Sullivan, Bentley considering a run for IPS school board

Two high profile Democrats who support school choice and accountability-based education reforms are strongly considering bids for the Indianapolis Public School Board.

Kelly Bentley is a former IPS school board member and long-time critic of the district’s prior leadership, which she said resisted change in her time on the board. Former state representative Mary Ann Sullivan was sometimes the lone legislative Democrat voting in favor of charter schools and other education policy ideas that are more identified with Republicans in Indiana. Both were involved with Democrats for Education Reform, a group that promotes ideas like charter schools and school accountability to Democrats.

Bentley said she is giving serious consideration to run, but said it was too early to announce a decision. Sullivan said she has officially converted a campaign committee set up for her 2012 state senate run to a school board exploratory committee.

“I am absolutely giving it some very serious consideration,” Sullivan said of a potential board run. “It feels like the right time and right place to put my focus.”

Kelly Bentley
Kelly Bentley

Bentley said the work of new Superintendent Lewis Ferebee has prompted her to consider a try to return to her prior seat on the board.

“I’m motivated by all the positive energy I see happening right now,” she said. “It’s super exciting to focus locally on what’s possible.”

If the two join the race, it would be mark the second consecutive school board contest featuring candidates who share what previously had been an outsider view of IPS. All have said the central office should be significantly reduced, school autonomy increased and cooperation pursued with charter schools, which the district traditionally had viewed as competitors.

Bentley lives in the district represented by Samantha Adair-White, who is in the final year of her first term on the board and has not announced if she plans to seek re-election. If she runs, Sullivan said she would likely seek the at-large seat held by school board President Annie Roof. Roof, also finishing her first term in office, last week announced on Facebook that she plans to run again.

The other board member who’s term is up this year is Michael Brown, who has represented the Northwest side of the city for more than a decade. He also said he plans to run again.

In 2012, the IPS school board election produced a sea-change result. Long-term incumbents Mary Busch and Marianna Zaphiriou, strong White supporters, retired and were replaced by Caitilin Hannon and Sam Odle, both of whom pushed for change. Another White ally, Elizabeth Gore, was defeated by Gayle Cosby.

Those three joined with Diane Arnold, who was reelected, to form a new change-oriented majority on the board that quickly set a new direction in 2013. They bought out the contract of former IPS Superintendent Eugene White, cut the budget and hired Ferebee.

Roof, Adair-White and, to a lesser extent, Brown have joined in supporting the new direction in many instances, including the selection of Ferebee. But Brown voted no on some key change-related issues issues, such as White’s buy out and layoffs that resulted from budget cuts.

Ferebee has ruffled the feathers of Democrats, unions and other traditional IPS allies by professing a desire to cooperate with charter schools. He helped write a bill now moving through the legislature which would allow charters to share space in IPS buildings and permit IPS to designate some of its own schools as “innovation schools” run by charter groups or other outside organizations.

Opponents of the bill have complained that it could force teachers out from under union protections and higher IPS wages, as the outside mangers of innovation schools will employ the staff and set those terms.

Mary Ann Sullivan
Mary Ann Sullivan

Sullivan, who left the legislature after an unsuccessful run for the senate in 2012, said the school board’s efforts over the past year to move in a new direction are admirable but the district’s children need more.

Sullivan’s children attended IPS. Her daughter is now a teacher in the district and her grandson attends an IPS school. Her opponent, Roof, is an IPS graduate and her children attend the district.

“One of the things that’s a challenge is the basic fairness for kids throughout the system,” Sullivan said. “Access to a great school is not even throughout the district. It comes through very powerfully in certain neighborhoods. Those kids don’t have a good school option for them.”

Neither Sullivan nor Bentley said they had particularly complaints about Roof or Adair-White, their potential opponents this fall. Both said they were pleased by Ferebee’s efforts, particularly to forge partnerships that would have been unthinkable in the White era.

“As an outsider looking in, I’m really impressed,” Bentley said. “I feel confident that there can be some really significant change in the district that needs to happen. There are some great people on the board. I think I could help support some of the initiatives the superintendent and some of the board members are interested in.”

The addition of Sullivan and Bentley could draw renewed attention to the school board race, and perhaps draw candidates with traditional Democratic views about IPS or with union connections.

Teresa Meredith, president of the Indiana State Teachers Association, said decisions about supporting and encouraging candidates is driven by the local union, in this case the Indianapolis Education Association, which she said has not asked for additional help or support. At this point, Meredith said, there are no plans for ISTA involvement in the IPS race.

Still, Sullivan said she expects she and Bentley are not the only ones considering a run.

“It may be an elevated profile race,” she said. “I kind of think that would be a good thing. Maybe we’ll get a lot of conversations going. That would be the best outcome that can come from a highly contesting school board race.”

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.