Denver schools will tweak “do not rehire” practice

About 80 Denver teachers recently placed on a permanent “do not rehire” list may have a shot at returning to the district one day.StockDPSLogo92511

That’s because the Denver school board voted unanimously Monday to urge district staff to tweak a policy that board members described as unfair or egregious. The motion calls for staff to come back with a policy within 30 days that changes the “do not rehire” practice so it will no longer be permanent — except in the case of “serious limited circumstances” — and outlines reasons for placement on the list.

Staff will explore the amount of time the “do not rehire” recommendation would be in place, including a sliding scale depending on the employee’s professional history.

“I would never support a ban for life when it comes to this particular piece, unless there was a clear reason for having a ban for life on a rehire,” board member Landri Taylor said, citing examples such as criminal actions against children or adults, or embezzlement.

However, the board did not reconsider any of the specific teachers whose contracts were not renewed. In fact, the board voted 5-2 in favor of the list of 220 non-renewals. Board members Jeannie Kaplan and Arturo Jimenez voted against the non-renewals. Board members Mary Seawell, Anne Rowe and Happy Haynes pointed out that — after reviewing the employee files in detail — they believe the district followed its policies and procedures in making the decisions.

“These are based on multiple observations,” board member Rowe said. “It’s not a single principal making a decision and I don’t think it should be…. Can we improve? You bet we can.”

Presently, probationary teachers whose contracts are not renewed for a variety of reasons can be placed on the list. One teacher who testified before the school board last week said he didn’t even know he was blacklisted until he was informed by a Denver principal who wanted to interview him but said he couldn’t. The teacher taught in Jeffco for a few years before seeking to return to Denver Public Schools.

District administrators base the decision of whether to renew probationary teacher contracts on a “body of evidence,” including observation through LEAP (Denver’s teacher evaluation program), student achievement data, and interactions with colleagues and other team members.

Last week, the annual rite became a public show and organized union protest resulting in a 10-hour board meeting filled with emotional stories from teachers who testified about losing their jobs or being placed on the “do not rehire” list.

The board last week voted to delay a decision on the non-renewals so they could look more closely at individual teacher employment files.

There was a kerfuffle at the beginning of the meeting Monday when board members Andrea Merida, Arturo Jimenez and Jeannie Kaplan wanted to go into closed session to discuss individual cases. The board majority kept the focus on policy and blocked the push for a closed meeting.

Merida also did her share of fist pounding (literally) over a lack of adequate time for the board to review the employee files. She said she got the official list from district staff on May 10, and the board was scheduled to vote six days later.

Merida also said she’d like to see an appeals process for teachers whose contracts are not renewed. Seawell, though, said she would not support that because she feared it would undo all the work DPS has done to prepare for the rollout of Senate Bill 10-191, the so-called teacher effectiveness law.

Merida also pushed her colleagues to give district administrators more direction on how much the LEAP teacher evaluation system should play into these decisions.

“There are cases here in which you have teachers with very strong student growth and performance, but for whom subjective reasons were used for making the non-renewal decision,” Merida said.

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 [email protected]

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.”