This episode of the Teacher Voice podcast features Seth Federman, a product of Florida public schools who has studied at FSU, Harvard, and is currently working on his doctoral degree with a focus on mental health issues surrounding education, making this an important and timely follow up to last month’s conversation with Bianca Goolsby.
Seth first came to my attention when he asked to write a guest post for the blog, which was “Band-Aids for Broken Bones“. His second post, “PTSD and Teachers“, clearly resonated with many people considering how much people read, commented and shared. So when Seth asked to be on the podcast I figured this would be the perfect time to discuss what so often is never talked about–how teachers are often left to deal with their own stress and resulting mental health issues with few to no supports.
Please listen to and share this important conversation with others, especially fellow educators who may be struggling with these issues.
Seth also asked that I share the following articles, some of which are referenced during our discussion:
Originally intended to be comments read to the board, it became clear that they would go beyond the three minute limit. If you prefer to listen, click play; if you prefer to read, see below.
For the better part of 25 years I have spent much of my time reading philosophical and sacred texts from around the globe. If you read the parting letter I gave to my seniors that I sent you last week, you now know how much those twin pursuits have shaped my principles and perspective. I had the good fortune to revisit one of my favorite books this past spring, Marcus Aurelius’ Meditations. Over the course of a month, I met with a small group of interested seniors for us to deliberate that week’s readings; we all grew so much from the dialogue that emerged from his wise words, which is why I hope you consider the ones I share in the following open letter:
“The impediment to action advances action. What stands in the way becomes the way.”
We currently have two major impediments that can no longer be ignored: bad behavior and lack of literacy. We must address these challenges head on, out in the open, and that begins with real leadership.
I spoke about the need to bring other leaders into these important, challenging conversations, starting with the teachers and ESPs who are willing to roll up their sleeves and get their hands dirty for our kids. But we need all leaders who are willing to help in these critical endeavors. Every elected official in Hillsborough, whether municipal, county or state. Every business owner who can help provide goods and services for our most disadvantaged citizens, especially those with children in our schools. Every caring community member who simply wants to volunteer, mentor, or help our students in whatever way he or she can.
But when I say we need leaders, we need real leaders. Real leaders aren’t afraid to admit they don’t have all the answers. Real leaders aren’t scared to admit when they’re wrong. Real leaders know their strengths and weaknesses, often surrounding themselves with counselors who will enhance the former and mitigate the latter. Real leaders listen and respond with, as my good friend Ernest Hooper recently wrote, honesty, transparency, and empathy.
Yet all of this begs the following questions—and I leave them for each of you to reflect upon individually—Am I a real leader? How do I exemplify these attributes? In what ways have I not lived up to these traits and how can I improve upon them?
And though you can continue to reflect upon those, let’s drill down to more specific questions of leadership:
Where was the leadership in addressing the growing chorus of concern about student behavior, much of which had been documented, discussed, yet met with no action?
Where was the honesty in the empty promises made to teachers like Bianca or others who were told it would get better?
Where was the transparency in the way these discipline issues were so often swept under the rug and out of public consciousness, thereby simultaneously hiding and exacerbating the problem in the process?
Oh, you can shut the cameras off to answer that one if you’d like.
Most importantly, where was the empathy when a two time, highly effective teacher who became a team leader at the end of her first year quit out of frustration with a toxic school environment?
Real leaders—the wise ones who seek to serve others through their actions—would have tried to understand her perspective, spend a day with her shadowing the classes, walk her walk, so to speak. Instead, some “so-called” leaders actively called around to every single media outlet on both sides of the bay, trying to spin the bad press into another “disgruntled teacher walks away” story, even going so far as to reveal the fact that she still had not passed her General Knowledge exam. Even saying it aloud now makes me shudder at how reprehensible those unethical actions were, especially in light of what Bianca had been through and how much she impacted her students in those two short years. It is difficult for me to convey how deeply disappointed in our district I was when I learned of these facts.
As my friend Marcus reminds us all, “if it is not right, do not do it; if it is not true, do not say it.”
The simple truth is that there are many, many aspects of HCPS that are good and positive. We have a lot of successes in a lot of different areas, and no one will deny that. We should continue to share and celebrate these stories with everyone. But we also need to share our challenges. They are part of our story as well, and to deny them tells an incomplete tale that unfairly marginalizes the daily, negative experiences of a sizeable portion of our students and employees.
We have to do better for them. We have to do better for us all.
With regard to behavior, what we need is simple. Fidelity to the student discipline plan currently in place on the district’s website. Though Faye Cook has retired, she wants me to remind all of you that student learning conditions are teacher working conditions. By applying the current student discipline plan with fidelity and uniformity across the district, we can take the first meaningful step in the right direction. But that means district admin has to stop telling site based administrators to hide or play down discipline issues.
If we have any hope at really addressing the behavior issues, it will mean actively taking a stand against them and having consequences for students. No one is advocating a return to the draconian measures of the past in which disproportionate number of African-American and Hispanic students were suspended for minor infractions, but the pendulum has swung so far to the extreme that there has to be a middle ground we can occupy that allows teachers to do their jobs while educating the vast majority of students who are in those same classrooms and genuinely want to learn yet cannot due to constant disruption.
We claim that we are preparing students for life, but does life not have consequences for our choices and actions? It stands to reason that it does, and while people will point to the studies claiming the school-to-prison pipeline is filled with students who were often suspended, I would argue our current implementation of the student code of conduct very well may lead a number of our students to the same end. Once they graduate and have turned 18, do you think the police officer or sheriff’s deputy is going to simply give him or her a verbal warning when the kid makes a major mistake? Nope. That world is very black and white, and what we are instilling in many students is that teachers have no authority at all and that they can treat adults with impunity due to the lack of actual consequence.
And while we’re talking about prisons, I once read that some of the for-profit prison chains—yes, America in its unfettered love of capitalism and desire to turn every facet of our existence into a commodity has for-profit prisons too—use 3rd grade reading rates in their data analysis to decide where to build their future houses of incarceration. So how to do we fix the reading issue? Surely a half million dollar consultant won’t be able to solve this, but our entire community can if we all work collaboratively, starting with something as simple as a reading awareness campaign. Our culture is awash in signals that constantly extol the virtue of screens. Kids need to have adults from every avenue in their lives reading books, newspapers, magazines or any other print media and then have conversations about what they are reading and why.
As teachers we all know that we are role models for lifelong learning. But our kids need to see this reinforced in other ways and by other caring adults. We could get signs up on billboards; local celebrities to read bedtime stories to kids and then post them online; we could have a social media hashtag campaign such as #WhatAreYouReading? as suggested by Marlene Sokol; we could have more high schoolers reading with/to elementary kids like Crest does with its Trendsetters club. Surely these simple suggestions can be the initial steps in building a Hillsborough wide culture that will positively impact all of our students. There are so many ways we can approach this via a grassroots effort by the entire community.
Let’s figure out how we can get these conversations going. Let’s put out a call to action for all the real leaders in our community to help us address these issues. But first it will take admitting we have our own challenges. Just like any family that has disagreements from time to time, we all need to recognize that we’re in this together and have to do what’s best for the entire group—especially the children.
In closing, I would like share some final words from my good friend Marcus. I carry a token in my pocket as a reminder of these words, and I reflect on them frequently. The obverse of the coin is a depiction of Arete, the goddess of virtue with a phrase from Cicero that reads Summum Bonum, symbolically representing the Stoic ideal of living a virtuous life as the “highest good”; on the reverse, however, is another quote from Aurelius’ Meditations: “Just that you do the right thing. The rest doesn’t matter. Cold or warm. Tired or well-rested. Despised or honored. Dying or busy.” Let us all keep these words close to our hearts and minds as we move forward in unity to solve these twin challenges so we can provide the very best education for our students and their future.
“School personnel were most frequently involved in stopping attacks; school resource officers were less so.”
“High school attacks were stopped 11 times by administrators, teachers, and staff.”
“School administrators, teachers or staff members were sometimes among the first individuals killed.”
Educators may have been hired to teach the next generations that follow their own, but in an era of mass school shootings we have all become the real first responders. Even if a school is lucky enough to have an SRO or SSO (School Safety Officer), one person is not enough to stop a killing spree that will last only minutes at most. It takes administrators, teachers, and ESPs to work together and communicate when there are threats to student safety. Most of the time this vigilance is enough…and yet the average across the last two decades states that four times this year, it won’t be.
And the odds are that it will be school personnel who sacrifice their lives for the children, not the school resource officer.
This isn’t necessarily something that has only happened since Columbine either. Just a few days ago was the 31st anniversary of the first school shooting in the Tampa Bay region, which happened at Pinellas Park High School in 1988. Three people were shot by the young man amidst a scuffle in the lunch room: two were injured, one was killed, all were site-based administrators.
The reason these facts are being addressed is to highlight a simple fact: if educators are truly the first responders in a world of mass shootings that happen with some regularity at schools, the risks we take for our children and profession should be duly compensated.
First responders, as they are traditionally defined (fire, police, sheriff), receive a retirement multiplier of 3.0 from the state of Florida, which they undoubtedly deserve. Therefore, if a firefighter, police officer, or sheriff’s deputy works for 30 years, the Florida Retirement System pays them a pension based on 30 years times the multiplier, meaning they receive 90% of their highest five years averaged together.
But an administrator, teacher or ESP? Our multiplier is 1.6, just barely over half of what traditional “first responders” receive and deserve. The top of the pay scale here in Hillsborough is $66K, a far cry from the $101,879 dollars Scot Peterson received to ride around campus on a golf cart all day until the moment when he was actually needed and did nothing. Meanwhile, a teacher in HCPS with 30 years of experience would receive only 48% of his or her final salary, netting that person a monthly benefit of $2,640.
How is this fair?
Here’s the solution: at a bare minimum, all site-based school employees–whether administrators, teachers, guidance counselors, education support personnel…anyone who directly has contact with kids and could potentially stop the next school shooting–should have their retirement multiplier pushed up to 2.0 so that a 30 year career receives 60% of the highest five years’ average. Considering the Florida Retirement System (FRS) is routinely touted as one of the best in the nation with nearly 85% of future liabilities already covered, surely there must be a way for the Florida Legislature to increase funding to the program to raise the multiplier to 2.0
And if our legislators cannot or will not at least lift the multiplier, the least they could do to compensate our additional risk as the real first responders at schools is to give us back the 3% we’ve been forced to contribute to our own paltry pensions since 2011.
If you read this and are an employee at a school site in one of our 67 counties, or a public education advocate who thinks those who protect children deserve more, please call or email your legislators to ask them to raise our retirement multiplier.
Related: The Day After… – students share their thoughts and concerns, hopes and fears in class the day after the Parkland tragedy.
Related: I’m Angry – guest post by a fellow teacher describing the initial surge of anger she felt after what happened at MSD.
Related: About Those Teachers with Guns… – brief write up containing data after surveying students and fellow faculty members–specifically those who are military veterans–about how they feel regarding arming teachers.
Related: About Those Teachers with Guns: Redux – guest post by another fellow teacher with many important points legislators should consider when weighing the big picture of public education in Florida.
The first guest post of 2019, Carol Cleaver’s words will undoubtedly be familiar to any of us who have been in the classroom. She shares part of the secret to her success as a teacher, and asks us to reflect on our own practice and what guiding directive(s) we may employ with our students. Feel free to comment below, on the Teacher Voice Facebook page, or on Twitter.
What Is the Guiding Directive for Your Classroom?
After 14 years of teaching, classroom management isn’t a huge problem for me- but of course, I didn’t start out so capably. I’ve always credited my successes in behavior management to a relentless commitment to my guiding directive. Early on, I chose one simple phrase that would guide every action that happens in my classroom. Creating your own guiding directive, and being consistent about it, is one of the best possible ways to ensure a well-managed classroom.
My first year of teaching, I landed in an 8th grade Science Classroom. Anyone who has taught middle school is aware of the constant trials and tribulations that beset this population of students. At no other time in their lives will they care so much about the way they are perceived by their peers. They will do almost anything to curry favor with popular kids, and at the same time, blend into the crowd. The focus on social status above all else often contributes to a lot of negative behaviors- gossip, name calling, showing off. I wanted to quell the stress I saw on the hallways of our school; but didn’t want to put off the kids by constant nagging and issuing judgment either.
I decided to employ a rule that I had learned in Sunday School. The rules for speaking are this: “Is it Kind? Is it Necessary? Is it True? It must be all three things, or you may not say it.”
I made myself a little poster, and carried it into my classroom. I spent a few minutes with each class period going over the rule. I spent the next week or so correcting them every time they got out of line. “Was that necessary?” or “That wasn’t kind, was it?” I committed to it, and came back to it, many times each day. I made them repeat the rule out loud after me. Several times. The rule applied to everyone, and was non-negotiable.
In a few weeks, something amazing began to happen. Students started correcting each other. I began to overhear phrases like “was that kind? Was it necessary?” from my students in their desks. I didn’t have to say anything- they were catching themselves. Nobody took it personally. They all knew that was the rule, and that it absolutely must be followed in my classroom. The “offender” would normally back track from what they were saying, without even arguing the point. On the rare occasion the point is argued, other students in the class will say to them “even if it is true- it has to be all three. You can’t say it unless it is also kind and necessary!”
And then the real payoff came. I began to realize that because of my classroom rule, I had created an area free of gossip and drama. Students knew they could depend upon that. Anytime they came into my room with some bit of news like “did you hear about that fight?” or “you won’t believe what this other teacher did” they were immediately cut off with a reminder “is it kind or necessary for you to interrupt class with this? You must follow the rules for speaking in this classroom.” And they did.
Students began to relax in my classroom. They began to take risks and grow in confidence, because they knew that any type of negative talk would not be tolerated. Students also knew that I was someone who meant what I said, because I wouldn’t say something that wasn’t true. If they asked me a hard question, they knew I would tell them the truth.
Over the years I have been teaching, I have used this rule as my guiding directive for every single class I teach. I have taught grades 6-12, and have found that this rule works for all age groups. I don’t know if it’s because the rule is so good, or if I am so committed to it, but it works. Some of the kids from that first year are past college now, and have found me to let me know that they “still remember the rules for speaking.”
What are you “famous” for to your students? What is it that you do that your students can depend upon, and will remember?
Thanks for reading, everyone! If you are an educator and would like to write a guest post for the Teacher Voice blog, feel free to message me through the Contact feature or send me an email directly to firstname.lastname@example.org
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.
On this episode of the Teacher Voice podcast, I sat down and spoke with Henry “Shake” Washington, one of the two finalists who made it past the primary and into the general election on November 6th. Although Shake has already been endorsed by the Tampa Bay Times, I invited him on the podcast so that voters could hear from the man himself. We discuss his 42 year career with HCPS, why he decided to run for the School Board, and his vision for the future. Please listen to what he has to say and share with others!
The above video contains my complete comments on the lack of taxation. Please watch for context for what is detailed below.
It is no secret that school districts all across the Sunshine State have been forced to squeeze blood from a stone by the Florida Legislature for over two decades, and especially since the Great Recession. As noted in the first “Numbers Don’t Lie” piece, Florida went from 27th in per-pupil spending in 1998 to 44th in 2018. Had we kept pace with inflation alone from 20 years ago, Florida would need to spend $9,913 per student. Instead, we currently spend $7,408.
But it’s far worse than simply not keeping pace with inflation. When Ernest Hooper and I were interviewing candidates at the Tampa Hob Nob a few weeks ago, HD64 Rep. Jamie Grant–by his own admission–stated that the three areas of the economy that have actually outpaced inflation were health care, higher education and K-12 education. This effectively compounds the problem, because not only has the Florida Legislature refused to make a meaningful investment in public education, their decision to be parsimonious has made the reduced spending power of those scant dollars that much more signficant (assuming his statement is true).
Hillsborough County is not the only county seeking tax referenda. It’s happening all over the state, which John Romano wrote about recently in the Tampa Bay Times. Going back to this past March, citizens of various counties are 12 for 12 in voting for some type of tax referendum to support their schools. Clearly voters are starting to understand that Tallahassee has gotten us all into these messes because of its ideological zeal for reducing taxes.
People who stand against the tax referenda do so for two principal reasons: 1) they claim “we’re taxed too much already”; 2) they believe Hillsborough County Public Schools has mismanaged its funds. Let’s examine these claims in detail:
“We’re Taxed Too Much Already”
Regarding the first claim, this is typical response from just about anyone when the subject of raising taxes is mentioned. The facts, however, do not support this claim. If anything, we are taxed too little in a state that is experiencing such rapid population growth. The lack of taxation is directly linked to: the unwillingness to investment in public education by the Florida Legislature, resulting in students and staff sweating in schools; the traffic congestion we get caught up in on a daily basis; why Hillsborough County Sheriff’s Office has one of the lowest deputy-to-citizen ratios in the state, etc. Simply put, there’s not enough money to go around.
1. Florida ranks 49th out of 50 states when it comes to “tax burden” (i.e. per-capita tax revenue generation).
2. Hillsborough County ranks 52nd out of 67 counties in Florida, which means we have the 15th lowest tax burden in the second lowest state in the U.S.
To say that “we are taxed too much already” is a preposterous statement that clearly ignores these facts and traffics in hyperbole when one considers the actual numbers.
HCPS Mismanages Its Funds
When it comes to the second claim about HCPS mismanaging its funds, it must be addressed in two parts. First, there are the optics of some of the board’s more questionable spending decisions over the last three years. Many critics often cite spending nearly a million dollars on the Gibson Report, nearly a million dollars for new school board offices/relocation of Human Resources from its original location to the Instructional Services Center, remodeling/refreshing the audio-visual equipment in the board room, etc. All told these items add up to perhaps $3 million across the last three years, which amounts to approximately 0.00033% of its total annual budget per year.
This is clearly a case of picking out a few trees while missing the entire forest.
In truth, however, Hillsborough County Public Schools has done a great job of reigning in its deficit spending during the same period. This fact is all the more amazing when one considers the significance of this in light of continually declining purchasing power when dollars are adjusted for inflation. Many citizens of the county, for instance, may not realize that there has been a sharp reduction in “PECO” funding (Public Education Capital Outlay, the source that pays for installation and maintenance of HVAC systems, building and repairing schools, upgrading technology, etc) for several reasons:
1. At the onset of the Great Recession in 2008, the Florida Legislature–the governing body that effectively caps the tax rates that can be applied by school boards–reduced the millage rate from 2.0 to 1.5. Despite the economy recovering and now thriving, Tallahassee has never raised the millage rate back to pre-recession levels.
2. In addition to the millage rate never being restored, outgoing Speaker of the House, Richard Corcoran, famously quipped “Hell, no” in 2017 when asked if the Legislature would leave tax rates alone and allow rising property values to raise additional funds for education. Despite the Senate being okay with such a sensible compromise, the Grover Norquist anti-tax zealots in the House held firm and rolled back the rates even more.
3. Much of the revenue generated for PECO comes in the form of utilities taxes, including landline telephones, which hardly exist outside of businesses any longer. Therefore, a lot less money is going into those particular coffers at the state level.
Put this all together and what we get is a perfect fiscal storm that looks like this chart.
While no one ever likes paying taxes, I would argue that there is a cost of paying too little. Having lived in Florida for just over 20 years now, I have watched our schools deteriorate and our roads fall apart while simutaneously becoming more clogged thanks to two decades of rampant, unchecked sprawl that has had little oversight and even less funding devoted to overcoming these challenges. I would highly encourage anyone who is reading this and lives in Hillsborough County to share this information with friends/family and vote for both of these referenda so that our citizens no longer have to live with the disastrous decisions being made by the Florida Legislature.
Furthermore, especially when it comes to the school district referendum in particular, please bear the following in mind: 1) the referendum can only be used for capital expenses; 2) there will be an oversight committee comprised of six citizens who have no connection to the district and will oversee how the money is spent on projects; 3) for the average Hillsborough citizen, the additional tax will mean about 17 cents per day. Undoubtedly, there will be naysayers who still want to vote no for their own personal reasons regardless of these facts. To them I paraphrase Voltaire by saying we cannot let the perfect be the enemy of the good.
Our students, our schools, and our future depend on it.
When the Teacher Voice project began over a year ago, another name under consideration was “Teaching Matters”. It was alluring due to the double meaning, but in the end Teacher Voice won out when asking family and friends for feedback. That said, the original essay I wrote is below, and in an election year it is even more imperative that we work to elect legislators and school board members who will support our students, our profession, and will invite us to be part of the conversation for how to improve public education for all stakeholders involved in the process.
While riding up an escalator up to the next level at a mall nearly 30 years ago, my father turned to me and asked me a question: what do you want to do when you grow up? It took me by surprise when he said these words, and I didn’t have an answer at the ready. So I thought about it for a minute and said, “I think I want to be a teacher.” He frowned a bit and told me that I was too intelligent, would be wasting my time and talent, and concluded with “You should think about going into business.” His response left me more than a little perplexed, especially considering he was married to a teacher himself.
Many years later, I never intended to be a teacher. After finishing my B.A. and while working on my M.A., I was pondering whether to go to law school to earn a J.D. or to continue my graduate studies and earn a Ph.D. and become a university professor. But none of that ever happened because I stepped into a classroom as a substitute teacher and never looked back. It only took me a few weeks before an epiphany struck me in a way that all but solidified my career choice—teaching matters.
Teaching matters is a simple yet profound idea, and one upon which we can all agree despite the current political climate here in Florida and across the U.S. What person would disagree with this notion? Aren’t we all teachers in our own way? We teach our children lessons long before they ever set foot in school, and long after they graduate. We teach them by what we say and, far more critically, by how we act. Surely, then, we can all agree on the importance of teaching.
Teaching is so much more than a vehicle for the transmission of knowledge, though—it’s also about inspiring students to pursue their dreams, encouraging them to give their best effort at all times, providing emotional support when their lives are experiencing turmoil, instilling an insatiable inquisitiveness in their minds to ensure they will be lifelong learners, and caring deeply about each and every single one of them as individual human beings who are worthy of dignity simply for having been born—and none of these things that teachers do can ever be measured by a VAM score.
Teaching matters, ultimately, because we care about our kids, our future.
Teaching as a chosen profession, however, is on the decline, especially here in the Sunshine State. I don’t need to quote recent headlines about the national teacher shortage, or about how our legislators are flummoxed by how to address the challenge, or about how Tallahassee has been squeezing blood from a stone and leaving every school district in the state financially hamstrung due to the insufficient funding for education. And while I could offer numerous potential solutions to our legislators about drawing “the best and the brightest” minds into the profession and keeping them here—such as raising the salaries of teachers from the lowest quintile in the U.S. to at least the national average, which itself already lags behind the average of all college graduate salaries by 20 percent—I’ll offer only two that won’t even cost the legislature any money at all: 1) respect the profession; 2) let us help by sharing our expertise.
Many of our legislators are evidently fond of maligning teachers: we’re lazy, or evil, or whatever other negative, sweeping generalization they’d like to heap upon us on any given day. Would our legislators say such things about our police officers, firefighters, social workers, or other public servants who have dedicated their lives to a career that strives to help individuals and our society as a whole? If our representatives and senators want to solve the riddle, it begins first and foremost by acknowledging the that teaching matters and that the tens of thousands of educators who walk into classrooms are worthy of their respect for all that we do for our kids and our future.
Equally as important, legislators should be tapping into our expertise. Virtually all of them have never been in the classroom, yet they act is if they know what’s best for our students. The general consensus about what constitutes being an expert is having at least 10,000 hours of experience in any given field, which means approximately 11 years of teaching if we were to only count time spent in front of students. If we were to include all of the hours spent outside the classroom that are dedicated to developing lesson plans, grading assignments, maintaining records, attending faculty meetings, engaging in professional development, earning additional certifications and advanced degrees, the number would probably drop to 5 years. Thousands of us undoubtedly fit this criterion, and I’m confident many would be willing to lend a hand to provide insight into the challenges our educational system faces.
I don’t think that our legislators are going to suddenly respect us or ask us for our informed opinion any time soon, however, which is why this open letter serves as a clarion call to every teacher in our state and beyond. We need to do what we do best, which is teach. But not only must we teach our students, we must teach our legislators about the issues we’re all facing. We can do this by sending emails and letters while they are in session and, perhaps more importantly, starting to build relationships with the legislators representing our individual counties by requesting face-to-face meetings to have engaging discussions and exchanging ideas.
We all know that teaching matters. It’s time to work collaboratively to do what’s best for our kids and our future.
Although the Times called Scott Hottenstein a “teacher in the district” and “first time candidate,” that is not how we should view Scott at all. Having interviewed nearly all of the District 6 candidates for the Teacher Voice podcast, what stood out were Scott’s attributes from his previous employer: The United States Navy. We shouldn’t view Scott only as a teacher; instead, we should see him through the lens of a career Navy veteran with half a lifetime of leadership who also happens to have five years of classroom experience.
Here’s why anyone who cares about Public Education here in Hillsborough County should vote for Scott Hottenstein:
24 year career as a Navy Officer, culminating as Lieutenant Commander and second in command of his entire base on Sicily when he retired. Quite simply, the man would not have advanced through the ranks without demonstrating tremendous leadership capacity.
Successfully navigated and excelled in a large bureaucratic organization (U.S. Navy) Being a school board member for the 8th largest district in the United States, then, would be an easy transition in which Scott could use his intelligence and communication skills to the benefit of all stakeholders, especially our students.
As second in command of his base, Scott also had experience managing budgets that numbered into the tens of millions, all of which filtered through multiple revenue streams, much like our own school district’s $3 billion behemoth budget that includes local, state, and federal funding. Surely his past skill set in this regard will scale up for his primary job of being a sound fiscal steward of our tax dollars.
Scott is a public servant, plain and simple. After dedicating over half his life to serving his fellow citizens as a United States Naval Officer, Scott willfully chose to become a teacher and continue his public service by educating the next generation. Scott left his post in the Navy with numerous security clearances and easily could have commanded a six figure salary working with a private company that does contractual or consulting work for our nation’s military. Instead, Scott chose to spend his days teaching 7th grade Civics at Barrington Middle School, coaching track, initiating a chess club and a school government chapter, and even manning the school when it became a shelter during Hurricane Irma. Scott is the very living embodiment of servant leadership.
In summation, Scott “Mr. H” Hottenstein is an honorable man of integrity who has always sought to give back to his fellow citizens, first in the Navy, now in our schools. He has earned my vote for the above stated reasons as well as running his campaign on small donations, and a grassroots effort powered by student volunteers so they can gain first-hand, real world experience with civic engagement. But I am only one vote, and I would encourage all of residents of Hillsborough to vote for him as well. Scott dedicated the first half of his life to our country, let’s help him dedicate the next phase of his public service to Hillsborough’s students and their future.
As we continue the summer of podcasts, this week’s special guest is Debra Bellanti, the Democratic candidate for House District 60 of the Florida Legislature. While she is running as a Democrat, Debra is building a bipartisan coalition of mothers who are deeply concerned about the level of funding devoted to public education and how it affects our students’ safety. For these efforts and others, she has received numerous endorsements and distinctions.
In addition to discussing education, Debra also shares her views on several other issues that are critical for the entire Hillsborough delegation in general and her South Tampa community in particular. Please listen and share with other voters of House District 60 or concerned public education advocates!
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