Rachel Hatten
Dr. Rachel Hatten is Co-Director of the David C. Anchin Center for the Advancement of Teaching at the University of South Florida College of Education, where she leads the design and implementation of research-informed professional learning for practicing teachers and school and district leaders across K–12 contexts. Her work is grounded in a deep commitment to bridging research and practice, ensuring that educators have access to meaningful, high-quality learning experiences that directly impact teaching and student outcomes.
With more than two decades of experience in education, Dr. Hatten brings a unique perspective as a scholar–practitioner whose career spans classroom teaching, instructional coaching, district leadership, and higher education. She began her career as a high school English teacher, where she spent over a decade teaching a wide range of courses and working closely with colleagues to design curriculum and support student learning. She later served in district leadership roles focused on secondary literacy and instructional improvement, where she led large-scale professional learning initiatives and supported educators in implementing research-based instructional practices.
Dr. Hatten earned her Ph.D. in Curriculum and Instruction from the University of Minnesota, with an emphasis in critical literacy and English education. Her scholarly work centers on culturally relevant pedagogy, critical literacy, and efforts to disrupt traditional tracking structures in schools. Her dissertation examined the long-term impact of a detracked, social justice–focused English course in a suburban high school, exploring how students made meaning of issues related to race, class, and gender and how those experiences shaped their perspectives into adulthood.
At the Anchin Center, Dr. Hatten co-leads a robust portfolio of professional learning initiatives that serve educators across Florida and beyond. Her work includes developing and scaling programs, fostering partnerships with school districts and community organizations, and convening educators, researchers, and leaders to collaboratively address complex challenges in teaching and learning. She has played a key role in launching leadership development initiatives for school and district leaders, as well as advancing innovative programming in areas such as literacy, instructional practice, and emerging technologies in education.
Across her career, Dr. Hatten has remained focused on issues of equity and access in education, leading initiatives that support detracking, culturally responsive teaching, and teacher-led inquiry into classroom practice. She is particularly interested in how educators can create learning environments that invite students to think critically about the world, engage with diverse perspectives, and develop a deeper understanding of themselves and others.
At heart, Dr. Hatten continues to see herself as a classroom teacher. Her work is guided by the belief that teaching is both intellectual and relational, and that classrooms have the potential to be transformative spaces for both students and educators. Through her leadership, research, and collaboration with teachers, she remains committed to supporting educators in doing meaningful, impactful work that extends far beyond the classroom.
To cite this episode: Persohn, L. (Host). (2026, Apr. 14). A Conversation with Rachel Hatten: Passing the Mic. (Season 6, No. 9) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/7790-285D-0B1B-B82D-83B4-9