Ever wonder what happens after you land your first role outside the classroom?
In Episode 186 of the Teacher Career Coach Podcast, Elizabeth Suto chats with Carly Clusserath, a former middle and high school science teacher who took a leap into edtech sales… only to realize it wasn’t the right fit.
Carly shares how she pivoted again, this time toward nonprofit work and eventually launching her own education-focused business, Carly Clusserath Learning.
This episode is all about trusting your gut, navigating big career shifts, and building something of your own—without losing your connection to education.
🎧 Tune in if you’re curious about life after your first pivot, or if you’ve ever wondered what it takes to start your own business with an education background.
Find Carly on Linkedin.
Listen to the episode in the podcast player below, or find it on Apple Podcast or Spotify.
Free Quiz: What career outside of the classroom is right for you?
Explore the course that has helped thousands of teachers successfully transition out of the classroom and into new careers: The Teacher Career Coach Course
Mentioned in the episode:
- Sign up for 7 days of free access to Orchard
- Use code “TCC” to get 50% off of everything at Aspireship
- Our career path quiz at www.teachercareercoach.com/quiz
- Explore the course that has helped thousands of teachers successfully transition out of the classroom and into new careers: The Teacher Career Coach Course
Episode Transcript:
Welcome back everyone. Today we are joined by Carly Clusserath. Carly was feeling extremely frustrated and undervalued through
her rounds of job applications to nonprofit and education related roles. Instead of continuing to apply for jobs indefinitely, she saw an opportunity to pursue self-employment. With that she’s been able to build her own business.
Today we discuss alternatives to the traditional job search process. Hope you enjoy.
Elizabeth: Welcome back, everyone. Today, we’re super excited to have Carly Kleserith with us. Welcome, carly.
Carly: thank you.
Elizabeth: Thanks for joining us. I know you are currently traveling. If you want to share, it sounds like you’re in a really neat location.
Carly: Yeah, I’m in Quito, Ecuador right now, uh, did a couple weeks of like mountain climbing and so now we’re relaxing in the city before heading back to the states.
Elizabeth: Oh, that’s amazing.
Carly: Yeah. Yeah,
Elizabeth: we’re excited to learn from you today, and I know the teacher community and educator community is excited to listen. So we’d love to hear a little bit about just your background in education and what got you into teaching in the first
place.
Carly: so I started teaching right out of college, right out of undergrad. Um, I was kind of, you know, moving through undergrad and having a hard time, not a hard time, but like, you know, the usual 18, 19 year old struggles when you’re in undergrad and you think, you know, what you want to do. And then you discover.
Oh, this is very different than what I thought. And I. Um, with studying science, and then, um, took a little bit of a break, like a semester and summer off and started tutoring and, um, continued tutoring through the rest of undergrad, um, to like 2 more years. And during that period discovered that they had an awesome program where I could get a credential.
And, kind of loop, like folded into my bachelor’s degree. And so started taking those classes, really loved it and got to do field placements while I was an undergrad, um, in those classes and. Just decided like tutoring is awesome, but being in the classroom is even more exciting. And so that’s how I got into it.
So I went, started teaching in the classroom, graduated in like December and started teaching in the classroom the following August.
elizabeth-suto_1_12-03-2024_100118: Very cool. And tell us a little bit about your experience. Um, were you in public or private? And then. You know, what was the point in your career where you decided you were going to kind of pivot outside of classroom teaching?
Carly: Yeah. So I was in public schools always. I taught for four years at a public middle school and then two years at a charter high school, still public, but you know, a charter. and always teaching science, a bunch of different subjects subjects in science. So chemistry, physics, middle school science, how to sustainable design class.
I enjoyed it. I mean, I felt by the time I, I did it for 6 years by the time I. Was that my 5th or 6th year? I felt really confident in my skills and I always built really felt like I built really strong student relationships. I loved getting to know kids. I still remember tons of kids and visited them when they graduated high school, even though I wasn’t in the classroom anymore.
And but I, I hit a point where I was. To be honest, I got really into climbing and got really into rock climbing. And like my maybe. Second or third year of teaching and felt just struggled with the work life balance piece. would work out in the gym during the week. And then all of my friends would drive, you know, the 3 hours or so to go climbing probably the majority of weekends, you know, leave on a Friday, go climb all weekend somewhere cool and camp and then come back on Sunday and I could almost never do that because I was less than planning as everybody who’s listening to this probably knows and if you know if I did take that weekend where it’s like leave friday night and come back sunday, I was Just, just so exhausted. So like, Oh my gosh, I’m now catching up working 12 and 13 hour days for several days to catch up on all of this work.
And so I rarely got to do that sort of thing. So when I was in my sixth year. Kind of started to feel like, okay, I want to move to the mountains. I was in a big city at the time and I moved to a little bit smaller city in the mountains. And when I decided to make that transition, I thought about maybe applying for jobs in the school districts where I was going to be moving.
and then as I got closer to Kind of ending the school year, I realized, okay, let’s take a break. I don’t really want to move to a brand new city and take on that new teacher workload again, and kind of, you know, uplift my whole life and then move and have the, you know, long hours of being in a new school.
So yeah, I decided to take a little bit of a break and apply for jobs elsewhere.
Elizabeth: Thank you. for sharing that. And my first question is, do you ever climb in Joshua tree?
Oh,
Carly: I’ve gone several, usually it’s a January. It’s like a new year’s visit, but have gone a few times. Yeah,
Elizabeth: how fun. Okay. We
Carly: Yeah,
Elizabeth: and it’s, you know, about three
hours from from where
we
Carly: okay.
Elizabeth: so
Carly: Yeah, yeah.
Elizabeth: you shared about. weekends, because I think that’s like a very familiar story. And I even remember it too. When you, you wouldn’t really want to do much on the weekends because you were prepping for the next week you were resting.
And so I can definitely see how. And I love the part where you went to this new city, new town, and you decided, you know, let’s not jump right back in, have some time for reflection. And so during this transition period, when you didn’t move to a new school district, I know We kind of talked earlier about, just figuring out where you want to go.
So how did you even figure out next steps you started to look for your next move?
Carly: I, so I, I think I was applying for things in kind of March of the school year. Like I knew I wanted to, I was ready to leave the classroom in February or March and I let my, um, team know pretty early and then finished up, you know, at the end of May and I was applying for stuff just kind of that sounded like adjacent enough to teaching kind of an ed tech.
Like I was really excited about some Khan Academy applications and things like that. And didn’t totally know what I was doing at that time. And then I think in the summer, I discovered the teacher career coach program and I did, I listened to the podcast a lot. And then I signed up for the course that was in 2022.
And so spent the summer kind of using those resources and slowly, you know, went from having that classic teacher transition resume that is kind of trying to gear toward everything possible where you think, yeah, I’m just, I can do everything. And that’s what my resume will say to like. Going no, actually that doesn’t make sense.
You need to kind of pick a path do a lot of self discovery Do a lot of networking with people online and then pick a path that’s going to work well, and then tailor your resume and your upskilling to that path and so I decided okay I think that sales like uh Entry level sales and sdr role is probably going to be a really good fit just based on a lot of the different things that I learned about from Talking to people on LinkedIn, um, and also listening to the podcast where they talked about somebody, I can’t remember the name of the person who did an SDR interview back in 2021 or something, but just, you know, my own research said, okay, I think a sales role entry level is going to be a really good path for me to focus on and just try.
And, I targeted mainly ad tech companies and at that point, starting kind of like middle of the summer, June or July. Um, and then landed a role in SDR role in September. And so. Yeah, started started really, I think, like shift in my application strategy, maybe in June and then landed something by September.
Elizabeth: So what was your experience like in that initial, um, position outside of teaching in that SDR role?
Carly: I mean, honestly, the company was awesome. It was a really great team. They were fantastic. Um, just like really supportive, really learning oriented. What was unique about this role was a lot of roles are doing a lot of cold calling. You’re doing a lot of outbounding. This role wasn’t that it was mostly inbound leads that we were working with and that it was just like a kind of soft intro to sales, which was really awesome.
my team was really supportive. We were really fun, lots of happy hours. It was like a two days a week in the office, three days a week, working from home things. So, you know, the office days were really fun, but you that every single day kind of thing. It was a great. I just, it almost like was awesome that it was such a great space to work in because it still didn’t work for me.
I was not, once I, once I kind of, I, at first I was really excited. It was novel and it was fun to learn. And then I think three or four, maybe five months in, I was like, this is not for me. I can tell that I’m not getting stimulated in the ways that I’m used to getting stimulated in the, in the specific ways from.
Teaching that I really love. Like those things weren’t really coming out for me or happening for me. And so I could tell after once it, you know, got more comfortable in the role that it just wasn’t the right fit for me. And it’s nice that it was such a, like the best sales role you could probably ever have, because I knew, Oh, Being in sales and probably in a big company like this probably just isn’t for me, um, rather than going, I’m in this team.
That’s kind of not a great environment for most people. And maybe I try some other companies, like, this is the best I could ever have and it’s not working. Clearly, this doesn’t work for me, which is good.
Elizabeth: that that initial position, even though you figured out early on that it was not going to be long term for you, would you say it helped support as a foundation to, to, to make that transition and kind of get that entry level position outside of education?
Carly: I think the sales techniques have really helped. So I use them still now, which is great.
Elizabeth: And so once, once you left that position, you kind of narrowing down a path? Did you know what you wanted to pick next or still kind of exploring after the
sales
Carly: Yeah, so When I left that role, I, I felt like working in a non profit company or in a, in a for profit company and doing a sales role definitely wasn’t for me. And I also felt like I don’t, I did a lot of exploring at first internally for like, what could maybe be a good fit for me within this company?
Cause I did really like the company and I just felt like nothing’s really speaking to me that is a role that I could move into in this company. Um, it also felt like People really spend a lot of time several, you know, just based on a lot of conversations with recruiters within the company and different folks in different roles.
People spend a lot of their, a lot of time in entry level roles. It sounded like, you know, at least two to three years before, before moving into like a completely different space and in the company. And so to me, I just felt like I’m not going to be able to last that long. I’m not happy doing this for two to three years.
And so, I, and I felt like the kind of the. Way that you are doing your work in a for profit space wasn’t really for me in a for profit space. That’s large and run by someone else wasn’t for me. And so I pivoted towards, focusing my applications more on nonprofits and, also applying for like roles in, Like research centers at the local university where I live like Non teaching roles in the school districts nearby Um, and so yeah pivoted more a little bit closer. I would say to teaching but just like non classroom teaching roles and so that was my That was my kind of application Like what I was targeting from I don’t know.
Maybe it was April 2023 to like, uh, like, I don’t know, November 2023, something like that.
Elizabeth: and currently you own your own business. So we’d love to hear about that. What you do. How you started it all, all of that, because I know everyone’s really curious about that. And some educators would like to do that, but just have no idea where to start. So I think it would be really helpful to hear your story about how you started it and what it looks like, you know, after you realized that the traditional path isn’t right for me. And
figuring out how you got to
Carly: Yeah. Yeah. So I had always tutored my, my business is just Carly Klesser with learning really simple. And I do both tutoring and academic coaching. And so I’ve always tutored. I tutored. Yeah. Absolutely. A bunch in college during undergrad, and then a little bit here and there. I’d have a few clients here and there when I was a classroom teacher.
And then when I was in this application process, kind of the second round between leaving the sales role and what I’m doing now, I started just kind of reaching out through Facebook groups, locally asking around, like sending messages to former clients that I’d had way in the past. When I was. And in the previous place that I lived, and got a few clients going and some very specific Facebook posts and community pages connected with the university locally, got me a huge amount of responses.
So all of a sudden before I’d always when I was in the classroom teaching I’d maybe had like One or two clients at once just a little bit of like side hustle money kind of thing that most lots of teachers are accustomed to having and all of a sudden I had six or seven clients reach out to me based on I had like a dozen people reach out to me from this one Facebook post in a community group, and then I ended up working with probably six or seven of those clients during like the Spring semester in 2024.
So just this past year. And so I don’t, I’ve always kind of tutored and done a little bit of it. And since January, I’ve very quickly developed my business to be like a fully functional business where I have a couple of different types of programs going. because I’ve found this niche in terms of how to find clients to work with.
And it’s been initially tutoring, but I’m moving more into more and more academic coaching. And so, um, what that looks like is more like holistic support where I might advocate with the student and between, you know, help a student and the parent in the school, um, kind of. With that, like organization of efforts for kind of some more intensive intervention.
So, Yeah, it’s been, it’s been a cool transition to like, get back to what I was doing before and, and utilize those sales skills too, and doing that.
Elizabeth: That’s very cool. And I have so many questions about it. And at first, what age range and is this in person or zoom or
both?
Carly: I like to do more in person. I’ll definitely do zoom and especially like, for example, right now I’m abroad. And so a lot of students still need a little bit of support, even, you know, in and around this Thanksgiving time. And so, But mostly I try to do in person because I feel like that work is really effective.
And also I just like working in person more. I have a couple of kids in elementary. I’m more tend to work with and like, focus my marketing efforts on kids. From middle school through college. So I actually work with students, um, freshmen and sophomores in college, too Mostly like the first year level math and science classes to kind of a big range mostly math and science And then obviously and then of course I have some students where they need just like a completely holistic support in all of their classes
Elizabeth: Oh, that’s cool. And it’s neat that your science kind of
carried through all the way to where you are now. and then my next question, I remember I was looking at your website and metacognition was there. Can you talk us a little bit about, um, For those, a lot of educators are familiar, but maybe if they’re not, tell us what that means and then how you integrate it into your coaching and
Carly: Yeah, so
I I have a lot of conversations with kids and I also implement learning methods with kids You Based around metacognition. So thinking about the way that you think and learning how you learn. My goal is to work with kids for, you know, however long they need to work with me, but ideally until they’re feeling confident enough, that they don’t need me anymore, especially because they’re going to move on and to other subjects that I’m not an expert in.
And I want them to be taken care of and know how to teach themselves those subjects. and also when they move, if they choose to go to college, um, or if are already in college. The kind of dynamic in college is that they have to kind of teach themselves. And so I spend a lot of time and And sometimes it’s actually hard to kind of make myself do this.
I said a lot, spend a lot of time stepping back. And instead of just like tackling a homework assignment with kids, I spent a lot of time sitting down and putting together a learning plan with them that they think is going to be effective for them. So we might go through all of the resources. And figure out what are going to be the key resources that they can use that are going to be effective for studying for this upcoming test.
And then maybe what’s a little bit of a schedule that’s going to work for them to make that happen over the next week that they have till that test. We might also do things like, especially elementary wise, Kids often don’t have great skills in, um, or they haven’t developed yet the skills to, like, write really neatly and, like, systematically as they work out a math problem.
And as math problems become more complex and they have more steps and different skills in them, That work on paper to kind of move through it systematically becomes more and more important. And so I do also work teaching kids how to do that. How do you use a math notebook? I was a huge science notebook person when I was in the classroom.
And so I teach kids how to do that with their math. A lot of the time, math tends to be just like a really, you know, popular thing to get students around because math is so hard. And so I’m doing that more often with math now, but it’s a similar thing.
Elizabeth: I like how you said, develop a plan that works for them because it’s different for everyone. So that’s, that’s just nice to hear what works specifically for them. And then tell us a little bit about some of the skills to run your own company and the ones that you brought with you from teaching and maybe some new ones that you’ve
learned.
Carly: I mean, you have to be really organized. That’s like the first thing that comes to mind, like juggling a lot of different things all at once, which we as teachers absolutely know how to do that. I think the sales skills really came to mind. So one of the skills that I learned in a, I was working in a B2B business to business sales environment, and.
One of the skills I learned is that like when you have a initially have a conversation about someone’s, um, problem and, um, their, and how we could meet their need to solve that problem. We, we’re not going to talk about price 1st, we’re going to talk about, like, explore a little bit what’s going on for you and really have you come to, like, a stronger sense of what is going on.
It’s a problem and how we can solve that problem. And then if we feel like it might be a good fit, start talking about price. So that kind of concept I’ve carried with me into when I have initial conversations with potential clients, um, I’m not gonna necessarily, you know, if someone just really needs to know, what do you, what do you charge?
And they’re really, um, you know, serious about that. And they, they’re like, I need to get somebody for my kid right away. And I have a limited budget. I might just tell him my price. That’s okay. But ideally it’s better for us to have a conversation about, you know, Hey, what is, what is going on? What are all the ways I can support you?
You know, where, what are the goals here and, and really have some deep conversations before we then. Talk about pricing. So that’s one way. I would say also thinking really outside the box and being really creative is also important in running your own business. It’s going to be successful. So I spend a lot of time thinking about how can I use my skills to come up with a program that’s going to be Really unique and meet a need that’s not already being filled.
And the other side to that though, is like, if it’s a type of program or product that people aren’t really aware of. The hardest part is figuring out how to market that because if people don’t know that they need that yet They’re not going to sign up for it. And that’s like the biggest thing i’m struggling with right now is people, you know Maybe haven’t heard of comprehensive academic support Which is the terminology that I use when i’m working with kid a child on intervention in education The entire, you know, entirety of what’s going on with them for school.
Um, people haven’t heard that language as much. They’ve heard of tutoring, they’ve heard of executive functioning. and so finding a way to help people understand that, like, this is actually something that could be really helpful for their kid is the big challenge.
Elizabeth: And so what are some of those things you’re thinking about in terms of marketing, you know, when you, and, and education with, with what you’re talking about. How are you kind of getting that out and spreading the word?
Carly: Yeah. I mean, there’s so many different marketing things. It’s kind of like, I have this, you know, business development document that I keep and it has so many different items in it. And I get a little, a little wrapped up and like, I need to be getting this done by next week and this done by the following week.
And at a certain point too, like that kind of energy is maybe counterproductive and you have to kind of be patient and, and, go, Hey, I’ve grown a ton in less than a year, less than a calendar year, and I need to just be patient. And they’ll be like, it’s going to work out and it’s okay. but there are definitely things that I.
You know, make sure that I’m tackling over time. I’ve had some success also with like substitute teaching. I’ve done a lot of substitute teaching. Cause the business isn’t a hundred percent where I can just rely on it for a hundred percent of my income yet. And so I’ve done a little, and like earlier this year was doing a lot of different things to just make sure I could pay the bills and so substitute teaching was one where I would, work with teachers and have, and you know, You know, kids would have a really good time.
We’d work together really well. And then that teacher would contact me and say, Hey, this was great. And I’d tell them, you know, that I do some tutoring, do some academic coaching, and then they would, might send me a parent. And so that type of thing happens a lot. like marketing on social media is huge.
there’s tons of Facebook groups, tons of communities out there where folks are discussing challenges with supporting their kids academically. And so kind of sparking conversation in those spaces and in those forums about, Hey, here’s a different way of look, of kind of looking at supporting your kid, can be really valuable and get people talking and thinking a little bit outside of the box.
You know, how they can do that.
Elizabeth: that’s great. And the part about substitute teaching, I love that you’re still doing that. And what have, Way to it’s supporting you, helping you financially, also supporting your business with that like organic relationship building. And then, um, I was going to ask you what your favorite part about owning your own businesses.
Mm
Carly: I mean, I really like having, getting to ultimately make all the decisions myself. I think that was one of my favorite things about being, I mean, my favorite thing about being in the classroom was hanging out with kids, obviously. But one of my other favorite things was. It’s getting that complete creative autonomy.
And so that’s, it’s, as I’ve reflected on moving from the classroom through this long transition period and being where I am now, I’m like, oh, of course, that creative autonomy was so important to me when I was in the classroom as a science teacher. Um, administrators, they have so much on their plate and they’d walk in my classroom, they’d see that kids are having a fun time doing a bunch of cool labs and clearly were engaged and they go, all right, thumbs up and they’d walk away, you know, and it was kind of up to me to like, create this ecosystem of learning in my classroom.
And so now in my business, I get to do the same thing. Um, and it’s definitely challenging. It’s, I think in the classroom, as a classroom teacher, you are, yeah. Um, you have a salary that you can rely on every month and you have benefits. And, it isn’t a lot. It isn’t amazing pay as we know, but it is reliable.
Whereas in your own business, it’s not reliable. You have to make, you have to make it happen. And so that part is challenging. It brings a different, another level of stress. But then on the other hand, I get to completely decide my work hours. The beginning of the semester, I go, all right, I want to do in person sessions, Monday, Tuesday, Wednesday.
because I have a bunch of skiing I wanna do on the weekends, and I can just decide that that’s what I’m gonna do. And I’m gonna tell people that those are the times I’m available and that’s it. so like having that kind of ability to, to control your work life balance is really, really cool. so I, I like that piece.
And I like also, again, being able to, create something, create a program, and, and learn how to support kids in a creative way. Again, not within the bounds of anybody telling me how I need to do it.
Elizabeth: would you tell those educators who are looking to leave their classroom and start their own business? Maybe they’re doing some tutoring on the side right now, but looking to get, more involved. What would you, what advice do you have for them?
Carly: I would say that the, I just think like ability to, I love not having to answer to anyone. I mean, that sounds like, you know, intense, but that’s, I’m a little bit intense. And I, I love that. I think if teachers like There’s a lot of people out there that need support in terms of, you know, supporting their kids education and there’s a teachers have incredibly marketable skills in other positions, but when you go to work for a company or an organization.
There’s a dynamic of like, Hey, I really need a job and please hire me. And, you know, I’ll do what you tell me to do. And, there’s a lot of security there, but like, I think I, as I was applying for things, I wasn’t, I wasn’t feeling inspired by kind of being in a role like that. I really, I looked at roles and I would look at a role in a nonprofit organization, for example, and I would go, that seems cool.
I hope in that organization, I could move to doing this or doing that or whatever. And when you take a job, like, maybe you’ll get to do that. Maybe not when you run your own business, you could do whatever you want. And I also think that, like, tutoring, if people want to do a tutoring business, or do an academic coaching business, or do executive functioning.
They have all of the skills as a teacher to do that. They know exactly how a classroom works, and so they can support families in kind of navigating the school system. And you don’t have to do it full time. You can do it a little bit here and there and slowly build into it to the point where you feel comfortable leaving your classroom teaching job if you feel like this would be a better fit for you.
Um, and so there’s like, There’s just like so many, you know, flexible ways to get into it and it is scary. There’s I’m like, privileged in a way where I don’t have a ton of responsibilities, you know, making it so that I have to have that 9 to 5 job with benefits. And so I can, you know, handle that, that flexible, you know, that, you know, slight lack of security.
And I think if you have the privilege to be able to go out on your own and do it, I think it’s a really cool journey to see, you know, how it goes for you.
Elizabeth: Thank you so much for sharing that and with the community, community today. We kind of love to wrap these up by learning about, um, what you’ve learned about yourself during this big
change. Yeah,
Carly: I mean, I’ve learned that, that creative autonomy is really important to me. Um, I’ve learned that being able to set my own schedule and, and kind of have the ability to be my own boss a little bit. It’s really important to me. And I tried, you know, working in a space where in the classroom, I did kind of feel like it was, I was in charge, you know, I ran the space and everybody, you know, I, I got to, to have that, that kind of power in a sense, I guess.
And, um, then I moved into a space where it wasn’t so much. That was a role. And I was like, You know, completing a set of tasks that someone told me to do and they were like, it was a great team, but it didn’t feel as engaging for me. And so I’ve learned, oh, that, you know, ability to kind of have the sky is the limit, honestly, and, and go, man, in 2 to 3 years, I think I’m going to be doing this.
I, I’m going to put, you know, try this technique and the strategy and I’m going to make it happen. And being completely in control of that is really cool and something that I need. Um, and I think then another piece that I’ve learned is that I definitely struggle with perfectionism and I think that probably a lot of teachers deal with that.
And part of why I left the teaching, the classroom is because I was, Kind of dealing with that perfectionism and dealing with that, like stress of having to perform perfectly every single day in the classroom. And it was really draining and it took a lot out of me. And by the end of six years, I need a break.
And I, now that I’m kind of deep in running my own business and it’s going really well, and I’m seeing all these ways that I can improve, I’m starting to feel that perfectionism come back up. And it’s really interesting because I left the classroom thinking. This just isn’t for me. I’m the type of person that can’t manage this stress.
And so let’s do something else that isn’t going to bring this type of stress. And now that I’m in my own business, fully doing it, doing really well, I’m feeling that again. I’m feeling that like overwhelming feeling where I will kind of shut down a little bit and go, there’s too much that I could be doing.
I can’t do any of it kind of thing. And, um, I’m learning that, Oh, this is something that That I’m doing, this is a part of me that I could work on. And so I’m kind of in the midst right now of working on that perfectionism, working on managing that stress, letting things go a little bit. And I think that’s going to be really awesome to feel like.
You know, not only can I be successful in my own business, but not be so hard on myself, even maybe if I want to do like some summer teaching back in the classroom I can do it. And I’m going to find a way to do that in a way that doesn’t, you know, take so much out of me in terms of that perfect perfectionism and stress.
So that’s been really cool too, to see two different cycles of my career, seeing the same patterns and going, Oh, this is a pattern. And I think this is something that I can work on.
Elizabeth: that’s, that’s awesome that yourself reflecting like that and noticing kind of these parallels and growing and adapting and changing with them. And I’m so excited to continue to follow you and see what your company is doing in your business. So Carly, thank you so much
for sharing with us today.
Carly: Of course. Thank you.
