The social network

How social media gives voters insight into candidates’ campaign styles

A 140-character tweet can be worth a thousand words when it comes to learning about candidates in a school board race.

And so far this campaign season, there are two competing narratives across social media sites like Twitter and Facebook.

As the race for seats on the Denver Public Schools Board of Education begins, the candidates’ activity on social media — or lack thereof — can provide voters an insight into each candidate’s campaign and a preview of the debates in the coming months.

Southeast Denver incumbent Anne Rowe and northwest candidate Lisa Flores are using social media sparingly and keeping positive. Both Rowe and Flores have said they believe DPS is on the right track with a number of educational reform policies that include more school choices for families, an emphasis on teacher evaluations, and using results from standardized assessments to make decisions about how schools operate.

Meanwhile, southeast candidate Kristi Butkovich and northwest candidate Michael Kiley actively use social media and are often critical of those same DPS policies. They also believe that DPS officials often operate in a vacuum and shut out public input when making decisions.

There should be a thoughtful strategy behind how a candidate uses social media, said independent political analyst Eric Sondermann.

Meet the candidates
Read previous interviews with DPS board incumbents and candidates here:
Kristi Butkovich
Anne Rowe
Michael Kiley
Lisa Flores

When it comes to candidates like Butkovich and Kiley, the abundance of opinionated posts is a way to connect with like-minded people, Sondermann said.

“There’s an element of social media which often becomes a ‘bitch session,’ for lack of a more artful phrase,” Sondermann said. “For some who are less than enamored with the current direction of DPS…they turn to social media to find like-minded people.”

And on the other end, candidates such as Rowe and Flores who are less vocal on social media do so to “avoid getting dragged down into the muck,” Sondermann said.

Sondermann added some candidates with less experience may also be using social media for no other reasons than it’s the thing to do.

“Any campaign has to have a social media presence. To not have a social media presence is not an option,” Sondermann said. “I think candidates, particularly in these district races where it’s much more personal, much smaller geography, social media becomes all the more important.”

Candidate Flores has a Facebook page and Twitter for her campaign. Her personal Twitter has been inactive since 2011, with the exception of two tweets about her candidacy.

She said she was less active on social media prior to July due to a busy schedule but is now using Facebook more frequently, which is evident in a slight increase in posts during the past two weeks. She frequently uses her page to spotlight nonprofit organizations and share photos from the campaign trail.

“I’m a nonprofit girl at heart,” she said. “That’s where I spent my 20s and 30s…for me, there was a real value alignment in choosing to highlight a nonprofit of the week that has a strong presence in supporting DPS students.”

Flores said that is a deliberate decision not to use her social media pages to discuss hot topics such as charter schools or enrollment zones.

“I have a different message and a different style of leadership and a different path that I’m running,” Flores said. “I think every candidate needs to run the race that’s in line with their own values and their own sense of integrity and that’s what I’m working to do.”

In stark contrast, Flores’ opponent Kiley uses social media avidly and is much more vocal on education’s most controversial topics on both his personal and campaign Facebook pages.

But Kiley said he doesn’t feel his posts are bold.

“People don’t tell me ‘this is a bold stand you’re taking,’” Kiley said. “They just want to know more about the issues [I post].”

But his posts draw an audience, Kiley acknowledged.

“I have a pretty steady upwards trend in people liking [the campaign’s Facebook page] and I suspect its because they like what I post,” Kiley said. “We don’t have a relentless campaign to get people to like us, we don’t do contests or anything like that. It’s organic and I can only assume it’s because people like the information I’m sharing.”

So far, Flores and Kiley are the only candidates running for the open board seat in northwest Denver. Butkovich is running against incumbent Rowe for the southeast Denver seat. The southeast candidates were unable to be reached for comments on their social media usage.

Here’s a snapshot of the candidates on social media.

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.