This podcast is long overdue. Recorded last summer, I sat down with Carol Lerner to discuss her organization and advocacy yet never published this episode due to prioritizing political candidates leading up the election. The content, however, makes this an ideal podcast to listen to and share with others, especially with the 2019 legislative session just around the corner.
On this episode, Carol discusses the aims of the POPS Manasota organization; provides an excellent overview of the pernicious influence of corporate charter management companies, specifically Academica; walks the audience through the tax credit scholarship program that diverts would-be tax dollars away from the state’s general fund and toward private schools with no accountability; and closes out our chat with how much “dark money” is influencing school board races, particularly in Sarasota county.
If you’d like to learn more about POPS Manasota or join its cause if you live locally in Manatee or Sarasota, you can Like or Follow their Facebook page, follow along on Twitter, or reach out to Carol directly by emailing email@example.com.
P.S. – If you’d like to learn how much “dark money” is being used to infiltrate local school boards to further along the privatization efforts by the corporate charter companies and their legislative lackeys, watch this highly informative video below.
Contrary to Sean Combs’ claim that “it’s all about the Benjamins,” I would argue that life is all about relationships. As teachers, we have relationships with lots of people in our daily school lives, none more important than with our students. In fact, I would go so far as to say that the bulk of my success as a teacher is due to the meaningful and lasting relationships I have fostered with my students, certainly much more so than any curriculum I may have imparted to them during our shared time together.
While I only worked as a new teacher mentor for a single year, the two most important pieces of advice I offered those who were just beginning in the classroom–whether fresh out of college or starting a second career–was: 1) be your most authentic self, as kids–especially high school students–recognize phoniness better than most adults; 2) get to really know your students as individual human beings. By taking a genuine interest in them, their journeys up to that point in life, and where they’re headed based on their goals and aspirations, teachers can forge a strong, important bond with that child. As I told my mentees, the rest will always come with time and work itself out provided that they put those two pieces of advice into practice.
I’ve been reflecting on this the last few days because of two messages I received almost back to back. Over the years, I have received many nice notes, letters, cards, and emails expressing gratitude for our relationship. And what I’ve learned in the first 15 years in the classroom is that we never know how our words and actions will resonate with our students, which is why I always do my utmost to be an exemplar of a life well lived. I was deeply honored and grateful, then, to receive this short essay on leadership from a graduate of last year’s class who is currently at the United States Naval Academy. While she could have written about virtually anyone and how that person exemplifies leadership, she chose me. Her words were truly humbling:
In my junior year of high school, I was required to take a course known as the Theory of Knowledge. This class was a introspective curriculum which mainly focused on self-reflection and relies heavily on the teacher’s interpretation and dedication to the class. It is in this class that I saw one of the purest forms of leadership within the teacher. Mr H. was new to the program and thus took on a large amount of responsibility in order to enable our success.
I would argue that the majority of my enjoyment within the class stemmed from Mr. H’s ability to spark an intense curiosity and passion within all of his students. It was not through overbearing demands, but rather a nurturing of individual abilities. One of the most important traits that I learned through H was to listen, even when you didn’t always know how to respond. Compassion never fails. The ability to sympathize and lend an ear can often be more powerful than one’s own words. As an especially exasperated high school student, H’s ability to listen to the complaints of fifty teenagers and still make everyone feel like an individual proved unique.
Besides listening, a good leader understands when intervening is necessary. Obviously, the public school system does not stand as the pinnacle of premier education. Unlike most people who just accepted the flaws of a large structure, Mr. H continued to seek new ways to reform and better the environment he was in. From interviewing other teachers on a podcast, to speaking his grievances at school board meetings, H understood the need to take a stand. This determination to better his community at a large scale and still treat people as individuals was contagious. Most often leadership is done first through example.
At the purest form H never stopped showing how much he cared. How much he cared about people, knowledge, work, and life. These traits have greatly impacted how I approach situations, as well as my interactions with others. Through him I saw someone devote themselves to others, which in the end, defines leadership.
Then, only a day later, another former student from my time at Durant tagged me on Twitter to tell me the following:
I responded to him to thank him for his kind words as well as to share that I do indeed remember him. By my rough estimation, I have taught over 3,000 students at this point in my career. I may not be able to remember all of their names (especially those that were from more than a decade ago), but I often recognize their faces despite the years that have passed. Regardless, these small blessings are one of the many, many reasons I love being a teacher.
My wife and I do not have children, and that is a big reason why we truly love our students as if they were our own kids. I believe that love infuses our classroom and the interactions we have with all students, which is why I consider the relationships we build with them so critical for their future success. Being a teacher is an important job, but being good toward other human beings who are sharing this sojourn with us through this space in time, who have been given the same gift of life that has been bestowed upon each of us, is the pinnacle of what it means to teach. Regardless of a student’s grade average or mastery of content, it’s how we treat them with an inherent dignity that will forever resonate with them. As Maya Angelou famously said, “…people will forget what you’ve said, people will forget what you did, but they will never forget the way you made them feel.”
Let’s ensure that our students feel loved.
P.S. – And, as always, if you are one of my current or former students reading this, thank you for being a part of my life. All of you mean the world to me.
I hope that you and yours enjoyed the holiday season and spent it surrounded by family and friends. School is now only a few days away and I wanted to share a brief update about the Teacher Voice blog and podcast as we move forward into 2019 and the second half of the current school year.
As is my usual habit, I spend a great deal of time during the winter (and summer) break reflecting on how I can improve as a teacher and, more importantly, a human being. Many of the books I read the last few weeks also led to much introspection about the quality of my life at the current moment and how it could be improved. One of the many realizations that I came to during the last couple of weeks is that I have devoted entirely too much time to Teacher Voice.
One of the most common questions that fellow teacher friends asked me during the first year and a half of the Teacher Voice project was some variation of how do you do it all? To be honest, “doing it all” had a cost, the biggest of which was a loss of time that I typically devoted toward self-care and self-betterment. In the first year and a half I wrote over 70 pieces for the blog and published over 40 episodes of the podcast, but I was sleeping less and found myself increasingly struggling to give my absolute best to those who matter most as a teacher–my students.
In an effort to restore my sanity and get back to basics, I am significantly scaling back what I will be doing on Teacher Voice. At most, I will write no more than two posts per month, and I will only publish one podcast during each month. Furthermore, I want 2019 to be the “Year of the Teacher,” mainly because I felt that the second half of 2018 focused exclusively on guests who were running for public office that would impact public education. Though I immensely enjoyed the conversations with those candidates, I’d like to share the voices and perspectives of those who are most often ignored by our elected officials–the educators themselves.
But here’s where you can help, fellow educator! I would still like the Teacher Voice project to become what I originally intended: a sounding board for those who are in the profession to share their perspectives and ideas by writing guest posts for the blog or being guests on the Teacher Voice podcast. Does this sound like you, dear reader?
There is still one podcast that I have yet to publish from last year, and I hope to have it published by next week. The first teacher guest podcast was recorded a few days ago, and that should follow later this month. But if you would like to write a guest post for the blog or appear on the podcast yourself, please use the “contact” feature at the top of the page or email me directly at firstname.lastname@example.org.
Thanks again for your interest and support of the Teacher Voice project!
With the recent release of the MSD Commission’s report, Pinellas County Sheriff Bob Gualtieri made headlines when he publicly performed an about-face on his position regarding arming teachers. On the heels of Gualtieri’s announcement in support of having teachers packing in the classroom, Polk School Board Member and vocal critic of the Florida Legislature, Billy Townsend, wrote this compelling piece loaded with reasons as to why this notion is a terrible one.
Upon seeing Billy’s publication, Julie Hiltz, NBCT, a fellow friend of public education and colleague here in Hillsborough County, had the following to say on Twitter. In an effort to have others read and share her words, I asked Julie if her statement could be published as a guest blog post here on Teacher Voice. Please read her words and share them with others on social media or, better yet, compose an email to your local legislators in both the House and Senate, asking them to stop ignoring the will of the people who overwhelmingly told polsters this past spring that they do NOT want teachers armed around their children.
So much is wrong with this idea of arming teachers I don’t know where to start. But since I have a chance to piggyback on this thoughtful, well researched piece I’m going to take my shot.
This is idea is not just stupid, it’s impractical.
1. There is a legitimate teacher shortage, as well as shortage of paraprofessional staff. It’s been that way for a decade. Lack of personnel ripples from the traditional classroom into all facets of school work and increases stress, trauma, and fatigue for students and staff.
Those stressors increase the likelihood of “bad people doing bad things” and decreases the likelihood of “good people doing good things.” We adults try but it’s exhausting and we frequently fail. Ask my kid how much patience and energy I bring home to him. #parentingfail
2. Even if you fully staffed every existing traditional classroom and support position you’re still undermanned. So many districts have had to cut those “extra luxuries” like mental health support, nurses, behavior specialists, teacher aides, and yes- librarians.
Who exactly in most schools still has a job where they would even qualify by statute to be armed? My kid’s in Pasco Schools and they cut librarians years ago. I truly believe the lack of a certified librarian does more harm to more kids than “not enough weapons” on campus.
3. Assuming you have all your traditional classroom AND support teacher and paraprofessional positions filled you’ve now created a situation where you’re sending a message that some lives are worth more than others. Charge in, custodians and librarians!
I work with kids and adults most hours of the day but as the librarian expected to be a first responder I’m, what… disposable? An acceptable potential loss? A stop gap? And I know I won’t be paid hazard pay or otherwise compensated because it’ll be “other duties as assigned.”
4. If the Florida Legislature wants me to act like a first responder than they’ll have to change the law to treat me like one. Stop taking 3% out of my paycheck for retirement, exempt me from jury duty and protect my home address, and stop requiring my Union to recertify annually.
5. Most schools districts are against the plan. They’ve voted (and revoted) as representatives of their constituents to not arm teachers. Apparently that’s not good enough for the Florida Legislature. Again.
If history is any indication of how this will go down, Tallahassee will make a law requiring the program and the citizens of the state will have to push a ballot amendment to counter that law because most of Florida doesn’t want it either. (See class size amendment)
6. That’s not the job you hired me for. You hired me to support literacy and technology. You hired me to create a safe environment for learning and both personal and professional development for kids and adults. You hired me to connect people with resources- material and human.
I don’t even fully do that. I haven’t been able to for years. I have to close my library for testing or class coverage. I have to sit in mandated trainings instead of planning or teaching with colleagues. I have to monitor student behavior in shared spaces and mediate conflict.
I have find a way to stock my shelves with books to support new curriculum (Common Core/FL Standards anyone?), engage students in reading relevant texts for personal growth and enjoyment, and replace well worn classics & favorites on a budget that hasn’t changed since 2001.
So, no. Stop coming at me with “you need to carry a gun to protect the children.” I’m already doing that the best I can. I’m protecting them from the fears and frustrations that abusive testing brings. I’m protecting them from giving up on themselves when everything gets hard.
I’m protecting my students from being hungry, being cold, being lonely, being bullied, being judged too harshly for reading a book that’s just for fun, being afraid to ask for help or being seen as weak for their compassion. I’ve got enough to keep me busy.
If you are a classroom teacher, you know exactly where Julie is coming from; if you are someone who has never been in the classroom, this gives you some small semblance of an idea of what it is like to wear so many hats/have too many jobs that they eat away at the core mission of what educators are here for. Even as I wrote in the original post back in March, when polling my own students, site administration, and even the military veterans I work with on daily basis, the overwhelming opinion was NO teacher should be armed or asked to carry a gun on campus, regardless of what kind of background checks and training he or she may have completed.
This year I reached out to Ahira Torres, a former U.S. Marine and current 5th grade teacher who commanded the attention of the audience about a year ago at a local school board meeting when she spoke. The United States Marine Corps celebrates its 243rd birthday this weekend, as that branch was founded on November 10th, 1775. We chatted about why she became a Marine, the values that particular branch of the military instilled in her, and how those values and experiences are infused within her classroom and the way in which she teaches.
Thank you so much for listening to this Veterans Day edition of the Teacher Voice podcast. Please share with others, especially those who have served in our armed services and then continued their public service as educators.
Here’s a short clip of Ahira speaking at that school board meeting nearly one year ago.
Although I already wrote a piece titled “All I Want for Midterms” that encourages others to vote for Andrew Gillum as a check against one-party rule, I read this comment on Facebook and thought it is an excellent overview of what has happened to public education during the last 20 years of GOP rule. Therefore, if you are a teacher who has already voted for Ron DeSantis or, more importantly, if you are about to vote for him on Tuesday, fellow teacher Kim Cook would like you to remember the following:
For those of you who are saying you won’t vote for Gillum, please consider the following:
The Florida legislature and governor’s office has been Republican for 20+ years. In that 20 years, we have seen nothing but bill after bill with the sole intent of destroying public education. The vast majority of those bills have been signed into law by the governor. Here is a review of the legislation:
1. The Republican legislature and Jeb Bush introduced the FCAT in order to track student “progress” ignoring the fact teachers are entirely capable of assessing their own students.
2. The Republican legislature and Jeb Bush then started using FCAT results to grade schools, falsely equating low socioeconomic schools with “bad teaching.”
3. The Republican legislature and Jeb Bush linked passing the third grade FCAT with retention and the 10th grade FCAT with high school graduation–despite research that clearly demonstrated this would be detrimental to students and communities.
4. The Republican legislature and Jeb Bush linked school grades to money–awarding “A” schools with more money and “F” schools with less.
5. The Republican legislature and Rick Scott connected student test scores to teacher evaluations, otherwise known as VAM.
6. The Republican legislature and Rick Scott imposed a tax on educators by requiring them to contribute 3% of their salary to their pensions; however, that 3% goes into the general fund, NOT the pension.
7. The Republican legislature and Rick Scott changed the pension plan by requiring new hires to choose between the defined benefit pension and the 401k plan within the first nine months of their careers. Any educator who doesn’t choose by the required date automatically goes into the 401k plan, undermining the financial health of the defined benefit pension.
8. The Republican legislature and Rick Scott passed a law that decertifies any teacher union that falls under 50% membership, making that district’s contract and salary schedule null and void. Unions for first responders were exempt from the law (they are mostly men who vote Republican after all).
9. The Republican legislature and Rick Scott passed legislation creating the “Best and Brightest” program. B&B bypasses providing the money to districts so that it can be put into salary schedules. The B&B money is considered a bonus, so it doesn’t count towards teachers’ pensions. The money also cannot go to “non-instructional personnel”–educators like media specialists (I teach ALL day every day, but nope, I’m not eligible), guidance counselors, deans, etc.
10. The Republican legislature and Rick Scott passed legislation that allows voucher schools; thus, tax dollars go to private, often religious, schools, that do not have the same accountability measures as public schools. They have expanded the program just about every legislative session.
11. The Republican legislature and Rick Scott have created laws to turn over public schools to for-profit charters. We have an entire district in Florida that is now a “charter” district.
12. Many Republican members of our legislature own or have a vested interest in charter or voucher schools and testing companies, yet they pass legislation that pads their wallets.
13. The Republican legislature and Rick Scott passed legislation that requires school districts to harden schools, yet didn’t fully fund the program. They also allow “non-teaching personnel” like me, the school librarian, to carry guns.
14. The Florida legislature fully intends to continue to destroy our pension bit by bit. My state senator, Keith Perry, admitted this. He told us that the state had no business running a pension program.
15. From Ceresta Smith: The Republican legislature and Rick Scott made Bright Futures Scholarships harder for non-whites to receive as they upped the bar on standardized tests, which provide advantage based on class and race.
16. The Florida legislature and Rick Scott took professional service contracts (sometimes referred to as “tenure”) away from teachers hired after July 1, 2008.
Most likely, our legislature will continue to be Republican dominated. If we don’t have a Democratic governor to veto the legislation that will continue to destroy public schools, destroy our salaries, and decimate our pension, we are sunk. I don’t know about you, but I’m counting on my pension in retirement. I don’t know what we’ll do if it’s not there, or if the state tries to pay us off with a lump sum, as other states have done.
If all Gillum does is veto destructive legislation, he’s still better than having DeSantis who will rubber stamp every horrible anti-public education bill the legislature sends him.
Thank you for reading. Please be sure to share with other teachers who still have not voted, and encourage them to vote for Andrew Gillum, even if only for pragmatic reasons. As noted in my own piece, although he would not have been my first choice, I still supported him because one party rule never works in the long run. We must bring some semblance of balance back to Tallahassee, and we can start doing so by electing a Democratic governor who will need to seek common ground and compromise with our GOP-led Florida Legislature.
Friday afternoon I had the good fortune to speak to my middle brother Brad for over an hour and a half after school. He is a busy world traveler who works as a high level executive for one of the world’s major technology companies. He and I are alike in many ways, although our professional lives diverged when it came to what we chose to do.
But he is deeply committed to education, whether providing one for his own children, sharing his knowledge and expertise with the people on his team, or constantly learning himself, he thinks a great deal about what education is and what it will become in the future.
Our conversation largely revolved around what will happen to education when machine learning/artificial intelligence can supersede our own cognitive abilities. What will we “teach” our students then? Brad then sent me this short two-minute clip of Jack Ma, the founder and CEO of Alibaba, sharing his vision of education in the future.
Every teacher I know laments what public education has become: a non-stop testing regime that has largely sucked the life and joy out of education. People my age and older had the good fortune to “learn how to learn” for lack of a better phrase. With tests and “data-driven instruction” being the hallmark of today’s education—all in an effort to demonstrate what a student “knows” (or perhaps how well a student “tests”)—we’ve created a rather inhumane system in which teachers and students are the central components of a commodified, monetized education machine.
What happens, however, when machine learning and AI become more advanced than us? What will education look like when computers can “know” anything instantaneously, make calculations faster than any human, or anything else that machines can (and will continue to) do better than the most intelligent, most capable of us?
Jack Ma, the founder and CEO of Alibaba (China’s Amazon, basically), believes that we need to educate our children about what makes us human—to be creative, to think critically, to empathize with others, to work collaboratively—and get away from teaching “knowledge” for which machines will inevitably have far more computational power than any of us.
While I might not see this radical shift during my tenure/career as an educator, I think I’ve been doing some of this in my own classroom for the last 7 years at least: focusing on the human experience; trying my best to exemplify love, compassion, gratitude, generosity, and patience; genuinely caring for each and every student who becomes a part of my life; inspiring kids to love learning intrinsically/for its own sake; using mindfulness techniques to manage stress while being in tune with one’s own mind…the list goes on and on, but it is these soft-skills that are far more important than the “facts” they can look up on Google at any given moment by consulting their smartphones.
Having slept on it and thought about this challenge all day yesterday–and as much as I love the ideas put forth by Jack Ma–I don’t think he’s completely right (or at least his comments don’t provide enough nuance for the entire educational experience). While I would concur that education fundamentally needs to be about teaching kids how to learn, adapt to and thrive with change, as well as focus on what makes us inherently human, there is still a place for some fact-based knowledge.
Here’s Ken Jennings of Jeopardy! fame to share why (it’s cued up to start at 7:16, but the whole talk is worth watching):
As a teacher of the capstone course for the International Baccalaureate program, Theory of Knowledge, I am fortunate enough to teach the kind of class that Jack Ma talks about: one that instills the value of conceptual and critical thinking while constantly asking “how do we know?”
Knowledge is tricky and complex. It is dynamic and we can never know anything with absolute certainty. And while Jack Ma has a clear / important point about fact-based knowledge being important in our world for the last 200 years since we started compulsory public education in the West, I agree with Ken Jenning’s point that the bits and pieces we carry around in our heads (in TOK we call this “personal knowledge”) is critical for our own self-identity and our shared cultural heritage.
Hopefully the future of education falls somewhere between these two views. Either way, the future of education is perhaps a return to the past: a time when we didn’t incessantly test our children in the name of accountability and to make a quick buck; a time when we focused on educating the child how to be human rather than a machine that simply produces particular outputs based on the bubble sheet in front of him or her.
The latest episode of the Teacher Voice podcast features Andy Warrener, the NPA/Independent candidate in a three way race for House District 64 that covers northwestern Hillsborough and parts of Pinellas county. I specifically wanted to chat with Andy about public education issues and the rest of his campaign platform because, like me and about 1/3 of all Floridians, he does not belong to a political party.
Beyond the issues, we also have a substantive discussion about why he is running without party affiliation, why so many people are choosing to leave their previous party, and how the growing number of independent voters are starting to coalesce around grassroots organizations such as Unite America. Please listen and be sure to share with others, especially those who live in HD64!
If you’d like to learn more about Andy and his campaign, you can visit his website FloridaForAll or Like/Follow his page on Facebook. Be sure to hurry, though; early voting is in full swing and election day is Tuesday, November 6th!
P.S. – Andy also supports the Strengthen Our Schools initiative and was even the person who suggested the term be 10 years (rather than 15 or 20) so that it might be more palatable to Hillsborough County voters. Here is a clip of his speech from the August 24th special board meeting. The referendum can be found at the very end of the ballot; please vote YES!
As an independent voter, I have voted for people on both sides of the aisle. This year, however, I voted for more Democrats than at any point in the 20 years I’ve lived here in Florida. In fact, the only Republican I voted for on this year’s ballot is Chad Chronister, the sheriff of Hillsborough County. As a Social Studies teacher who has lived under one party rule in two states (first in Rhode Island under a Democratic majority, then in Florida under the GOP for the last two decades), I will unequivocally state that one party rule never works–it always leaves segments of the population feeling underrepresented and unheeded.
My votes this year are an attempt to be pragmatic and bring balance back to our state government, especially in light of how Florida’s closed primaries disenfranchise all NPA voters. Tampa Bay Times columnist John Romano noted that we are only one of nine states that uses a completely closed primary system, which in turn fosters “a rabid form of group-think during the primary season.” And whereas independents would have been more likely to support more moderate candidates and perhaps change the shape of the general election, instead we are left with choices that are on the fringes of the left and right respectively.
The first time I saw Philip Levine speak in person, he said something that resonated with me: “I’m not left, I’m not right, I’m forward.” As someone who wants a candidate that can build bridges rather than burn them, I thought Levine’s entrepreneurial spirit and experience as a business developer and owner would draw moderate, business-minded Republicans, while his tenure as Miami Beach mayor that brought many progressive reforms would have made inroads with Democrats.
But my ballot only allowed me to vote for judges and school board members…
That’s not to say that I do not like Andrew Gillum; I like him a great deal: he’s charismatic, knows the issues, and has had a solid campaign platform since day one. And most importantly to me and millions of other public education advocates all across the Sunshine State, Gillum has a laser-like focus on public education and the lack of funding that has brought the system to its knees after 20 years of Republican rule.
While this has been written about numerous times (About Those Stubborn Facts; Numbers Don’t Lie), the most salient fact everyone should know is that in 1998 when the GOP took full control of our state government, Florida ranked 27th in per-pupil spending; 20 years later, Florida has fallen to 44th in the U.S. Back then, Florida spent $6,443, but to have kept up with inflation our current level of funding would need to be $9,913.
It’s now $7,408, over $4,000 below the national average.
If you are a “values voter” who has voted Republican in the past out of personal conviction, you have done so to your own economic peril, especially if you work in public education in any way. I am not advocating voting for Democrats because I believe wholeheartedly in every aspect of their platform; instead, I do so out of sheer pragmatism and a need to bring balance back to our state government so that it will be more responsive to the needs of its people rather than an entrenched establishment that only cares about the special interests that fill its campaign coffers.
I believe in compromise. I believe in seeking a middle ground when it comes to policy making decisions. I believe in representation that is truly responsive to the citizenry. And I believe the only way we are going to get back on track is by electing Andrew Gillum as our next governor and hopefully getting close to even in the Florida Senate. While the House is too lopsided to bring parity in one fell swoop, especially in light of the gerrymandered districts in which we all live, any seats that are picked up will benefit us all. Florida is a great state and could be so much more. Let’s all vote to ensure we have a balanced government starting Wednesday, November 7th.
This edition of the Teacher Voice podcast features Fentrice Driskell, a Harvard and Georgetown Law School graduate, partner at Carton Fields law firm in Tampa, and the Democratic candidate for House District 63.
Although she always knew that running for public office would be in her future, she did not realize she would run so soon. We discuss her impressive resume, why she’s running, and what she would like to do in Tallahassee. Please listen and share with others, especially voters in HD63.
Teacher Voice is seeking guests to either write short posts (500 word limit) about current education issues or to discuss them in person for the biweekly podcast. Interested? Fill in the form on the Contact page or email directly at email@example.com