It's never easy being the new kid on the block. But new PSEA members Riley McGowan and Emily Goss have found a home in public education and in PSEA. Riley teaches music in the West Chester Area School District and Emily teaches special education in the Conestoga Valley School District, and they're both members of PSEA's New Member Task Force. Hear them get real about the struggles and triumphs of their teaching journey so far, and what they would have done differently if they could start over.
It's never easy being the new kid on the block. But new PSEA members Riley McGowan and Emily Goss have found a home in public education and in PSEA. Riley teaches music in the West Chester Area School District and Emily teaches special education in the Conestoga Valley School District, and they're both members of PSEA's New Member Task Force. Hear them get real about the struggles and triumphs of their teaching journey so far, and what they would have done differently if they could start over.
Do you have some feedback for us? Send an email to podcast@psea.org.
Learn more and watch for upcoming episodes at psea.org/podcast.
Voiceover (00:02):
Welcome to Duty Free Lunch, the official podcast of the Pennsylvania State Education Association. Join us as we unpack the issues that matter most to you from cutting-edge classroom strategies to thought-provoking policy discussions. If it impacts PSEA members, it's on the menu.
Aaron Chapin (00:24):
Hello and welcome to Duty-Free lunch. I am PSEA President Aaron Chapin, and I'm here once again with PSEA Vice President Jeff Ney.
Jeff Ney (00:34):
Hey, glad to be here.
Aaron Chapin (00:36):
And treasurer Rachael West.
Rachael West (00:38):
Hi guys. How you doing?
Aaron Chapin (00:40):
I'm doing really well.
Jeff Ney (00:41):
Really good today.
Aaron Chapin (00:42):
I'm thinking about cottage cheese and ketchup right now.
Jeff Ney (00:45):
Oh my goodness. That combination. Sometimes-
Rachael West (00:48):
Okay, gentlemen.
Jeff Ney (00:49):
It's just weird.
Rachael West (00:51):
It's called lunch. Can you not ruin it for everybody?
Aaron Chapin (00:54):
For those of you out there listening to us, and I know it's hundreds of you right now, we'll maybe get into that later on. But we need to get this podcast started because today we have the pleasure of welcoming two new PSEA members as guests. We have Emily Goss and Riley McGowan. They're both members of PSEA's New Member Task Force. Riley is a music teacher at EN Pierce Middle School in the great Westchester Area School District. And Emily Goss is a special education teacher at the even better Smoketown Elementary School in the Conestoga Valley School District.
(01:31)
Welcome to you both. It's great to have you.
Emily Goss (01:33):
Thanks. Good to be here.
Riley McGowan (01:34):
Thank you.
Aaron Chapin (01:35):
You got it. You ready for some questions?
Emily Goss (01:36):
Yes.
Riley McGowan (01:37):
Yes.
Aaron Chapin (01:38):
All right. No pressure. So we should mention right at the bat that PSEA's definition of a new member is someone who's been an educator for five years or fewer. And so that being said, how long have each of you been teaching? Let's start with Riley.
Riley McGowan (01:55):
This is my third year teaching. I did a year in Philly and I'm two years in at Westchester now.
Aaron Chapin (02:00):
All right. What about you, Kasey?
Jeff Ney (02:02):
No.
Aaron Chapin (02:02):
I said Kasey. It's like I'm a professional here.
Jeff Ney (02:05):
Oh my goodness.
Aaron Chapin (02:06):
Oh my God, Emily.
Emily Goss (02:07):
It's fine. I'm cheating. I am in my eighth year of teaching, but I'm only-
Aaron Chapin (02:12):
Podcast over.
Emily Goss (02:13):
Yeah, I'm only in my fifth year in Pennsylvania.
Jeff Ney (02:16):
All right. Where were you before Pennsylvania?
Emily Goss (02:18):
Oh, my fourth year in Pennsylvania.
Jeff Ney (02:19):
Fourth year.
Emily Goss (02:20):
I started in Punxsutawney and then I recently took a new position with Conestoga Valley and this is my first year with Conestoga Valley.
Jeff Ney (02:27):
Oh, fantastic. Well, and some of the other podcasts that we've done, we've always kind of asked our guests what kind of got you started in education? Was there somebody that you had that you talked to? Was there somebody that inspired you or was this your own thing that you thought of? And Emily, we're going to start with you first.
Emily Goss (02:45):
So it's ironic I'm sitting next to a music teacher when I'm talking about this. I had a music teacher, Mr. Miller, and I gave him a run for his money every time I stepped foot in the classroom. And he just never closed his doors to me and he was the coolest person I know to this day. He just retired a year ago, so that was really cool. We got to kind of celebrate him and I'm a teacher because of him.
Jeff Ney (03:09):
And what district was that?
Emily Goss (03:10):
That was Derry Township School District.
Jeff Ney (03:12):
Fantastic. Riley, how about you?
Riley McGowan (03:14):
I got into it when I was in elementary school. My music teacher, Mrs. Belsic, she was awesome and I had so much fun in class and I thought, how could I possibly play music every single day? What can I do to do that? And then I said, oh, I'll just be a music teacher. So third grade I decided.
Jeff Ney (03:31):
And what school district was that?
Riley McGowan (03:32):
That was also Westchester Area School District.
Jeff Ney (03:35):
They don't move far from home.
Riley McGowan (03:37):
Stay around.
Rachael West (03:39):
I also love that it's all music. As a math teacher, I know that sounds crazy, but I actually, I think music was the thing that got me through the hardest years of school.
Emily Goss (03:48):
Oh, absolutely.
Riley McGowan (03:49):
Oh, yeah.
Rachael West (03:49):
So I love that both of you connected to a music teacher. As you've been teaching for the last few years, is there something that you didn't expect going into teaching? You both sound like you've wanted to be a teacher for a long time, so is there something good or bad that you didn't expect going into the classroom?
Emily Goss (04:08):
Oh man. Well, I've been special education my entire career minus one brief year in third grade. I don't think you are trained to expect anything in special education from the IEP meetings to the lunches that get cut short to just the length of lists of SDIs that come out of working with special education. It's just every day is something new. It's wild, there's no precedent for it, and you're kind of standing in the room full of people and they're all looking at you being like, all right, that's your student and your caseload, what are you going to do?
(04:40)
And I'm like, I don't know. He's licking the wall. I don't know what you do when they're licking the wall. And just kind of all of the scenarios.
Riley McGowan (04:51):
I had no idea how much fun it would be. I feel like people always complain about teaching and there are a lot of rough aspects to it, but it's just so much fun in the classroom and the kids are great. And I didn't realize how collaborative it was between the students and the teachers. I thought it would just be, I'm the teacher and I'm running this. But especially with orchestra, it's really great because they all have all this input. That part wasn't expected. I really like it.
Emily Goss (05:13):
Yeah, no.
Jeff Ney (05:15):
And that leads to the next round of questioning, which is you haven't been in the classroom for all that long, but if there was something that you could have done different, I don't know, maybe were you happy with the decision you made to go into education? Were you happy with the colleges that you picked to come out? Were you happy with staying in the districts that you're at? I know, Em, you've already moved districts a couple times. Is there anything that you would look back on right now and kind of do something a little bit different, Riley?
Riley McGowan (05:40):
I think probably most new teachers would say this. I definitely wish I had been harsher when I first started. I didn't have a voice yet for it. And now I think I have that more solidified but too loosey goosey in the beginning.
Jeff Ney (05:54):
Oh, that's interesting.
Emily Goss (05:57):
With students or your colleagues?
Riley McGowan (05:58):
Anything. I just had no idea what was going on. So glad I figured it out a little more, I hope.
Aaron Chapin (06:03):
Em, how about you?
Emily Goss (06:05):
I think if I were to go back and do year one over again, I really would've considered how much the starting salary was. I never really looked at that. When you are sitting across the table, you want to get a job and they slide over a starting salary and you're like, okay, great. It's money. It's more than I was making my minimum wage job, but I didn't realize how much of an impact it would have when you start paying student loans and rent and inflation on groceries and oh my gosh, eggs and toilet paper. I mean, it all just happened so fast.
(06:36)
So I wish I would've done a little research on that or somebody would've whacked me upside the head and been like, hey girl, don't accept that. And then I wish when I was sitting in classes, I would've paid attention more when they described what other people in the building do. My first couple years they'd say, okay, it's time for that person to go to speech. And I was like, okay, bye. And I didn't realize how interconnected all the professionals could be. I wish I would've, I don't know, maybe-
Aaron Chapin (07:02):
It's a real team effort.
Emily Goss (07:03):
Yeah. And I just didn't-
Aaron Chapin (07:04):
And you're right. Again, we weren't in college 30 years ago, but those discussions-
Jeff Ney (07:09):
30?
Aaron Chapin (07:09):
... Don't take place.
Rachael West (07:10):
Easy, killer.
Emily Goss (07:11):
Yeah.
Jeff Ney (07:11):
Speak for yourself.
Aaron Chapin (07:12):
You were 30 years ago. Rachael, give it 20.
Rachael West (07:17):
I think the special ed though, that's a huge difference of that how all of those parts come together. I was a math teacher, but I had a lot of learning support students and a lot of co-taught classes and there was a lot to realize that there's a whole other team of people behind that one thing that's happening. I hadn't really thought about that in a while of not recognizing as a new teacher, how many other people were on that team behind you.
Emily Goss (07:44):
Yeah. And I was just thinking, I send my kids to expressive arts classes. I send them to music, I send them to art, and there's all of these reading and writing requirements or they have to vocalize. And with so many of my students, they struggle with that and they light up these expressive arts classrooms. And I don't know enough about what my professional colleagues are doing in the classroom to help prepare my students. And it took me years to figure out, work with them, ask them about the standards they're trying to go for, ask them about how these SEIs fit in their classroom.
(08:13)
Really make sure they come to these meetings where they can decide what are we doing for the students to make them successful. I wish that would've been like its own course in college. Just collaborative conversations.
Aaron Chapin (08:25):
Jeff, anything you would've done differently?
Jeff Ney (08:28):
Actually, I would've started in education sooner rather than later. We talked in an upcoming podcast of where we got our start with education and I didn't start my education career until my second year in college. I wish I would've started it sooner.
Aaron Chapin (08:42):
Rachael?
Rachael West (08:43):
I think I'm with Emily on the I never had any idea. The first person that offered me a job, I was like, yes, please sign me up. It didn't even occur to look at the contract to know how much money I was making, how much insurance was going to cost me. I was just like, yes, please. Teaching, that sounds good. So I think that's a thing that you don't really think about heading out of college is like, can I please get a job?
Aaron Chapin (09:09):
Yeah.
Jeff Ney (09:10):
How about you, Aaron?
Aaron Chapin (09:12):
I only had one offer from a school district, one district, and it turned out to be the best thing that ever happened to me because I wouldn't be doing this today. But I was very fortunate that I just stepped right into a pot of gold.
Jeff Ney (09:23):
I'm very much like Riley. I graduated from the Wilkes-Barre Area School District. I did my student teaching at the Wilkes-Barre Area School District. I got my first job in the Wilkes-Barre Area School District. So I did not venture very far from home at all.
Aaron Chapin (09:35):
And the retirement home you're going is right in Wilkes-Barre too.
Jeff Ney (09:39):
Wilkes-Barre Township.
Aaron Chapin (09:40):
I apologize. As I mentioned earlier, you're both members of the New Member Task Force. I'm sure a lot of our members probably have not heard of this and that's why you're here today doing some educating with our members. So in fact, tonight you're headed straight into one of our task force meetings after this recording. So I'm curious, why did you want to be part of this task force? Something that most of our members don't know even exists? Emily, you're laughing, so we're going to start with you.
Emily Goss (10:09):
I love that it sounds like something I joined intentionally. I feel like a big part of PSEA is like you show up to something and you're just like, oh, this is cool. And somebody's like, hey, you're here. You're on this now. You're doing this. I feel like this task force is a little bit of that. But such a huge part of why I'm passionate about talking to new teachers and being a new teacher and I'm kind of entering that range where I'm not really a new teacher anymore. I just think it's so important. Just like Rachael said, read the contract.
(10:41)
What's in your contract? How is the contract helping you? What are your working conditions? And when teachers come to me and they're like, I'm missing my prep period, or I don't get my lunch, or I'm going home and working for hours. I'm like, there's stuff in your contract to help you out with that. And it's just remembering that you're not this island either. You've got a whole group of people in your building, in the state that can really help you out and help you navigate these first couple of years because it's nothing like anything you're prepared for.
(11:10)
I mean, student teaching is wonderful, but you've got this buffer of a cooperative teacher. And when you're out there, you got no one. So I think I'm really passionate about being on this task force to remind these new teachers, you're not alone.
Aaron Chapin (11:21):
That's awesome. What about you, Riley?
Riley McGowan (11:23):
Same thing as Emily. My local president sent me an email and said, hey, do you want to do this? And she was my English teacher 10 years ago. So anything she asked me to do, I do. And yeah, also similar to Emily, I would say such a big part of being a new teacher for people coming out of non-teaching profession jobs. I was a server before I was a teacher and I worked at Target. And starting teaching, I was like, oh, this is great. I am getting paid on holidays and all this stuff is amazing. And because you're treated better than you were maybe as a server in a restaurant, you don't realize how much even better things could be.
(11:58)
So just helping new teachers understand the contracts and knowing you have all these rights as a teacher and what you deserve as a professional, that I think is one of the most important parts of the task force.
Aaron Chapin (12:10):
Wow. I was not at that level. When I was first starting, I was not even thinking about that. So kudos to both of you.
Jeff Ney (12:18):
Well, the early career educators really do have a little community going on because they're dealing with things that we never even thought were going to have to be worried about going through the process. And I think Emily said it 100% right. If they don't have themselves to lean on when things get tough, then who's going to help them out? I think that's great.
Rachael West (12:36):
I'm so glad to hear you talking about these things. As new teachers, I think often that those first couple of years are so much about survival and if somebody doesn't ask you, you don't even know that these opportunities are out there. And obviously you two see a value in your union participation since you, we'll call it volunteered, maybe voluntold to join the New Member Task Force. So what are you hoping you can achieve through your involvement in this task force or what do you hope that the task force can achieve as a whole, even maybe after you're not part of it anymore and it's moving forward?
Jeff Ney (13:18):
As they both stare at each other.
Emily Goss (13:22):
I was just going to let her talk first. I'm really hoping that participating, I start to build a network of people who realize there's someone to reach out to and maybe I don't know the answer, but I'm like, hey, I know this guy, his name's Jeff. You should go bother him. And just as we start to navigate these unprecedented times, everyone hates that phrase, but that's where we are. And as we navigate giving people a voice and letting them know there's somebody out there that cares, reach out on maybe not even expecting them to reach out.
(13:55)
But this task force can be part of people who are actively reaching out towards others. You've got these new teachers who are just surviving and now you've got a task force of people deliberately trying to go and grab their hands like a little club motion action.
Riley McGowan (14:10):
I think it's nice to be able to represent newer teachers. I feel like people who have been teaching a while have found their voice and they know what to say and they know who to contact. And as a newer person, it's nice to sort of represent the people who aren't comfortable doing that just yet.
Aaron Chapin (14:26):
Wow.
Jeff Ney (14:27):
And we've talked about this in the New Member Task Force. If you had a wish list and one thing that you could give to early career educators, what would it be?
Emily Goss (14:36):
A conference. Their own conference.
Aaron Chapin (14:39):
That was set up. That was totally set up.
Emily Goss (14:42):
Their own conference.
Aaron Chapin (14:45):
Well, I think as we look in the next year or two, that is going to be coming to fruition.
Emily Goss (14:50):
Let's go.
Aaron Chapin (14:52):
But you will not be going, you won't be a new teacher by then.
Emily Goss (14:53):
That's fine. I'll just picket outside and be like, yeah, I'm so glad you're here. Good for you.
Aaron Chapin (14:59):
We have lots of groups of members that want to have conferences that are devoted to them. And our early career educators have spoken up loud and clear and we're going to make it happen. It's just another year or two down the road.
Jeff Ney (15:11):
Right. And it's combining with some other things to make sure that it flows the way that it should. Because again, in an earlier podcast we talked about Ed Rising, we had our student PSEA members on it, and now we have early career. So there just seems to be that succession that seems to be natural.
Aaron Chapin (15:26):
Well, and now that I've said it on the podcast, the executive director is pulling over in his car and swerving so he knows now it has to happen. So all right, so now we're getting into the lightning round. It means we've got to be a little bit more succinct with your answers. Okay. One of your most memorable interactions with a student, Riley? Oh wow. Come on.
Riley McGowan (15:46):
Oh, I had a student, we had a competition and he had had a lot of trouble keeping a steady beat up until the competition and after we did really well. And as he was leaving the stage, he said, "I kept a steady beat. I looked up at you this time," as though that was the first time he'd ever looked up at me for the beat. And that was very exciting.
Aaron Chapin (16:02):
Emily?
Emily Goss (16:03):
I had a kiddo who just was famous for his meltdowns and he was about to get the head off my elf on the shelf and he looked at me and he's like, you know what, today I'm not going to do it. Merry Christmas.
Aaron Chapin (16:16):
Wow. All right.
Emily Goss (16:17):
I'll never forget it.
Aaron Chapin (16:19):
Favorite way to decompress after work, Emily?
Emily Goss (16:22):
I go for runs. I do a lot of running.
Riley McGowan (16:25):
That's so healthy. I watch TikToks with my fiance.
Aaron Chapin (16:31):
Maybe not for much longer. Sorry. TikTok's going away.
Riley McGowan (16:34):
You know what, that's for the best. I should get something else to do.
Aaron Chapin (16:38):
Name a quick anecdote about a teacher who really had an impact on you growing up. I think we heard a little bit about this earlier, but go ahead.
Riley McGowan (16:45):
This one, when I told my high school orchestra teacher I wanted to go into music, it was great. She said I wasn't good enough and I needed to practice more. And now we're good friends. I think about it all the time because I'm like thank goodness she said something. So I had to practice more. It was awesome. She's great.
Emily Goss (17:00):
I had a AP psychology teacher in high school tell me that reading works of writing that I wrote was like looking at a Pablo Picasso painting and it didn't make any sense to him. And now I'm getting my doctorate in education and I don't write an email without throwing it through ChatGPT to make sure it's grammatically correct and flows.
Aaron Chapin (17:20):
I love the honesty. See-
Jeff Ney (17:22):
That's fantastic.
Aaron Chapin (17:23):
Now see, every once in a while I got in trouble for being a little too honest with the kids. Straight talk with JP Chaps. I know.
Jeff Ney (17:29):
That should be the next podcast.
Rachael West (17:29):
Shocking.
Aaron Chapin (17:31):
But I think honesty with your students is essential and it's good.
Jeff Ney (17:36):
Well, and especially with the early career educators, they're coming into the classrooms. The kids are just different in the classrooms than they were a whole bunch of years ago. So you've got to be able to change with it. And being able to use not only the technology to help yourself but to help the kids, that's absolutely key to making sure that you're a successful educator in that building.
Aaron Chapin (17:55):
My student teacher supervisor basically called me out and told me that my handwriting was just wretched. Well, it still is.
Jeff Ney (18:02):
Rachael and I tell you that all the time.
Aaron Chapin (18:03):
But I had to write a letter to my cooperating teacher to introduce myself and he said, "You keep this up, you're never going to be a teacher." It was like, all right. And here I am. I cleaned my act up.
Riley McGowan (18:14):
Can we see it?
Emily Goss (18:15):
Yeah, it's on that floor.
Aaron Chapin (18:15):
It's bad.
Rachael West (18:15):
It's rough.
Emily Goss (18:15):
I need an example.
Riley McGowan (18:15):
Still?
Aaron Chapin (18:17):
It's still bad, yeah. But I don't have to worry about it anymore.
Jeff Ney (18:20):
That's a post podcast kind of thing.
Aaron Chapin (18:21):
Yeah. Well, we are running out of time, Jeff. So it is pop quiz time.
Jeff Ney (18:25):
Pop quiz time.
Aaron Chapin (18:26):
Pop quiz.
Jeff Ney (18:27):
So the question that I have for both of you, and we've talked about it a little bit when we have our task force meetings, but if you could give advice to a new educator, to one of our early career educators who may be on the fence of getting involved with either their local union or get involved with their regional leadership or even the statewide level, like this task force, what would you tell them? Would you give them advice to move towards it? Would you tell them to be cautious about it? What kind of advice would you give to that early career educator?
Riley McGowan (18:59):
I would say definitely join the union. First of all, if you're not in it, get on board. I think a lot of educators don't realize how political their job is, even though it's funded by the government. So to be able to have a voice in your own job and the way your job is managed, I think is so special and something we get as teachers. And there's so many problems in the world of education and if you're just sitting there complaining when there's a whole organization you can join and we'll do something about it, what are you doing?
(19:30)
My old choir teacher used to say, "It's not your fault, but it is your problem." And that's something I'm always thinking about too and that's what I would say to early educators. If you're having issues in your job, no, it's not your fault, but it is your problem. So join the others in your union so you can make a difference.
Aaron Chapin (19:45):
That's fantastic.
Jeff Ney (19:46):
Let's get her on some literature.
Aaron Chapin (19:47):
Yeah.
Riley McGowan (19:48):
Put me out there.
Aaron Chapin (19:48):
Em?
Emily Goss (19:50):
I think mine's a lot less serious. Sorry, Riley.
Riley McGowan (19:52):
That's okay.
Emily Goss (19:54):
I know there are a lot of people who are on the fence. They're like, is it really worth my money? Is it really worth my time? And my advice to them would be like there's someone in your building that you always notice is wearing the union shirt or talking about meetings or something. Go grab a cup of coffee with them, make them pay for it, whatever. Coffee's on them. But just sit down with them and just ask them why. And then a real person that you see every day that you watch go through the trenches with you and your situation and they care and just ask them why?
(20:23)
No pressure.r And that person's not going to walk away from the meeting and be like, okay, join the union. They're just going to be like, all right, you want to do this again sometime? And I think that's a really realistic picture of how you can move forward.
Jeff Ney (20:34):
So for both of you, do you think that it is the responsibility of the leadership of that local association to approach that early career educator? Do you think it's the other members of the association, maybe their grade level people? Should everybody be talking about it? What advice would you give as far as that goes? Because a lot of people aren't seeking out the leadership of their local association.
Riley McGowan (20:57):
I got at the new teacher induction, that's when our local talked to us. I think that's a good start. And the other music teachers in my department talked to me about it too. So I would say it's less intimidating if it's other people in your department than if just the local president finds you in your school building and says, don't forget to join. I don't know. That could be scary. I don't know.
Emily Goss (21:21):
I think it's definitely union members should be reaching out. I mean, early career educators are drowning. I mean, Rachael said it earlier. It's a fact. And I think that it's our responsibility as members to reach out to those people in a low pressure situation, offer to cut their lamination and just chat.
Jeff Ney (21:38):
Nice. Excellent.
Aaron Chapin (21:40):
Well, I'm super impressed. You got a great task force.
Jeff Ney (21:43):
They're the best. They're the absolute best.
Aaron Chapin (21:45):
As we kind of close things out, do you think you're going to be doing maybe some future leadership in your locals as we move down the road? Obviously maybe not know your goals exactly at this point. You got future plans?
Emily Goss (21:57):
Listen, my union president, my local president might be listening right now. Don't voluntold me for another position, please.
Riley McGowan (22:04):
I will do anything my union president.
Aaron Chapin (22:06):
Oh my.
Jeff Ney (22:06):
Wow.
Riley McGowan (22:07):
It's just anything.
Jeff Ney (22:07):
There's one in every group.
Aaron Chapin (22:08):
Riley, you are the best.
Jeff Ney (22:09):
She gets the star.
Aaron Chapin (22:11):
Well, unfortunately, that is it for our time and our guest have been Emily Goss, thank you very much for being here.
Emily Goss (22:17):
Anytime.
Aaron Chapin (22:17):
Riley McGowan.
Riley McGowan (22:18):
Thank you.
Aaron Chapin (22:19):
Thank you. We can't tell you what a great pleasure it's been talking with you this afternoon. Thank you for joining us and thanks again to all of our listeners for tuning in. Got some feedback for us? Got a question? Anybody got advice that they need from Jeff?
Jeff Ney (22:35):
I'm telling you, I'm active here. Here you go.
Aaron Chapin (22:37):
I'm still waiting for the email to come in when they're asking.
Jeff Ney (22:39):
It's going to be a flood when they come.
Aaron Chapin (22:41):
I know. Because you are a wealth-
Jeff Ney (22:43):
Whole wealth.
Aaron Chapin (22:44):
... Of I don't know.
Rachael West (22:47):
Of something.
Aaron Chapin (22:47):
Of something,
Rachael West (22:47):
Of something.
Jeff Ney (22:48):
Thanks, Rachael.
Aaron Chapin (22:49):
Well, anyway. Anyway, if you've got something you want to share with us, you know the email address, send it to podcast@psea.org. Swag will be coming if you get your email read on the air. I am Aaron Chapin.
Jeff Ney (23:02):
And I'm Jeff Ney.
Rachael West (23:03):
And I'm Rachael West.
Aaron Chapin (23:04):
And you have been listening to another episode of Duty Free Lunch. Bye for now.
Voiceover (23:13):
You've been listening to duty free lunch with the Pennsylvania State Education Association. Visit psea.org/podcast to learn more and don't forget to subscribe and share. Paid for by the Pennsylvania State Education Association.