In this powerful episode, Navy veteran and middle school principal Trevor Clayton joins Frontline Voices to share how his military service prepared him for the battle to transform public education. Trevor opens up about his childhood influences, the moment he knew he wanted to teach, and the challenges students face in Title I schools. From celebrating small wins to fighting harmful labels, Trevor breaks down how he and his team instill confidence and excellence, one student at a time. This episode is a reminder that veterans still have battles worth fighting—this time, for our kids.
Recorded on April 9, 2025.
ABOUT THE GUEST
Trevor Clayton is a Navy veteran and public school principal with over 16 years of experience in education. Raised between New York City and New Orleans, Trevor served 24 years in the U.S. Navy, first as an enlisted sailor and later as a commissioned engineering officer, before transitioning to the classroom. Inspired by his eighth-grade teacher, Mr. Evans, he now leads Title I schools with a mission to instill confidence, normalize excellence, and create equitable pathways for students from all backgrounds. Known for his hands-on leadership, compassionate discipline, and commitment to celebrating small wins, Trevor champions public education as a foundation for opportunity and social impact.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
[MUSIC]
>> IRON Mike Steadman (00:09):
Welcome to Frontline Voices podcast, brought to you
by Stanford University's HooverInstitution, where we explore leadership,
service, and real world solutions to someof our nation's most pressing issues.
I'm your host, IRON Mike Steadman,a member of the inaugural class of Hoover
veteran fellows anda Marine Corps veteran.
In today's episode, we turn our attentionto one of the most underappreciated
(00:31):
battlefields in America,our public school system.
Joining me is Trevor Clayton, a Navyveteran turned middle school principal who
spent the last decade on the frontlines of public education.
His mission?
To rebuild confidence in students,challenging low expectations and
reminding communities of what'spossible when we invest in our kids.
(00:53):
On the show, Trevor and I talk aboutwhat it takes to build confidence in
students who've neverbeen told they're smart,
how to cut through the noiseof low expectations and
labels, and why celebrating small winscan radically change school culture.
What struck me the most about thisconversation with Trevor isn't just his
commitment to academic excellence,but how he connects the dots between
(01:13):
military leadership, mentorship,and education innovation.
From hunger in the classroom tobetter leveraging technology,
Trevor paints a vividpicture of the challenges and
opportunities facing ourpublic schools today.
As always, I hope you enjoy today's showand look forward to hearing your feedback.
Mr. Clayton, thank you forjoining us on Frontline Voices.
(01:35):
How are you doing sir?
>> Trevor Clayton (01:36):
Good evening.
How are you, Mike?
>> IRON Mike Steadman (01:39):
I have to say, I have to say you're looking very sharp.
It's a pleasure having you on becausewe're going to be talking about a topic
that I think is very near anddear to a lot of our listeners hearts,
which is public education andeducation in general.
And with you being on the front linesin the trenches, in the middle school,
(02:00):
you know, we're really in for a treattoday and I appreciate you making time to
come on the show andshare your insights with our audience.
>> Trevor Clayton (02:09):
Thank you. Thank you for having me.
>> IRON Mike Steadman (02:12):
I think let's go ahead and
begin by just kind of having yougo ahead and introduce yourself,
your military background and how youended up in education in the first place.
>> Trevor Clayton (02:23):
Okay.
I'm Trevor Clayton.
I grew up in kind of two places.
I grew up with my mom,some in New York City and
with my maternal grandparentsin New Orleans, Louisiana.
I joined the military at 18 school because
(02:46):
I really didn't knowwhat I wanted to do and
gave me a way to orgave me a time space to figure
out what I wanted todo with my young life.
When I say the first year in I made this,I, I loved It.
(03:08):
I love the Navy.
I love traveling.
I love meeting a lot of diversepeople from all over our nation,
people that I would have nevergotten a chance to meet and
build relationships with some still todayif I wouldn't have joined the Navy.
So I did my first, maybe eight years as
(03:31):
an enlisted person,went to college and got my.
Got a degree and got commissioned and
was a engineering officertoward the second part of my
career working with the guysin the engine spaces and
fixing things and breaking things andjust getting dirty.
(03:55):
And even in that hot, tight space,building even stronger relationships.
But going back to how I got intoeducation in public education,
which is ironic because Inever went to public school.
I've always went to Catholicschool my whole life.
(04:17):
But in Catholic school,
I had one male teacher namedMr Evans in the eighth grade.
He was my eighth grade algebra teacher.
And Mr. Evans was everything that Iwould like to be when I was older.
(04:38):
He was smart, he was funny,he was sarcastic, he dressed well.
He was, you know, he was well groomed.
And I, you know,he just made such an impression on me at,
you know, 13 years old, 12, 13,
I was in eighth grade,that I held on to the dream.
(05:02):
I said, you know, if I ever gota chance to get into education,
I would just because of him andwhat he meant to me and
some of the other young men in my class.
And if I could only be thatto some other young men,
(05:22):
then I felt that my lifewould be beneficial and
others could learn from it.
>> IRON Mike Steadman (05:32):
That's amazing.
You know,I come from a family of public educators.
My mom was director of special educationat a couple of different schools down
in Texas.
My sister teaches inthe high school level.
She's speech and debate,communications, some other things.
So I definitely grew up inthat environment, you know,
going to mom's office inside the,you know, at the school and everything.
(05:56):
And I think it's real impactful,especially today, to have leaders of
character, people of strong values insidethe classroom, inside the school building,
because, to be quite frank, right,you know, as I'm older now and
I'm having these conversations with myfiance, like, we don't have any kids yet,
but she's very adamant aboutsending kids to private school.
(06:19):
You know,you start having those real conversations.
And for me, right, you can take it verypersonal because it almost makes it seem
like, well, why are we not enough?
You know, I came out ofthe public education system, but
I think the world has just changed sorapidly.
And there are a lot of challenges in termsof, you know, we got social media now it's
(06:40):
247 resources and funding and when peopleon the outside looking in, you know, it
can be very intimidating to want to senda child in some of these environments and.
>> Trevor Clayton (06:50):
It is very intimidating because sometimes in the media and
in the press all we see orall we are given is the horrors or
some of the things that negativelyhappen in public schools.
(07:12):
But these same things are happeningin private schools and
charter schools every day.
Public education is one thing thatis a constitutional up until 12th
grade everyone can't afford to send theirchildren to an elite private school.
(07:35):
Charter schools appeal to some andmay not appeal to others.
And make no mistake, I am prochoice when it comes to education.
I believe as a parent youshould have choices and
I also believe how wein public education fit
into that choice is to giveour families and our students.
(08:00):
Something that we, they would want.
Just like going to the grocery store.
>> IRON Mike Steadman (08:05):
Right. >> Trevor Clayton
brand over another?
Sometimes it's becausethat's all we've used, but
sometimes there's a product thatreally actually is better and
works better and, and, and,and has the resources.
I'm talking about public school to,to educate the whole child.
(08:28):
You know,one thing I tell my teachers every day,
especially when they're dealing witha difficult situation with a child,
I tell them and I remind them, parents puttheir best kid on the bus every morning.
Okay?
It's not like they put a bad kid onthe bus and keep their good kid at home.
(08:50):
Every morning they send us theirbest kid no matter what that is.
And we have a duty inthe public school system
to educate them whollyto make sure that when
they leave our buildingevery day that their
(09:10):
learning objective in eachcore class has been met.
And if we assess that it hasn't been met,
how are we going to remediate thosethings that have not been met?
And, and we do a, don't get me wrong,
public schools in itself have an elitist,have an elite ranking.
(09:35):
You have these magnet schoolsnow even which my sons went to.
I didn't know a lot about magnet schoolsbecause I was in the Navy at the time
because I was, you know, I wasn't ineducation, but they went to magnet schools
and sometimes and, and like herethe magnet schools are fantastic.
But everybody can't go to a magnet school.
(09:55):
Everybody can't.
Everybody doesn't have a magnet talent.
You know, art or singing orKids don't have that.
So what we have to do in public education,we have to make the school up the street.
The best school that we can make it forour families and children.
(10:16):
When I was growing up, you know, people see me now,
Naval Academy graduate, had a chance togo get my master's at Rutgers Newark,
you know, hosting this podcast forthe Hoover Institution.
But this is a drastically differentworld that I started out in.
>> Trevor Clayton (10:33):
Right.
>> IRON Mike Steadman (10:34):
Single parent home,
really was not the mostacademically gifted kid.
Never really got recognized for it.
You know, and the shift for me was once Idecided I want to go to the Naval Academy
around my sophomore year of high school.
And so at that point, you know, andbecause my mom worked at the school,
she had an opportunity to start gettingme in some of those more advanced classes
(10:57):
like ap, et cetera.
And I just remember howdifferent those classes were,
especially with me being one of one inthe room compared to the other classes.
That I was a part of.
>> Trevor Clayton (11:08):
Yes. >> IRON Mike Steadman
to be truly honest,I did not academically, on paper,
meet the criteria to be in those classes.
But my mom was like, that's my baby.
He wants to go to college.
He wants to go to the Naval Academy.
And she made it happen.
She had a little cloud at the school.
When I was taking the SAT to go to theacademy, I take the SAT six times, right?
(11:29):
And there was an advancedprogram at the school.
I'm glad you stuck with it.
>> IRON Mike Steadman (11:35):
Yeah. To put us through that, you know?
And so these are kind of experiencesthat I had growing up, and
I'm still trying tounderstand context now.
Like, another thing I didn't realize wasI used to always be jealous that I had to
pay for lunch and breakfast.
I felt like all these kids,they didn't have to pay.
They just go up to the counter andget their food.
And every day I have tocome in there with $2.
(11:56):
It wasn't until I got older that Irealized what reduced lunch really meant
and how many kids these schools actuallyserve as more than just education to them.
It's like their place to get fed.
And this came up during the pandemic.
>> Trevor Clayton (12:10):
Right.
Let me address the second half ofwhat you talked about first, and
then I'll go back to what you mentionedabout your mom and in school and
maybe being in classes thatyou didn't qualify for.
I've been in what we call in Florida Title1 schools for about 10 years.
(12:33):
And when we talk about Title 1,
we talk about the lowersocioeconomic families or
neighborhoods, and we talk about the.
The.We're talking about the percentage of
free and reduced lunch.
At the last 1, 2, 3.
(12:53):
My last four schools I'vebeen administrator in,
I feed kids breakfast,lunch, and sometimes dinner.
And I know that for some children,
this is the only.
These are the only meals they get.
(13:15):
And it's important.
I cannot.
We cannot teach a hungry child,you know, and it.
It.And it's not just and hunger.
What I've learned being feeding kidsevery day is hunger has no skin color.
(13:40):
Hunger has no zip code.
Hunger transcends all those things.
One thing I created in my first titleone school, what's worked out for me, I.
In school, in the lunchroom,we have a share table.
And our share table is, say you go throughthe lunch line and, or the breakfast line,
(14:01):
and you're gonna watcha cinnamon toast crunch.
We have a shared table in the back.
And nothing.
If you don't want it,we're not throwing it away.
And the kids know apples go with apples,cereal goes with cereal,
chocolate milk goes with chocolate milk.
And they put it on a share table.
And every day I have kidsthat will come in and
go back to the share table two orthree times to get fed, and that's okay.
(14:26):
And nobody makes fun of them.
Nobody says anything.
So we don't know how blessed we are thatwe can bring $2, like you said,
and pay for lunch orlike I did in private school, you know,
I had last night's dinner in the lunchbox,you know, and some things.
So that's very important.
(14:47):
Going back to your first part.
You.Were one of the lucky ones that knew what
you wanted to do.
You wanted to go to the Naval Academy,and you had a plan.
And not only that, not only did you have aplan, the Naval Academy, in a lot of ways,
gave you a blueprint to work your plan.
You need this, this, andthis, you know, to get there.
(15:08):
And you would, not only do you need this,this, and this,
you need a certain level of this,this, and this to get there.
So you had a.
You had a plan and.
And then you had will becauseyou were like you said,
you were in classes thatmaybe you traditionally
(15:29):
were not a part of, ormaybe that academically,
when it came to assessments,you did not qualify for.
But by the grace of God, your momfound a way to get you in there and
provide you with the resources andthe support for you to be successful.
(15:53):
And that's good.
A lot of the students that I serve.
Do not have that support.
So I become this.
I become that advocate.
You know, I become, okay, how.
How can we get more 8thgrade kids into algebra?
(16:16):
Because in the.
That's the only way in, In Duval county,one of the only ways to get to
the Madden schools is you haveto have algebra in eighth grade.
Okay?
So the magnet high schools, soyou have to have algebra in 8th grade.
So how can I get more kids?
I've always.
And I'm always thinking, how can I getmore kids in algebra by the eighth grade
(16:41):
so they can have an opportunity to go toa better high school if they wanted to,
so they can have an opportunityto go to college?
So it starts very young.
And what I do,I start with those kids at sixth grade.
I can't regulate who comes to the school.
(17:03):
I don't know what fifth gradersare coming and how their scores are.
I mean, I do, I get their data,but I don't know.
I don't know their background.
So I have to work with them yet.
We identify them, andthen we work with them
throughout instructionaltime through tier two,
sometimes tier three interventions,mean a group of kids or
(17:28):
individual kids, and to strengthenthose skills, the math skills,
the reading skills,because a lot of times the higher math,
the real world situationsare word problems.
So they have to be able to read and
understand what the wordproblem is asking them.
(17:49):
So we work on those critical thinkingskills as soon as we get them.
So when they take thatassessment in the 7th grade,
we can fill those seats forAlgebra 1 in the 8th grade.
And it's not just about teaching them orhaving them be in algebra,
(18:10):
but it's about giving them opportunities.
Six years, eight years down the line.
>> IRON Mike Steadman (18:18):
These kids you mentioned, you know,
in the Title 1 schools.
Right.
Low socioeconomic status.
We know the kind of psychologicalchallenges that brings.
How do you instill confidence in kidslike that when they're up against
it academically?
Because that's something.
I'll be honest.
I am 38 years old.
I'm almost 38.
I turned 38 by the timethis podcast comes out.
(18:40):
I grew up not thinking I was smart.
>> Trevor Clayton (18:42):
Right, Right.
Most of us, unfortunately,I had the same similar situation.
I grew up single parent,you know, in, you know,
you know, going through,you know, just going through the,
the ebbs and flows of beinga young man with a single parent,
(19:03):
trying to figure out what,what you want to do the biggest thing,
a lot of those,A lot of children are confident, but
they're confident about different things,you know, and we have
to shift the confidence because some ofthem have never been successful in school.
(19:24):
You know, they've been successful atcheerleading, they've been successful at
football, they've been successful atbasketball, they've been successful at
other things, butthey've never been successful in school.
So basically, how do they say inthe streets, keep that same energy.
I want them that same energy inthe classroom, and not give up.
(19:50):
If you can practice in the summer,three, four hours in the heat of
Florida to become a better running back orreceiver or quarterback,
you could give me an hour in our,in our after school program to become
better at math or reading or sit withyour teacher to bring up your grades.
So they have the confidence,but it may be misguided or
(20:13):
sometimes it's not even tappedinto because they haven't been.
They've been successful at other things,but not successful at school.
And then sometimes what you'll see,it's, It's a.
It may have.
It may be generational that inthe family that there has not been
a certain level of success inschool because of, you know,
(20:37):
when you're dealing withthe strain of the social and
economic problems of our neighborhoods,
the importance sometimesis to keep the lights on,
put the food on the table, andkeep clothes on the kids back.
So, you know, school,they didn't have the luxury, and
(20:59):
I hate to say it, to focus on school,but we, we shift that energy.
And what we do, a lot of times wecelebrate the small victories,
the smallest victories,we make a big thing about because it,
because it helps toboost their confidence.
(21:20):
We have, every quarter,we have quarterly assessments and
the kids who score in the green,which means that,
you know, whether in math or,or reading or civics or
science, that they score in the green,that they're.
They are proficient in that, in thosebenchmarks for that period of time.
(21:45):
We throw a thing at schoolcalled a green party.
And everything is green.
The juice is green, the cake is green.
We wear green shirts.
Everything green is decorated.
And we celebrate those victories.
But that is infectious,because what kids tell me,
they come up to me in the hallway, Mr.Cle, I'm gonna be at the next green party.
Yeah, I'm gonna be atthe next green party.
(22:06):
And it's just it instillsin them to work harder.
What do I have to do to be there?
We celebrate.
We celebrate not just academic victories,we also celebrate Character victories.
Know the most improved student,you know, if I see a student,
if I know a young man oryoung woman that's.
(22:28):
That's had some rough days ahead of them,has been on a.
I haven't.They haven't been to the dean's office in
two weeks or they haven't been.
There hasn't been a referralin the queue for them.
I stop them andI tell them, hey, hey, hey,
I noticed you've been doing all right,you know, and I may give, I carry.
I'm notorious forcarrying around gummy bears.
I tell [LAUGH] little bags of gummy bears,and
(22:50):
I give them a bag of gummy bears andtell them, keep it up.
But you build their confidence byrecognizing their achievements,
no matter how big or small.
And once you can do that, you once.
And once they trust you,once they trust you and
they know that you care through those.
(23:10):
Your relationship, those kidswill run through a brick wall for
you to make sure that.
That they don't disappoint you.
>> IRON Mike Steadman (23:20):
Trevor, I don't know if you.
>> Trevor Clayton (23:22):
Go ahead.
>> IRON Mike Steadman (23:24):
No, I want you to finish your thought.
>> Trevor Clayton (23:25):
I'm at a school now where the last nine
years the school has been.
You know, we get letter grades herelike restaurants and hospitals.
A school, B school, C school.
The last nine years the schoolhas been a D or an F.
Okay.
(23:47):
This year, year pass.
We scored.
The school scored the first C,which is proficient, four points from a B.
And we were celebrating.
And one of the kids yelled out,we're not a hood school anymore.
And you know, it sound,it sounds crazy, but I'm thinking they,
(24:10):
they, they relate and they,
they already know as young childrenhow society has looked at them.
And that's, that's heartbreakingbecause of a letter grade.
You know,
some of these kids come from elementaryschools that have not been successful.
And there, if you're in the right,or I should say the wrong track or
(24:34):
in the wrong zip code ordepending on what your zip code is,
you can be in a failing school for12 years.
You can go from a failing elementaryschool to a failing middle school to
a failing high school.
So these kids have,
some of them would never be in a schoolenvironment that has been successful.
(24:56):
And when that child said,we're not a hood school anymore,
that was the end of last year.
This year,the school is totally different.
Quiet kids in class, answering questions,
participating, engaged teachers,happy to come to school.
Just, just seeingthe progress has dramatically
(25:20):
shifted the culture andclimate of the school building.
>> IRON Mike Steadman (25:26):
You talked about a couple things.
You know that kid saying, I want thegreen, I want to go to the green Party.
We call that normalizing excellence.
Sometimes that's all it takes.
You know, the first time I see thatMarine Corps infantry officer, you know,
it's possible.
First time I see that Naval Academymidshipman, it's possible.
I still got a long way to go,but I see it possible.
(25:50):
The first time I see a group of PhDs thatlook like me, instant normalizing, right?
And sometimes, you know, forme, it can be very divisive.
Especially now,we talk about this representation matter.
And for me, it's all about agency, feelingseen, having people that, you know,
show you what's possible.
(26:11):
But, you know,I'm curious to learn from you.
That kid said,we're not a hood school now, right?
He didn't just come up with that.
Somebody said that to him.
That's something that people hear around.
And labels that get placedon kids before they even had
a chance to make a name forthemselves in the world.
(26:34):
How do you protect them from those labels?
When even some of that stuff is tabbeddown, you know, all of a sudden I find out
I'm at risk then, that I carry,that I'm an at risk youth.
I don't have a dad in the home.
Then you get older and you're like,wait, why am I at risk?
And like,why am I trying to shake this off?
My coach now says, mike,you got a cut the wires.
(26:54):
Somebody put Anotheroperating system in you.
And during my work in Newark,it was a constant uphill battle.
And I'm very carefulwith my words these days,
particularly when I'm talking to kids.
>> Trevor Clayton (27:05):
Right, you're right.
Somebody put that label not juston only kids, but on the school,
and on the children of the school.
Because associated with justa letter grade, you know,
and we don't, sometimes wedon't see in society if we have
(27:25):
a fail in school,it's not the kids that fail, it's us.
We failed the kids.
It's not the teachers.
We have some of the best teachersin our struggling schools
because those teachersreally have to teach.
They have to take a kid that somebody saysthere's no way this kid is going to be on
(27:49):
grade level by the end of the school year.
And they have to make sure that this kidis on grade level by the end of the year.
So they know if I let them thinkthat they're at a hood school and
perpetuate that idea, then they're,they're going to get a sense that they're,
that our expectation level of themis not the same as everybody else.
(28:15):
And that's not true.
Your expectation level to achieve is justthe same as the school in a different
zip code that may not be in crisis likesome of our, our zip codes are in.
Your expectation is the same.
What the, the assessment is the same.
The, the, the opportunities are the same.
(28:40):
It's just that we have to get you tothe opportunities we have to make.
We have to qualify you forthe opportunities that are out there.
And it's, it's sad that we inour society look at certain
schools because of where they're,where they are or
who attends them or the history ofthe school and label it a bad school.
(29:06):
But what I've found is those,the teachers want their kids to achieve.
They're just as dedicated.
The kids want to achieve.
And a lot of times the kids behavior isin the classroom is out of frustration
because they can't, they, they,they, nobody ever pushed them and
(29:26):
demanded of them that they master thesebenchmarks, that they, that they,
they take the tougher classes thatthey put in the hour after school or
before school to go to study hall.
That yes, I come to them and say,if you don't come to Saturday school,
you will not be on the football team.
Yes, we have Saturday school there.
>> IRON Mike Steadman (29:49):
I want you to talk about Saturday school because I used to,
I used to go to Saturday school.
>> Trevor Clayton (29:53):
We have Saturday school.
And if you're on the football team,
it's not an option that youcome to Saturday school.
If you're on the basketball,if you play any sport,
it's not an option thatyou come to Saturday.
You have to come becausewe have to get you there.
And, and ironically,by me mentioning that our
challenge in schools a lotof times are known for
(30:16):
their sports achievement and,and we want to give
props to them because that schoolis a powerhouse in football,
a powerhouse in basketball, but we don't,
we don't push our kids tohave the same standards
(30:38):
when it comes to their academic greatness.
And we gotta stop that.
And once schools, once the kids believethey can achieve, you'll be surprised.
We have a new platform intesting where it used to be,
kids would take a summative assessmentat the end of the year, and
(30:58):
it'd be a month and a half, two monthsbefore they get the scores, right?
Now the scores are instant.
Soon as they're done, they get the scores.
The kids running to me in the hallway, Mr.Clayton, I got a four, I scored a five.
I, I got a four.
And they're asking each other what theygot and they challenging each other,
high five.
And they can't believe they got a four orfive.
(31:21):
And when you, when you're in the four orfive range, that means you're,
you're well above grade level.
And three is grade level, but four andfives are above grade level and
extremely above grade level.
And they're high fiving andchallenging each other what they get.
And by them doing that,they are building their confidence.
They said we can do the same thingthe kids on the other side of town do,
(31:45):
you know, and we can be proud of it.
You know, we can be proud of it.
And, and the teachers,I feel so, I feel so
happy forthe teachers because for the 100.
And, and, and 65 days they'vebeen teaching these kids and, and
(32:05):
reteaching and, and, and I providedifferentiation in the classroom.
Those last 15 days oftesting in school pay off.
And it's just like the teachers,they feel,
that's when they feel that they havedone their job and they're proud of it.
>> IRON Mike Steadman (32:28):
You mentioned this celebrating academic excellence.
Whose responsibility do you think itis for us to help bring that to more
of a forefront, especially in likethe Title 9 or Title 1 school?
Sorry.
>> Trevor Clayton (32:42):
I, I, I think it's the administrator's responsibility.
We, not.
When I say responsibility,I don't mean I'm, I'm in the cafeteria
taping balloons up to the overhead or,or you know, buying the cake.
But I have to, I, I have to makesure that that's always on my mind.
(33:06):
And, and like we have, we can assemblea committee that, that we work together.
Teachers, administrators,teachers, instructional coach,
and even some kids, we get together andwe give kids input.
Okay, last, last week or last quarter,we had green cake and green punch.
(33:30):
What would you, what would you guys,if we could do it,
what would you guys liketo see this quarter?
And a kid said, we want to,we want nachos, but with the green chips.
I don't know if you ever seen them, but
you know how hard it is tofind green chip nachos?
[LAUGH] They have them in abundancearound the Christmastime.
They have the green and red chip nachosfor decorations around Christmastime.
(33:52):
So we really couldn't find them, sowe bought the regular ones and dyed them.
Yeah, we use food diet,but we give them input.
But I have the coaches and the guidancecounselors, you know, they, the guidance
counselors make certificates withthe kid's name on it and recognize them.
And, and the teachers decorate andrecall the kid's name, you know,
(34:12):
and recognize them that way.
But it's, it's, it's my responsibilityto make sure that the kids are,
are that we remember thatthe kids need to be celebrated,
you know, and I make sure, and that's,
we have a leadership meeting everyFriday morning before school starts.
(34:36):
And I make sure we have a piece forwhich we call pbis
Positive Behavior Intervention Systemsthat during
our PBIS segment that wepurposely look for ways or
dates that are coming up where wecelebrate kids and their achievements.
>> IRON Mike Steadman (35:01):
That's amazing.
Now let me ask you this.
Over the last years, I mean, you've beenin public education on 16 years now.
What is-.
>> Trevor Clayton (35:11):
Started, yeah, 16 years, you're right.
Yeah.I started 16 years, right?
Yeah, yeah, yeah.
>> IRON Mike Steadman (35:17):
What's shifted and what's kind of remained the same.
And the reason I asked that, becausethere's a lot of new challenges now.
Even prepping forthis interview, you know,
social media,post COVID 19 pandemic, this 24.
7 news cycle, andeven keeping kids motivated, you know,
because I think a report came out thata lot of kids want to be influencers.
(35:37):
Right.They want to make TikTok videos and
they want to do that.
And it almost feels like the value foreducation is kind of slipping.
>> Trevor Clayton (35:47):
Right, Right.
Since I began in 08, there's a,there's been a few shifts.
I don't think there's one big shift, andI'll talk about a few that I've seen.
One is the biggest shiftis this social media thing,
the social media and the access of it.
(36:10):
Because even as adults,we may not know how to filter information.
When I say filter, I mean in,in the sense of what's true and
what's false, what's appropriate andwhat's not appropriate,
and, and, and, and, andhow much of it to digest.
(36:33):
And the, the, the children now,everything is tied, for
lack of better words to their phone,you know, and
the phone holds more attention andthe information or
whatever they're involvedin on the phone holds,
Holds more value than what'sgoing on in the classroom.
(36:55):
And it was in school, andthat's a huge problem.
And one of the shifts that I'm startingto see as it comes to phones, more and
more states and school districtsare starting to restrict phones.
You know, you have to turn it in inthe morning and get it, you know,
on your way out in the afternoon.
(37:17):
Even though I have my opinions on that,
they're still getting a lot ofpushbacks from parents, you know.
You know, some parents, like, hey, mychild, you know, needs his or her phone or
if there's an emergency or, you know,even to the point where I paid for
the phone, you don't,you don't have any right to take.
We're not taking the phone.
We just want to make sure wekeep the learning environment,
(37:43):
there's integrity inthe learning environment.
There are no distractions in there.
Another shift.
What I'm seeing, there's a lot ofcompetition with charter schools.
And like I said in the beginning,I'm all for choice, you know, because,
(38:05):
you know, Naval Academy maybehave may been what you needed.
Another college was what I needed.
Some kids, you know, may need, you know,technical school, wherever it may be.
So I'm all for choice, but
the shift is, it seems like,
(38:26):
Elise, the kids that I've served,
that the charter schools maynot serve some of our kids and
families in their best interest.
You know, I get a lot of kids at my schoolthat have been put out of the charter
(38:49):
schools that tell them that you can'tcome back for behavioral problems.
Or I get kids that when they do come back,they're behind, you know, academically.
I'm not saying all charter schools,but I think we.
I think there should bea lot more oversight.
(39:10):
And the standards they'reheld to when it comes
to educating our children,teacher certification,
assessment objectives and goals.
I think they should be heldto the same standard that.
(39:32):
That public schools are held to.
>> IRON Mike Steadman (39:35):
You touch on something that I think
is a big sentiment that a lot of the kidsthat are in the public school system
are the ones that are left behind.
You know,it's like they couldn't do private school,
they couldn't do charter school.
So now, like the public school.
Right.
And again, I might not be speaking foreveryone, so I'm not going to say that,
but I just.
That is a sentiment that I hear inthe ether people speaking about.
>> Trevor Clayton (40:00):
Yeah, and Sometimes, but public school,
it shouldn't be, andit's not a dumping ground.
Public school should be just likepublic transportation, a viable option.
You know, I know like when Igo to New York, I don't drive.
(40:20):
I mean, you mean, you know,it would take me two hours with a,
a 30 minute train ride would do for me.
And what I mean by that isit should be the option that
it shouldn't be looked atas the last it sought or
the last option foreducating our children.
(40:42):
I would like it to be the firstoption because I, I see,
I've seen a lot of kids comeout of public school and
to this day that do great things.
I just had, I just had one studenttext me when I was a teacher.
>> IRON Mike Steadman (41:03):
One sec, Trevor, I lost you on video for a sec.
There we go back.
Yeah, I think, yeah, go ahead.
Pick up right where you left off.
>> Trevor Clayton (41:10):
I had one student when I was a teacher, I, I,
I taught reading forkids who couldn't read or,
or were behind that weren'tin their reading level.
I just had one student text me, email me.
He's graduating with his master's degreefrom Howard University in, in a few weeks.
You know, this is a kid who everybody,he was in a reading class, you know,
(41:32):
in the eighth grade,maybe reading at a fifth grade level.
But I didn't, I didn't let him knowthat and I didn't let him know.
I've never said, I never told him hecouldn't do it would never catch up.
And just see.
I think if we don't take a give up orthrow away attitude on our
children in public school,then these kids can do things that
(41:55):
will shock even us, even,or, and even the naysayers.
There was there, there, there.
And I'm gonna go back tothe question you asked.
Some of the things that havebeen steady in education
because we asked about the shifts.
(42:17):
Some of one of the thingsI've seen steady.
I have to first start with teachers forthe most part I very rarely, I'm not
saying that they're not out there, butmost teachers want their kids to succeed.
The teachers have been dedicated andloyal to their craft
into their children for and,and, and, and for and, and
(42:42):
the teacher will tell you they don'tdo it for the pay because they,
you don't get paid a wholelot of money in education.
They do it because they love what they do.
So that has been a constant,another constant that I I have,
(43:03):
I've seen in education is parents,parents in public education.
They want their child to have the,the best education we can give them.
They don't send,they don't send their children there just
to be babysat for seven and a half hours.
(43:23):
They want their children tobe educated even if they're,
they haven't been educated.
That has been constant.
So between the parents andthe teachers that want the best for
the kids, that's a mandate forme as an administrator
that I have to do whateverI need to do within law and
(43:47):
within reason andto get creative to make sure that my
kids in the school andour kids are, are achieving.
>> IRON Mike Steadman (43:59):
That's one thing I was going to ask you about.
Right.Innovation inside the classroom, okay?
So there's this shift.
We've got technology now in a way.
You've got YouTube.
Every person create theirown version of the Internet.
We have artificial intelligence.
How are you getting kidsto take advantage of that?
Bringing them up to speed on it andinnovating so
(44:19):
that they're able to gain employmentin this new and emerging economy?
>> Trevor Clayton (44:25):
Two ways.
One, we're a one to one school, meaningthat every kid has a laptop in the school.
So, kids have access totechnology during the school day.
Second, there is no more, I don't know.
You don't have kids.
I don't know if you talkto school age kids.
(44:47):
There are no more textbooks.
School everything is on a platform.
Every subject is done duringa platform and it's, and
it's interactive platforms andthere are some platforms they
can get on at home and practice and,and they can get on, you know,
they can do basically everything theyneed to do, get their assignments,
(45:11):
turn in their assignments on a platformand other ways I helped them with that.
I offer, we call CTE courses in schoolComputer technology education courses.
I offer them for all three grade levels,sixth, seventh, and eighth.
And I have a teacher who iscertified in CTE and she,
(45:32):
she talks about programming and,and, and, and writing programs and
things of that nature so that it,the kids get to see not just how,
not they don't just use a computer,but they get to see and
get to take part in whatmakes those programs work.
(45:55):
So we give them courses in IT andthen we have, we,
we have our stakeholders from out in town,from the hospital.
We had a guy that ran the hospital'sIT network called the about IT and
computers are used in the hospitalsin keeping track of patient records,
(46:17):
and billing, and helping doctors withdiagnosis, and things of that nature.
We have it people from the powercompany JEA, they come in and
say how they use IT to track poweroutages and turn power back on.
Just to show them that technology is justused more than just for TikTok [LAUGH].
(46:41):
And then it's embedded ineverything they do in life.
And then if they know howto use it properly and
have a respect for it,or are interested in it,
they can get into careers that willhelp them take their interest in
technology a lot further andto help a lot of on the peak.
>> IRON Mike Steadman (47:07):
And Trevor, let me tell you, you know,
we have a lot of conversation thesedays about role models, right?
And some people like to say role models.
You know, nobody wants to bea role model anymore, but
a lot of times I think just becausepeople are looking towards celebrities,
they're looking towards professionalathletes, but we need to be looking
towards veterans like you that are in theclassrooms and it's on the front lines.
(47:28):
And even hearing you talk about technologyexcites me because we can create a new
future for ourselves too.
You know, a world where a kid witha learning disability now can spar with
the AI, you know,has a new way of thinking.
But sometimes, you know, when peopleare stuck in their ways, it's hard for
them to see that.
So it's real exciting to hear you bringingthose things into the classroom and
(47:49):
just being very passionateabout what you do.
>> Trevor Clayton (47:53):
You have to be passionate.
But as a, as a role model.
We are role models.
And one thing I've learned about.
My children, they notice everything.
They notice everything.
And when you don't think they're watching,they're watching and they're watching you.
And so you.
We can't.
I can't afford not to be on my game,per se.
(48:15):
I can't afford to use my words loosely.
I can't afford to not berespectful to others.
I can't afford to be out of tonewhen I'm talking to people.
I can't afford it.
And what I mean by that is becausethere's too much at stake for
(48:36):
those kids that are watching you.
You understand?
I, I normally on, on dress down days or
sometimes when I'm just feelinga little more comfortable, I wear.
From Louisiana growing up, I got,I got a couple of pair of cowboy boots and
I, I wear my khakis and, you know,maybe a mutton down polo shirt.
(48:58):
And one day I was in the cafeteria,this one little kid came up to me and he,
he stuck his foot out.
He said, Mr. Clayton, I asked my momto buy me some boots just like yours.
And they felt like, wow.
Really?We, we took a picture.
We took a picture of our feet.
I didn't even know he noticed,you know, but kids notice everything.
(49:19):
And one thing about role models, what Ilearned when I first got into education,
I wanted to be a role model foryoung black kids.
But as I got into education andmoved around, I realized I was.
I need to be a role model forall kids, white kids as well,
(49:42):
Asian kids, Indian kids, Hispanic kids.
Because sometimes the imagesthat they have been given of
us as African American men are not,Are not correct images.
And I have to be a role model for them.
I have to show all kids the correct way.
I can't get locked into a color,
(50:04):
a swatch of a certain color justbecause I want all kids to excel.
So I have to be a role model for all kids.
And, and, and I enjoy it.
I, I really do.
I, I really enjoy making surethat they see me at my best,
even when I'm not having a good day.
>> IRON Mike Steadman (50:28):
Well, Trevor, we got veterans tuning in from all over
the country, all over the world,as well as other change makers.
This is your time, first time.
This is his first time doing a podcast,y' all, and I think he crushed it.
>> Trevor Clayton (50:40):
Yes. >> IRON Mike Steadman
encouragement.
Yeah, go ahead.
Yes. Yeah. No, no, no.
I think what you're going to ask me iswhat I'm leaving it to be on the question.
>> IRON Mike Steadman (50:48):
No, I'm saying,
what words of encouragement wouldyou like to leave them with?
Or any words of wisdom you like to leavepeople with given your role as a veteran,
as a principal,as someone inside that classroom.
>> Trevor Clayton (51:02):
First, let me speak to our veteran brothers and sisters.
You have, you have more tools and
resources that can benefitsociety than you know.
You are needed out here.
Two things in education.
My first job when I was a teacher,I knew I wanted to be a teacher.
(51:25):
I, I, I did.
I put on my one day, I put on, I printedoff about 20 copies of my resume.
It was raining.
I put on my best blue suit and I went fromschool to school handing out my resume.
You know, I got a lot of turn downs.
And I went to this one school,the first school that hired me and
the principal,she said why do you want to teach?
(51:47):
You've never taught before?
I said no, negative.
I said, I may not have taughtlike you teach, but for
24 years I've taken 17,18 and 19 year old kids and
taught them exactly whatto do with 0% failure rate.
I've taught maybe just in a different way.
(52:07):
It's behind me.
And another thing, so, so we have thoseskills, especially those of us who retire,
we have those skills to teach andto guide and to encourage.
But also one of the things that mademe a good teacher in the classroom.
We have what we callclassroom management skills.
(52:27):
Most of us don't have problemwith discipline in the classroom.
We're structured, we're orderly.
We, we, we respect and we get respect.
So those are, that's the hardest thing forteachers right now is management.
We have that.
And I encourage you to ourveterans to get out there and
use the skills that you havesharpened in the military.
(52:50):
And if you, if you have the heart to,to serve society in some way,
to give back in a way thatonly we can give back.
Only we can give back.
Because one thing, the sucky sidewhen I retired from the military
is that I miss the camaraderie of myfellow sailors from being in the Navy.
(53:15):
And I missed that because therewas a bond, there was a closeness.
But that closeness that you have in you,that,
that those qualities that youhave in you are beneficial to
people who never knew that in waysthat you could never imagine.
And to those that are listening,I would say, to those that were listening,
(53:40):
I would say don't giveup on public education.
Support your local public schools.
There's a lot of nastiness now.
We've politicized the school boards andschool board races
that in a way that it's really,it's really not about the Kids,
(54:01):
you know, it's about adult, adult agendas.
And we have to get involved.
No matter, no matter what you believe,no matter what your political stances,
red or blue, stay involved,advocate for the children.
You know, don't,don't stand on the sidelines.
(54:22):
Because a lot of times if, if,if you know that something's not right or
will not be in yourcommunity's best interest.
One of the things that Ilearned in the military,
one of the sayings that I've learnedis the squeaky wheel gets the grease.
We need to, we need to squeak.
(54:42):
We need to squeak until there isgrease poured on our concerns.
And, and, and that some,that there are addressed
because public education iswhere the leveling field is.
(55:03):
Your financial background is notsynonymous with intelligence.
There are a lot of intelligent childrenthat come out of impoverished conditions.
There are a lot of intelligentchildren that come from quote,
unquote, broken families.
(55:23):
There are a lot of intelligent childrenthat come from backgrounds that other,
other people may, may,may, may give up under.
And they need your support.
Advocate for, for those that may notbe able to advocate for themselves.
(55:47):
Because sooner or later,what I tell parents,
your child may go to a private school,these children may go to a public school.
Sooner or later, these kidsare going to meet in society and
they're going to meet insociety in some way and
they're going to have toadd to society in some way.
(56:08):
So making sure that all kids have a,
access to decent education isin the country's best interest.
>> IRON Mike Steadman (56:19):
Well, Trevor, we appreciate you.
We appreciate that knowledge.
I thought you were just aboutto do a mic drop right there.
But it's really important again tohave your voice on this platform so
people can hear it.
We're going to support you.
We send you positive energy andvibes all day, every day.
Me and Trevor got to keep going back andforth and start sharing some books again.
(56:40):
But for all our viewers and veteransthat are interested in learning more
about our veteran fellowshipprogram at the Hoover Institution,
head over to VF to hoover.org VFP andif you haven't done so already,
please, please make sure yousubscribe to Frontline Voices,
your favorite podcast hosting platform.
(57:01):
Brownie points foranyone that leaves us a comment.
Until next time.
Peace, love.
Have a great rest of your week, everyone.
[MUSIC]
>> IRON Mike Steadman (00:09):
Welcome to Frontline Voices podcast, brought to you
by Stanford University's HooverInstitution, where we explore leadership,
service, and real world solutions to someof our nation's most pressing issues.
I'm your host, IRON Mike Steadman,a member of the inaugural class of Hoover
veteran fellows anda Marine Corps veteran.
In today's episode, we turn our attentionto one of the most underappreciated
(00:31):
battlefields in America,our public school system.
Joining me is Trevor Clayton, a Navyveteran turned middle school principal who
spent the last decade on the frontlines of public education.
His mission?
To rebuild confidence in students,challenging low expectations and
reminding communities of what'spossible when we invest in our kids.
(00:53):
On the show, Trevor and I talk aboutwhat it takes to build confidence in
students who've neverbeen told they're smart,
how to cut through the noiseof low expectations and
labels, and why celebrating small winscan radically change school culture.
What struck me the most about thisconversation with Trevor isn't just his
commitment to academic excellence,but how he connects the dots between
(01:13):
military leadership, mentorship,and education innovation.
From hunger in the classroom tobetter leveraging technology,
Trevor paints a vividpicture of the challenges and
opportunities facing ourpublic schools today.
As always, I hope you enjoy today's showand look forward to hearing your feedback.
Mr. Clayton, thank you forjoining us on Frontline Voices.
(01:35):
How are you doing sir?
>> Trevor Clayton (01:36):
Good evening.
How are you, Mike?
>> IRON Mike Steadman (01:39):
I have to say, I have to say you're looking very sharp.
It's a pleasure having you on becausewe're going to be talking about a topic
that I think is very near anddear to a lot of our listeners hearts,
which is public education andeducation in general.
And with you being on the front linesin the trenches, in the middle school,
(02:00):
you know, we're really in for a treattoday and I appreciate you making time to
come on the show andshare your insights with our audience.
>> Trevor Clayton (02:09):
Thank you. Thank you for having me.
>> IRON Mike Steadman (02:12):
I think let's go ahead and
begin by just kind of having yougo ahead and introduce yourself,
your military background and how youended up in education in the first place.
>> Trevor Clayton (02:23):
Okay.
I'm Trevor Clayton.
I grew up in kind of two places.
I grew up with my mom,some in New York City and
with my maternal grandparentsin New Orleans, Louisiana.
I joined the military at 18 school because
(02:46):
I really didn't knowwhat I wanted to do and
gave me a way to orgave me a time space to figure
out what I wanted todo with my young life.
When I say the first year in I made this,I, I loved It.
(03:08):
I love the Navy.
I love traveling.
I love meeting a lot of diversepeople from all over our nation,
people that I would have nevergotten a chance to meet and
build relationships with some still todayif I wouldn't have joined the Navy.
So I did my first, maybe eight years as
(03:31):
an enlisted person,went to college and got my.
Got a degree and got commissioned and
was a engineering officertoward the second part of my
career working with the guysin the engine spaces and
fixing things and breaking things andjust getting dirty.
(03:55):
And even in that hot, tight space,building even stronger relationships.
But going back to how I got intoeducation in public education,
which is ironic because Inever went to public school.
I've always went to Catholicschool my whole life.
(04:17):
But in Catholic school,
I had one male teacher namedMr Evans in the eighth grade.
He was my eighth grade algebra teacher.
And Mr. Evans was everything that Iwould like to be when I was older.
(04:38):
He was smart, he was funny,he was sarcastic, he dressed well.
He was, you know, he was well groomed.
And I, you know,he just made such an impression on me at,
you know, 13 years old, 12, 13,
I was in eighth grade,that I held on to the dream.
(05:02):
I said, you know, if I ever gota chance to get into education,
I would just because of him andwhat he meant to me and
some of the other young men in my class.
And if I could only be thatto some other young men,
(05:22):
then I felt that my lifewould be beneficial and
others could learn from it.
>> IRON Mike Steadman (05:32):
That's amazing.
You know,I come from a family of public educators.
My mom was director of special educationat a couple of different schools down
in Texas.
My sister teaches inthe high school level.
She's speech and debate,communications, some other things.
So I definitely grew up inthat environment, you know,
going to mom's office inside the,you know, at the school and everything.
(05:56):
And I think it's real impactful,especially today, to have leaders of
character, people of strong values insidethe classroom, inside the school building,
because, to be quite frank, right,you know, as I'm older now and
I'm having these conversations with myfiance, like, we don't have any kids yet,
but she's very adamant aboutsending kids to private school.
(06:19):
You know,you start having those real conversations.
And for me, right, you can take it verypersonal because it almost makes it seem
like, well, why are we not enough?
You know, I came out ofthe public education system, but
I think the world has just changed sorapidly.
And there are a lot of challenges in termsof, you know, we got social media now it's
(06:40):
247 resources and funding and when peopleon the outside looking in, you know, it
can be very intimidating to want to senda child in some of these environments and.
>> Trevor Clayton (06:50):
It is very intimidating because sometimes in the media and
in the press all we see orall we are given is the horrors or
some of the things that negativelyhappen in public schools.
(07:12):
But these same things are happeningin private schools and
charter schools every day.
Public education is one thing thatis a constitutional up until 12th
grade everyone can't afford to send theirchildren to an elite private school.
(07:35):
Charter schools appeal to some andmay not appeal to others.
And make no mistake, I am prochoice when it comes to education.
I believe as a parent youshould have choices and
I also believe how wein public education fit
into that choice is to giveour families and our students.
(08:00):
Something that we, they would want.
Just like going to the grocery store.
>> IRON Mike Steadman (08:05):
Right. >> Trevor Clayton
brand over another?
Sometimes it's becausethat's all we've used, but
sometimes there's a product thatreally actually is better and
works better and, and, and,and has the resources.
I'm talking about public school to,to educate the whole child.
(08:28):
You know,one thing I tell my teachers every day,
especially when they're dealing witha difficult situation with a child,
I tell them and I remind them, parents puttheir best kid on the bus every morning.
Okay?
It's not like they put a bad kid onthe bus and keep their good kid at home.
(08:50):
Every morning they send us theirbest kid no matter what that is.
And we have a duty inthe public school system
to educate them whollyto make sure that when
they leave our buildingevery day that their
(09:10):
learning objective in eachcore class has been met.
And if we assess that it hasn't been met,
how are we going to remediate thosethings that have not been met?
And, and we do a, don't get me wrong,
public schools in itself have an elitist,have an elite ranking.
(09:35):
You have these magnet schoolsnow even which my sons went to.
I didn't know a lot about magnet schoolsbecause I was in the Navy at the time
because I was, you know, I wasn't ineducation, but they went to magnet schools
and sometimes and, and like herethe magnet schools are fantastic.
But everybody can't go to a magnet school.
(09:55):
Everybody can't.
Everybody doesn't have a magnet talent.
You know, art or singing orKids don't have that.
So what we have to do in public education,we have to make the school up the street.
The best school that we can make it forour families and children.
(10:16):
When I was growing up, you know, people see me now,
Naval Academy graduate, had a chance togo get my master's at Rutgers Newark,
you know, hosting this podcast forthe Hoover Institution.
But this is a drastically differentworld that I started out in.
>> Trevor Clayton (10:33):
Right.
>> IRON Mike Steadman (10:34):
Single parent home,
really was not the mostacademically gifted kid.
Never really got recognized for it.
You know, and the shift for me was once Idecided I want to go to the Naval Academy
around my sophomore year of high school.
And so at that point, you know, andbecause my mom worked at the school,
she had an opportunity to start gettingme in some of those more advanced classes
(10:57):
like ap, et cetera.
And I just remember howdifferent those classes were,
especially with me being one of one inthe room compared to the other classes.
That I was a part of.
>> Trevor Clayton (11:08):
Yes. >> IRON Mike Steadman
to be truly honest,I did not academically, on paper,
meet the criteria to be in those classes.
But my mom was like, that's my baby.
He wants to go to college.
He wants to go to the Naval Academy.
And she made it happen.
She had a little cloud at the school.
When I was taking the SAT to go to theacademy, I take the SAT six times, right?
(11:29):
And there was an advancedprogram at the school.
I'm glad you stuck with it.
>> IRON Mike Steadman (11:35):
Yeah. To put us through that, you know?
And so these are kind of experiencesthat I had growing up, and
I'm still trying tounderstand context now.
Like, another thing I didn't realize wasI used to always be jealous that I had to
pay for lunch and breakfast.
I felt like all these kids,they didn't have to pay.
They just go up to the counter andget their food.
And every day I have tocome in there with $2.
(11:56):
It wasn't until I got older that Irealized what reduced lunch really meant
and how many kids these schools actuallyserve as more than just education to them.
It's like their place to get fed.
And this came up during the pandemic.
>> Trevor Clayton (12:10):
Right.
Let me address the second half ofwhat you talked about first, and
then I'll go back to what you mentionedabout your mom and in school and
maybe being in classes thatyou didn't qualify for.
I've been in what we call in Florida Title1 schools for about 10 years.
(12:33):
And when we talk about Title 1,
we talk about the lowersocioeconomic families or
neighborhoods, and we talk about the.
The.We're talking about the percentage of
free and reduced lunch.
At the last 1, 2, 3.
(12:53):
My last four schools I'vebeen administrator in,
I feed kids breakfast,lunch, and sometimes dinner.
And I know that for some children,
this is the only.
These are the only meals they get.
(13:15):
And it's important.
I cannot.
We cannot teach a hungry child,you know, and it.
It.And it's not just and hunger.
What I've learned being feeding kidsevery day is hunger has no skin color.
(13:40):
Hunger has no zip code.
Hunger transcends all those things.
One thing I created in my first titleone school, what's worked out for me, I.
In school, in the lunchroom,we have a share table.
And our share table is, say you go throughthe lunch line and, or the breakfast line,
(14:01):
and you're gonna watcha cinnamon toast crunch.
We have a shared table in the back.
And nothing.
If you don't want it,we're not throwing it away.
And the kids know apples go with apples,cereal goes with cereal,
chocolate milk goes with chocolate milk.
And they put it on a share table.
And every day I have kidsthat will come in and
go back to the share table two orthree times to get fed, and that's okay.
(14:26):
And nobody makes fun of them.
Nobody says anything.
So we don't know how blessed we are thatwe can bring $2, like you said,
and pay for lunch orlike I did in private school, you know,
I had last night's dinner in the lunchbox,you know, and some things.
So that's very important.
(14:47):
Going back to your first part.
You.Were one of the lucky ones that knew what
you wanted to do.
You wanted to go to the Naval Academy,and you had a plan.
And not only that, not only did you have aplan, the Naval Academy, in a lot of ways,
gave you a blueprint to work your plan.
You need this, this, andthis, you know, to get there.
(15:08):
And you would, not only do you need this,this, and this,
you need a certain level of this,this, and this to get there.
So you had a.
You had a plan and.
And then you had will becauseyou were like you said,
you were in classes thatmaybe you traditionally
(15:29):
were not a part of, ormaybe that academically,
when it came to assessments,you did not qualify for.
But by the grace of God, your momfound a way to get you in there and
provide you with the resources andthe support for you to be successful.
(15:53):
And that's good.
A lot of the students that I serve.
Do not have that support.
So I become this.
I become that advocate.
You know, I become, okay, how.
How can we get more 8thgrade kids into algebra?
(16:16):
Because in the.
That's the only way in, In Duval county,one of the only ways to get to
the Madden schools is you haveto have algebra in eighth grade.
Okay?
So the magnet high schools, soyou have to have algebra in 8th grade.
So how can I get more kids?
I've always.
And I'm always thinking, how can I getmore kids in algebra by the eighth grade
(16:41):
so they can have an opportunity to go toa better high school if they wanted to,
so they can have an opportunityto go to college?
So it starts very young.
And what I do,I start with those kids at sixth grade.
I can't regulate who comes to the school.
(17:03):
I don't know what fifth gradersare coming and how their scores are.
I mean, I do, I get their data,but I don't know.
I don't know their background.
So I have to work with them yet.
We identify them, andthen we work with them
throughout instructionaltime through tier two,
sometimes tier three interventions,mean a group of kids or
(17:28):
individual kids, and to strengthenthose skills, the math skills,
the reading skills,because a lot of times the higher math,
the real world situationsare word problems.
So they have to be able to read and
understand what the wordproblem is asking them.
(17:49):
So we work on those critical thinkingskills as soon as we get them.
So when they take thatassessment in the 7th grade,
we can fill those seats forAlgebra 1 in the 8th grade.
And it's not just about teaching them orhaving them be in algebra,
(18:10):
but it's about giving them opportunities.
Six years, eight years down the line.
>> IRON Mike Steadman (18:18):
These kids you mentioned, you know,
in the Title 1 schools.
Right.
Low socioeconomic status.
We know the kind of psychologicalchallenges that brings.
How do you instill confidence in kidslike that when they're up against
it academically?
Because that's something.
I'll be honest.
I am 38 years old.
I'm almost 38.
I turned 38 by the timethis podcast comes out.
(18:40):
I grew up not thinking I was smart.
>> Trevor Clayton (18:42):
Right, Right.
Most of us, unfortunately,I had the same similar situation.
I grew up single parent,you know, in, you know,
you know, going through,you know, just going through the,
the ebbs and flows of beinga young man with a single parent,
(19:03):
trying to figure out what,what you want to do the biggest thing,
a lot of those,A lot of children are confident, but
they're confident about different things,you know, and we have
to shift the confidence because some ofthem have never been successful in school.
(19:24):
You know, they've been successful atcheerleading, they've been successful at
football, they've been successful atbasketball, they've been successful at
other things, butthey've never been successful in school.
So basically, how do they say inthe streets, keep that same energy.
I want them that same energy inthe classroom, and not give up.
(19:50):
If you can practice in the summer,three, four hours in the heat of
Florida to become a better running back orreceiver or quarterback,
you could give me an hour in our,in our after school program to become
better at math or reading or sit withyour teacher to bring up your grades.
So they have the confidence,but it may be misguided or
(20:13):
sometimes it's not even tappedinto because they haven't been.
They've been successful at other things,but not successful at school.
And then sometimes what you'll see,it's, It's a.
It may have.
It may be generational that inthe family that there has not been
a certain level of success inschool because of, you know,
(20:37):
when you're dealing withthe strain of the social and
economic problems of our neighborhoods,
the importance sometimesis to keep the lights on,
put the food on the table, andkeep clothes on the kids back.
So, you know, school,they didn't have the luxury, and
(20:59):
I hate to say it, to focus on school,but we, we shift that energy.
And what we do, a lot of times wecelebrate the small victories,
the smallest victories,we make a big thing about because it,
because it helps toboost their confidence.
(21:20):
We have, every quarter,we have quarterly assessments and
the kids who score in the green,which means that,
you know, whether in math or,or reading or civics or
science, that they score in the green,that they're.
They are proficient in that, in thosebenchmarks for that period of time.
(21:45):
We throw a thing at schoolcalled a green party.
And everything is green.
The juice is green, the cake is green.
We wear green shirts.
Everything green is decorated.
And we celebrate those victories.
But that is infectious,because what kids tell me,
they come up to me in the hallway, Mr.Cle, I'm gonna be at the next green party.
Yeah, I'm gonna be atthe next green party.
(22:06):
And it's just it instillsin them to work harder.
What do I have to do to be there?
We celebrate.
We celebrate not just academic victories,we also celebrate Character victories.
Know the most improved student,you know, if I see a student,
if I know a young man oryoung woman that's.
(22:28):
That's had some rough days ahead of them,has been on a.
I haven't.They haven't been to the dean's office in
two weeks or they haven't been.
There hasn't been a referralin the queue for them.
I stop them andI tell them, hey, hey, hey,
I noticed you've been doing all right,you know, and I may give, I carry.
I'm notorious forcarrying around gummy bears.
I tell [LAUGH] little bags of gummy bears,and
(22:50):
I give them a bag of gummy bears andtell them, keep it up.
But you build their confidence byrecognizing their achievements,
no matter how big or small.
And once you can do that, you once.
And once they trust you,once they trust you and
they know that you care through those.
(23:10):
Your relationship, those kidswill run through a brick wall for
you to make sure that.
That they don't disappoint you.
>> IRON Mike Steadman (23:20):
Trevor, I don't know if you.
>> Trevor Clayton (23:22):
Go ahead.
>> IRON Mike Steadman (23:24):
No, I want you to finish your thought.
>> Trevor Clayton (23:25):
I'm at a school now where the last nine
years the school has been.
You know, we get letter grades herelike restaurants and hospitals.
A school, B school, C school.
The last nine years the schoolhas been a D or an F.
Okay.
(23:47):
This year, year pass.
We scored.
The school scored the first C,which is proficient, four points from a B.
And we were celebrating.
And one of the kids yelled out,we're not a hood school anymore.
And you know, it sound,it sounds crazy, but I'm thinking they,
(24:10):
they, they relate and they,
they already know as young childrenhow society has looked at them.
And that's, that's heartbreakingbecause of a letter grade.
You know,
some of these kids come from elementaryschools that have not been successful.
And there, if you're in the right,or I should say the wrong track or
(24:34):
in the wrong zip code ordepending on what your zip code is,
you can be in a failing school for12 years.
You can go from a failing elementaryschool to a failing middle school to
a failing high school.
So these kids have,
some of them would never be in a schoolenvironment that has been successful.
(24:56):
And when that child said,we're not a hood school anymore,
that was the end of last year.
This year,the school is totally different.
Quiet kids in class, answering questions,
participating, engaged teachers,happy to come to school.
Just, just seeingthe progress has dramatically
(25:20):
shifted the culture andclimate of the school building.
>> IRON Mike Steadman (25:26):
You talked about a couple things.
You know that kid saying, I want thegreen, I want to go to the green Party.
We call that normalizing excellence.
Sometimes that's all it takes.
You know, the first time I see thatMarine Corps infantry officer, you know,
it's possible.
First time I see that Naval Academymidshipman, it's possible.
I still got a long way to go,but I see it possible.
(25:50):
The first time I see a group of PhDs thatlook like me, instant normalizing, right?
And sometimes, you know, forme, it can be very divisive.
Especially now,we talk about this representation matter.
And for me, it's all about agency, feelingseen, having people that, you know,
show you what's possible.
(26:11):
But, you know,I'm curious to learn from you.
That kid said,we're not a hood school now, right?
He didn't just come up with that.
Somebody said that to him.
That's something that people hear around.
And labels that get placedon kids before they even had
a chance to make a name forthemselves in the world.
(26:34):
How do you protect them from those labels?
When even some of that stuff is tabbeddown, you know, all of a sudden I find out
I'm at risk then, that I carry,that I'm an at risk youth.
I don't have a dad in the home.
Then you get older and you're like,wait, why am I at risk?
And like,why am I trying to shake this off?
My coach now says, mike,you got a cut the wires.
(26:54):
Somebody put Anotheroperating system in you.
And during my work in Newark,it was a constant uphill battle.
And I'm very carefulwith my words these days,
particularly when I'm talking to kids.
>> Trevor Clayton (27:05):
Right, you're right.
Somebody put that label not juston only kids, but on the school,
and on the children of the school.
Because associated with justa letter grade, you know,
and we don't, sometimes wedon't see in society if we have
(27:25):
a fail in school,it's not the kids that fail, it's us.
We failed the kids.
It's not the teachers.
We have some of the best teachersin our struggling schools
because those teachersreally have to teach.
They have to take a kid that somebody saysthere's no way this kid is going to be on
(27:49):
grade level by the end of the school year.
And they have to make sure that this kidis on grade level by the end of the year.
So they know if I let them thinkthat they're at a hood school and
perpetuate that idea, then they're,they're going to get a sense that they're,
that our expectation level of themis not the same as everybody else.
(28:15):
And that's not true.
Your expectation level to achieve is justthe same as the school in a different
zip code that may not be in crisis likesome of our, our zip codes are in.
Your expectation is the same.
What the, the assessment is the same.
The, the, the opportunities are the same.
(28:40):
It's just that we have to get you tothe opportunities we have to make.
We have to qualify you forthe opportunities that are out there.
And it's, it's sad that we inour society look at certain
schools because of where they're,where they are or
who attends them or the history ofthe school and label it a bad school.
(29:06):
But what I've found is those,the teachers want their kids to achieve.
They're just as dedicated.
The kids want to achieve.
And a lot of times the kids behavior isin the classroom is out of frustration
because they can't, they, they,they, nobody ever pushed them and
(29:26):
demanded of them that they master thesebenchmarks, that they, that they,
they take the tougher classes thatthey put in the hour after school or
before school to go to study hall.
That yes, I come to them and say,if you don't come to Saturday school,
you will not be on the football team.
Yes, we have Saturday school there.
>> IRON Mike Steadman (29:49):
I want you to talk about Saturday school because I used to,
I used to go to Saturday school.
>> Trevor Clayton (29:53):
We have Saturday school.
And if you're on the football team,
it's not an option that youcome to Saturday school.
If you're on the basketball,if you play any sport,
it's not an option thatyou come to Saturday.
You have to come becausewe have to get you there.
And, and ironically,by me mentioning that our
challenge in schools a lotof times are known for
(30:16):
their sports achievement and,and we want to give
props to them because that schoolis a powerhouse in football,
a powerhouse in basketball, but we don't,
we don't push our kids tohave the same standards
(30:38):
when it comes to their academic greatness.
And we gotta stop that.
And once schools, once the kids believethey can achieve, you'll be surprised.
We have a new platform intesting where it used to be,
kids would take a summative assessmentat the end of the year, and
(30:58):
it'd be a month and a half, two monthsbefore they get the scores, right?
Now the scores are instant.
Soon as they're done, they get the scores.
The kids running to me in the hallway, Mr.Clayton, I got a four, I scored a five.
I, I got a four.
And they're asking each other what theygot and they challenging each other,
high five.
And they can't believe they got a four orfive.
(31:21):
And when you, when you're in the four orfive range, that means you're,
you're well above grade level.
And three is grade level, but four andfives are above grade level and
extremely above grade level.
And they're high fiving andchallenging each other what they get.
And by them doing that,they are building their confidence.
They said we can do the same thingthe kids on the other side of town do,
(31:45):
you know, and we can be proud of it.
You know, we can be proud of it.
And, and the teachers,I feel so, I feel so
happy forthe teachers because for the 100.
And, and, and 65 days they'vebeen teaching these kids and, and
(32:05):
reteaching and, and, and I providedifferentiation in the classroom.
Those last 15 days oftesting in school pay off.
And it's just like the teachers,they feel,
that's when they feel that they havedone their job and they're proud of it.
>> IRON Mike Steadman (32:28):
You mentioned this celebrating academic excellence.
Whose responsibility do you think itis for us to help bring that to more
of a forefront, especially in likethe Title 9 or Title 1 school?
Sorry.
>> Trevor Clayton (32:42):
I, I, I think it's the administrator's responsibility.
We, not.
When I say responsibility,I don't mean I'm, I'm in the cafeteria
taping balloons up to the overhead or,or you know, buying the cake.
But I have to, I, I have to makesure that that's always on my mind.
(33:06):
And, and like we have, we can assemblea committee that, that we work together.
Teachers, administrators,teachers, instructional coach,
and even some kids, we get together andwe give kids input.
Okay, last, last week or last quarter,we had green cake and green punch.
(33:30):
What would you, what would you guys,if we could do it,
what would you guys liketo see this quarter?
And a kid said, we want to,we want nachos, but with the green chips.
I don't know if you ever seen them, but
you know how hard it is tofind green chip nachos?
[LAUGH] They have them in abundancearound the Christmastime.
They have the green and red chip nachosfor decorations around Christmastime.
(33:52):
So we really couldn't find them, sowe bought the regular ones and dyed them.
Yeah, we use food diet,but we give them input.
But I have the coaches and the guidancecounselors, you know, they, the guidance
counselors make certificates withthe kid's name on it and recognize them.
And, and the teachers decorate andrecall the kid's name, you know,
(34:12):
and recognize them that way.
But it's, it's, it's my responsibilityto make sure that the kids are,
are that we remember thatthe kids need to be celebrated,
you know, and I make sure, and that's,
we have a leadership meeting everyFriday morning before school starts.
(34:36):
And I make sure we have a piece forwhich we call pbis
Positive Behavior Intervention Systemsthat during
our PBIS segment that wepurposely look for ways or
dates that are coming up where wecelebrate kids and their achievements.
>> IRON Mike Steadman (35:01):
That's amazing.
Now let me ask you this.
Over the last years, I mean, you've beenin public education on 16 years now.
What is-.
>> Trevor Clayton (35:11):
Started, yeah, 16 years, you're right.
Yeah.I started 16 years, right?
Yeah, yeah, yeah.
>> IRON Mike Steadman (35:17):
What's shifted and what's kind of remained the same.
And the reason I asked that, becausethere's a lot of new challenges now.
Even prepping forthis interview, you know,
social media,post COVID 19 pandemic, this 24.
7 news cycle, andeven keeping kids motivated, you know,
because I think a report came out thata lot of kids want to be influencers.
(35:37):
Right.They want to make TikTok videos and
they want to do that.
And it almost feels like the value foreducation is kind of slipping.
>> Trevor Clayton (35:47):
Right, Right.
Since I began in 08, there's a,there's been a few shifts.
I don't think there's one big shift, andI'll talk about a few that I've seen.
One is the biggest shiftis this social media thing,
the social media and the access of it.
(36:10):
Because even as adults,we may not know how to filter information.
When I say filter, I mean in,in the sense of what's true and
what's false, what's appropriate andwhat's not appropriate,
and, and, and, and, andhow much of it to digest.
(36:33):
And the, the, the children now,everything is tied, for
lack of better words to their phone,you know, and
the phone holds more attention andthe information or
whatever they're involvedin on the phone holds,
Holds more value than what'sgoing on in the classroom.
(36:55):
And it was in school, andthat's a huge problem.
And one of the shifts that I'm startingto see as it comes to phones, more and
more states and school districtsare starting to restrict phones.
You know, you have to turn it in inthe morning and get it, you know,
on your way out in the afternoon.
(37:17):
Even though I have my opinions on that,
they're still getting a lot ofpushbacks from parents, you know.
You know, some parents, like, hey, mychild, you know, needs his or her phone or
if there's an emergency or, you know,even to the point where I paid for
the phone, you don't,you don't have any right to take.
We're not taking the phone.
We just want to make sure wekeep the learning environment,
(37:43):
there's integrity inthe learning environment.
There are no distractions in there.
Another shift.
What I'm seeing, there's a lot ofcompetition with charter schools.
And like I said in the beginning,I'm all for choice, you know, because,
(38:05):
you know, Naval Academy maybehave may been what you needed.
Another college was what I needed.
Some kids, you know, may need, you know,technical school, wherever it may be.
So I'm all for choice, but
the shift is, it seems like,
(38:26):
Elise, the kids that I've served,
that the charter schools maynot serve some of our kids and
families in their best interest.
You know, I get a lot of kids at my schoolthat have been put out of the charter
(38:49):
schools that tell them that you can'tcome back for behavioral problems.
Or I get kids that when they do come back,they're behind, you know, academically.
I'm not saying all charter schools,but I think we.
I think there should bea lot more oversight.
(39:10):
And the standards they'reheld to when it comes
to educating our children,teacher certification,
assessment objectives and goals.
I think they should be heldto the same standard that.
(39:32):
That public schools are held to.
>> IRON Mike Steadman (39:35):
You touch on something that I think
is a big sentiment that a lot of the kidsthat are in the public school system
are the ones that are left behind.
You know,it's like they couldn't do private school,
they couldn't do charter school.
So now, like the public school.
Right.
And again, I might not be speaking foreveryone, so I'm not going to say that,
but I just.
That is a sentiment that I hear inthe ether people speaking about.
>> Trevor Clayton (40:00):
Yeah, and Sometimes, but public school,
it shouldn't be, andit's not a dumping ground.
Public school should be just likepublic transportation, a viable option.
You know, I know like when Igo to New York, I don't drive.
(40:20):
I mean, you mean, you know,it would take me two hours with a,
a 30 minute train ride would do for me.
And what I mean by that isit should be the option that
it shouldn't be looked atas the last it sought or
the last option foreducating our children.
(40:42):
I would like it to be the firstoption because I, I see,
I've seen a lot of kids comeout of public school and
to this day that do great things.
I just had, I just had one studenttext me when I was a teacher.
>> IRON Mike Steadman (41:03):
One sec, Trevor, I lost you on video for a sec.
There we go back.
Yeah, I think, yeah, go ahead.
Pick up right where you left off.
>> Trevor Clayton (41:10):
I had one student when I was a teacher, I, I,
I taught reading forkids who couldn't read or,
or were behind that weren'tin their reading level.
I just had one student text me, email me.
He's graduating with his master's degreefrom Howard University in, in a few weeks.
You know, this is a kid who everybody,he was in a reading class, you know,
(41:32):
in the eighth grade,maybe reading at a fifth grade level.
But I didn't, I didn't let him knowthat and I didn't let him know.
I've never said, I never told him hecouldn't do it would never catch up.
And just see.
I think if we don't take a give up orthrow away attitude on our
children in public school,then these kids can do things that
(41:55):
will shock even us, even,or, and even the naysayers.
There was there, there, there.
And I'm gonna go back tothe question you asked.
Some of the things that havebeen steady in education
because we asked about the shifts.
(42:17):
Some of one of the thingsI've seen steady.
I have to first start with teachers forthe most part I very rarely, I'm not
saying that they're not out there, butmost teachers want their kids to succeed.
The teachers have been dedicated andloyal to their craft
into their children for and,and, and, and for and, and
(42:42):
the teacher will tell you they don'tdo it for the pay because they,
you don't get paid a wholelot of money in education.
They do it because they love what they do.
So that has been a constant,another constant that I I have,
(43:03):
I've seen in education is parents,parents in public education.
They want their child to have the,the best education we can give them.
They don't send,they don't send their children there just
to be babysat for seven and a half hours.
(43:23):
They want their children tobe educated even if they're,
they haven't been educated.
That has been constant.
So between the parents andthe teachers that want the best for
the kids, that's a mandate forme as an administrator
that I have to do whateverI need to do within law and
(43:47):
within reason andto get creative to make sure that my
kids in the school andour kids are, are achieving.
>> IRON Mike Steadman (43:59):
That's one thing I was going to ask you about.
Right.Innovation inside the classroom, okay?
So there's this shift.
We've got technology now in a way.
You've got YouTube.
Every person create theirown version of the Internet.
We have artificial intelligence.
How are you getting kidsto take advantage of that?
Bringing them up to speed on it andinnovating so
(44:19):
that they're able to gain employmentin this new and emerging economy?
>> Trevor Clayton (44:25):
Two ways.
One, we're a one to one school, meaningthat every kid has a laptop in the school.
So, kids have access totechnology during the school day.
Second, there is no more, I don't know.
You don't have kids.
I don't know if you talkto school age kids.
(44:47):
There are no more textbooks.
School everything is on a platform.
Every subject is done duringa platform and it's, and
it's interactive platforms andthere are some platforms they
can get on at home and practice and,and they can get on, you know,
they can do basically everything theyneed to do, get their assignments,
(45:11):
turn in their assignments on a platformand other ways I helped them with that.
I offer, we call CTE courses in schoolComputer technology education courses.
I offer them for all three grade levels,sixth, seventh, and eighth.
And I have a teacher who iscertified in CTE and she,
(45:32):
she talks about programming and,and, and, and writing programs and
things of that nature so that it,the kids get to see not just how,
not they don't just use a computer,but they get to see and
get to take part in whatmakes those programs work.
(45:55):
So we give them courses in IT andthen we have, we,
we have our stakeholders from out in town,from the hospital.
We had a guy that ran the hospital'sIT network called the about IT and
computers are used in the hospitalsin keeping track of patient records,
(46:17):
and billing, and helping doctors withdiagnosis, and things of that nature.
We have it people from the powercompany JEA, they come in and
say how they use IT to track poweroutages and turn power back on.
Just to show them that technology is justused more than just for TikTok [LAUGH].
(46:41):
And then it's embedded ineverything they do in life.
And then if they know howto use it properly and
have a respect for it,or are interested in it,
they can get into careers that willhelp them take their interest in
technology a lot further andto help a lot of on the peak.
>> IRON Mike Steadman (47:07):
And Trevor, let me tell you, you know,
we have a lot of conversation thesedays about role models, right?
And some people like to say role models.
You know, nobody wants to bea role model anymore, but
a lot of times I think just becausepeople are looking towards celebrities,
they're looking towards professionalathletes, but we need to be looking
towards veterans like you that are in theclassrooms and it's on the front lines.
(47:28):
And even hearing you talk about technologyexcites me because we can create a new
future for ourselves too.
You know, a world where a kid witha learning disability now can spar with
the AI, you know,has a new way of thinking.
But sometimes, you know, when peopleare stuck in their ways, it's hard for
them to see that.
So it's real exciting to hear you bringingthose things into the classroom and
(47:49):
just being very passionateabout what you do.
>> Trevor Clayton (47:53):
You have to be passionate.
But as a, as a role model.
We are role models.
And one thing I've learned about.
My children, they notice everything.
They notice everything.
And when you don't think they're watching,they're watching and they're watching you.
And so you.
We can't.
I can't afford not to be on my game,per se.
(48:15):
I can't afford to use my words loosely.
I can't afford to not berespectful to others.
I can't afford to be out of tonewhen I'm talking to people.
I can't afford it.
And what I mean by that is becausethere's too much at stake for
(48:36):
those kids that are watching you.
You understand?
I, I normally on, on dress down days or
sometimes when I'm just feelinga little more comfortable, I wear.
From Louisiana growing up, I got,I got a couple of pair of cowboy boots and
I, I wear my khakis and, you know,maybe a mutton down polo shirt.
(48:58):
And one day I was in the cafeteria,this one little kid came up to me and he,
he stuck his foot out.
He said, Mr. Clayton, I asked my momto buy me some boots just like yours.
And they felt like, wow.
Really?We, we took a picture.
We took a picture of our feet.
I didn't even know he noticed,you know, but kids notice everything.
(49:19):
And one thing about role models, what Ilearned when I first got into education,
I wanted to be a role model foryoung black kids.
But as I got into education andmoved around, I realized I was.
I need to be a role model forall kids, white kids as well,
(49:42):
Asian kids, Indian kids, Hispanic kids.
Because sometimes the imagesthat they have been given of
us as African American men are not,Are not correct images.
And I have to be a role model for them.
I have to show all kids the correct way.
I can't get locked into a color,
(50:04):
a swatch of a certain color justbecause I want all kids to excel.
So I have to be a role model for all kids.
And, and, and I enjoy it.
I, I really do.
I, I really enjoy making surethat they see me at my best,
even when I'm not having a good day.
>> IRON Mike Steadman (50:28):
Well, Trevor, we got veterans tuning in from all over
the country, all over the world,as well as other change makers.
This is your time, first time.
This is his first time doing a podcast,y' all, and I think he crushed it.
>> Trevor Clayton (50:40):
Yes. >> IRON Mike Steadman
encouragement.
Yeah, go ahead.
Yes. Yeah. No, no, no.
I think what you're going to ask me iswhat I'm leaving it to be on the question.
>> IRON Mike Steadman (50:48):
No, I'm saying,
what words of encouragement wouldyou like to leave them with?
Or any words of wisdom you like to leavepeople with given your role as a veteran,
as a principal,as someone inside that classroom.
>> Trevor Clayton (51:02):
First, let me speak to our veteran brothers and sisters.
You have, you have more tools and
resources that can benefitsociety than you know.
You are needed out here.
Two things in education.
My first job when I was a teacher,I knew I wanted to be a teacher.
(51:25):
I, I, I did.
I put on my one day, I put on, I printedoff about 20 copies of my resume.
It was raining.
I put on my best blue suit and I went fromschool to school handing out my resume.
You know, I got a lot of turn downs.
And I went to this one school,the first school that hired me and
the principal,she said why do you want to teach?
(51:47):
You've never taught before?
I said no, negative.
I said, I may not have taughtlike you teach, but for
24 years I've taken 17,18 and 19 year old kids and
taught them exactly whatto do with 0% failure rate.
I've taught maybe just in a different way.
(52:07):
It's behind me.
And another thing, so, so we have thoseskills, especially those of us who retire,
we have those skills to teach andto guide and to encourage.
But also one of the things that mademe a good teacher in the classroom.
We have what we callclassroom management skills.
(52:27):
Most of us don't have problemwith discipline in the classroom.
We're structured, we're orderly.
We, we, we respect and we get respect.
So those are, that's the hardest thing forteachers right now is management.
We have that.
And I encourage you to ourveterans to get out there and
use the skills that you havesharpened in the military.
(52:50):
And if you, if you have the heart to,to serve society in some way,
to give back in a way thatonly we can give back.
Only we can give back.
Because one thing, the sucky sidewhen I retired from the military
is that I miss the camaraderie of myfellow sailors from being in the Navy.
(53:15):
And I missed that because therewas a bond, there was a closeness.
But that closeness that you have in you,that,
that those qualities that youhave in you are beneficial to
people who never knew that in waysthat you could never imagine.
And to those that are listening,I would say, to those that were listening,
(53:40):
I would say don't giveup on public education.
Support your local public schools.
There's a lot of nastiness now.
We've politicized the school boards andschool board races
that in a way that it's really,it's really not about the Kids,
(54:01):
you know, it's about adult, adult agendas.
And we have to get involved.
No matter, no matter what you believe,no matter what your political stances,
red or blue, stay involved,advocate for the children.
You know, don't,don't stand on the sidelines.
(54:22):
Because a lot of times if, if,if you know that something's not right or
will not be in yourcommunity's best interest.
One of the things that Ilearned in the military,
one of the sayings that I've learnedis the squeaky wheel gets the grease.
We need to, we need to squeak.
(54:42):
We need to squeak until there isgrease poured on our concerns.
And, and, and that some,that there are addressed
because public education iswhere the leveling field is.
(55:03):
Your financial background is notsynonymous with intelligence.
There are a lot of intelligent childrenthat come out of impoverished conditions.
There are a lot of intelligentchildren that come from quote,
unquote, broken families.
(55:23):
There are a lot of intelligent childrenthat come from backgrounds that other,
other people may, may,may, may give up under.
And they need your support.
Advocate for, for those that may notbe able to advocate for themselves.
(55:47):
Because sooner or later,what I tell parents,
your child may go to a private school,these children may go to a public school.
Sooner or later, these kidsare going to meet in society and
they're going to meet insociety in some way and
they're going to have toadd to society in some way.
(56:08):
So making sure that all kids have a,
access to decent education isin the country's best interest.
>> IRON Mike Steadman (56:19):
Well, Trevor, we appreciate you.
We appreciate that knowledge.
I thought you were just aboutto do a mic drop right there.
But it's really important again tohave your voice on this platform so
people can hear it.
We're going to support you.
We send you positive energy andvibes all day, every day.
Me and Trevor got to keep going back andforth and start sharing some books again.
(56:40):
But for all our viewers and veteransthat are interested in learning more
about our veteran fellowshipprogram at the Hoover Institution,
head over to VF to hoover.org VFP andif you haven't done so already,
please, please make sure yousubscribe to Frontline Voices,
your favorite podcast hosting platform.
(57:01):
Brownie points foranyone that leaves us a comment.
Until next time.
Peace, love.
Have a great rest of your week, everyone.
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