Celeste Bolin & Louie DePhillips

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Welcome to the Leadership
Passport.

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I'm excited to welcome my
special guest today, Celeste

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Bolin and Louis De Phillips.
Celeste is Executive Director of

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1 Stone, a student driven non
profit in Boise, ID that

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includes the Lab School, an
innovative high school centred

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on agency, hands on learning and
personal growth.

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Previously, she served as
Director of the Lab School for

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five years, helping to shape its
learner centred design and

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culture.
Celeste holds ABS in chemistry

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from Whitman College and a PhD
in neurotoxicology from the

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University of Montana, followed
by postdoctoral fellowships at

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the Korean Institute in Paris
and Boise State University.

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Their scientific career includes
peer reviewed publications,

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international presentations, and
grant funded research.

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Now in her 9th year as a leader
at One Stone, she drives the

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organization's growth framework,
a skills based model focused on

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adaptability, leadership and
real world problem solving, and

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leads R&D efforts to
continuously improve student

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driven learning environments.
Louis is in his fourth year as a

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student at One Stone with plans
to graduate this year.

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In his free time, he enjoys
exploring and pushing the

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boundaries of science and
technology, currently focusing

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on hydrogen engines, a project
he dedicated over a year of

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research and development to.
Alongside his engineering

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pursuits, Louis enjoys playing
music, spending time outdoors,

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and climbing.
Passionate about design, he's

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been using Blender and open
source 3D modelling software for

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about 5 years, integrating into
many of his projects.

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Louis has served in One Stone's
Board of Directors for the past

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two years as a member of the
Development Committee.

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Perhaps there might be 3 years
now.

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Louis, so welcome to the both of
you.

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Yeah, yeah.
And I'm now on the audit

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committee.
Fantastic.

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Well, look, I'm so happy to have
you.

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I'm looking forward to our chat
today.

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So my first question, I guess
I'd like to start with a bit of

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context and background.
So, Louis, for people that

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aren't familiar with One Stone
and what it's all about and what

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it looks like, how do you
describe it to people who've

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never heard of it before and
know nothing about?

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It I would say this is kind of a
hard one.

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It's a pretty loaded question to
approach.

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I it's very different both
educationally and just like the

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day-to-day flow.
I generally try to avoid the

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buzzwords that go along with one
stone such as like no grades or

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tests because I just, I just
think it gets kind of dull.

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I usually rap back to passion
driven learning.

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I think passion and curiosity
kind of drives everything we do

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at one stone.
And I usually give them like a

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little, I guess just description
of like an experience I've been

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a part of in the past that kind
of shows just like 1 little

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facet of what my day is like.
And I find that that works

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fairly well.
OK.

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And did you want to share one of
those with us now to get a give

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us a bit of?
A flavor for sure.

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Yeah, let's see, last year we
do.

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We have design lab, which if
you're unfamiliar, it's split

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into three groups.
There's X labbers who are the

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youngest students.
They get a lot more coach like

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just coaching.
And then there's D lab, which is

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second and third year students
and they get a little less

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coaching.
And then there's Y Lab, which

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I'm now in and it's you're not
in a group and it's just a

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single project that you yourself
are working on.

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And last year during D Lab, I
was partnered with Tree Fort,

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which is a local organization
that they host like all the

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shows in downtown Boise.
They host the annual like

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massive music festival that
takes over the entire downtown

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of Boise.
And I was partnered with them

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and we ended up making a compost
creature and kind of helping

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them with their new composting
system because they're trying to

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go completely green.
And we got a lot of good

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feedback.
We implemented at Tree Fort and

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now this next year in Wild Lab,
I'm continuing that project,

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which is really a really cool
opportunity.

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I'm going to try to build like 5
more and really expand upon last

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year's prototype because that's
really kind of what it was.

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But yeah.
Sounds like a a wonderful

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project, Celeste.
Is there a particular problem in

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education that one Stone is
trying to solve?

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That.
Yeah.

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I love this question.
I love that you asked it.

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Thank you.
Simple.

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Yeah.
Students don't have voice in

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their own education, at least
not in education systems that I

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grew up in.
And then I have been, you know,

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mostly aware of as the majority
in the United States, students

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are told when to show up, what
to do, what success looks like.

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And then all the metrics of if
they succeeded or if they grew

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or designed by somebody else,
they're evaluated by somebody

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else.
And then they're just like a

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recipient of that, that
assessment.

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I think that lack of voice and
choice, really student agency is

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fundamental to where students
feel disillusioned.

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I think it's where the thought
that education isn't for me, or

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even worse, I don't have the
skills or the ability to advance

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myself and education really
comes from.

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There's not enough asking
students, who are you?

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What do you enjoy doing?
What are you curious about?

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I love that Louis brought that
up.

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And then what would you like to
try and giving students the

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opportunity to do that in
multiple different contexts.

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So the student agency, where
does their opinions and their

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like beliefs and desires come
into this?

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So where, where does that what,
what does that look and feel

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like on a on a day-to-day basis?
What can you share?

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Some examples?
Some practical examples of what

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that looks like?
Sure.

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I think a fun example that is
happening right now is we're in

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something called deep dives.
So Louis did a great job talking

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about our human centered design
thinking.

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We follow the Stanford D School
sort of empathy based design

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pathway, although we have our
own interpretation of it.

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The students helped to build.
We also have these like thematic

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areas that are chosen and
developed by students.

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And sometimes students have such
like abilities and passion and

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leadership skills that they run
them themselves.

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So Louis and another student are
actually right now running a

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four day.
Actually, that is that's Ross

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and early, but I thought you
were.

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Helping Louis.
No, this coming term I'm doing a

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10 week experience.
That's.

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What I'm thinking about, OK,
thank you.

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Will you tell us about that 10
week experience that you're

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doing, Louis?
Thank you.

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I apologize for mixing it up.
So I've been fairly familiar

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with Blender.
I've done it as like a job.

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And Michael, the director of 1
Stone, really wanted me to,

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like, share those skills because
they're really, they're so good

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for, like, prototyping and it's
just such a versatile tool.

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And he really wanted me to,
like, find a way to share that

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with some of the school before I
go off and graduate.

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And we came up with the idea of
a class.

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So this term, I'm going to be
putting together a curriculum

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pretty soon here, probably
tonight, honestly.

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But yeah, I'm going to be
building it out and teaching,

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hopefully a pretty good group of
kids.

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Blender.
So there's multiple examples.

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Thanks Louis and thanks for
correcting me.

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We do currently have a like a
woodworking and design four day

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experience that two other
students are running in our

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foundry, our makerspace and then
Louis is going to run.

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I mean, truly Louis will lead
this.

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Coaches will be helpful.
Like you mentioned, Michael, the

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director of the lab school will
help with anything that Louis

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needs.
Clearly, Louis is not going to

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be the only one assessing
students.

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We have our own growth framework
for assessment of student

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growth.
He's going to have a coach,

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adult coach is helping him.
We kind of call it like bumpers

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on the bowling alley.
But just like he just described

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in terms of the design of the 10
weeks and working with the

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students where they're at,
that's going to come from Louis

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with a lot of support.
Those are great, like day-to-day

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examples of student leadership.
And then beyond that, it goes

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all the way to our governance.
I mean, Louis is on our One

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Storm board of directors.
This is his third year.

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He's a voting member.
And in fact, the students have

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majority vote for anything that
passes through the board.

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So that was going to be my next
question.

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I'm really interested to find
out a bit more about that and

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how that works.
Can you tell me a bit more,

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Louis, about your experience on
the board and you know the kinds

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of things that you do and, and
how you feel about having that

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kind of say in the direction and
what goes on in your school?

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Yeah, for sure.
It's such a cool opportunity.

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I really, it's like it's been
hitting me the longer I've been

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on the board how really
different this is and how like

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innovative and just really,
really cool opportunity.

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But I would say, As for my time,
I mean, one thing that has like

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challenged me is realizing that
I do have, it's like a

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completely level playing field.
When I first entered the board,

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there were so many older
students that I looked up to,

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super, super cool adults on the
board that I also looked up to.

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And it was like it was hard for
me to understand the fact that I

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had just my words, had just did
the same amount of weight, same

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with my vote.
And there was nothing once or

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the board specifically did to
like, make me scared of that or

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like a little bit wary.
But they kind of held my hand

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the whole time.
It just took me a while to gain

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that kind of confidence boost to
finally step up and fully use my

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voice.
But yeah.

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And, and has there been
anything, what's been the most

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particularly challenging part of
being on the board?

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I wouldn't say there's anything
like challenging.

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I mean there's like hard
decisions that come through.

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But yeah, I'd say overall it's
pretty smooth sailing.

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I.
Yeah.

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So Celeste, I wonder, you know,
the kind of model that you're

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describing and it seems like
adults giving up a lot of

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control and handing that back to
the kids.

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Is that something that is is
challenging in that space for

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some of the adults to to
maintain that and kind of

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perhaps resist that urge to try
and bring things back in under

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their control?
Absolutely, absolutely.

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Well, and I think I'm going to
directly speak to the way you

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phrase that because I do think
that that can be an impression

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of a teacher educator mindset
that you are some sort of

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conductor, grandmaster, like
controller of a situation or

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master of ceremonies, whatever
you want to call it.

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Like you're like you said, you
are in charge and it is your

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responsibility to make this
work.

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It takes a fundamental shift in
mindset because at one stone

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that is not the case.
And it's not just that.

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Like I'm handing all control to
Louis.

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I wonder, Louis, if are there
any areas of the school that you

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wish they would push the
boundaries a bit further?

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You know that it's already
already in a very unique and

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innovative place.
Is there any way you wish?

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Hey, we should really try this.
Push this out a bit further, see

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where this goes.
That's a tricky one because I

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would say not really I I know
the limitations in which like a

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school can run, especially one
that's already running with this

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little already.
I I might speak to like the

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leadership team last year,
Celeste, I think.

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Well, let me explain this
actually.

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We last year, a student, a, a
group of students actually

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pushed for like a team, a
leadership team.

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I kind of like to think of it as
like a operational board for one

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stone.
And I think it kind of fell

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through when the leading members
graduated and stuff.

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But I mean, I think that is like
one key thing that I think we

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could and could probably do,
honestly, we definitely could

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do.
But yeah.

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Yeah.
So I think what Louie's talking

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about is we have our one stone
board of directors, which is the

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governing body of the nonprofit,
which includes the Lab School.

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The Lab School itself has
infinite possibilities for

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student leadership.
And so there was a group of

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students that decided I think
this should be more formalized,

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like a student leadership within
the Lab School.

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And I love how Louie put it.
It's like operational.

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It's not at the government
governance level.

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And it was a great prototype.
I think they were trying to meet

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like once a month and talk about
all sorts of things like what's

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our cell phone policy to what
does it look like for students

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00:13:56,480 --> 00:13:59,440
leaving campus?
Like very operational things

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00:13:59,440 --> 00:14:02,640
that the board doesn't discusses
because that's operational.

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00:14:03,040 --> 00:14:06,040
And I'm collecting lots of
feedback from all the students.

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00:14:06,040 --> 00:14:09,440
And it was a really great
prototype.

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00:14:09,440 --> 00:14:11,720
But like Louis said, I think
that they had the challenge of

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00:14:11,760 --> 00:14:16,320
any leadership that was a group
of students of being like, what

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00:14:16,320 --> 00:14:18,920
is our direction?
What's the execution?

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00:14:18,920 --> 00:14:21,920
You know, what's the timeline?
And then if some of the like

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00:14:21,920 --> 00:14:25,640
drivers of the group graduated,
which they did all right, who

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00:14:25,640 --> 00:14:28,720
picks it up and then drives it?
And I couldn't agree with Louis

248
00:14:28,720 --> 00:14:30,000
Moore.
Like there's a lot of

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00:14:30,000 --> 00:14:31,920
possibilities for that.
But the adults in the building,

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00:14:31,920 --> 00:14:35,120
like, I'm not going to go to the
students and say I've arranged a

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00:14:35,120 --> 00:14:39,000
student leadership team.
That's, that's not one stone.

252
00:14:39,280 --> 00:14:42,160
They've got to come.
It's got to come from within,

253
00:14:42,480 --> 00:14:44,320
right?
And then we want to work with

254
00:14:44,320 --> 00:14:48,200
the students because otherwise
it is more of us feeling like we

255
00:14:48,200 --> 00:14:51,400
have power over or executing
some sort of positionality.

256
00:14:52,080 --> 00:14:53,680
That's what I was talking about
before.

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00:14:53,680 --> 00:14:57,560
You asked what's it like for
adults to give up control.

258
00:14:58,040 --> 00:15:01,240
And I said, well, they've got to
fully reframe the mindset of

259
00:15:01,240 --> 00:15:03,120
this is a collaborative
environment.

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00:15:03,120 --> 00:15:05,400
The students and the coaches,
that's what we call the adults

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00:15:05,400 --> 00:15:10,480
in the building are working
together to design and prototype

262
00:15:10,480 --> 00:15:13,320
all sorts of different
educational experiences.

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00:15:13,520 --> 00:15:17,160
We have a beautiful framework.
This is 24 skills that were

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00:15:17,160 --> 00:15:20,800
growing at one stone, 21st
century durable skills

265
00:15:20,800 --> 00:15:23,480
competencies, whatever you want
to call them, include

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management, ownership,
leadership, mathematical

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00:15:25,800 --> 00:15:28,040
application, information
literacy.

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00:15:28,560 --> 00:15:32,360
That is our framework that we
can wrap around any sort of

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00:15:32,360 --> 00:15:36,080
experience, but the experience
inherently is collaborative with

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00:15:36,080 --> 00:15:38,080
the students.
There shouldn't be anything

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00:15:38,080 --> 00:15:42,520
we're doing in this building
that a student isn't directly

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00:15:42,520 --> 00:15:47,880
like involved in, in the either
like the area of interest or is

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00:15:47,960 --> 00:15:50,640
intimately involved in.
What's the scope of this

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00:15:50,640 --> 00:15:53,720
experience going to be?
So in that collaborative

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00:15:53,720 --> 00:15:58,400
environment, it requires A
humility and sort of a ability

276
00:15:58,400 --> 00:16:02,760
for an educator to recognize
maybe their own ego or identity

277
00:16:03,760 --> 00:16:09,400
in education and question if it
has to be that they're an expert

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00:16:09,400 --> 00:16:14,800
or if it can be that they're a
key coach, mentor, collaborator

279
00:16:14,800 --> 00:16:18,600
with a student where everybody
benefits from the relationship.

280
00:16:18,760 --> 00:16:21,640
And it's not to say we don't get
experienced experts in here.

281
00:16:22,240 --> 00:16:25,160
Doctor Gunther just did an
incredible blood chemistry

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00:16:25,160 --> 00:16:27,480
experience.
Next level.

283
00:16:27,480 --> 00:16:29,920
It was like forensics and blood
chemistry.

284
00:16:30,040 --> 00:16:33,120
They learned some phlebotomy.
Wonderful, right?

285
00:16:33,120 --> 00:16:36,080
And it's not like the students
knew that level of detail, but

286
00:16:36,080 --> 00:16:38,840
students are like, we love
medicine.

287
00:16:39,040 --> 00:16:42,080
We love understanding like the
art biologies at a molecular

288
00:16:42,080 --> 00:16:43,520
level.
And we really want to know like,

289
00:16:43,520 --> 00:16:45,560
how does this even work in
forensics or different fields?

290
00:16:45,560 --> 00:16:46,720
That's what the students would
say.

291
00:16:46,960 --> 00:16:50,560
And we'll bring in an expert to
be like, OK, we're going to go

292
00:16:50,720 --> 00:16:52,920
deep with you.
And that's where I first started

293
00:16:52,920 --> 00:16:55,680
with students with my background
in neurotoxicology.

294
00:16:55,680 --> 00:16:58,720
I did a lot of neuroscience and
genetics work with the students.

295
00:16:58,800 --> 00:17:02,600
They still do from time to time,
but that's that's where you come

296
00:17:02,600 --> 00:17:04,480
and you say, oh, well, I have
this tool kit.

297
00:17:04,480 --> 00:17:06,319
I have these great toys that we
can play with.

298
00:17:06,520 --> 00:17:10,280
Let's do it together.
But there's not a place where I

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00:17:11,040 --> 00:17:13,960
or Doctor Gunther isn't going to
say, OK, and now here's your

300
00:17:14,119 --> 00:17:16,160
test to make sure you were
really listening to me.

301
00:17:16,599 --> 00:17:17,800
Doesn't work like that.
It doesn't.

302
00:17:18,240 --> 00:17:20,520
It doesn't really matter what
matters.

303
00:17:20,520 --> 00:17:22,920
Were the students curious,
excited?

304
00:17:23,119 --> 00:17:25,880
Do they invest in something and
learn a piece that maybe they

305
00:17:25,880 --> 00:17:29,040
would want to go further with?
So what's interesting, when we

306
00:17:29,040 --> 00:17:33,480
vet adults, the first they send
in resumes and cover letters and

307
00:17:33,480 --> 00:17:35,360
all of that.
We read that, adults read that,

308
00:17:35,600 --> 00:17:38,360
and then we do like an initial
meeting or phone call that's

309
00:17:38,400 --> 00:17:39,840
adults.
It's usually me and the director

310
00:17:39,840 --> 00:17:44,360
of operations very next time.
So once the person comes in for

311
00:17:44,360 --> 00:17:47,000
an interview, they interview
with students and students are

312
00:17:47,000 --> 00:17:49,560
some of the best interviewers in
the world.

313
00:17:49,960 --> 00:17:54,600
Really, really committed to
knowing who this person is and

314
00:17:54,600 --> 00:17:57,400
if they believe in and want to
work with students.

315
00:17:57,400 --> 00:18:00,520
I remember my interview almost
10 years ago with two students,

316
00:18:01,000 --> 00:18:05,840
and I was blown away by both the
sincerity as well as like, the

317
00:18:05,840 --> 00:18:08,160
humility and vulnerability it
required of me.

318
00:18:08,440 --> 00:18:12,440
And so right in that moment, I
think it's very telling of is

319
00:18:12,440 --> 00:18:15,680
this person going to be a fit to
work with students because it's

320
00:18:15,680 --> 00:18:17,800
going to be a different
relationship perhaps than

321
00:18:17,800 --> 00:18:23,200
they've ever had before.
And I agree with you, students

322
00:18:23,360 --> 00:18:26,080
ask the best questions as a, as
a candidate, as I've gone

323
00:18:26,080 --> 00:18:29,400
through different selection
processes over the years, That's

324
00:18:29,400 --> 00:18:32,160
one of the ones that I, I look
forward to the most because

325
00:18:33,040 --> 00:18:35,800
kids, the younger they are as
well, have no filter either.

326
00:18:35,800 --> 00:18:39,360
So you get a whole range of
questions from, you know, what

327
00:18:39,360 --> 00:18:42,640
did you have for breakfast to,
you know, what are you doing

328
00:18:42,640 --> 00:18:46,240
here, which is not a lot of
people think about why, why are

329
00:18:46,240 --> 00:18:48,240
you here?
Why, why have you come to our

330
00:18:48,240 --> 00:18:49,760
school?
Why have you applied for this

331
00:18:49,760 --> 00:18:54,960
job and not a lot of people have
really thought deeply about that

332
00:18:55,320 --> 00:18:58,800
and the reasons.
So you were talking a little bit

333
00:18:58,800 --> 00:19:02,240
more, you're sharing some
examples there of some of those

334
00:19:02,480 --> 00:19:06,400
workshops and programs.
So what evidence does matter

335
00:19:06,400 --> 00:19:08,680
most when you're trying to
define success?

336
00:19:08,680 --> 00:19:11,840
What does that look like?
If we're talking now about sort

337
00:19:11,840 --> 00:19:17,440
of outcomes and next steps and
post a kind of schooling things,

338
00:19:18,120 --> 00:19:20,880
what, what does that evidence
and success look like?

339
00:19:22,080 --> 00:19:24,800
Well, I'll give my take on it
and then I think it would be

340
00:19:24,800 --> 00:19:28,520
helpful to hear Louis talk about
what how he reflects on his

341
00:19:28,720 --> 00:19:30,920
growth transcript.
So I said we have these 24

342
00:19:30,920 --> 00:19:34,600
durable skills and then they
feed into something called a

343
00:19:34,600 --> 00:19:37,400
growth transcript, which
measures growth over time.

344
00:19:38,080 --> 00:19:43,600
And the way that the the growth
is measured is both in students

345
00:19:43,600 --> 00:19:45,840
reflection.
Well, I need to back up student

346
00:19:45,840 --> 00:19:48,800
setting goals on how they want
to grow in that particular area.

347
00:19:48,800 --> 00:19:52,760
Say it's, you know, management
what them deciding what that

348
00:19:52,760 --> 00:19:56,080
evidence is going to look like
and knowing our rubric for you

349
00:19:56,080 --> 00:19:59,480
know what, how are you applying
it and what context?

350
00:19:59,480 --> 00:20:02,640
How much agency do you have?
And then coaches.

351
00:20:03,840 --> 00:20:06,360
Telling students, OK, we're
going to be assessed on these

352
00:20:06,360 --> 00:20:09,120
different areas for these
different pieces of the

353
00:20:09,120 --> 00:20:11,680
experience.
These were your goals and them

354
00:20:11,680 --> 00:20:14,320
giving feedback.
And then again, students

355
00:20:14,320 --> 00:20:18,040
continually interacting and
looking holistically at their

356
00:20:18,040 --> 00:20:19,680
growth transcript with their
mentors.

357
00:20:19,680 --> 00:20:21,800
Every student's paired with a
mentor for their whole time and

358
00:20:21,800 --> 00:20:25,240
saying I really feel like my
management's grown more than

359
00:20:25,240 --> 00:20:27,640
that.
I do feel like that we call

360
00:20:27,960 --> 00:20:31,360
ready for the college and career
success that success is very

361
00:20:31,360 --> 00:20:34,240
important, not just ready, ready
to succeed actualizing.

362
00:20:34,720 --> 00:20:37,080
So there's this back and forth
and the way that the growth

363
00:20:37,080 --> 00:20:40,800
transcript is fed is both by
students goals, students

364
00:20:40,800 --> 00:20:45,280
reflections and then coaches
assessing based on the students

365
00:20:45,280 --> 00:20:48,120
goals and reflections and then a
refinement of the students.

366
00:20:48,120 --> 00:20:50,120
So they leave with this
collateral, this growth

367
00:20:50,120 --> 00:20:52,840
transcript, as well as an
experience transcript that just

368
00:20:52,840 --> 00:20:56,040
lists out everything they did
that they can either take to.

369
00:20:56,800 --> 00:21:00,120
I just submitted one last night
for a Harvard summer program for

370
00:21:00,120 --> 00:21:03,280
a student that's going into her
while she's in her second year.

371
00:21:03,480 --> 00:21:05,920
So it's something that's
collateral for internships,

372
00:21:06,120 --> 00:21:08,840
competitive programs along the
way, and then something that

373
00:21:08,840 --> 00:21:11,920
students graduate with that can
again be used for college

374
00:21:11,920 --> 00:21:13,760
applications.
It's always send to colleges.

375
00:21:14,080 --> 00:21:17,720
We send their growth transcript,
their experience transcript,

376
00:21:18,080 --> 00:21:20,840
letters of recommendation.
That's normal for any colleges.

377
00:21:21,480 --> 00:21:24,760
And then if they want it, we
have some written feedback, but

378
00:21:24,760 --> 00:21:26,160
typically colleges don't want
it.

379
00:21:26,240 --> 00:21:30,560
The growth transcript is enough
and it can also be used for

380
00:21:30,560 --> 00:21:34,040
apprentices or any sort of
career connected learning as

381
00:21:34,040 --> 00:21:36,400
well.
So I think it'd be interesting.

382
00:21:36,520 --> 00:21:39,280
Louis, what, how do you think
you would use your growth

383
00:21:39,280 --> 00:21:41,960
transcript or what?
What builds it and how do you

384
00:21:41,960 --> 00:21:45,280
use it?
I mean, As for using my growth

385
00:21:45,280 --> 00:21:47,760
transcript, obviously all the
things you just mentioned like

386
00:21:47,760 --> 00:21:51,960
college and even I guess you
could even say like jobs and

387
00:21:51,960 --> 00:21:56,440
stuff.
But As for like my definition of

388
00:21:57,040 --> 00:22:02,640
success, I think it's being able
to use the tools that I've

389
00:22:02,640 --> 00:22:08,240
gained like on the growth
transcript in a effective way.

390
00:22:08,800 --> 00:22:11,840
I also, I think it's really
important to be able to ask for

391
00:22:11,840 --> 00:22:15,840
help, build support systems and
work through failure and

392
00:22:15,840 --> 00:22:22,240
constructive way as well.
I think it's also about having

393
00:22:22,240 --> 00:22:24,960
the tools and confidence to
really pursue what you care

394
00:22:24,960 --> 00:22:29,680
about and do it shamelessly and
having the resilience and

395
00:22:29,680 --> 00:22:35,600
determination to do so no matter
like what struggles you face.

396
00:22:35,600 --> 00:22:43,480
And just having yeah,
determination and Dr. yeah.

397
00:22:43,560 --> 00:22:45,440
Just great skills for life,
aren't they?

398
00:22:47,240 --> 00:22:51,800
Great advice.
So if we talk a little bit maybe

399
00:22:51,800 --> 00:22:55,040
about transferable lessons,
because a lot of people may be

400
00:22:55,040 --> 00:22:58,200
listening to this and and
certainly my own experience in

401
00:22:58,200 --> 00:23:02,160
my work in schools, very
traditional and and typically

402
00:23:02,440 --> 00:23:06,040
perhaps Celeste, how you and I
experience school perhaps.

403
00:23:06,480 --> 00:23:10,040
What are some small shifts you
think traditional schools could

404
00:23:10,040 --> 00:23:12,720
make tomorrow?
What would be some if they

405
00:23:12,720 --> 00:23:16,560
wanted to put more agency back
in the hands of kids, give up

406
00:23:16,560 --> 00:23:21,000
some of that control?
What are some practical, easy,

407
00:23:21,120 --> 00:23:23,880
first quick steps?
So we're really lucky to work

408
00:23:23,880 --> 00:23:26,880
with some variety of schools
across the nation.

409
00:23:26,880 --> 00:23:29,800
There's seven schools using a
version of the growth transcript

410
00:23:29,800 --> 00:23:32,720
that's been, you know, tailored
for that school.

411
00:23:32,960 --> 00:23:36,400
And many of them are in more
traditional contexts.

412
00:23:36,720 --> 00:23:40,560
And so I think the piece, you
know, they're definitely diving

413
00:23:40,560 --> 00:23:43,240
in a little bit deeper.
But if I were to back it up,

414
00:23:43,240 --> 00:23:46,480
even for like, what's one thing
a school could do that's not

415
00:23:46,480 --> 00:23:50,120
even going to think about
competencies or durable skills

416
00:23:50,120 --> 00:23:56,160
assessment, just finding more
opportunities to ask students

417
00:23:56,160 --> 00:23:58,920
about their experience in the
school.

418
00:23:59,360 --> 00:24:01,120
And then this is key.
Can't just ask.

419
00:24:01,120 --> 00:24:05,720
You can't just go into the void
making even the smallest bit of

420
00:24:05,720 --> 00:24:08,360
action on that.
And I know that sounds, you

421
00:24:08,360 --> 00:24:12,360
know, sort of ridiculous.
I do think all educators check

422
00:24:12,360 --> 00:24:14,560
in with students and they all
have, you have to have such a

423
00:24:14,560 --> 00:24:16,920
heart and soul for student
growth to be an educator.

424
00:24:16,920 --> 00:24:20,440
I have such supreme respect.
So I think that happens a lot.

425
00:24:20,720 --> 00:24:25,720
But the action of figuring out
one thing you could do based on

426
00:24:25,720 --> 00:24:28,880
that student feedback where they
really felt heard, I think

427
00:24:28,880 --> 00:24:31,520
that's when in like the most
small fundamental steps.

428
00:24:31,520 --> 00:24:34,280
And then the second one, and
this is when I talk about a lot,

429
00:24:34,920 --> 00:24:37,760
where could you bring in real
world experiences?

430
00:24:37,880 --> 00:24:40,360
Like Louis was just talking
about working with Tree Fort

431
00:24:40,360 --> 00:24:42,840
Music Fest, our local music
festival, which is awesome.

432
00:24:42,840 --> 00:24:44,880
And Louis is a musician and so
it's so great.

433
00:24:44,880 --> 00:24:46,400
It's such a tie together of so
many things.

434
00:24:47,200 --> 00:24:50,000
Wherever your education is,
you're surrounded by

435
00:24:50,120 --> 00:24:52,440
professionals.
You, you live in a community of,

436
00:24:52,480 --> 00:24:53,960
you know, the parents are
professionals.

437
00:24:54,280 --> 00:24:56,400
Your, your community is full of
professionals.

438
00:24:56,680 --> 00:25:00,800
Where can you bring in other
people to interact with high

439
00:25:00,800 --> 00:25:04,280
school students, even to just
give you fodder for an idea of a

440
00:25:04,280 --> 00:25:08,240
problem or a skill that's very
specific to a niche of a of a

441
00:25:08,240 --> 00:25:13,160
different like, you know, sector
of business or whatever it is?

442
00:25:13,640 --> 00:25:17,840
How could you bring in that
relevant experience in any way,

443
00:25:18,040 --> 00:25:23,200
even if it's just some sort of
simulation or I don't know, or

444
00:25:23,200 --> 00:25:25,640
even just like shadowing or
interviews.

445
00:25:26,040 --> 00:25:29,520
Any little piece like that is so
is so key.

446
00:25:29,520 --> 00:25:31,680
You know, I'm like, you know,
when Louis was asked one of his

447
00:25:31,680 --> 00:25:35,000
most like impactful or one stone
specific experiences, he talked

448
00:25:35,000 --> 00:25:37,440
about, you know, building this
compost monster, which is

449
00:25:37,440 --> 00:25:38,520
awesome.
I saw it.

450
00:25:38,760 --> 00:25:41,440
That was real.
The compost monster was used at

451
00:25:41,440 --> 00:25:45,520
this massive music festival
that's got 20,000 plus people.

452
00:25:45,520 --> 00:25:49,760
It wasn't a theoretical thing.
He could go and see the thing he

453
00:25:49,760 --> 00:25:52,160
designed with his team being
used and now he's doing it

454
00:25:52,160 --> 00:25:53,760
again.
That was not a school

455
00:25:53,760 --> 00:25:56,200
assignment, right?
That was a real thing.

456
00:25:56,200 --> 00:25:58,840
Real people were counting on
Louis that weren't in this

457
00:25:58,840 --> 00:26:01,040
building to follow through on
that project.

458
00:26:01,480 --> 00:26:06,440
That brings a lot of ownership
and like sense of worth to your

459
00:26:06,440 --> 00:26:08,600
work.
Like where could you do that in

460
00:26:08,600 --> 00:26:10,560
your education system, even in a
little bit?

461
00:26:12,760 --> 00:26:16,120
So that question to you, Celeste
was about sort of what can the

462
00:26:16,120 --> 00:26:19,960
adults in a space do?
My question to you, Louis, let's

463
00:26:19,960 --> 00:26:26,360
say if the adults are not kind
of getting on board, what could

464
00:26:26,360 --> 00:26:28,360
students do?
What could young people do in a

465
00:26:28,360 --> 00:26:33,320
school to perhaps push things
along and then encourage the

466
00:26:33,320 --> 00:26:36,680
adults in their space to take
some steps in this direction?

467
00:26:37,520 --> 00:26:42,120
I think stepping up and stepping
into like even the smallest

468
00:26:42,240 --> 00:26:49,240
little leadership roles or just
really pushing and showing that

469
00:26:49,240 --> 00:26:53,000
they are capable of ownership
and agency over what they are

470
00:26:53,000 --> 00:26:56,080
doing.
And I think that as like a

471
00:26:56,080 --> 00:27:00,520
method to almost prove and like
vet themselves for the teachers.

472
00:27:00,520 --> 00:27:05,000
I I don't know if that makes
sense, but just showing that we

473
00:27:05,000 --> 00:27:08,400
are more capable than people
might seem to think.

474
00:27:08,680 --> 00:27:11,240
But yeah, I love that, Louis,
like, take a risk to show that

475
00:27:11,240 --> 00:27:14,160
you could lead something, you
know, whether asked or not.

476
00:27:14,160 --> 00:27:17,240
That's excellent advice.
I've just got some final

477
00:27:17,240 --> 00:27:19,960
questions now for both of you to
kind of wrap things up.

478
00:27:20,960 --> 00:27:24,440
So what's your favorite book or
movie and why?

479
00:27:24,480 --> 00:27:25,880
You got one, Louis.
You tell me.

480
00:27:27,040 --> 00:27:28,800
If you have one, you should go
first.

481
00:27:28,800 --> 00:27:31,640
I'm trying to.
I have a lot now.

482
00:27:32,520 --> 00:27:37,320
I, I think a book that I've come
back to many times and I am

483
00:27:37,840 --> 00:27:42,560
totally a sucker for the hero's
journey is Siddhartha by Hermann

484
00:27:42,560 --> 00:27:43,640
Hess.
I don't know if you know that

485
00:27:43,640 --> 00:27:50,400
book, Louis, It's it's old, but
the idea of just humans being

486
00:27:50,400 --> 00:27:55,520
able to conquer big like big
ambitious goals and what it

487
00:27:55,520 --> 00:27:58,720
takes like the internal work and
that internal like hero's

488
00:27:58,720 --> 00:28:02,480
journey to get through what
seems like insurmountable

489
00:28:02,760 --> 00:28:06,200
obstacles, whether they're, you
know, societal or the ones you

490
00:28:06,200 --> 00:28:09,080
put on yourself.
I think consistently, you know,

491
00:28:09,080 --> 00:28:12,560
books like that I will come back
to every four years and I'm

492
00:28:12,560 --> 00:28:14,320
going to add another one.
And now I'm cheating.

493
00:28:14,840 --> 00:28:18,800
Another one I come back to often
is the Four agreements by Don

494
00:28:18,800 --> 00:28:22,000
Miguel Ruiz, and I'm actually
reading again the four

495
00:28:22,000 --> 00:28:24,120
agreements with students.
I just started it a couple of

496
00:28:24,120 --> 00:28:27,640
months ago.
Reminders just of how much your

497
00:28:27,640 --> 00:28:31,600
word matters, not to take things
personally, not to make

498
00:28:31,600 --> 00:28:33,840
assumptions, and to always do
your best.

499
00:28:34,040 --> 00:28:37,760
Those sorts of fundamental ideas
of how you can just get your

500
00:28:37,760 --> 00:28:41,400
mindset around again, like what
seems like insurmountable

501
00:28:41,760 --> 00:28:45,120
challenges or problems or doing
hard things really fuels me.

502
00:28:45,280 --> 00:28:48,040
One stone's a perfect place for
me as a human.

503
00:28:48,040 --> 00:28:52,040
I like the edges of experience
and the edge of edges of

504
00:28:52,040 --> 00:28:58,480
experience that make humanity or
humankind more we.

505
00:28:58,480 --> 00:29:01,200
We use the word we have a value
here of doing good.

506
00:29:01,200 --> 00:29:05,000
Make them like better.
Make us all better as humans and

507
00:29:05,000 --> 00:29:09,440
us as a society better.
That's what truly I think.

508
00:29:09,440 --> 00:29:13,640
I didn't know one stone was
going to give me a like a

509
00:29:14,280 --> 00:29:16,800
sandbox for with some of the
most incredible humans in the

510
00:29:16,800 --> 00:29:20,120
world, that being young people.
And so I'm constantly like

511
00:29:20,440 --> 00:29:23,560
trying to remember there's going
to be the ups and downs.

512
00:29:23,560 --> 00:29:26,680
And these are the things that
you can in your own mindset,

513
00:29:26,920 --> 00:29:31,280
like remind yourself of to, to
ride the waves, because it's not

514
00:29:31,280 --> 00:29:34,960
always easy to do hard, big
things like having a school that

515
00:29:34,960 --> 00:29:39,080
students are driving from the
entirety of the experience.

516
00:29:39,080 --> 00:29:41,520
Louis.
You've settled on none.

517
00:29:42,560 --> 00:29:46,080
I think so.
This was actually a one stone

518
00:29:46,080 --> 00:29:49,280
community read book.
I'm not sure how long ago.

519
00:29:50,560 --> 00:29:53,840
I really like educated.
I'm not sure if you've heard of

520
00:29:53,840 --> 00:30:03,400
it, but it is about this woman.
She grew up in like a kind of a

521
00:30:03,400 --> 00:30:09,040
very religious and secluded
family and endured like really

522
00:30:09,080 --> 00:30:13,040
harsh living conditions.
Her parents wouldn't let her go

523
00:30:13,040 --> 00:30:17,080
to school and it kind of just
went over her journey growing up

524
00:30:17,080 --> 00:30:21,960
in that community and then
eventually breaking free and

525
00:30:22,040 --> 00:30:27,320
pursuing education.
I thought it was just really

526
00:30:27,320 --> 00:30:31,840
quite inspiring and it was just
a very, very interesting and

527
00:30:33,000 --> 00:30:35,720
good read, OK.
A leader, past or present, that

528
00:30:35,720 --> 00:30:37,720
you admire.
Well, I've got mine and she's

529
00:30:37,720 --> 00:30:42,360
just still so much on my mind.
Jane Goodall we do something

530
00:30:42,360 --> 00:30:45,240
called living in beta here with
all of our students.

531
00:30:45,240 --> 00:30:48,360
Beta being they're always beta
testing your life and I always

532
00:30:48,360 --> 00:30:51,480
work with the graduates.
So I've met with them a few

533
00:30:51,480 --> 00:30:54,520
times and we'll continue meeting
in January to find their why

534
00:30:54,520 --> 00:30:57,720
their why statement.
And as we do that, I asked them

535
00:30:57,720 --> 00:31:01,160
same question leader, who you
look up to, don't have to know

536
00:31:01,160 --> 00:31:02,760
them.
What's their why?

537
00:31:03,160 --> 00:31:05,880
And then I'm always trying to
you know, we we do the same work

538
00:31:05,880 --> 00:31:07,920
as a students.
And the one I always come back

539
00:31:07,920 --> 00:31:11,720
to is like, fundamentally living
in her why?

540
00:31:11,840 --> 00:31:17,640
And really believing in humans
to do good for the planet and

541
00:31:17,640 --> 00:31:20,600
for, you know, themselves as
Jane Goodall.

542
00:31:20,680 --> 00:31:25,160
And man, so so sad of her
passing, but her legacy is one

543
00:31:25,280 --> 00:31:29,920
that lives on forever for me.
Louis, this is a difficult one.

544
00:31:31,520 --> 00:31:35,600
I'm going to kind of bounce back
on what Celeste said during that

545
00:31:35,600 --> 00:31:40,640
living and beta time.
We also went over the why of Mr.

546
00:31:40,640 --> 00:31:44,480
Rogers.
I I watched his.

547
00:31:44,600 --> 00:31:48,880
I get, I think it was a
documentary a few years back.

548
00:31:48,880 --> 00:31:52,920
I don't fully remember it now,
but and I didn't fully grow up

549
00:31:52,920 --> 00:31:58,840
on Mr. Rogers either.
I just think his his whole, I

550
00:31:58,840 --> 00:32:02,520
guess, like driving mission was
just very powerful and

551
00:32:03,200 --> 00:32:04,280
influential.
OK.

552
00:32:04,280 --> 00:32:07,200
And then final question, best
piece of advice you've ever

553
00:32:07,200 --> 00:32:11,360
received?
I, mine's from my mother, so

554
00:32:11,360 --> 00:32:15,200
Christy Bolin, since I was a
very little girl, would always

555
00:32:15,200 --> 00:32:18,680
say don't sweat the small stuff.
Celeste, don't sweat the small

556
00:32:18,680 --> 00:32:23,000
stuff.
And I, I, I lean on that

557
00:32:23,280 --> 00:32:27,160
constantly because I do think,
you know, there are big things.

558
00:32:27,280 --> 00:32:31,080
There are, you know, friends,
family, health, you know, those

559
00:32:31,080 --> 00:32:33,400
are really big things.
But the other things are

560
00:32:33,400 --> 00:32:37,040
probably, they're probably
smaller and stressing out about

561
00:32:37,040 --> 00:32:38,680
it is, is not going to help
anything.

562
00:32:38,680 --> 00:32:41,240
So from my mother, don't sweat
the small stuff.

563
00:32:41,360 --> 00:32:45,240
Great advice.
I don't have like a quote from a

564
00:32:45,240 --> 00:32:48,400
specific person.
It's just kind of what I've been

565
00:32:48,400 --> 00:32:52,320
told over the course of my life.
And I'm also, I'm not quoting

566
00:32:52,320 --> 00:32:55,240
Nike.
I'm it's like just do it.

567
00:32:57,240 --> 00:33:01,840
I am very like perfectionistic
over pretty much everything that

568
00:33:01,840 --> 00:33:04,120
I do.
And that kind of inhibits my

569
00:33:04,120 --> 00:33:09,200
progress on a lot of projects.
And knowing that just like just

570
00:33:09,200 --> 00:33:12,680
take that step, just like cut
that piece of wood.

571
00:33:12,680 --> 00:33:16,360
If you mess up, you can just buy
a new one if it comes down to it

572
00:33:16,360 --> 00:33:22,960
or work with it and fix it.
Yeah, just it kind of as it's

573
00:33:22,960 --> 00:33:26,120
helped me table my perfectionism
and make a lot more progress

574
00:33:26,360 --> 00:33:27,560
than I think I would have
without it.

575
00:33:27,640 --> 00:33:30,600
Great advice.
Because at the end of the day,

576
00:33:31,040 --> 00:33:34,280
there's very few things in the
world that are unfixable.

577
00:33:34,520 --> 00:33:36,960
You know, you make a mistake and
then you just get on with it.

578
00:33:36,960 --> 00:33:41,080
And we spend an awful lot of
time, like you mentioned,

579
00:33:41,080 --> 00:33:43,640
Celeste, worrying about stuff
that that doesn't need to be

580
00:33:43,640 --> 00:33:46,280
worried about because we can
just get on with it at the end

581
00:33:46,280 --> 00:33:48,080
of the day.
Well, look, thank you so much

582
00:33:48,080 --> 00:33:50,520
for both of your time today.
I really, really appreciate it.

583
00:33:50,520 --> 00:33:52,920
I really enjoyed chatting with
both of you and hearing about

584
00:33:52,920 --> 00:33:55,720
some of the great stuff that's
going on at One Stone.

585
00:33:55,840 --> 00:33:58,080
Thank you so much.
Thank you, Kevin.

586
00:33:58,080 --> 00:34:00,480
This was really fun.
Thanks for the great questions.

587
00:34:01,720 --> 00:34:03,320
Thanks so much for listening to
the episode.

588
00:34:03,480 --> 00:34:05,600
If you enjoyed this
conversation, don't forget to

589
00:34:05,600 --> 00:34:08,040
subscribe, like, follow, et
cetera.

590
00:34:08,320 --> 00:34:11,280
Drop a comment below to let me
know anything you'd like covered

591
00:34:11,280 --> 00:34:16,159
in upcoming episodes or
suggestions for future guests.

592
00:34:16,639 --> 00:34:20,080
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