Colorado

Seawell won’t seek re-election

Correction: The total amount of money raised by Mary Seawell in 2009 was inaccurate in an earlier version of this story. The error has been fixed. 

In a stunning development that is sure to further enliven a campaign season already underway in Denver Public Schools, school board President Mary Seawell said Monday that she will not seek re-election in November.

Board members Mary Seawell, left, and Andrea Merida during a break in Thursday's lengthy meeting.
Board members Mary Seawell, left, and Andrea Merida during a break in a school board meeting. <em> EdNews </em> file photo

Seawell, who previously said she planned to seek a second four-year term in the at-large seat, said she decided not to run due to increasing work and family demands.

Seawell is a stalwart member of a slim 4-3 board majority that supports a slate of reforms pushed by Superintendent Tom Boasberg. A political shift in one seat could have a dramatic impact on the future direction of the school district.

Seawell said she has pondered making this “really hard decision” for a few weeks. Seawell began working full-time in December as a program manager for the Gates Family Foundation after working part-time as a consultant, a change she said has made it increasingly challenging to fulfill her board obligations – not to mention launch an aggressive re-election campaign. In addition, she has three daughters, one aged 11 who attends McAuliffe International School and 7-year-old twins at Polaris at Ebert.

“There’s not enough time in my day and my week,” said Seawell, who described voluntary board service as a “full-time job.” “I already feel I’m not seeing my family enough….I had to make the decision….I just know it’s the right thing.”

Boasberg said, “Mary is a an extraordinary leader and I will miss her leadership greatly.”

“She cares passionately about the children of Denver and her work and leading critical reforms and helping drive a community consensus around the need for the bond and the mill levy will have a lasting impact on our city.”

Board colleague Anne Rowe, who described herself as one of Seawell’s “biggest fans,” said she understood Seawell’s decision but noted that her leadership will be missed on the board.

“It is quite a balancing act,” Rowe said. “But she is putting the most important parts of her life first. I know she will continue to have an impact.”

Rowe said Seawell has “done so much for the kids of Denver that it’s hard to put into words.”

“I respect her decision and understand it, but we will go forward,” said Rowe midday Monday as she headed out to meet Seawell to discuss work on the Denver Plan, a comprehensive agenda for moving Denver Public Schools forward.

The board is holding a retreat Saturday to discuss the Denver Plan and other issues.

“The district faces immense challenges now that threaten to spin out of control,” board colleague Andrea Merida said. “The only way we can successfully meet those challenges as board members is to rise above the minutiae of personalities.  Mary and I have worked hard on that, and I have great respect for her commitment and concern for Denver’s students.”

Election season underway

Once word gets out, new names are sure to surface of people vying for the board seat. Already, Michael Kiley has announced he will run for the at-large seat now held by Seawell. In addition, Meg Schomp has announced a campaign to fill the central Denver seat now held by Jeannie Kaplan, who is term-limited. Both Kiley and Schomp are vocal critics of the reforms pushed by Boasberg and his predecessor Michael Bennet, now a U.S. senator.

Merida has indicated she will seek re-election for her Southwest Denver seat. And Landri Taylor, the newly minted representative of Northeast Denver, has said he will also run.

Once again, the campaigns – already revving up seven months before Election Day – are likely to highlight what seems to be a growing divide over how the district should move forward to improve academic growth for all students. Board members Seawell, Taylor, Rowe and Happy Haynes generally support the reform agenda as it’s be implemented by Boasberg; while board members Merida, Kaplan and Arturo Jimenez oppose the superintendent’s vision and say the district is short-changing neighborhood schools as it promotes charters and other innovative school models.

The politicking will be fierce, as will be the fundraising. Four years ago, Seawell outspent all other DPS board candidates. She raised a record-setting $240,605 for a Colorado school board candidate and won 71 percent of the vote.

“I do believe the campaigns themselves are going to be very time-consuming – much more time-consuming than they were last time,” Seawell said, noting that four years ago campaigns didn’t start ramping up until July or August.

It’s no secret that serving on the DPS school board can be a thankless and stressful job, especially when meetings last for hours and philosophical divisions spill into outright hostility.

Most recently, Seawell found herself in the hot seat over her decision to name Taylor, head of the Denver Urban League, to fill the seat formerly held by Nate Easley. The Denver chapter of the Colorado Latino Forum accused Seawell of going through a process to open the seat to interested members of the public only to select the “anointed candidate” that certain board members “wanted all along.” The group even filed a civil rights complaint with the U.S. Department of Education over the process.

But Seawell said the divisiveness on the board, which some have recently labeled as complete dysfunction, was not a factor in her decision to leave her position in November.

“I’ve really adapted with that being the landscape on the board and figured out a way to be pretty high-functioning,” Seawell said.

Life/work balance lacking

Seawell said she began to think more seriously about board service in her own life as she sought to convince candidates from District 4 in Northeast Denver that they could balance work and family to serve on the school board when Easley resigned. But, in the end, she said she realized that school board service is “structured against people who have young kids and work full-time.”

“I was trying to convince people it was doable,” she said. “I knew in my heart it just isn’t.”

Seawell said she believes a reform-minded candidate will surface and win enough votes to fill her seat in November.

“I’m not worried,” she said. “The city has consistently been reform-oriented.”

She noted the strong margin of success for 3A and 3B, the $466 million bond issue and $49 million operating tax increase that voters approved in November.

In fact, Seawell said her work to support the tax package was one of the most important things she’s done during her years on the board. And, despite the long nights and challenging political environment, Seawell had only good words for her work on the board over the past four years in general.

In a news release, she said, “We haven’t always agreed on everything, but together we have accomplished a great deal.  I am especially proud of helping DPS make the successful case for more investment in our classrooms through the passage of 3A+3B, establishing higher quality standards for new schools, and fostering a collaborative working relationship with DCTA that led to a new collective bargaining agreement without conflict.”

And she said she looks forward to her work over the next seven months when she won’t have to worry about winning re-election.

“It is the most important and fulfilling work I have ever don in my life,” she said. “For people that want to be in the most important place in the country right now – the important work in education – this experience is like nothing else. I have so much love for the school district and the people who work for it.”

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.