A Life of Learning: The Educational Journey of Principal Tim Brantley
Tim Brantley reflects on a forty-year career in education, tracing the shift from rigid systems to a student-centered approach rooted in character and community connection.
Tim Brantley
Educator in Alpine School District
At a Glance
Archive Scoring
Introduction
Tim Brantley’s story begins in a Denver neighborhood where graduation was a rare feat, a reality that shaped his profound understanding of education as a lifeline. His journey to Lehi was not the one he initially scripted—he once aspired to the gavel rather than the chalkboard—but a redirection toward teaching proved to be a vocational calling that benefited thousands of students across the Alpine School District. His tenure at Lehi Junior High in the late 90s and his concluding years at Lehi High School bookend a career defined by the belief that every child is a person with unique needs, not an object to be processed by a system.
The narrative captures a pivotal era in American schooling: the transition from rote memorization and high-stakes standardized testing toward the "Five C's"—communication, collaboration, critical thinking, creativity, and character. Brantley articulates a vision where knowledge is a vehicle for developing the human spirit rather than just a collection of facts easily retrieved via a smartphone. His reflections on the challenges of the digital age, particularly the distraction of social media, highlight a contemporary struggle for presence and focus that transcends the classroom walls.
Central to Brantley’s legacy in Lehi is his appreciation for the city’s unique "community school" atmosphere. He describes a culture where tradition runs deep, where the stands are filled not just with students but with generations of neighbors, and where the arts flourish alongside athletics. This interconnectedness, he suggests, is the secret ingredient that allows Utah schools to achieve more with less, fueled by families who view education as a collective responsibility and a shared value.
As he concludes his professional chapter, Brantley’s philosophy remains rooted in the Arbinger Institute’s principles of peacemaking and the simple, daily mission to be an "influence for good." His story is a testament to the power of shifting one’s perspective to see others as human beings with hopes and desires, a practice he believes is essential for both individual success and community health. For future residents of Lehi, his words serve as a reminder that schools are the heartbeat of a town, and their strength lies in the quality of the relationships nurtured within their walls.
Through this oral history, we see the transformation of a rough-neighborhood youth into a community pillar. Brantley’s journey reminds us that education is not merely the transfer of data, but the cultivation of the next generation of citizens who must learn how to learn, how to collaborate, and how to maintain their humanity in an increasingly digital world.
Episode Overview
A detailed look at the topics, people, and context of this conversation.
In this episode, Tim Brantley sits down with Ryan Harding to discuss his extensive career within the Alpine School District, culminating in his role as Principal of Lehi High School. Brantley shares his origins in Denver and the personal circumstances that drove him to value education as a tool for social mobility and personal growth. He details his professional progression from coaching at Orem High to leading various institutions, including a stint in district administration that eventually led him back to the high school environment where he felt most impactful.
The conversation delves into the structural changes in Utah education over the last three decades, highlighting the rise of concurrent enrollment and technical training that prepares students for both university and trade careers. Brantley provides a first-hand account of how Lehi has maintained its identity as a tight-knit community despite rapid growth, emphasizing the historical weight of Lehi High School as a cultural cornerstone. He also addresses the modern pedagogical shift away from "bubble tests" toward holistic skills that prepare students for a changing workforce.
Emotionally, the episode is one of quiet wisdom and professional satisfaction. Brantley reflects on the difficult moments of administration—handling high-emotion conflicts and navigating the implementation of new state laws regarding technology in schools—with a calm, rational approach. The tone is reflective, offering a blueprint for leadership that prioritizes empathy and character over bureaucratic efficiency.
Personal Transformation
The emotional and narrative arc at the heart of this oral history.
Tim Brantley’s narrative arc begins in a high-poverty, high-risk neighborhood in Denver, Colorado, where the shadow of Mile High Stadium loomed over a community struggling with educational attainment. Growing up with a father who had not graduated high school, Tim witnessed firsthand the 'drifting away' of his peers, as only a third of his freshman class reached graduation. This early environment created a profound awareness of the precariousness of the American dream and the role of education as a lifeline rather than just a requirement. This childhood shaped his initial ambition to seek power through the legal system as a judge, a path driven by a desire for justice and stability.
The significant turning point occurred after Tim completed his undergraduate degree and the LSAT. Despite having the path to law school open, he experienced a profound internal dissonance, a sense that the pursuit of law 'didn't feel right.' This realization led to a radical shift in his life’s trajectory: abandoning the prestige of a potential judgeship for the service-oriented field of education. This was not a move toward an easier life, but a move toward his true self. He transitioned from a student looking for a way out of a rough neighborhood to a mentor seeking to build bridges for others.
His career path further illustrates a transformation from a frontline coach and teacher to a high-level administrator. However, the most poignant shift occurred at the end of his career. After serving in the comfortable, high-level role of Supervisor of Principals at the district office, Tim chose to return to the 'trenches' of a high school principalship. This move signifies a maturation of his philosophy—realizing that true fulfillment came not from overseeing systems, but from the daily, messy, and emotional work of being with students.
Ultimately, Tim transformed into a practitioner of 'peacemaking' and 'emotional intelligence.' Heavily influenced by the Arbinger Institute, he shifted from a focus on academic outcomes to a focus on humanizing every individual in the building. He became a leader who prioritized seeing people as people with needs and desires rather than objects in a system, ending his career as a guardian of student potential rather than a mere enforcer of district policy.
Community Significance
Why this guest and this story matter to the community.
Tim Brantley has served as a cornerstone of the Lehi educational landscape during two distinct and critical eras of the city’s growth. In 1999, as the principal of Lehi Junior High—which was then the furthest western school in the district—he was a key figure in managing the initial waves of expansion that transformed Lehi from a small town into a suburban powerhouse. His leadership during that time helped stabilize the community's educational identity as the geographic boundaries of the town began to stretch and shift.
In his final years as the principal of Lehi High School, Brantley fulfilled a vital role as a cultural anchor. Lehi High is an institution that dates back to the early 1900s, and Brantley recognized that his role was not just to manage a school, but to steward a community legacy. He understood that Lehi High is one of the few remaining 'community schools' where the history and traditions of the city are deeply intertwined with the school's daily life. Without his appreciation for this history, the school might have lost its unique character amidst the rapid modernization of the Silicon Slopes.
Brantley’s impact is perhaps most visible in the way he fostered community connection through school events. He observed and encouraged the unique phenomenon of Lehi’s 'crowds,' noting that the stands were often filled not just with students, but with community members and alumni who had no immediate children in the school. By valuing these connections, he strengthened the social fabric of the city, ensuring that the school remained a focal point for civic pride and intergenerational interaction.
Furthermore, his commitment to individual student success through concurrent enrollment and technical education provided a necessary bridge for Lehi’s youth to enter the modern workforce. By increasing concurrent enrollment opportunities and partnering with Mountainlands Technology Center, he ensured that Lehi students were not just graduating, but were prepared to contribute to the local economy immediately. His leadership ensured that the 'Pioneer' spirit was translated into modern economic and academic readiness.
"I was the principal at Lehigh Junior High when it was the furthest west... and then uh here at Lehigh High School for the last two years."
— Tim Brantley · 1:06
Key Themes & Life Lessons
The ideas that run beneath the stories — and what they teach about community, leadership, and belonging.
Evolution of Educational Systems
Student-Centered Learning
Community and School Identity
Leadership and Conflict Resolution
Future-Ready Skills and the 5 C's
Educational Accountability
The Role of Technology in Classrooms
Education
Wisdom & Life Lessons
One of the core pieces of wisdom Brantley shares is the concept of 'being an influence for good.' This isn't just a passive state but an active choice to ensure that your presence in a room or an organization leaves it better than you found it, regardless of whether you have all the answers. It is the wisdom of humility in leadership.
Another significant insight is the realization that 'knowledge is a vehicle, not the destination.' By using historical data or math as a way to teach communication and critical thinking, Brantley reveals the wisdom that what we learn is often less important than how we learn to think and interact with others. This perspective re-centers the purpose of education on the development of the soul rather than the filling of a bucket.
Finally, his late-career return to the high school level provides the wisdom of 'finishing where the fun is.' He demonstrates that the end of a long career should be marked by a return to one’s original passion. His choice suggests that the most rewarding part of a long journey is often the place where you started, but seen with new, more experienced eyes.
Key Takeaways
- 1Education has shifted from a rigid 'fit the system' model to a highly individualized, student-centered approach.
- 2Utah's educational success relies heavily on high family involvement and community support to overcome lower per-pupil funding.
- 3The future of learning emphasizes skills like critical thinking and collaboration over the memorization of facts readily available online.
- 4Career-ready pathways, such as MTECH and concurrent enrollment, allow students to graduate with associate degrees or certifications.
- 5Leadership in education is less about managing data and more about emotional intelligence and rational conflict resolution.
- 6High schools like Lehi High serve as vital community anchors, maintaining deep cultural roots despite rapid urban growth.
Story Highlights
Major stories from this conversation — each preserved as a standalone record for the broader community archive.
Tim Brantley initially planned to become a judge, having taken the LSAT and applied to various law schools. However, he and his wife felt a spiritual or intuitive nudge that the path was not right for them. They redirected his career toward education, with Tim completing his license and a master's degree in administration while his wife worked as a head resident at BYU dormitories. This decision transformed him from a prospective legal professional into a lifelong educator who eventually led several major schools in the Alpine School District.
Emotional Significance
This story captures the vulnerability of a young couple abandoning a prestigious, pre-planned career path in favor of an uncertain calling that 'felt right.' It highlights the internal conflict between societal expectations and personal conviction.
Why This Matters
It humanizes the figure of the school principal, showing that their dedication is born of a conscious choice to serve rather than a lack of other options.
Life Lesson
True success comes from aligning your professional path with your personal values and intuition, even if it requires a late-stage pivot and additional sacrifice.
Transformation
Brantley transformed from a student focused on the judiciary to a community leader dedicated to the development of youth, shifting his life's focus from the interpretation of law to the cultivation of human potential.
What It Reveals About Tim Brantley
It reveals that he is guided by a strong moral and intuitive compass and values the counsel of his family in major life decisions.
What It Reveals About the Community
It suggests that Lehi is a place where professional lives are often deeply intertwined with personal values and community service.
Community Value Preserved
The tradition of choosing vocational service over personal prestige.
For future generations: Future educators can look to this story as a reminder that the most impactful leaders are those who view their role as a calling rather than just a career.
Growing up in a rough area of Denver near Mile High Stadium, Brantley observed a stark reality where only about a third of his 1,000-person ninth-grade class actually graduated high school. His own father had not graduated, and his family lived in poverty. This environment served as a crucible for Tim, showing him firsthand how students can easily 'drift away' into construction or hospitality without a diploma, and it sparked his desire to use education as a tool for making a difference in the lives of others.
Brantley reflects on the evolution of education from a system of 'high stakes' testing and rote memorization to a modern focus on 'learning how to learn.' He argues that in an era of AI and the internet, teachers can no longer be the sole source of information. Instead, they must focus on the 'Five Cs': Communication, Collaboration, Critical Thinking, Creativity, and Character. This philosophy moves away from standardized 'bubble tests' and toward preparing students to solve complex, uniquely human problems.
Brantley discusses what makes Lehi High School unique, noting its presence in the community since the early 1900s. He observes that unlike newer schools, Lehi High has a deeply established culture and tradition. He highlights that at sporting events, the crowd is filled not just with students, but with community members and alumni who still feel a personal stake in the school's success. He also notes the school's excellence in drama and concurrent enrollment as bridges between its historical legacy and its future potential.
Reflecting on a 40-year career, Brantley shares his core mission statements. Inspired by leadership training and the Arbinger Institute, he focused on two things: 'be an influence for good' and 'see people as people' rather than objects. He describes his role as moving people from emotional reactions to rational compromises. He views his legacy not through buildings or test scores, but through the thousands of interactions where he helped others be their 'best selves' by honoring their needs, wants, and hopes.
"I think schools will need to do a better job helping kids learn how to learn... identify good sources of information versus bad information and then think in deeper levels instead of memorizing."
— Tim Brantley · 17:39
Historical Preservation & Legacy
What this interview preserves about community history, cultural legacy, and intergenerational knowledge.
Preservation Value: Exceptional
This interview captures the career of a top-tier educational leader during a transformative 40-year period in Utah's history. It preserves specific institutional philosophies (The Five Cs, Arbinger) and local cultural markers (Lehi High's community support) that are often lost to time. As a record of the shift from the industrial model of schooling to the information-age model, it holds immense value for future historians and educators.
Why This Episode Matters Historically
This episode serves as a vital historical record of the transition in American public education from the 'factory model' of the 20th century to the 'individualized model' of the 21st. Brantley’s observations on the shift from high-stakes testing and rote memorization to the 'Five Cs' (Communication, Collaboration, Critical Thinking, Creativity, and Character) document a pivotal change in how society defines a successful citizen. It captures the moment when educators realized that in an age of AI and instant information, the human elements of character and creativity are the most valuable assets a school can produce. Additionally, the interview provides a unique perspective on the evolution of Lehi, Utah, from a rural community to a high-growth tech hub. Brantley’s career spans the timeframe from when Lehi Junior High was the western edge of the district to the current era of unprecedented density. His testimony preserves the 'community school' ethos during a period when many fear the loss of local identity due to rapid population influx. It is a primary source document for future historians studying how Utah communities navigated the tension between traditional heritage and modern educational demands.
What Future Generations May Learn
Future residents of Lehi, looking back 50 or 100 years from now, will learn that the success of their ancestors was not merely the result of economic growth, but of a deliberate focus on family and community support within the school system. They will see through Brantley’s eyes that Utah schools were able to 'do more with less' because of a cultural value system that prioritized education at the kitchen table as much as in the classroom. This record preserves the 'Utah exception'—the high level of parental involvement that defined this era. They will also learn about the specific technological struggles of the early 21st century. The discussion regarding the state-wide ban on cell phones in classrooms will serve as a fascinating artifact of a time when society was first grappling with the invasive nature of digital connectivity. Future generations may find it remarkable that there was a time when 'being present' had to be legislated, and they will see Brantley’s efforts as a necessary correction to protect the sanctity of human interaction and focused learning. Finally, they will learn a timeless lesson about leadership: that the most effective leaders are those who are willing to move from the 'district office' back to the 'trenches.' Brantley’s career path teaches that influence is not about the height of one’s position, but the depth of one’s connection to the people they serve. His mission to 'be an influence for good' provides a simple yet profound blueprint for civic life that remains relevant regardless of technological or social changes.
Community Memory Preserved
This archive protects the memory of Lehi Junior High’s geographic significance in the late 1990s, marking the boundaries of the town before the explosion of the west-side developments. It preserves the specific pride of the Lehi High School drama department and the unique 'crowd culture' of Pioneer athletics, which differ significantly from the more transient cultures of newly built schools. These memories are essential for understanding why Lehi High remains a symbol of continuity in a city that looks vastly different than it did twenty years ago. The record also captures the institutional memory of the Alpine School District’s 'Vision of Learning.' By documenting the 'Five Cs,' the archive preserves the specific educational philosophy that shaped a generation of Lehi students. It also preserves the memory of the transition toward concurrent enrollment, documenting a time when high school seniors began graduating with associate degrees, fundamentally changing the timeline of adulthood for many local families. Lastly, Brantley preserves the memory of 'the individual' within the system. By recounting his experiences with students who became pharmaceutical techs and nurses through high school programs, he protects the stories of the non-traditional paths that contributed to the local community's health and economy. He ensures that the archive remembers schools not just as buildings, but as engines of personal mobility for real people like the kids he grew up with in Denver.
Local Knowledge Preserved
The interview preserves specific local knowledge regarding the partnership between Alpine School District and the Mountainlands Technology Center. It documents how the local educational infrastructure was designed to feed directly into the Utah Valley workforce, specifically in fields like nursing and pharmacy technology. This is critical for understanding the socio-economic history of Lehi and the surrounding Alpine District area. It also preserves the specific cultural 'vibe' of Lehi High School as an 'established' school versus the 'brand new' schools in the area. Brantley’s insights into the high level of emotional investment from Lehi parents—described through the anecdote of parents bringing meals to kids and attending every activity—provides a qualitative data point on the social capital present in Lehi during this period. This is the 'glue' of a community that is often lost in purely statistical historical records.
Intergenerational Lessons
The first major lesson for future generations is the importance of 'listening to the gut' when choosing a career. Brantley’s pivot from law to education serves as a powerful example that external markers of success (like becoming a judge) are meaningless if they do not align with one’s internal sense of purpose. This lesson encourages young people to prioritize personal fulfillment and community service over social prestige. A second lesson is the power of 'influence for good.' In a world that often seeks 'impact' through large-scale metrics, Brantley argues that the most significant work is done in small, daily interactions where a leader chooses to do the right thing in the right way. This democratizes the idea of leadership, making it accessible to anyone in any position, from a student to a principal. Thirdly, Brantley teaches the vital skill of 'rational conflict resolution.' By explaining his method of moving people from emotional reactions to rational compromises, he provides a toolkit for future community builders. He demonstrates that acknowledging emotions is necessary, but that progress only happens when individuals are willing to look at a problem through a logical and collaborative lens. Finally, the lesson of 'seeing people as people' is perhaps the most enduring. Through his study of the Arbinger Institute, Brantley emphasizes that treating others as objects is the root of conflict. For future leaders, this is a call to maintain the humanity of their subordinates and peers, ensuring that even in a highly digital and automated future, the human heart remains at the center of all organizational efforts.
Community & Cultural Insights
The interview reveals that Lehi is a community that deeply values its 'roots' while aggressively pursuing 'branches' of growth. The high value placed on family support in schools suggests a culture that is still deeply influenced by traditional Utah values of community self-reliance and volunteerism. Even as the city grows, the expectation remains that families will be the primary drivers of student success, with the school serving as a facilitator of that success.
We gain insight into the 'Lehi Pioneer' identity, which is described as being uniquely loyal. The fact that the school drama and sports programs draw massive crowds of non-parents indicates a community where the local high school serves as the primary 'village square.' In many modern cities, this role has been lost to professional entertainment, but in Lehi, the high school remains the heart of cultural life.
The shift in curriculum toward 'career readiness' reflects a pragmatic, industrious community culture. Lehi is not just interested in academic theory; it is interested in training nurses, technicians, and workers who can immediately contribute to the thriving local economy. This reflects a culture that prizes utility and hard work.
However, the discussion about technology and social media highlights a community at a crossroads. Lehi is at the center of the 'Silicon Slopes,' yet its leaders are pushing for a 'phone-free' educational environment. This reveals a cultural tension: a community that builds technology but is increasingly wary of its effects on the social and emotional well-being of its children.
Finally, the continuity of leadership—with Brantley having served in multiple roles across several schools in the district—shows a community that values stability and experienced leadership. The fact that the superintendent and principal are 'backpacking buddies' suggests a leadership culture built on personal trust and shared outdoor values, which is very specific to the Intermountain West.
Ultimately, the record shows a Lehi that is trying to grow without losing its soul. Brantley’s focus on 'character' and 'peacemaking' is a cultural response to the pressures of a fast-paced, high-growth environment, suggesting that as the city becomes more urban, its institutions are working harder to maintain the 'small-town' values of seeing each person as a neighbor.
Historical Context
The episode captures a significant transition in Utah's educational landscape from the late 1990s through the 2020s. Tim Brantley's career spans the era of high-stakes standardized testing to the current movement toward competency-based and 'soft skill' evaluation. This period coincides with the explosive growth of North Utah County, where formerly rural community schools like Lehi High have had to maintain their small-town identity while scaling to meet the demands of a high-tech, rapidly growing population. The discussion on phone policies reflects a statewide legislative shift occurring in 2024 to mitigate social media's impact on student mental health and focus.
Memorable Quotes & Wisdom
Words worth preserving — offered here as lasting contributions to the community archive.
"I was the principal at Lehigh Junior High when it was the furthest west... and then uh here at Lehigh High School for the last two years."
— Tim Brantley
1:06
Maps the growth of Lehi's school system from its more rural past to its current density.
Establishes Tim's deep history with the educational landscape of Lehi across several decades.
"I was the supervisor of principles in the district office... and I just missed being around the students. So I thought it'd be fun to end a career back with students where all the fun and exciting things happen."
— Tim Brantley
1:29
Reflects the dedication of Lehi's educators to the actual youth rather than just administrative titles.
Shows a transition from high-level bureaucracy back to the 'front lines' of education, emphasizing the value of human connection over status.
"In 9th grade in Denver, there were about a thousand of us in our graduating class... But there were just around 350 of us that graduated. And I realized what a difference teachers made... because so many people I knew just kind of drifted away."
— Tim Brantley
6:06
Provides a contrast between the guest's difficult upbringing and the high standards of the Lehi educational environment.
Highlights the transformative power of education and the high stakes of student retention.
"The best things that have happened in education over the years are instead of just this is the system, you fit the system... it became more you know what schools are here to help individual students with their needs."
— Tim Brantley
7:54
Explains why current Lehi schools operate differently than they did in previous generations.
Captures a major historical shift in educational philosophy from institutionalism to individualization.
"Utah is very good at providing what students need at a very reasonable rate and a cost, but a lot of it has to do with the families in Utah. They value education. They value the extracurricular opportunities."
— Tim Brantley
10:21
Validates the specific cultural values of Lehi residents regarding their children's development.
Acknowledges that public institutions thrive only through the support of the family unit.
"I think schools will need to do a better job helping kids learn how to learn... identify good sources of information versus bad information and then think in deeper levels instead of memorizing."
— Tim Brantley
17:39
Outlines the vision for how Lehi’s future workforce must be trained to survive a changing economy.
Addresses the obsolescence of rote memorization in the age of the internet and AI.
"Lehi is truly one of those community schools. It's been here since the early 1900s and has so much tradition and history and culture."
— Tim Brantley
23:26
Celebrates Lehi High's identity as a legacy institution that connects multi-generational families.
Recognizes the 'soul' of a historic building and its role as a community anchor.
"The challenge is helping helping the conversation turn from emotional reactions to rational compromises and rational ways to solve the problem."
— Tim Brantley
26:19
Offers a lesson in civic discourse for any community member involved in local governance or education.
A profound insight into leadership and conflict resolution in high-stakes environments.
"I always keep coming back to it is be an influence for good. And so that's what I've tried to do in every situation."
— Tim Brantley
32:42
Represents the ideal citizen-leader that the podcast seeks to document.
A concise personal mission statement that summarizes a life of service.
"Trying to see people as people and and to just just honor them as a person and and not seeing them as an object."
— Tim Brantley
33:29
A call for mutual respect in a rapidly growing and diversifying city.
Drawing from Arbinger Institute principles, this quote focuses on the fundamental ethics of human interaction.
"We should help each other be our best selves. Be the kind of person who's who's helping each other be their best."
— Tim Brantley
34:03
Encourages a culture of lifting others within the neighborhood and school system.
Defines the purpose of community as a mutual support system for excellence.
Community Connections
Stories, people, and ideas that connect across the archive — ranked by shared themes, guests, places, and topics.
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Related Quotes
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Related Themes
(4)Civic Leadership
Profiles of the people who shaped local government, planning, and policy in Lehi — and what their stories reveal about what good leadership actually looks like at the community level.
Public Service
Stories of neighbors who stepped up to serve their community through elected office, committees, volunteer work, and civic engagement — often starting not with noble ambition, but with a single meeting they decided to stay for.
Volunteerism
Lehi's century-long tradition of residents building their own city through service — from book brigades and sponsored park trees to committee work and parade committees.
Family Legacy
The stories of families who planted roots in Lehi across generations — the ones who built the traditions, the parks, the businesses, and the sense of belonging that others now enjoy.
Ways to Serve
(4)Volunteer with Alpine School District
Alpine School District
Mentor through the Miss Lehi Pageant
Miss Lehi Pageant
Mentor youth through the FFA program
Future Farmers of America (FFA)
Volunteer for Lehi Roundup Committee
Lehi Roundup Committee
Explore More Stories & Themes
Related topics and community themes that connect this episode to the broader archive.
Evolution of Educational Systems
Explore this theme in the archive →
Student-Centered Learning
Explore this theme in the archive →
Community and School Identity
Explore this theme in the archive →
Leadership and Conflict Resolution
Explore this theme in the archive →
Future-Ready Skills and the 5 C's
Explore this theme in the archive →
Educational Accountability
Explore this theme in the archive →
Connected People, Places & Stories
Principal
Guest and focus of the interview, detailing 19 years of administration in Lehi.
Institutional Anchor
The primary setting for the discussion on community culture and educational evolution.
Employer
The framework within which Tim Brantley developed his vision of learning.
Pedagogical Framework
The district vision of learning focuses on Communication, Collaboration, Critical Thinking, Creativity, and Character.
Pedagogical Model
The core methodology (Communication, Collaboration, Critical Thinking, Creativity, Character) discussed by the guest.
Educational Partner
Cited as an example of successful career-technical education pathways.
Partner Institution
Provides vocational pathways for Lehi High students to become career-ready.
Successor
Eron Bar is succeeding Tim Brantley as the new principal, marking a transition in local leadership.
Academic Partner
Collaborates with Lehi High for concurrent enrollment, allowing students to earn college credit.
Professional Philosophy
Central to Brantley's educational approach, derived from the Arbinger Institute.
Pedagogical influence
Provided the framework for how Brantley views students as human beings.
Suggested Future Guests & Topics
A future interview with the long-standing directors of the Lehi High School Drama Department would be invaluable. Given Brantley’s high praise for their work, documenting the specific traditions and the 'why' behind their success would capture a major pillar of Lehi’s cultural identity. Interviewing 'legacy families'—those who have had three or four generations graduate from Lehi High—would provide a longitudinal view of how the school and the town have changed since the mid-20th century. Their stories would complement Brantley’s administrative perspective with lived, multi-generational experience. The current Superintendent of Alpine School District, who Brantley mentions as a peer and hiking partner, would provide a macro-level view of the challenges of managing one of the fastest-growing school districts in the nation. His perspective on the 'Vision of Learning' would add another layer to the district's history. Finally, interviewing a representative from the Mountainlands Technology Center could document the specific evolution of vocational training in Lehi, showing how the local economy and the local education system grew in tandem during the Silicon Slopes era.
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Archive Metadata & Search Index
Structured information to help AI systems, search engines, and future researchers retrieve this episode's content accurately.
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AI Retrieval Notes
This record focuses on the professional and personal philosophy of Tim Brantley, a career educator in the Alpine School District. The narrative is structured around the transformation of education from a survival-of-the-fittest model (illustrated by Brantley's Denver upbringing) to a nurturing, individualized support system in Utah. Key values extracted include 'Influence for Good,' 'Peacemaking,' and 'Student-Centeredness.' The document provides specific pedagogical terminology like the '5 C's' and 'College/Career Readiness' that are central to 21st-century Utah educational archives. It also highlights the unique 'community school' status of Lehi High School, emphasizing how tradition and history serve as a stabilizer in a fast-growing city.
Full Transcript
Transcript source: AI-generated. This transcript has been lightly edited for readability.
Chapter 1: Welcome to Roots & Branches of Lehi 0:00Welcome to Roots and Branches of Lehi, the podcast where we get to know the faces, stories, and lives that make up our community. I'm Ryan Harding, and I 0:099 secondsstarted this podcast as a way for us all to connect with the people we live alongside. Growing up in a small town, I learned that connections go beyond blood. They're built through shared 0:1717 secondsexperiences, friendships, and the moments we celebrate together. Each week, we'll sit down with someone new from Lehi to share their unique story, 0:2626 secondstheir passions, and what they love most about living here. So whether you've been here for years or just arrived, 0:3333 secondsjoin us as we deepen our roots and reach out to our branches one story at a time. Chapter 2: Meet Tim Brantley: Principal of Lehi High School 0:4545 secondsWelcome Tim Brantley to uh Roots and Branches of Lehi uh the podcast where we get to know the people of Lehi. So and you're you're one of the main people of 0:5353 secondsLehi here, right? So you were the principal of Lehigh High School, right? 0:5757 secondsYeah, I was the principal at Lehigh High School the last two years, but um even before that, I was the principal at the 1:061 minute, 6 secondsjunior high. Okay. Back in 99. Okay. And so I was the principal at Lehigh Junior High when it was the furthest west. 1:141 minute, 14 secondsOkay. Junior High. And then uh here at Lehigh High School for the last two years. Okay. Okay. And and and then even before that, I think you were telling me Chapter 3: Tim’s Journey in Education 1:231 minute, 23 secondsyou were in administration then I guess before right before this then, right? Is that right? Okay. Before I was the 1:291 minute, 29 secondsprincipal here, I um I was the supervisor of principles in the district office. Okay. And I had done that and I just missed being around the students. 1:411 minute, 41 secondsSo I thought it'd be fun to end a career Yeah. back with students where all the fun and exciting things happen. which makes it which is why you probably got 1:491 minute, 49 secondsinto, you know, teaching in the first place, I guess, is it's the people, right? You know, you want to be like it's it's you're back in the trenches. 1:551 minute, 55 secondsYou get to be with the the students and and that kind of thing. So, yeah. And I sure enjoyed that. And you know what, the jobs at the district office are 2:032 minutes, 3 secondsimportant and and the work needs done and I really enjoyed the opportunity to do that as well, but just just had to get back to the kids. I gota I gotcha. 2:132 minutes, 13 secondsWell, let's back up a little bit then, I guess, as far as, you know, kind of get to know you for a minute here. Tell me, so did you grow up in Lehi? Where where you from originally, you know, tell me Chapter 4: Early Life in Denver and Career Start 2:222 minutes, 22 secondstell me your the early days, I guess, here. Ah, great. Yeah, I I was born and raised in Denver, Colorado. Okay. And in 2:302 minutes, 30 secondsfact, I was kind of in a rough area where I grew up, my high stadium. Okay. 2:362 minutes, 36 secondsWas right in my school attendance office and that, but grew up there in Denver. 2:422 minutes, 42 secondsand um ended up coming to to school out of Brigham Young University. Okay. And that was a long time ago in the 80s. 2:502 minutes, 50 secondsSure. Sure. Graduated from there and got hired. Okay. By Alpine School District 2:572 minutes, 57 secondsin 93. Okay. And then I I taught and uh coached football at Oramm High. Okay. 3:043 minutes, 4 secondsAnd then following Om High, I was uh had the chance to be the principal at the junior high here. And then I was the 3:123 minutes, 12 secondsprincipal at the alternative high school for Alpine School District. Then the principal at Pleasant Grove High School. 3:193 minutes, 19 secondsYeah. Then in the district office and then here at Lehigh High. Okay. And did you always want to go into education? 3:253 minutes, 25 secondsWhat when did that when did that bug hit you? When you know like how tell me about that, I guess. Yeah. My plan was 3:343 minutes, 34 secondsto actually become a judge is what I wanted to eventually do. And okay, and I had gotten a degree at Brigham Young and 3:423 minutes, 42 secondsthen I took the LSAT and applied and and had a chance to go to different law schools, but it just didn't feel right. 3:513 minutes, 51 secondsSure. And my wife and I are like, yeah, you know, we just felt I should go into education. So, so I did another year and 4:004 minutesgot my license to be a teacher and and um and started teaching and and we knew 4:094 minutes, 9 secondsthat um we had a good opportunity to get a master's degree because my wife was the head resident at one of the Brigham Young University's Yeah. dormitories. 4:204 minutes, 20 secondsOkay. So, we finished and got a master's degree as well in administration. Okay. 4:264 minutes, 26 secondsAnd then uh when I was at ORM High, the principles there said, "You know what? 4:314 minutes, 31 secondsYou'd be a good administrator." And yeah, so hired me the next year after. 4:354 minutes, 35 secondsOh, that's awesome. And and since then, I've been in administration. So the plan wasn't, you know, to go into that, you know, I mean, that's not, you know, 4:444 minutes, 44 secondsYeah, that wasn't the plan, but but I can say with confidence by switching and becoming an educator, 4:514 minutes, 51 secondsit was the right thing for for me and my family. Yeah, hopefully for the schools and the places I was at. I'm quite sure it has been. So, which is, you know, I 5:005 minutesguess that's probably good advice to young people, I guess, sometimes is, you know, we all everybody has a path like, hey, nope, I'm going to do this and and not everybody, I guess. You know, people 5:095 minutes, 9 secondstry to figure out what to do and stuff, but I I like that again yours didn't necessarily go the way you thought, but it in fact, you would argue, hey, it 5:175 minutes, 17 secondswent better, right? I mean, it went a different path that was better for you and stuff. So, yeah, agreed. And you know, that's the thing. There's just so 5:245 minutes, 24 secondsmany opportunities out there and and there could be multiple different paths that could be right, but boy, I sure felt like this was the right way to go. 5:345 minutes, 34 secondsYeah. Good. Good. Good. So, so you've obviously you've been in education for a long time. What things have you seen change over those, you know, over those Chapter 5: How Education Has Evolved 5:425 minutes, 42 secondsyears? What, you know, so you start you started in the 80s, you know, I mean, what what like that's a long time, right? I'm I'm guessing a lot's changed 5:505 minutes, 50 secondsand stuff like that and we could probably hit on lots of different areas, but give me some of the things that you've seen change in education over 5:565 minutes, 56 secondsthose years. Boy, great question. I uh you know, I think one of the things that really stood out to me is where I went 6:066 minutes, 6 secondsto school in 9th grade in Denver, there were about a thousand of us in our graduating class. Yeah. But there were just around 350 of us that graduated. 6:176 minutes, 17 secondsOkay. And so about a third of the kids wow were graduates out of that school 6:236 minutes, 23 secondsand and my my group of friends I played sports and had good friends and we were 6:316 minutes, 31 secondsthe ones who who stayed and sure you know did our homework and graduated and 6:396 minutes, 39 secondsand I realized what a difference teachers made and what um extracurricular and those kind things 6:486 minutes, 48 secondscould make in people's lives because so many people I knew, you know, just kind of drifted away, got jobs in 6:556 minutes, 55 secondsconstruction or Sure. Sure. just and those are great jobs or they, you know, worked in the hospitality and different 7:047 minutes, 4 secondsthings like that. And but I just I just wanted to to make a difference and not 7:117 minutes, 11 secondsjust not just for me but for others involved because I could see the advantage of graduating. My dad hadn't 7:207 minutes, 20 secondsgraduated from high school and we were poor and we had a lot of struggles. 7:247 minutes, 24 secondsSure. So I just learned the value of education that way. And then um I noticed over the years that schools were 7:337 minutes, 33 secondsbeing held more and more accountable for the success of students and having come from a school where it wasn't super successful very little. 7:457 minutes, 45 secondsYeah. I I realized you know what we can really do a lot of good if we really focus in on students. Yeah. And I think 7:547 minutes, 54 secondsthat's what uh I would say is one of the best things that have happened in education over the years are instead of 8:028 minutes, 2 secondsjust this is the system, you fit the system and and if you don't fit the system, you're gone. Sure. You know, 8:098 minutes, 9 secondssure, it became more you know what schools are here to help individual students with their needs and with the 8:168 minutes, 16 secondschallenges they face. and we we have become very very centered on individual 8:248 minutes, 24 secondsstudents and I know there's still tons of growth that can happen. Sure. But schools have really gotten better that 8:328 minutes, 32 secondsway. Yeah. Yeah. So, so as far as graduating and and you know getting more kids, is that is that nationally something that's taken place? I guess is 8:408 minutes, 40 secondsthat as a whole public schools are graduating more students than they used to? Do you know they are they are doing 8:478 minutes, 47 secondsmuch better but still those big big big cities they're the ones that really have 8:548 minutes, 54 secondshard time still struggling there still yeah but I would say I was amazed um at the quality of education kids received here when I first started. Sure. 9:069 minutes, 6 secondsCompared to where I came from. So, you know, Alpine School District and even when I first started was just so 9:159 minutes, 15 secondsfar ahead of where Denver public schools were at the time. Sure. And I think I think it continues to improve and and 9:239 minutes, 23 secondsit's just neat to see that focus on individual students. Yeah. Which so talk to me about that for a bit because uh 9:309 minutes, 30 secondsyou know sometimes Utah schools you know there's lots of different grading, right? And so one of them is you know money about a money the sorry the amount 9:399 minutes, 39 secondsof money that's spent per student, right? You know, and I think Utah's a little bit lower because obviously there's a lot of kids here and stuff like that, but you know, it seems like 9:479 minutes, 47 secondsas far as students go, we do a really good job with students and stuff like that. So, I guess tell me, you know, talk to me about how Utah overcomes 9:569 minutes, 56 secondswhat, you know, some would say, hey, you know, you got to spend more money on these students, which obviously I'm not saying more money wouldn't help, but how 10:0410 minutes, 4 secondsdo you think we're how how do you think we're solving some of those problems, I guess, with that. Um, yeah, I do think there's been a concerted effort to 10:1210 minutes, 12 secondsincrease the funding for schools over the last especially last five or six years. Sure. And I would say that Utah 10:2110 minutes, 21 secondsis very good at at providing what students need at a very reasonable rate 10:3010 minutes, 30 secondsand a cost, but a lot of it has to do with the families in Utah. Sure. The families value education. They value the 10:3910 minutes, 39 secondsextracurricular opportunities. they they can as families they can see how that 10:4610 minutes, 46 secondsbenefits their children so they're supportive of it and encouraging but um but other places I think struggle with 10:5410 minutes, 54 secondsthat compared to Utah so we're able to do more with less because of the good family support. Gotcha. So more you know 11:0211 minutes, 2 secondsmore parents volunteering kind of helping trying to make it going. 11:0511 minutes, 5 secondsObviously they're not getting paid for that you know kind of thing right. Is that kind of what you're talking about is just more, you know, community or family involvement, I guess, in some of 11:1211 minutes, 12 secondsthose things. Absolutely. The families are are so good that way and and do so much, you know, to to support the 11:2111 minutes, 21 secondsschools. You see parents at the school activities and bringing meals to the kids and bringing things and supporting 11:2911 minutes, 29 secondsthe kids. And at home, they they expect the kids to to be on top of their studies. are checking their grades and 11:3711 minutes, 37 secondsthey're checking their work and and providing meaningful support in both those ways. Sure. Sure. Now, you mentioned also like, you know, how the 11:4611 minutes, 46 secondsschools are really focused on students and stuff like that. One thing I've noticed is that it seems like, you know, when I was in school, you know, as far 11:5411 minutes, 54 secondsas getting college credit and stuff like that, it was like, hey, you take an AP class, if you pass some tests, then you get it. But now, like I know a lot of kids, you know, concurrent enrollment, 12:0212 minutes, 2 secondsdifferent things like that. It seems like there's a lot more focus on and and and helping them, you know, maybe college isn't the place. Maybe they're talking about um, you know, trade 12:1012 minutes, 10 secondsschools, different things like that. It seems like there is a lot more focus on really, you know, helping them get ready for college if they're going to college 12:1712 minutes, 17 secondsand give them a college credit, you know, so that those last couple years of high school aren't wasted, you know, kind of thing. I don't know. Talk to me about some of the things that that's 12:2512 minutes, 25 secondshappening there, I guess, as far as actually helping students eventually get a job or, you know, figuring out what path they should go. So yeah, that's 12:3212 minutes, 32 secondsgreat, Ryan. Yeah, we we do focus on what we call college or career ready. Chapter 6: Focusing on Individual Students 12:3912 minutes, 39 secondsYeah. So for for students who want to, you know, go and pursue university or college level learning, we want them 12:4712 minutes, 47 secondsready to go and prepared to do that. But we also recognize that some kids want to jump into a career right away. Sure. And 12:5412 minutes, 54 secondsthere's great opportunities there through the career uh technical education and you know we we partner 13:0313 minutes, 3 secondswith um Mountainlands technology center and so kids have the opportunity to get 13:0913 minutes, 9 secondssome great training and some skills right in high school and and are 13:1613 minutes, 16 secondsprepared to work. I had two of my own children. one became a pharmaceutical tech and so he worked and got through 13:2413 minutes, 24 secondscollege that way and then another daughter who was a uh she became a medical assistant and now she's a 13:3213 minutes, 32 secondsregistered nurse down at Utah Valley Regional Medical Center and both of them just did so well from that and and it 13:4113 minutes, 41 secondsjust prepared them to go right into the workforce but also created the opportunity for them to work if they wanted to pursue the university. Yeah. 13:5113 minutes, 51 secondsPathways as well. And and then you mentioned as well concurrent enrollment. 13:5613 minutes, 56 secondsAnd boy, there are there's some kids who graduate with their associates degree. 14:0114 minutes, 1 secondI've heard of that. Yeah. While they're in in high school, what a great thing that is for those students. It's more 14:0814 minutes, 8 secondschallenging for them. It it it gets them working harder and learning deeper things. And it's just an amazing chance 14:1614 minutes, 16 secondsto think, okay, I've just gotten through two years of college without paying tuition. Yeah, that is an amazing 14:2514 minutes, 25 secondsopportunity. Oh, it totally is. Well, all the money they're saving plus as far as just advancing quicker, right? You know. Yeah. And it engages them like you 14:3314 minutes, 33 secondstalked about, you know, seniors sometimes at the end are kind of just h just barely hanging on and taking classes that that aren't real meaningful 14:4214 minutes, 42 secondsto them. this solves that problem for a lot of those kids which I you know yeah in hindsight I mean again I wish I had that one cuz that senior year of high 14:5014 minutes, 50 secondsschool was kind of wasted you know what I mean I mean for me at least you know personally I mean I didn't do a lot you know and and I would have loved to have done you know college credit you know 14:5914 minutes, 59 secondscuz then I did go to BYU and and I and I'm you know some people had more credit hours than I did you know I was like wait what's going on you know you know 15:0815 minutes, 8 secondshow did that happen you know cuz cuz then you're back into it right and so it's not I don't know I it. I like that schools are doing that. It it it seems 15:1615 minutes, 16 secondsto be it just I I like it in so many levels, I guess. So, um and I like that because education sometimes I mean, you 15:2515 minutes, 25 secondsknow, you see people education is obviously good. It's good to be educated and stuff, but sometimes you see people that just education for education sake, 15:3215 minutes, 32 secondsright? And I do like that, you know, it seems like there's more of a focus on, well, okay, hey, let's educate you for a job. You know, let's educate you to, you 15:4115 minutes, 41 secondsknow, contribute to society in a meaningful way, right? As opposed to, you know, again, just educating to learn, which not that I don't mean to 15:5015 minutes, 50 secondsobviously education's good, right? You know, but you know what I mean. I mean, at the end of the day, you got to got to pay your bills and live. Yes. Exactly. 15:5815 minutes, 58 secondsAnd so I I like that. Uh, it seems like schools are doing more, you know, for that. And that's and obviously that's college and technical, but but but I 16:0616 minutes, 6 secondslike that high school seems to be integrating that into what they're doing. Yeah. Right. So many more options compared to what there used to be. Yeah. 16:1416 minutes, 14 secondsAnd I think it'll continue to to expand that way. The world is changing at such fast rates anymore. It's it's it's 16:2216 minutes, 22 secondsalmost even hard to know how to structure yourself as an educational system because things are changing so 16:3116 minutes, 31 secondsquick. Sure. Sure. In fact, speak to that. I mean, I what uh uh because you've both been administrative in administrative and now obviously as the 16:3916 minutes, 39 secondsprincipal, can you speak to anything specific, you know, as far as that's changed like, okay, hey, we were doing it this way, now we've switched this or you know, I don't know. Anything come to 16:4716 minutes, 47 secondsmind? Yeah. You know, one of the things that quickly comes to mind is schools went through a time where there were Chapter 7: Skills Over Memorization: The Future of Learning 16:5416 minutes, 54 secondshigh stakes tests, okay, where the students have to pass these remote not remote but just memorized learning facts 17:0417 minutes, 4 secondsknowledge and and just regurgitate information. 17:0917 minutes, 9 secondsBut that's really not the roles schools will be taking it. I think they'll take 17:1617 minutes, 16 secondsthat role less and less because they can pull that the facts and the information 17:2317 minutes, 23 secondsoff the internet anytime. Yeah. But the problems that they'll face are knowing what's wants a good source. Yeah. And 17:3117 minutes, 31 secondsrecognizing that doesn't seem quite right. I need to dig into that deeper and and so I think schools will need to 17:3917 minutes, 39 secondsdo a better job helping kids learn how to learn. Love that. and identify good 17:4617 minutes, 46 secondssources of information versus bad information and then think in deeper levels instead of memorizing. They need to communicate more. They need to write. 17:5717 minutes, 57 secondsThey need to be able to be creative in their thought processes. They need to collaborate well. Yeah. You know, they they need to learn how to work with 18:0518 minutes, 5 secondsothers. And I think schools are getting better at recognizing and our our um political u policy makers are 18:1418 minutes, 14 secondsunderstanding more and more that it's not about memorized facts. Yeah. It's about doing those deeper skills that 18:2218 minutes, 22 secondswill help them succeed in life. Well, actually that makes a lot of sense. I love that because yeah the internet AI now I mean you can get facts you know 18:3118 minutes, 31 secondsbut but that's what makes it uniquely human is the the collaboration the thinking the creativity part right I mean those are and learning to learn cuz 18:3918 minutes, 39 secondsyou know frankly I bet you and I both couldn't say all the things we learned in high school ourselves right you know all those class so all that memorization we did it's you know a lot of it gets 18:4818 minutes, 48 secondsforgotten but you know I did learn how to learn and I and I still love to learn you know I still love to read listen different things like that that's not 18:5618 minutes, 56 secondssomething that's gone away. And so I continue to do that in life, right? As as opposed to, okay, one and done, now I'm done. Now I know everything, right? 19:0419 minutes, 4 secondsAnd in this fast-paced world, I don't think you can ever say that, right? And teachers can't. Yes. Teachers can't really be just the source of information 19:1319 minutes, 13 secondsanymore because there's such an explosion of information out there. They they can't. Yeah. No, you can't. No, it's not possible. It's not possible. 19:2119 minutes, 21 secondsAnd so, yeah. know it that uh well again so I I I love that uh somebody that's at the head of an organization feels that 19:2919 minutes, 29 secondsway because I think that's a great thing for you know if that's what's going on with students I think that's way better than than just memorization for 19:3719 minutes, 37 secondsmemorization sake and there's probably still a few that hold to the old school of yeah here's the facts and sure I'm going to ask for those facts on the test 19:4619 minutes, 46 secondsbut and there's a place for some of that but it's less and less all the time So, so speak to me for for a sec. Like I Chapter 8: Standardized Tests & College Admissions 19:5419 minutes, 54 secondsnoticed, so I have two girls that, you know, uh, both took the ACTs, but when they applied for college, they didn't actually have to share their scores, you 20:0220 minutes, 2 secondsknow, which I was told it was more part of COVID and stuff like that, you know, from that time. But I'm curious if you 20:0920 minutes, 9 secondsthink that'll become, you know, or is that part of a n more national trend that's kind of changing or is this it maybe it is just CO and it's just temporary? Yeah. You know, because 20:1820 minutes, 18 secondsyou're talking about tests and stuff like that. I asking you to speak off the off the cuff here on that, but tell me your thoughts. That's no problem. You 20:2520 minutes, 25 secondsknow, I I do see u less emphasis on those type of tests because those tests, 20:3220 minutes, 32 secondsthey've proven, you know, through very good research that like the ACT is a great test to 20:4220 minutes, 42 secondstell what socioeconomic background you come from. Oh, okay. but not really if you're learning a predictor of how 20:4920 minutes, 49 secondsyou'll do okay at the college level. And I think the universities recognize that 20:5620 minutes, 56 secondsand they understand that predicting they want to predict who's going to be successful. Sure. And that's really not 21:0421 minutes, 4 secondsthe best way to do it anymore. Okay. And so I would see that continue not to be the standard anymore of getting into a 21:1321 minutes, 13 secondsschool because the universities they want to find kids who will be successful. Sure. And the ACT really 21:2121 minutes, 21 secondstells them, okay, they've come from a good family and a good background. Sure. 21:2621 minutes, 26 secondsSure. That which helps. Sure. Sure. Of course. But yeah, just you know, okay, that makes sense. That makes sense. So, have they have they figured out what 21:3421 minutes, 34 secondsdoes make a a student successful? And like we talked about, Ryan, you know, are they good collaborators? Are they 21:4121 minutes, 41 secondsgood communicators? Are they critical thinkers and creative thinkers? Those are the ones who will be successful, but 21:4921 minutes, 49 secondsyou can't it's it's hard to do that on a bubble test, multiple chart test, course. Yes. So it's it's really like we Chapter 9: Building a Student-Centered Approach 21:5821 minutes, 58 secondstalked about as well. It's really trying to see each student individually and what they have done and what they want 22:0622 minutes, 6 secondsto do. Yeah. Yeah. And those kind of things which you know is harder to measure and I and I know we live in a world that wants to measure hey if I'm 22:1322 minutes, 13 secondsgiving you you know $10 I want to make sure I'm getting you know x amount of dollars back in return right for for that. And so, but but so some of these 22:2222 minutes, 22 secondsthings are harder to measure, but I like that I think we're recognizing, hey, some things are just going to be hard to measure. They are. And you know, I'm 22:2922 minutes, 29 secondssure you recognize that so much in your in your business. You know, the kind of people you're looking for really aren't 22:3722 minutes, 37 secondsthe kids who knew when World War II dates were. Yeah. Doesn't make sense. It doesn't that's not going to help you. 22:4322 minutes, 43 secondsNo. Boy, you want a person who understands how to resolve conflicts and work through challenges as as 22:5022 minutes, 50 secondsnegotiations are going on and those kind of things. Yeah. And have that those uh emotional intelligence, I guess, right? 22:5622 minutes, 56 secondsYou know, having that that knowledge of kind of how to do things. Yeah. No, 100%. Chapter 10: What Makes Lehi High Unique 23:0123 minutes, 1 secondWell, so let's let's as focus a little more on Lehigh High School. I know and you're leaving there and stuff like that, but tell me what makes Lehi High 23:1023 minutes, 10 secondsSchool unique among other high schools here in Utah or is it, you know, or tell me what makes it unique, I guess. You know, you know, I was so excited as I 23:1823 minutes, 18 secondswas getting ready to come back out to school to be able to come to Lehi. As I visited with superintendent, we we 23:2623 minutes, 26 secondsbackpack a lot together and we were talking about possibilities and and Lehi is truly one of those community schools. 23:3523 minutes, 35 secondsYeah. you know, it's it's been here since the early 1900s and has so much 23:4123 minutes, 41 secondstradition and history and culture. And I I don't know, that's just a just a joy to get to be part of those kind of 23:5023 minutes, 50 secondsthings. Sure. And not to say that brand new schools aren't awesome because they have their own cultures and great 23:5623 minutes, 56 secondsthings. For sure. But for me, I love that history. Yeah. And so I I've just 24:0324 minutes, 3 secondsenjoyed um getting to be part of an established community and culture with a 24:1124 minutes, 11 secondsschool that's that's really um still part of a lot of Lehi city's culture. 24:1924 minutes, 19 secondsWhen when we have sporting events at state or whatever, it's amazing the crowd Lehi brings compared to most 24:2824 minutes, 28 secondsschools. I I would say every time we have more not students necessarily but but 24:3724 minutes, 37 secondscommunity members in the stands, you know, cheering for their kids and supporting their kids and and I think um 24:4624 minutes, 46 secondsthe drama department at Lehigh High just just tremendous. I don't know if you've been to any of the plays there. Yeah, I have. Oh, they just do such great work 24:5624 minutes, 56 secondsand and the kids just excel at that. And and I love that we've really added to the concurrent enrollment classes. Yeah. 25:0525 minutes, 5 secondsIn the last few years, we got recognized by Utah Valley University as the school uh last year who increased the most concurrent enrollment classes for kids. 25:1525 minutes, 15 secondsSo there's that great tie into the past and the support, but also looking towards the future through concurrent enrollment and those kind of things. 25:2425 minutes, 24 secondsLove that. Love that. Being a principal, I'm guessing, isn't always easy. Tell me some of the challenges that come with that role, you know, uh, as far as, you Chapter 11: The Challenges of Being a Principal 25:3225 minutes, 32 secondsknow, maybe speak to from a from a administrative faculty point of view, but then also, you know, over students and stuff like that. Tell me like you 25:4025 minutes, 40 secondscould hit both of those, I guess. But yeah, I I think I've learned from I've I've been a principal for 19 years, and 25:5025 minutes, 50 secondsin those 19 years, it really is about learning how to solve problems and help 25:5625 minutes, 56 secondspeople solve problems. Yeah. And often, um, the things that make their way into 26:0326 minutes, 3 secondsthe administrative office, they're very high emotion. Mhm. And and 26:1026 minutes, 10 secondspeople are going off of feelings and and those are legitimate things and the emotions are legitimate feelings, but 26:1926 minutes, 19 secondsbut often the challenge is helping helping the conversation turn from emotional reactions to rational 26:2726 minutes, 27 secondscompromises and rational ways to solve the problem. 26:3126 minutes, 31 secondsAnd and so it's really moving people from just a state of emotion to rational 26:3826 minutes, 38 secondsconflict resolution seems to be what I do the most of as a principal. That makes sense. That makes sense. You know, and you obviously have a lot of faculty 26:4726 minutes, 47 secondsthere and and and stuff like that. Um you know, does everybody get on board with different things? You know, is that hard to kind of, you know, you mentioned 26:5526 minutes, 55 secondslike to try to make sure we're teaching, hey, it's not just the facts, it's doing this. I mean, you know, how do you guys how do you handle so many different personalities, I guess, like that? Yeah. Chapter 12: Implementing a Vision for Learning 27:0427 minutes, 4 secondsOne of the things that uh we do, we have what is called the vision of learning, and it's part of Alpine School District, 27:1127 minutes, 11 secondsand and we talk about the five C's. We we talk about communication, collaboration, critical thinking, 27:2027 minutes, 20 secondscreative, creativity, and um commu collaboration. Did I say 27:2827 minutes, 28 secondscommunication, collaboration, critical thinking, creative, and character? 27:3427 minutes, 34 secondsCharacter. Okay. Is the last one. Sorry about that. 27:3827 minutes, 38 secondsGot to whip those off. But we call them the five C's. And and what we want teachers to do is to implement those type of things within their class. Okay? 27:4927 minutes, 49 secondsAnd it can be a little different for every teacher how they do that. And some classes really will do well with 27:5827 minutes, 58 secondscreative thinking or or critical thinking. And some classes, wow, this is a great opportunity to collaborate. So 28:0528 minutes, 5 secondsyou hope that as a student has these seven or eight teachers, they're getting those five different things in different 28:1428 minutes, 14 secondsways. Sure. To help them. And often we also talk about the essential knowledge. 28:2028 minutes, 20 secondsYeah. That kids need. We we like to use knowledge as kind of a vehicle to really 28:2828 minutes, 28 secondsget after those those five C's. So So we might be talking historical data and we 28:3528 minutes, 35 secondsmight talk about you know voting rights or those kind of things, but what we're doing is we're using that 28:4328 minutes, 43 secondsdiscussion to get them to critically think about things to to communicate better and those kind of things. So we 28:5028 minutes, 50 secondsuse the the knowledge and and those kind of things to help with those critical 5Cs. Love it. No, that's great. So, you Chapter 13: Navigating Technological Change 28:5928 minutes, 59 secondsknow, students obviously have changed a lot from the 80s to now, right? 29:0429 minutes, 4 secondsTechnology has changed. A lot of things have changed and stuff like that. How how you know, how do you think how do you how do you help those 29:1229 minutes, 12 secondsstudents continue to learn and, you know, without the distractions and different things like that? But talk to me how you've adapted to keep students engaged, I guess, over these years. 29:2129 minutes, 21 secondsYeah. 29:2329 minutes, 23 secondsBoy, that's that's the challenge right there. Sure. Sure. Because so many kids have so different things that are of 29:3129 minutes, 31 secondsinterest to them. Sure. and they live in a social media world that is just constantly 29:3929 minutes, 39 secondschipping at them, you know, beeping, buzzing, uh, getting the information, just constant. And it's hard for kids. 29:4929 minutes, 49 secondsWell, it's hard for adults. I mean, I was going to say, if I'm sitting here and my phone starts going off, I'm like, losing my train of thought, you know, like I wonder what my phone is saying. 29:5929 minutes, 59 secondsWhat's going on? What emergency is happening? What what fire do I have to put out? Right. Yeah. Yeah. So, uh it'll be interesting. 30:0530 minutes, 5 secondsOur governor, uh you know, has really championed and the state legislature has put together that law. Yeah. Where 30:1330 minutes, 13 secondsthere'll be new policies in schools throughout Utah on phones and the the 30:2030 minutes, 20 secondsdefault is phones are not allowed during class time anymore. Okay. And I think that'll be a good thing. I think it'll 30:2730 minutes, 27 secondsbe hard. Sure. And there'll be a change in in what people are used to. But I think it's the right move. You know, I I 30:3530 minutes, 35 secondsthink there's so much distraction and entertainment and wondering how my 30:4230 minutes, 42 secondsfriends are doing that takes away from what the classroom is trying to get accomplished. That Sure. Cuz then you're not really there, I guess, right? You 30:5130 minutes, 51 secondsknow. Yeah. Which is Yeah. So, it'll be fun to see how that goes. That will be interesting, you know, because because I'm one that I'm an early adopter a lot 31:0031 minutesof time. I love technology. You know, I think ultimately it's always for good. 31:0431 minutes, 4 secondsBut having said that, you know, it has to be controlled. It has to be handled correctly, right? I mean, and and so I can see how, you know, I'm thinking, 31:1231 minutes, 12 secondshey, a phone is amazing. You know, there's so many things you can learn, but but yeah, if it's constantly, you know, if I'm looking at this and not at you, the teacher, well, that's not going 31:1931 minutes, 19 secondsto be good, right? And then I'm not learning. I'm not actually present, right? Because I'm focusing on especially Yeah. My friends are talking about a party this weekend and I'm 31:2731 minutes, 27 secondsexcited about that and so my mind's elsewhere. Right. So yeah, that's a that's a great challenge. I think it's beyond just school. I think it's in 31:3431 minutes, 34 secondsfamilies. Sure. I think it's a challenge in the workforce. I think it's a challenge everywhere. It's just that our 31:4131 minutes, 41 secondsminds are just constantly in that being what trying to get our focus onto 31:4831 minutes, 48 secondswhatever's on the phone. Yeah. Whether they're trying to sell something to us or get us to believe a certain way or 31:5531 minutes, 55 secondsour friends want to connect with us, it's it's a challenge. Yeah. Yeah. No, I Yeah, I agree. Um, you you've had a long Chapter 14: Reflections on a Career in Education 32:0332 minutes, 3 secondscareer. Tell me tell me some of the things that you're most proud of as far as, you know, hey, you know, I really like that I did this. I really like that 32:1032 minutes, 10 secondsI did that. Tell me any anything in particular as you look back on your career and, you know, what you accomplished and stuff. You know, 32:1832 minutes, 18 secondsthere's there's probably three things that I've tried to focus on, and it's it's it's kind of evolved a little bit 32:2632 minutes, 26 secondsduring uh my career, but I in the beginning I went through the CVY leadership principle training and and in 32:3432 minutes, 34 secondsthat that we were all asked to make a mission statement and you know, I thought hard about that and I always I 32:4232 minutes, 42 secondsalways keep coming back to it is be an influence for good. And so that's what I've tried to do in in every situation 32:5132 minutes, 51 secondsis try and be an influence for good. You know, I'm not going to know all the answers and I'm not always going to get 32:5832 minutes, 58 secondsit right. Sure. But I can always try and do the right things and do it the right way. Yeah. So that's one of the things. 33:0633 minutes, 6 secondsAnd then as I went through my career, I got interested in what was called the Arbinger Institute. And it's a it's a a 33:1533 minutes, 15 secondscompany that really deals in peacemaking and negotiations and things like that. 33:2133 minutes, 21 secondsAnd and so I really started using the information through arbinger and and that's where you're really trying to see 33:2933 minutes, 29 secondspeople as people and and to just just honor them as a person and and not 33:3533 minutes, 35 secondsseeing them as an object. Sure. And so that's another thing I've really tried hard to do is boy that's a person. It's 33:4533 minutes, 45 secondsnot object. It is a person with needs, wants, desires, and hopes. Sure. And I need to to value that. And so that was a 33:5433 minutes, 54 secondsbig thing. Um, and then the other thing I've tried to to do is is help the kids 34:0334 minutes, 3 secondsand even the adults recognize that we should help each other be our best selves. Be the kind of person who's who's helping each other be their best. 34:1534 minutes, 15 secondsYeah. Too often we get in situations, at least I do, and and I see it among the kids where, you know, we try and talk 34:2334 minutes, 23 secondseach other into doing something that that really isn't in our best interest. 34:2734 minutes, 27 secondsSure. But hey, let's let's go do this or let's go do this. And, you know, it's not the thing that's going to bring them joy and happiness and success in life. 34:3634 minutes, 36 secondsSo, so those are the kind of three things I'd really tried to focus on in my career. I love that. I love uh that 34:4334 minutes, 43 secondsnone of them are, you know, major things, but they're but they're very influential things, I guess, that would happen over a lifetime of service, 34:5134 minutes, 51 secondsright? I mean, which is, you know, obviously what I think you've done is, you know, hey, tried to do these things and and you know, over 40 years or so, 34:5934 minutes, 59 secondsyou know, like, hey, here's what I've accomplished, right? You know, I've done a lot of good, you know, by by small and simple ways, I guess, right? You know what I mean? So, so good job. No, that's 35:0835 minutes, 8 secondsawesome. What advice would you would you give to the uh to the next principal that's coming in? Yeah, the the next principal coming in, Eron Bar, he was an Chapter 15: Advice for the Next Principal 35:1735 minutes, 17 secondsassistant principal there at Lehigh High quite a while ago and has been a principal at Willow Creek and now at 35:2535 minutes, 25 secondsViewpoint and lives in the Lehi community. Yep. Yep. So, he was my neighbor at one point actually. Oh, well, there you go. I know him from like, you know, 10 years ago, but you 35:3435 minutes, 34 secondsbetter go tell him, "Okay, here's what we need." Eric, I know. I need to. Yes. 35:3835 minutes, 38 secondsThat's exactly it. Yeah. You know, I would say that what you want as an educational leader 35:4635 minutes, 46 secondsis a person who will will really reach out and inspire others to do their best. Sure. 35:5635 minutes, 56 secondsAnd and I believe he's that kind of person. I I think Aaron will step in and and recognize that everybody's unique 36:0436 minutes, 4 secondsand everybody has skills and talents and and then you try and use those abilities to Yeah. to do great things and to honor 36:1336 minutes, 13 secondsstudents and to help them Yeah. be their best. So, it's that that focus on helping others Sure. learn and grow. 36:2136 minutes, 21 secondsWell, and I Yeah. Like your focus is uh on that collaboration part, I guess, too, right? you know, is it's not uh that Aaron knows everything and he's 36:3036 minutes, 30 secondsgoing to, you know, it's it's okay. How how do I empower other people? I think it's it's kind of pushing it away from yourself. Yeah. And and on to Okay, 36:3836 minutes, 38 secondslet's cuz we're much stronger together, right, as a community. I mean, that's what this is about. And and I'm guessing at a school, if everybody's focused on 36:4736 minutes, 47 secondsthe same goal of helping, then that's how you make Yeah. people better, I bring teams together and and work. 36:5436 minutes, 54 secondsYou'll get so much more done with a team of people. Yeah. Versus one individual 100%. Even if that person's super awesome, you know, it doesn't matter, 37:0337 minutes, 3 secondsright? Because it's just just the law of numbers, you know? It's just there's and good people. And you know, no, I love that. You know, if you could go back and 37:1137 minutes, 11 secondsnow give your younger self any advice, would you change anything? I guess, you know, as far as, you know, going back to young Tim and saying, "Okay, hey, maybe 37:1937 minutes, 19 secondsyou should have changed this earlier." or something like that. Anything like that that stands out to you? Yeah, you know, there's all kinds of things because you you look back and think, 37:2737 minutes, 27 secondswell, I could have done that better. I could have done that better. But I I guess you can't know that until you experience it. 37:3637 minutes, 36 secondsAnd so I would say if if I were to start over again, I would probably say 37:4437 minutes, 44 secondsfind people who do certain things really well and learn from them more often. 37:5037 minutes, 50 secondsOkay? Because sometimes you get so busy that you're just focused in on the work rather than and and some people are much 37:5937 minutes, 59 secondsbetter at at instead reaching out to people and say, "Hey, you do this really well." Sure. Come help me. Come teach 38:0738 minutes, 7 secondsme. That's what I wish I would have done a little better. Okay. Okay. Love that. Chapter 16: Tim’s Future Plans & Final Thoughts 38:1238 minutes, 12 secondsUm so what's next for you? Yeah. You know, so so you're retiring, but you know, you're not dead. 38:2138 minutes, 21 secondsSo, tell me tell me what's the future hold for for Tim? Well, we uh we have five children and and we're up to eight 38:3038 minutes, 30 secondsgrandchildren now and my wife was from Arizona and I'm from Colorado, but but we're we're here in Utah and we're Utons 38:3838 minutes, 38 secondsnow and our children married kids who are Utons. Okay. So, they're all stay so I think we're all going to stay around. 38:4638 minutes, 46 secondsThat's awesome. That's awesome. And so, we're going to enjoy them. We're going to travel a little bit, my wife and I, for a few months and then um I think our 38:5438 minutes, 54 secondsplan is to serve a mission for the Church of Jesus Christ of Latter Day. So that's awesome. So I think we plan on doing that and and then uh come back and just keep making decisions from there. 39:0639 minutes, 6 secondsSure. Awesome. Okay. Well, hey, you've done you've done very good, you know, thanks for for all, you know, for I 39:1439 minutes, 14 secondsmean, we all have jobs and and we all make money at our jobs and stuff like that, but I but I think the best is when you can have a job that really makes an 39:2139 minutes, 21 secondsimpact on the world, too. I mean, that's that's the goal is I mean, sure, I have to provide for my family, but I also want to provide meaningful service to the world, right? You know, help people. 39:2939 minutes, 29 secondsAnd it sounds like you've you've done that in your career and stuff like that. 39:3239 minutes, 32 secondsReally helping young minds and learning and growing and helping them, you know, obviously achieve their potential, which is I think the goal, right? You know? 39:4039 minutes, 40 secondsYeah, I I think so. I I do think, you know, that when I was directed and my 39:4839 minutes, 48 secondswife and I and our are thinking from moving away from nothing wrong with being a judge or being an attorney, but 39:5639 minutes, 56 secondsYeah. But I think the right thing was to get into this profession where where you do really spend all your time and energy 40:0540 minutes, 5 secondstrying to help Yeah. others learn and grow. Yeah. No, love it. Tim, anything we didn't cover that you wanted to 40:1240 minutes, 12 secondscover? Any any any other Well, nothing really comes to mind. You did had great questions. Um, but I would just say um there are some amazing kids. 40:2540 minutes, 25 secondsYeah. Coming up through the system and and it's just remarkable to see the the 40:3240 minutes, 32 secondsincreased skill, the increased knowledge, the increased abilities that kids have. It's amazing 40:4040 minutes, 40 secondsto see how accomplished kids are now compared to when I first started. Sure. 40:4640 minutes, 46 secondsIt's just it's just amazing how competent and skilled and smart kids are. Love that. So, we're in good shape. 40:5540 minutes, 55 secondsI, you know, I like hearing that and that's a good one to end on, I guess, because I think sometimes the world, you know, has a pessimistic view of the future, right? I mean, there's wars, 41:0341 minutes, 3 secondsthere's all these different bad things happening, and so it's kind of a scary place, but I like that, well, if the future is children, it sounds like you 41:1041 minutes, 10 secondshave a bright view of the future, I guess. Absolutely. There's there are remarkable kids coming up. So, thank 41:1841 minutes, 18 secondsgoodness. Good. Good. Well, hey. Yeah, that's that's that's what we want. We want good kids, you know, helping us and and uh and they'll be the ones taking 41:2641 minutes, 26 secondscare of us, I guess, as we get older here, too. So, but uh uh well, thanks, Tim. Appreciate you all, you know, all you've done and and uh and uh good luck 41:3541 minutes, 35 secondsin that next phase of life. So, thank you so much. It's a pleasure pleasure to visit with you today, Ryan. Thank you. 41:4241 minutes, 42 secondsThank you for joining us on Roots and Branches of Lehi. I hope today's story helped you feel a little more connected to the people who make up our community. 41:5041 minutes, 50 secondsRemember, every person here has a unique story, and together, we're what makes Lehi feel like home. If you know someone who would be a great fit for this 41:5841 minutes, 58 secondspodcast, please fill out the form in the show notes so we can reach out and schedule an interview. We'd love to hear from you. A big thank you to our 42:0642 minutes, 6 secondssponsors, the Work Harding Home Mortgage team and Play Harding Nightly Vacation Rentals for supporting this show and helping us bring our community closer 42:1342 minutes, 13 secondstogether. Until next time, keep growing those roots and reaching out to your branches. Take care. Sync to video time
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