From the moment I witnessed Dakeyan “Dr. Dre” Graham accept his award at the Excellence in Education awards this past January, I knew he had to be a guest on the podcast. I reached out to Dre and timed our conversation to coincide with Teacher Appreciation Week, and during the interim we all learned that he is now one of the five finalists for the entire state of Florida.
Within a few minutes of meeting for the first time to sit down and record our conversation, I immediately sensed what others–especially his students–love about him: affable and authentic, Dre’s passion was palpable. We both laughed and smiled a lot during this podcast episode; we discuss his rapid rise over the last few months, how much his mentor and my colleague, Cheri Sleeper, nudged him into the profession, and how important the arts are in educating the whole child. Enjoy the conversation!
Scroll down to see the video of Dr. Dre being surprised when it was announced he is one of the 2020 finalists for Florida’s Teacher of the Year. As always, thanks for listening, everyone!
Whether it’s arming teachers, using the public’s money to provide private school vouchers to religious schools, subverting the will of local voters, or just flat out ignoring the wishes of Florida’s majority, the Florida Legislature did what it does best–pass legislation no one wants or is asking for.
Instead, teachers all across Florida got a legislative session that will only exacerbate the current teacher shortage and make everything much worse for the tens of thousands of educators all across the state, let alone the millions of students who will be impacted by these disastrous decisions.
Despite the return of phrases such as “historic funding increases” in the news and on the DeSantis press release, the truth is that even with this new FEFP total that is close to $7700, it would still be nearly $1000 shy of an inflation adjusted $7126 per-pupil amount from more than a decade ago, something that has been discussed at length here and elsewhere.
But guess what? Costs have risenand the increases will barely cover expenses.
There’s a reason why 20 out of 20 counties/school districts across Florida voted to tax themselves to cover the financial shortfalls from Tallahassee, and it’s precisely because these citizens realize the value of our public schools and the funding they require to keep up with routine maintenance, technology upgrades, or salary enhancements to local teachers and ESPs. And how does the Florida Legislature react? By trying to co-opt the windfall and force districts to share the funds with charter schools, many of whom are for-profit managed and will simply siphon off much of that money to their bottom lines.
Meanwhile–and as if the Florida Legislature hasn’t done enough to tilt the playing field already–an issue that has largely flown under the radar is that for the last several years the Florida Legislature has continued to give more and more of the PECO dollars to the charters, even after already forcing the districts to share revenue with a provision in HB7069 two years ago. Back then, traditional schools received $50 million, and charters received $50 million. And while that may seem equitable, it’s a lot less money when we consider the fact that there are over 3600 traditional public schools and just over 600 charters statewide. Last year, they gave traditional schools $50 million, and provided charters with just over $140 million, even though they have schools that are only 5-6 years old on average. This year? Well they just went ahead and gave them all of the PECO dollars, a cool $158 million.
So guess where cost overruns outside of categorical spending will come from? The BSA, or Base Student Allocation. But while everyone is cheering the $75 increase–which amounts to a 15,857% increase over last year’s 47 cents, a number I’m honestly surprised the governor, FLDOE, or legislators haven’t put on billboards yet–many forget that with the increased costs much of this will be eaten up and not go toward salaries. Here in Hillsborough, for instance, that portion of the budget would mean a $16.5 million dollar increase if every single student attended a traditional public school. They don’t, which means the number is smaller. Yet even if it were that number, it costs our district $17 million per year just to ensure step movement on our regular pay scale.
1) to some extent, it was within the teacher’s control to be rated highly effective (although many have noted the wide disparities in these ratings across districts throughout the state) and to then either have the scores from years past or–like my wife and I did–simply retake the test to get the requisite scores. Ultimately, it was largely about taking initiative and demonstrating individual excellence;
2) even if the scores were not there, virtually all teachers across the Sunshine State got something. If rated “Effective,” last year teachers would earn $800, and “Highly Effective” received $1200. The proposed House version of the updated program this year would have scrapped the scores and given all E rated teachers around $1100 and all HE rated teachers a bonus of $2300. Unfortunately for all of us, the Senate version was adopted, and that one is chock full of terrible ideas for how to “reward” teachers…
A one-time $4,000 recruitment bonus for new hires who are considered “content-experts” (Yet have never taught?! Sort of like the fresh out of college kids who got $6K because of test scores, right?!).
An “anybody’s guess” bonus attached to cockamamie schemes that are largely beyond the control of any given teacher at a school that now has to move up 3 percentage points over the two previous year’s school grade data (Yeah, good luck getting that…here’s your lottery ticket).
A “recognition” bonus of who knows how much based on the “how-much-of-the-previous-two-categories-did-we-spend-money-on-let’s-use-the-leftovers-for-that” plan. And oh yeah, the principal will decide. Nothing like putting him or her in a bad place or having teachers hating each other because they weren’t chosen.
In the end, this was another lousy legislative session for teachers and students all across Florida, regardless of how legislators try and spin this hot mess. There are several veteran teachers who have personally told me they are walking away after this year is over, and until the Florida Legislature actually starts listening to the people who serve our children on a daily basis things will never get better, and we’ll all be seeing more posts like Jonathan Carroll’s on Facebook.
This month’s guest post is the second by Seth Hopkins-Federman, the teacher and current doctoral student who wrote “Band-Aids for Broken Bones“.
It was a headline many weren’t expecting nor were aware of. One day scrolling through Facebook I happened upon an article titled: PTSD and Teachers. I looked at it with a puzzlement—isn’t PTSD usually associated with combat veterans or those involved in high impacting trauma? The inconvenient truth is now teaching as a profession is listed under the causes of PTSD.
In reviewing the research of teachers with PTSD, the findings are limited but the reports and studies that have been done are eye opening to say the least. As I last wrote, mental health professionals were seeing an increase of depression within educators but a truly disturbing statistic is that teachers diagnosed with PTSD has risen since the early 2000s, but the data is inconsistent due to the fact teachers are afraid disclosure will lead to job loss. The main culprits? Student and administrator behavior.
It’s becoming an everyday occurrence where you will see a video pop up of a student attacking or berating a teacher. The experience leaves behind scars that may not be just physical. Many teachers report being assaulted, emotionally abused, and left without the tools to deal with the trauma. But perhaps the most confounding statistic was the PTSD caused by fellow teachers and administrators. While we may view Horrible Bosses as a cautionary tale of corporate greed and power mongering, the research shows that a leader’s actions can have a profound effect on whether or not a teacher continues his or her career. It begs the question: how has adopting a business culture in a career centered around fostering relationships harmed the people in the profession?
As a writer, you’re often told not to put yourself in the story; however, this does hit home as I suffer from PTSD from a childhood trauma. While the details may sound like they’re from a Lifetime movie, it has taken years to properly deal with the triggers and furthermore understand the place the trauma has in my life. But notice how I said years. Some case studies show that teaching induced PTSD is never given the true assistance it needs. Teachers report that the recovery time allotted is usually told to be a day or overnight. We have to be the experts when dealing with student trauma, right? It’s unrealistic to expect that an employee can turnaround on a dime in regards to dealing with these events. This area of research is still relatively new but given the rise of cases and the recent influx of social media examples, we may soon be dealing with a new part of the teacher shortage epidemic.
Are you an educator looking to share your perspective? Teacher Voice welcomes guest posts on any topic/issue related to our profession. If you’d like to write a post, please email it to email@example.com. Thanks!
Considering the last Teacher Voice episode featured some of my friends who are fellow literature lovers, I thought we should expand the conversation to other bibliophiles. Ever since I was a young child, I’ve always had a soft spot for librarians/media specialists. In fact, I almost pursued my MLS degree while at USF, but the classroom beckoned and I never looked back. Having worked with a number of teacher-librarians over the years, I thought it strange that these people are not considered teachers by those who are outside public education. So I sat down with friends Julie Hiltz and Josh Newhouse, two media specialists here in Hillsborough County, to discuss their critical roles in the #HubOfSchool, the #TeachingIs social media awareness campaign to help the public understand exactly what it means to be a teacher in the 21st century, and a few other issues.
Thank you so much for listening! Please be sure to share with other teacher-librarians or anyone who doesn’t know what it is like to work in this essential role at a school.
To be blunt, these bonus schemes are a horrible way to increase teacher recruitment and retention in the midst of a nationwide teacher shortage, especially considering one never knows how long they will last. But teachers are desperate to earn more money however they can, and that is the primary reason my wife and I leapt at the chance to take the ACT in the fall of 2016 when I returned to the classroom after spending time as a new teacher mentor. We both passed the necessary benchmark and have received the money for the last few years, but now it would seem we might potentially see a loss of $14,400 between the both of us.
What’s worse, we both feel responsible for encouraging many of our friends and coworkers to take the test, only to know that they too will face devastating pay cuts if the Florida Legislature’s latest version of Best and Brightest does not earmark money for those who have previously earned it. After all, the way HB7069 had written future dates and expanded criteria into the legislation seemed as if these bonuses were here to stay, with many (if not most) of the recipients planning their finances around these dollars coming in perpetuity.
Shame on us all for forgetting that this is Florida.
But let’s be honest, Best and Brightest was never a good idea. There is zero correlation between how well a person teaches and his or her scholastic aptitude. My original SAT scores from when I was 16 never would have qualified me for Best and Brightest, but at 41 when I sat down to take the ACT on that fateful Saturday morning, I was highly motivated to perform my best due to the economic incentive. Did passing the test help me become a better teacher, though? Absolutely not. Beyond the money, the only thing the test gave me was a sense of accomplishment for attaining my personal goal of scoring in the 99th percentile.
Yet here we are again, pitching a new cockamamie version of Best and Brightest program to help 45,000 lucky teachers with even more fickle metrics beyond their control such as a one point uptick in school grades. It seems glaringly obvious that these bonuses are largely concocted to circumvent collective bargaining / local control of funding by individual school districts, as well as to avoid having these dollars calculated into our paltry pensions from FRS. And just to add insult to injury, the state even goes so far as to direct the local districts to pay their portions of the payroll taxes from the lump sum, in effect taxing teachers twice.
The Florida Legislature needs to do much better than this. In the midst of statewide teacher shortage, our elected officials should start by taking all $400 plus million and sharing it with all education professionals who work with students regardless of whether or not they are in the classroom. ESPs, guidance counselors, media center specialists…anyone who has direct contact with kids on a daily basis deserve so much more than what they currently earn, especially when we take into account that Florida ranks 37th in terms of affordability (it’s the 13th most expensive state in which to live). While Senator Rader introduces bills each year to raise the starting teacher salary to $50,000, his idea is routinely ignored by his fellow legislators. Instead, we will probably continue to see more bonuses such as Best and Brightest, and if the Florida Legislature obstinately continues down this road, the least it could do is not penalize previous recipients by significantly cutting their current earnings.
The second guest post of 2019 is finally here! This is a brief bio of the author:
Seth Hopkins-Federman’s career as a teacher started as a way to make sure he wasn’t a starving actor. Through the years, he has taught English and Reading at several different levels and has presented at both state and national conferences. He has finally found a way to substitute his love for the stage with a profound and passionate love for the classroom. He is currently working on his doctorate in Education Leadership with the goal of becoming a striving force in education reform or finding a way to successfully pay off all of the student loans.
It’s not like you haven’t seen the meme splashed all over the walls of Facebook:
A parent is eagerly trying his best to get a loved one to school. After the frequent tries he finally exclaims, “but you have to…because you’re a teacher!”
Jokes aside, the social emotional piece that is missing from our schools lies not only with the students but with the teachers as well. In the past decade, social health services for teachers have seen an increase of 40% intakes since the implementation of Common Core and higher accountability measures related to evaluation. While it hasn’t been confirmed, there are new suggestions in the data that teachers have been more prone to suicidal thoughts than dentists who are regularly thought to be the profession with the highest suicidal thought capacity. In reviewing Maslow’s hierarchy of needs, it doesn’t take a scientist or psychologist to see something is not being met. The question is why aren’t we talking about it?
In doing my research, I have found that teachers aren’t necessarily leaving the profession for the common reasons we think. In a review of some of the major strikes in the 2000s, most teachers said pay wasn’t the base need. Instead, it was respect and validation. Can this truly be matched with a pay increase? Research suggests it might, but it deals more with the organizational culture and the approach to how problems are dealt with. We all know that the teachers’ lounge is where we go to kivelt (as my grandmother would say) about our students. But the conversations go from kivelting to beotching (as my second graders in Brooklyn would call it). The conversation doesn’t move to productive solutions just constant complaining. So who’s to blame? Or better yet: why do we need to blame?
It education is going to continuously fall into the cycle of broken bones mended by Band-aids, we have to recognize that our Band-aids are blame accusations and not proactive solutions. Districts need to recognize that class sizes are marring actual learning, school leaders need to be transparent about the way school discipline works, and teachers need to learn more about deescalating than aggravating. This all comes back to a simple social need that all sides are forgetting: validation. Let’s all validate the obvious: this is a tough time to be in education. The phrase lose-lose is unfortunately becoming way too common place in decisions by any stakeholder. Research suggests that if education is to improve, the blame game needs to stop and validation needs to begin. If we can’t begin that cultural shift, it doesn’t matter the test scores or suspension rates, public education will soon see it’s broken bones evolve into organ failure and, ultimately, death.
To use the current lingo of the kids, this episode of the Teacher Voice podcast is LIT! Considering this is episode “42”, I knew I wanted to sit down with my great friends, Art and Rob, who are English teachers at my school. We talk about why we love literature, its value in today’s day and age, as well as some of our favorite authors and poets. Please listen and share with other teachers or fans of literature in general.
Thanks again for listening, everyone, and have a great week!
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
“I feel strongly that people need to speak up because silence is a tacit approval.”
The first official new podcast of 2019 features Lois Horn-Diaz, the 2017 Teacher of the Year for Polk County Schools. With her wide and varied background, Lois taught children in many ways for over 30 years in public education. We sat down at the beginning of the month to discuss how she became a teacher, what it was like to win Teacher of the Year honors for an entire district and meet others from around the state, and why she is such an outspoken critic of what public education has become in the last 15 years. Please listen to this engaging conversation, be sure to share with others, and use your own voice to speak up on behalf of all children and educators across the Sunshine State.
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.
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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