We recently connected with Erica Battle and have shared our conversation below.
Erica, thanks for joining us, excited to have you contributing your stories and insights. Risk taking is something we’re really interested in and we’d love to hear the story of a risk you’ve taken.
The biggest risk I’ve ever taken was starting my own business without really knowing what it meant to be a business owner.
I had years of experience working with teachers and school leaders, and I felt confident in that part. But stepping out on my own, building something from the ground up, that was unfamiliar territory. I didn’t have a roadmap, just a strong sense of purpose and the belief that I could figure it out as I went.
When I got my first client, I charged them based on what I had been paid while working for another organization. I didn’t understand that what I had been paid wasn’t the same as what it actually cost the client. So I started off operating at a loss without realizing it. That moment was eye-opening because I had to come to terms with the fact that knowing how to do the work wasn’t the same as knowing how to run a business.
That first experience taught me that being good at your craft doesn’t automatically make you a good business owner. Since then, I’ve invested in myself. I’ve enrolled in several programs, read more than I ever thought I would about business in general, pricing, marketing, and sustainability, and I have connected with mentors who could help me grow. I’m still learning every day, and the truth is, I probably always will be. But taking that leap taught me that even if you don’t have all the answers, you can still take the risk, learn as you go, and build something meaningful.
Starting a business was the biggest risk I have ever taken by far and it has stretched me in ways that I didn’t know were possible.
Awesome – so before we get into the rest of our questions, can you briefly introduce yourself to our readers.
I started my career in education by accident. I took a substitute assignment in a seventh grade classroom after a job loss and what was supposed to be a short-term assignment became a semi-permanent position. I had no idea at the time how much that experience would shape my path, but it totally changed my outlook on my future career plans. Being with those seventh graders day after day connecting with my students and building relationships with them, I realized teaching had a much deeper impact than academics. After that school year, I enrolled in a Masters program to get the formal education and credentials to be a teacher and the rest is history.
Over the years I have worked as a middle school reading teacher, middle school Literacy Coach, and ended my career in the traditional school setting as the Director of Literacy RTI (Response to Intervention). In 2017 I moved into the role of Instruction and Leadership Coach which allowed me to support teachers and leaders on a wider scale, but my focus has remained the same, making sure students felt seen, heard, and valued in the classroom while making sure teachers and school leaders feel supported in the work they do every day. That’s what led me to start my business, Life Changes in Progress. I wanted to create a business that addressed both the social and emotional wellness and academic needs of students. I saw how many schools were trying to improve academic outcomes without addressing the emotional needs of students or the burnout teachers were facing. I wanted to help change that.
Through my business, I work with schools across the country, public, private, charter, and everything in between. I lead professional development sessions that focus on relationship-building, student engagement, and improving instructional practices using practical and effective strategies. I also coach educators and school leaders one-on-one and in group settings, helping them problem-solve and think through what’s happening in their classrooms or buildings. Every school is different, so I try to meet educators where they are, listen first, and then offer support that actually fits their needs. I also speak at conferences and education events, where I share the lessons I’ve learned and the tools and strategies I’ve created. My work is centered on one key idea: when we prioritize strong relationships and emotional safety, we make space for students to succeed academically and for teachers to show up with confidence and clarity.
I’ve written three books to support that work in a deeper way. Who Are You? A Guide for Adolescents to Navigate the Social and Emotional Issues of Life is for middle and high school students and helps them understand their emotions, reflect on their identity, and navigate life’s challenges with more confidence. It’s often used in mentoring programs, school advisory classes, and small group settings because it invites open conversation and personal growth. Who Are You Beyond Your Name was written for young adults think college students and beyond after so many adults found that they could relate to some of the principles in the adolescent book. It helps young adults understand their emotions and reflect on their identity as well using situations that are age appropriate. My third book, The Trusted Teacher: A Reflective Guide For Impactful Relationships With Secondary Students, is for educators who want to strengthen their connection with students, reflect on their own practice, and build classrooms grounded in trust and respect. It’s personal, practical, and focused on helping teachers build relationships without losing sight of high expectations. The Trusted Teacher uses my IMPACT framework to support teachers in building those connections and creating an environment of trust in their classrooms. The Trusted Teacher would make a great book study for schools or entire school districts. I also created the A.R.E. You? Actively Reading and Engaging Annotation System, which is a simple, student-friendly tool that supports reading comprehension by guiding students to interact with texts in meaningful ways. Schools across the country are using it, and it’s making a real difference, especially for students who struggle with reading engagement and stamia.
What makes my approach different is that it’s grounded in real-world experience. I’ve been in classrooms trying to teach while managing behavior, pacing, and pressure all at once. I’ve worked with students who didn’t trust adults because of what they’d experienced outside of school. I’ve talked with teachers who care deeply but feel stretched thin, trying to meet everyone’s expectations while still doing right by their students. Because I’ve lived that, my work isn’t built on theory or trends, but it’s built on what actually works when you’re standing in front of students. I focus on helping teachers and leaders slow down, notice what’s happening with their students, and take intentional steps that improve trust, connection, and learning. I also make sure the strategies I share are realistic. Educators don’t need more to-do lists, they need clarity, support, and tools they can actually use without burning out.
I also partner closely with school leaders to help them build a culture that supports both academic growth and emotional safety. That often starts with honest conversations about what’s working, what’s not, and where they want their school to be. From there, we co-create solutions that align with their vision but are rooted in strong systems and relationships. Whether it’s reshaping a professional development plan, redesigning student support structures, or improving instructional practices, I approach it all with the same mindset, what’s best for the people in the building, and how do we get there together?
What I’m most proud of is the lasting impact this work is having in schools. I’ve seen teachers who were ready to walk away from the profession find a renewed sense of purpose. I’ve watched students who had completely disengaged begin to participate again because someone took the time to build a real relationship with them. I’ve seen school climates shift, not because of a new program, but because the adults in the building started to lead with empathy, consistency, and purpose. That’s what fuels me. These aren’t quick fixes. They’re steady, meaningful changes that help schools become places where people want to be and where students feel safe enough to take risks in their learning, and teachers feel supported enough to keep growing.
And the truth is, I’m still growing too. Every school I work with teaches me something new. Every teacher I talk to gives me a fresh perspective. I take that seriously. I want the work I do to stay grounded, relevant, and human. I want schools to know that when they work with me, they’re getting someone who listens first, who respects the challenges they’re facing, and who brings tools and ideas that are built to last. My goal isn’t just to deliver a training or drop off a resource, but it’s to walk alongside schools as they build the kind of culture where everyone can thrive.
Learning and unlearning are both critical parts of growth – can you share a story of a time when you had to unlearn a lesson?
One lesson I had to unlearn was the idea that “if you build it, they will come.” When I started my business, I really believed that if I created something valuable and meaningful for schools, the clients would just show up. I thought that my experience, passion, and the quality of my work would be enough to attract school leaders who needed support. But I quickly found out that it doesn’t work like that.
What I learned is that people have to first recognize that they have a problem that needs to be solved. And even when they do see the problem, they still have to believe that you are the right person to help them solve it. That part takes time, trust, and visibility. I had to shift my mindset from just creating strong content and services to actually getting in front of people, telling my story, and building credibility. That meant showing up consistently by speaking at conferences, being on webinars, networking, and most importantly, being referred by people who had already worked with me and trusted my work.
There were moments early on when I felt like I was doing great work but still not getting the traction I expected. That was frustrating at first, but it helped me understand that relationships and trust are everything in this space. School leaders are under pressure, and they aren’t just looking for another program, but they’re looking for someone who understands their challenges and can walk alongside them with solutions that actually work. I had to earn that trust, not just expect it.
Now I know that it’s not just about creating another service or product, it’s about helping the right people see it at the right time, in a way that speaks to their real needs. That shift in thinking has changed the way I show up, and it’s helped me grow in how I share my work and build lasting partnerships.
Can you tell us about what’s worked well for you in terms of growing your clientele?
The most effective strategy I’ve used to grow my clientele is building relationships. It may sound simple, but it’s one of the most powerful and sometimes overlooked strategies in business. At the end of the day, people work with people they trust and that trust is built through real, consistent, and authentic connection.
I had to stop approaching clients with a sales mindset and instead approach them with the goal of being helpful, listening first, and understanding what schools and leaders actually need. Whether it’s a conversation after a conference, a follow-up email from a webinar, or just showing up consistently in educational spaces, those moments of connection matter. A lot of my opportunities have come through referrals from people I’ve worked with before or people who’ve seen me speak and felt connected to my message. Those relationships open doors that a cold pitch simply can’t.
I’ve also learned that relationships take time to grow. It’s not always about an immediate “yes.” Sometimes it’s about planting the seed, staying in touch, continuing to show up, and building trust over time.
