Today we chat with Meghan Waldron. Dr. Meghan Waldron is currently serving as an academic advisor and instructor at Virginia Commonwealth University.
Prior to moving to Higher Ed, Waldron taught English and Journalism in the public and private sectors for over two decades.
She offers practical advice on starting small, leveraging teacher skills, and letting go of guilt when transitioning careers.
You will hear honest reflections on work-life balance, the differences between K-12 and higher ed, and how creativity and community can shape a fulfilling new path outside the classroom.
Join us today as we discuss starting a tutoring company and working in higher education!
Find Meghan on Linkedin.
Free Quiz: What career outside of the classroom is right for you?
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Listen to the episode in the podcast player below, or find it on Apple Podcast or Spotify.
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:
Hi everyone, and welcome back to our next episode. Today we get to meet Dr. Meghan Waldron. She’s currently serving as an academic advisor and instructor. At Virginia Commonwealth University. But prior to moving to higher ed, she taught English and journalism in the public and private sectors for the past two decades.
Meghan is also the owner of Smart Solutions Tutoring, a full service writing company. Today we discuss her background, the benefits of teaching in higher ed, and the challenges and perks of owning a business. Hope you enjoy.
Elizabeth: Welcome back everyone to the Teacher Career Coach podcast. Today, we have Meghan Waldron with us. Welcome,
Meghan.
Meghan: Thanks for having me. I appreciate it.
Elizabeth: And we’re just excited to get to know you today. And we’d love to kick it off by hearing about your experience in education
Meghan: So I kind of fell into teaching when I was in my undergraduate program, I was an English and Spanish double major. I’m the daughter of a teacher. And I said, there’s no way I’m going to teach. And then I actually found myself out in San Diego and taught adult education and I loved it. so I moved back to the East coast when I was about 21 years old, and started teaching right outside of Washington, DC.
And I was not prepared at all for what I was walking into. I had never taken an education class. taught any of that. But I loved it. And I was there for four year county in Virginia after home with my kids. So I h oldest just went to colleg But opened a tutoring company in the process, so I could still kind of keep my hand in teaching, keep those skills sharp, but also spend time with my boys when they were young.
When my youngest son, Holden, went to kindergarten, I went back into the classroom. So I had this about 10 year gap, and it was just a whole different world, going back into the classroom. I was there for eight years, in secondary school, and then now I’m in higher ed. So I’ve had about a 20 year career in education in the public and private sectors, and then, um, now in higher ed.
Elizabeth: Thank you for sharing that. And I’m, I’m curious to hear you mentioned that it had changed a bit after you went back after you had your children, can you share anything about what you noticed about the changes?
Meghan: Yeah, I think the biggest change that I noticed I remember sitting in the auditorium during an active shooter drill, and that was just such a foreign concept. Obviously, I knew about school shootings, but I think being in that environment as a teacher versus like as a parent on the outside. Um, and just going through that training, I realized how much of teaching had shifted.
so that was 1 thing that really jumped out to me. The other was the onus being on the teacher. So when I 1st started teaching, there was a lot of parental support, even though I was in a district that had 83 languages spoken and students that were coming from all over the world. The parents were invested, and cared about their students education, regardless of what else was kind of going on in their lives.
And when I came back into teaching, not that the parents didn’t care, but I just noticed that so much more was on the teacher to ensure that students succeeded. And that is a lot of pressure on any professional. So that was a huge shift. It was almost impossible for a student to fail. You had to give so many opportunities, you know, just differentiation of instruction.
So there were just a lot of pivots that I had to make, um, from when I taught 10 years prior.
Elizabeth: Thank you for sharing that. That’s so interesting. And just the other day on the podcast, someone had mentioned to the, um, the different drills, the lockdown drills, and just how That’s just a part of your regular everyday life now. So that
that’s
Meghan: Yeah, absolutely. And I think, you know, having three sons, my boys are all in high school and college, but I mean, they’ve grown up with it so they don’t know anything different. But I think when you were in that world before it happened and you were just having tornado drills and now, you know, the verbiage and the protocols are so vastly different.
I think, reflective of a lot of the anxieties that we see in our students, especially after the pandemic, for sure.
Elizabeth: Definitely. And so you went from secondary education to adult education. Can you talk, can you talk about that transition, um, why you decided to leave and then kind of what you’re doing now in adult
education?
Meghan: Yeah, sure. So my husband is also a teacher. He teaches middle school. He’s a brave soul. Um, so we own our tutoring company together, but during the pandemic I knew I had gone through the administrative program. I had finished my 500 hours of internship and I just knew I just didn’t want to be an administrator at that point.
It was a whole different world coming back from COVID. but I really loved all the leadership classes I was taking and I love learning. So on a whim I decided to apply to a doctoral program. I was accepted. I started it during the pandemic, which was awesome. And then going back to teaching and finishing was a whole other story, but I completed it last May.
and as part of that doctoral program, lots of different opportunities opened up. And one of them was to adjunct student success courses at a large university in Virginia. and this was working with students transitioning to college and having taught juniors and seniors for so many years. I understand stood where they were coming from and then what they were expected to do six months later on a massive, you know, urban campus. So, I loved, loved, loved adjuncting. there was so much autonomy to be able to go there at night and, you know, be able to have these honest conversations with students and not.
Feel all those pressures that sometimes you could feel during the school day in a secondary setting. So it was pretty much the same. It felt very nostalgic to what teaching was like when I first started without so many of the rules and regulations, I guess is the best way to put it. It was very authentic.
So I taught two different fall semesters doing that. And then an opportunity came up to move to higher ed full time. And I jumped as soon as I could.
Elizabeth: Oh, that’s great to hear. So what did you study in your PhD program and how did that lead you to this opportunity teaching higher ed?
Meghan: Yeah, so I actually have an Edd, which is the practitioner side. So, they are more doing research and they’re not in the classroom. The programs that are offered here in Virginia, at least it’s mostly practitioner. So it’s teachers is to students. assistant principals, principals, superintendents, even. Um, so my EdD is in educational leadership.
Um, and then I was fortunate to do our dissertation is a capstone project. So we looked at equitable hiring practices and federal law enforcement. So I got, my partners were from the FBI and from local police. So it was really cool to kind of have that, that experience and see some of the similar issues between, um, What we see in education and then obviously what they see in law enforcement as well.
So, um, yeah, so it’s in leadership, but, um, most of what we did was within the schools.
Elizabeth: Thank you for going over the differences too, of those two programs. That’s very helpful
For those listening to, you know, that could be an avenue that leads to something as well if those, um, teachers are out there interested.
Meghan: Yeah, and I think off of that, Elizabeth, most of the people in our program go on to, you know, be in administration, some of them like in the school board offices and things like that. But some, like, from that position, somebody said, hey, you should apply for this government role or, you know, with your teaching expertise, there’s opportunities for you to move to Capital One.
So I think when you’re in a program like that, the networking is awesome, and it’s a way to kind of think about the skill set you have from teaching and how applicable it is to other fields as well.
Elizabeth: And in this new teaching position, what are some of the advantages or benefits that you’ve been seeing that you really enjoy?
Meghan: Yeah, I mean, teachers are powerhouses. I say that every day. I think from having a tutoring company, all of the teachers that work with us are full time teachers. when you go into different sectors, you just really see how much teachers can do and how effective they are at time management, the relationship skills.
so one thing when a student comes into my office, I mean, I’ve worked with students for almost 20 years, so there’s a familiarity. There’s not that guarded as where you’re nervous and things like that, where I think sometimes as teachers, we take for granted how good our interpersonal skills can be and how we can read a room.
And we might know what’s going on in the back, even though nobody else might notice or somebody else might notice. So I definitely think time management. Those interpersonal skills, the ability to build relationships and also to notice barriers as teachers. I think in the classroom, we often see that students don’t have access to things where in other positions, people might not be as observant as those things.
So, in this new role, I constantly find myself saying, well, what about this student? Or what about this group? I think as teachers, we’re used to fighting for the underdog and that definitely translates to other places.
Elizabeth: And would you say, is it required to have this degree to be able to teach in higher ed, or what are some
of the requirements for the job?
Meghan: so definitely not for I’m an academic advisor, so I’m working with students that are applying into pre med and pre health programs and because my specialty was in English and English, I’m predominantly helping them with their application process and then selecting classes and looking at their programs and that, but most academic advisors have a master’s degree.
So, most colleges are going to require the staff level that you have a master’s degree, but then, You, you know, you build your experience in higher ed by adjuncting, and then you can move over to the faculty side. But unlike K 12, it’s kind of split into two roles. You have your staff side and your faculty side.
So I’m on the staff side with a teaching position with it. so I’m not like a professor per se. I mean, I teach three classes, but it’s, I’m not like fully a professor. I’m more on the staff end.
Elizabeth: Okay, that’s very interesting. And then, what’s the caseload like? How many, in your academic advisor position, how many students do you have at one time?
Meghan: Yeah, so it fluctuates. I think that’s just like teaching and higher ed people come and go. Um, on average, I have about 220 students, but I meet with students for, I mean, have to meet with 30 students a week. So when they said a week, I was like, wow, like a whole week, just 30 students because it’s 30 minute appointments.
but you have to think about how many touch points you have in. Secondary Ed. So we taught six of eight in the county I was in. So I could easily have almost 200 students when you added in your advisory and all that type of thing and then greeting and all that on top of it. So while it seems like a lot of students, it’s not the same amount of touch points as you have in a teaching role, nor is it the amount of greeting and the assignments and all the things.
So I would say there’s more administrative work in terms of emails. Our students are very tech savvy. They’d rather email you than come in at 8 o’clock in the morning. But the workload is significantly less compared to what I was used to doing in terms of AP and IB.
Elizabeth: Ah, that makes sense. And you spoke a lot about transferable skills and things you’re still using. With time management, what does your day look like? What’s kind of like the day to day?
Meghan: Yeah. So I think the one thing I really like about being in higher ed, there’s so many similarities where it has the feel that you’re still in a school environment, but there’s so much more autonomy. So for example, when I first started, I was four days on campus and one day at home. then it shifted and we were able to do two days on campus and I’m sorry, three days on campus and two at home.
And now I have the best of both worlds. So I’m on campus twice and I’m work from home three days a week. So just having that autonomy to be able to set my own schedule, I have to do those 30 appointments, but I decide when they happen. there’s an hour lunch break. I had a 22 minute lunch for a couple of decades, right?
So, I think the day to day is different, but there’s a lot of opportunity for me to decide what that looks like with, like, flex hours and things and just things that you really take for granted. If you have not been in a teaching role, lot of the my coworkers are great, but a lot of them have either come from corporate America or have had been in higher at the whole time.
And I’m like, this is like, you have no, you have no idea how this is, but on the day to day, I mean, I’m meeting with students. I am sitting on hiring committees. There’s tons of opportunity for professional development. The university I’m at is very forward thinking. So they send us to a lot of different trainings at other universities.
so the day to day really. depends on, it’s cyclical on like what’s happening during that time of the year. but there’s a, and then I teach, um, on Wednesdays. So each day is kind of different, but there’s kind of that flow like I was used to coming out of the classroom.
Elizabeth: That’s great to hear. I’m curious, I’m thinking about some of our listeners who’ve been in the classroom quite some time now. Can you talk, if you don’t mind sharing, a little bit about the retirement? You know, I know when you come from the public sector, you have your pension. So, was that something that started new with this new position?
Okay.
Meghan: actually all, I’m in Virginia, so it all rolls into ERS, which is the Virginia Retirement System. I don’t know if it’s like that in every state, um, but my state benefits were actually a little bit better than my county wide benefits and my husband’s. so yeah, so the retirement was this, it just rolled over.
It was the same thing. So that was part of my decision as well.
Elizabeth: Very helpful to know. And it sounds like we’ll teachers will look, look into each state, see what kind of the rules and regulations are for that.
Meghan: I think it also depends if you’re at a state university versus if you’re private. I mean, that’s a whole different ball of wax. But, um, yeah, for the state, it was the same.
Elizabeth: That makes sense. And then we’d love to hear a little bit about this tutoring business that you mentioned you started with your husband. So tell us, um, how, this came about the inception and what you guys do with your new
business.
Meghan: Yeah, so we’re actually a blended family. So my husband and he came into the business later, but I started it when my boys were little. So my oldest is 19. So when he was 1, I wanted to be able to stay home with him. Um, I met a former teacher who had started a big tutoring company right outside of D. C. And he said, there’s no shortage, like, Hey, spread the wealth.
There’s, you know, I can’t possibly work with every student. So he kind of mentored me. Um, and I started just dragging my son to all these appointments with me, meeting people in Starbucks and working with them. Um, when I moved to Richmond, I grew it substantially. Um, it was all face to face. We did private and group classes.
Um, and I had about 20 teachers that work for us as independent contractors. and so it was a great way for me to be able to kind of keep, you know, My certification current work within the industry, but also be able to raise my boys and spend time with them. during the pandemic, we obviously had to move fully virtual.
So that crushed a lot of companies for us. It grew us exponentially because we were able to offer classes outside of Richmond where we’re located. So we have students in Maryland and California and Texas, you know, we have cousins that joined classes with other cousins. So that was really actually a very cool thing that happened for us.
There are seven teachers that work with us now. We just do writing. So back in the day, I kind of did all of it, but about 10 years ago, I honed it down. We just work with students on writing, applying to different specialty centers and colleges and things like that. so I’ve always done it. It’s always been kind of like a side.
Hustle, I guess, for lack of a better term, but it’s a great way, I think, for me to kind of have a creative outlet and to be able to help students in a, in a way that I just was not able to do in the classroom are, um, we either work with students 1 on 1 or in small groups under 5 and. I just saw such a dip where students just were not writing in class as much at all, and we can just give tons of feedback.
Um, I have a student I worked with last week. I started with her in fifth grade, and she just applied to Stanford. So it’s really cool to kind of age up with them, and see them grow and develop as humans and as writers, which is awesome.
Elizabeth: That is so cool. And what’s the age range of students that you work
with?
Meghan: Yeah, so when we were in person, we went a little bit younger. I’m not as great with the little guys, but we have teachers who are so we started at 1st grade online. We have found really anything below 3rd grade is quasi disastrous. So we stick to about 3rd grade to 12th grade. Every once in a while. We have some college students who trickle back in and have us help them apply to grad school in that.
But the majority of our students are between 3rd and 12th grade.
Elizabeth: And so I’m curious to know a bit about how you grew the business. You know, you mentioned you had a mentor, which I think is very helpful to have that kind of beginning and see that model of what’s going on. And then now you said you have seven teachers working under you. So how did you kind of start learning this business mindset and start setting this all up?
Meghan: Yeah, I mean, I think it was a lot of trial and error. There were, you know, the business grew very quickly when my kids were young, almost to the point where scalability was a challenge because I just couldn’t be all the places. And it’s hard when you’re starting a business because you want to trust people to do things, but you’re not really sure and you want it to go well.
So I think moving online helped a lot with that because you can Be in a lot of places pretty quickly, right? so a lot of reading, I think helps. I think going through my program and understanding, what leadership looks like and different ways to empower other leaders. I mean, I think most of my teachers would say anytime they come to me and say, Hey Meg, I want to try this.
I’m like, go for it. If it doesn’t work out, we’ll see how it goes. but the majority, I would say 80 percent of our business is word of mouth. So we do very, very little advertising. It’s really family saying, Hey, we had a great experience with this. Art, my student. It’s much more confident. He’s much more ready to apply to X, Y and Z.
And then they tell their neighbors about it. so it’s really been a labor of love. And it’s, you know, some years are better than others, but I think it not being like our full time job and it’s just something we did on the side. It allowed us to scale and to grow in a way that it felt manageable. And it didn’t, you know, you don’t have all your eggs in one basket.
yeah, I mean, there’s definitely been some pitfalls with it, but I would say there’s many more gains.
Elizabeth: And we have quite a few teachers who are interested in starting their own business. And it’s kind of, they’re at that spot where it’s, do we jump off the cliff and take that risk because it’s so much unknown. So what, do you have any tips or
thoughts
Meghan: Yeah,
Elizabeth: a person?
Meghan: yeah. So, um, both my brother and sister entrepreneurs, they had their own businesses. So they really helped me with the business side of it because I was an English teacher. So that part kind of made me nervous. but I researched and got an LLC, which was a very easy process. I actually when I first started was in like a women’s small business group.
I did a ton of online research, but I think finding other people who have already done it and asking them what works and what doesn’t work. I know just like the mentor who helped me other people have reached out to me and said, hey, Meg, I want to do this with math. Like, how do you do it? I mean, I’m fine to talk to anybody because, again, there you can’t work with everybody.
There’s. Too many people. so yeah, and I think the big part of it is relationships. I mean, the families that we work with have stayed with us because we understand that, you know, people have soccer games and have things they forget about. So we work with families in a way that is reasonable. Not so much that people take advantage of you and miss appointments all the time.
But at the end of the day, teachers are really great at relationship building and that is a major transferable skill when it comes to having a small business and people trusting you and trusting that you’re going to. Do well by their students. So I think for any teacher starting out, it’s. Fantastic to do it like small at first so that they feel confident as they grow whatever it is they’re doing.
And then they’ll know if the time is right to move. for me, I have ms so I never felt comfortable doing this full-time, you know, once I was diagnosed, ’cause I need to be able to have insurance and all those things. so for this, like it was a, a great way for me to kind of have that creative outlet, but also have the security of having a full-time job and benefits and all those things.
Elizabeth: That’s great to hear. And I was going to ask about the marketing, but it sounds like. You mentioned you ha you already had this network. It’s a word of mouth. Once people trust you and have worked with you before, it kind of spreads organically that
way.
Meghan: Yeah, and we’ve done some like online stuff through like Facebook groups and that, but I do feel that there is a difference when people find you online, they don’t really know who you are. So there’s some element, I guess, of trust if like they have been following you and watching your content for some time.
But I definitely think like smart, starting within your circle and kind of growing that business and then spreading out definitely, I think is a strong foundation.
Elizabeth: Makes sense. how do you manage these different jobs? You’ve got this academic advisor, you’re teaching the class a couple of times a week, you’re tutoring. What would you say your work life balance looks like now?
Meghan: Yeah, so sometimes it can be really manic. I also have three sons and two step sons, and they’re all under 21. So it’s definitely busy, but Google Calendar is my best friend. And I think, being a teacher, I’ve learned how quickly I can do things and then how long other things take. Um, so really, like on Sundays, I map out what the week is going to look like.
I also am very fine with delegating tasks. I have, like I said, seven teachers that work with us, and they’re awesome. so I shared with you that we don’t have water in Richmond, and my son does have school tomorrow. He goes to private school, and they have water. So I wrote to another teacher and said, Hey, can you do me a favor and teach this class tonight?
Um, I’m gonna go make sure my son can get a shower. So I think kind of having that network of people around you to make sure, you know, if you’re not able to do something that you have somebody that can step in and you feel completely fine about that happening. So, that has been huge is time management and then just having a really, really awesome team.
Elizabeth: Awesome. And what would you say to someone? Who’s listening to this? Who’s looking to take the next step? Just any, any words of advice for someone who’s in the classroom and looking for their next step. Adventure.
Meghan: Yeah, I mean, I just think I know for me, even though I had smart solutions all along, and I was in the classroom, I felt such tremendous guilt about leaving. Unlike other professions, people move and shift all the time. But with teaching, it’s a vocation, right? It’s like being in, um, you know, Being a police officer or something like that.
So I know for me, I felt terrible about leaving the classroom, but at the end of the day, like I wanted to be able to help people and I wanted to help groups that were marginalized and make sure people had equal access to education. And I realized that can happen outside of a classroom too. And you can have as much impact in other.
World, I guess, as you can in the classroom. So I think for a lot of teachers that I talked to and young teachers that are like vacillating between whether or not they want to stay or go. I just remind them that they can still have compassion and be collaborative and do all the things that they love about teaching in other realms.
so I would encourage them to talk to people. Like myself or other people who have found these kind of parallel jobs that are really similar in a lot of ways, whether it’s social work or nonprofit, I think that there are opportunities. So letting go of the guilt, I think, is a big 1st step. Um, and then secondly, just reaching out to others who have made that leap and asking them, you know, was it worth it?
Is it something they’re glad they did at the end of the day? There’s a teacher shortage. If you really dislike what you decide to do, you always know you have a job you can go back to. yeah, I mean, I think it’s those are two good ways to kind of think about it as you get started.
Elizabeth: Thank you. And I’m glad that you mentioned the guilt because that’s something we hear often. And, and I remember even when I was making the transition a few years ago, was coming from the school and the district saying, but how could you leave the children? How would you? And it just was crushing me. Um, but like you said, right, it’s people move on and especially in other industries, they get different jobs and no one blinks an eye.
And, and that’s
what,
Meghan: Yeah, and I think having been in the classroom for so long and then now just being in higher ed, which is still a classroom just in a different place and to see, like, they’ll say, you know, what are you doing this month for your mental health? And when are you? And I’m like, what? That’s like a conversation we have.
Right? So I realized how many how much needs to happen in K 12 that. Is not happening. you know that, like I said, there’s these flex times where if you need to go to a doctor’s appointment, you can flex your hours so you can go and you don’t have to take a half day. And there’s just so many hoops that teachers have to jump through that just don’t happen in other places.
And hopefully, I really hope that K 12 will get to that where they realize they’re losing teachers because they’re not putting teachers first a lot of the time. And I mean, students obviously come first, but the teachers need to be there in order to teach them. but yeah, I mean, I think, you know, For For the first time in a long time, I realized how much we were not treated as professionals once I was out of that world.
Like I kind of knew it when I was there, but once I left, I was like, Oh, wow. Like I have an hour to eat. Like I don’t have to like run and eat it like the copy machine. So, those were just, you know, big aha moments for me. And I was in my forties. So I, I definitely respect people that figure that out when they’re like 25.
But, um, yeah, I mean, I think it was just a reminder. There’s a lot of other opportunities out there and that You shouldn’t have to feel guilty if you want to try something different.
Elizabeth: And I’m glad that you mentioned this earlier, but I just wanted to touch on it again because it’s important. You’ve talked about, you have the other position along with your tutoring business and that you have that for insurance reasons. So that’s important too. I know when people are
looking.
Meghan: Sure.
Elizabeth: To go off on their own, just thinking about those different things.
And so that’s just helpful to hear. Thank you for sharing, um, about your story and diagnosis, and that’ll be good for others as they kind of explore that whole field, if they go that
route.
Meghan: Yeah, absolutely. I mean, I think those are like practical things you have to think about. It’s really hard. I mean, I talk to teachers. A lot of my closest friends are teachers. We worked together for so long and they’ll say, Meg, stop, stop talking about it. You can have lunch for an hour. You go get coffee in between classes.
And they’re like, I only have eight more years. I’m like eight years. Like that’s a lifetime. but I mean, their fear is that they are vested in this system and I totally respect that. But there are other nonprofits. That are also part of like our Virginia system. Um, so, I mean, I think it’s good to explore what else is out there.
If you know, some of those things roll over, if it’s something you’re really. You know, exploring or interested in looking at.
Elizabeth: Definitely. and we love to kind of wrap these up by hearing about what you’ve learned about yourself during this transition
journey.
Meghan: Yeah, I mean, there’s a lot definitely, but I think I learned that creativity is what keeps me going in any job. So, whether that was in K12 or in higher ed or with my company, so I need to have that creative outlet. And when I feel like. That is not possible in the role that I’m in. That’s something I need to kind of dig deep and figure out why.
So a big part I think of so many teachers is that idea that they create so much of what they do. And when they’re teaching from a curriculum that kind of gets taken away. And that’s where I think some of that. loss of, you know, their passion for their jobs. So creativity is really valuable to me, and I’ve learned that that is an essential part of what I need to be doing each day.
I also learned that I struggle with monotony. So when something is day in and day out and there’s not a lot of change, I struggle with that, but I also like order. So I’ve learned how to, you know, try to balance my week and look at you know, my calendar and make sure I have time for things, but also change it up.
So it’s, you don’t kind of get sick of what you’re doing, I guess. Um, so most of all, I think I’ve learned that like, I can think outside of the box, but I can also stay between the lines if I need to. and I also learned it’s important to like, take a leap. I’m 47. So I went back and got my doctorate when I was 44 years old.
it was definitely not something I’d saved for or planned on doing, but I worked hard so I could, um, do that and not have, you know, a ton of debt with it or anything. And I’m so glad I did because I think at the end of the day, it just opened up a lot of doors that I didn’t know were possible. and I found myself becoming kind of negative and my husband’s teacher, so we’d just come home and complain about teaching.
And so now I have found that that is less because we have different things to talk about and we’re not kind of doing the same thing every day too.
Elizabeth: That’s awesome. And I’m so glad that you had that opportunity and you could self reflect and think about what are the things you want to keep. For your new journey, what are the things that can go, can you can move on from? So, thank you so much for joining us today. It was so nice to get to know you.
I can’t wait for the community to
listen.
Meghan: Awesome. Thanks for having me. I appreciate it.
