Where PSD Board of Education candidate Andrew Spain stands

The Coloradoan sent identical questionnaires to all candidates running for seats on local school district boards of education in the Nov. 4, 2025, election.

All responses are being published in full and will also inform future Coloradoan coverage of each race. Candidate introductions were reviewed and, in some cases, lightly edited to adhere to Coloradoan style guidelines.

Below are Poudre School District candidate Andrew Spain’s responses. Spain is running unopposed for the District E seat that he was appointed in June to fill on in interim basis following the resignation of Carolyn Reed.

Please provide your name, age and occupation or previous occupation.

Andrew E. Spain, 58, associate executive director for the Society for Simulation in Healthcare.

Why are you interested in running for a seat on the Board of Education, and what are your qualifications?

I am interested in running for the Board of Education for many reasons:

• It is important for PSD to evolve into a “new” world of education that is much different than what we all grew up in.
• This includes changes in how things are done daily, building value and respect at every step for students, employees and all aspects of the community.
• I want to be part of leading PSD to being more transparent, inclusive and accountable to the various partners in the district (which is everyone) since a high-quality school district is such a positive influence for the whole community.

My experience and insights can bring many possible solutions to what we face. But more importantly, I am someone who listens and collaborates, working with those around me to create strong, long-term and meaningful solutions and organizational behaviors that make a positive difference.

What is the biggest issue facing the school district and, if elected, how would you address it?

The short answer is finances. The long answer includes that finances are interwoven through all that PSD does. And as these are either increased or decreased, our possibilities for PSD likewise are changed. We are in a situation where we must work with all to address all aspects of PSD to promote a healthy financial future that can absorb the changes that are inevitable with the funding model.

We must create sustainable, flexible and resilient management plans for our current and future planning of finances, supporting PSD’s place as a critical and essential component of the community.

How do you define parental rights as it pertains to public education? What level of input should parents/guardians have in curriculum selection and content?

Parental rights have some good definition/form based on what has been passed at the state and federal levels. I think these guidelines in general reflect how parents, as a collective, are able to be engaged and aware in how a school district works and what is taught for example.

And that is where we assuredly need our parents involved — providing input into decision-making processes and helping us evaluate the choices that need made. We see this with the calendar committee, input from the District Advisory Board, engagement through public comment, listening sessions and even meetings with Board of Education directors and key PSD staff. The ongoing interaction is essential to finding solutions and having processes that serve this community — and fit the quality public education the community desires to have.

State assessment testing shows significant percentages of students in the district and statewide performing below grade-level expectations in reading, writing, math and science. What steps should be taken to improve student achievement in those areas?

The information in the question is limited, and it is curious that it appears to be a statewide problem. We should:

• Analyze the data to build a common understanding of findings and issues.
• Compare to higher-scoring districts and states to attempt to understand their situation by comparison.
• Determine root causes and why it is happening.
• Create solutions that can work to correct the problems.

Many groups should be involved in this process — students, teachers, administration and psychometricians for example. I would suspect CSU and other organizations have resources that could support the analysis and development of solutions, as well.

Given the rising cost of living in Northern Colorado, what steps should be taken to ensure the district is able to attract and retain the best teachers, support staff, administrators and district leaders?

The obvious answer is of course to work to build a competitive wage package for all employees. This of course takes time. In the meantime, more options exist to create a desirable district that attracts and keeps employees. If people do not feel respected, valued and important, they will leave for other jobs, or worse, they will stay here but merely exist rather than strive to excel.

Accordingly, PSD should focus on building respect, value and importance components for each and every employee. This creates a desirable work culture that significantly impacts not only why people will come and stay here but also will resonate to the quality of output. And each and every student will feel this high-quality culture — and see what a high-quality employer behaves like.