Fast-Tracking Tomorrow’s Teachers Without Compromising Quality

Jessica Hurdley:

Welcome to our webinar today. We’re thrilled to have you join us and hope that you enjoy this presentation and walk away prepared to inspire students to make a positive impact in their careers. My name is Jessica Hurley. I’m on the Go React team and we’re hosting today’s presentation. For those of you who aren’t familiar with GoReact, we are a competency-based video assessment and feedback solution used primarily across campuses in the United States and uk. I’m happy to be joined today by our presenters, Megan Krupa, clinical instructor and program coordinator of secondary education at East Tennessee State, and her colleague Angela Shelton, clinical Associate Professor of Early Childhood Education. Before I hand it over to them, just want to run through a few points of housekeeping. So for today’s event, it should last about 45 minutes. That includes 30 minutes of presentation, 10 to 15 minutes for a live q and a as well.

We’re recording today’s presentation, so if you need to hop off before we finish or if you want to share a recording, the recording with your colleague, we’ll be emailing that recording shortly afterwards. We do want today’s presentation to be as interactive as possible, so throughout the presentation there will be polls that you’ll see that pop up. Please participate in them. They help us stem more conversation and prepare you for questions with our live q and a as well. So to submit questions for that piece, for Megan and Angela, please use the QQ and A function. We’ll answer as many questions as we can in today’s session as well. You’ll also see a chat function. Please use that to introduce yourself and tell us what school you’re with, what programs you’re with, and if you have any links or relevant resources to share with other attendees, please do so in the chat. If you are experiencing any technical difficulties, please use that chat to reach out to us as well. So Megan and Angela are both joining us from East Tennessee State University. Could you both introduce yourself and tell us a little bit about your background?

Megan Krupa:

Yes, absolutely. Thank you, Jessica. My name is Megan Krupa. I’m an assistant professor here in the Department of Curriculum and Instruction. Primarily, I work with our licensure candidates in grades 6 12, 6 8 and recently our Master of Arts and teaching program has expanded to K five. So my work is primarily supporting them throughout the residency, both traditional and alternative licensure. Previously before joining the faculty here at ETSU, I was a high school English language arts teachers in a neighboring district for about 10 years. So coming out of the classroom fairly recently and supporting our candidates now as they’re about to begin their professions, and I’m glad to be here, so thank you for having me.

Angela Shelton:

Thank you.

Hi everyone. I’m Angela. I am a former kindergarten and first grade teacher. I also worked as a district literacy coach for a while before making the jump to higher ed. I absolutely love what I do now. I get to teach a few classes and primarily I work with student teachers, which we now call teacher candidates in grades pre-K through third grade. So I get the honor of teaching them and going out into the field to supervise them. So I get to see them in both settings and I like to tell everyone it’s my happy place. I just love what I do. And so thank you for having us today, and I’m so happy to share how we’re using GoReact to support our candidates.

Jessica Hurdley:

Thank you, Angela. So we’ll jump right in. The teacher shortage has been in the news for a few years and each state has a slightly different challenges and slightly different approaches to alternative licensure. Can you tell me what is happening in Tennessee and how your program is set up to address these challenges?

Megan Krupa:

Sure. So as you mentioned, Jessica, this is a topic that’s of interest to a lot of states in our country right now. And I have to say that Tennessee is very creative in how we’re supporting the needs of our districts and IT specifically at ETSU, we partner very closely with our neighboring districts. There’s constant communication so that we know the needs that they have in real time. If they have a biology need or a math need, they contact us and we’re there to provide that support for them. So this means flexibility for us in a lot of different ways. We are very flexible now with our coursework. We are very flexible with our supervision, which is where we have seen GoReact, have the most impact on our programs, how we’re using that in the field. I’m sure we’ll have time to talk about that in a few moments, but it’s really thinking outside of the box.

When I went through my teacher licensure program, it was very streamlined. One pathway. You did student teaching and this is how it looked. And I think what we’re starting to see now is that the need is a little different and maybe the candidates who want to enter the profession are seeing a pathway that they didn’t see before. A consistent message that I received from students who are interested in licensure is I didn’t follow my heart the first time through and now I want to go back into something that I wish I had done earlier, or I’m an expert in my content in my trade, and now I want to go back and try to bring that into the classroom in a different capacity. So we’re seeing an eclectic need there, but it’s being creative, it’s being flexible and listening to others.

Jessica Hurdley:

That’s awesome that you offer such flexibility for your students. Megan, are your students all undergrad in their twenties seeking to get there’s bachelor’s degree? I know you alluded to that a little bit, but what is the makeup of your students?

Megan Krupa:

Absolutely. We have a very eclectic mix. So we do have undergrad, traditional four year student teachers. We also have a master of arts and teaching program, which has licensure areas and K 5, 6, 12 middle grades. We have a special education alternative licensure pathway as well. We’re working on that with our early childhood department, but really it’s about flexibility for licensure. So starting to think about the program support, what’s happening in their core academic classes, but what also is happening in the field. And I think that’s probably where I’m the most passionate right now is if we look at our alternative licensure placements and how much time those students have in the classroom from day one, are we capitalizing on that experience and what does that look like? So at ETSU, we do have MAT Master’s Pathways, we have undergrad pathways. We also have something called the Job Embedded Educator grad certificate, which does not lead to a full master’s degree, but is supportive of those who may have undergraduate degrees in their content area and some type of teaching experience. So we work with those on an individual basis. I think it’s a unique program and it’s something that’s helping us fit the needs of those districts.

Jessica Hurdley:

Absolutely, absolutely. And Angela, you work with students you said, who are teaching K through third grade. What challenges in preparing those teachers specific to the age group have you seen?

Angela Shelton:

So in our specific region, traditionally we have been flooded with teachers who are qualified to teach in kindergarten through third grade, but now we’re starting to see a shift in that. And so before where we would get calls for a high school math or high school science, very specific content and grade level, now we’re getting calls for an open position that they can’t fill in a K through three setting, which is very different than what we’ve seen before. And so working with pre-service teachers in these fields, as Megan said, we do have to be a little flexible in our delivery of courses. We can’t just have courses during the school day anymore. We do have to be a little flexible with that. We also have to be outside the box thinkers and open to the needs of the districts themselves. And so if they have an instructional assistant that is interested in becoming a licensed teacher, then working with that school with that candidate to make sure that we can offer coursework, supervision and get them prepared for a position within that school or district. So the challenges have really been just timing and resources and being flexible to meet the needs that are out there.

Jessica Hurdley:

Absolutely. Thank you for that. And for you both, how do you address or resistance to non-traditional pathways? I know you’ve used the word flexibility here, but how are you really addressing that skepticism or resistance?

Megan Krupa:

I think it comes down to mindset and the culture that you build. And not just the university, but the partnerships with the districts and having very individualized conversations sometimes with faculty members and stating this is an alternative licensure pathway. It’s a different pathway. It doesn’t mean that it’s better or worse, it’s just someone else’s. And I think if you can look at the student profile and you recognize that you might have an art teacher who has been an artist for 25 years but doesn’t have any of that pedagogical training, that there is some value there and that the pathway looks different. And once again, just capitalizing on that field experience and really considering it as learning. Oftentimes we have courses that have field components built in, but with the job embedded students, this is their life. This is their day to day, so what more valuable experience can you have than trying to reflect on that? So those that are skeptical, I think it’s just unfamiliarity, just lack of knowledge. And I think once you start having those conversations and you start seeing that it’s different and it can be different, we’ve had great success in that route.

Jessica Hurdley:

Awesome. Angela, anything else you want to add or Megan kind of covered it.

Angela Shelton:

So I will just add that for those who are very used to a more traditional pathway, it is a mindset change. And one thing that we’ve really been intentional with in our programs is the relationship between ETSU and the partner schools so that we are not just putting a candidate out there without supports. And so we employ amazing field supervisors who go out into the field and really build those relationships with the mentor teachers, the administrators and the school district themselves. And it’s a constant back and forth communication, so no one feels like they’re just hanging out there. And so we’ve been very intentional in how do we set up these partnerships, how do we explain the alternative pathway that this particular candidate is on and the supports that we offer throughout their journey, I think really helps to shift that mindset.

Jessica Hurdley:

Awesome. Awesome. So we have a quick poll for our attendees today. You’ll see that pop up. Does your teacher prep program currently have an alternative pathway for teacher candidates? Is the question you will see. And we’ll give that a few moments. And if you are attending today, please feel free to respond there. So it looks like we’re about 50 50. Good to know. So Megan and Angela, on the subject of balancing speed and quality, can you tell us some specific ways your program ensures that you’re not cutting corners or cutting quality in preparing your teacher candidates?

Megan Krupa:

Sure, we can speak to that. And I’d just like to add, I’m happy to talk with anybody on the call that’s experiencing alternative licensure or not. I think we have a lot we can share and learn from each other on this. And I think that’s a question that we’re all kind of grappling with, right? Is how do you prepare teachers in an efficient way, in an effective way, in a timely way? And I think ultimately it comes down to really looking at what they bring to the classroom as far as preparation and in maybe a different light. So maybe they didn’t have the core courses that were asking them to have initially, but have they taught in a substitute capacity? Angela mentioned the instructional aide, the paraprofessionals, what experience did they have in the school setting? All of those are questions that I ask initially of students who are interested in the program and we identify which pathway works best for them.

With our job embedded MAT program, they can take up to three years to complete, and some do, it depends on how comfortable they are with the coursework, with the job embedded certificate, we’re often looking at this by case by case basis. We are receiving a lot of inquiries from advanced degrees, people that have PhDs and master’s degrees and don’t necessarily want another full master. So how can we accommodate those needs? I think it’s talking with others, learning how others are doing this, and most importantly for me it’s talking with the students. So after they’ve completed the program, what is life like for you in the classroom as a classroom teacher without that supervision element? And I think that’s so important to highlight what Angela mentioned, our supervisors are really the backbone of how this functions, those constant conversations. We have monthly check-ins for alternative licensure where supervisors are using GoReact to identify areas, targeted goals that their students need improvement on.

The students will then record 15 to 20 minutes, and then we’re providing feedback. So trying to get in that classroom more frequently without the barrier of the physical location is very critical. A lot of our schools, rural districts, commute time can be quite excessive. We have students as far away as an hour and a half to two hours. We’re hoping to continue to grow that. So being mindful of what do they have, what are they bringing in, how can we support them in creative ways and what does coursework really look like for them, I think would be the three pillars of our plan there.

Jessica Hurdley:

Angela, anything else you want to add?

Angela Shelton:

I’ll just add to what Megan said. It is very much an individualized discussion, but as Megan mentioned, the importance of the supervisors in the field. We also in our program in early childhood, coordinate very closely between supervisors and instructors. And so we are talking about individual students. So we have one right now that just had a sudden shift in placement, and so that is impacting coursework. And so we’re all on the same team and we’re all in it for this particular teacher candidate. And I think that’s really what is helping us balance efficiency and timeliness.

Jessica Hurdley:

Absolutely. Being on the same team is so crucial. We’re going to turn it over to our audience. We’ll ask, we’re going to ask a question. I’m going to have you pop open your chat because we’re going to respond there. Are there any other challenges you face in preparing candidates faster these days? We’ll give that a couple moments. Please feel free to enter any challenges you’re facing in the chat. We also want to make sure to note to change your chat visibility to everyone to be able to share. So a few people are saying campus resources, placing students in the schools to do their practice and observations, emotional load of being a new teacher in an urban school when they especially grew up in a rural environment. Continued support by strength, strengthening their clinical educators to provide stronger support and feedback quality of mentors at the school setting. Angela, Megan, anything you want to add there? Response rates from P 12 partners, ensuring quality and keeping individuals in the school system informed of the various pathways.

Angela Shelton:

So I just have to have a huge shout out to our Office of Educator Prep here at ETSU. Our director of residency and field is amazing at working with our partner districts and really doing a needs assessment. What are the needs in your district and how can we at A TSU support? And I really think that has changed the trajectory of how we prepare teacher candidates from our institution. I’ve been here a few years, so I’ve seen a couple of directors come through that office. And the one we’ve had the past few years has really just solidified that process, made those partnership agreements and continues to take feedback from partners, candidates, mentors, supervisors, instructors, and is always working to improve processes. So I think that is really helping the success of our programs.

Jessica Hurdley:

Megan, anything else you want to add or respond to from those entering in the chat?

Megan Krupa:

Yes, I’m seeing a lot of familiar responses in this chat and all things that I think about sometimes daily, sometimes there’s a cycle. It comes down to that how are you individualized and you run at a high capacity. And I think that’s kind of where we’re growing right now is now that our numbers are continuing to increase, how do we do that? How do we make sure that students are ready, that it’s the right student, that it’s the right school? And I think that’s going to come down to the coaching component. So we’re having lots of conversations about what does it mean to be a supervisor, how does a supervisor’s role differ for a traditionally prepared teacher versus an alternatively licensed teacher who may be dealing with a classroom management concern that morning or that afternoon. I mean, these are very real world situations. So we’ve got some creative ideas on how we want to approach that in the future. Very open to talking with others who are going through this and problematizing as well. It’s got to come down to the right time and the right fit. A lot of things here about campus resources, questions about coursework, and when you have a licensure tied to a degree, all of those play into it. So I think there’s a lot of very interesting avenues in the future for education if we’re creative and we can consider what those look like.

Jessica Hurdley:

Thank you for adding that in. Now let’s shift a little bit to the technology that you’re using. How are you using GoReact?

Angela Shelton:

I’ll start with this one. Last year was our first year implementing GoReact and I jumped all in. And so I was fortunate enough to be able to do this with all of my early childhood teacher candidates from the lens of a supervisor as well as a course instructor. And so I got to kind of see how that works both ways. And so from an instructor’s standpoint, I don’t always get out into the field to see them teaching a writing lesson or a math lesson or just to be able to focus on classroom management. When I go out to supervise, I’m watching a lesson. There’s so many things that we have to do in the course of that time that using GoReact as an instructor, I could really hone in on just a specific area of focus. And I think Megan alluded to that when she talked about more frequent check-ins and really being able to provide specific feedback.

So that really is the first way that I used it. And then I ran into our GoReact friends at a conference and completely made a nuisance of myself and said, Hey, I want to do this, but I’m not sure how. And so I think his name is Sam. Sam was excellent. He pulled up his computer right there at the conference and said, this is how you do it. And so from that point on, I was really able to utilize even more of the technology available through GoReact. I was able to select videos from outside sources and upload them and we could all watch them and have a conversation in the chat function and we could see each other’s comments that are timestamped. Loved that. So we could all highlight things we were seeing on whatever topic we were focusing on. And then I also have the pleasure in our university of helping our candidates successfully pass their edTPA portfolio assessment that is a licensure requirement in our state, and the candidates were able to upload small clips and watch each other’s clips and give each other feedback. And that was a part of the, sorry, my kids back. That was part of the program that I didn’t really think about prior to talking with Sam. But being able to have them watch each other’s video using specific rubrics, highlighting, oh, this is an exact example of respect and rapport was so beneficial to them, and really took that level of coaching and feedback to even higher level than previously.

Jessica Hurdley:

You’ll never make yourself a nuisance by reaching out to us with that. We’re always happy to help as well. I’m glad you did reach out to Sam at that conference too. Megan, anything you want to add there?

Megan Krupa:

I would just echo what Angela said about the reflection piece. So from the instructor perspective, as I’m not supervising in the field this semester, part of our course requirement is that students will reflect on an instructed video that they filmed and go react. So I tell them all the time, you’ve got somebody coming in watching you, maybe they’re doing it virtually, but you’ve got to learn about yourself and you have to learn all those annoying little ticks that you have as a teacher. How fast do you talk? How much do you talk with your hands? What are those students really saying when you’ve got your back turned or you’re working with a group? And I think it helps reinforce that skillset of listening and we’ve had conversations. They’ve come back and said, oh, I heard this comment between these two students and I need to address it now. I’m not sure how to do that. So bringing to light some of those hidden elements of the classroom I think is very for them as well as it can provide the supervisor some additional time to reflect and really narrow in on what they’re saying.

Jessica Hurdley:

That is awesome. It’s great to kind of flip the roles too at first so that they’re able to watch a video and assess that video and watch that before creating their own it familiarizes themselves, your candidates with the tool, but also kind of brings down a little bit of their anxiety as far as recording themselves and watching themselves. So we have a poll that’s coming up. It’ll pop up on your screen. Are you currently using GoReact in your program? Yes or no? And we’ll wait a few seconds for responses, right? So we’re about 57%. Yes, 43%. No, so close to 50 50 on this question as well. With that in mind, for those that haven’t had the experience of using the tool, what have you seen? What are the biggest benefits that you’re seeing in using GoReact to train candidates faster?

Megan Krupa:

Angela, do you want me to start out on that one? I think to step away from the individualized component, the coaching component, I think focusing on the alternative licensure piece for a bit, it allows them to have more support quicker. So rather than having a supervisor drive out spend half the day as we’ve done with our alternative licensure place students to help them teach, we now have opportunities to really be more invested and more involved, and maybe not for the full length of the lesson. We all know that there are certain areas that they need help with immediately. Classroom management, maybe one of them questioning seems to be one that mine tend to go to also as one of the first areas of improvement. So really targeting what they need and providing consistent feedback, thorough feedback that’s quicker and more efficient, so faster, not necessarily in quality but faster in response, which is actually increasing quantity, if that makes sense. It’s an interesting way of thinking about it, but I think that that is our biggest benefit is it’s just getting them answers to their questions and they don’t have to run across the hall and try to borrow another teacher during planning.

Jessica Hurdley:

Angela, anything else you want to add there?

Angela Shelton:

I would just agree it has really helped from a supervisor’s perspective with efficiency. So I’m not sitting in the car driving an hour and a half to some of our candidates that are a little further away. They can record a video, upload it, and then I can have feedback to them right away.

Jessica Hurdley:

Perfect. Perfect. Thank you. Anything else either of you want to add to the response to that poll question before we look ahead at how you’re envisioning the future of education? All right. How do you see the landscape of teacher preparation evolving in the next five, 10 years?

Megan Krupa:

This is an amazing question, Jessica. I sit and I think about it and I’m so curious what those of you that are listening in are thinking about this too. When we consider how it’s changed just in the past three, how many routes to licensure do we have now in our state, in your state, and what does it look like to prepare a teacher? I think once again, we have to really consider what the job means and what does the job mean for people going into classrooms today and how do we get them there? I think there’s exciting things ahead. I do. I think it’s taking some of that skepticism and just trying to set it aside for a bit and really think about what do they need to know and how does that show up in your curriculum because it’s probably showing up in your field and not that we want to discredit any of that core, I think it’s very important to have, but I also just reflect on my own experiences entering the classroom and what are the things that I felt unprepared for and how can we mitigate that. So it’s not about removing or changing, it’s about supporting and mitigating. So I don’t know. I think we’ve got some great minds on this that could definitely share conversations about degree licensure, competency preparation pathways, all of that’s important.

Jessica Hurdley:

Someone entered into the chat that they believe that the trajectory we’re on now will continue and it’ll just continue to be more focused on job embedded versus traditional programs. Anything you want to add there, Angela?

Angela Shelton:

One thing that I’ve really noticed is our candidates, once they are out in the field, whether that’s in a traditional pathway or our alternative pathways, they really are learning on the job. Whether that’s in the traditional student teaching sense, clinical pathway or job embedded, it really doesn’t click until you’re in the classroom with children, with students in some instances. So I really feel like we’re going to see a continued increase in our non-traditional pathways, and I think that means that we as institutions will need to be a little flexible, stay on top of trends and really be mindful of how we can support those candidates while they’re learning on the job.

Jessica Hurdley:

Absolutely. So for those referencing the first polling question, we were about 50 50 on those who have alternative licensure programs and who do not. For those looking to implement similar accelerated programs, what advice would you give ’em

Megan Krupa:

Where to start? First it would be checking on communication with the school districts. What are the needs? Do your districts find certain content areas harder to staff than others? Is there a rationale behind that? Some of our degree programs, unfortunately, we’ll go into the career of their content. So physics for example, that’s been an area that we’ve kind of struggled to recruit and increase our teacher placements in that area. So I would start there, know your area, know your districts, know what they need, and then also talk to your partnering colleges within your university. At our secondary level, our programs actually live in arts and sciences, so really I have very close communication with each of those departments so that we’re talking about what it means to be a teacher in that content area and just opening communication and seeing what’s possible. I mean, that’s been the biggest lesson for me is a lot of things I didn’t know were even options until I ask. So I’ll ask and then if they say no, we continue moving forward, but just start at the beginning with the districts and work through your university would be my advice.

Jessica Hurdley:

I love talking to the other programs too, because I think a lot of students that are in those particular programs, they don’t think about the opportunity of teaching in that content level as well. That’s a very good tool. Angela, anything else you want to add on that question before we open? Do you want to?

Angela Shelton:

Yes. I’ll just add what Megan talked about, talking with other programs In our particular program, we have transitioned to a new license, so it’s no longer just early childhood. It’s an integrated early childhood, which brings in special education and early childhood fuse together. This year is the first year we’re implementing our new program, and I’m actually co-teaching with someone from the special education department modeling that co-teaching for our candidates. I’m learning so much. She’s learning how our traditional pre-K through third grade classroom looks like, and I’m learning from her, but it goes back to that communication and how can we best serve our teacher candidates so that they can provide effective instruction in their classrooms. So that co-teaching model is something that we’ve implemented that’s been fun, but very beneficial too.

Jessica Hurdley:

Absolutely. Absolutely. I think your students will probably get more of a well-rounded outlook having multiple teachers as well. That’s interesting. Alright, so we have one question that came through the q and a. If you have another question, feel free to either drop it in the chat or that q and a box so we can ask those questions of Megan and Angela today as well. So the person that dropped the q and a was wondering if we could add a component where their classroom students can actually add feedback, and I’m guessing they’re talking about within Gore React and more of a self-reflection type of capacity. Do you want to share what you’ve done or what you’re thinking about doing in the future with that?

Angela Shelton:

So I can start. Our teacher candidates are with very young children, so instead of having students provide feedback to our teacher candidates, we have shared the video with mentor teachers and so the mentor teachers are able to watch the video and provide comments. So I would believe that the function could apply to older students. I don’t see that as something that we could use right now in pre-K through third grade, but it’s interesting. I might have to explore that. Thank you for that question.

Jessica Hurdley:

Wait, absolutely. Are you having them self-reflect on their videos at all?

Angela Shelton:

Yes. So our teacher candidates do self-reflect as well.

Jessica Hurdley:

Perfect. Perfect. Anything you want to add, Megan?

Megan Krupa:

Just the peer review component, which I think is what we’ve addressed, where they are able to view each other’s video and provide feedback and how that can be assigned through the guest review or some other settings within the Gox software.

Jessica Hurdley:

Perfect. Can you share a success story from your experience with teacher candidates in your program?

Angela Shelton:

So Megan and I actually talked before the webinar and we were looking over the questions together and I said, oh, I’ve got this one. So last year our state opened up what they call clinical practice permits. And so basically what this is is an undergraduate teacher candidate, as soon as they finish their coursework and only have just student teaching remaining, they can go on record as the teacher in the classroom on what we call a clinical practice permit. And so with this option last year I had a candidate, she was an instructional assistant in her school. She was entering her student teaching year and her principal said, I want to hire her. So actually how can we do this right now? And so he worked very closely with our residency office. He paired her with a retired teacher to serve as a mentor for the fall semester and then spring semester she took over.

And so it just so happened that we were also using GoReact. And so I was able to provide her much more feedback throughout the fall and spring semesters to really help her grow her teaching talents and we would focus on areas that I noted as areas to grow and then areas that she wanted to grow in as well. And so we were able to do more observation, evaluation, feedback, coaching cycles than a traditional pathway. So it was so wonderful and she actually is out there just killing it in kindergarten. I mean, she sends me pictures of the things that they’re doing. Those kindergartners are coding robots and retelling stories and it is just amazing the success that she’s had and I really feel like using GoReact in that non-traditional pathway was a tool that really helped her be so successful.

Jessica Hurdley:

Awesome. Awesome. That is so wonderful to hear. One other question that came through the chat. I’m a retired high school administrator. I have a new interest in early level literacy, ages five through seven. Of course I have a master’s degree and a post-master’s certificate. What path would this person now take to be able to assist in the area of reading?

Megan Krupa:

Angela, do you want me to speak to that? Okay. I typically get the initial licensure type questions. So my first question would be really, and I’m happy to talk individually as well, seeing what licenses are currently in place, what do those look like, and then what is the end goal? So when you want to work with reading, are we looking at literacy coaching? Are we looking at reading specialists? And in that case it might be a particular program. So once we identify the area or the licensure area that’s needed, then we can talk through what programs would be offered. And we offer all of them. Happy to say that, but we need to know which direction would be best. Literacy coaching, I saw that come through in the chat. Yes. So yeah, I’m happy to talk if you want to reach out to me individually. Do they have our contact information, Jessica, if they would like to reach out to Angela or myself,

Jessica Hurdley:

I am sure we can provide that for them if you are both willing to do so. Perfect. Perfect. We’ll have that in the recording that’s sent out as well as the information that comes with it.

Megan Krupa:

Perfect. Thank you.

Jessica Hurdley:

Awesome. Any other questions, please feel free to drop ’em in the chat. We’ll wait a couple seconds before we wrap up.

Alright. It doesn’t look like we have anything else coming through, but you’ll have their contact information to ask any questions in your follow-up as well. Thank you Megan and Angela for this excellent presentation. You provided a lot of valuable information and shared a lot of key takeaways. Thank you to all of our attendees for joining and making it a very interactive presentation, answering our poll questions, providing some responses in the chat and asking great questions for our q and a. We hope to see you at a future GoReact webinar and have a wonderful rest of your week.