Relationship Building

New Aurora union president: We need to look out for young teachers, improve relations with the district

PHOTO: Nic Garcia

Bruce Wilcox is settling in as the new president of the Aurora teachers union at a crucial time.

Aurora Public Schools is coping with budget challenges and declining student enrollment. Teachers are concerned about growing class size, their pay and more.

Meanwhile, a school board election this fall could change the direction of the 41,000-student district, which has undertaken a number of reforms to improve student achievement.

The union has opposed some of the reform efforts — including bringing high-performing Denver charter network DSST to Aurora — but to little effect.

Still, Wilcox said he hopes to forge a more cooperative relationship with district leaders.

Bruce Wilcox (Handout photo)

Wilcox has held various positions with the district. He started working in Aurora as a paraprofessional and then spent 17 years as an elementary school teacher. He also has worked in district positions helping run programs in multiple schools.

Wilcox has attended meetings all over the district to hear from teachers and employees as he begins his term. He sat down with Chalkbeat to discuss the state of the district and the union:

Why did you decide to take this leadership role with the union?
I think we need to do so much more together. I know that was what I believe was Amy Nichols’ (his predecessor) intention — for us to work collaboratively with the district. I think I wanted to make sure that continued and hopefully that it improved. It’s so critical that we take the young teachers that we have and develop them into long-range teachers — the long-term teachers that stay with our district and have a great relationship with our district. Right now, I just see a lot of turnover.

What do you think of the current relationship between the district and its teachers?
I think it’s a condition that can be improved. There are three sides to this. There are teachers, administrators and then there’s the district level, all of which want what’s best for kids, and all of which want to improve the outcomes for kids. I just don’t think right now we’re all working together to do that.

What do you think are the major challenges facing Aurora schools right now?
I think teacher retention and development is a huge one. The biggest challenge with our student base is the declining enrollment, which affects teacher retention, which affects the ability of the district and the association and teachers to get better at what we do.

Do you have goals for what you would ideally like to change or accomplish in this role?
As far as the organization itself goes, that we move into a role where we are more supportive of our younger teachers. That we take on some of the professional development the district isn’t able to do, or isn’t doing, so that we can develop those young teachers, develop those new teachers. Or take teachers who are struggling but who may not be new, and help them all become the best they can be. That we advocate for the best learning conditions for our students.

What are your thoughts on the budget problems the district is facing with decreasing enrollment and the process the district used this last school year to solicit input?
As far as the solicitation of input, I don’t know how effective that was in getting to everyone. It’s one thing to say we provided opportunities, but then the other is what effect that input really had. There may be another source of input that outweighed it, so that’s a concern. As far as the budget itself, last year was particularly difficult because of the reduction in force. We attempted to work with the district last year in formalizing that process. It is in the agreement and in state statute. There is some area where I believe it is vague and as a district and an association we should be able to come to agreeable terms. Right now I believe there’s some room for arbitrary decisions that we need to remove in order to be fair.

Part of Aurora’s reforms have included adding charter schools, including DSST, which the school board just approved. Many teachers spoke at board meetings against that charter. Do you also feel it was a bad idea to bring the school? And if so, why?
I was one of those people who spoke at that meeting. There is obvious concern that we are bringing in a school, and that we don’t know how it fits into the long-range plan.

We also are at a point where we’re seeing a declining student enrollment and now you’re going to be bringing in a charter school which will decrease not the overall district enrollment but certainly the enrollment to the traditional piece of the Aurora Public Schools. In addition, DSST was the second school that’s being brought in different from past practice, so I would say I have more of an objection to how it came. Charter schools in the past have had to find their own location. Now we are saying that we have placed into the bond money to assist in building that building (for DSST). In the past if charter schools wished to come to the Aurora, they applied. In this particular case the district, the superintendent, reached out to them. I think there are some concerns about the process that was used.

Charter schools do not have the same public accountability that traditional schools do. They also do not have the same constraints, so they operate much differently.

The board had some discussion early last school year about the fact that per a new contract, teachers in Aurora received a pay raise, while the district was planning serious budget cuts. Do you think the pay raises were necessary, and if so, what’s the proper way to find balance between those needs and the needs for budget cuts?
That’s a much bigger issue and I think if we want to ask about should teachers receive pay raises, we should also ask how money has been spent in the district in general. We need to look at the big picture. If you want to retain teachers, then you have to have a means by which to pay teachers and to retain them and reward them for the service that they have.

We’ve had two pay freezes where we did not get steps and lanes (annual pay increases for years of experience or added education), something that is in the contract. We negotiate salary every year, and so those steps and lanes are not guaranteed just by being in the contract.

We understand there are tough economic times but it seems as if the increase or decrease of compensation for employees, and that’s all groups, seems to be the last thing the district considers in the budget.

Do you really think it’s becoming attractive for Aurora teachers to leave for other districts?
It’s certainly attractive to leave Aurora for other districts if you are concerned there are going to be pay freezes. If you are going to get those incremental increases in other districts and you’re not going to get them here, that certainly makes it attractive for some teachers to leave the district. The biggest thing here is the cost of living in the city of Aurora. By the numbers that were given (by district officials at a board meeting) our first and second year teachers cannot afford to live in the town they work in without economic hardship. So certainly if they have any kind of student loan it makes it extremely difficult for them to live here.

As prices increase, it affects not only our families but it affects our young teachers who are at the beginning of their careers. I have an awful lot of younger teachers who work multiple jobs. They don’t take summers off. They just get a different position for the summer. They work two jobs during the year so they can pay student loans and afford to live. So I think compensation is a huge issue. It’s a large reason people stay or leave. And whenever we don’t have stability in how we compensate our people, then it creates this doubt.

Is the job of Aurora teachers also changing?
Our population of students depending on where you are in the district is always in flux, which is always requiring teachers to learn and adapt, to acquire new skills and to do things that certainly I didn’t have to do 20 years ago when I started. Now I need to be knowledgeable about mental health and well-being of students. I need to know the resources that are available in order to do what’s best for my students.

The other thing we’re going to see is increasing class sizes as a result of the reduction in force. We really don’t know what that’s going to look like. The district will adjust as student counts are different than they anticipated.

When you have a classroom and you increase it in size that adds a lot of work. It’s not just that you have to prepare for more students. You have to prepare for more students that are at different levels of need.

Price of entry

Becoming a Colorado teacher could soon require fewer transcripts, more training on English learners

Stephanie Wujek teaches science at Wiggins Middle School , on April 5, 2017 in Wiggins, Colorado. Rural areas are having a hard time finding teachers in areas like math and science. (Photo by RJ Sangosti/The Denver Post)

The rules for becoming a teacher in Colorado are about to change — and officials hope the moves will help attract more math teachers and better prepare educators to work with students learning English.

The changes, which the Colorado Department of Education proposed this week, would also cut down on the paperwork needed to enter the profession and make it easier for teachers licensed in other states to re-enter the classroom after they move to Colorado.

The package of changes also includes a slimmed-down teacher evaluation rubric, the first major revision to the rules under Colorado’s 2010 teacher effectiveness law.

Among the proposed changes:

  • Less paperwork for new teachers. Applicants for a teaching license would no longer have to provide transcripts for every school they attended, only the transcripts for the school that granted them their highest degree. (Many colleges hold transcripts hostage for unpaid debt, even minor ones like unpaid parking tickets.
  • Less paperwork for teachers coming from other states. Experienced, licensed teachers from outside Colorado would no longer need to provide transcripts or prove that their teacher preparation program met Colorado standards.
  • More flexibility about previous teaching experience. Licensed teachers from other states would no longer need to have previously worked under a full-time contract to qualify for a Colorado license.
  • A new credential limited to middle-school math. Right now, Colorado only has a secondary math endorsement, which requires competency in trigonometry and calculus. That’s a barrier for teachers moving from other states with a math endorsement limited to middle school, and some see it as a roadblock for those who feel comfortable with algebra but not higher-level math.
  • Additional pathways for counselors and nurses to get licensed to work in schools.

Two bills making their way through the Colorado General Assembly this session would remove another barrier for out-of-state teachers. To qualify for a Colorado license today, teachers must have had three years of continuous teaching experience. If those bills are signed into law, applicants would only need three years of experience in the previous seven years.

Together, the proposals indicate how Colorado officials are working to make it a little easier to become a teacher in the state, which is facing a shortage in math teachers, counselors, and school nurses, among other specialties, as well as a shortage in many rural districts.

Colleen O’Neil, executive director of educator talent for the Colorado Department of Education, said many of the proposed changes came out of listening sessions focused on the state’s teacher shortage held around the state.  

The changes still don’t mean that if you’re a teacher anywhere in the country, you can easily become a teacher in Colorado. Just six states have full reciprocity, meaning anyone with a license from another state can teach with no additional requirements, according to the Education Commission of the States. Teachers whose licenses and endorsements don’t have a direct equivalent in Colorado would still need to apply for an interim license and then work to meet the standards of the appropriate Colorado license or endorsement.

The rule changes also add some requirements. Among those changes:

  • Prospective teachers will need more training on how to work with students learning English. Most significantly, all educator preparation programs would have to include six semester hours or 90 clock hours of training.
  • So will teachers renewing their licenses. They will need 45 clock hours, though the requirement wouldn’t kick in until the first full five-year cycle after the teacher’s most recent renewal. A teacher who just got her license renewed this year would have nine years to complete that additional training, as the requirement wouldn’t apply until the next renewal cycle. Superintendents in districts where less than 2 percent of the students are English language learners could apply for a waiver.

Colorado’s educator preparation rules already call for specialized training for teaching English language learners, but the rule change makes the requirements more explicit.

“We’re the sixth-largest state for English language learners,” O’Neil said. “We want to make sure our educators are equipped to teach all our learners.”

The rule changes would also “streamline,” in O’Neil’s words, the teacher evaluation process. Here’s what would change:

  • The five teacher quality standards would become four. “Reflection” and “leadership” are combined into “professionalism.”
  • The underlying elements of those standards would be reduced, too. Twenty-seven elements would become 17.

Fifty school districts and one charter collaborative have been testing the new evaluation system this year in a pilot program. O’Neil said most of the feedback has been positive, and the rest of the feedback has been to urge officials to winnow down the standards even further. That’s not a change she would support, O’Neil said.

“The reality is that teaching actually is rocket science,” she said. “There are a lot of practices and elements that go into good teaching.”

The state is accepting additional public comment on the rules until April 20, and a public hearing will be held in May. The new rules are expected to be adopted this summer.

Submit written feedback online or send an email to the State Board of Education at

bias in the classroom

‘Disciplinarians first and teachers second’: black male teachers say they face an extra burden

PHOTO: The Laradon School
A teacher and a student at The Laradon School in Denver work together with tactile teaching tools.

As a first-year teacher, Pierce Bond took on a remarkable responsibility: helping other teachers by disciplining or counseling misbehaving students.

That left him to make tough choices, like whether to disrupt his own class mid-lesson to handle problems in the school’s detention room. “Sometimes you have to make that decision,” he told an interviewer. “Do I stop whatever I’m doing now to go deal with this situation?”

The burden was placed on him because he is one of small share of black men in the teaching profession, posits a study published this month in The Urban Review, a peer-reviewed journal. The study relies on interview 27 black male teachers in Boston’s public schools — including Bond, who like others, was identified by a pseudonym — and found several experiences like his.

“Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second,” write authors Travis Bristol of Boston University and Marcelle Mentor of the College of New Rochelle.

The paper acknowledges that interviewees were a small, non-random sample of teachers in one district, and their results might not apply elsewhere. But other researchers and policymakers, including former Secretary of Education John King, have acknowledged the phenomenon, which may contribute to schools’ difficulties recruiting and retaining teachers of color.

“Children of color and white children need to see different types of people standing in front of them and teaching them,” said Bristol. “After we recruit [teachers of color], we have to be mindful about how they are positioned in their building and draw on the things they are doing that are successful.”

In the study, which draws from Bristol’s dissertation on the experiences of black male teachers, a number of them described a similar experience: colleagues assuming that they were better able to deal with perceived behavioral issues, particularly among black boys.

One veteran teacher, Adebayo Adjayi, described how older students were regularly sent into his early elementary classroom, making his regular teaching role significantly more difficult.

“Adjayi recognized that his classroom became the school’s disciplinary room, a holding area, and he had become the school disciplinarian,” the researchers write. “Without considering the type of environment that would most support [the school’s] students who were deemed misbehaving, the fifth graders were placed in the same classroom as the prekindergartners.”

Christopher Brooks, a high school teacher, explained how seemingly small favors for colleagues began to add up. “He first said yes to one teacher who asked him, ‘Can you just talk to so-and-so because he’s not giving up his phone?’ and then to another colleague who asked, ‘Can I leave Shawn in here? He can’t seem to sit still.’ By that time, it had become the unspoken norm that Brooks would attend to his colleagues’ misbehaving students,” the study says.

Brooks says this played a role in how he arranged his day, since he knew he needed to be prepared to receive additional students some periods or solve a problem during lunch.

Other teachers told the researchers the the extra responsibilities don’t bother them.

“I understand it because I know how to speak the kids’ language,” said Okonkwo Sutton, a first-year charter school teacher. “I’ve had a very similar childhood and background as many of them.”  

Some of those interviewed questioned the assumptions behind the idea that they should serve as disciplinarians. Peter Baldwin, a novice teacher, described how a colleague suggested he would be able to help one struggling student by talking “man to man.”

“I don’t think he was just gonna respond to me better than others because I’m me, or because I’m a male or because I’m black,” Baldwin said. “I think because I sort of invested time … we’ve built a relationship.”

There’s little if any research on how this additional work or stress affects black male teachers’ job satisfaction, retention, or performance. But there is evidence that teachers of color leave the classroom at a higher rate and are less satisfied with their jobs than white teachers.

At a national level, the numbers are striking: only 2 percent of teachers are black men. Meanwhile, research has repeatedly linked black teachers to better outcomes — test scores, high school graduation rates, behavior — for black students, and that’s led to national pushes to diversify the predominantly white teaching profession, as well as local programs like NYC Men Teach.

The study emphasizes that the findings don’t apply to all black male teachers, and doesn’t try to quantify the experience of being treated as disciplinarians. But the authors suggest that treating black male teachers that way could be unfair to them, their colleagues, and their students.

“School administrators should work to develop more expansive roles for black male teachers and become more cognizant of how black male teachers are implicitly and explicitly positioned in their schools,” the paper says. “Equally important, administrators should work to develop the capacity of all teachers to support and engage all students.”