Denver teachers are likely to go out on strike, CNN reports, due to absurdly low salaries.
They can’t afford to live in the city where they teach.
A city and state that refuses to pay a decent middle-class wage to its teachers doesn’t care about its children or its future.
Of course, Denver is the city that Corporate Reformers admire because it has adopted the “portfolio model” of charters intermingled with public schools, instead of paying its teachers appropriately.
CNN reports:
For 14 months, teachers in Denver have been negotiating with Denver Public Schools for more pay. On Saturday, the Denver Classroom Teachers Association said talks had broken off and they’ll walk on Monday.
Yes, it’s about money, many have told CNN. But it’s also about the uncertainty of living paycheck to paycheck. It’s about the necessity of taking on a second or third job. It’s about the untenability of carrying on this way much longer.
Katie McOwen has had to make some tough decisions when it comes to money.
At the end of this month, she’s giving up her one-bedroom apartment and will move into a friend’s basement. The move sacrifices some of her independence, but it affords her some wiggle room with her finances.
The sixth-grade math teacher at Place Bridge Academy in Denver said she makes about $50,000 per year. After paying $1,050 in rent, plus student loan payments, bills and other expenses, there’s not much left over. She also nannies during the summers to supplement income.
“I really am living paycheck to paycheck right now,” McOwen said. “If my car broke down or anything, I would be really hurting.”
McOwen is lucky that she doesn’t have to make car payments. She drives a 2000 Honda Accord, which just hit 310,000 miles. It works now, but she worries about the future.
“I know if something really happens, I will be in big, big trouble,” she said.
Why? Because she wouldn’t be able to go to work.
The 35-year-old is originally from West Virginia, the state that launched a teacher strike and inspired similar movements across the United States last year. Her mother and sisters, who also live in Denver, have talked about moving back east, or somewhere near there, to find a more affordable life.
“My option was to either move there or I’ve been contemplating moving into a camper van,” she said with a laugh. “I knew something was going to have to change. It was either to move completely out of Denver or to bunk with my friend.”

Denver has experienced a good deal of gentrification and a rising cost of living, but teacher salaries have been left behind making it difficult for them to pay their bills. Many of them cobble together some other gigs to make ends meet. My daughter recently went to H-E-B in Texas where her son’s home base teacher was at the register working as a cashier. An exhausted, stressed teacher is not good for students either.
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Ed Deformers think that they know how to get good teachers: ruthlessly evaluate them according to their students’ scores on high-stakes tests, and micromanage their teaching by insisting that they stick with a mandated program of test preparation and make them mere facilitators of “personalized learning” using computers. Ed Deformers also have an astonishingly naïve, childish faith in the validity, reliability, and sufficiency of those tests, and the “standards” to which they are related, as drivers of education.
But all that’s insane. Here’s how you get good teachers:
Hire people who are highly educated, who are extraordinarily knowledgeable about in the fields in which they will be teaching as a result of that education and have gotten, in school, opportunities to do practice teaching under professors skilled in the vast array of possible approaches to curriculum design and to pedagogy.
Give those teachers classes small enough that they can actually come to know their students’ vastly differing needs, proclivities, and potentials.
Have those teachers work under broad, general frameworks providing overall goals rather than with bullet lists of standards, using curricula developed by local teachers and teaching materials chosen by teachers—ones that are continually revisited. Can the standards bullet lists. Include among those general frameworks not only acquisition of vaguely defined “skills” but also, importantly, acquisition of subject area knowledge.
Give classroom teachers the autonomy to choose from available materials and curricula those that work for their students and those that they themselves develop. Smart professionals will work only under conditions of significant autonomy, and autonomy breeds both innovation and commitment. Stop the micromanaging of teachers. No one works at his or her best under conditions of micromanagement/low autonomy.
Institute Japanese-style lesson study, in which teachers in a given school meet weekly to discuss their lesson plans and lessons with other teachers in their departments, to pose issues and discuss solutions, to review what worked and didn’t work. Use this means to drive bottom-up, rather than top-down, continuous improvement. Give teachers the time in their schedules to do thorough planning and these lesson study meetings.
Pay teachers enough to attract and retain highly dedicated, highly knowledgeable professionals who can be trusted with autonomy.
Return the concept of charters to one of semi-autonomous schools within districts given the leeway to serve as teacher-run laboratories for educational innovation, subject to district oversight and staffed by professional teachers represented by teacher’s unions.
Make sure that all teachers have the supplies and materials they need, including classroom budgets over which they have authority.
Provide wrap-around services for poor students to ensure that those students have adequate food, clothing, counseling, and medical services.
Create long-term guidance committees for each student, including parents or guardians, an administrator, a counselor, and one or two teachers, tasked with regular review of student goals and individuation of student plans. Ensure that these committees are NOT empowered to micromanage the student’s teachers but, rather, serve to guide the student in course selection and portfolio project conceptualization and implementation.
Ban standardized testing. Replace it with long-term portfolios with requirements broad enough to allow for enormous individuation of student products.
Institute a state system of highly specific student-product-based certifications that K-12 students can optionally attain (e.g., HTML with style sheets; landscape painting; retelling of a folktale with a message or moral). Enable teacher groups to add to the state menu of such certifications.
Here’s how all that differs from the Ed Deform model: It works as humans work. It encourages autonomy and innovation in curricula and pedagogy. It works from the bottom-up rather than the top-down. It enables tailoring of instruction to the particular needs of particular students and of a diverse economy that needs both cosmologists and cosmetologists. And it costs requires, unlike the failed panaceas of Ed Deform, real investment in schools, teachers, and kids.
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Great ideas, many of which we were free free to do before “reform” was imposed. Another suggestion I would make is non-evaluating peer observation. Teachers often work in isolation. If one teacher does an outstanding job in science or any other discipline, we should give teachers an opportunity to truly be collaborative and learn from each other. We tried it years ago, and we found it to be more useful than just administrative observations, especially when the teacher observing teaches the same subject as the demonstration teacher. However, this will only work if we establish trust and collaboration instead of competition. As you point out, the most meaningful change comes from the bottom up.
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That’s what my suggestion that we adopt Japanese-style lesson study is all about. Integrated peer evaluation and support.
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Bottom-up continuous improvement is what really worked in industry. It’s astonishing that the billionaires in the Ed Deform club don’t grok this. They are supposed to be experts in business models that work. We have a lot to learn, there, from the quality control folks who pioneered worker empowerment to effect positive change.
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RIGHT ON.
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best line: BUT ALL THAT’S INSANE 🙂
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I don’t think Ed deformers CARE if they get good teachers. The faster they can churn through teachers, the faster they can cash in on ed-tech. Ka-ching!
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Yes, clearly, this is the case. Ed Deform is all about the ka-ching. The billionaires see ways to profit. The minions profit from the billionaire dole. Remove that dole, and Ed Deform vanishes. Poof! The folks at organizations like the Thomas B. Fordham Institute, to take a Deformer organization at random, can’t possibly actually believe the nonsense they espouse, which often involves, Red Queen-like, believing two contradictory things simultaneously (e.g., the importance of Hirsch-style knowledge curricula and the value of the CC$$ in ELA) or six impossible things before breakfast (e.g., that high-stakes testing drives improvement in educational outcomes, that charter schools get better outcomes than public schools do, that the CC$$ are “higher standards,” that class size doesn’t matter, that the high-stakes tests are valid measures of educational outcomes, that poverty is the root cause of achievement gaps). All of which goes to show that many people will believe and espouse any nonsense if they are paid to do so.
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Yikes. That crazy Ed Deform belief is that poverty is NOT the root cause of achievement gaps. But, of course, it is.
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Oh for an edit feature on WordPress threads!
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I wish them well. Teachers have to strike to get what should be freely given if our society valued education as much as wars.
I worked for 20 years in Illinois in five different districts. I was able to save $50 ONE YEAR. I was extremely conservative and couldn’t afford to eat out even once a month. I know exactly what these teachers are going through. [I had a master’s degree and some grad hours. I got the masters so that I could get higher on the pay scale. This is what I got from being ‘higher on the pay scale’.]
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Denver, Oakland, it’s all the same. I knew a SPED teacher who was living out of her truck.
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Regardless of whether you support school choice or not, everyone agrees that all teachers, should be paid a salary that is decent, and is commensurate with the cost of living in their area of residence.
It is a disgrace, that some school systems have not chosen to keep salaries commensurate with the services provided by teachers.
How can a municipality hope to compete for industry, if the school system cannot provide education to the citizenry?
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Well said, Charles.
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Though I do wish that, in fact, everyone was in agreement on this matter.
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YAY for striking public school teachers: https://www.huffingtonpost.com/topic/teachers-strike
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Did you notice that behind one of the teacher’s pictures was a data wall? Showing kids’ names and scores? How did that get into the national news? As a parent, I would pitch a FIT if my kid’s name showed up on a data wall like that. Such a violation of FERPA.
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Oh that there were a particularly nasty place in hell for the proponents of the Data Wall!
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A Denver PreK teacher was interviewed on CNN tonight: she “affords” her job by sleeping in her car [parked at her school] while renting her apt via bnb. That is her “2nd gig.”
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