Colorado Education Association 1500 Grant Street Denver, CO 80203-1800
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.
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 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 President Kevin Vick
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
For Tamminga, the stakes are clear: when school boards make decisions without listening to teachers and families, students suffer. He describes a board that too often appears closed off, aligned to a single viewpoint, or unwilling to engage in open discussion.
“We see a real importance this year in getting people in there who will be transparent, open to alternative viewpoints, and willing to make student-centered decisions,” he said. “Everybody’s working for the same thing, but sometimes the board appears illinformed or unwilling to listen to other points of view.”
TEACHER RETENTION AT RISK
The impact of school board decisions shows up most clearly in the classrooms, where Cortez has struggled to retain experienced teachers.
“The environment in the schools has become hard to work with,” Tamminga explained. “A lot of experienced and quality teachers who were doing their best for the kids saw the situation as not supportive of their professionalism or respectful of their expertise. We’ve lost a lot of teachers to other districts or even to other career fields.”
“Too often, the board isn’t open to hearing multiple sides of an issue before making their decisions.”
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 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.”
IT GOES BEYOND POLITICS
School board elections across Colorado have sometimes been marked by political polarization, but Tamminga stresses that the core issues in Cortez aren’t about partisan politics. They’re about whether the board is willing to engage with the full community.
“It has become a political thing when it shouldn’t be,” he said. “Too often, the board isn’t open to hearing multiple sides of an issue before making their decisions.”
Tamminga also acknowledges that in a community like Cortez, the role of unions can be misunderstood. But he insists the push for change goes well beyond his association. “We try to phrase it as teachercentered,” he explained. “The staff working with your kids are supporting these candidates. There’s also a big movement in the community—parents and other residents—who see the direction of the school board as unproductive and want change. It’s not just teachers.”
A CALL FOR CONVERSATION
So what can educators, parents, and community members do? For Tamminga, the answer is simple: talk to each other.
“A lot of the issues I see are people only hearing one side of the discussion,” he said. “If teachers talk to parents, if community members talk to teachers, if we can have these discussions openly and honestly, we’re just going to get stronger. And if we elect board members who are willing to be a part of that discussion, our schools will be stronger too.”
At the end of the day, Tamminga believes, there is far more that unites the community than divides it. “We all have the same goal, to educate these kids as best we can,” he said. “If we can work together to come up with the best plan possible, that’s what we’re all trying to do.”
Pueblo Education Association members canvass for school board candidates.
ballot guide 2025 elections
SCHOOL BOARDS
Academy D20
Brandon Clark
Jenna Hernandez Stites
Renee Ludlam
Adams 12
Ike Anyanwu-Ebo
Amira Assad Lucas
Adams 14
Janet Estrada
Maria Zubia
Aurora
Gayla Cherrier
Tramaine Duncan
Dr. Anne Keke
Kristin Mallory
Boulder Valley
Deann Bucher
Ana Temu-Otting
Brighton 27J
Ramon Alvarado
Tracie Alvarado
Ash Conn
Starr Trujillo
Cañon City
Todd Albrecht
Carla Braddy
Cherry Creek
Terry Bates
Mike Hamrick
Cheyenne Mountain
Laura Wilson
Cortez
Justine Bayles
Lara Blair
Laura DeWitt
Barb Mate
D11
LeAnn Bartlett
Michael Carsten
Charles Johnson
Denver Xochitl Gaytan
Monica Hunter
Amy Klein DJ Torres Falcon 49
Chris Harrell
Holly Withers
Huerfano
Alyssa Sandoval
Jefferson County
Peter Gibbins
Tina Moeinian
Michael Yocum
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
Jackie Burhans
Mesa D51
Kaci Cole
Mike Rathbone
Vicky Woods
Poudre R-1
Karla Baise
Andrew Spain
Dr. Coronda Ziegler
Pueblo 60
Rae Carnivale
Tommy Farrell
Pueblo 70
Mark Emery
Michelle Erickson
St. Vrain Valley
Hadley Solomon
Steamboat Springs
Kim Lemmer
Jane Toothaker
Summit County
Kimberly Dyer
Whitney Horner
Thompson
Dmitri Atrash
Alexandra Lessem
Mike Scholl
West Garfield
Steven Beaulieu
Darlane Evans
Widefield 3
William “Wen” Dolphin
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.
From New Faces to New Members
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
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.
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
conversations with new employees during their new employee luncheon.
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
Building Power from the Start MEMBERS LEAD INDUCTION
By Sydney Slifka, Director of Digital Communications
In Jefferson County, new teacher induction has been transformed by the Jefferson County Education Association (JCEA) into a memberled, member-run experience— classroom educators lead sessions and build meaningful relationships. Leading that work for JCEA is Collin Ferraro, English teacher at Wheat Ridge High School and chair of JCEA’s Early Career Educator Action Team.
“I remember coming into the induction process in 2019, and it was just so impersonal,” Ferraro
said. “It was like 100 people in a session—just faceless entities all around. Over the last couple years, we’ve really worked hard on adding that personal touch. Smaller rooms, one-on-one conversations. It feels more intimate, and it fosters community and connection.”
That personal touch has carried forward into who leads the sessions. “It’s one thing to sit through induction, but it’s another to say, ‘I want to be the person welcoming the next group,’” said
Brooke Williams. “That’s how you build a culture of solidarity— members leading members.”
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, and answer the practical and personal questions early career educators bring with them. Those conversations often extend into lunch, where educators connect with colleagues in their 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.
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 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 built by their peers, supported by their union, and connected to resources that will carry them through their careers.
40 of advocacy
years
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.” She will miss her SLUU members, but is also looking forward to spending more time with her grandchildren on her family’s ranch.
JCEA members excitedly welcome new employees
Marion Montoya
We’re Knocking —Because You Matter
By Sydney Slifka, Director of Digital Communications
Every week member organizers fan out across their communities—walking blocks, knocking doors, and reconnecting with fellow union members face to face. With clipboards in hand and purpose in their stride, they aren’t campaigning or selling anything. They’re listening. They’re checking in. They’re building 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.
“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
Lisa Gary, another member organizer shared what keeps her motivated in this work: “I love doing this. I love going to people’s homes. Somebody answers their door and they’re down to sit on their porch and talk for 30 minutes—just getting that chance to listen to people and elevate their issues is everything.”
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
CSEA and fellow CEA members from across the state prepare to go knock on doors in Colorado Springs.
deduction for union dues—a classic union-busting move to weaken union power by targeting its resources.
“We’ve exhausted all options to 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 and recommit to their union.
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.”
That spirit is alive across Colorado this summer. “Even the people who were on the fence were kind,” said CSEA member Sam Farnham after his first day of door knocking. “We already have so much in common—we’re teachers. We live in the same neighborhoods, we’re working on gardening projects, we 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.
“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
But it’s not just about numbers—it’s about connection. “I love being with other people who believe in public education,” said CSEA member and organizer Angel Givler-Viers. “It helps fill my bucket so I can keep going because some days are really hard. Advocating for teachers to make sure their voices aren’t taken away—that’s what keeps me coming back.”
“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.”
From longtime activists to the newest member joining at the door, every conversation this summer is part of something bigger. It’s not just about retaining membership. It’s about reclaiming the future of public education and our profession—door by door, member by member.
CEA member organizer Lisa Gary out talking to fellow JCEA members in Golden.
the heat is on demand change educators
By Sydney Breakfield, Communications Program Assistant
Two days before the first full day of the 2025–26 school year, parents in Poudre School District (PSD) received unexpected news: most schools would dismiss students two hours early during the first and second days of classes because of dangerously high August temperatures. By the end of the second day, the schedule was extended into the next week as the heat wave continued.
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 Association’s (PEA) Heat Committee, it signaled that their advocacy was finally paying off. For years, classrooms without air conditioning reached the high 90s and even over 100 degrees. Over the past two school years, the Heat Committee has pushed PSD to implement protocols to protect students and staff from extreme heat.
Ahead of the 2023–24 school year, middle school math teacher and committee leader Sarah Vaughn began compiling data using records from other districts and heat index charts, which showed how outdoor temperatures and humidity created unsafe indoor environments. The research also uncovered the “heat island effect,” where urban areas trap more heat, as well as structural designs from the 1970s and 80s that 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.”
During the 2023–24 school year, educators documented thermometer readings, often with photos. “We had teachers sending us pictures of classroom thermometers hitting 100 degrees,” Sarah explained. “That made it impossible for the district to say this was just anecdotal.” Teachers described disrupted learning, health risks and behavioral challenges.
in Kim Carlson's classroom.
“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, 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 fourthgrade teacher, reported classroom temperatures of 75–78°F with humidity levels at 61 percent. “You 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,” she added.
“Now we have protocols, early release days, and a real plan for air conditioning. That’s the power of collective action.”
To keep pressure on, PEA members wore red shirts, distributed buttons and packed meetings with visible reminders of their campaign. “We
wore the buttons, we wore our red shirts to every meeting. We passed these buttons out to staff at the beginning of the year, asking them to wear them to professional development events. We asked everyone to wear them until we had some action,” Amanda explained. By February, Sarah and Kim were testifying before the Colorado House and Senate. They highlighted that 32 of 44 PSD schools lacked air conditioning,
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.
The Heat Is On, Educators Demand Change
helping advance a statewide heat bill through both chambers, and Gov. Jared Polis signed it into law.
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 went unacknowledged because the district relied on readings from the 80521 zip code, which runs 4–5 degrees cooler than Midtown, where most schools are located.
“It was so defeating before, when classrooms were roasting but no heat day was called,”
said Candice Mozer, PEA President. The committee’s persistence is creating long-term change. District 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.”
While the work isn’t finished, members say they have already transformed the conversation.
“Meeting with board members and the superintendent showed me that our union can win real change. I feel proud bringing that back to my school,” Amanda shared.
“This all started with buttons and red shirts,” Sarah added.
“Now we have protocols, early 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 what educators can achieve together. Their fight continues, not just for cooler classrooms, but for safer, more equitable learning environments for every PSD student.
Above: PEA member Kim Carlson pictured with her classroom box fan and swamp cooler.
Right: Digital thermometer in Amanda Baldwin’s classroom.
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Aurora Education Support Professionals
call for union recognition
Sydney Slifka, Director of Digital Communications
Hundreds of Aurora Public Schools’ Education Support Professionals (ESPs)—nutrition workers, paraeducators, bus staff, custodians, and preschool facilitators—filled the school board meeting room, calling for a policy that would give them the right to hold a union election and negotiate a contract.
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 for 200 students and received no job-specific training. “We deserve to be taken care of too with job specific training so we can support our students, with livable wages so we aren’t worrying about how we can pay rent at the end of the month,” she told the board.
“We need the right to a union, we need the right to bargain for a better district for all.”
For Heather Morgan, who has worked as a nutrition worker at Vassar Elementary for 17 years, the lack of a voice in her pay is what hurts most. “Now the district says that I’m important, that I’m a vital part of the APS community, but if I’m so important, then why does someone else get to decide my raise without me? It’s 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 up. “I’ve seen over the years how we don’t have a voice, there’s no fair processes, and when workers don’t feel safe to speak up, dangerous conditions can keep going for years,” she said. “When you hurt me, you hurt my family, and 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.
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 little doubt about what they want: dignity, respect, and a seat at the table.
Top and bottom: Aurora ESPs sign union cards in support of union recognition.
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.
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
Brighton 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.
JESSICA LOPEZ
Social Worker
Aurora Education Association
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.
ELIZABETH GALLEGOS
Culturally and Linguistically Diverse Education Teacher
Mesa Valley Education Association
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.
VALERIE LUUTRAN
Seventh-Grade Science Teacher
St. Vrain Valley Education Association
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.
GABRIELA GONZALES LUCERO
Fourth-Grade Classroom Teacher
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.
NICHELLE MARCEL
Preschool Education Teacher
Paraeducator Association of Cherry Creek
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.
Empowering Educators of Color
MIA MCLELLAN
High School English Teacher
Denver Classroom Teachers
Association
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.
KENNETH MILES
Middle School Math Teacher
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.
SAMBA NDIAYE
Middle/High School U.S.
History Teacher
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.
CHRISTIAN NAKELI
Middle School Science/Math Teacher
Denver Classroom Teachers Association
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.
RASHEEDA OUEDRAOGO School Psychologist
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
Westminster 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.
CAROLYN PORTER
High School Science Teacher
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.
DORIAN PARRA
Kindergarten Teacher
Jefferson County Education Association
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.
VENUS ROBINSON
Fourth-Grade Elementary School Teacher
Aurora Education 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.
ROLAND PHILLIPS
Bus Driver
JeffCo Education Support Professionals Association
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.
MELINDA ROSSI
Early Childhood Special Education Teacher
Denver Classroom Teachers Association
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.
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."
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
Aurora Education Association
Focus: Local Advocacy
CLORITINA COCINA
Social Worker
Aurora Education Association
Focus: State Advocacy
CARMEN COLEMAN
Teacher/Special Education
Senior Team Lead
Denver Classroom Teachers Association
Focus: State Advocacy
MEET THE 2025–2026
A.C.E. MENTORS
The 2025–26 A.C.E. Fellowship mentor group has a change to its program format as well. Rather than have one group of mentors for all of the fellows. This year’s mentors are divided amongst the two cohort groups, which allow the mentors to devote more one-on-one time to each group’s specific needs.
MICAH HAINESWORTH
Middle School Math Teacher
Denver Classroom Teachers Association
Focus: Retention, Mental Health
DASHAWNA JACKSON
Elementary School Teacher
Denver Classroom Teachers Association
Focus: Community Advocacy
SHANELLE LOAYZA
Elementary School Teacher
Denver Classroom Teachers Association
Focus: Community Advocacy
JEANETTE MARTINEZ
Eighth-Grade Social Studies Teacher
Jefferson County Education Association
Focus: State Advocacy
KAROL MARTINEZ
High School Social Studies Teacher
SD 14 Classroom Teachers Association
Focus: State Advocacy
LUIS VEGA
Sixth-Grade English Language Arts/ Social Studies Teacher
Mapleton Education Association
Focus: Community Advocacy
COHORT 1
ZELDA ALAO
Elementary Classroom Teacher
Cherry Creek Education Association
24–25 Fellow
SOPHIA BAGOLA
Sixth-Grade Social Studies/ Lakota Language Teacher
Denver Classroom Teachers Association
24–45 Fellow
COHORT 2
PATRICK JINER
Middle School Teacher
Denver Classroom Teachers Association
23–24 Fellow
24–25 Mentor
TAUREAN HAMM
High School English Language Arts Teacher
Denver Classroom Teachers Association
23–24 Fellow
24–25 Mentor
ISABEL RODRIGUEZ
High School World Language Teacher
Summit County Education Association
24–25 Fellow
VERONICA WILDER
English Language Arts Teacher
Mll Teacher
Mapleton Education Association
23–24 Fellow
24–25 Mentor
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.
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
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)
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)
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.
KELLY OSUNA Cherry Creek Education Association
SKI COUNTRY
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.
Jefferson County 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
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.
WENDY
BERGMAN
Poudre Education Association
WHITNEY NEWMAN
CENTRAL ADAMS
JEFFERSON COUNTY
TWO RIVERS
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.
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 (ESP s ) 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
Pictured Above: PEA Heat Committee member Amanda Baldwin stands with her classroom swamp cooler.
