Let’s make a deal

Denver school district, teachers union reach agreement on contract that includes $1,400 increase to base salary

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 and Denver Public Schools reached an agreement early Friday morning on a new five-year contract. It comes after months of in-public negotiations that saw the union take a more aggressive stance, packing bargaining sessions with teachers and community members advocating for its bullish list of demands.

The deal, reached at the end of a marathon bargaining session as the existing contract ticked toward expiration, provides the union more than the district originally proposed on teacher pay and other issues, but falls short of the union’s most ambitious goals.

However, Denver Classroom Teachers Association executive director Pam Shamburg said the educators’ show of force sent a message to the district that “our teachers have voice.”

“At some point, they started bringing the signs that said, ‘You are bargaining with me,’” Shamburg said.

The new contract includes:

  • A $1,400 increase to teachers’ base salary for 2017-18, which is more than $800 higher than the school district originally offered. Before that raise, the base salary for a first-year teacher with a bachelor’s degree this year started at $41,389, though teachers could earn more through Denver’s pay-for-performance compensation system, known as ProComp. The union had asked for a $50,000 starting salary.
  •  An additional $1,500 per year for teachers who teach in Title I schools, or schools where a high percentage of students qualify for free or reduced price lunch, a proxy for poverty.
  •  Beginning next year, an increased benefits subsidy of $1,200 per year for teachers who enroll in medical plans that include coverage for their children.
  • Also beginning next year, an additional day for planning lessons — and an agreement that the first and last 10 minutes of each school day will not be counted as planning time.
  • A new joint task force “to review current and best practices, policies and recommendations for future improvements around the whole child,” according to a district statement.The union had proposed lowering class sizes, guaranteeing all students 45 minutes of recess or physical activity each day, and providing students daily access to fresh fruits and vegetables.
  • A joint collaborative committee “to review and oversee ongoing improvements to the growth and performance system for teachers,” which is known as LEAP. Teachers have complained that the system is too subjective. Under ProComp, teachers’ evaluations impact their pay.

A joint statement from DPS and the union described the new teacher pay package as “generous.” In an interview Friday, Superintendent Tom Boasberg described it as the strongest package the district has offered in more than a decade. It strikes a good balance, he said, between increasing the salaries of all teachers and giving bigger raises to teachers in high-poverty schools, which can struggle to keep staff.

“The (financial) incentive in and of itself doesn’t change behavior,” Boasberg said. “But when coupled with really good school leaders, positive school culture and a strong set of supports — social and emotional supports for students — all of those together help attract and retain great teachers at our higher poverty schools.”

Shamburg said that while the contract is a good deal, “it is so far from enough.”

“It is ridiculous as a society what we’re asking our teachers to do for nothing, for a pittance of pay, for the hours they put in,” she said. Shamburg said the district and the union have agreed to lobby lawmakers for more state education funding, a perennial issue in Colorado.

The union’s initial demands also included a moratorium on charter school expansion and more transparency in school closure decisions, which was a contentious issue in DPS last year. From the beginning, union leaders said those demands were meant to start a conversation.

“Did we get them in the contract? No,” Shamburg said. “But did we make it clear where our teachers stand? … I think we made it clear.”

“When you go out aggressively, you don’t always get it on the first try,” she added. “But man, did we shake things up. And it is not over.”

Boasberg said that while in-public bargaining is more transparent and accessible, it also has its challenges.

“Public bargaining makes it much harder for both sides to be vulnerable and engaged in the give-and-take and exploration of solutions, as opposed to statement and restatement of positions,” he said.

“In the end,” he added, “both sides worked very, very hard to try and search for solutions.”

The previous teacher contract expired at midnight Thursday. The two sides hammered out the new deal Friday in front of an audience of more than 300 teachers and community members, a handful of whom stayed until it was signed at 4:30 a.m., Shamburg said. The new contract must be approved by union members and the Denver school board before it takes effect.

choosing leaders

Meet one possible successor to departing Denver superintendent Tom Boasberg

PHOTO: Melanie Asmar
Denver Public Schools Deputy Superintendent Susana Cordova addresses teachers at an early literacy training session.

As Denver officials wrestle with how to pick a replacement for longtime superintendent Tom Boasberg, one insider stands out as a likely candidate.

Susana Cordova, the district’s deputy superintendent, already held her boss’s job once before, when Boasberg took an extended leave in 2016. She has a long history with the district, including as a student, graduating from Abraham Lincoln High School, and as a bilingual teacher starting her career more than 20 years ago.

When she was selected to sit in for Boasberg for six months, board members at the time cited her hard work and the many good relationships they saw she had with people. This time around, several community members are saying they want a leader who will listen to teachers and the community.

Cordova, 52, told Chalkbeat she’s waiting to see what the board decides about the selection process, but said she wants to be ready, when they are, to talk about her interest in the position.

“DPS has played an incredibly important role in every aspect of my life. I’m very committed to making sure that we continue to make progress as an organization,” Cordova said. “I believe I have both the passion and the track record to help move us forward.”

During her career, she has held positions as a teacher, principal, and first became an administrator, starting in 2002, as the district’s literacy director.

Just before taking on the role of acting superintendent in 2016, Cordova talked to Chalkbeat about how her education, at a time of desegregation, shaped her experience and about her long path to connecting with her culture.

“I didn’t grow up bilingual. I learned Spanish after I graduated from college,” Cordova, said at the time. “I grew up at a point in time where I found it more difficult to embrace my Latino culture, academically. There were, I would say, probably some negative messages around what it meant to be Latino at that point of time.”

She said she went through introspection during her senior year of college and realized that many students in her neighborhood bought into the negative messages and had not been successful.

“I didn’t want our schools to be places like that,” she said.

In her time as acting superintendent, she oversaw teacher contract negotiations and preparations for asking voters for a bond that they ultimately approved that fall. Cordova’s deputy superintendent position was created for her after Boasberg returned.

But it’s much of Cordova’s work with students of color that has earned her national recognition.

In December, Education Week, an education publication, named her a “Leader to Learn From,” pointing to her role in the district’s work on equity, specifically with English language learners, and in her advocacy to protect students under the Deferred Action for Childhood Arrivals program, or DACA.

Cordova was also named a Latino Educator Champion of Change by President Barack Obama in 2014. Locally, in 2016, the University of Denver’s Latino Leadership Institute inducted Cordova into its hall of fame.

The Denver school board met Tuesday morning, and again on Wednesday to discuss the superintendent position.

Take a look back at a Q & A Chalkbeat did with Cordova in 2016, and one in 2014.

Super Search

Denver community has lots of advice on picking a new superintendent – who will the board heed?

PHOTO: Denver Post file
DPS Superintendent Tom Boasberg guest teaches an Advanced Placement history class at Lincoln High in 2009.

Denver teacher Carla Cariño hopes the district’s next superintendent is a bilingual person of color. Ariel Taylor Smith, a former Denver teacher and now an education advocate, wants a leader who tackles school improvement with a sense of urgency. Collinus Newsome, a leader at the Denver Foundation, hopes the search process includes community voices that have been silenced in the past.

These are just a few of the desires community members have expressed in the wake of Tuesday’s news that Tom Boasberg will step down after nearly a decade as superintendent of Colorado’s largest school district.

While the district has released few details about the process for selecting the next schools chief, board President Anne Rowe said Tuesday it’s the board’s most important role and that it will soon schedule a meeting to discuss the process publicly.

The 92,600-student district won’t be without a superintendent immediately. Boasberg‘s contract requires him to serve for another 90 days.

Randy Black, who coordinates superintendent search services for the Colorado Association of School Boards, said large urban districts like Denver typically launch comprehensive national searches to fill superintendent vacancies. On average, such searches take two to three months, but the length can vary based on district circumstances, he said.

“DPS is royally set up to do this,” Black said, using the district’s acronym. “They’ve done great strategic work in an extremely complex environment.”

The suburban Douglas County district, the state’s third largest, picked a new superintendent in April after a national search that drew more than 1,000 inquiries and culminated with three finalists. Thomas Tucker, previously superintendent of Princeton City Schools in Cincinnati, Ohio, is the new schools chief there.

While national searches are the norm for large districts, that’s not what happened when Boasberg was unanimously selected by the board in January 2009, a few weeks after his predecessor Michael Bennet was appointed to a vacant U.S. Senate seat. Boasberg was the district’s chief operating officer at the time and the sole finalist for the position.

Susana Cordova, currently the district’s deputy superintendent, is one likely internal candidate this time around. A graduate of Denver’s Abraham Lincoln High School and a longtime district administrator, she served as acting superintendent in 2016 when Boasberg took a six-month sabbatical to live abroad.

“Most urban and suburban boards will wrestle with how do you honor internals at the same time you open the door to potential matchups outside the district,” Black said. “That’s a fairly common dilemma.”

With news of Boasberg’s departure, one of the biggest questions on the minds of Denver parents and educators is how the public can weigh in on the superintendent selection.

Cariño, a teacher at North High School, responded to Chalkbeat’s online survey, wondering how the district plans to involve teachers and community members in the process.

She also wrote, “While being the superintendent of a large urban district is no easy task, the gains made under Boasberg for students of color were minimal. The fact of the matter is there is still a significant amount of work to be done so our students of color can better access and complete [a] four-year college … Our new superintendent should be a bilingual person of color who understands our communities and can make the needle move out of a genuine need to see progress for our students versus a political career.”

Ricardo Martinez, president of the parent advocacy group Padres & Jóvenes Unidos, said Wednesday he would like to see an open process where students, parents, and the community have some opportunity to ask questions and provide feedback.

He said parents he works with didn’t feel left out when Boasberg was selected because they understood the district had a short timeframe to find a replacement, and they had already worked with Boasberg and knew he supported the work they were doing together.

Now, Martinez said, parents are looking for a leader who understands and listens to the community, and who can take stock of what’s working and what’s not and use that information to find solutions.

“But making sure everyone is aware of that logic — That’s been extremely lacking with the administration. It’s about letting the community know so it’s not just an internal debrief,” he said.