Tough talk

Denver teachers union’s strategy for this year’s contract negotiations: Go big

PHOTO: Eric Gorski
The bargaining teams from Denver Public Schools and the Denver teachers union at a contract negotiation session in 2017.

The Denver teachers union is taking a more bullish approach this year to negotiating its teachers contract, aided by a relatively new state law that requires bargaining sessions be open to the public and fueled by the notion that educators are fed up.

Its demands are lofty and its presence at bargaining sessions is palpable. Dozens of teachers have been showing up, and they aren’t sitting passively. They’re taking the microphone and telling Denver Public Schools negotiators how proposals would affect them and their students.

“It’s supposed to be about the kids,” a teacher said at a recent session, her voice trembling with emotion. “And we can’t serve our kids adequately if we’re not being treated fairly.”

The union is also live-tweeting the sessions, and when it streamed a session about the teacher evaluation system using Facebook Live, 2,200 people tuned in to watch, union leaders said.

Those actions have ramped up the tone of negotiations in a school district where the union has for years been losing political power as voters continue to elect school board members that back DPS leaders’ brand of education reform, which includes closing low-performing schools and expanding homegrown, high-performing charter school networks.

The union’s contract demands include a moratorium on charter school expansion, more transparency in school closure decisions and a $50,000 starting teacher salary.

“In order to make big change, you have to think big,” said Corey Kern, deputy executive director of the Denver Classroom Teachers Association and a member of the bargaining team.

Instead of nibbling around the edges, proposing things they think they can get, the union decided this year to ask for what it thinks teachers and students deserve, he said. Teachers unions in Chicago and Seattle employing similar tactics can point to some victories, including winning concessions on issues such as charter schools and recess time.

“If we never ask for it, it’s never going to happen,” Kern said.

Meanwhile, lead district negotiator Michelle Berge said DPS hasn’t changed its approach.

“Our strategy has been from the beginning that we will do everything we can to be generous to teachers,” she said. “We haven’t taken the position to start low so we end up in the middle somewhere. We’ve tried to be open and forthcoming about what we can do.”

The district’s salary proposal, for instance, would increase teachers’ base salary by a flat $572. Teachers would also get raises based on years of experience and education, as they have in the past, plus the district would contribute more toward their pensions. The proposal would also expand the number of teachers who get bonuses for working in low-income schools. The current base salary for a first-year teacher with a bachelor’s degree is $40,289.

Berge said the district bargaining team appreciates being able to hear directly from teachers, though she said the conversation can devolve when the two sides are having tough conversations about hot-button issues and passions flare.

“The emotions have always been a part of bargaining,” she said. Knowing what teachers feel strongly about helps DPS negotiators identify the most critical areas of the contract and push harder to come to a mutually agreeable resolution, Berge said.

But after nearly 40 hours of bargaining since negotiations began in January, the district thinks those resolutions have been too few and far between. On Friday, DPS took the rare step of declaring an impasse in negotiations, which means a mediator will be brought in. Berge said the two sides haven’t made progress on the major issues, such as teacher salary and benefits.

The district hopes the mediator will speed things up. The union sees it as a ploy to move the meat of negotiations behind closed doors. Although the sessions will still be public, the mediator could meet separately with each side in private to help them craft proposals.

“I absolutely think it’s a sign that we’ve been successful in public bargaining,” Kern said.

Audience participation

This isn’t the first time DPS and the union have bargained in public. Public bargaining between school districts and employee groups has been required by state law since 2015. Nor is it the first time teachers in Colorado have turned out in droves to watch.

But this year is different in Denver. In the past, the union and the district established ground rules about public participation (limited), and tweeting and recording sessions (not allowed). This time around, the union didn’t agree to any ground rules.

“Our union’s power is in the activism of its teachers,” Kern explained.

At first, the public participation was formal. The union would tap certain teachers to give short testimony on a particular subject at a set time. But over the months, that feedback has become more spontaneous. Berge said district negotiators have gotten used to it.

At an afternoon session last week, teachers fanned themselves with homemade signs in a stuffy elementary school cafeteria as they listened over a whirring fan to the discussion between the six people on the union bargaining team and the five people on the district team. In the cafeteria’s “allergy friendly area,” denoted on posterboard by a drawing of a crossed-out peanut, a cell phone on a tripod broadcast the session live on Facebook.

Nearly two hours in, talk turned to a section in the contract about when a principal must notify a teacher of a complaint. Berge argued the union’s proposal to require notification within 24 hours wasn’t needed because long delays were uncommon.

Teacher Margaret Bobb raised her hand.

“Can I give some examples?” she asked from her folding chair in the audience.

The 25-year science teacher and longtime union representative stood and talked about how she’d seen principals hold off on telling teachers about complaints so they could investigate, only to have their efforts thwarted by the school’s rumor mill.

“This, ‘Don’t tell the teacher, keep it a secret,’ just creates more angst,” Bobb said.

Other people in the audience nodded in agreement. Berge promised to take what the teachers said back to principals on the ground, get their feedback and come back with another proposal.

Bobb, who’s been to every bargaining session this year, said afterward that she thinks it’s been generous of the district to allow teachers to share their experiences and opinions. But she’s frustrated because it seems like no actual bargaining takes place at the table.

“They say, ‘Thank you for that information. We need to talk about it,’” she said.

Dixie Lingler, a 28-year vocal music teacher who’s been to most sessions, agreed.

“The district’s response often is, ‘We hear you,’” Lingler said. “In fact, I think in the last bargaining session I went to, I put a mark down every time they said that. … You can hear people but if you don’t take that into consideration in how you respond, what value is it?”

Both teachers said they like that the union is making bold demands for higher salaries, lower class sizes and more, including that each school have at least one community liaison, one full-time nurse and the equivalent of one full-time mental health specialist.

“There has been a lot of frustration in the teaching force,” Lingler said. The demands are “not necessarily what we want,” she said, but what is necessary to do the job.

Berge said the district is indeed listening. But the contract is complex. “There are few things in our universe that are simple enough that we can make quick decisions on,” Berge said.

She added that, “I feel like people leave dissatisfied because they feel they’re not getting a response. … It’s tough to defend every single practice from the district, in front of 100 people.”

From opposition to opportunity

The ballot measure that required public bargaining, known as Proposition 104, passed in 2014 with 70 percent voter approval and became law in January 2015. It was championed by libertarian think tank leader Jon Caldara, who said the goal was to move negotiations into the open so the public could watch, not open them up into a public back-and-forth.

“If the union wants to show up, even en masse, if they want to tweet, that’s their prerogative,” said Caldara, president of the Denver-based Independence Institute. But, he said, “I’d suggest they run it like any negotiation. This is not a public participation session.”

At least 12 other states allow public oversight of government collective bargaining, according to the Freedom Foundation, a think tank in Washington state whose website says it is “working to reverse the stranglehold public-sector unions have on our government.”

Jami Lund, a senior policy analyst for group, said that in the states he’s most familiar with, public comment is not allowed. While audience members will sometimes make a show of force by wearing the same T-shirt or sighing loudly, he said, outbursts are not tolerated.

The Colorado Education Association was among several groups that publicly opposed the ballot measure in 2014. (The Denver union is part of CEA.) Statewide union leaders were wary of the measure’s intent and didn’t like that it was drafted without input from educators.

But CEA vice president Amie Baca-Oehlert said the union now sees public bargaining as a great way to engage teachers, parents and taxpayers in the process. Open sessions have helped members stay informed about the latest proposals, she said, although she admits that most negotiations around the state aren’t nearly as well-attended as Denver’s.

“It’s not always the most exciting thing,” she said. “In some places, they struggle to get people to come. It doesn’t always have the fireworks that DPS and DCTA would have.”

In Denver, the two sides are scheduled to meet again on July 24 for the first of seven four-hour sessions set to run through the middle of August. The contract expires Aug. 31. Berge said she doesn’t envision the dynamic will change just because a mediator will be there to help when the parties get stuck.

“We want this process to continue,” she said. “We want the public comment.”

And it appears the union is ready to deliver it.

“Right now our plan is to go about business as usual at bargaining and continue to do the things we’ve been doing,” Kern said. “We’re committed to making sure this process stays in the public.”

Correction: A previous version of this story linked to a DPS webpage that listed an outdated starting teacher salary.

election 2019

College student, former candidate jumps into Denver school board race – early

PHOTO: Andy Cross/The Denver Post
Tay Anderson speaks to students at Denver's South High School in May 2017.

A Denver college student who as a teenager last year unsuccessfully ran for a seat on the district’s school board announced Wednesday that he plans to try again in 2019.

Tay Anderson, 20, said he will run next November for the board seat currently occupied by Happy Haynes. Haynes, a longtime Denver politician who is executive director of the city’s parks and recreation department, does not represent a particular region of the school district. Rather, she is one of two at-large members on the board. Haynes was first elected to the school board in 2011 and is barred by term limits from running again.

Haynes supports the direction of Denver Public Schools and some of its more aggressive improvement strategies, such as closing low-performing schools. Anderson does not.

He is the first candidate to declare he’s running for the Denver school board in 2019. Haynes’ seat is one of three seats that will be open in 2019. There is no school board election this year.

In 2017, Anderson ran in a heated three-way race for a different board seat representing northeast Denver. Former teacher Jennifer Bacon won that seat with 42 percent of the vote.

Anderson, a vocal critic of the district, campaigned on platform of change. He called for the district to improve what he described as weak community engagement efforts and to stop approving new charter schools, which are publicly funded but independently run.

Bacon also questioned some of the district’s policies. The Denver teachers union endorsed her over Anderson, who raised the least amount of money of the three candidates. Bacon was one of two new board members elected in 2017 who represent a more critical perspective. The 2019 election is likely to involve many of the same debates over education reform.

Anderson is a graduate of Denver’s Manual High School. He is now a student at Metropolitan State University, where he is studying education. He said he also works at Hinkley High School in neighboring Aurora, helping with the school’s restorative justice program, a method of student discipline that focuses on repairing harm rather than doling out punishment.

Anderson posted his campaign announcement on Facebook. It says, in part:

After a lot of thought, prayer, and seeking guidance from mentors, I decided this is the path I need to pursue to fulfill my commitment to the students, teachers, and community of Denver. I learned many valuable lessons during my campaign in 2017 and I know that I need to prepare and ensure that I have the adequate time to be in every part of Denver to connect with as many voters as possible, which is why I am getting to work now!

My dedication to Denver Public Schools has always been deeply personal and this campaign is reflective of that. As I gear up for another campaign, I am once again driven and motivated by my grandmother, who was an educator for over 35 years. Her tenacity to never give up is what drives my passion for the students in Denver Public Schools. I am determined to follow in her footsteps. I have organized students around school safety and more importantly impacted students’ lives in Denver Public Schools and Aurora Public Schools. These students have a voice and I am prepared to fight for their agency in their education.

more back-and-forth

Eighteen legislators show support for TNReady pause as 11 superintendents say press on

PHOTO: TN.gov
Tennessee lawmakers listen to Gov. Bill Haslam deliver his 2016 State of the State address at the State Capitol in Nashville.

School leaders and now state lawmakers continue to pick sides in a growing debate over whether or not Tennessee should pause state testing for students.

Eighteen state legislators sent the superintendents of Nashville and Memphis a letter on Tuesday supporting a request for an indefinite pause of the state’s embattled test, TNReady.

“As members of the Tennessee General Assembly responsible for helping set policies and appropriate taxpayer funds for public education, we have been dismayed at the failed implementation of and wasted resources associated with a testing system that is universally considered — by any set of objective measures – to be a colossal failure,” said the letter, signed by legislators from Davidson and Shelby counties, where Nashville and Memphis are located.

Rep. John Ray Clemmons, a Democrat from Nashville, spearheaded the letter. Representatives Johnnie Turner, G.A. Hardaway, Barbara Cooper, Antonio Parkinson and Sen. Sara Kyle were among the signers representing Memphis.

Clemmons told Chalkbeat that he believes Tennessee should have a state test, but that it shouldn’t be TNReady.

“We are showing support for leaders who are representing students and teachers who are incredibly frustrated with a failing system,” Clemmons said. “We have to come up with a system that is reliable and fair.”

The lawmakers’ statement comes a day after Education Commissioner Candice McQueen responded to the Nashville and Memphis school leaders in a strongly worded letter, where she said that a pause on state testing would be “both illegal and inconsistent with our values as a state.”

The growing divide over a pause in TNReady testing further elevates it as an issue in the governor’s race, which will be decided on Nov. 6. Democratic nominee Karl Dean, who is the former mayor of Nashville, and Republican nominee Bill Lee, a businessman from Williamson County, have both said their respective administrations would review the state’s troubled testing program.

“We are hopeful that the next governor will appoint a new Commissioner of Education and immediately embark on a collaborative effort with local school districts to scrap the failed TNready system,” the 18 state lawmakers said in their statement.

Shelby County Schools Superintendent Dorsey Hopson and Metropolitan Nashville Public Schools Director Shawn Joseph launched the back-and-forth with an Aug. 3 letter they said was sent to outgoing Gov. Bill Haslam and McQueen declaring “no confidence” in the troubled state test. McQueen’s office said Tuesday that neither her office nor the governor’s office had yet received the letter.

However, a spokeswoman for Nashville public schools told Chalkbeat on Monday that the Aug. 3 letter was sent to Assistant Commissioner Elizabeth Fiveash, who reports to McQueen. While some legislators backed the two superintendents, 11 district leaders from around the state released an email statement on Tuesday supporting state testing. Superintendents from Maryville, Alcoa, Sevier, Johnson, Dyersburg, Loudon, Clinton, Marshall, McKenzie, Trousdale, and Lenoir signed the statement, which they said was also sent to McQueen.

“Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking,” the email said. “The comprehensive accountability model holds schools and districts accountable for improved student performance…. Challenges remain, but together we must be positive as we continue the work.”

The state has struggled to administer TNReady cleanly since its failed online rollout in 2016, prompting McQueen to cancel most testing that year and fire its testing company. Except for scattered scoring problems, the next year went better under new vendor Questar and mostly paper-and-pencil testing materials.

But this spring, the return to computerized exams for older students was fraught with disruptions and spurred the Legislature to order that the results not be used against students or teachers.

For the upcoming school year, the state has hired an additional testing company, and McQueen has slowed the switch to computerized exams. The state Department of Education has recruited 37 teachers and testing coordinators to become TNReady ambassadors, tasked with offering on-the-ground feedback and advice to the state and its vendors to improve the testing experience.

Read both the state lawmakers’ letter and the superintendents’ statement below:

Signers are: John Ray Clemmons, Bo Mitchell, Sherry Jones, Dwayne Thompson, Brenda Gilmore, Darren Jernigan, Antonio Parkinson, Jason Powell, Bill Beck, Mike Stewart, Barbara Ward Cooper, Larry Miller, G.A. Hardaway,  Karen D. Camper, Harold Love,  Johnnie Turner, Sara Kyle, and Joe Towns.

August 14, 2018
 
STATEMENT OF SUPPORT
 
District leaders across Tennessee understand and validate the disappointment and frustration our teachers, students, and parents felt with the glitches and errors faced during the spring’s administration of the TNReady student assessment. It was unacceptable. However, it is important that we, as leaders, step up to say that now is the time to press on and continue the important work of improving the overall education for all Tennessee students.  
 
We are optimistic about where we are heading in education – ultimately more students will graduate prepared for the next steps in their lives. The foundation is solid with (1) rigorous standards, (2) aligned assessments, and (3) an accountability model that focuses on student achievement and growth.  We are now expecting as much or more out of our students as any state in the nation. Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking. The comprehensive accountability model holds schools and districts accountable for improved student performance across all subgroups.  Challenges remain, but together we must be positive as we continue the work.
 
Our students have made strong and steady gains in achievement and growth over the past few years, earning recognition at a national level. Our students now have the opportunity to be more fully prepared and competitive to enter college and the workforce. This is not the time to press the pause button. Even with the improvements in student performance, there is much work to do. Achievement gaps for subgroups are too large and not enough students are graduating “Ready” for the next step.
 
We must hold the course on rigorous standards, aligned assessments, and an accountability system focused on student achievement and growth. We, the directors of Tennessee schools, believe this rigor and accountability will impact all students. We embrace the priorities outlined in Tennessee Succeeds with a focus on foundational literacy and pathways to postsecondary success. Tennessee students have already demonstrated a determination to reach the mastery of rigorous state standards and will rise to the newly established expectations. We have work to do, and we should keep the focus on instruction and closing the gaps to ensure every student in Tennessee is ready for their future. We want to send a message of confidence and determination, a relentless ambition to reach our goals. We must step up and hold the line. We cannot expect anything less than excellence. Our students deserve it. 
 
 
Mike Winstead, Maryville City Schools
Brian Bell, Alcoa City Schools
Jack Parton, Sevier County Schools
Steve Barnett, Johnson City Schools
Neel Durbin, Dyersburg City Schools
Jason Vance, Loudon County Schools
Kelly Johnson, Clinton City Schools
Jacob Sorrells, Marshall County Schools
Lynn Watkins, McKenzie Special School District
Clint Satterfield, Trousdale County Schools
Jeanne Barker, Lenoir City Schools