CEAjournal - Winter 2025

Denver, Colo.

Rural Lobby Day LEGISLATIVE AGENDA COLORADO TEACHER OF THE YEAR PROTECT WHAT MATTERS

Winter 2025

Vol. 140, No. 2

Contents

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

03

Letter from the President

04

150 Year Celebration

06

State of Education

08

2025 Legislative Agenda

10

What is Lobby Day?

12

Rural Lobby Day

14

Colorado Teacher of the Year

18

Cherry Creek Paraeducators

20

Repeal of GPO and WEP

22

Member Spotlights

27

Staff Updates

COMMUNICATIONS Manager of Public Affairs Erin Bennett Director of Communications Bethany Morris

Follow CEA

Director of Digital Communications Sydney Slifka

coloradoea.org

Communications Program Assistant Sydney Breakfield

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

2 • CEA Journal • Winter 2025

A Brighter Future Ahead Dear members, Last month, in early January, the legislative session began at the Capitol, marking the start of a pivotal period for addressing the challenges and opportunities facing education in Colorado. As we move forward into this new chapter, we are committed to making meaningful progress on issues that matter most to educators, students, and families across our state. This year also marks 150 years of CEA. As we celebrate this monumental milestone, we also recognize that there is still much work to be done as we work towards a brighter future for Colorado’s students, educators, and families.

That brighter future begins under the golden dome of our state Capitol, where critical decisions are made that shape the lives of our students, educators, and communities.

This year, our legislative priorities are clear and urgent: we are steadfast in protecting CEA President Kevin Vick public education in Colorado, standing strong against harmful funding cuts and misguided reform efforts at both the state and local levels. At the same time, we are committed to pursuing opportunities that allow us to make meaningful progress. Together, we will advocate for the investments and protections needed to ensure every student has access to a high-quality education and every educator has the support they deserve.

This year is particularly special as we celebrate 150 years of the Colorado Education Association—a century and a half of unwavering dedication to supporting educators, strengthening public education, and advocating for students across our state. This milestone is not just a reflection of our past achievements but a testament to the resilience, passion, and unity of our members who have championed the cause of education through generations. As we honor this incredible legacy, we also look to the next 150 years with a vision for what public education can and must be: equitable, inclusive, and transformative. Together, we will continue to fight for the resources, respect, and policies that ensure every child, regardless of their background, has the opportunity to succeed and every educator has the tools to make that possible.

As we stand at this pivotal moment, reflecting on the achievements of the past 150 years and envisioning the possibilities of the next, we are reminded of the power of collective action and shared purpose. Our commitment to public education remains unwavering, and with your support, we will continue to advocate for a brighter, more equitable future for all. Together, we will rise to meet the challenges ahead, building on our rich history to create stronger schools, empowered educators, and thriving communities. Let us move forward with resolve and determination, knowing that the work we do today will shape the legacy of public education for generations to come.

In solidarity,

Kevin Vick Kevin Vick is a high school social studies teacher and president of the CEA.

CEA Journal • Winter 2025 • 3

SEE OUR PROGRESS OVER THE PAST 150 YEARS, VISIT COLORADO.ORG/ STATE-OF-EDUCATION

4 • CEA Journal • Winter 2025

For 150 years, we’ve been the backbone of Colorado’s public education system—the teachers, counselors, school nurses, bus drivers, paraprofessionals, custodians, food service workers, librarians, office staff, and public school employees who help our students thrive. Our legacy is an unwavering dedication to the success of Colorado’s students. Our commitment extends beyond mere education; it is a steadfast belief that every child, regardless of their background, the color of their skin, or the neighborhood they come from, deserves the opportunity to excel and thrive. We believe that every student should have access to a high-quality education that not only imparts knowledge but also fosters creativity, critical thinking, and a lifelong love of learning.

Our legacy over the past 150 years is rooted in this belief: that education is the key to unlocking a brighter future for every child.

WE ARE CEA—150 YEARS STRONG, AND TOGETHER, WE WILL CONTINUE TO WORK TOWARD A BRIGHTER FUTURE FOR OUR STUDENTS.

Celebrating

years strong CEA Journal • Winter 2025 • 5

S TAT E O F

investment Colorado’s public education system remains strained by a culture that undervalues the essential work of our educators, as shown through persistently inadequate pay, housing insecurity, and overwhelming workloads.

State of Education 2024–2025

Colorado ranks 46th in the nation for starting teacher salaries

48% of educators report not being able to afford to live near their work

READ THE FULL REPORT AT COLORADOEA.ORG/ STATE-OF-EDUCATION

62% of ESPs report struggling to afford housing costs over the past year

6 • CEA Journal • Winter 2025

th

S TAT E O F

S TAT E O F

respect

safety

Respecting public education workers goes beyond saying “thank you”—it’s about listening to the professionals, taking actions that acknowledge our hard work, and supporting our professions.

When we create and maintain environments where safety is a priority, everyone can focus on teaching and learning without distraction or fear, students are more engaged and motivated, and educators can dedicate their full attention to teaching.

Top 2 43% reasons that would

drive educators to leave the profession

1 workload is too high 2 attacks on curriculum,

of educators feel

“Significantly or somewhat less safe” than during the previous school year

educator autonomy, and/or the profession

Are there adequate mental health supports?

Less than adequate for...

67%

Adequate for...

More than adequate for...

63%

56%

89%

35%

26%

24%

of educators said that

increased mental health support

would improve safety

9%

11%

9%

in our schools

staff

families

students

CEA Journal • Winter 2025 • 7

2025 legislative

agenda

Our 2025 legislative agenda calls on legislators to defend our public school system—serving 95% of our state’s children—by investing in public education, creating conditions where educators are respected as professionals, and ensuring all schools are safe and welcoming.

Together we can combat the educator exodus crisis to create stable learning environments for all students.

CEA’s legislative agenda represents the priorities of our members: the people educating the next generation of Coloradans and who are on the front lines of resistance to radical forces.

Protect public education in Colorado.

Our state is uniquely positioned to support public education as a cornerstone of democracy, and we must take bold action now, before it’s too late.

State lawmakers must: Support state action to protect public school staff and students, particularly those that are most vulnerable and especially those under threat of deportation, from attacks by the federal government.

Encourage and support local resistance to radical policies aimed at disrupting and dismantling public education.

Work to codify current practices into law to ensure educators are protected from anti-worker and anti-public education threats.

Defend against state and local funding and reform attacks.

Public policy that adds burdens and unfunded mandates for educators, redirects funding from public schools to private entities, and underfunds districts is not new, but is likely to intensify in the current political moment.

State lawmakers must: Fend off any attempt to bring back the Budget Stabilization Factor (BS Factor) or other attempts to cut funding to school districts.

Prioritize stability by resisting public policies, even those that are wellintentioned, that create added burdens and/or unfunded mandates for public school staff.

Defend the public school system against policies that siphon public dollars from the classroom to private companies.

JOIN THE MOVEMENT AT COLORADOEA.ORG/LEGISLATIVE-POLITICAL 8 • CEA Journal • Winter 2025

Pursue opportunities to make progress.

Public educators continue to care deeply about educating the next generation of Coloradans, but they need the support of our state to do so effectively.

CEA will continue to advocate for our three key priority issue areas: Invest: explore strategies to retain public school staff including more affordable health insurance, better pay and protections, and increased staffing.

Respect: support policies that strengthen workers’ rights, pay, and collective bargaining power.

Safety: pursue policy that fends off attacks on public education and keeps students and staff safe in our public schools.

Educators in Colorado are leaving the classroom at frightening rates.

Policies passed by the General Assembly can unintentionally contribute to these worsening conditions by saddling educators with unfunded mandates and/or stifling educator autonomy. This impinges upon educators’ ability to creatively connect with unique student needs. All the while, educator pay continues to stagnate relative to the wages they could earn in other industries (in fact, that gap is bigger in Colorado than in any other state) or as an educator in other states (Colorado ranks 46th in the nation for starting educator salaries).

Turnover in the education profession

Furthermore, retaining high-quality educators is not just beneficial for the teaching profession—it is essential for improving student outcomes. Research consistently shows that students thrive when they have access to experienced, well-supported, and highly qualified educators who can provide stability, expertise, and personalized attention in the classroom. Every student deserves an educator who is equipped to meet their needs, and every educator deserves the resources and respect necessary to fulfill this role effectively.

That’s why we are deeply committed to advancing policies that prioritize the retention of our educators. By addressing the root causes of teacher turnover and ensuring our educators feel valued, we can create a stronger, more sustainable public education system. Key areas of focus include more affordable health insurance, better pay and protections, and increased staffing.

Last year, we bought down the BS Factor to $0, which was the first step to fully funding our education system. This year and in all subsequent years, we must continue to work on fully funding

5%

2022

2021

2020

2019

2018

2017

2016

2015

2014

2013

2012

0%

2011

2022 Colorado average

10%

2010

22.9%

compared to

15%

2009

2022 national average

20%

2008

16%

25%

our education system, which means we cannot endure any more cuts to education. In the first days of the 2025 legislative session, Governor Polis and legislative leadership were already proposing cuts to education - by changing the way we conduct student averaging. According to the 2024 Colorado Adequacy Studies Reports, we are currently underfunding Colorado students by $3.54 billion a year. If we do away with student count averaging, the perpetual underfunding will only worsen.

CEA wants to work together with state legislators to ensure we protect the future of public education in our state. For the 2025 legislative session, CEA will be monitoring every state legislator’s votes and sponsorship on policies that impact public preK-12 employees and students. Following the session, CEA will publish a “legislative report card” with a grade for each legislator based on votes and sponsorship, for bills we support and bills we oppose. The Legislative Report Card will be published once the 2025 legislative session has ended.

CEA Journal • Winter 2025 • 9

Lobby Day

What is Lobby Day?

By Amanda Perlman, Campaigns Director

CEA Lobby Days are your chance to stand up for students, educators, and the future of public education.

During Lobby Days, participants engage in activities like meeting with lawmakers, sharing personal stories, and discussing key issues that matter to their profession and community. It’s a chance to make a direct impact by ensuring that policymakers understand the real-world implications of their decisions.

KEY ISSUES WE’RE BRINGING TO LAWMAKERS DURING LOBBY DAYS:

1 2 3 10 • CEA Journal • Winter 2025

INVESTING IN PUBLIC EDUCATION Every public school in Colorado, from the Western Slope to the Eastern Plains, deserves sustainable funding to ensure students and educators have the resources they need to succeed.

ELEVATING OUR PROFESSION Every educator, from classroom teachers to cafeteria staff to bus drivers, deserves to feel respected, valued, and treated as professionals in the field.

BUILDING SCHOOLS WHERE EVERYONE THRIVES Every student, regardless of their background, deserves access to high-quality education, safe and welcoming public schools, and the support they need to thrive.

“How easy is it to lobby?

It’s as straightforward as sharing what’s on your mind, and what’s happening in your school or classroom.”

WATCH THE VIDEO TO SEE THE POWER IN OUR VOICE: YOUTU.BE/RCLL7IET-BQ.

YOUR PARTICIPATION MATTERS, AND YOUR VOICE CAN MAKE A DIFFERENCE. HERE’S HOW: ADVOCATE BUILD AMPLIFY EDUCATOR VOICES Lobby Days provide a platform for educators to directly share their experiences, concerns, and priorities with legislators. Personal stories and on-theground perspectives are incredibly powerful tools for influencing policy decisions.

STRENGTHEN PUBLIC EDUCATION By participating, members support the broader mission of public education and ensure its protection and improvement.

Legislative advocacy helps counter efforts that might undermine public schools, such as voucher programs or budget cuts.

FOR STUDENTS

Educators know firsthand what students need to thrive. Lobby Days give members the opportunity to advocate for policies that enhance student learning conditions, such as mental health resources, equity initiatives, and funding for programs.

SHAPE EDUCATION POLICY

Decisions made at the state legislative level significantly impact public education funding, working conditions, class sizes, and student support.

Attending Lobby Days ensures that lawmakers hear directly from educators about the policies and resources needed to improve public education.

RELATIONSHIPS WITH LAWMAKERS

Face-to-face interactions with legislators create connections that can influence future policy discussions.

These relationships help legislators see educators as trusted, informed partners in shaping Colorado’s education system.

VOICES WITH IMPACT During the 2024 legislative session, members meet with lawmakers to advocate for the funding, respect, and resources our schools need.

Over a span of 14 Lobby Days with 24 locals in attendance, we tracked more than 200 conversations between members and legislators.

CHECK FOR UPCOMING LOBBY DAYS AT MOBILIZE.US/COLORADOEA

At CEA Lobby Days, all educators are welcome and encouraged to attend.

Whether you’re a first-time advocate or a seasoned leader, Lobby Days empower you to use your voice to make real change.

Together we’re stronger. Together we’re heard.

CEA Journal • Winter 2025 • 11

From Small Towns to Big Change: Rural Advocacy in Action

By Sydney Slifka, Director of Digital Communications

Educators from rural Colorado braved long drives, icy roads, and the challenge of taking a day off to gather at the State Capitol for Rural Lobby Day this January. These educators joined together with a common goal: to ensure that rural educators have a voice in shaping the policies that impact their students, schools, and communities.

For some, like Selene Ortiz, a third-grade teacher and member of the Rocky Ford Education Association, the day was about stepping into spaces where rural students are often overlooked. “I came to the Capitol today because rural students deserve to be advocated for in all sorts of spaces, and the Capitol is one of those places where I’m worried that sometimes they’re not advocated for enough,” Selene shared. “Who better to advocate for rural students than rural educators?”

The need to connect lawmakers with the realities of rural classrooms was echoed by Garrett Boch, a middle school fine arts teacher and member of the Steamboat Springs Education Association. “I took a day off to come down to the Capitol because I think it’s important to share with others what a classroom is like,” he said. “If you’re an adult in the United States, you probably haven’t been in the classroom since you graduated. So we just wanted to share that with our legislators and anyone else who wants to know about what’s going on.”

The challenges in rural schools extend beyond funding. Rural schools also face significant staffing shortages, with many districts struggling to recruit and retain qualified educators due to low salaries and high housing costs. Jennifer Sherman, an eighthgrade math and science teacher and member of the Steamboat Springs Education Association, spoke about the financial difficulties facing educators in her affluent yet increasingly unaffordable community. “We’re in a unique position—being a fairly affluent area—but still needing to fund public education in a way that people can live in that community and serve without constantly falling behind,” Jennifer explained. “Coming here today makes me feel connected to the process and like I’m providing a voice for those in my area.”

12 • CEA Journal • Winter 2025

“I took today off to come to the Capitol because it’s important for those people who are making policy decisions to hear directly from the people doing the work— how those policies impact us, our kids, and our communities.”

JENNA SHERMAN SUMMIT COUNTY EDUCATION ASSOCIATION

Rural educators also highlighted the importance of ensuring that every student, regardless of their zip code, has access to quality education. DJ Pollart, who teaches eighth-grade language arts and humanities and is a member of the Summit County Education Association, emphasized the importance of amplifying the voices of those who are most affected by education policy decisions. “I think it’s important that people who are making laws that affect us and affect their students hear directly from people who are affected by those laws and who also witness how it affects students who really don’t have a voice in the Capitol,” DJ said.

Many educators shared that their motivation to attend Lobby Day came from a deep sense of responsibility to their students. Jenna Sherman, a fifth-grade teacher and member of the Summit County Education Association, believes that public education is inherently tied to politics and policymaking. “I took today off to come to the Capitol because it’s important for those people who are making policy decisions to hear directly from the people doing the work— how those policies impact us, our kids, and our communities,” Jenna explained.

Educators spoke passionately about their love for teaching and their commitment to their students, while also shedding light on the systemic barriers—like staffing shortages, limited resources, and housing costs that outpace salaries—that make their work more challenging. This year’s Rural Lobby Day was more than just a day at the Capitol; it was a powerful testament to the dedication of educators stepping outside their classrooms to advocate for their students and communities. Through their personal stories, they reminded lawmakers that the success of Colorado’s rural schools is vital to the success of the state as a whole.

INTERESTED IN LEARNING MORE ABOUT CEA LOBBY DAYS AND OUR LEGISLATIVE PRIORITIES? VISIT COLORADOEA.ORG/LOBBY-DAY TO GET INVOLVED.

CEA Journal • Winter 2025 • 13

2025 Colorado

T EAC H ER of the Year

FROM THE CLASSROOM TO THE NATIONAL STAGE: JANET DAMON’S MISSION TO BREAK BARRIERS IN EDUCATION

By Sydney Breakfield, Communications Program Assistant

The words warm, inviting, and encouraging are just the tip of the iceberg when describing Janet Damon, Denver Classroom Teachers’ Association member, 2025 Colorado Teacher of the Year, and recently chosen as a finalist for the 2025 National Teacher of the Year Award. When talking to Janet it is so easy to feel welcomed. Her presence envelops you in a sense of comfort, making you feel valued and seen. It’s as if her energy reassures you, saying, “You belong here,” fostering an atmosphere of trust and connection.

14 • CEA Journal • Winter 2025

CONNECTING THROUGH TEACHING Janet’s ability to connect with students began long before her teaching career, starting with her job as a school sweeper in high school. There, she observed how students’ respect for their environment mirrored the respect they received from adults, a lesson that shaped her approach to teaching. Although Janet initially pursued a degree in history education, financial constraints as a young mother led her to shift toward her second passion— books—earning a Master’s in Library and Information Science. Volunteering in a school library allowed her to hone her skills, eventually leading to a librarian position at John Oakland Elementary in Denver. Janet witnessed how effective teaching pushed students forward while disruptions and biases held them back.

She later transitioned to teaching literacy intervention, facing challenges like large class sizes and limited resources but embracing opportunities to connect with students, even coaching a debate team.

After living abroad for a short time, Janet returned to work as a school librarian but faced the closures of several schools. She was later recruited to a district-level librarian role, where she encountered a closed library secured with a chain on the door and witnessed the lack of resources that left many schools without functioning libraries.

These obstacles evoked memories of her father’s childhood in segregated Texas, where access to resources was limited, motivating her to work directly with students in the classroom. Now teaching at Delta High School in Denver, she focuses on building strong connections and helping students become confident readers.

It’s a place where students who have been pushed out of other schools find a second chance, often because of factors like parental incarceration, the death of a parent, housing instability, or mental health issues. Janet highlights the diversity of her students, noting that many come from immigrant families with roots in countries like Mali, Rwanda, Palestine, Turkey, and

Syria—places that have experienced genocide or ethnic cleansing. These students often face language barriers and encounter schools where the culture does not support their unique challenges. Janet also works with a significant number of neurodiverse and gender-expansive students. In her eyes, schools are the heart of the community, offering holistic support for students and families beyond academics.

She creates spaces where students feel seen and families can access resources, addressing challenges like trauma, grief, and disconnection. She’s witnessed remarkable acts of empathy and support among her students. She recalls a time when a group of students whose parents were incarcerated shared personal stories about their lives, including the struggles they faced with their parents, without fear of shame or judgment. This open dialogue and emotional release, Janet believes, are a form of healing. Intention, self-awareness, and self-reflection are key qualities that students need to navigate life’s challenges. She often tells her students that if they can develop these skills, they will be

CEA Journal • Winter 2025 • 15

Teacher of the Year better equipped to handle life’s ups and downs.

Janet’s classroom is a welcoming environment where students naturally gravitate to chat, practice mindfulness through yoga, or express themselves in activities like dance. She integrates movement into her teaching, reminding students of the importance of body awareness and self-regulation. She introduced yoga as a resource to help her students learn how to calm themselves.

Though the students weren’t as enthusiastic about yoga this quarter as she hoped, the mats remain as quiet options for anyone who needs a moment of peace. She also facilitates a dance club where students practice salsa, merengue, and bachata in her classroom. This initiative arose after noticing students hosting impromptu dance sessions in the parking lot.

Through activities like a dance club and yoga sessions, Janet builds trust and encourages self-expression. Her approach emphasizes intention, self-awareness, and reflection as tools for students to navigate life’s challenges. Janet’s teaching is grounded in agreements students create with her and each other, ensuring their evolving needs are met. She shares that she regularly reminds her students that teaching extends beyond her role in the classroom, “I tell my students that I work for two people, I work for your future self, and I work for all

16 • CEA Journal • Winter 2025

the people who loved you to get you here— your grandparents, your ancestors, whoever led you to this moment.” She values grace, patience, and accountability, rejecting rigid, authoritarian teaching methods. “We’re pushing for instruction, but we’re not addressing the fundamental need for loving and kind relationships,” she explains.

“Those are felt by students, and students are always watching.” Janet emphasizes the importance of creating a space where students feel loved and supported, recognizing that this is the foundation for everything else. She believes rehumanizing education by addressing emotional and psychological needs and creating spaces where students feel valued and supported helps students thrive. and reveals, “Where the children are, that’s the center of the village.”

A part of this support, Janet believes, is helping students become more mindful of their behaviors, especially when it comes to their phones. In a recent conversation with a student, she discussed the impact of phone use in class, “If you can’t set your phone aside for just 20 minutes, it means you’ve been conditioned to be compulsively addicted to it,” Janet says. She acknowledges that this can be a difficult habit to break, but stresses that part of her role is to prepare students for the real world, where their ability to balance phone use and productivity will directly affect their success.

Literacy is a crucial component of how Janet presents her curriculum and connects with her students. A lifelong avid reader, Janet is deeply committed to fostering the love of reading in her students. She attributes her love for reading to Ms. Walsh, her second-grade teacher. Remembered for her encouragement, Ms. Walsh encouraged Janet’s love for reading and gave her opportunities to read in front of the class. When Janet moved, Ms. Walsh gifted

AWARD-WINNING TEACHER » 2024 CorePower Yoga Teacher Scholarship 2024 » 2024 Extraordinary Teacher Award from Suntec Concrete » 2023 African Americans Who Are Making a Difference Award » 2022 Rev. Dr. Martin Luther King Jr. Humanitarian Award » 2022 Making Our Futures Brighter Award (inaugural award) » 2020 Library Journal Mover and Shaker Award » Facing History Fellowship and Fund for Teachers Fellowship

“I tell my students that I work for two people. I work for your future self, and I work for all the people who loved you to get you here— your grandparents, your ancestors, whoever led you to this moment.” her a book titled Autumn with a heartfelt message inside that read, “Stay kind, sweet, and smart. You are very special to me.” As an Army kid constantly relocating, Janet cherished both the book and Ms. Walsh’s words. This act of kindness left a lasting impact on her and served as the foundation for her confidence.

She recognizes that many of her students face significant barriers to access. In her classroom, she keeps a personal collection of books and is fortunate enough to have the opportunity to order more for her school, even though it is a

by the response—over 200 comments from former students, sorority sisters, colleagues, and community members encouraging her to take the next step.

small one. She works hard to encourage her students to engage with literature.

She shares her enthusiasm for literature with her students by introducing them to series like the ones written by Nikki Grimes. Grimes’ “Diamond” series, set in the 90s, is one of Janet’s favorites, offering relatable stories about childhood, family, and the ups and downs of growing up.

She believes that such books provide a vital connection for students, especially those who may not have other sources of representation in literature. The goal is not just to prepare students academically but to help them develop the life skills necessary to thrive in any environment.

THE PATH TO TEACHER OF THE YEAR Janet never expected to be nominated for such a prestigious recognition. When she first received the letter informing her that someone in her school community had put her name forward, her initial reaction was disbelief. “It wasn’t in my life plan,” she admits. At first, she thought the nomination alone was enough of an honor and didn’t plan to move forward with the application process. After posting about it on Facebook, she was overwhelmed

Month, Janet hosted a virtual yoga session for members.

She has also launched virtual “full moon yoga” sessions, focusing on moon Among the voices urging her on was salutations and relaxation techniques.

Rhonda Juett, a long-time mentor and These sessions were inspired by people inspiration. Rhonda, a former social worker seeking help with sleep issues, and and principal, reminded Janet of the they’ve grown in popularity, with over 20 impact she had made, not just in schools participants joining her first event. Janet but in the broader community. “Janet, as finds yoga deeply grounding and plans to long as I have known you, you’ve done expand her offerings, including in-person this work,” Rhonda said. That support, classes. She is the founder of Afros and combined with the encouragement Books, a nature-based literacy society of her amazing that hosts outdoor events school leader, throughout the year. Through April McLaughlin, this society, families are able “Where the compelled Janet to to stay active and engaged children are, submit her application in literacy. On top of reading just before the all summer and yoga, some that’s the center deadline. She credits of the activities available to of the village.” her community for participants include birding, lifting her up, saying, archery, hiking, kayaking, “I’ve never done the and canoeing. walk alone. Someone has always helped me, and because of LOOKING TO THE FUTURE that, I feel an obligation to give back.”

As the Colorado Teacher of the Year, Janet’s voice will amplify the concerns Winning the Colorado Teacher of the Year and needs of educators and students on award is an incredible honor, but it also a national platform, furthering her mission comes with meaningful responsibilities that of focusing on rehumanizing education extend beyond the classroom. As the CO for students and addressing the systemic Teacher of the Year, Janet will represent barriers they face. It is easy to see how Colorado in the National Teacher of the Janet will effortlessly inspire her students, Year program. This involves participating in colleagues, and community through her national events and discussions aimed at innovative approaches, deep empathy, and shaping educational policies and practices neverending drive. Her work shows how and providing a voice for her fellow powerful education can be when it’s guided Colorado educators on a larger stage. by a clear purpose, self-awareness, and the She will be able to directly engage with courage to create spaces where everyone policymakers, advocating for issues that feels supported. Janet’s story is proof of directly impact educators and students. the incredible difference one teacher can make by leading with compassion and a GOING ABOVE AND vision for a brighter future.

BEYOND

Beyond her role as an educator, Janet is a certified yoga instructor and teaches yoga classes outside of school. She understands how isolating that experience can be and works to provide encouragement and a sense of community. During National Wellness CEA Journal • Winter 2025 • 17

Protect What Matters Every day, we show up for our students, our colleagues, and our communities because we believe in the power of public education to create a better future. But right now, that future is under attack.

We know how hard it is to keep showing up in the face of attacks like this, but you don’t have to do it alone. CEA is here to support you—whether you need resources, someone to talk to, or a way to take action.

That’s why we’re launching Protect What Matters, a space where you can stay informed and push back against these harmful policies.

TAKE ACTION TODAY Our schools, our rights, and our communities are under attack— but we won’t back down. Now is the time to take action and protect what matters.

OPT-IN FOR UPDATES Stay informed on how to fight back. Text PROTECT to 45955 for real-time alerts

SHARE THE PAGE Encourage your colleagues, friends, and community to stay informed. Share coloradoea.org/protect-what-matters

GET INVOLVED Look for upcoming opportunities to advocate for our public school, our rights, and our profession.

18 • CEA Journal • Winter 2025

“Let’s work together as union siblings to protect what matters.”

LIZ WADDICK CEA VICE PRESIDENT

EXPLORE THE RESOURCES •

Up-to-date information on attacks against our public schools, our rights, and our communities

•

Facts about what executive orders and new policies means for our schools, students, and profession

•

Local organizations and resources to protect what matters

•

Ways to take action, including petitions, events, and legislative advocacy tools

COLORADOEA.ORG/ PROTECT-WHAT-MATTERS

Cherry Creek Paraeducators Raise the Bar

By Sydney Slifka, Director of Digital Communications

Through organizing and collective action, paraeducators in the Cherry Creek School District have formed a new union, the Paraeducator Association of Cherry Creek (PACC).

With an overwhelming 98% of votes cast in favor, nearly 1,000 paraeducators now have the collective power to demand the respect, resources, and stability they have long deserved.

For years, paraeducators in Cherry Creek have endured low pay, high turnover, and limited recognition for the vital work they do. These issues have made it challenging to provide the consistent, high-quality support that their students need to thrive. Realizing that their voices were being overlooked and their roles undervalued, paraeducators united to create change. By forming their union, they are taking a bold stand to ensure their profession receives the dignity it deserves.

“This has been a long time coming and life-changing for so many. By unionizing the Cherry Creek paraeducators, a movement has been ignited by passion, purpose, and a commitment to a brighter tomorrow. Our schools are the foundation of our community,

and this is our opportunity to step up and elevate Cherry Creek’s excellence for all the students. We must always aspire to reach higher; our first step is to raise the bar for the Para Educator position,” said Barrie Alpert, a severe needs paraeducator at Fox Hollow Elementary School.

With their union, Cherry Creek paraeducators are ready to bargain for fair compensation, improved staffing, and stronger support systems. They now join the ranks of other Education Support Professionals (ESPs) across Colorado who have used their collective power to win at the table. In districts like Boulder Valley and Jeffco, union members have secured significant raises, guaranteed hours, and critical job protections, creating stronger schools and more stable work environments.

“Paras are the unsung heroes in our schools, the ones who lift up students with disabilities, helping them find their voice, their confidence, and their place in the world.

By raising the bar for how they are treated, how their work is respected, and how their voices are heard, Cherry Creek paraeducators have taken an incredible step toward building the schools where every student and employee can find a pathway to a fulfilling future.

NIKKI WING PARENT, FOX HOLLOW ELEMENTARY

CEA Journal • Winter 2025 • 19

Repeal of GPO and WEP: A Victory for Over 175,000 Coloradans

By Sydney Slifka, Director of Digital Communications

On January 5, President Joe Biden signed the bipartisan Social Security Fairness Law into law, eliminating the unfair Windfall Elimination Provision (WEP) and Government Pension Offset (GPO). This means that educators and public workers under PERA in Colorado will now receive their full Social Security benefits in addition to the accumulated retirement benefits under PERA. This historic achievement is the culmination of a 40-year effort by educators and public employees across the United States to ensure fair retirement benefits.

The WEP and GPO laws have unfairly penalized public workers, slashing Social Security and other retirement benefits for millions. In Colorado alone, 73,103 individuals have been impacted by the WEP, including 70,403 retired workers, 736 disabled workers, and 1,964 spouses and children. The GPO has affected even more Coloradans, with 102,344 individuals, including 54,313 spouses and 48,031 widow(er)s, seeing significant reductions in their Social Security survivor benefits. Altogether, these policies have burdened 175,447 Coloradans, many of whom struggled to make ends meet.

The repeal of these harmful provisions will bring immediate financial relief, with impacted individuals receiving an average increase of $360 per month in Social Security benefits. This victory will help countless retirees cover rising costs and enjoy greater financial stability.

For Lee Butler of Loveland, Colorado, the repeal is nothing short of life-changing. “I have been writing to Congress for many, many years about GPO-WEP. I had truly resigned myself to the fact it would not be repealed in my lifetime. Yet, it happened! This repeal will mean that I won’t have to keep working part-time at the age of 73. Now I can stop raging. I have seen the impossible happen.”

This victory is the direct result of the collective power of members across the country advocating for change. Over 175,000 Coloradans and millions across the nation will now receive full retirement benefits. To understand how this law affects your retirement outlook, please contact your retirement specialist or personal financial advisor.

20 • CEA Journal • Winter 2025

“I have been writing to Congress for many, many years about GPOWEP. I had truly resigned myself to the fact it would not be repealed in my lifetime. Yet, it happened! This repeal will mean that I won’t have to keep working part-time at the age of 73. I will be able to keep up with my bills. Now I can stop raging. I have seen the impossible happen.”

LEE BUTLER

NEA Vice President Princess Moss next to President Joe Biden as he signed the Social Security Fairness Law into law.

SOCIAL SECURITY BENEFICIARIES AFFECTED BY GPO & WEP

TOTAL PEOPLE 5,000

800,000

Map: National Education Association • Source: Social Security Administration, Office of Research, Evaluation and Statistics, January 2023, unpublished data.

CEA Journal • Winter 2025 • 21

Member Spotlights

By Sydney Breakfield, Communications Program Assistant

MIGUEL MUÑOZ: BLENDING THEATER AND CULTURAL CONNECTIONS TO INSPIRE YOUNG MINDS

“I really believe in the power of unions, and the power of being a collective. The fact that I had people extending a hand and saying, ‘We can help walk you through this, and if there’s any problem going on, we’re there to support,’—it’s been a big weight off my shoulders.”

22 • CEA Journal • Winter 2025

Miguel Muñoz is a first-year teacher and Greeley Education Association member who is already making an artistic impact at Chappelow Arts Magnet School in Evans. Miguel’s favorite part of his job is working with students of all ages. “It’s corny to say, but the students are the best part,” he shares. He cherishes the opportunity to teach middle schoolers theater while engaging younger students through elementary-level Culturally and Linguistically Diverse (CLD) work.

One of his proudest moments has been directing a fall musical featuring elementary students, an experience he describes as heartwarming and fulfilling. The opportunity to teach theater to middle school students is exceptionally special to him because he caught the theater bug in seventh grade. Inspired by his amazing theater teachers, Miguel decided to become a teacher. He followed his dream by studying at the University of Northern Colorado (UNC), which has one of the top theater education programs in the country.

While studying at UNC, Miguel realized there was a special connection between theater education and CLD endorsement. As an English language learner in elementary school, he saw how the performing arts could help with learning a new language and building confidence. This inspired him to combine both fields, and he now teaches theater electives and CLD programs. Looking back, Miguel feels lucky to have found a job that blends his passions so perfectly. Beyond his

teaching, Miguel is an accomplished playwright and actor. He has earned prestigious recognition, including the True West Award for his performance in The Quest for Don Quixote with Little Theatre of the Rockies, and an honor at the 2023 New Play Festival at American Stage in Florida for his playwriting. These achievements highlight his dedication to the arts and his commitment to storytelling.

When he’s not teaching or working on theater projects, Miguel enjoys spending time with his wife and exploring Colorado’s natural beauty with their two dogs. As a firstgeneration Peruvian American, he also loves cooking Peruvian dishes and watching Peruvian soccer matches.

Miguel’s favorite musical is Hamilton, a show he admires for how it grabs the attention of young audiences and changes the style of modern musicals. If he could only read one play for the rest of his life, it would be Eugene O’Neill’s Long Day’s Journey Into Night because he finds its deep themes and emotions incredibly inspiring.

Miguel Muñoz’s journey as a teacher is just beginning, but his dedication to the arts, his students, and the power of education is already making an unforgettable mark at Chappelow.

BETTY PASCUAL: DRIVING CHANGE ON AND OFF THE BUS

“When I talk to other employees about joining the union, I tailor my conversation with them and encourage them to think differently without imposing my own views.”

Betty Pascual is a fearless union member and a force to be reckoned with. She has worked in the Thompson School District for the past 17 years as a bus driver and has been a member of the Thompson Education Support Professionals Association (TESPA) for over a decade. Betty joined when TESPA was small and was still working to engage members. Despite this, she found ways to build community with her coworkers by co-leading a “Sunshine Committee.” The committee organized morale-boosting events like potlucks and pizza days, funded by sales from the break room vending machine.

Although the committee dissolved due to COVID-19 and health concerns, Betty’s efforts left a lasting impact on her workplace.

Betty has taken on a more direct role in TESPA by stepping up to address the challenges she and her coworkers face. She’s proud to share a story about how she spoke up at a board meeting regarding bus driver pay. She and fellow drivers presented questions to the board, prompting an engaging discussion. Her frustration with the district came to a boiling point during this exchange. Betty freely and bluntly highlighted that some employees were considering quitting due to ongoing pay issues. “I was very blunt about my feelings and my opinions. I figured I stirred something up or triggered something,” she shares. And stirred up something she did, just a few weeks after this tense meeting, the district announced a $2 pay increase for transportation employees.

In her day-to-day life as a bus driver, Betty enjoys interacting with her student, which is the most rewarding for her. Known for her big, dangly earrings, She even uses them to teach colors and shapes, making everyday moments a fun learning experience.

To keep her students entertained while waiting for teachers, she sings silly songs and playfully acts out stories.

With excitement she says, “I’ll do anything to keep these kids’ attention.

I sing silly songs. I’ll walk up and down the bus aisle, dancing and singing.

The kids always start screaming and laughing. I like to make it fun for them.”

When she’s not at work or involved in union activities, she splits her free time between reading as much as she can, gardening, and exploring garage sales, flea markets, and estate sales with her husband.

Their shared passion is collecting glassware, ranging from the late 1800s to modern art glass. Another hobby she enjoys is making and selling homemade jam. Each fall, she creates a variety of flavors, like peach jalapeño, strawberry poblano, and spiced plum with pecans. Her jams are a hit among her coworkers, who eagerly await her creations each year.

It is clear that Betty’s determination and care for others shine in everything she does, whether it’s speaking up for coworkers at district meetings or connecting with students. Her ability to bring joy to those around her reflects her caring nature and passion for advocacy.

CEA Journal • Winter 2025 • 23

Member Spotlights

BETH BARZDUKAS: A LIFELONG ADVOCATE FOR EDUCATORS Beth Barzdukas is an active member of the Northern Colorado Retired Educators Association (NCREA), who has a long history of leadership, and believes being dedicated to education doesn’t end at retirement. Her leadership experience ranges from serving as president of NCREA for four years and as state president of Delta Kappa Gamma, an international society focused on promoting the growth of women educators and excellence in education. Both opportunities provided Beth platforms to grow professionally and personally, while also connecting and supporting women in education.

“I was always impressed that people from CEA would come all the way to Lamar to our meetings, no matter what. If they were there for membership, or if they were there for some other reason, they came when we asked.”

Beth is proud to share that she was a special education teacher for several decades in Lamar and Loveland.

She fondly remembers the unique bonds she had with her students, and seeing them succeed both inside and outside of the classroom.

She shares, “I just look at what they accomplished in one year during their middle school career, which was pretty heartwarming.” As Beth’s career developed, so did her union membership. As a member of the Lamar Education Association, she

stepped up to serve as membership chair, where she helped to foster unity among her fellow members, as well as develop a process for simplifying dues payments.

Currently, Beth serves as the president of WCSPERA, a local affiliate of the Colorado Educational and Public Employees Retirement Association (CSPERA), an organization advocating for the rights and interests of PERA (Public Employees’ Retirement Association) recipients. A key activity of WCSPERA is hosting pre-retirement seminars in Weld County. These all-day events provide future retirees with invaluable information about their benefits and financial planning, often featuring guest speakers from PERA. Beth finds great joy in supporting educators as they start their journey toward retirement.

In her spare time, Beth enjoys spending time with her grandchildren, driving them to and from their various activities. She cherishes the opportunity to stay active and create lasting memories while supporting her family.

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Staff Hires and Retirees NEW HIRES AUGUST Kristi Rutledge, Office Manager Boulder Valley Education Association (Kristi was mistakenly not listed in the Fall 2024 issue.)

OCTOBER Dailyn Briñas, New Growth Organizer

NOVEMBER LaVonne Greer-Pettis, Director of Human and Civil Rights Organizing Larson Ross, New Growth Organizer

DECEMBER Nicola Vera, UniServ Director, Colorado Springs Education Association/Pikes Peak Education Association Denisse Martinez, Administrative Assistant, Denver UniServ Unit

RETIREES Lisa Elliott, UniServ & Negotiations Director, Jefferson County EA (40 years) *Staff updates since 10/1/2024

CEA Journal • Winter 2025 • 27

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