The Denver Classroom Teachers Association has been a leader in education reform, promoting such promising reforms as encouraging all teachers and specialized service providers to be engaged in lifelong learning and goal- setting. We have supported new models and new methods. We believe that reform is not something done to schools and teachers. Implementing authentic reforms means collaboration, extensive research, and hard work with parents, teachers, students and administrators.
Next fall, we will open the Mathematics and Science Leadership Academy. This K-5 DPS Performance School will be teacher-led, and eventually enroll 250 students under the leadership of Lori Nazareno. We wanted to start our own school to prove that quality teaching works in increasing achievement. This school will encourage new and innovative techniques. Parents and students will be intimately involved in the design and implementation of the school’s program. Teachers will learn from each other, and students will be prepared to compete in a 21st century global society.
This is a high-risk proposition from a union, and one that we embrace. Rising to this challenge is critical to redefining the public education system that our students deserve.
When teachers enter our classrooms in Denver, there is little support for their growth as professionals. Aside from the colleague next door or the occasional “drive by” observation of the principal, our new teachers receive little support. While a state statute requires an induction and mentoring program at the district level, its requirements are weak.
As a result of contract negotiations, we have formed the Professional Practices Work Group, which will look at new teacher induction, mentoring, evaluation, remediation and dismissal. Our work will focus on researching and designing a model that supports new teachers and provides intervention for struggling teachers. Our joint task force will continue to analyze best practices from across the country, and work collaboratively to develop an effective system for Denver.
Recognizing that teachers come into our district from many different paths, we need to ensure that all of them receive support to help improve the quality of the instruction they are providing. Most institutions require very little, if any, coursework that prepares our candidates to work in an urban or diverse setting. Here is an example where the DCTA — with significant resources and help from our state and national affiliates — has the tools to help teachers understand the cultural and family differences that can help them teach students better.
The Alliance for Quality Teaching has clearly identified the “teaching gap” where our most needy kids are usually taught by the least experienced teachers. In Denver, the gap is greater than our neighboring districts. Research shows that in general, teachers with more experience are better able to increase achievement. The DCTA can help provide a feedback loop to teacher preparation programs, to induction and mentoring programs, and to professional development. Using hard data to drive decision-making can help the association and the district advance our shared goals of improving teacher quality and student achievement.
As Denver Public Schools goes through another transition, DCTA will continue to advocate for quality teaching and learning in our schools. A report by the National Commission on Teaching and America’s Future, called “What Matters Most: Investing in Quality Teaching,” showed that outside of the home, the quality of the teacher is the most important factor in improving student achievement. It is our responsibility to advocate for quality teaching and provide the support and professional development necessary to ensure a great public school for every child.
Kim Ursetta is president of the Denver Classroom Teachers Association.
