The Denver Post editorial board asked each of the candidates for the Nov. 3 Denver School Board election to provide a biography and answer nine questions. To read other candidates’ questionnaires, see the links at right.
Please provide us with a quick biography and any background that you find relevant for a position on the school board.
No answer provided
Do you think there is too much or too little emphasis within DPS on Charter Schools? What, specifically, leads you to this belief?
It is my visual understanding that emphasis on Charter Schools are due to “FEAR”. The Charter School system is practicing what the current public system is not. The objective of our teachers is to effectively teach the student/learner. The objective for the learner is to LEARN. It is my belief that the Charter schools are a result of the failing public system that is now in place. There seems to be a clear lack of communication and support of the leadership from the top down, in our Public school system. Just recently we have begun to have community meetings to involve the Superintendent, which has not been evident as described in the past.
There seems to be constant community and parental involvement in our Charter Schools, which have an elected board of community members and parents. Within our Charter Schools, students are taught and lead by people that are able to personally relate to them culturally and intellectually. Again, an attribute not yet mastered within our Public School system, which has been around much longer than our Charter School system.
The “FEAR” of change, the lack of communication, cultural diversity and most important the failure rate of our students is a clear indicator that the current Public schools system is in need of an overhaul. The emphasis on the Charter School, and the success to fulfill in areas where the Public system lacks, seems to be a partial solution to a few problems.
What do you think of the state law that allows schools to seek more independence from state, local and contract structures? Should principals have more control over the staffing decisions at the schools they run?
I have mixed fillings in this area, it is my understanding we can give too much power which can cause more problems than we need. In most case throughout our corporate and public systems there are processes and best practices. I’m all for allowing Principals the power needed to run their school, as long as they follow the ethical rules and guidelines set forth by the board and Superintendents. There should always be a hierarchical chain of command to assure everyone rights and privileges of a safe environment. If a member of the faculty and/or administration cannot communicate effectively with the said principal there should be a safe way to communicate their differences without fear of reprisal. The same hierarchical chain should be used for the parents and students. We do not live in a perfect world and prejudice and biases do exist, meaning the District should play a strong part in arbitration. However, all power should never be given to any “One” person that can make or break the lives of a student, faculty member or administrator. We teach “Freedom of Speech”, everyone should be able to have a voice, if there is need of arbitration, however the Principal is and should be the Executive leader/facilitator, not “Dictator”, of his/her Public school and program.
On the other hand, independence and freedom to work within the set guidelines and overall strategic plans, of the Districts should be the main goals and objectives of the Principal. However, Principals are a public servant and should conduct themselves as such remembering that they do work for the community they work within. A Principal should be able to make progress when needed, utilizing their skills that will adhere to good and ethical public service with respect to those in which they serve.
Should principals have control of their school budget? How much control should they have?
This is a loaded question; however, I must say that the Principal, as the Executive Administrator of the school, should have the overall responsibility of funds allocated for that institution. Not to mistake or misappropriate such funds, but serve to as the Executive Administrator, taking full reign over any discretionary funds available, but also be expected to follow appropriate rules and guidelines for all other appropriated funds. No Principal should be able to spend as he or she feels is necessary not adhering to proper protocol, again they must remember the main purpose and objective is to facilitate and teach students in a safe learning environment for the community in which they serve. Direction should be given to support and assure no funds are misappropriated at anytime. I’m sure the Principal, like most Executive Managers should know and would like to know for future growth and development, where and how, funds for their programs are being spent. As the Executive Administrator, like any other Executive Manager they should be held responsible, for they are the ultimate authority of the institution in which they serve.
However, like any other governmental agency, funds are allocated and earmarked for specific expenditures and purpose, meaning there are guidelines they must follow. Yearly evaluations should reflect the understanding and skill level of how they monitor and manage these funds. The Principal should be the authoritarian to approve spending for all faculty, staff and administrators. Yes the Principal should have the responsibility, but have a budget administrator or accountant to monitor such funds to alert and aid the principal in the direction, or redirect of funds, if needed. It would be wise to have an accountant/budgetary administrator appointed to each school monitoring and steering the Principal as funds are disbursed making sure the principal allocates and reallocates funds appropriately. It would be to the Principals advantage to have the proper administrators in place to assist in these matters. It should be the responsibility of the District to assure that proper training is supplied to all Principals and administrators to make sure they are all on the same page. Understanding the Principal is the Executive of the school, they should have the authority to have the proper people in place, that will make sure all needs of the institution are being met.
DPS has a well-publicized achievement gap between minority and white students, and overall low graduation rates. Does DPS have a good plan to address these issues? Do you think these problems deserve additional or different attention? Please explain. Your answer.
As the unveiling 2009-10 Denver plan has been revealed, nothing has changed regarding the cultural achievement gap. They agree there is a problem, but no solution that will close the gap in such a way that will increase learning for any specific under achieved cultural group, which are the African American and Latino students. The plan addresses the need to increase and improve learning for all students, knowing there are specific issues, but nothing directly to addressed specifically dealing with multi-cultural and diversity issues and differences. Therefore to complete the answer, yes I think this problem deserves additional and different attention, considering it has been an ongoing problem. The elephant in the room cannot go on being ignored.
DPS instituted one of the first pay-for performance plans in the nation. Do you think it is working well? Why? How much of a teacher’s pay should be based on performance?
Students numbers have increased, CSAP scores have increased, which tells us that the teaching objectives are being performed, hence pay for performance. The main objective of teaching the student, according to the CSAP statistics, is being met, by a small margin. Although, the plan seems to be working, I do not believe it has reached its full potential, as professed in the original plan. As addressed when originated the Pro Comp plan was to be fully implemented in years 2005-06, well improvement did not compliment implementation, which tells me pay increase were given and student were not learning.
It has been quoted that the CSAP scores increased by 3%, therefore the Pro Comp index increases should somehow shadow this progress, if funds are available. Meaning, if performance increased 3%, and funds are available, the raises should not have increase no more than 3% to include COLA. Any additional funds if available can be left to the Principals discretion and/or added to fund successful programs or projects, just in case funds are limited. This will allow teachers to work collaboratively while increasing performance overall. In addition, it is my belief to tie increases very closely to performance levels of success. The standards set should include performance in student learning, parental feedback, peer review, multicultural activities, and overall administrative and community observations, which will begin a new teaching paradigm of change.
Should DPS end direct placement of teachers?
No, strategically placing teachers with the intent to give balance of related skills, and diversity is an issue; therefore I would say the teacher must be willing to go where they will best meet the needs of the community. Teachers have a responsibility to serve. Teaching is a profession, and it shouldn’t matter where or who they teach, their skill is to “TEACH”. Like most professions some teachers are better than others, and their skills are needed not only to increase the level and standards of our students/learners, but to be a leading example for other teachers to follow.
Should teachers have tenure! Should Denver do more to weed out substandard teachers?
Again, it depends on what “Tenure” will include. If it is only to assure job stability without consequence to poor actions, then I would have to say no. On the other hand if it includes the prestige and honor of a teacher to master within the teaching profession, upholding the standard of excellence it took to make them tenure, then I will say “Yes”. Tenure should only be granted with stipulations, not a guarantee of employment. If a tenured teacher falls below in performance in anyway, there should be consequences and a process to follow, just as if they were not a tenured employee.
I do not believe it is necessary to “weed out”, but to facilitate, train and improve substandard teachers. It might be wise to have our teachers tested every three years to make sure they are still interested in being a teacher. There are those that look at what they do as merely a way to make money. The desire to teach is no longer a desire. These employees should be given an opportunity to serve in a different capacity, or at least take the time to learn more about their teaching style and maybe specialize in a certain learning style. This teacher might want to take a sabbatical or rest to explore other avenues. No person should be “weeded out”. We are all human and have a right to pursue our dreams, however sometimes we might need assistance to know if our desires have changed, to lead us to pursue other avenues.
Should the district close schools that aren’t at capacity and have poor growth projections.
Schools exist because the demographics in the area show a need for the facility to serve the surrounding community. If demographics do not show the need for a school is in the area, then it would only make sense to free those funds to serve in an area where they are needed. If demographics show the need for a school, and the community is not utilizing the facility, we must surveys the area to find out what the real issues are. Why isn’t the community using the facility? Communication or the lack thereof will make or break this system.
Should teachers be rated based on how their students perform compared with other similar classes?
Yes, again it is the teachers” responsibility to teach. If the students in the classroom are not learning, the job is not being performed. However, comparing classrooms to another can show many variables to include differences in teaching styles if the teacher is not successful, there should be processes in place to train and retrain the teacher, empower, and best practices that lead to student academic success. We need to concentrate on building on strengths and not weaknesses. Stellar teachers should lead by example and teach others to emulate their teaching style.
