Secretary of Education

As a public educator, I’ve had enough of seeing people from outside the education system appointed to positions like the Secretary of Education. It feels patronizing, to be honest. The idea that someone can simply step into the role of shaping national education policy without truly understanding the daily realities of a classroom is not only frustrating but downright disrespectful. These individuals often come with impressive credentials in business or public service, yet they fundamentally misunderstand what makes education work. It’s as if they view education as a simple fix, a challenge that can be solved with a business model or a quick solution, ignoring the reality that teaching and learning are complex, nuanced processes that require expertise, empathy, and years of hands-on experience.

It’s not that people from outside the system don’t have valuable skills to offer, but education isn’t something that can be "fixed" by bringing in someone with no practical experience in the classroom. Teaching is a set of highly specialized skills, just like running the Department of Education requires a unique set of skills, including a comprehensive understanding of the educational landscape. It takes years of training, continued professional development, and real-world experience to be effective as an educator. A classroom isn’t a boardroom, and the needs of students can’t be solved with a corporate mindset. Yet, time and time again, we see appointments to education roles filled by people who have no direct experience with the public education system and its challenges.

What exactly does the United States Secretary of Education do? This role is pivotal in shaping the policies and decisions that impact millions of students nationwide. The Secretary can actively influence everything from K-12 education to higher education, overseeing federal education programs, pushing for reforms, and advocating for resources that support both students and educators. This isn’t a behind-the-scenes position; the Secretary holds significant power to direct the course of national education policy, making decisions that can shape the educational future for generations.

Now, let’s imagine Linda McMahon in this role. Many know her for her success in business, public service, and her leadership at WWE, but what would it mean if someone with her background took on the vital job of Secretary of Education? McMahon’s career has primarily been in business and public service, but does that make her qualified to oversee the nation’s education system? To answer that, let’s first dive into what the Secretary of Education’s role truly entails.

The salary for the Secretary of Education reflects the weight of the position. At $221,400 per year, it’s a high-ranking government role that demands someone who can navigate the complex world of public education, funding, and policy. With this responsibility comes the power to influence the direction of education at the national level—decisions that affect millions of students, teachers, and schools across the country. The salary is significant, but the real impact of this role goes far beyond compensation. The Secretary can directly affect everything from access to educational resources to the federal policies that govern how schools operate.

So, what qualifications should someone have to take on this kind of responsibility? While being a classroom teacher isn’t a strict requirement, the person in this position should have substantial experience in education or public policy, ideally within the public sector. The Secretary of Education must understand the realities of public education, including the unique challenges that come with working in Title 1 schools, which serve students from low-income families. These schools face significant obstacles, and having a leader who understands those struggles firsthand is crucial. A background in public education gives the Secretary the kind of insight needed to make informed decisions that address these challenges effectively.

Beyond experience in education, the Secretary of Education also needs political savvy. This is a position that requires constant interaction with Congress, the President, and other key political figures. The Secretary must be able to advocate for policies, secure funding, and help pass legislation that directly benefits students and teachers. Without this kind of political experience, it would be difficult to make real changes that impact the nation’s education system. It’s clear that this role requires more than good intentions. It demands someone who truly understands the inner workings of education systems, someone who has worked in public schools and, ideally, someone who has experience in Title 1 schools. The future of education isn’t just about theoretical policies, it’s about real students, real teachers, and real communities that need support.

This is where Linda McMahon’s background, while impressive, raises questions. McMahon has had tremendous success in the business world and has led large organizations, but what does that background really offer in terms of understanding the needs of students and teachers on the ground? Education policy is at its best when the leader has a genuine understanding of the system from the inside. A Secretary of Education with firsthand classroom experience brings a unique perspective, one that can address the practical, day-to-day challenges educators face. It’s not just about policy; it’s about connecting with the real issues in classrooms and schools.

For instance, a Secretary who has taught in a classroom or led a school district understands what works and what doesn’t in education. They know the importance of empathy for both students and teachers and are more likely to advocate for policies based on the realities of the classroom, rather than abstract theories. Such leaders bring a commitment to long-term educational goals, focusing on improving student outcomes, addressing equity gaps, and ensuring that every student has access to high-quality education. Teachers and educational administrators are more likely to trust and collaborate with a Secretary who understands their challenges, and that trust is essential when it comes to implementing effective, wide-reaching policies. A Secretary who has earned that trust can help build relationships that result in lasting change across schools, districts, and states.

The day-to-day tasks of the Secretary of Education are dynamic and ever-changing. On any given day, the Secretary might work with the President and Congress on education policy, advocating for changes to federal education laws or pushing for more funding for programs that support schools and students. They oversee numerous federal education programs, from Pell Grants to student loan programs, ensuring these initiatives are running smoothly and effectively. The Secretary also represents the U.S. Department of Education at national conferences and local school visits, speaking directly to educators and students to emphasize the importance of education and the role of the government in supporting it. Beyond these tasks, the Secretary is at the forefront of education reform efforts, promoting new policies that could improve the quality of education. Whether it’s advocating for underserved communities or addressing challenges related to technology and digital learning, the Secretary must drive changes that align with the needs of students and the future of education. The Secretary also meets with educational leaders from around the country, including school superintendents, university presidents, and teacher unions. These meetings help inform their decisions and ensure that policies are practical, effective, and responsive to the needs of educators and students.

I believe the Secretary of Education needs to be more than just a well-connected politician or a business leader. They need to be someone with a deep, practical understanding of education, someone who knows what it’s like to be in a classroom, to lead a school, and to face the challenges of public education. For this role, real experience in the public education sector is vital. If someone like Linda McMahon were to step into this role, it would be crucial for her to truly understand the intricacies of our education system and the struggles that many schools face, particularly Title 1 schools. When we talk about the future of our education system, we’re not just discussing abstract policies. We’re talking about the lives of students, the careers of teachers, and the future of our society. Education is at the heart of everything, and for meaningful change to happen, we need a Secretary of Education who has not just the credentials, but the real-world experience to understand and make a difference. Only then can we be confident that the policies in place will work for every student, every educator, and every school across the country.

What frustrates me the most is how this appointment underline a deeper issue: the devaluation of educators and the work we do. We’re told that we should be grateful for policy makers who have “the answers,” even when those answers are disconnected from the actual experience of teaching. It sends a message that the expertise we’ve built over years of working with students and navigating complex educational challenges is somehow less valuable than someone with a background in something completely unrelated. If we’re truly going to improve education in this country, we need leaders who understand what it’s like to teach, who have spent time in the trenches with students and educators. They need to understand the challenges we face, the systemic issues that we work to overcome daily, and the importance of building policies that reflect the realities of the classroom. Without this deep, hands-on understanding, any efforts to reform education will fall short. As an educator, it’s exhausting to watch the same cycle repeat: well-meaning individuals from outside the system come in with grand plans that sound great in theory but fail to meet the needs of real students and real teachers.

Education isn’t a problem to be solved by outsiders; it’s a system to be understood and nurtured by those who are already deeply invested in it. Educators don’t need people to “fix” us; we need people who respect our expertise, listen to our needs, and advocate for policies that truly support us in our mission to teach and guide the next generation.