Colorado

DPS board cuts candidate list to three

In a meeting that resembled a “Survivor” episode, the Denver school board Wednesday whittled down a list of nine candidates for the Northeast Denver seat to three.StockDPSLogo92511

The three finalists are Landri Taylor, head of the Denver Urban League; lawyer Taggart Hansen, and urban teacher educator Antwan Jefferson.

While the tallies were anonymous, it became clear that board members Arturo Jimenez, Andrea Merida and Jeannie Kaplan were supporting Jefferson while board President Mary Seawell and members Anne Rowe and Happy Haynes were backing Taylor and Hansen.

“One of the reasons I have come to support or like Antwan Jefferson is because of his focus on both family involvement in the schools and community involvement,” Kaplan said. “He is pretty a up-to-date expert … in terms of teaching and teacher quality.”

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Kaplan said if she was asked what side of the DPS philosophical divide Jefferson was on, she couldn’t say.

Seawell said she too was impressed by Jefferson – but also by Taylor and Hansen.

Taggart Hansen
Taggart Hansen

“As I weigh Taggart Hansen and Landri Taylor I think they both could be exceptional board members,” Seawell said. “It appeals to me that Taggart was a teacher. That perspective is very important.”

Seawell said all of Taylor’s life experiences have “shown a commitment to the values we’ve been talking about.”

Board members now will take the next couple of weeks to learn more about the three candidates then reconvene to select the winner during the week of March 11. The deadline to fill the seat is March 18.

After taking turns describing the characteristics each board member would like to see in the seventh member –  a critical swing vote on the oft-divided board – the board set to work ranking.

First the six sitting board members each chose two people from the list of nine, whittling it down to Hansen, Jefferson and Taylor, plus Vernon Jones Jr., assistant principal at Manual High School, and Mary Sam, a retired DPS teacher. Contenders who were kicked off the proverbial island in the first round were Fred Franko, MiDian Holmes, Lisa Roy and Sean Bradley.

Landri Taylor
Landri Taylor

Then each board member was allowed to choose one person from the shorter list. Nothing changed, so another vote was taken. This time, Jefferson emerged with three votes, Hansen with two and Taylor with one.  During a later tally, Hansen lost one vote to Taylor.

The candidates are vying for the seat held by Nate Easley, who announced his resignation Jan. 9 to take over the helm of the Denver Scholarship Foundation.

The vacancy is key due to the divided nature of the board. Whoever fills it may also have a small leg up in the November election. Other open seats this fall include those held by Kaplan, who’s term-limited, Merida and Seawell. Seawell and Merida have said they both plan to run again. One candidate, Meg Schomp, surfaced this week as a candidate for Kaplan’s seat.

Easley was a staunch supporter of Superintendent Tom Boasberg and a range of reforms underway in the 84,000-student district, from charter schools to innovation schools to schools sharing a single building.

Antwan Jefferson
Antwan Jefferson

Under state law the board has 60 days to choose a replacement. If the board can’t agree, Seawell has the authority to fill the vacancy.

Initially, 25 people submitted applications to serve on the board. The board used an anonymous and weighted ranking system to whittle that list to nine.

The process to fill the seat hasn’t been smooth. Kaplan and Jimenez, for instance, backed a plea from the Colorado Latino Forum that the process be re-opened so to ensure Hispanic representation.

None of the nine finalists were Latino. A review of the first round of tally sheets found that neither Kaplan nor Jimenez selected one of the three Hispanic candidates in the pool of 25.

Kaplan has urged selecting an interim board member so that voters can decide who fills the seat in November.

Seawell said she would still like to see unanimous support behind the board pick. But she said she would also take a 4-2 or 5-1 vote.

“Every vote matters and counts,” Seawell said.

Jimenez participated in the process even though he said he still has complaints about a lack of transparency since the rules are made up each step of the way.

“I don’t think that’s a good way to govern in terms of due process,” Jimenez said. “I could leave … but the kids and constituents I represent would expect I stay and engage in conversation.”

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.