9 year classroom veteran, doctoral candidate, previous poster and past podcast guest, Seth Federman returns with a brief reflection on how teachers must be masters of the moment, often making the best of sometimes bad situations. But for Seth, this underscores the need for our own self-care in light of the negative health outcomes often associated with our profession.
The first day of school is riddled with nerves and anticipatory woes with how the students will react, how the first day jitters will transfer, etc.
Well I’m here to tell you: if you split your pants on the inseam, had technology stop working, and a semblance of control over what others could perceive as organizational chaos…I think we did OK.
Throughout the summer we have been addressing PTSD concerns, how stress is becoming the real reason our profession is dwindling, and other very important health matters. But the first day of school taught me this: the whole plan could come crashing down, but it’s always all about the students at the end of the day.
My horror at 6:30am realizing that the rip was bad (I mean really bad) was only topped by the laptop not working. If it were my fourth or fifth year, it would have been a circus act of crazy. But being in my ninth year now (which is weird to say), I had to approach it differently. As educators, we are uniquely conditioned to be empathetic. We take the emotional transference of others because that’s how we build relationships with all involved. However, what they don’t do in educator programs or professional development sessions is teach us how to deal with all of the extras.
In doing my research, primary and secondary infections and diseases are becoming prominent within educators aged 25-45. Ailments such as shingles, heart conditions, kidney disease are all things this bracket is currently dealing with. So what do we do? As a profession and working with (not against) others, we need to rethink professional development and support services for educators. Individuals working with highly emotional situations need assistance in processing and dealing with these events. Just like with students, we can’t expect that every teacher just knows how to deal with it, nor is it a question of character and/or stamina if they don’t.
Mindfulness, emotional management, and self awareness are things we agree students need to learn. But these three concepts are needed for teachers as well. Not every teacher can split his or her pants, deal with first day confusion, and no technology. Furthermore, the expectation that all teachers will just learn how to deal with these challenges is no longer acceptable. If we want to keep our profession healthy, then we need to make sure its educators are healthy.
Even though my pants did split and technology was having a tantrum, I still achieved my primary objective: build relationships.
Like what you read? Check out Seth’s earlier posts below!
As any economist will often say, everything has a cost. Even things that appear to be “free” in one sense or another have costs, often ones that we do not think about beforehand.
Just over two decades ago now, under the direction of then-Governor Jeb Bush, Florida legislatively effected the A+ plan, ushering in an age of sham school grades that tell us nothing more than a neighborhood’s relative level of affluence. The ramifications of what has grown to become Florida’s “test and punish” model of public education are still not widely recognized by elected officials who have fallen prey to a false idol–data.
Data, while useful, has a corrupting influence due to its ability to be manipulated, which is clearly what the Florida Legislature has done to continue the ruse for so long. To outside interests such as businesses and would-be future citizens who only see “data” without the proper context or history, the cherry-picked points pronounced by legislators ignore the bigger picture and at what cost these data were produced.
The cost, unfortunately, has been all too human.
When we reduce human beings to numbers, whether Lawson IDs, VAM scores, pass rate percentages, or any other metric, we marginalize the inherent dignity of that living, breathing, human being.
This is not right and it must stop. But it will take bold action on the part of all leaders throughout the Sunshine State to stand up and push back against such a demoralizing and dehumanizing way to “prepare students for life.”
No one will deny that this is happening all across the state of Florida, but Hillsborough County Public Schools is a perfect case study for what happens when we double-down on terrible ideas that erode the dignity of our students and educators.
Since 2015, HCPS has had a bold strategic plan that included the idea of 90×20, which largely meant raising our then-current high school graduation rates from 76% to 90% by the year 2020, a noble goal to be certain. But a 24% increase in a five year period? Surely it’s not possible, right?
All things are possible when the FLDOE is constantly helping all Florida districts have similar increases because it is in the state’s interest to control the narrative of “success” happening across virtually all 67 districts. Did students suddenly become smarter? Did educators suddenly become much better teachers? Or have unseen state assessment measures such as the FSA merely been rigged to foster this false narrative?
My money is on the smoke and mirrors of this entire sham system and how political panderers in most districts are compelled to go-along-to-get-along by cooking the books, from lower and lower exam grades to so-called “credit recovery” factories, all in the name of helping kids cross that stage and receive a diploma. The result? Entire cohorts of Florida’s “graduates” cannot properly read, write, or do math, as evidenced by the 2017 report from FSU’s Center for Postsecondary Success that clearly demonstrates 70% of students entering 2 year community colleges, as well as 50% of their peers entering 4 year universities, require remediation in reading, writing or math. If that’s the case, then how could they have sufficiently demonstrated these skills well enough to graduate from high school?
But the human costs and other associated ramifications of HCPS’ “All-In” mentality and subsequent doubling down on these spurious data points has only exacerbated many of the persistent problems happening all over Florida. From the worsening teacher shortage to the manufactured demand for charter schools that sends students and parents fleeing their traditional neighborhood school due to the bad behavior and lack of discipline, our school districts have had their hands tied behind their backs by this so-called “accountability” system that has only wrought suffering. All of this is interconnected in myriad ways and has fostered these big-picture problems.
If we take a deeper dive into the HCPS strategic plan, for instance, this single chart of ABCs effectively demonstrates how these inextricably linked causes are directly responsible for much of why our school district–like virtually any other here in Florida–has hundreds of instructional vacancies. Quite simply, no one wants to teach any more because the profession has become an almost untenable career choice for many reasons.
Attendance is a critical component of the school grade system, so districts are incentivized to keep students coming to school regardless of how badly they behave or perform academically.
Behavior is directly connected to this because administrators are now reluctant to discipline students for two reasons: 1) enough documented behavior incidences would require students to be suspended, thereby reducing said student’s attendance record and potentially jeopardizing the school grade; 2) the conflict of interest created by area superintendents or district administration, which effectively encourages site based administrators to downplay behavior/discipline issues because keeping the numbers low helps with their own evaluations. The downside to this, however, is that these decisions tacitly tell the students they can act out with impunity and that teachers have no authority or autonomy, thereby perpetuating a cycle of leniency reinforcing bad behavior.
Course Performance? What is a C even worth any more? On the majority of our district semester exams a student needs to answer fewer than half the questions in order to earn a “C”. And while we never are shown the scales to the FSA, I’d imagine much of the same dynamic is at play to further perpetuate this false narrative of Florida’s increased public ed performance.
The human costs to these ABC’s are seen in the frustrations of new teachers like Bianca Goolsby who walked away due to the toxicity of her school environment. The costs also affect veteran teachers such as Seth Federman who was bullied by his principal for his “lifestyle” and, like many other teachers and ESPs, struggles with inordinate amounts of stress surrounding the constant testing, push for questionable metrics, worries about VAM, and many other quiet injustices silently suffered by those in the classrooms all across the district and state. And yet still more and more tasks and their associated pressures are heaped upon us while rates of mental health issues such as PTSD continue to climb in the classroom–both for students and teachers–none of which is acknowledged by virtually any of our education leaders.
Ultimately, students and teachers are trapped in a dead-eyed system that continually erodes the creativity of children and autonomy of educators, all while the vast majority of seemingly clueless district leaders across the state smile and applaud the metaphorical burning of Rome that is bent on the destruction of the vestigial remains of humanity found within Florida public education.
We can and must do so much better for those who work with our children every day.
If district administrators and locally elected school board officials don’t start to push back now, to take a stand on behalf our students, teachers, ESPs, and site based school personnel who are living with the ramifications of the A+ plan and/or 90×20, the powers-that-be, especially the Florida Legislature, should expect a whole lot more of this…
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:
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.
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