In early March, Denver Public Schools spent three days wooing 15 top minority teaching candidates from Colorado and around the country to come teach in the Mile High City.
DPS called the event the Mile High Showcase. The goal? To help diversify the overwhelmingly white teaching staff in a district where 77 percent of students are children of color, the majority of them Latino.
The teaching recruits were flown to Denver, put up in a hotel and treated to school visits, a job fair, a pro basketball game, meals and meetings with local dignitaries.
But for the effort to truly succeed, DPS officials acknowledge the district will have to retain its teachers of color, not just recruit them. Retention rates for minority teachers are comparable to the rate for white teachers, according to district statistics.
This year’s showcase was the second the district hosted; the first took place last year. Of the 18 candidates invited to the inaugural event, 14 ended up teaching in the district.
However, three of them have since resigned, including one who left for a DPS charter school. Chalkbeat attempted to contact them but was unsuccessful.
But we did speak with three teachers who stayed, about everything from the recruitment process to their experience working in DPS. The teachers are:
Rachel Sandoval, a midlife career changer from Colorado. Sandoval, who is Latina, teaches second grade at Godsman Elementary School in southwest Denver.
Alexander Saldivar, a former Indianapolis private school teacher. Saldivar, who identifies as Afro-Latino, teaches language arts, social studies and English language development at Merrill Middle School in southeast Denver.
Nathan Thompson, a former Marine who worked in finance before becoming a public school teacher in Maryland. Thompson, who is Asian, teaches math at Emily Griffith High School, a downtown alternative school that serves students ages 17 to 20.
On why they wanted to work for DPS and how they were recruited:
All three applied to teach in DPS, had an initial screening interview and were invited by DPS to take part in the first-ever showcase last spring.
Sandoval said she was attracted to DPS because of its positive approach to biliteracy and teaching English language learners. A discouraging student-teaching experience in a suburban school made her value DPS’s philosophy even more.
One of the schools I was placed at, I asked the principal, ‘Can you tell me how you support our English language learners?’ And she said, ‘No, we don’t have those kinds of kids here.’ And I thought, ‘Did she just say “those kinds of kids?”’
Sandoval herself is bilingual. In her job application, she wrote about being the daughter of a Mexican immigrant who raised his family in California.
I grew up in a strawberry field. The school bus picked us up there. I can relate very well to immigrant children. We were that.
The older we got, my parents relied on us a lot to help with the fields. In order for us to play sports after school, other farm workers had to help my parents with their portion of the lot. I always felt like I need to give back to them.
Saldivar said he and his girlfriend wanted to leave the Midwest. He applied for teaching jobs in several western cities, including Denver.
They called me and said, ‘We’re going to have this thing. Do you want to come out?’ I said, ‘I can’t afford to go.’ They were like, ‘Oh, no. We got this.’ I’d never heard that before.
Thompson said he was planning to move to Denver regardless, lured by his love of skiing and climbing. The showcase was “basically guaranteeing a job in some Denver public school,” he said.
It seemed like a good opportunity to set up interviews and explore the city some more. All the time I’d (previously) spent in Denver was driving past it to go to Breckenridge.
On what the showcase was like:
Saldivar called it lavish.
We went to Elway’s. … We met the mayor. … Honestly, it was pretty crazy.
A black Lincoln Town Car was waiting for Saldivar at the airport and took him straight to a diversity hiring fair at North High School, he said. He’d already been in touch with the principal of a school he was interested in, so he spent time at the fair talking to her. Even though he didn’t get that job, the principal connected him with others who were hiring.
I gave her a list of three schools I wanted. I got offers from all three schools.
At the time of the showcase, Sandoval had already interviewed for an open position at Godsman, where she’d done some of her student teaching. But she hadn’t secured it yet.
Part of it was, ‘Oh, I hope I get this job. But if not, there are other possibilities out there for me.’
Sandoval lives in Lakewood, so DPS didn’t put her up in the downtown hotel with the out-of-towners. But she made friends with one of them and ended up crashing in her room.
We went to a Rockies game, they took us out to dinner and we toured Denver to see what it’s like. … Everybody wanted to move (here) badly.
We ate it up because we know we’re not going to get this kind of treatment as teachers.
Thompson had also done his research on Denver schools and knew where he might like to teach. Emily Griffith was his first choice, he said. He was inspired to teach in high-needs schools after realizing in college that his classmates from affluent East Coast communities had had educational advantages he didn’t have growing up in small-town Alaska.
It’s important for me to teach in an area that has a need for it.
They made a point to ask me if there were schools I was interested in and reach out to them for me. It seemed like the process was getting to know the schools and what they were all about.
They said, ‘Let us know when your interview is.’ And they set up an Uber to bring us there. Finding a job was the top priority.
On their first year of teaching in DPS:
The job is demanding, the teachers said. And the pay is modest.
Sandoval: I got my first paycheck in September and cried because I was like, ‘How am I going to live off of this?’ When you take the amount of hours I was working divided by my salary, it’s less than minimum wage. I absolutely thought about quitting.
In October, Sandoval hit a breaking point. She’d been routinely working from 6 a.m. until 8:30 p.m., when the cleaning crew would kick her out. She said she felt she needed to pour every ounce of herself into her new job, but she was becoming burned out.
I sat in my car and I bawled. For 30 minutes: ‘This is crazy. I can’t do this. I’m overwhelmed. I don’t know if I’m an effective teacher. I don’t know if I’m doing it right.’ I really wanted to leave.
My principal heard about my moment and she pulled me in. She said, ‘You gotta rein this in. You gotta find a work-life balance or you won’t survive.’ The janitor has held me accountable. I have to leave by 6 or she’ll kick me out. She’d say, ‘You have 15 minutes. Pack your stuff and go.’
Our job is literally never done. There is always something to do.
These days, Sandoval has a set schedule: she’s home by 6 p.m., doesn’t do work past 7:30 and doesn’t do work at all on Sundays. It’s helping, she said.
Saldivar said he also felt squeezed at the beginning of the year. But he had the support in his building to rearrange his schedule to allow for more planning time.
Expectations are very high. There’s nothing wrong with that. It’s a heavy workload. That’s something that all teachers have to manage. But there’s a level of micromanagement I had never experienced before.
The high cost of living in Denver has also been difficult, Saldivar said. He argues that the issue isn’t unique to teachers; it’s about ensuring everyone who works in the city can live here.
The only way I can live here is because I have a live-in partner.
I can’t think about having kids or owning a house.
Thompson said he’s also been surprised by the prices in Denver.
I did think it was going to be cheaper here, but it’s the same as outside D.C. That could have been explained better. I didn’t have a clear expectation before I came.
On what it’s like to be a teacher of color in Denver and why it’s important:
Sandoval said her school has a diverse staff and she feels supported in that way. She’s seen the impact that having a Latina teacher has had on her students of color.
Not to take anything away from our white co-workers, but it’s different. … When I step in my classroom, I can tell my babies, ‘I’ve been there. I know how hard you have to work but you can do it. I know you can.’
She points to an example involving one of her students who comes from a traumatic background. It took months before the little girl trusted her, Sandoval said. But she eventually started talking in class. And recently, she let Sandoval pull out her loose tooth.
I asked her, ‘So you didn’t like me in the beginning of the year. What happened?’ She said, ‘You look like me.’ She said, ‘You talk like my mom.’
Saldivar also feels a connection to his students. But his experience has been different.
I’ve felt isolated. I am the only Latino in our building that is a teacher that is outside janitorial and cafeteria services and male. How do we say that we’re committed to dismantling racist systems, how can we say that we’re devoted to equity, when my kids show up and I’m the only one?