As a girl, she swept school floors. Now she leads family engagement for Denver Public Schools.

PHOTO: Courtesy Georgia Duran
Georgia Duran is head of DPS's Family and Community Engagement office.

The new chief of family engagement for Denver Public Schools has a personal connection to the job: She grew up in the city, attended the public schools and watched as her parents — who, like many current DPS parents, were native Spanish speakers — sometimes struggled to speak up on behalf of their children’s education, though they valued it highly.

Georgia Duran says she wants to ensure all families and community members have a voice. After serving as chief communications officer for Aurora Public Schools for more than a decade, Duran began last week as head of DPS’s Family and Community Engagement office.

We sat down with her to ask about her background and vision for the job.

The interview has been edited for clarity.

Tell me a bit about growing up in Denver.

I grew up in — we called it the west side. I went to Knapp Elementary School. I was bused to Lake Junior High School (in northwest Denver). That was a challenge because my friends went to Kepner Junior High School — many, many (of them) — and then some of us went to Lake. Many of us were reunited when we went to West High School.

What was busing like? Did you understand why you were being bused?

All we understood was we were going to be separated from our friends.

We walked home a lot. It was a long walk. What was beautiful for my friends and me at Lake (was) we got to know the city in a completely different way that a lot of middle school students wouldn’t. We had a lot of freedom to learn more practical things.

What do you remember about how your parents were treated by the schools?

Both of my parents are native Spanish speakers. Because they didn’t always know what education opportunities were there — none of us knew what college was — sometimes it was intimidating for them to advocate for us. They were raised to be very respectful of authority. There were times when I know that it was intimidating.

Do you remember a specific time when it was an issue?

When I was at West, the school did not have as many Advanced Placement courses (as other schools) and the (school leaders) wanted us to go to another school. But I, like many of my peers, worked and did not have the time to go to another school. We went to the school board — the students. My mom was a little concerned about us getting in trouble.

The school board did make a change and provided us more access at West. They were very responsive to student voice. I’m very, very grateful to DPS. There were struggles, definitely. But the people here created so many opportunities that changed my life and my family’s life.

My parents were always very supportive with whatever I was interested in or learned. They were always people who made education a priority. Their goal was for us to graduate from high school. They were very strict about that and about grades.

Tell me about being the first in your family to go to college.

Mrs. Bernier was my teacher in first grade. She changed my life. Sometimes I would do work and get ahead and I’d be restless. It wasn’t necessarily that I was being naughty, but I needed something different to read or study. She was the first one to put in my head that I could go to college and make a difference.

It’s an embarrassing story because when Mrs. Bernier told me about college, I thought it was like a state, a place you would move. I didn’t understand it was more schooling.

In eighth grade, Mrs. Bayer was a teacher who realized I had writing skills. She brought all these magazines in and ended up ordering college catalogs for me. That’s when I realized it was more schooling. I remember that moment when I was like, ‘Oh, it’s not like California. It’s not a state.’ That’s embarrassing!

What I had known about it was it would give me a chance to make a better living to help my family. That was important. My first job was with DPS. I was a custodian. They had a program where you could work at a school. My cousin and I were student sweepers at Knapp.

How old were you?

It was before I was 16 and could get other jobs. I swept the hallways. I was very conscious of a desire to help my family. I was conscious of finances.

You ended up going to Colorado State University. What was college like for you?

College was terrifying. I grew up on the west side of Denver. I had never been in an environment without so many Latinos. That was very different.

In some ways, I didn’t understand college until I did it. It was such an unknown concept. I remember being at West and applying and they asked for a ‘statement of purpose’ and I had no idea what that was. Some of those experiences were challenging.

How did you end up working in education?

I went to the University of California Santa Barbara to get my master’s degree. After that, I had all different communications positions. I ended up getting a position at … Santa Barbara City College, where I became a tenure-track professor.

There weren’t a lot of staff of color, so they asked some of us to help retain and recruit diverse students. That’s when I started to see that many of my students were not prepared for college. I became curious about the pipeline. Other than going to K-12, I knew nothing about education and K-12. So I decided I wanted a position in K-12.

I heard about Aurora. It had very similar demographics to what I grew up in and it was near Denver, so I jumped on the opportunity. … I worked in Aurora for 14 years and had an amazing experience leading communication efforts there and serving very diverse families similar to mine — some with much higher needs than my family had.

I didn’t think I was going to leave Aurora. It was a great place. … But when this opportunity came up — DPS changed my life. It changed my family’s life. The idea of serving and giving back to the community that raised me, I had to try.

It’s humbling. I think about pushing that little broom as a little girl. I wanted to be something in my life, but I didn’t know what that meant.

What do you mean when you say DPS changed your life?

Both of my parents went to Emily Griffith (the district’s technical college) and it changed their ability to find work and support us. … My father took automotive classes and got a job as a truck driver. My mom took all kinds of classes. Cosmetology — she cut our hair. Cake decorating — she had a little business. She’s very resourceful.

The fact that a few teachers believed in me to tell me about college, I went (to college) and ended up earning my doctorate. My brother went (to college) and just this year earned his doctorate. Several of our cousins, our nieces and nephews, have gone on and earned associate’s degrees, bachelor’s degrees, master’s degrees.

Denver created a different narrative for us.

What is your vision for this job? And how will your personal experience influence that?

I have profound respect for families — parents, grandparents, guardians. My experiences will demand that I am a listener first and that we listen more than we talk. I understand many of the challenges that families face and I know what it’s like when people don’t believe in you and how that can interfere with a child’s success. I think I bring a lot of empathy and understanding.

DPS has been criticized for not seeking enough community input before making important decisions. Is that a fair criticism? If so, how will you work to change that?

I don’t think you ever get enough community input because there’s always so much more and so many people you are not able to access.

Denver is doing some really strong work with engagement. The superintendent parent forums, for example. Or the Center for Family Opportunity, which follows the two-generation approach where you’re providing support for families, parents and grandparents as well as for students and lifting the families up. Or our parent-teacher home visits.

But I think we can always look for ways to create more opportunities to listen and then reflect and adapt our work to better meet family and community needs. And we’ll be doing some of that in the community — going to the community, going to families.

We have also high objectives for our home visit program. This year, we know how important it is to go for a second visit, so we’ll be focusing on that.

What are your ultimate goals?

My top goal is to listen. And to understand how we can better serve family and community needs in areas where we need to rebuild trust and to work on building those relationships.

I’m here to serve so that we can increase the number of students who are successful, because I really believe in education. I’m living proof of the difference education can make for a family.

cooling off

New York City charter leader Eva Moskowitz says Betsy DeVos is not ‘ready for prime time’

PHOTO: Chalkbeat
Success Academy CEO and founder Eva Moskowitz seemed to be cooling her support for U.S. Education Secretary Betsy DeVos.

In New York City, Eva Moskowitz has been a lone voice of support for the controversial U.S. Education Secretary Betsy DeVos. But even Moskowitz appears to be cooling on the secretary following an embarrassing interview.

“I believe her heart is in the right place,” Moskowitz, founder and CEO of Success Academy, said of DeVos at an unrelated press conference. “But as the recent interviews indicate, I don’t believe she’s ready for primetime in terms of answering all of the complex questions that need to be answered on the topic of public education and choice.”

That is an apparent reference to DeVos’s roundly criticized appearance on 60 Minutes, which recently aired a 30-minute segment in which the secretary admits she hasn’t visited struggling schools in her tenure. Even advocates of school choice, DeVos’s signature issue, called her performance an “embarrassment,” and “Saturday Night Live” poked fun at her.  

Moskowitz’s comments are an about-face from when the education secretary was first appointed. While the rest of the New York City charter school community was mostly quiet after DeVos was tapped for the position, Moskowitz was the exception, tweeting that she was “thrilled.” She doubled-down on her support months later in an interview with Chalkbeat.

“I believe that education reform has to be a bipartisan issue,” she said.

During Monday’s press conference, which Success Academy officials called to push the city for more space for its growing network, Moskowitz also denied rumors, fueled by a tweet from AFT President Randi Weingarten, that Success officials had recently met with members of the Trump administration.

Shortly after the election, Moskowitz met with Trump amid speculation she was being considered for the education secretary position. This time around, she said it was “untrue” that any visits had taken place.

“You all know that a while back, I was asked to meet with the president-elect. I thought it was important to take his call,” she said. “I was troubled at the time by the Trump administration. I’m even more troubled now. And so, there has been no such meeting.”

Emergency fix

Mold-infested Detroit school will be closed for the rest of the year, school board meeting ends in chaos

The water-damaged, mold-infested Palmer Park Preparatory Academy will be closed for the rest of the year while crews replace the roof and make other repairs.

A water-damaged, mold-infested elementary school building in northwest Detroit will be closed for the rest of the school year while crews replace the roof and make other repairs.

District superintendent Nikolai Vitti notified the school board about plans for the Palmer Park Preparatory Academy during a board meeting Tuesday night that became so raucous, the board called a recess for nearly an hour before voting to end the meeting without addressing most of the items on its agenda.

The meeting was ended after security guards attempted to remove a loud protester from the meeting, prompting objections from her supporters.

Vitti told the board that the 500 students at Palmer Park will be relocated to two nearby schools.

“Starting on Monday,” Vitti said, Palmer Park classes will resume “in other buildings where we have space.”

Specifically, he said, elementary school students will likely go to the now-closed former Catherine Ferguson building and middle school students will move into extra classroom space at Bethune Elementary-Middle School. Bus transportation will be provided, he said.

The district is checking to see if this week’s five-day closure will require the district to add extra hours to comply with state class time requirements.

The potentially dangerous health conditions in the school, which teachers say caused some educators to become ill, were among several matters that had a large group of protesters angry with Vitti and board.

Earlier, protesters led by activist Helen Moore had loudly urged the board as it met at Mumford High School to discuss Mayor Mike Duggan’s plans, announced during last week’s State of the City address, to create collaborations between district and charter schools to grade Detroit schools and to work together on student transportation.

The activists warned that the mayor was trying to usurp the authority of the elected board.

“That’s how they take over,” Moore shouted.

The crowd also shouted loudly as Vitti discussed the district’s response to the Palmer Park situation, suggesting the district had put children’s health in harm’s way at buildings throughout the district.

Vitti acknowledged that the condition of district buildings is poor.

“I still am horrified by the overall condition of our buildings, specifically at certain locations,” Vitti said. “But I will continue to say that if you look at the day-to-day operations and use of these buildings, children are safe.”

When the audience yelled “nooo,” Vitti defended himself.

“I have nothing … to offer but integrity. My name is attached to this work,” Vitti said, noting that he has four children enrolled in the district. “If there is a child that is in harm’s way … then I will act immediately.”

The district is currently conducting a nearly $1 million study on the conditions of its buildings before making major investments in renovations.

But that timeline isn’t fast enough for one school board member.

“The building assessment won’t be ready until it’s almost time to return to school for the 18-19 school year,” board member LaMar Lemmons said. He blasted the Palmer Park situation as a “public relations nightmare.”

“If we don’t put in some damage control and get ahead of this, people will have a poor perception of the district, not only at Palmer Park but in its entirety,” he said.