absolutely. So I would say, of all of the habits, there are two that I think uniquely apply to principals and assistant principals. The first is habit one, which is model growth oriented behaviors. And this is something that's easy to lose sight of. So here's the thing, and I say this to including the manager that I really admire, who's the Assistant Principal from my previous example, everybody is watching you. Go very closely, much more closely than you might say, and so what you do is going to set the tone for what others do themselves. So when I say model growth oriented behaviors, you have to show the people who report to you, who view you as their leader, how you want them to be based on how you show up. And I think the three questions that I end up asking the most when I am trying to coach people into doing this is, how are you collaborating with your peers? How would someone outside of your peer group know that collaboration was taking place. And what do you say about your peers to the people you manage? So if you are trying to facilitate an environment where those who report to you are collegial, collaborative, supportive, willing to pitch in, you have to show how you're doing that too, and it can be very difficult, because one of the things that does happen is it sometimes I'll ask a principal a question, Does every here know what your job description is? Not your job your job description what you do on a day to day basis? And a lot of times, the answer is no. There are assumptions about what they do, but there's not actually that much visibility into what a principal or an assistant principal is doing, not to the others within the school. And so being able to showcase what that is and how that looks is really important, and being able to show how you are investing in yourself. So if you want your teachers to always be open to professional development, new learning opportunities, bettering themselves, you have to be very explicit in how you're doing that for yourself. If you want them to be emotionally regulated, then you have to show how you're emotionally regulated. There's an example from one of my schools that I'm working with now where to make a long story short, one of their teachers had a very bad day, and they have a chronic shortage of teachers aids within a classroom that is probably twice the size that it's supposed to be with students who don't want to be in that class in a very high pressure and low income environment, and one of the things that happened was this teacher basically said to the principal, if you don't give me my aids, I'm going to throw hands now. That is not the kind of behavior we want with our kids or in our classroom, and if we have a lot of empathy in that situation, we could say that was a very stressful classroom environment that somebody is coming to that point which was unusual behavior for them because of a lack of teachers aids. So this principal that I was working with, though they they kept their composure, they kept their calm in this situation, but it happened in a relatively public forum, and they didn't follow through on what happened afterwards. So the teacher is still there, the principal is still there, and they've just both continued on as if nothing has happened in modeling growth oriented behaviors, what I've recommended to that principal is to close the loop, not just with the teacher who they have come to a resolution, but to close the loop with everybody else who experienced that, to show How the principal was willing to be vulnerable, talk through the budget cuts that led to the situation within the school, come to a compromise with the teacher, ultimately engage in a, I think, very admirable restorative process that led to a situation where they can both remain when not in a violent environment. And this is something that I would recommend if, if people see you in conflict, instead of trying to sweep it under the rug, work through that process, close that process in the room. Show people how you're willing to listen and learn and adjust based on what you've seen. So that's the first behavior, the second one, and all of these are important, but I think that offering employees care, which is Habit number six, is one that is very easy to forget, and this is going to be true in any social impact space. But we see it with healthcare managers. We see it with nonprofit managers. We certainly see it with leaders within schools, because there are so many different people who require care in that environment, right? And so it's easy to forget about your staff, and easy to forget about yourself. So if we just think about what care is offering care is helping people meet their needs and employees. Needs often clash with organizational needs when we have a scarcity of resources and a lot of different types of employees, which is exactly what we experience in a school so as an inclusive manager, you owe it to yourself and to the people you lead to understand how they're defining care, what it would mean for them to meet their needs, what it would mean for your needs to be met, and then make a case for achieving as much of that as possible. And what I have noticed is the difference between really good managers versus great managers in schools is how willing they are to go beyond step one of understanding what people's needs are, to actually consistently making the case, even if they've been told no, even if there's been a rejection, even if they can't negotiate for everything that is being requested, to push until a little bit more is gained, and to honestly be able to say that they're doing the same for themselves, so that there's no resentment that develops or festers between them, because I have definitely seen principals and assistant principals burn out because they've put the needs and demands of others so far above their own that they end up going over the cliff, basically where they go from being exhausted to cynical, to feeling like they're just not effective and they're not able to lean into their stress, and that's where we get this plateau where they're not happy, their staff are not happy, and there are a lot more challenges that arise. And so being able to say, what do I need in order to advocate for my people that is also care and something that I think gets lost and you know, I think I've used this example with you before, but I'll say it again in the book work won't love you back by Sarah Jaffe, is an entire chapter on teachers, specifically how teachers end up being exploited because they do love work. It is very different to have a customer versus a student, because, you know, I think about it this way. My son is in daycare, and we are supposed to pick him up by 630 every day, but if my husband or I don't get there by six three, they're not going to leave my two year olds, one of those teachers is staying late, like it's just happening, right, right? And that wouldn't be the case with like, a pizza delivery, you know? They they leave it at your door, they just leave with it period, right? But, but this is where it starts to be a little bit more complicated, and we have to understand that this is where we have to fight for each other. In the chapter that Sarah Jaffe writes, she says, you can look at how big of a challenge this is just by which teachers unions causes are supported and which aren't. So when teachers unions advocate for student needs, like we don't have enough supplies, or we don't have enough textbooks, where there's not air conditioning in our facilities, or kids aren't getting the attention or care that they need, there is a lot more widespread public support than when teachers advocate for their own needs, such as when they were saying they didn't want to come into schools because of COVID, or when they're trying to organize for a pay increase, there is a decided backlash, and offering employees care as a principal or assistant Principal in those situations is being able to elevate what they are advocating for themselves to the same level as what they're advocating for their students.