CEA Journal - Fall 2025

Denver, Colo.

AURORA ESPs SEEK RIGHT TO UNIONIZE POUDRE HEAT COMMITTEE 2025 BALLOT GUIDE

Fall 2025

Vol. 141, No. 1

Contents

Colorado’s 2025 Teacher of the Year and DCTA member Janet Damon, delivered powerful words at our 150 Years Strong Gala as we celebrated this historic milestone.

PRESIDENT Kevin Vick VICE PRESIDENT Liz Waddick SECRETARY-TREASURER Amber Wilson NEA DIRECTORS Angela Anderson Dave Lockley

03

President’s Letter

04

Why School Board Elections Matter

06

2025 Elections Ballot Guide

08

NEO Recap

10

JCEA Members Lead Induction

12

CSEA Doorknocking

14

Poudre Heat Committee

18

Aurora ESPs Seek Right to Unionize

20

A.C.E. Fellows

26

Member Organizers

30

Council Updates

EXECUTIVE DIRECTOR Kooper Caraway CONTRIBUTING AUTHORS Bethany Morris Director of Communications Sydney Slifka Director of Digital Communications

Follow CEA

Sydney Breakfield Communications Program Coordinator

coloradoea.org

ADDRESS Colorado Education Association 1500 Grant Street Denver, CO 80203-1800

@ColoradoEA Text “CEA” to 45955 to receive action alerts and updates

The Promise of Public Education Dear Members, As we reflect on this past year, I am filled with gratitude for the incredible resilience and dedication of Colorado’s educators. Teaching has never been easy, but the challenges of recent years have tested us in ways few could have predicted. That is why I want to take a moment to thank the

CEA President Kevin Vick

many educators who have chosen to return to the classroom and to our profession. Your decision to come back is a testament to your passion for students, your belief in the power of education, and your trust in the strength of our union. You remind us that teaching is not just a job, it’s a calling.

Our union is at its strongest when our leaders are engaged, supported, and connected to one another. That was evident this September as we gathered at our annual All Leaders Summit, where local presidents and leaders from across the state came together to share strategies, learn from one another, and build a common vision for the future. The energy, commitment, and wisdom in that space reaffirmed what we already know: our power lies in our collective leadership. The conversations we had and the plans we set into motion will shape the direction of our work in the years to come.

This November, we face another defining moment for our schools and our profession: school board elections.

Across Colorado, voters will decide who will sit at the table and make decisions that directly impact our students, our classrooms, and our communities. These elections matter—not only to educators, but to every parent and student who believes in the promise of public education. By organizing, mobilizing, and turning out the vote for pro-public education candidates, we can ensure that our schools remain places where every child has the opportunity to thrive.

This year also marked the culmination of a historic milestone: 150 years of the Colorado Education Association.

As we wrap up this anniversary, we celebrate not just where we’ve been, but where we are going. For a century and a half, educators have stood shoulder to shoulder, advocating for fairness, justice, and opportunity. That history grounds us, but it does not define our future. What comes next is up to all of us. Together, we will write the next chapter—one where our voices remain strong, our leadership grows deeper, and our vision for public education continues to light the path forward.

The work ahead will not be easy, but it has never been easy. And yet, we persevere. We grow stronger. And we continue to stand united in our mission to ensure that every student in Colorado has access to the education they deserve.

In solidarity,

Kevin Vick, President of CEA

CEA Journal • Fall 2025 • 3

Why School Board Elections Matter

By Bethany Morris, Director of Communications

In rural communities like Cortez, school board elections don’t always grab headlines. But for local educator and union president Dan Tamminga, these races are among the most important votes a community can cast.

“Up until these past three or four years here in Cortez, I hadn’t really paid much attention to school board elections,” Tamminga said. “But it’s just become very apparent that the school board sets the direction, sets the tone of the district. That then impacts how the students learn, how the schools are run, and how the whole environment and community of the schools can help those kids.”

THE STAKES FOR STUDENTS

TEACHER RETENTION AT RISK

For Tamminga, the stakes are clear: when school

The impact of school board decisions shows up most

boards make decisions without listening to teachers

clearly in the classrooms, where Cortez has struggled

and families, students suffer. He describes a board

to retain experienced teachers.

that too often appears closed off, aligned to a single viewpoint, or unwilling to engage in open discussion.

“The environment in the schools has become hard to work with,” Tamminga explained. “A lot of experienced

“We see a real importance this year in getting people

and quality teachers who were doing their best for

in there who will be transparent, open to alternative

the kids saw the situation as not supportive of their

viewpoints, and willing to make student-centered

professionalism or respectful of their expertise. We’ve

decisions,” he said. “Everybody’s working for the

lost a lot of teachers to other districts or even to

same thing, but sometimes the board appears ill-

other career fields.”

informed or unwilling to listen to other points of view.”

That teacher turnover, he said, has a direct impact on students. “One of the best things to help students learn is to have well-qualified, experienced teachers

“Too often, the board isn’t open to hearing multiple sides of an issue before making their decisions.”

4 • CEA Journal • Fall 2025

guide them. And one of the major things that has hindered our students’ progression these past few years is that a lot of those teachers are seeing better options other places.”

Pueblo Education Association members canvass for school board candidates.

IT GOES BEYOND POLITICS

A CALL FOR CONVERSATION

School board elections across Colorado have

So what can educators, parents, and community

sometimes been marked by political polarization, but

members do? For Tamminga, the answer is simple:

Tamminga stresses that the core issues in Cortez aren’t

talk to each other.

about partisan politics. They’re about whether the board is willing to engage with the full community.

“A lot of the issues I see are people only hearing one side of the discussion,” he said. “If teachers talk to

“It has become a political thing when it shouldn’t be,” he

parents, if community members talk to teachers, if

said. “Too often, the board isn’t open to hearing multiple

we can have these discussions openly and honestly,

sides of an issue before making their decisions.”

we’re just going to get stronger. And if we elect

Tamminga also acknowledges that in a community like Cortez, the role of unions can be misunderstood.

board members who are willing to be a part of that discussion, our schools will be stronger too.”

But he insists the push for change goes well beyond

At the end of the day, Tamminga believes, there is far

his association. “We try to phrase it as teacher-

more that unites the community than divides it. “We all

centered,” he explained. “The staff working with your

have the same goal, to educate these kids as best we

kids are supporting these candidates. There’s also a

can,” he said. “If we can work together to come up with

big movement in the community—parents and other

the best plan possible, that’s what we’re all trying to do.”

residents—who see the direction of the school board as unproductive and want change. It’s not just teachers.”

CEA Journal • Fall 2025 • 5

2025

elections guide ballot

SCHOOL BOARDS Academy D20

Brighton 27J

D11

Brandon Clark

Ramon Alvarado

LeAnn Bartlett

Jenna Hernandez Stites

Tracie Alvarado

Michael Carsten

Renee Ludlam

Ash Conn

Charles Johnson

Starr Trujillo

Adams 12

Denver

Ike Anyanwu-Ebo

Cañon City

Xochitl Gaytan

Amira Assad Lucas

Todd Albrecht

Monica Hunter

Carla Braddy

Amy Klein

Adams 14

DJ Torres

Janet Estrada

Cherry Creek

Maria Zubia

Terry Bates

Falcon 49

Mike Hamrick

Chris Harrell

Aurora

Holly Withers

Gayla Cherrier

Cheyenne Mountain

Tramaine Duncan

Laura Wilson

Alyssa Sandoval

Dr. Anne Keke Kristin Mallory

Huerfano

Cortez Justine Bayles

Jefferson County

Lara Blair

Peter Gibbins

Deann Bucher

Laura DeWitt

Tina Moeinian

Ana Temu-Otting

Barb Mate

Michael Yocum

Boulder Valley

6 • CEA Journal • Fall 2025

All candidate and mill levy and bond recommendations are approved by local associations and the CEA Fund, a committee made up of elected and appointed members of CEA from all over the state.

Note: This list is current as of the publication date and is non-exhaustive.

Please check with your local association for the most up-to-date information in your area.

Lewis Palmer

Steamboat Springs

Jackie Burhans

Kim Lemmer Jane Toothaker

Mesa D51 Kaci Cole

Summit County

Mike Rathbone

Kimberly Dyer

Vicky Woods

Whitney Horner

Poudre R-1

Thompson

Karla Baise

Dmitri Atrash

Andrew Spain

Alexandra Lessem

Dr. Coronda Ziegler

Mike Scholl

Pueblo 60

West Garfield

Rae Carnivale

Steven Beaulieu

Tommy Farrell

Darlane Evans

Pueblo 70

Widefield 3

Mark Emery

William “Wen” Dolphin

Michelle Erickson

Michelle Hubbard

CEA’S FULL 2025 VOTER GUIDE CAN BE FOUND AT CEA. YOURVOTER.GUIDE. VISIT OUR VOTER GUIDE TO FIND THE RECOMMENDED CANDIDATES AND BALLOT MEASURES FOR YOUR LOCAL DISTRICT.

St. Vrain Valley Hadley Solomon CEA Journal • Fall 2025 • 7

From New Faces to New Members

As summer ends and new school years begin, districts across Colorado host New Employee Orientation (NEO) events, offering a vital chance to welcome teachers and staff starting their education careers. These orientations, often part of district-wide trainings, allow our members, leaders, and staff to connect with newcomers, invite people to join their union, and highlight the importance of support and advocacy in a demanding profession. More than recruitment, the presence of members fosters belonging, empowerment, and a strong support system, ensuring educators know they are not alone as they step into their roles. These events reflect our deep commitment to building a united community of educators dedicated to student success and lasting impact in Colorado’s schools.

It’s really important for us to kind of share the vision of the union and welcome them. So I hope the new educators can get some awareness about our union, as well as just some passion and excitement. I hope they really get to ignite their passion in activism.

ANDREW VERDON

Estes Park Education Association

New member induction is important because to grow power with our union, we need to have as many hands on deck as possible.

LACEY TASCHDJIAN

SD14 Classroom Teachers Association

For me, this event is very important, because new teachers need to know what the Colorado Education Association offers them. It is not only a name, it’s belonging, it’s a fight for rights. And I think new teachers need to know what we are and who we are.

OLIVIA ALVAREZ

St. Vrain Valley Education Association

8 • CEA Journal • Fall 2025

Clockwise from Top: 1) Aurora Education Association welcomed hundreds of new members to their union at their new educator event. 2) Lake County Education Association welcomed 100% of new hires into their union. 3) CTA SD14 members excitedly talked to new employees about their union membership. 4) Over 100 new members joined St. Vrain Valley Education Association during their new employee orientation lunch. 5) Members of Estes Park Education Association had lively conversations with new employees during their new employee luncheon.

CEA Journal • Fall 2025 • 9

Building Power from the Start MEMBERS LEAD INDUCTION

By Sydney Slifka, Director of Digital Communications

In Jefferson County, new teacher

said. “It was like 100 people in a

Brooke Williams. “That’s how

induction has been transformed

session—just faceless entities

you build a culture of solidarity—

by the Jefferson County Education

all around. Over the last couple

members leading members.”

Association (JCEA) into a member-

years, we’ve really worked hard

led, member-run experience—

on adding that personal touch.

classroom educators lead

Smaller rooms, one-on-one

sessions and build meaningful

conversations. It feels more

relationships. Leading that work

intimate, and it fosters community

for JCEA is Collin Ferraro, English

and connection.”

teacher at Wheat Ridge High

At induction, new educators are welcomed not just to their new district, but into their union. Members lead sessions on navigating evaluations, understanding the contract,

That personal touch has carried

and answer the practical and

forward into who leads the

personal questions early career

sessions. “It’s one thing to sit

educators bring with them. Those

“I remember coming into the

through induction, but it’s another

conversations often extend

induction process in 2019, and it

to say, ‘I want to be the person

into lunch, where educators

was just so impersonal,” Ferraro

welcoming the next group,’” said

connect with colleagues in their

School and chair of JCEA’s Early Career Educator Action Team.

neighborhood communities, laying the foundation for relationships that last all year.

Ferraro has already seen that culture grow. “Most of the new volunteers I talked to this year, I first met when they were new teachers last year at induction,” he said. “To see them come back to volunteer is incredible. It means the connections we’re making during induction are paying off.”

Ferraro shared how there is a true partnership with the district induction team and JCEA, where they are part of the decisionmaking from day one, shaping JCEA members pause for a group photo during NEO event.

10 • CEA Journal • Fall 2025

40

years

of advocacy

We are proud to congratulate Marion Montoya on her retirement after working for the San Luis UniServ Unit (SLUU) for 40 years! Marion’s unmatched knowledge and experience made her an invaluable force at SLUU, remembered as both a powerhouse and a truly remarkable presence. When reflecting on her 40-year career, Marion shared, “It was never a job or a career, it was hanging out with best friends and family.”

JCEA members excitedly welcome new employees

how new educators are welcomed into the district. “I didn’t realize how rare this was until I heard from other locals,” he said. “I’m super thankful for the partnership we’ve built and for the fact that

She will miss her SLUU members, but is also looking forward to spending more time with her grandchildren on her family’s ranch.

members—not just staff—are at the center of induction.”

For JCEA, welcoming new teachers is about more than orientation. It’s about showing educators from day one that they already belong to a community

Marion Montoya

built by their peers, supported by their union, and connected to resources that will carry them through their careers.

CEA Journal • Fall 2025 • 11

We’re Knocking —Because You Matter

By Sydney Slifka, Director of Digital Communications

Every week member organizers fan out across their

Lisa Gary, another member organizer shared what

communities—walking blocks, knocking doors, and

keeps her motivated in this work: “I love doing this.

reconnecting with fellow union members face to

I love going to people’s homes. Somebody answers

face. With clipboards in hand and purpose in their

their door and they’re down to sit on their porch and

stride, they aren’t campaigning or selling anything.

talk for 30 minutes—just getting that chance to listen

They’re listening. They’re checking in. They’re building

to people and elevate their issues is everything.”

union power. From Golden to Grand Junction, Pueblo to Colorado Springs, this is what summer organizing looks like: educators stepping away from their muchneeded break to build something stronger, together.

In Jefferson County, members of the Jefferson County Education Association (JCEA) who are part of CEA’s year-round member organizing program are out visiting thousands of members. Their goal? Build power, build relationships, and make space for every JCEA member to get involved in their union and in the work that shapes our public schools.

Whether it’s trading jokes between houses, recognizing a familiar name on the list and shouting with joy when you see them, or simply getting the chance to say, “Hey, you matter, and your story matters,” door knocking is community-building at its core.

In Colorado Springs, the urgency behind door knocking carries a different weight. There, members of the Colorado Springs Education Association (CSEA) are responding to a direct attack on their union. In December, the District 11 school board voted to end its collective bargaining agreement and eliminated payroll

“This isn’t just something we’re doing in our free time. We are on a mission. We’ve got a goal. We’ve got hearts and minds at stake.”

Ben Wells, JCEA Member & CEA Member Organizer

CSEA and fellow CEA members from across the state prepare to go knock on doors in Colorado Springs.

12 • CEA Journal • Fall 2025

Kevin Vick, President of the Colorado Education Association, joined member organizers door knocking in his home district of D11 and emphasized the broader implications: “We are truly in the breach. If you believe the district is worth saving, then we are the best path to make that happen. There is no other power.”

CEA member organizer Lisa Gary out talking to fellow JCEA members in Golden.

That spirit is alive across Colorado this summer.

deduction for union dues—a classic union-busting

said CSEA member Sam Farnham after his first

move to weaken union power by targeting its resources.

day of door knocking. “We already have so much in

“Even the people who were on the fence were kind,”

common—we’re teachers. We live

“We’ve exhausted all options to

in the same neighborhoods, we’re

make sure people know that union values and solidarity are the most important things for educators and students in District 11 right now,” said CSEA President Kevin Coughlin. “There are people in the administration and on the school board who are actively working against public education. This is why we’re out here.”

Instead of backing down, CSEA launched a member organizing campaign, knocking on every door to help members switch to autopay

working on gardening projects, we

“So much of the world feels out of our control right now. This is a place where you can take action. Where you can have ownership in the outcome. Where you’re not a bystander—you’re part of the solution.”

Kevin Vick, CEA President

and recommit to their union.

But it’s not just about numbers—it’s about connection. “I love being with other people who

care about the same kids. That human connection is everything.”

Whether in Jefferson County, Colorado Springs, or anywhere in between, educators are stepping up because this fight belongs to all of us.

“When one contract falls, it gives the opposition ideas that they can do the same thing somewhere else,” said Coughlin. “That’s why it’s critical we all stand together.

Contract or no contract, we have to protect what we have and

empower others to fight for more.”

believe in public education,” said CSEA member and

From longtime activists to the newest member joining

organizer Angel Givler-Viers. “It helps fill my bucket so

at the door, every conversation this summer is part of

I can keep going because some days are really hard.

something bigger. It’s not just about retaining membership.

Advocating for teachers to make sure their voices aren’t

It’s about reclaiming the future of public education and

taken away—that’s what keeps me coming back.”

our profession—door by door, member by member.

CEA Journal • Fall 2025 • 13

educators demand change

the heat is on

By Sydney Breakfield, Communications Program Assistant

Two days before the first full day of

Ahead of the 2023–24 school year,

the 2025–26 school year, parents

middle school math teacher and

in Poudre School District (PSD)

committee leader Sarah Vaughn

received unexpected news: most

began compiling data using records

schools would dismiss students

from other districts and heat index

two hours early during the first and

charts, which showed how outdoor

second days of classes because

temperatures and humidity created

of dangerously high August

unsafe indoor environments. The

temperatures. By the end of the

research also uncovered the “heat

second day, the schedule was

island effect,” where urban areas

extended into the next week as the

trap more heat, as well as structural

heat wave continued.

designs from the 1970s and 80s that

For families, the announcement meant adjusting routines. For students and staff, it meant avoiding sweltering classrooms where air conditioning is scarce. For members of the Poudre Education

intensify warming. Chris Fiero, a high school science teacher explained, “With many older school buildings lacking a/c and designed to trap heat, teachers are facing increasingly untenable working conditions.”

Association’s (PEA) Heat Committee,

During the 2023–24 school

it signaled that their advocacy

year, educators documented

was finally paying off. For years,

thermometer readings, often

classrooms without air conditioning

with photos. “We had teachers

reached the high 90s and even over

sending us pictures of classroom

100 degrees. Over the past two

thermometers hitting 100 degrees,”

school years, the Heat Committee

Sarah explained. “That made it

has pushed PSD to implement

impossible for the district to say

protocols to protect students and

this was just anecdotal.” Teachers

staff from extreme heat.

described disrupted learning, health risks and behavioral challenges.

Thermometer in Kim Carlson's classroom.

14 • CEA Journal • Fall 2025

“Nobody’s healthy in extreme heat,” remarked fourth-grade teacher Kim Carlson. “Our youngest students couldn’t regulate their body temperature or their emotions. For kids in our autism program or ILS classrooms, it was unbearable.”

Hannah Ball, a fifth-grade teacher, Left: Buttons worn by Poudre Education Association members to demand action.

Right: Members of the Heat Committee from left to right: Sarah Vaughn, Amanda Baldwin, Hannah Ball, Candice Mozer, and Chris Fiero.

remembered a student who was hospitalized multiple times because of classroom temperatures at Laurel Elementary. “When students are overheated and uncomfortable, they struggle to regulate, leading to more behavioral issues and less learning, through no fault of their own,” she said.

District fixes had been temporary.

Box fans were noisy and ineffective.

Swamp coolers, purchased with mill levy funds, created new problems: they were loud, required teachers to refill them during the day and often raised humidity.

“Everything was wet,” Kim said.

“The kids still wanted it turned on because it was better than nothing, but it’s not a long-term solution.”

Amanda Baldwin, also a fourth-

wore the buttons, we wore our red

grade teacher, reported classroom

shirts to every meeting. We passed

temperatures of 75–78°F with

these buttons out to staff at the

humidity levels at

beginning of the

61 percent. “You

year, asking them

have to fill it twice a day if you run it constantly. It’s loud. And in some spaces, like gyms, you can’t use it at all because it damages the floor,”

to wear them

“Now we have to professional protocols, early release development days, and a real plan events. We asked for air conditioning. everyone to wear them until we That’s the power of had some action,” collective action.”

Amanda explained.

she added.

By February, Sarah

To keep pressure on, PEA members

and Kim were testifying before

wore red shirts, distributed buttons

the Colorado House and Senate.

and packed meetings with visible

They highlighted that 32 of 44 PSD

reminders of their campaign. “We

schools lacked air conditioning,

CEA Journal • Fall 2025 • 15

The Heat Is On, Educators Demand Change helping advance a statewide heat

said Candice Mozer, PEA President.

bill through both chambers, and

The committee’s persistence is

Gov. Jared Polis signed it into law.

creating long-term change. District

The PSD board eventually adopted a protocol: early release after three consecutive 90°F days, automatic release at 95°F, and reliance on National Weather Service and CDC data. But in August and September, extreme heat days

facilities leaders are now tracking schools without air conditioning and evaluating upgrades. “They ask us to follow things with fidelity,” said Candice. “Well, they need to follow these protocols with fidelity too. It creates more chaos to be wishywashy. Parents won’t know what to expect, and families need clear communication.”

went unacknowledged

While the work isn’t finished,

because the district

members say they have already

relied on readings from

transformed the conversation.

the 80521 zip code,

“Meeting with board members and

which runs 4–5 degrees

the superintendent showed me that

cooler than Midtown,

our union can win real change. I

where most schools

feel proud bringing that back to my

are located.

school,” Amanda shared.

“It was so defeating

“This all started with buttons

before, when classrooms

and red shirts,” Sarah added.

were roasting but no

“Now we have protocols, early

heat day was called,”

release days, and a real plan for air conditioning. That’s the power of collective action.”

The PEA Heat Committee has shifted district policy and proven

Above: PEA member Kim Carlson pictured with her classroom box fan and swamp cooler.

Right: Digital thermometer in Amanda Baldwin’s classroom.

what educators can achieve together. Their fight continues, not just for cooler classrooms, but for safer, more equitable learning environments for every PSD student.

16 • CEA Journal • Fall 2025

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CEA Journal • Fall 2025 • 17

Aurora Education Support Professionals

union recognition

call for

Sydney Slifka, Director of Digital Communications

Hundreds of Aurora Public Schools’ Education Support

For Heather Morgan, who has worked as a nutrition

Professionals (ESPs)—nutrition workers, paraeducators,

worker at Vassar Elementary for 17 years, the lack

bus staff, custodians, and preschool facilitators—filled the

of a voice in her pay is what hurts most. “Now the

school board meeting room, calling for a policy that would

district says that I’m important, that I’m a vital part

give them the right to hold a union

of the APS community, but if I’m so

election and negotiate a contract.

important, then why does someone else

Brandi Edmonds, an EA Tech at Clara Brown, described her love for Aurora’s students and values, but said her experience on the job exposed major cracks. She shared how she was the only paraeducator

get to decide my raise without me? It’s

“We need the right to a union, we need the right to bargain for a better district for all.”

not fair!” she said.

Hilda, who has spent two decades in APS as a custodian and paraeducator, recalled harassment, discrimination, and retaliation when she tried to speak

for 200 students and received no

up. “I’ve seen over the years how

job-specific training. “We deserve to

we don’t have a voice, there’s no fair

be taken care of too with job specific training so we can

processes, and when workers don’t feel safe to speak

support our students, with livable wages so we aren’t

up, dangerous conditions can keep going for years,”

worrying about how we can pay rent at the end of the

she said. “When you hurt me, you hurt my family, and

month,” she told the board.

you hurt my children, APS students.”

Left: Hundreds of people gather in the overflow room to watch their colleagues give testimony during the board meeting.

Right: Hundreds of people rally before walking into the board meeting in solidarity for Aurora ESPs.

18 • CEA Journal • Fall 2025

Bus paraeducator Marceline spoke about the responsibility of being the first and last adult children see each school day. She said drivers and paras who raise concerns about safety are dismissed or labeled “troublemakers.” “On our own we are ignored or worse, labeled as ‘troublemakers,’ so we are coming together,” she said.

Cafeteria cook Maria Simental, spoke to the board in Spanish, explained how her $1,300 monthly salary is not enough to cover rent, food, and medical expenses for her family. “No estamos pidiendo lujos. Estamos pidiendo la posibilidad de vivir con dignidad mientras servimos a la comunidad que amamos (We are not asking for luxuries.

We are asking for the possibility to live with dignity while serving the community we love). ” she said.

Tiffany, a classroom para for seven years, described the impact of having a terminal medical condition and still being unable to afford her medication despite district health insurance. She told the board she had to move back in with her mother and take on a second job. “As an adult, not being able to afford to live is humiliating,” she said, pointing to district priorities that pay new administrative positions triple her salary while schools go without essential support staff.

Preschool facilitator Kristine West added that classified staff not only lack a transparent pay scale but also representation when discipline is on the line. She said unclear policies leave workers fearful and hesitant in moments that should be about keeping children safe. “I don’t believe that any teacher should have to pause when caring for children because of the fear of losing their job,” she said.

Together, their testimonies underscored a single demand: a fair policy that would give them the right to union recognition. As Marceline summed it up, “We need the right to a union, we need the right to bargain for a better district for all”.

The school board has not yet voted on the proposed recognition policy, but the voices of Aurora’s ESPs left Top and bottom: Aurora ESPs sign union cards in support of union recognition.

little doubt about what they want: dignity, respect, and a seat at the table.

CEA Journal • Fall 2025 • 19

Empowering Educators of Color

By Sydney Breakfield, Communications Program Assistant

This year marks the third cycle of the CEA Advocacy, Civil Rights, Equity (A.C.E.) Fellowship, a program for CEA members of color that provides opportunities to address the issues educators of color experience in their classrooms, schools, and districts. During the course of the school year, fellows learn ways to increase retention, sustainability, and advocacy. In addressing issues educators of color face, the A.C.E. Fellowship allows the fellows to engage directly with CEA programming and campaigns while also learning about the inner workings of both CEA and NEA. The 2024–25 A.C.E. Fellowship programming year included monthly meetings, a retreat, workshops led by both CEA and NEA staff, a book study, and participated in CEA’s first ever Black History Month program.

Fellows attended a Lobby Day, Delegate Assembly, and Summer Leadership Conference. This past year’s Fellowship also saw its inaugural group of mentors from the 2023–24 class.

MEET THE 2025–2026 A.C.E. FELLOWS

COHORT 1 KIRTI AHUJA Tenth-Grade Chemistry Teacher Brighton Education Association I am a science educator with over six years of classroom experience and a background in the service industry, bringing strong communication, cultural awareness, and persistence to my work. As a woman of color, I value representation and strive to create inclusive learning environments. Teaching Chemistry, I integrate anti-racist practices and equity-focused approaches by embracing my accent, sharing pride in it, and encouraging students to see it as a strength rather than a barrier. I also highlight cultural festivals, both my own and my students’, to foster respect and belonging. Dedicated to growth, I remain committed to making education fun, engaging, and meaningful while continuing to learn new ways to advance equity and diversity in my classroom.

20 • CEA Journal • Fall 2025

BRANDI ALEXANDER Multi-Intensive Autism Elementary School Teacher Denver Classroom Teachers Association I spent 14 years as a paraprofessional educator before transitioning to become a special education teacher. I taught mild intensive programs for four years and am currently teaching in a kindergarten to second-grade center for children with autism. My experience as an educator of color has been rewarding because I am able to create relationships with children of color that have disabilities. As a fellow, my goal is to gain insights into strategies for self-support, as well as networking opportunities for teachers of color.

NICOLA ANGLO-RAYMUNDO Ninth-Grade English Language Arts Teacher

ELIZABETH GALLEGOS Culturally and Linguistically Diverse Education Teacher

GABRIELA GONZALES LUCERO Fourth-Grade Classroom Teacher

Brighton Education Association

Mesa Valley Education Association

I am an English/Language Arts teacher entering my fifth year, inspired by my own journey as a student of color and former English Language Development learner. Growing up, I faced low expectations until a teacher believed in me, shaping my decision to become an educator who supports students often overlooked. As a teacher of color, I notice students feel more comfortable discussing racism and identity with me than with my colleagues. I also advocate for curriculum changes that reflect the diverse experiences of our predominantly Hispanic students, ensuring texts are relatable and address social justice. Passionate about supporting BIPOC educators, I believe in building community-based support networks to combat burnout and promote retention.

With 18 years in education, I am deeply committed to advancing diversity and equity, especially amid today’s political climate. As the only certified BIPOC educator in my building, I continue to advocate for myself and my students. I work closely with multilingual learners, supporting language acquisition while championing their educational rights. My role often involves educating colleagues about inequities and the challenges BIPOC educators and students endure.

I believe true progress requires greater representation in leadership, as it matters just as much for educators as it does for students. Through the fellowship, I hope to strengthen my advocacy skills for myself and the students I serve.

JESSICA LOPEZ Social Worker

VALERIE LUUTRAN Seventh-Grade Science Teacher

NICHELLE MARCEL Preschool Education Teacher

Aurora Education Association

St. Vrain Valley Education Association

Paraeducator Association of Cherry Creek

Last year marked my first year postgraduation as a school social worker, and as a mother of six, earning my master’s degree was a long but fulfilling journey.

My next goal is to pursue my LCSW. I am committed to this work and passionate about encouraging more minorities to enter education and social work. Too often, children in minority communities face barriers such as limited resources, single-parent households, or trauma, compounded by a lack of trust in institutions. I believe families want the best for their children but need stronger support systems. I hope to build inclusive communities by addressing biases, fostering mentorship, and involving families and outside resources.

This fellowship offers a great opportunity to grow and connect.

I am a seventh grade science teacher in St. Vrain Valley Schools, completing my first year in education after working in higher education supporting students’ transitions to college. My goal is to help students see science as a tool to understand the world, build problemsolving skills, and feel empowered as learners. As an Asian American and the only Asian teacher at my school, I’ve built meaningful connections with students around identity and belonging, while also experiencing isolation and anti-Asian bias with limited support. I developed a district-wide activity addressing bias, but desire a stronger community among educators of color. Through this fellowship, I hope to gain mentorship, support, and strategies to advance equity and strengthen teacher retention.

I am beginning my eighth year as a paraeducator, currently serving as an ILC para at The Outback Preschool.

I started in 2018 as an instructional preschool para and quickly discovered my true passion lies in supporting young learners and their families at the start of their educational journey. Outside of work, I am a mother of twins, a wife, and a caregiver for my mother, while also dedicating time to union organizing with the newly recognized Paraeducators Association of Cherry Creek (PACC).

Though I’ve often felt unseen and undervalued, I remain committed to equity, having participated in PASS and equity trainings. Through the A.C.E. Fellowship, I hope to grow, learn, and advocate effectively.

Denver Classroom Teachers Association Raised in Denver by parents active in the Chicano Movement, I was inspired to pursue education as a path to justice.

A graduate of Escuela Tlatelolco and Regis University, I have taught second through fifth and now teach 4th grade at Cheltenham Elementary, where I prioritize equity and cultural pride. As an educator of color, I create inclusive spaces where multilingual learners feel affirmed, drawing from my own bilingual, bicultural upbringing. I am pursuing a master’s in Equity, Bilingualism, and Biliteracy, deepening my work through research and equity-focused training, including Denver’s La Raza Report. I believe retaining educators of color requires valuing our voices, leadership, and well-being. Through the CEA A.C.E. Fellowship, I hope to gain mentorship, advocacy skills, and lasting community.

CEA Journal • Fall 2025 • 21

Empowering Educators of Color

MIA MCLELLAN High School English Teacher

KENNETH MILES Middle School Math Teacher

CHRISTIAN NAKELI Middle School Science/Math Teacher

Denver Classroom Teachers Association

Denver Classroom Teachers Association

Denver Classroom Teachers Association

With over 25 years in education, I currently teach sixth grade math to a diverse group of students, focusing on confidence, competence, and culturally responsive learning. I balance foundational math skills with conceptual understanding while creating a safe, positive classroom environment. Support from other Black educators has sustained me and reinforced my commitment to inclusive classrooms and mentoring students of color. While I’ve engaged in conversations on racial injustice, I’m eager to join structured equity work to drive systemic change. Through this fellowship, I hope to gain advocacy skills, build networks, and strengthen efforts to support educators and students of color.

I teach grades sixth, seventh, and eighth grade Science and Math, and have eight years of experience in education. Originally from Cameroon, West Africa, I am a trained Physics teacher and am committed to growing as an educator of color. I’ve had the opportunity to teach and collaborate with students and colleagues from diverse racial and cultural backgrounds, which has shaped my perspective and deepened my understanding of equity in education. I’ve attended workshops on equity and diversity and believe that educator retention improves when we foster belonging, address bias, promote inclusive school cultures, and ensure equitable workloads. If selected for the fellowship, I hope to learn new strategies to help fight racial inequity.

SAMBA NDIAYE Middle/High School U.S. History Teacher

RASHEEDA OUEDRAOGO School Psychologist

I am a high school English teacher with 10 years of experience, dedicated to helping students respect and love their own identities as well as those of others. As a Black woman, my transition from Georgia to Colorado was a culture shock, teaching in spaces where many students had never interacted with a Black teacher. I encountered frequent microaggressions and racism, which led me to move schools in search of a community that valued my identity.

I have led professional development on addressing racism and participated in my district’s Multi-Ethnic Coalition, though it lacked impact. I believe educators of color need genuine support from administrators and safe spaces for honest conversations. My goal is to speak up without shrinking my identity.

YASODA NAUTH High School English Teacher Littleton Education Association Originally from Essequibo Coast, Guyana, my early life and challenges shaped my deep belief in education as a path to success. I began as a paraprofessional and have taught English for the past six years, drawing from personal experiences to support students. As one of the few educators of color in my school, I promote inclusivity through curriculum choices, boundarysetting, and mentorship. I co-lead our peer mentorship program, serve on accountability and workload committees, and advocate for equity. I hope to gain a broader sense of community, mentorship, and renewed motivation through this fellowship opportunity.

22 • CEA Journal • Fall 2025

Denver Classroom Teachers Association I am a dedicated social studies teacher with 27 years of experience, primarily in urban schools serving minority students.

I’m committed to equity in education and to using culturally relevant curricula that gives students a voice and connects them to their heritage. Throughout my career, I’ve participated in anti-racism and diversity initiatives and have seen how educators and students of color are often excluded from key decisions.

While efforts like the introduction of ethnic studies in DPS are promising, there’s still much to improve. I believe educators of color must be respected, valued, and given access to leadership roles. If selected, I hope to deepen my understanding of BIPOC needs and become a stronger advocate for inclusive and empowering education.

Denver Classroom Teachers Association I am a licensed school psychologist, racial equity consultant, and the first Black woman President of the Colorado Society of School Psychologists.

With 12 years in K–12 education, I’ve dedicated my career to advancing equity, mental health, and belonging. As a Black woman, minister, and mother, my leadership is rooted in lived experience.

I’ve led statewide initiatives, developed culturally responsive practices, and supported educators of color through mentorship, policy advocacy, and healing-centered approaches. Retention is not about fixing broken systems, it’s about transforming them. I hope to gain tools and community to deepen my impact, move from resistance to strategic influence, and continue creating systems where educators of color can thrive, lead, and heal.

VICTORIA PAEZ Fourth-Grade Classroom Teacher

DORIAN PARRA Kindergarten Teacher

ROLAND PHILLIPS Bus Driver

Westminster Education Association

Jefferson County Education Association

As an educator, I focus on building equity in my classroom, ensuring every student feels valued and connected. My experiences as an educator of color give me a deep understanding of systemic inequities and fuel my commitment to dismantling them. I implement culturally relevant pedagogy, weaving in my own cultural background so students see themselves reflected in their learning.

Beyond teaching, I volunteer at Museo de las Americas, contributing to a cultural institution I admire. Originally from Albuquerque, New Mexico, my roots guide my dedication to community betterment.

Now pursuing my Master’s, I’m eager to expand my impact and continue shaping equitable environments.

I’m a kindergarten teacher with 23 years in education, deeply committed to affirming and empowering young learners, especially children of color. As an educator of color, I show up as a role model, advocate, and source of pride for my students. I create inclusive classrooms where every child feels seen and valued, and I work closely with families to build trust and celebrate cultural identity. My teaching is grounded in anti-racist, culturally responsive practices, both in curriculum and school leadership spaces. I’ve served on equity teams, led policy discussions, and continually engage in personal growth. Through this fellowship, I hope to grow as a leader, deepen my practice, and join a supportive community of educators committed to equity and justice.

JeffCo Education Support Professionals Association

CAROLYN PORTER High School Science Teacher

VENUS ROBINSON Fourth-Grade Elementary School Teacher

MELINDA ROSSI Early Childhood Special Education Teacher

Aurora Education Association

Denver Classroom Teachers Association

I have 10 years of experience in education, teaching grades 1–4 and serving as a Reading Interventionist.

Before becoming a teacher in 2016, I worked seven years in Human Resources and in a law firm specializing in employment issues, experiences that shaped my commitment to equity and justice. Teaching has become my passion, and as a teacher of color, I know my presence matters. I’ve seen both the challenges teachers face and the power of strong leadership that reflects our diverse students. My best years were spent in a school where administrators and staff mirrored the community, proving representation matters. As an A.C.E. fellow, I hope to strengthen my leadership in civil and human rights within education.

After 11 years in education, I am pursuing an EdD in Leadership for Educational Equity to strengthen my advocacy for students and educators of color. As both an educator and parent in Denver Public Schools, I see the urgent need for equity, mentorship, and culturally responsive practices. I’ve worked with affinity groups at CU Denver, supported doctoral students of color, and advocated within schools to address equity gaps. Too often, conversations around racial justice stop at the surface, and I want to bring real change. Through this fellowship, I hope to deepen my advocacy, influence policy, and help recruit and retain educators of color.

Cherry Creek Education Association I have 22 years in education, and I love being in the classroom and serving as an advocate for my colleagues. As a member of my local’s executive board and current EMAC Chair, I work to support educators of color, but I want to grow as a union organizer and activist. Over the years, I’ve mentored new teachers through Culturally Responsive Education, helped launch the CCEA Social Justice Council, and continue building spaces where members of color feel seen and supported. I’ve also learned to call out micro and macroaggressions while pushing for systemic change, especially around retention and culturally affirming environments. If chosen, I look forward to strengthening my leadership, building responsive councils, and joining a powerful community of educators of color.

Known as “Mista Phill” to my students, I’ve spent the past three years proudly serving as a school bus driver, giving students more than just a safe ride, I leave them with lessons about chances, choices, and having a great day on purpose. I believe being an educator isn’t limited to the classroom; it’s about making a difference in lives. I’ve been that father figure, big brother, or mentor students needed, showing them someone cares. My background includes serving as president of NTEU 336 and a Teamster business agent, where I fought for fairness and justice. Equality is greater than division, and I bring that belief to everything I do.

CEA Journal • Fall 2025 • 23

Empowering Educators of Color

"Representation matters in contributing to a more inclusive and equitable space in our profession, and the A.C.E. Fellowship is a perfect example of that work that needs to be done in achieving this."

Veronica Wilder, Mapleton Education Association, 25­–26 A.C.E. Fellowship Mentor

24 • CEA Journal • Fall 2025

NOELIA SALAZAR ACOSTA High School Social Studies Teacher District Twelve Educators Association Born to Mexican immigrant parents, I have dedicated my work to equity and justice in education. Before teaching, I coached Public Achievement and worked with Yes4CO to advocate for ethnic studies, youth-led projects, and college access for first-generation BIPOC students. Teaching in my alma mater, I see my students’ lived experiences in my own and strive to create communal, equitable learning spaces. As one of few BIPOC educators, I value building authentic relationships in students’ languages and cultures. I believe learning is community based, and that knowledge comes from every single person in the room. I look forward to learning alongside other BIPOC educators, and working together to advocate for systems where educators and students like us can feel seen and represented.

ZOEL YBARRA Deaf and Hard of Hearing/Special Education Teacher Cherry Creek Education Association I am an Indigenous Two Spirit educator, multilingual and multi-racial, teaching Deaf and Hard of Hearing students in public high schools. My own upbringing in non-traditional schools like Montessori and DSA gave me a unique perspective, and I see the stark differences in public education today. Before becoming a teacher, I worked for several years as an ASL interpreter in three Colorado districts.

I love exploring language and culture, and I bring that lens into my classroom.

Often, I am the go-to person for Indigenous resources and equity conversations, but I want to deepen my impact and learn how to be an effective agent of change. As I enter my third year, I hope to find mentorship and a stronger community with other educators of color.

COHORT 2 The 2025-26 Cohort 2 group consists of returning fellows from the 2024-25 program year. This group will focus on expanding the skills learned during their first year of the fellowship. Aimed to be similar to a college-level independent study course, fellows in Cohort 2 will develop personal learning goals, allowing them to deepen their leadership and organizing skills in self-directed ways.

SOYOUNG CHUNG Elementary Special Education Teacher

MICAH HAINESWORTH Middle School Math Teacher

JEANETTE MARTINEZ Eighth-Grade Social Studies Teacher

Aurora Education Association

Denver Classroom Teachers Association

Jefferson County Education Association

Focus: Local Advocacy

Focus: Retention, Mental Health

Focus: State Advocacy

CLORITINA COCINA Social Worker

DASHAWNA JACKSON Elementary School Teacher

KAROL MARTINEZ High School Social Studies Teacher

Aurora Education Association

Denver Classroom Teachers Association

SD 14 Classroom Teachers Association

Focus: State Advocacy

Focus: Community Advocacy

Focus: State Advocacy

CARMEN COLEMAN Teacher/Special Education Senior Team Lead

SHANELLE LOAYZA Elementary School Teacher Denver Classroom Teachers Association

LUIS VEGA Sixth-Grade English Language Arts/ Social Studies Teacher

Denver Classroom Teachers Association

Focus: Community Advocacy

Mapleton Education Association

Focus: State Advocacy

MEET THE 2025–2026 A.C.E. MENTORS The 2025–26 A.C.E. Fellowship

Focus: Community Advocacy

COHORT 1 ZELDA ALAO Elementary Classroom Teacher Cherry Creek Education Association 24–25 Fellow

TAUREAN HAMM High School English Language Arts Teacher Denver Classroom Teachers Association 23–24 Fellow 24–25 Mentor

program format as well. Rather than

SOPHIA BAGOLA Sixth-Grade Social Studies/ Lakota Language Teacher

have one group of mentors for all

Denver Classroom Teachers Association

ISABEL RODRIGUEZ High School World Language Teacher

of the fellows. This year’s mentors

24–45 Fellow

Summit County Education Association

mentor group has a change to its

24–25 Fellow

are divided amongst the two cohort groups, which allow the mentors to devote more one-on-one time to each group’s specific needs.

COHORT 2 PATRICK JINER Middle School Teacher Denver Classroom Teachers Association 23–24 Fellow 24–25 Mentor

VERONICA WILDER English Language Arts Teacher Mll Teacher Mapleton Education Association 23–24 Fellow 24–25 Mentor CEA Journal • Fall 2025 • 25

Educators Building Community, Building Power Year-Round

By Sydney Slifka, Director of Digital Communications

We know that real change doesn’t just happen at the Capitol or on Election Day. It happens year round, and it’s happening right now as educators are sitting down with members, coworkers, parents, small business owners, and community members to talk about the realities facing public education today. That’s the heart of CEA’s Year Round Organizing (YRO) Program.

Member Organizers in the CEA YRO program are classroom teachers, education support professionals, and special service providers who have committed to organizing in their communities all year long. Their work looks different in every local, but the goal is the same: to increase our power and build relationships that move us closer to a permanent fix for Colorado’s school funding crisis.

The YRO program is about educators leading in their own communities while connecting to a bigger, statewide vision for fully funded public education in Colorado. When we organize locally, we win together.

OUR MEMBER ORGANIZERS ARE OUT ACROSS COLORADO: •

Having one-on-one conversations with fellow educators about the future of our schools.

•

Meeting with parents and community leaders who want the best for Colorado students.

•

Welcoming new educators into the union and growing local membership.

•

Supporting local fights while tying our shared struggles to the statewide campaign for a funding fix.

26 • CEA Journal • Fall 2025

Aurora-Littleton: Madalyne Heiken, Aurora Education Association (AEA) Boulder-Westminster: Mary Henry, Boulder Valley Paraeducator Association (BVPEA) Front Range: Jeanelle Colling, Kelly Osuna, and Cynthia Starr, Cherry Creek Education Association (CCEA) Liv Mitchell, Paraeducators Association of Cherry Creek (PACC) Denver: Erica Atchison, Denver Classroom Teachers Association (DCTA) Bernadette Janelle, DCTA-Retired (CEA-R) Jefferson County: Jessica Bridges, Lisa Garry, Whitney Newman, and Benjamin Wells, Jefferson County Education Association (JCEA) Central Adams: Rachael Hager, Brighton Education Association (BEA) Pikes Peak: Annette Nimmo, Cañon City Education Association (CCEA) Two Rivers: Olivia Becker and Wendy Bergman, Poudre Education Association (PEA) Ali DiCaro, St. Vrain Valley Education Association (SVVEA)

Every conversation strengthens our movement.

Every connection brings us closer to winning the schools our students deserve. Every conversation builds the trust and unity we need to win.

FIND OUT MORE OR WANT TO GET INVOLVED? EMAIL JACKIE PARKINS, CEA ZONE ORGANIZER, JPARKINS@COLORADOEA.ORG

Spanish Peaks: Karl Silbaugh, Pueblo County Education Association (PCEA) Elena Casaus and Eva Sinker, Pueblo Education Association (PEA) Southeast: Selene Ortiz, Rocky Ford Education Association (RFEA) Big Thompson: Robert Eberle, and Erik Kaufhold, Thompson Education Association (TEA) Ski Country: Maya Chiodo and Jenna Sherman, Summit County Education Association (SCEA) CEA Journal • Fall 2025 • 27

Educators Building Community, Building Power Year-Round

SKI COUNTRY

Our goal in our Union is that every member is an organizer.

That we all understand our Union, that we know the issues facing us in our work, and that we have agency and voice within its structure. I can think of no better way to achieve this bold goal than the YRO program.

LIZ WADDICK

Summit County Education Association

As a veteran teacher I’ve come to understand that my role

is bigger than just my classroom, school, or district because it’s going to take all of us to fight together for the schools our kids need and the working conditions educators deserve.

FRONT RANGE 28 • CEA Journal • Fall 2025

KELLY OSUNA

Cherry Creek Education Association

I became a YRO because teaching is my life, my greatest passion, and something I deeply love, BUT the system is terribly broken, and instead of just watching it continue to crumble,

I wanted to be part of the solution.

RACHAEL HAGER

Brighton Education Association

CENTRAL ADAMS JEFFERSON COUNTY

As a 3rd year YRO veteran, I chose to join because I wanted to learn the skills to build power for educators to have a voice at all tables.

WHITNEY NEWMAN

Jefferson County Education Association

Organizing my union has deepened relationships and trust, brought us real wins in school funding and bargaining.

I hope together we join the workers movement, reject violent and oppressive systems, and build a radically better

future for our children.

TWO RIVERS

WENDY BERGMAN

Poudre Education Association CEA Journal • Fall 2025 • 29

Get Involved ASPIRING EDUCATORS St. Vrain Valley Education Association member Rob Eberle and Aspiring Educators’ Board Representative Andrea Donlucas have been working on expanding the Aspiring Ed program by hosting informal informational presentations. These sessions discuss the benefits of joining the union and what it’s like to be a teacher in the current funding crisis. Their last event was held on September 17th at the CSU-Fort Collins campus. They hope to expand their efforts to other parts of the state throughout the academic school year. Want to learn more? Andrea Donlucas at donlucasandrea@gmail.com.

CEA-RETIRED COUNCIL CEA-R has been working this summer to build the capacity and engagement of current members. With the transition of a new Council, President Phyllis Robinette and VP/Treasurer Ann Franco share the following updates:

Year-Round Organizer (YRO), Bernie Janelle Bernie is the first-ever retired YRO, and will also be the chair of the CEA-R Advocacy Committee. All of her work is in support of membership growth, engaging new advocates, messaging for educational funding, and education ballot measures. Bernie is a great example of a newly retired member jumping into her passion work with CEA Retired! Thanks, Bernie!

Potential new retired group in Cherry Creek Cherry Creek Education Association newly retired members, Meagen Fox and Marilyn Kemp, worked with Ann and Phyllis to develop a plan to create a new retired group. They met recently for their first informational meeting and had 10+ potential members! We are excited for the next steps.

NEA Representative Assembly Ann Franco has also been designated as the 2026 NEA-RA Host Committee Chair. She has been diligently recruiting volunteers for the 2026 NEA-RA, held in Denver, July 3–7, 2026. Interested in volunteering? Visit https://coloea.org/RA-volunteer to sign up.

Volunteering is a great way to see the work of your union firsthand!

We look forward to a new Council and newly engaged members. Want to join our ranks? Reach out to Phyllis Robinette at probinette@coloradoea.org for more information.

30 • CEA Journal • Fall 2025

COLORADO’S RISING EDUCATORS (CORE) Colorado Rising Educators (CORE) is dedicated to supporting and empowering early career educators across Colorado. If you’re in your first eight years of teaching, CORE offers a space to connect, grow professionally, and advocate for the changes you want to see in public education. Interested? Email CORE Staff Liaison, Chesca Smotherman csmotherman@colroadoea.org.

EQUITY COUNCIL The CEA Equity Council for Race and Culture (Equity Council) is a group of members of color who advocate for educators and students of color in Colorado. The Council was created to dismantle barriers of educational equity impacting our educators and students. We share research supporting our goals, dissect inequitable policies, and best practices.

Interested? Email Equity Staff Liaison, Monica Hunter at mhunter@coloradoea.org.

EDUCATION SUPPORT PROFESSIONALS (ESPs) COUNCIL ESP Council has been meeting to work towards our first town hall in the metro area. We have been meeting to strategize the work and the formalities for a successful town hall coming to Jefferson Jr/HS in Edgewater on October 14th. We want to connect and build relationships throughout Colorado.

We want to share and agitate communities, and educate members on ESPs. Veronica Martinez was picked to shadow at the 2025 NEARA in Portland, OR, as she is a subcommittee host with Ann Franco. Ann Franco was also designated as the 2026 NEA-RA Host Committee Chair. She and Veronica have been diligently recruiting volunteers for the hosting of the 2026 NEA-RA, held in Denver, July 3–7, 2026. Interested in volunteering? Visit https://coloea.org/RA-volunteer to sign up. Volunteering is a great way to see the work of your union firsthand! Want to learn more? Email ESP Council Staff Liaison, Vicki Flores at vflores@ coloradoea.org.

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CEA Journal • Fall 2025 • 31

Pictured Above: PEA Heat Committee member Amanda Baldwin stands with her classroom swamp cooler.

coloradoea.org @ColoradoEA

The Colorado School Journal is the official member publication of the Colorado Education Association (CEA), an affiliate of the National Education Association. The Journal (ISSN-0079-3326) is published

by CEA throughout the school year. Digital issues are posted on CEA’s website. Acceptance of advertising does not necessarily imply CEA endorsement.