts 10:17
I don't have, I don't have a long time. So what I can see just from listening to what you're saying, I've got two possible pathways.
Elizabeth Diacos 10:26
Okay. Great!
Laura Roberts 10:27
My first one can be, I help aspiring leaders and leaders in school to develop leadership school, that's leadership skills, so that they can, so that they can be the leaders that they want to be. That sounds really, you know, cliche or whatever.
Elizabeth Diacos 10:59
That's okay, that's a really great start.
Laura Roberts 11:01
But I'm thinking that so that's what I can see with my coaching side of things, because I guess that's one thing that I'm finding really frustrating at the moment, you know, going back into school on seeing people who, who, who need leadership development, but I don't think they know how to go about getting leadership development without and having, having those conversations that that focus on that personal and professional development, which you wouldn't normally get in a, in a PD session, run by some wacky do company or or so.
Elizabeth Diacos 11:46
Yeah, De Bono's hats or something, but they might help you to be a better leader. Yeah, got it.
Laura Roberts 11:52
Yes. So. So I see that being, that being something where I do want to help aspiring teachers, or even having those conversations with principals, because I'm still having a few conversations with, with principals, professional conversations, where they're bringing what's happening in their world and bouncing off ideas. And I really enjoy that. Because I know that I'm making a difference. They're having that... and they enjoy speaking to someone who isn't connected to their school, but still understands that pressure of running a school of, of working with people. So those, I really enjoy those professional conversations. So that would be something where the coaching would go. As for the counseling,
Elizabeth Diacos 12:42
Like your number two option?
Laura Roberts 12:44
Yeah, number two option or being able to offer the two things sorry, I just dropped my pen. Um, I guess the other two was so with with the counseling, I'd really be like to be (inaudible) me, I'm still I'm still trying to work out that one. Where that one where I want to go with that, and what will be my, my market with that, because the things that I'm focusing on are more likely, the alternative therapies like art therapy, music, therapy, drama therapy, play therapy, rather than just going into the whole, you know, abuse, that kind of counselor. I don't really want to go down that pathway.
Elizabeth Diacos 13:31
Okay, so more of a kind of a positive future rather than...
Laura Roberts 13:35
Yeah, yes, yes, yes. Yes. That's what I, that's what I'd like to that's what I'd like to focus on. And I think it's, I probably need to think about that one a little bit more, where I want my counseling to go. But I do know that with the coaching, supporting aspiring leaders and current leaders is is where I would like to use more of what to focus that on.
Elizabeth Diacos 14:02
Tell me about these leaders, like what are they like? Like, what, what are their characteristics? Let's focus on that. I think that's a good place to start while you brew on the other option. Let's start here. Because what what it might be good, and I know that you like working in this space, because you've won but you're beautiful and you work well. I've unpaid work while we were working together and you really seem to love it. I'm just thinking, you know, maybe this is worth eliminating. Or at least you know, exploring further with a view to deciding if it's actually going to be the right niche for you.
Laura Roberts 14:41
Yes. Okay.
Elizabeth Diacos 14:42
One way or the other, you know, because sometimes it's, if you don't know what you do want, it helps to say what you don't want.
Laura Roberts 14:51
Yep.
Elizabeth Diacos 14:51
And then you go, "Okay, I've eliminated you know, half the population or whatever." By by, you know, at age cut off, or I'm working with only men or only women or whatever," do you know what I mean? So there's ways to actually help you with that decision making just by eliminating options. So who are these leaders?
Laura Roberts 15:16
Okay, so the leaders who are courageous, are willing to willing to learn from their mistakes, they are strategic, they see the big picture, they are empathetic. They're willing to listen and learn. And they are, they are risk takers. And by risk takers, I mean, you know, they, they'll, they'll take, take that take that calculated risk, I guess, rather than, and, and people and, and they are leaders who want to build leaders within their within their, within their staff, and willing to work on relationships. Am I looking for a unicorn? (Laughs)
Elizabeth Diacos 16:19
No, I don't think you aren't actually, I think there are people out there. And what happens is it just gets beaten out of them.
Laura Roberts 16:25
Of course it does. And I and I think that and that's, that's the sad thing, and I want to be able to, that's the sad thing in the reality of working in a school. However, if, if I can get to those people, then I can uplift and inspire them to keep on going. You know, and help them manage, help them manage burnout. And be that sounding board that if they need to talk through an issue or problem. So for example, one of the, one of the principals I was working with, had to put a teacher on our teacher improvement program.
And just all she wanted, was to be able to talk through the processeses that she was following. And get that validation from, I guess a PR professional. To just know that the steps that was, that she was following was was ethical within policy, and that it was being done right, if that was fine, and (inaudible).
Elizabeth Diacos 17:49
Got it.
Laura Roberts 17:50
So I was able to, you know, we were able to compare experiences with dealing with with working with a teacher when that when that is happening. And that was actually really quite positive, because we learnt a lot from each other. So even though it's a coaching conversation, I was still able, I was learning as well. Because different system, different processeses. But essentially, there's fundamental things which are the same, because you've got to do things that align with your morals and your values.
Elizabeth Diacos 18:28
Yes.
Laura Roberts 18:29
So I found that I found that particular situation of benefit. And even though the other principal was like, "Yeah, you know, that was just like, the best thing just to be able to talk to someone who wasn't connected to it." But when I was like, when she was giving herself a hard time, I was like, able to say, "Hang on a minute, stop. What have you been? What have you been doing one of the processes that you have in place?" so she was able to see. Because she when she's when you're amongst that when you're in that kind of I guess, crisis mode, you don't necessarily see the bigger picture. You see, you get caught up in the emotional because it's really it's a tough situation to be in when a teacher is on an improvement program.
It's very stressful, small school, so all the other staff knew. So everyone's sort of like walking on eggshells. How do you manage that? So for her to be able to have that conversation, and for me to be able to support her through that process was quite, was was really good. And I felt good professionally from from my point of view as well, because I knew that I was on the right track. She was giving me validation as well.
Elizabeth Diacos 19:46
Yeah, yeah. I'm just going to take you back to your description of your ideal client.
Laura Roberts 19:52
Yep.
Elizabeth Diacos 19:53
I'm gonna read it back to you. I've got it all. And then I want you to tell me how you can put that into like three words.
Laura Roberts 20:01
Okay.
Elizabeth Diacos 20:02
Courageous, willing to learn from mistakes, strategic. See the big picture. Sorry, I couldn't read my own writing there. Empathetic. Willing to listen and learn. Risk taker. Leaders who want to build leadership and work on relationships. So like build leadership in there, you know, that other people around them, and also to work on relationships. So when I read all that back to you, what what do you, how could you describe that person?
Laura Roberts 20:32
In three words? Wow. Okay. Um I think courageous has to come through it. Courageous. A learner. And can we hyphen the word emotional intelligence? I'm thinking it's got to be, it's got to be someone who, who is, yeah, that's tricky putting it into three words, because I want someone who's wanting to just be, be better. Be that 1% better every day.
Elizabeth Diacos 21:20
Right. Nice. Can I just just a little bit of background in French?
Laura Roberts 21:27
Yep.
Elizabeth Diacos 21:28
And I guess it's probably from Latin, but it means heart. Courage comes from the word heart.
Laura Roberts 21:35
Yeah. Wow.
Elizabeth Diacos 21:37
So I wonder if there's something there that you could use?
Laura Roberts 21:48
Well, I've always thought of the of that principle needing to have a needing to be the heartbeat of a school.
Elizabeth Diacos 21:57
Oh, I love that. Oh, goosebumps. Because without without that. Without that, what, why are we? Why are you? Why are you in? You've got to have that to be in that in that position. Because yes, you've got all these things that you need to deal with, with the day to day management of the of the school, but every day, you've got to create a safe and supportive environment for your students and, and your and your staff and for yourself.
Yeah, okay. So it's something. I like that idea of the heartbeat. That's really lovely image. I wonder if there's something there that you could explore
Laura Roberts 22:40
A little bit further?
Elizabeth Diacos 22:49
So, so, so, I mean, you almost want to say something like heartbeat leaders, but that's not quite right. Is it? It's a bit clumsy. I wonder if there's something else there.
Laura Roberts 22:59
Something else? So yeah.
Elizabeth Diacos 23:01
Let's, let's just jump forward to what you're going to help them do?
Laura Roberts 23:05
Yeah. Okay. So, what I would help them to do is, um,
Elizabeth Diacos 23:13
So just you said, "uplift and inspire them"?
Laura Roberts 23:16
Yep.
Elizabeth Diacos 23:17
Help them manage burnout and be a sounding board. But what outcome would there be for them, because if you're going to sell something to them, you need to have an outcome?
Laura Roberts 23:26
Yeah. So I guess the outcome would be that through, develop them developing themselves as a leader, that they will be better equipped to support their staff in and it just becomes all technical, like, you know, in supporting their staff to inspire their students. Like, everything always comes down to...
Elizabeth Diacos 23:55
So I help x to do y so that Zed will happen.
Laura Roberts 24:00
Yep. So I help leaders or aspiring leaders.
Elizabeth Diacos 24:05
So do you mind if I make a suggestion about that?
Laura Roberts 24:08
Yeah, go for it.
Elizabeth Diacos 24:10
This as well, um, this is not great coaching, because I'm meant to let you you know, have find that yourself. But you can always say no. What about I help heart centered leaders?
Laura Roberts 24:22
Heart centered leaders, love it. Yeah.
Elizabeth Diacos 24:28
Now that of course, they're going to put their own interpretation on what that means for them.
Laura Roberts 24:33
Yeah.
Elizabeth Diacos 24:33
But you're also going to not be speaking the language of a whole heap of leaders who don't think of themselves in that way. And that's probably a really good thing because they're not your target audience.
Laura Roberts 24:48
Yeah.
Elizabeth Diacos 24:52
Are these education leaders?
Laura Roberts 24:57
Um, you know what? I think so. Because I think that, my I guess my little soapbox has been lately is that if I can, if I can help or support just a handful of leaders, then that's a better experience for teachers. And
Elizabeth Diacos 25:23
Yeah, massive impact. Yeah.
Laura Roberts 25:25
Cause I think, you know, we get so caught up in data this, data that. And the everyday running things and improving student outcomes and different things. And I guess my past, the past experiences that I've had in schools on, because I guess, I'm a heart centered leader, I'm an empathetic person, and I'm a carer and a giver. And particularly in my last experience in a school, I think if there had been more of a, like that heart centered leadership approach, I think things would have been extremely different. And the experience would have been extremely different. And I think instead of teachers going home, crying every afternoon, there would have been a very different feel about, about school and about self preservation and about looking after the well being of teachers.
Elizabeth Diacos 26:27
Yeah, okay. so let's wrap this up with with your statement.
Laura Roberts 26:34
Okay.
Elizabeth Diacos 26:36
Hi, I'm Laura. I help heart centered leaders. What?
Laura Roberts 26:45
To... yeah, this is tricky, huh. There's so much I want to say. So, I help heart centered leaders to...
Elizabeth Diacos 27:11
Is it something like build capacity?
Laura Roberts 27:13
No, it's actually just about to say - to build to build the capacity of the staff, and students, because that's all it's all part of it, to...
Elizabeth Diacos 27:37
So, Zed will happen, what will happen if that happens?
Laura Roberts 27:46
What will happen is that, we'll actually have a generally more positive experience for all at school, you know, regard will be you know. We'll actually have professional working environments, we'll actually have more engaged students because their teachers are, their teachers are happy and their well-being is being looked after and and will actually have
Elizabeth Diacos 28:18
So it's something to do with the school environment? To create a some some kind of school environment?
Laura Roberts 28:25
Yes. I'm trying, I just can't seem to go back to all the used words like positive school culture, or, um,
Elizabeth Diacos 28:39
Okay, well, maybe comment if you don't like positive and I know that's almost gone back the other way, like I did, masters of applied positive psychology. And now every time I say the word positive, it's got toxic in front of it. So I wonder if there's another word you're you're talking about empathetic, expansive, creative, joyful. But these are the words that you you're thinking of. So how can you describe that? And maybe, maybe you don't need to find that word right now. But you've got those those ideas. So just read to me what you've got so far, Laura, and we might bring this conversation to an end and finish on that, and then you can go away and let it...
Laura Roberts 29:22
Have a think.
Elizabeth Diacos 29:24
For a while?
Laura Roberts 29:26
Yeah, so I help leaders and inspiring. Oh, hang on. I...
Elizabeth Diacos 29:32
Should be Education leaders?
Laura Roberts 29:34
Yeah, Education leaders, yeah. I help heart centered Educational leaders and aspiring leaders to build the capacity of their staff or stay with that even though they It doesn't really sit with me, I'd like to change that. To create school cultures that are creative and joyful, I like those two words that you said, creative and joyful. Because school should be creative, and school should be joyful. And
Elizabeth Diacos 30:23
Mrs. Robinson would love it.
Laura Roberts 30:25
I just have an, I like, just to be able to bounce out of bed and go, "Yes!" you know, "School is going to work. Is great." You know, whereas, and I want to be able to you, I probably need to work on that a little bit more. But you're right, once I have a once I have come up with I'm looking through my notes here, because I'm writing lots of notes.
Elizabeth Diacos 30:47
Go for it.
Laura Roberts 30:48
Each page for one, one word per page. But looking at, I think, once I have formulated that vision, that'll make it so much easier as to where I want to go with my coaching and then doing the same with my counseling. And then that would be, that would be the first step. And then it's learning all the other things that come into it. Because it's huge when you look at what other people have done. And I just go "Wow, can I do that? But yeah,"
Elizabeth Diacos 31:17
Of course you can. So Laura, what would you say is your big takeaway from our conversation today?
Laura Roberts 31:21
The big takeaway is that you have actually given me some little bit of homework to really focus on what my, I guess, what my vision is going to be moving forward and really starting to formulate that. So I think once I've done that, I will feel more confident in taking the next steps further, and I wouldn't have thought like the way that you were saying about I hope, X to do y so that Zed happens, that's something that I really need to spend some time focusing on. So next time we talk, I can actually say "I've got it, I know it now." So I think I just need to I just need to mind map words, and get out of that, the technical language of thinking about teaching, and think and leadership and start looking at it a little bit different. But um, I really love that. So thank you.
Elizabeth Diacos 32:28
Awesome. So that's some really great insights there from Laura today. And I just wanted to fill you in. So I'm recording this a little bit later, after we've done that, or after we've had that coaching conversation. And I just wanted to share with you what Laura did eventually come up with around her, her "I help statement" that she was working on during that conversation. And I'm very grateful to Laura for, you know, letting me share, this was really just a text message conversation that we had. And it it's like the the end of the, I guess the work that she's been doing on that on that piece for the moment. And so she ends up with, "I help Educators to discover the power of courage to lead schools so that teachers and students thrive."
And I love that. I think that's a really nice outcome from that conversation. And you can see that there was a lot of toing and froing and a lot of work involved to get to that point where she had a statement. And I guess, for you, if you're working on something like this for yourself, just be aware that it's it's a process that is iterative, and you can you can keep changing it and keep building on it. And it's okay not to have the answer right off the bat. That's, it's all right to actually engage in that process of working out who it is exactly that you want to serve.
And making sure that whoever you choose is in alignment with your your skills and your passions and your priorities so that you're really empathetically serving your clients and helping them to become their best selves and to solve the problem that they have, that you're able to help them with. So thank you all very much for listening. Take care.
If this is the kind of conversation you'd like to have, here's some ways we can make that happen. You can connect with me via my website, larksong.com.au or join the Get Out of Teaching Facebook group, or send me a message. You don't need to stay stuck in a job that makes you miserable. I offer a free 10 minute triage call to people who are ready to explore possibilities for the future. So let's have a chat. You've been listening to the Get Out of Teaching podcast. Please share it with your teacher buddies and for show notes and other resources. Visit larksong.com.au/podcast
Transcribed by https://otter.ai