Are Educators a Natural Fit for Public Office? These Candidates Think So

When Tim Walz was announced as Kamala Harris’ running mate earlier this month, his ascendancy helped to elevate the idea of educators serving in public office.

Walz, who served several terms in Congress before becoming the governor of Minnesota in 2018, is a former high school social studies teacher and football coach who, to this day, holds those identities close. Come January 2025, depending on the outcome of the election, he could be moving to Washington, D.C., to serve as vice president of the United States.

Though Walz is squarely in the spotlight during this election, a number of other educators are seeking public office this year, many for the first time.

In many ways, politics is an obvious and natural progression for educators, teacher-candidates and political scientists say.

This summer, EdSurge spoke with five individuals running for election — three classroom teachers, one superintendent and an early childhood advocate — about their motivations and the skills and experiences that would set them up for success in office, if elected in November.

Once a Public Servant, Always a Public Servant

Plenty of former educators hold public office today, including at the federal level, such as Sen. Patty Murray of Washington state, a former preschool teacher, and Rep. Jahana Hayes of Connecticut, a former high school history and government teacher.

The step from public teacher to public office holder is, for many, intuitive, says Kelly Siegel-Stechler, a senior researcher at Tufts University’s Center for Information and Research on Civic Learning and Engagement.

“They’re already public servants,” Siegel-Stechler points out. “They have a lot of insight and experience in how to navigate some of the challenges that go along with large public institutions and the processes that make government happen.”

Jonathan Collins, an assistant professor of political science and education at Columbia University’s Teachers College, adds that individuals who prioritize public service and volunteerism are more likely to engage with civic and political organizations.

“It’s the involvement in those networks that tends to catapult people into the process of running for office,” Collins says. “Think about teachers and teachers’ unions, about what a teacher does on an everyday basis. Arguably the highest form of service is to teach every day.”

Chad King Wilson Sr. is a high school alternative education and social studies teacher in Montgomery County Public Schools in Maryland. He’s running for a seat on the Frederick County Board of Education this November.

Teachers, Wilson says, understand that their role — with students, with families, in a community — has a certain power and, with it, demands a certain responsibility.

“In politics today, the decisions our elected officials make affect our lives — sometimes in small ways, sometimes big,” he says. “Educators have a service mindset and a duty of care in everything they do. That serves you well in any elected position, because you’re already serving. You’re a public servant, [asking], ‘How can I uplift you? How can I get you where you need to be?’”

Education Is Inherently Political — Even More So Today

Between the pandemic, which led to divisive and prolonged school closures, and the increasing politicization of education — from book bans to discussions of gender identity and legislation about what can be taught or said in a classroom — many teachers feel vilified.

“Teachers have found themselves under intense scrutiny in recent years, and that has really made them staunch advocates,” says Siegel-Stechler of Tufts. “When you feel like you are asked to justify and asked to uphold your values, that can lead you to want to make big changes.”

A few conditions must be in place for someone to run for office, adds Collins of Columbia. Once you account for access to resources and connections, the most important factor is being energized.

“You could argue no professional has had reasons to be as fired up over the last few years as teachers,” he says. “Teachers have been showing that they are fed up for quite a while. It’s the people who get fed up who tend to see politics as that next step as well.”

Especially when teachers feel that the conversations being had and decisions being made about them and their students don’t reflect reality, that can inspire some to run.

Numerous candidates noted that their school boards and state legislatures lack representation from people who have knowledge and understanding about schools today.

“You don’t have a lot of people [in office] who are still in front of students, working inside of schools, who know this because they live it every day,” says Wilson. “That gave me the nudge to go over the line: ‘I’ve gotta step up.’”

Sarah Marzilli is an elementary school art teacher who was running for a seat on the school board in Volusia County, Florida, but recently lost her primary. She feels that, with the pace of change in schools today — from social media and cellphone use to the growing challenges around mental health — school boards need representation from current educators.

“We need to make sure we have someone who’s in the trenches, so to speak,” Marzilli says, “not an outsider looking in on it.”

Sara-Elizabeth Cottrell, a longtime Spanish teacher and current substitute teacher who is running for a seat in the Kentucky state legislature, notes that because a lot of legislators are lawyers, they can have unrealistic expectations about how quickly change happens in education.

“When they talk about education, they talk as if you can snap your fingers and have something done,” Cottrell says. “As teachers, we know the amount of time it takes. We know more about the initiatives that look good on paper but won’t actually move the needle. … We’re results-driven.”

While tuning in to a recent public committee hearing about the growing population of English language learners in Kentucky schools, Cottrell was appalled by committee members’ ignorance about basic education codes. “I wanted to jump through the screen,” she recalls. “No one knows what they’re talking about. … They’re not even asking the right questions.”

Susie Hedalen is currently the superintendent of Montana’s Townsend Public School District and running to be Montana’s next superintendent of public instruction. Hedalen has worked as a teacher, a principal and a superintendent at districts of varying sizes in Montana.

“I’m living it every day,” Hedalen says. “I know what our challenges are. I know what school leaders feel like they need and how the state could support leaders as well as teachers. I get to work with students and families every day and really have a pulse on what’s happening in education in Montana right now.”

A Bevy of Transferable Skills

Educators tend to possess a set of skills that lend themselves well to public office, many people pointed out.

For one, teachers are often effective communicators to different audiences, be it students, families or administrators. They can communicate well one-on-one but also to large groups.

Teachers are practiced decision-makers, too.

“They make a lot of hard decisions every single day,” Siegel-Stechler says. “Alone in a class with 20 to 30 kids, they have to be able to make good decisions on the fly.”

Educators are often good listeners. They are trusted members in their communities. They get along well with people who have a range of personalities and opinions. They have a certain comfort level with public speaking. And they tend to be disciplined. Those are all qualities that came up during interviews.

Educators are usually empathetic too, Collins says, noting that empathy is a quality missing from our politics today.

“In order to be an effective teacher, you have to be able to empathize with students — not judge them based on preconceived ideas, understand the humanity and dignity of each child and how to maximize their potential,” he says.

Educators Take a Seat at the Table

The two candidates who are running for seats in their state legislatures — Cottrell from Kentucky and Safiyah Jackson from North Carolina — both noted that the electoral system is stacked against people like them.

“If you’re an educator with educator friends, or a Black woman with Black friends, it makes fundraising very difficult,” says Jackson, an early childhood advocate and chief strategy officer at the North Carolina Partnership for Children. “If you’re a lawyer with lawyer friends, bam. It’s a system designed to deliver exactly as it’s delivering.”

It takes a lot of time and money and social connections to run and win a campaign, Cottrell says. That’s not very practical if you’re a full-time employee earning regular wages.

“I would love to see more teachers run for office and be empowered to do that,” Cottrell says, “but that’s really, really difficult under the work burden they have.” (Cottrell is not teaching full-time right now.)

The result, she says, is a body of legislators that does not include many people with “boots on the ground, who are getting their hands dirty in the work.”

Cottrell understands that not every educator can or wants to run for office. But that doesn’t mean they shouldn’t be involved in the process of politics in some way. They might consider alternatives like asking to testify before a committee or offering to work with their representatives on legislation pertaining to education.

“The more teachers are involved in the process, the better relationship there will be between the statehouse and schools,” Cottrell says. “That can only benefit the kids.”