FNE update: Some teacher jobs uncertain

One in five teachers in schools affected by the dramatic turnaround underway in Far Northeast Denver are without district jobs for the coming school year.

Demonstrators at one of several gatherings for and against the DPS proposal in FNE Denver.

Statistics released Friday by Denver Public Schools show that 55 of the 278 teachers at Montbello High School and five feeder schools this year – or 20 percent – don’t have a teaching position for 2011-12. That includes 38 probationary teachers with less than three years’ experience whose annual contracts were not renewed.

The district’s numbers show slightly more than that – 23 percent – have landed new jobs elsewhere within DPS through “mutual consent,” meaning both they and their new principals agreed to the placement. Another 2 percent found part-time teaching jobs through mutual consent.

Another 8 percent are in short-term placements, including temporary teaching assignments, substitute teacher positions or other instructional support roles such as tutoring or intervention jobs. And 2 percent have resigned or retired.

That leaves 126 teachers, or 45 percent, whose job status has not been significantly affected by the sweeping reform plan approved in November by Denver school board members to the accompaniment of emotional testimony on both sides. Those teachers’ jobs are secure for at least another year.

School board member Jeannie Kaplan, who has voiced concern about the fate of teachers in the FNE turnaround schools, said the number of teachers still looking for a home in the coming school year is “better, actually” than she had envisioned.

“I really would hate to be paying … teachers sitting in a rubber room doing nothing,” added Kaplan, who voted against the plan. “That’s what I don’t want to see happen. That would not be a good expenditure of taxpayer money.”

Henry Roman, president of the Denver Classroom Teachers Association, filed an open records request with the district last week, seeking a detailed breakdown of teachers impacted by the changes.

He’s asking for years of experience, salaries and age – age discrimination is one factor in which he’s particularly interested.

“Even though people might be paying lip service, saying, ‘We value our experienced teachers,’ we might see the unintended results of these policies are different. That’s what we are trying to determine,” he said.

Roman said DPS leaders have asked for a seven-day extension beyond the three-day limit prescribed in the Colorado Open Records Act, so he’s expecting a response by June 9.

“The data should be clear, and it shouldn’t be hidden from anyone. We can try to explain what we’re doing with this policy but there’s what you explain and then there’s what happens,” he said. “Right now, anecdotally, I know of many teachers who don’t have assignments from Ford, Green Valley Ranch and McGlone Elementary. I know this personally, from teachers there.”

One teacher’s story of uncertainty

Marie Myfanawy started her last full week of the school year with no idea whether she had a future as a teacher in DPS.

One thing she did know – this would be the last of her 12 years as a third-grade teacher at McGlone Elementary.

Myfanawy, 58, said the staff at McGlone was put on notice in fall 2010 that because of chronic low performance, theirs was to become a turnaround school. In November, McGlone teachers learned they would have to re-apply for their jobs if they wanted to stay.

McGlone teacher Marie Myfanawy
PHOTO: Shaina Cavazos
McGlone Elementary teacher Marie Myfanawy faces an uncertain future in DPS.

Six teachers have been rehired by new principal Suzanne Morey. DPS officials said they have not tracked applications at the impacted FNE schools by applicant’s name so they could not provide re-application and re-hiring statistics for those schools.

Myfanawy spent her last day at McGlone Tuesday. Summer vacation for teachers began Wednesday.

“It’s really devastating. I’m really grieving,” she said. “In terms of my life, I would rate it right up there with death and divorce, in terms of its being emotionally devastating.”

Myfanawy said she applied for 35 teaching positions throughout DPS but only had five interviews – all five took place at two job fairs put on by DPS at Montbello High School.

She choose not to re-apply at McGlone after learning the school would seek innovation status, she said, which she equates with teachers forfeiting their union rights.

McGlone’s innovation application, which includes longer school days and a longer school year, is scheduled to be heard by the Denver school board on June 23.

Myfanawy admits to having experienced some conflict with the school’s outgoing principal. And she wonders if her status as McGlone’s union representative for seven years might have somehow undermined her job security.

“I’m a teacher who really goes the extra mile. So it’s hard for me not to imagine I have some kind of tag – either I have a bad recommendation from the principal or because of the union,” she said. “It seems strange to me. I love teaching and I’m really good at it.”

Out of 80 third-graders at McGlone last year, 14 tested as proficient readers on state exams – 12 of those were her students, Myfanawy said.

Teachers in impacted FNE: 
  • Total teachers in six FNE schools: 278
  • Teachers whose jobs are not affected: 126 or 45%
  • Teachers impacted by FNE reform: 152 or 55%

Of the 152 impacted:

  • Teachers finding other jobs via mutual consent: 64
  • Teachers finding part-time jobs via mutual consent: 5
  • Teachers placed in short-term assignments: 23
  • Probationary teachers whose contracts were not renewed: 38
  • Teachers unassigned as of May 27: 17
  • Teachers retired or resigned as of May 27: 5

“I would be the first to tell you they needed to do something different in this school,” she conceded. “Students need to be achieving better than they are. But they should have handled this much better.

“If the district cared about how change was to happen, if they came and asked us what we thought was needed and let us develop the plan and gave us the time to implement it, if they had student achievement at heart rather than union-breaking, they could have done it that way.”

DPS spokesman Mike Vaughn said Montbello and its feeder schools, including McGlone, have been underperforming for years despite a heavy investment of resources and district support.

“The clear message from the community was that the students at these schools need dramatic change, and they need it now,” he said.

With her professional future cloudy, Myfanawy began taking precautions, including moving in with her daughter and son-in-law so she could pay her bills down if she became unemployed.

But at 4:51 p.m. Friday, she received an email from DPS telling her she has a temporary placement this fall at CMS Community School.

“I feel relieved,” she said. “I wonder why they didn’t tell me sooner. And I don’t know if I’m in a classroom or what I will be doing there.”

DPS officials said any non-probationary FNE teachers – those with more than three years’ experience – who don’t get positions by fall will be placed into short or limited-term assignments, such as instructional support.

Allen Smith, executive director of the Denver Summit Schools Network, said 85 percent of overall staffs are in place as well as all administrative staff.

“Our diversity within those staffs is pretty high for minorities,” Smith said. ”We have 25 percent Hispanic, 15 percent African-American and 22 percent second-language teachers.”

135 students on waitlists

The substantial upheaval for the teachers at the six schools was just one reason the plan drew heated protests from many in the community when it was approved by the DPS board.

Turnaround plan

  • Montbello High School is being replaced by High Tech Early College, Collegiate Prep Academy and a Denver Center for International Studies 6-12 program.
  • Noel Middle School is being phased out to be replaced by Noel Community Arts School and a KIPP charter school.
  • Ford Elementary is being replaced with a Denver Center for International Studies K-6 program.
  • Green Valley Elementary has a new principal who is hiring a new staff.
  • McGlone Elementary has a new principal who is hiring a new staff.
  • Oakland Elementary is being phased out to be replaced by a second SOAR charter school.

The turnaround scheme also dramatically changed the method for placement of students in the schools.

Rather than students simply being assigned to a neighborhood school based on their home address, incoming sixth and ninth-graders were required to list their top three preferences for middle and high schools. DPS then decided the placements based on students’ preferences combined with the school’s enrollment priorities.

Less than three months from students’ reporting for the new school year, district officials say they’re pleased with the way the transformation is progressing.

“It feels really good,” Smith said. “In December, I wasn’t so sure. But now, I’m very confident.”

Of the sixth- and ninth-graders who filled out the required paperwork with the DPS Office of Choice and Enrollment Services, 92 percent were placed at either their first or second choice FNE school, Smith said. The remaining 8 percent landed at their third choice.

A total of 135 students are currently wait-listed for a school they ranked as a higher preference than the one to which they are assigned.

That does not count 386 students who are on waiting lists at the Denver School of Science and Technology: Stapleton High School or the Denver School of Science and Technology: Green Valley Ranch Middle School, which are charter schools. Some of those students may have listed another FNE choice higher, and been assigned to that higher choice.

The turnaround plan passed last November called for the traditionally low-performing Montbello High School to be phased out and replaced by three new programs – a High Tech Early College, a Collegiate Prep Academy and a Denver Center for International Studies 6-12 campus.

All three were to be located at the Montbello campus. But High Tech Early College has since been moved to the former Samsonite building, site of the former Challenges, Choices and Images or CCI and Amandla charter schools, at 11200 E. 45th Avenue. The district leases the property.

“That changed right after the process (was approved) and after taking a look at the space needs and how to create a situation for the best success for all of the programs,” Smith said.

Raising questions about Blueprint

The FNE plan is being implemented with the assistance of the Blueprint Schools Network, a Massachusetts-based educational non-profit providing support to the district as it pursues a dramatic shift for its strategy in one of the most challenging parts of the city.

Roland Fryer, a Harvard professor who works with Blueprint, spoke in FNE Denver in March.

Blueprint, which shows one other major client on its website, the Houston Independent School District, employs strategies developed by Roland Fryer and the Education Innovation Laboratory at Harvard University (EdLabs) through Fryer’s evaluation of the Harlem Children’s Zone intervention program.

The Blueprint philosophy emphasizes five core areas for improving the performance of a school and its students – excellence in leadership, increased instructional time, a no-excuses culture of high expectations, frequent assessments and daily tutoring in the critical growth years of fourth, sixth and ninth grades.

Smith said teaming up with Blueprint is working well in the FNE.

“We believe every child can learn and it is our responsibility to give them what they need to be successful,” he said.

He described intense immersion by key Blueprint staff in the FNE turnaround efforts, noting, “What we have with them is really a true partnership.”

However, Denver school board member Andrea Merida said she is frustrated because she’s asked DPS administrators repeatedly for contractual information on Blueprint and has yet to receive it.

“I’m at the point where I’m going to start filing lawsuits and get a court order to get the information I need,” said Merida, who voted against the FNE proposal.

“This is an oversight issue. We don’t do turnaround well. Implementation has always been a problem for us, and this is a population that really needs us to understand what’s going on there.”

Vaughn, the district spokesman, put the cost of work by Blueprint at about $330,000, which he said is covered through grant money. And, he said, the contract has not been finalized nor any money paid out. Board approval is not required for DPS expenditures of less than $1 million.

School-by-school breakdown of teachers impacted by FNE Denver turnaround

Ford Elementary

  • Total teachers: 43
  • Total impacted: 24
  • New job by mutual consent of teacher and principal: 10
  • Short-term placement: 3
  • Part-time mutual consent, part-time unassigned: 2
  • Probationary contract not renewed: 5
  • Unassigned: 4

Green Valley Elementary

  • Total teachers: 36
  • Total impacted: 33
  • New job by mutual consent of teacher and principal: 16
  • Short-term placement: 8
  • Probationary contract not renewed: 4
  • Unassigned: 2
  • Resigned: 2
  • Retired: 1

McGlone Elementary

  • Total teachers: 30
  • Total impacted: 29
  • New job by mutual consent of teacher and principal: 13
  • Short-term placement: 6
  • Probationary contract not renewed: 8
  • Unassigned: 2

Montbello High School

  • Total teachers: 93
  • Total impacted: 29
  • New job by mutual consent of teacher and principal: 5
  • Short-term placement: 4
  • Part-time mutual consent, part-time unassigned: 1
  • Probationary contract not renewed: 14
  • Unassigned: 4
  • Resigned: 1

Noel Middle School

  • Total teachers: 45
  • Total impacted: 18
  • New job by mutual consent of teacher and principal: 7
  • Short-term placement: 1
  • Probationary contract not renewed: 6
  • Unassigned: 3
  • Retired: 1

Oakland Elementary

  • Total teachers: 31
  • Total impacted: 19
  • New job by mutual consent of teacher and principal: 13
  • Short-term placement: 1
  • Part-time mutual consent, part-time unassigned: 2
  • Probationary contract not renewed: 1
  • Unassigned: 2

**Examples of teachers whose jobs are not impacted by the FNE turnaround plan in 2011-12 include those in schools whose programs are being gradually phased out.
Source: Denver Public Schools’ response to Colorado Open Records Act request.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”