Theresa Peña to head Denver compact

Denver school board member Theresa Peña will head Mayor Michael Hancock’s Denver Education Compact, the mayor announced Thursday.

Theresa Peña spoke about her appointment as executive director of the Denver Education Compact at Thursday

Peña, a term-limited eight-year board veteran, will assume her new post Dec. 1, after her board service ends. In the interim, Janet Lopez, director of  P-20 Education Initiatives at the University of Colorado-Denver, will serve in the compact director’s role.

The concept behind the compact is to bring together city government, Denver Public Schools, higher education, businesses and foundations to improve educational opportunities.

Hancock has  listed improved third-grade reading proficiency, lower dropout rates and increased attention to neighborhood schools as possible key priorities for the compact.

“I cannot think of a better director of these efforts than … Theresa Peña,” said Hancock, speaking in front of about 100 people on the Auraria campus.

“Theresa has been a fearless education leader for our city’s children,” Hancock added. “She is a collaborator, she is a convener, and I trust she will continue her hard work…to blaze the trail from cradle to career for our kids.”

Hancock also announced that Donna Lynne, president of Kaiser-Permanente Health Plan Colorado, would co-chair the compact, joining Hancock and DPS Superintendent Tom Boasberg.

Peña thanked Hancock for “really advocating on behalf of Denver children, from a perspective that breaks down the silos, and breaks down the adult relationships, which I believe that the city of Denver is ready for.”

Peña said she feels “a big commitment to this school board in finishing my last year. It’s going to be really tough to leave this job. It’s been the best job I’ve ever had. I think this new job is going to be even better because it’s so much bigger than the work we were doing in Denver Public Schools.”

Peña, 48, was first elected to the school board as an at-large representative in November 2003, and was at that time the first Latina elected to an at-large position in the city of Denver.

She was reelected in November 2007 to a second four-year term. In November 2005 she was chosen to serve as the board president, and in November 2007 she was re-elected by fellow board member to serve as board president two more years.

A Denver native, Peña graduated from East High School and attended Pomona College where she obtained her B.A, in sociology, and  Cornell University where she earned an M.B.A. with a concentration in finance and marketing.

Work on the education compact has been underway in Hancock’s office since before his July 18 inauguration and has been spearheaded by Phil Gonring, senior program officer for the Rose Foundation.

Similar compacts exist in four other cities – Cincinnati, Boston, Seattle and Los Angeles. The Los Angeles compact will likely be particularly influential in forming the Denver compact. Hancock said the L.A. compact places particular emphasis on holding all compact partners accountable for following through on their commitments.

“We have pulled pieces from them that we believe will suit Denver’s needs,” said mayoral spokeswoman Amber Miller. “It will be piece-mealed from all of these, but will be unique to Denver’s needs.”

The compact will be funded through a public-private partnership, Hancock said, fueled by “an extensive fund-raising effort.”

The funding is “one of the things that the co-chairs are going to work on together, putting together the pieces,” said Hancock. “But I will tell you right now that we are receiving inquiries from people in the private sector asking how they can lend their support to this effort.”

Hancock set out the sequence of steps he expects the compact members to pursue:

  • Appointment of a board of stakeholders, perhaps as many as 15.
  • A setting of common goals and an establishment of metrics to monitor progress toward those goals.
  • Identifying best approaches to achieve the desired progress toward those goals.
  • Each compact member will make a specific commitment on how they can help meet the goals.
  • Clear measures of the progress toward established goals will be reported each year.

Hancock was joined at Thursday’s announcement by Boasberg, among others.

“I’m terrifically grateful to Mayor Hancock for thinking of this, and for driving this idea, and bringing this idea to a reality,” Boasberg said.

Among those looking on at the announcement event was Henry Roman, president of the Denver Classroom Teachers Association.

“We wish her luck,” Roman said of Peña, who has had a sometimes edgy relationship with the union. “It’s going to be a challenging job, and we look forward to collaborating with her in moving the schools forward.”

Asked if he believed the union would have a seat at the table in the compact, Roman said, “My understanding is that all of the stakeholders will be a part of the collaboration. So we will find out soon.”

Van Schoales, who recently took the helm of  the A+ Denver advocacy organization, said Peña’s appointment “sends a really strong message that his administration is going to be focused on education reform.

“It’s reflective of what he said in the campaign, that it’s not about compromise, or slowing things down, but that if anything, we need to accelerate and deepen reform.”

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

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.”