Who Is In Charge

Union contributions mount up

Headquarters of Colorado Education Association in Denver

Political committees affiliated with Colorado teachers’ unions have spent more than $900,000 so far in the 2010 election season.

The bulk of that total is accounted for by the Colorado Education Association’s $600,000 contribution to the campaign against amendments 60, 61 and Proposition 101 (see related story).

But union-affiliated committees also have contributed significantly to Democratic candidates and to a group of 527 committees in a year when Democrats are battling to retain control of the legislature.

The Public Education Committee, CEA’s small donor committee, has donated $10,600 to Democratic gubernatorial candidate John Hickelooper and $10,000 each to Secretary of State Bernie Buescher and state Treasurer Cary Kennedy, both Democrats.

The committee also has given nearly $110,000 to 48 Democratic legislative candidates, plus $5,000 to a party committee that supports House candidates and $3,500 to a similar committee that supports Democratic Senate candidates.

The small donor group AFT Colorado Federation Of Teachers, School, Health And Public Employees Committee has given $10,000 to Hickenlooper, $1,000 to Buescher and $2,000 to Kennedy. The committee has contributed to 43 Democratic legislative candidates plus given $5,000 to the Democratic Senate Campaign Fund and $4,000 to the House Majority Fund.

Among education-related races this year, the biggest money so far is being spent in the at-large contest for the University of Colorado Board of Regents and in Pueblo County’s House District 47, where a Democratic union leader is battling a Republican construction executive for an open seat.

Melissa Hart
CU Regent candidate Melissa Hart

In the regent race, Democrat Melissa Hart has raised $70,285. She’s a professor at the CU law school. Republican Steve Bosley, the incumbent and a retired Boulder banker, has raised $38,438.

Hart’s contributors, most of whom have kicked in from $100 to $400, are a who’s who of legal and civic leaders and include former Denver Mayor Wellington Webb, Buescher and Kennedy, State Board of Education members Elaine Gantz Berman and Jane Goff, regents Joe Neguse and Michael Carrigan, former regents Sen. Gail Schwartz and Susan Kirk, U.S. Rep. Jared Polis, former higher ed chief David Skaggs and lawyer Jim Lyons, who co-chairs the ongoing higher ed strategic planning committee. There are lots of lawyers and several CU faculty members on the contributor list. Hart also has received $1,000 from the CEA small donor committee.

Steve Bosley
CU Regent Steve Bosley

Notable Bosley contributors include businessman Barry Hirschfeld, National Western Stock Show head Pat Grant, politically connected lawyer Steven Farber and former GOP U.S. Sen. Bill Armstrong.

In the District 47 race, teacher Carole Partin, president of the Pueblo Education Association, is seeking to hold the seat for the Democrats. She’s received $4,250 from the Public Education Committee, $500 from the CFT small donor committee and $3,250 from the Jefferson County Education Association small donor committee. Overall she’s raised $58,219.

Among Republican Keith Swerdferger’s larger contributors are small donor committees in the real estate, construction and insurance industries. He’s raised $82,041.

The CEA’s Public Education Committee has given its largest contributions – the top so far is $4,250 – to Democrats with tough battles on their hands. Sen. Mike Johnston, D-Denver and author of Senate Bill 10-191, hasn’t received any CEA money in what is considered a safely Democratic northeast Denver district. The CEA fought SB 10-191 vigorously in the last legislative session.

But two senators who did vote for the bill, John Morse of Colorado Springs and Pat Steadman of Denver, did receive contributions. No House Democrats who voted for the bill, including Rep. Christine Scanlan, D-Dillon, have received funds from the CEA committee.

The Public Education Committee also gave $40,000 to 21st Century Colorado, $50,000 to the Colorado Freedom Fund and $100,000 to Accountability for Colorado. The three are 527 committees associated with the coordinated effort of wealthy donors and labor unions that has worked to elect Democrats in recent Colorado elections. (See this 2008 Denver Post story for background on that effort.) The committee also gave $4,015 to Western Values, a 527 connected to the political consulting firm of Welchert and Britz.

One interesting committee donation was of $3,000 to Mike Merrifield of Colorado Springs, who’s running for El Paso County commissioner. Merrifield, a retired music teacher, has been a state representative, chair of the House Education Committee and a staunch CEA ally. He’s leaving the statehouse because of term limits.

(See the committee’s Sept. 7 report and its July 7 contributions.)

Rep, Christine Scanlan
Rep. Christine Scanlan, D-Dillon

The AFT’s small donor committee gave contributions to 30 Democratic candidates who also received CEA money. But it also gave money to several other Democratic candidates, including Scanlan and SB 10-191 supporters Mark Ferrandino, Jeanne Labuda and Beth McCann of Denver, and Joe Rice of Littleton. The AFT supported the bill during legislative debates.

Given that the AFT’s smaller membership provides less of a fundraising base than the CEA has, most of the contributions were smaller, generally $250 or $500 per candidate.

The committee gave $1,000 to newly appointed Sen. Lucia Guzman, D-Denver and a former Denver school board member. She beat term-limited Rep. Joel Judd in last month’s Democratic primary. Judd had received $2,125 from the CEA-related committee.

The AFT committee also gave $5,000 each to 21st Century Colorado and Accountability for Colorado.

(See AFT legislative and other contributions.)

The only other union-related committee making significant contributions so far is the Jefferson County Education Association Small Donor Committee, which has spent $45,208.

In addition to Partin, the committee has given contributions to nine other Democratic candidates in the metro area. Those receiving the largest contribution – $4,250 each – include Rep. Sara Gagliardi of Arvada in District 27, retired teacher Laura Huerta in House District 30, Gilpin County Commissioner Jeanne Nicholson in Senate District 16 (which stretches into the central mountains), lawyer Chris Radeff in House District 22 and Rep. Max Tyler of Lakewood in District 23.

All contribution and spending numbers were taken from reports on file with the secretary of state’s office. The most recent set of reports was filed Sept. 7. (Search candidate and committee reports here.)

How I Lead

This Memphis principal says supporting teachers and parents helped pull her school out of the bottom 10 percent

PHOTO: Caroline Bauman
Principal Yolanda Dandridge has led Georgian Hills Achievement Elementary for the last two years, and was previously the academic dean.

Here, in a series we call “How I Lead,” we feature principals and assistant principals who have been recognized for their work. You can see other pieces in the series here.

Principal Yolanda Dandridge walks almost 14,000 steps a day — double the national average.

It takes a lot of walking to manage two schools. Dandridge has led Georgian Hills Achievement Elementary for the last two years and was previously the academic dean. She temporarily took over Frayser Achievement Elementary when the schools had to share space this year because of maintenance issues at Georgian Hill’s original building.

“I am constantly on the move,” Dandridge said. “How else can you keep up with elementary students?”

Both schools are part of the Achievement School District, which is charged with turning around the state’s lowest-performing schools but has struggled to accomplish the task.

This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent. In 2016, before Dandridge took charge, Georgian Hills was in the worst 2 percent of schools.

Dandridge was honored by the achievement district for her work.

“She is a real standout among our principals of someone who understands what it takes to turn things around,” said interim achievement district leader Kathleen Airhart.

Dandridge talked to Chalkbeat about how she gets to know her students, her efforts to motivate teachers, and why school buildings are important.

This interview has been condensed and lightly edited.

What was your first education job and what sparked your interest in the field?

PHOTO: Caroline Bauman
Dandridge walks almost 14,000 steps a day — double the national average.

I tell my teachers to always stay focused on the “why” behind their careers. For me, my “why” was the fact that my little brother got all the way through elementary school without learning to read. He wasn’t able to read until the fifth grade. He came from a family of educators, and he still slipped through the cracks. If that could happen to him, it could happen to so many kids.

I started teaching in Rolling Fork, Mississippi, and I taught in that state for more than a decade. I came to Memphis as a teacher, I was asked later to consider taking on the principal role at Georgian Hills. I said, “You want me to do what?” Now, I’m grateful for all those years in the classroom and as an academic dean to prepare me for this role.

How do you get to know students even though you don’t have your own classroom?

Any chance to get into the classroom, I will. If a substitute teacher doesn’t come, which does happen sometimes, I will teach the students in that classroom for a day. I love getting to know students by helping out in the classroom.

I am also constantly walking the hallways of both schools. That’s how I start the morning — I greet students and their parents by name when they walk into the school. I walk students to their classrooms. I’m constantly monitoring the hallways.

When a new student registers for classes, the first thing the office staff knows to do is call me down so I can meet them.

How do you handle discipline when students get into trouble?

I really prefer to always consider the experiences that a child may have had prior to entering our building.  When you approach discipline with a keen awareness of the types of situations a child might have or experience, it really makes you a better educator.  And you understand that the best thing for us to do is to ensure that students know and understand that we have their best interests in mind. When children connect with you and other teachers in this way, discipline is less challenging.

What is an effort you’ve spearheaded at your school that you’re particularly proud of?

I’m very proud of what we’ve done at Georgian Hills and now at Frayser to really focus on our teachers.

Every Wednesday after school, we’ll have a period of professional development. I try to be attentive to what my teachers tell me they want to learn more about. There is a lot of coordination on lesson plans in particular. Teachers work together on their lesson planning, and I also will personally give feedback on a teahers’ lesson plans. My biggest, driving question is “What do my teachers need most?” They don’t need to be spending hours everyday lesson planning when they can collaborate. We can help there.

Tell us about a time that a teacher evaluation didn’t go as expected — for better or for worse?

Evaluating teachers has always provided me with the opportunity to hear and see the creativity and passion that our teachers bring to the classroom.  My thought on evaluations is to take the anxiety out of it and ensure that teachers are comfortable and understand that the overall process is about improving their skills and enhancing the tools in their toolbox.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective.

PHOTO: Caroline Bauman
This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent of schools in Tennessee.

When I was early in my teaching career in Mississippi, I had a student with a single mom. Her mom was an amazing support system for me and my classroom. She was always wanting to volunteer at the school. But she struggled to provide basic needs for her daughter — she was struggling to get a job. But she was trying so hard. There’s a stigma of parents, especially in low-income communities, not participating or caring about their child’s education. This mom was giving her all, and it changed my view of parental support. The school needed to find ways to also support her.

And so as a principal, I’m always thinking about how I can support my parents and invite them into the school. So that they feel welcome and wanted, and also so they are encouraged in their own role in their child’s education. We hold math and science nights, where parents learn how to do math games or science experiments at home with their kids. We provide them with materials and knowledge so that they can provide enrichment in their own home.

What issue in the education policy realm is having a big impact on your school right now? How are you addressing it?

We, like many schools in Memphis, don’t have the facilities we need for our students. Georgian Hills had to vacate our school building due to an issue with the roof. That created a hard environment for this school year — moving to a new building where we share space, and then me taking on that school as its school leader when the principal left. Honestly, I thought this year could break me as a school leader. But it didn’t, and it didn’t break our school either. We had a culture in place where our teachers felt supported among the chaos of the start of the year. After a year of repairs, we’re planning on moving back to our original building this fall.

But the issue here is that we don’t have the school buildings we need. Schools should be palaces in a community.

What’s the best advice you’ve received?

You have to mobilize people’s efforts to “win.” The first secret to this is to love your people. They are here for a purpose and you have to help them understand the higher purpose that they are here to serve.  You have to have the right people in place, be responsible for developing them, and have the courage to let them go when student’s needs aren’t being met. Finally, transparency rules.


Aurora school board to consider one-year charter contract for school with conflict of interest

PHOTO: Andrea Chu

Aurora’s school board is set to decide Tuesday whether to renew the charter of a well-rated school that long has served children with special needs — but that also has become caught up in questions over conflicts of interest and opaque finances.

Aurora district administrators, concerned about operations of Vanguard Classical School, are recommending just a one-year charter extension rather than the usual five-year contract.

District staff members told the school board earlier this year that they were unsure about the school’s relationship with Ability Connection Colorado, the nonprofit that started the school and provides services through a $350,000 agreement. Not only does that contract lack specifics, but also the nonprofit’s CEO, Judy Ham, serves as the president of the charter school’s board and has signed agreements between the two organizations on behalf of Vanguard.

“You can see the clear conflict of interest concern that arose for us,” Lamont Browne, the district’s director of autonomous schools, told the school board in February.

The charter school board president disputes the findings of the conflicts of interest, but said the school is going to comply with all of the contract’s conditions anyway.

Vanguard, which first opened in 2007, was created to serve students with special needs in an inclusive model, meaning, as much as possible those students are blended into regular classrooms. Currently, the charter operates two campuses. One, near Lowry, enrolls about 500 K-8 students, and the second, a K-12 campus on the east side of the city, enrolls about 745 students. More than half of the students at each campus qualify for free or reduced price lunches, a measure of poverty.

In reviewing Vanguard, the district found it has a higher percentage of students who perform well on some state tests than the district does. The school also has a good rating from annual state reviews.

But the unclear relationship between the school and its founding nonprofit have raised doubts.

Although the relationship and service agreements the school has with the nonprofit aren’t new, Aurora’s concerns came up during an interview step that was added to the charter renewal process this year. Last time Vanguard went through a review from the district, five years ago, the district’s office of autonomous schools that now oversees charter schools did not exist. Staff describe previous reviews as compliance checklists.

Ham told district reviewers in that new step during the review process, that she never recused herself from board votes involving her employer.

But Ham now says that she misspoke, and meant that she has never recused herself officially because she just doesn’t vote on matters involving Ability Connection Colorado.

“It felt like (it was) a loaded question” Ham said. “But I don’t recuse myself because I don’t ever vote. It’s almost like a foregone conclusion.”

Browne also told the board he was concerned with the lack of detail about the $350,000 service agreement.

“Considering the amount that that contract was for, we were very concerned about the lack of detail regarding those services,” Browne said. He also pointed to school staff’s “lack of clarity with regard to what they were paying for and what they were receiving.”

Ham said the charter school has rewritten and added more detail to the agreements about what Ability Connection Colorado does for the school, which she said includes payroll services, human resources, building management, and risk assessments for students. The school’s west campus also shares a building with the nonprofit.

“We are on-call 24-7,” Ham said. “We wanted to provide everything so that the school could focus on being able to do the most important thing which is educating the children, knowing that inclusive education is hard to do.”

But what the functions of the nonprofit are aren’t clear, according to Aurora administrators.

“The school should not be wondering what services they are or are not receiving from the company,” said Mackenzie Stauffer, Aurora’s charter school coordinator.

Administrators recommend a renewed contract include stipulations such as governance training for the school’s board, meant to address conflicts of interest.

Ben Lindquist, president of the Colorado League of Charter Schools, said that there are laws that could apply to give charter school authorizers like Aurora authority over conflict-of-interest issues.

“It should be within the purview of an authorizer to inquire into conflicts of interest if it perceives they are there,” Lindquist said. “But there’s not just one way to remedy that.”

Among the contract’s conditions, the district will also ask that Vanguard’s board be more transparent about recording board votes on significant decisions. Initially, district staff also said they considered asking Vanguard to remove the current board and replace all members, but officials said they ran into some problems with what they were allowed to ask the school to do.

“There’s a very interesting place we are in where we are the authorizer — we don’t run the school and we want to maintain that delineation,” Browne said. “However if we feel like there is something that could be a potential challenge for the school, we feel like it’s our duty to do what we can to suggest or recommend those changes.”