#500 – Collaboration, Learning, and Results, with Dr. Anisa Baker-Busby

If you are listening to the podcast with your instructional team or would like to explore this topic more deeply, here are guiding questions to prompt your reflection:

• What is the difference between a meeting and true collaboration?
• How effectively does your team use its collaboration time?
• What would change if your school adopted a “Learning is required” mindset?
• How can teams use assessment to drive learning instead of simply measure it?
• What norms help teams stay focused and productive?
• How do educators separate feedback about practice from personal criticism?
• Which strategy from this episode could most improve your team immediately?

• Request Availability for Anisa Baker-Busby (Solution Tree)
• The Handbook for Design in Five: Assessment Tools and Protocols for Teachers and Teams (written by Nicole Dimich and Anisa Baker-Busby; published by Solution Tree)
• The Handbook for Highly Effective Teams in a PLC at Work^®: Essential Actions for Tackling Critical Issues (written by William M. Ferriter, Bob Sonju, Anisa Baker-Busby, and Kim Monkres; published by Solution Tree)
• The Handbook for Highly Effective Teams in a PLC at Work^® [AI Book Assistant] (written by William M. Ferriter, Bob Sonju, Anisa Baker-Busby, and Kim Monkres; published by Solution Tree)
• Design in Five: Essential Phases to Create Engaging Assessment Practice, Second Edition (written by Nicole Dimich; published by Solution Tree)

#500 Collaboration, Learning, and Results, with Dr. Anisa Baker-Busby

AVID Open Access
43 min

Transcript

The following transcript was automatically generated from the podcast audio by generative artificial intelligence.  Because of the automated nature of the process, this transcript may include unintended transcription and mechanical errors.

Dr. Anisa Baker-Busby 0:00 If we are coming together, if we have prioritized time to come together during our contractual day, and we are leaving those sessions and we still have a lot of work to do independently, that can tell you right there that we’re not having effective collaboration. Because we’re supposed to do all of the heavy lifting together while we have the right people at the table.

Rena Clark 0:22 The topic for today’s podcast is Collaboration, Learning, and Results, with Dr. Anisa Baker-Busby. Unpacking Education is brought to you by AVID. AVID believes in seeing the potential of every student. To learn more about AVID, visit their website at avid.org.

Rena Clark 0:39 Welcome to Unpacking Education, the podcast where we explore current issues and best practices in education. I’m Rena Clark.

Paul Beckermann 0:52 I’m Paul Beckermann.

Winston Benjamin 0:54 And I’m Winston Benjamin. We are educators, and

Paul Beckermann 0:58 we’re here to share insights and actionable strategies.

Transition Music with Rena’s Children 1:03 Education is our passport to the future.

Rena Clark 1:07 All right, so our quote for today is from the acknowledgement section of The Handbook for Highly Effective Teams in a PLC at Work, which is a book published by Solution Tree and co-authored by our guest. The quote reads, “Highly effective teams are the engine that drives the work of professional learning communities.” I’m going to say it one more time. It’s kind of short. “Highly effective teams are the engine that drives the work of Professional Learning Communities.” All right, Paul, what do we think about that quote?

Paul Beckermann 1:39 I’m thinking about the fact that a lot of times we build these professional learning communities, we have a structure, we have a system, and we send teachers to go meet — but do we intentionally build the foundations of how to work well within that team? I think that’s so foundational, especially the trust factor. If you don’t trust each other on the team, it’s hard to take chances, hard to innovate. It’s kind of like that Stephen Covey quote, The Speed of Trust. I think things kind of start there. That’s what I’m thinking.

Rena Clark 2:11 Yeah. Just to add on — strong schools are powered by strong teams. Back to that team level, and again, as you said, how do we collaborate, but collaborate with purpose? So it’s not just a planning meeting. I have really great friends, and we can be colleagues and we can plan, but that is different from being a highly effective team. We have to have trust and be vulnerable, because we’re going to be in those spaces. And we’ve got to stay focused on student success. For me, it’s about using data — having different kinds of data — because that’s what’s really going to power the engine to drive growth. We have to be focused, on a track. It’s more like an engine on a track with a focus.

Paul Beckermann 2:57 Yeah, there you go. And your track has got to be going the right way. People have to have confidence in the track and in the train, right?

Rena Clark 3:06 No rickety tracks.

Paul Beckermann 3:07 Exactly. And the coal is the trust and the drive.

Rena Clark 3:13 Okay. We could go on forever. I’m excited because I want to talk to our guest. I am really excited to welcome Dr. Anisa Baker-Busby to the podcast. Dr. Baker-Busby, or Dr. B, serves as an elementary school principal in Middle Georgia. She has over 16 years of experience working in high-poverty schools as an elementary teacher and as an administrator, and her passion is to help schools build systems of support for collaborative teams — which we’ve been talking about — that will ensure high levels of learning for all students. I’m also excited because we have someone with an elementary background here. She was the 2008–2009 Teacher of the Year at Miller Elementary School. I’ll have her tell us a little more about herself so we can ground ourselves in who we’re speaking with. Welcome again, Dr. B.

Dr. Anisa Baker-Busby 4:09 Thank you so much for having me here today. I am coming to you with some elementary experience — that’s where I have spent my life as a teacher and as a school administrator. Elementary is my niche. I am now fortunate enough to partner with Fort Valley State University here in Fort Valley, Georgia, where I am the coordinator for their elementary and special education program. My goal is to help make sure that the teachers we are producing from college are ready to go out into the field and do the work we need them to do to ensure high levels of learning for our K–12 students. I’m still doing that work — partnering with higher ed, working with schools and collaborative teams — with a focus on elementary and special education.

Paul Beckermann 5:03 Awesome. I want to talk about some of your success, because your schools have seen some impressive results. In 2020, Lindsay Elementary was one of 200 schools and districts in the US and Canada to be honored as a National Model PLC at Work school by Solution Tree. And there was another one too — what was the other school and award?

Dr. Anisa Baker-Busby 5:26 Shirley Hills Elementary. Both of them were National Model PLC schools and Distinguished PBIS schools. And Shirley Hills was also named a Distinguished Title I School.

Paul Beckermann 5:41 That’s great. I understand this was in recognition for ongoing success in improving student achievement. What do you feel your schools did well to earn that kind of recognition?

Dr. Anisa Baker-Busby 5:55 Honestly, it definitely came from the leadership we had as a leadership team, but our leadership team worked really well with our teachers to build strong teacher teams to go out and do this work in our building with our students. In both schools, we had a wonderful collaborative culture — the teachers worked well together. I’m not going to tell you they were best friends, but they all worked very well when it came to the work that mattered most: ensuring that all of our kids were learning, gaining clarity around the standards, using assessment to drive instruction, and providing systematic interventions and extensions for students. Both schools, with their teacher teams, were super solid in that work.

What made all of the awards so meaningful is that the teachers knew exactly why we had that recognition. Sometimes you see schools with all of these recognitions where teachers don’t know why. Every one of our teachers knew that the awards we received were because of the work they had put in. They owned it. They were super proud to have those recognitions nationally, because they worked for it.

Paul Beckermann 7:18 That’s so great that they can see the cause and effect of what they put in. What were the key shifts in teacher behavior that led directly to those improved student results?

Dr. Anisa Baker-Busby 7:33 Honestly, in both schools, it was the commitment to our mission and our vision. We lived our mission statement. Ken Williams — early on in my career, we had the opportunity to meet Ken — and he talks about being mission-driven. He says you should live your mission statement, and we had to embrace that.

When I first became principal at Lindsay, I know everybody’s charged with having a mission and vision statement. I remember I wrote one that was beautiful — I quoted Doug Reeves, I had the 90/90/90 research in there, I had just finished my dissertation, so it was really scholarly. It was on our website, and I thought no one in the district could match it. And then Ken asked us, “Do you know it? Are you living it? People should be able to watch your behaviors and see if you’re living your mission and vision.” And I thought, What does it say? I had to go back to the website to look it up.

I realized that was because I had written it alone — it wasn’t a collaborative team effort. So going back and getting people to collectively connect to the mission statement made such a big difference. At both schools, the shift was being mission-driven. We kept it simple. Our simple mission was: Learning is required. It was required for all. Our teachers could say it, our students could say it, our parents could say it, and all of our decisions about budget, processes, and procedures were driven by our commitment to that mission.

Rena Clark 9:29 I love that — simple but so powerful, and so much put into that collaboration. Once you have everyone on board with the mission, we’re working at that team level, and collaboration is a key part of that. And as you said, they’re not necessarily best friends. Sometimes when educators hear the word “collaboration,” it turns into meetings rather than impact. What really separates true collaboration from teams that just meet and have meetings?

Dr. Anisa Baker-Busby 10:04 We definitely spent time establishing what it means to operate as a highly effective team, and what effective collaboration should look like. Anything outside of that — talking about field trips, shopping, laughing about the weekend, or when a team member hijacks the agenda — we called that out. That is not effective collaboration.

And I say that with a smile, because as educators, we’ve all been there. We would meet and nothing happened — literally the biggest waste of time. Or we would go meet and then go back to our rooms and still have a lot of work to do. What I had to explain is: if we have prioritized time to come together during our contractual day and we’re leaving those sessions with a lot of work still to do independently, that tells you right there we’re not having effective collaboration. We’re supposed to do all of the heavy lifting together while we have the right people at the table. If we’re coming together and then leaving to spend hours working independently, something was not right at the table.

That was something we had to openly discuss, because I still had teachers in the beginning talking about how much time they were spending doing lesson planning or grading papers. I’d ask, “Why aren’t you getting the pacing and those things done in your meeting?” It was because they were having meetings, not collaboration sessions. So we really spent time as a school building that understanding.

I started with my leadership team. Everything we did around effective collaboration in our leadership team meeting, we then addressed in our faculty meetings, and then teachers implemented it in their collaborative team meetings. What happens in collaboration shows up in the classroom. We were very intentional — we trained teachers on norms, on getting clarity of the standards, on what they should do when they come together, and we outlined all of it so they could build their agendas and identify the work that needed to happen while everyone was together.

Rena Clark 12:50 What were some of the non-negotiables that had to be in place for collaboration to truly happen — and for student improvement to follow?

Dr. Anisa Baker-Busby 13:18 First of all, every team had norms they had to come together and write. Sometimes people skip that because they think they already have norms, so they make generic ones — start and end on time, no devices when people are talking. But that’s not really what norms are. The norms we were talking about — and the ones we address in our book — are about identifying behaviors that truly govern what we want the adults to do. We also had teams share their pet peeves, so everyone knows what each person needs in order to come to the table and be effective, because everyone will need something different.

We also talked about building the agenda before you arrive, so people know what to bring and what the work will be. They can think ahead, gather resources, and come with questions or ideas. After every meeting, we would build the agenda for the next meeting so that people knew what to expect.

So: clear norms to govern the behaviors and attitudes of the adults, and the agenda to govern the work — and staying on track with that. Now, I understand that people need to be human for a little bit, so we made that part of the agenda too. We were very intentional about everything that happened at our team meetings. We gave people time to connect — five or ten minutes at the start just to check in, have celebrations, see how everyone’s doing. Then the next ten to fifteen minutes we were doing this, the next twenty minutes we were doing that. Very intentional and scheduled, but it took training.

Even when we outlined the work, we still had to train teachers on how to do it. What does it look like to identify essential standards and build shared clarity around them? What does proficiency look like? We literally had to take each component and train teachers on what that looks and sounds like when they’re implementing it during collaborative planning time.

Paul Beckermann 15:30 That’s a good transition into my next question, because I want to talk a little about your book, The Handbook for Highly Effective Teams in a PLC at Work. In that book, you highlighted 15 essential actions. If a school could only focus on two or three to start with, which ones would create the most immediate momentum?

Dr. Anisa Baker-Busby 15:54 We have 15 actions, but the book is divided into four parts. The first part is setting up the foundation of the team. Part two is about learning — the standards work. So it’s really the foundation, and then we address questions one and two together: what do we want students to know and do, and how do we gain clarity around proficiency? Then we move into the assessment piece — how do we know they’ve learned it? That’s where we talk about building common formative assessments, ensuring assessments align with instruction, validity and reliability, the use of pre-assessments, and focusing on prerequisite skills to launch instruction. Then parts three and four address interventions and extensions — and we have a section dedicated specifically to extensions, because the students who have already learned are often the missed population.

So if teams are starting from the beginning, I would say work on parts one and two. That means establishing your team, getting your processes together, understanding your norms, knowing your team’s personalities, setting up roles. And I want to say something important about roles: a lot of teams rotate roles — the record keeper, the timekeeper, the person who builds the agenda. We recommend not doing that. That’s not everyone’s strength. As soon as you give someone who isn’t an organizer the job of building the agenda, the agenda never gets built. People need to work inside their strengths.

If you want to work on a weakness, that’s great, but do it another time — because time is a resource. We only have a little bit of time at school, and we need to use it wisely. So I would start with parts one and two. Even if you’re not sure you want to do the full PLC journey, you still need a strong collaborative team. And if you’ve been doing this work for a while and you’re looking at your data thinking you need to get better at reaching certain students, then dive into parts three and four — interventions and extensions. So for me, it’s really about the parts of the book, because that’s where you can identify what you truly need.

Paul Beckermann 19:45 That’s good guidance. Another part of this — and maybe this is part of step one — how do you move teams from polite agreement, that passive “okay, okay, okay” response, to productive and sometimes uncomfortable conversations that actually move instruction forward?

Dr. Anisa Baker-Busby 20:12 Part of it is building the strong team by helping people understand the personalities of the people they work with. In our book, we include a personality assessment that can help people identify their tendencies, and having that understanding can help teams navigate those uncomfortable situations — where we may not agree on certain practices or pacing. How do we get past that?

One of the key things I talk to our teams about is that this work is never personal. It’s not that I don’t like you, or I don’t think you’re a good teacher. When we’re looking at data, this is all about the instructional strategies we’re using and whether they’re resonating with our students. We only focus on the work — the strategy, the practice, the data.

Data tells a story, right? So even if you really believe in a strategy, do we have evidence that it worked? And we have to be open enough to say when we don’t. I had to remove the person from a lot of conversations, because teachers are very attached to their instructional strategies. If the team doesn’t choose their activity, they feel like they’re not liked or not valued as a teacher. I had to spend a lot of time reinforcing: this is not about you. This is about the work. What does the strategy say? What does the data say? What’s best for kids?

It took a lot of coaching, because assessment is personal — it’s emotional. Anytime you’re looking at data, people are very attached to it. So we had to consistently redirect to practices, not the person.

Rena Clark 22:23 So important. And that point can be so helpful — I’ve even physically pointed to the paper, to the data, and said, “It’s not about you. It’s a skill that needs to be taught and learned.”

Dr. Anisa Baker-Busby 22:37 And we practiced that. In our leadership team meetings, we literally rehearsed what it sounded like to address strategies that may not have been effective, or to address data that needed to improve. We had to practice those conversations so we could equip our teacher leaders. And as we started embracing this, our teachers became more and more focused on the work and less attached to it being personal. It was beautiful to see them focused on the work.

Rena Clark 23:15 And that’s where you get the engine moving and build that culture. But I want to step back a bit — how do teams of teachers gain clarity about what learning is truly essential? When I did a lot of coaching in math, it was always about identifying the focus standards and then breaking down what they actually mean. It was shocking to discover how often people were on different pages — even in conversations about standards, there were different understandings of what they meant. What is your process for helping teachers do that work, and how does it create change in the classroom?

Dr. Anisa Baker-Busby 23:58 One of my favorite quotes is from my dear friend and mentor, Paula Maeker. She says that we have to become students of the standards before we can bring the standards to the students. That was so powerful for me — we actually have to study the standards so that we can be crystal clear on the instructional strategies we choose to ensure our students are mastering them.

Over time, our process has evolved. When we first started, we deconstructed the standards as a collaborative team — circling the nouns, underlining the verbs, boxing the adjectives — so our teachers could truly understand what each standard was asking. Then we created learning targets from that deconstruction, asking: when you break this standard into parts and put it back together, did you actually accomplish the whole standard?

We went through the whole process of deconstructing the standard, and then having conversations: when we write this learning target, what do we all agree proficiency looks like? What evidence should we get from students to show they’ve mastered it?

In both The Handbook for Highly Effective Teams and The Handbook for Design in Five, we introduced a step called “This Means.” Whenever we had a learning target, we would write: This means I can… and define what proficiency looked like. All of us would agree on that definition. So we had the learning target on one side and the shared agreement of what it means on the other. That was a game changer, because without it, everyone walks away with a different interpretation.

The other part was how we were teaching it. If we said “this means X, Y, and Z,” we also identified the instructional strategy we would use to hit that target. That was important, because we discovered that sometimes you have the right idea but choose a strategy that takes kids somewhere else entirely. So we started deliberately matching instructional strategies to the “this means” to make sure we were hitting the learning target and ultimately mastering the standard. Teams got better and faster at it over time.

Rena Clark 26:54 So now we have that all put together — let’s talk about common formative assessment. That’s a big part of PLC work. What is the difference between assessments of learning and assessments that drive learning?

Dr. Anisa Baker-Busby 27:13 It really comes down to how we use assessment. When we’re using assessment to drive learning, we’re assessing the learning target and then using that data in real time to make adjustments to our instruction. We get the data, we see where our students are, and we make adjustments to respond to students right away to ensure they’re learning.

When we use assessment at the end, we only call it summative when students are proficient — because if they’re not proficient, we still have to respond to the student. And in terms of essential standards, we do the full cycle of work — common formative assessments, data analysis, and planned responses — around those most crucial standards. You can’t do it around everything. Once we identify those essential standards, those are the ones we create common formative assessments around, and those are the ones we ensure are heavily represented on our end-of-unit assessments. Those are the standards we will respond to through interventions and extensions, in small group time, with feedback — because those are the standards students must master before they leave. We use assessment as a tool, and our process of looking at data and responding to students in real time is what truly drives instruction.

Paul Beckermann 29:05 So important. You mentioned a few minutes ago the other book you were part of — The Handbook for Design in Five, which you co-wrote with Nicole Dimich. Can you talk a little about that book, what it’s about, and what prompted you to choose that focus?

Dr. Anisa Baker-Busby 29:21 Wonderful story. I met Nicole when I was a principal, and we used her first book, Design in Five, to help build our assessment processes in school. That’s where we learned about assessment being a verb, an action — because up until that point, we only referred to it as a tool. Most times when people hear “assessment,” they think of a test. We had to learn that’s not the case. It’s really about how we use assessment in our processes to understand where our students are, plan a response, and use that data to ensure that learning is happening.

So we used her book to build our capacity around assessment — systematic responses for intervention and extension, examining our practices, ensuring our assessments were valid and reliable. When we saw her at an institute, we connected. I couldn’t afford to bring in all of the associates, so I reached out, built relationships, and every time we went to a conference, my team was sitting in the front row. I mean — matching T-shirts, on time, waiting to get in, taking pictures with presenters, not leaving until it was over. We were that school. Pretty soon all the presenters were asking, “Do y’all sit in the front row of every institute?” And the teachers were like, “Yes, our principal told us to.” Eventually I didn’t even have to tell them — they just knew to go to the front.

So we connected with Nicole, and as we shared what we were going through and where we were getting stuck, she would coach me through our processes as a principal. Then she wrote book two, and I was now principal at Shirley Hills, introducing that work there as well. I was using it to refine my practices and building capacity alongside my team.

During that time, I said to her, “We really need a handbook.” Yes, we have Design in Five, but honestly, teachers don’t have time to read a large resource. They only have 45–50 minutes for collaborative planning. They want to be able to find what they need, get an answer, and move on. We need a handbook where they can say, “I need help with this specific thing” — find it, and go. So she and I started talking, and that’s how we built the handbook: we needed tools that simplify this process and make it doable in real time for teachers and teacher teams who want to ensure high levels of learning but aren’t sure how to make it all happen in limited time.

We literally built it from the feedback of teachers — mine and Nicole’s — and said, “Here’s where teams are getting stuck. Let’s build a tool to meet those needs in a way that’s doable.” That’s why we made the phases short and cut out all the fluff. If someone wants to go deeper, we connected them to the original book. If you want to learn more, see Design in Five. But if you just need the down-and-dirty version, here it is.

We wanted to give teachers something doable — the five phases including grading and student investment — made simple. Because from the elementary perspective, our teachers only have 45–50 minutes for planning each day, and many teach multiple subjects. We don’t have 90 minutes. We have 45 minutes, sometimes for two or three subjects. So the book had to come in, do what it needed to do, and get people on their way. We really built it from the lens of teachers.

Paul Beckermann 34:45 Kind of like your PLCs — you skip the blabbering and get right to business.

Rena Clark 34:51 And then you added yet another tool — an AI companion to your book. Can you tell us a little about that and why you chose to go that direction?

Dr. Anisa Baker-Busby 35:04 Yes. After each of the five phases, we included a section on how to leverage AI. The reason we did that is because we’re in an AI era, and it’s not going anywhere. Some people are embracing it and some aren’t, but the key to AI is knowing the right prompts to get what you want. So after each phase, we provided suggested prompts that teachers can use to leverage AI to help produce the work — whether they’re building proficiency scales, rubrics, or learning progressions. What you put in is what you get out, so we wanted to give them concrete suggestions for prompting AI effectively in each phase they’re working through.

Paul Beckermann 36:11 Absolutely — another tool in the toolkit. And you know what that leads us to, Rena?

Rena Clark 36:41 All right, toolkit time. We’ve got lots of strategies on the table already, but let’s add one more each. I’ll start. One thing that’s really important is how you’re tracking data. Is there a shared data tracker? Whatever kind of data you’re using — quantitative, qualitative — how are you actually tracking it? When you only have 50 minutes, you can’t spend the whole time sifting through data. Creating a shared data tracker, some kind of shared space, is going to be really helpful for your team.

Paul Beckermann 37:14 And you know, we’ve talked about some of the resources Dr. B has been part of — The Handbook for Design in Five and The Handbook for Highly Effective Teams. So my toolkit item is a question for you, Dr. B: if someone wants these tools, where do they go to get them?

Dr. Anisa Baker-Busby 37:36 You can get them at solutiontree.com — just type in the titles or my name and they’ll pop up. Or you can get them on Amazon. They’re available really everywhere.

Paul Beckermann 37:44 Simple enough. And you get to add something to the toolkit too. What would you like to drop in?

Dr. Anisa Baker-Busby 37:54 I’ll drop in two things. First, I want to piggyback on what Rena said about data tracking. When we’re tracking data, it is best to track by name and by need so that we can be intentional with our response to each student and ensure they’re getting exactly what they need to master the standard. Our job is to ensure that kids learn at high levels — and that means grade level and beyond.

The second thing is simply believing that all kids can learn at high levels. That starts with the mindset and the culture of your school and your team. You really have to believe it — that learning is required for all, including the adults. The learning happens first with the adults. Embracing that mindset will give you the capacity, the drive, and the passion to work as a collaborative team and to do the right work to ensure that kids are learning.

Rena Clark 39:12 Absolutely. And that brings us to our next section — our One Thing.

Transition Music 39:18 It’s time for that one thing. That one thing. It’s that one thing.

Rena Clark 39:30 So what’s that one thing we’re still thinking about or taking away? Paul, you start us off.

Paul Beckermann 39:37 This is fresh because Dr. B just said it — that “learning is required” mindset has stuck with me throughout this whole conversation. I love that she said it’s the mindset for everyone. Not just students — teachers, leadership, everybody. That community-wide commitment to getting the work done. That’s my one thing.

Rena Clark 40:00 I love that — being mission-driven. But I also want to reiterate something from earlier: time is a resource. Sometimes we forget that and forget how we’re using our time and how important it really is. Time is a resource, and we need to use it wisely. All right, Dr. B, what’s your one thing?

Dr. Anisa Baker-Busby 40:27 We started by saying that collaborative teams are the engine that drives the work. So inside of that, I’m going to do a plug for assessment and remind everyone that assessment is learning. It’s not just a tool — it’s a way to ensure learning happens for all students. You use the results to reflect on your instructional practices and your clarity as a teacher. You use the results to see if the instructional strategies are resonating with students and what shifts you need to make. And when they’ve learned it, what do you do next?

You can’t really see this, but my pen for our book says, “Assessment is learning.” That’s my one thing. We don’t do assessment to kids. It’s about learning. Assessment is learning.

Rena Clark 41:17 I always say assessment is not a dirty word! I have really enjoyed having you on today. It’s been a pleasure. We appreciate hearing from you, Dr. Anisa Baker-Busby. Check out any of the books we’ve talked about — they’ll also be linked in our resources. Thank you again.

Dr. Anisa Baker-Busby 41:40 Thank you for having me. I have enjoyed being here with you today.

Rena Clark 41:44 Thanks for listening to Unpacking Education.

Winston Benjamin 41:48 We invite you to visit us at avidopenaccess.org, where you can discover resources to support student agency and academic tenacity to create a classroom for future-ready learners.

Rena Clark 42:01 And remember — go forth and be awesome.

Winston Benjamin 42:05 Thank you for all you do.

Paul Beckermann 42:07 You make a difference.