Tramaine Duncan
Aurora Public Schools Board of Education At-large
Tenure
Term ends
Years in position
Elections and appointments
Personal
Contact
Tramaine Duncan is an at-large member of the Aurora Public Schools Board of Education in Colorado. He assumed office on November 30, 2021. His current term ends in 2025.
Duncan is running for re-election for an at-large seat of the Aurora Public Schools Board of Education in Colorado. He is on the ballot in the general election on November 4, 2025.[source]
Duncan completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
Biography
Tramaine Duncan was born in Denver, Colorado. Duncan earned a high school diploma from Overland High School, a bachelor's degree from the University of Northern Colorado in 2013, and a graduate degree from Colorado State University in 2024. He also attended the University of Denver. Duncan's career experience includes working as an administrator.[1]
Elections
2025
See also: Aurora Public Schools, Colorado, elections (2025)
General election
The general election will occur on November 4, 2025.
Endorsements
Duncan received the following endorsements. To send us additional endorsements, click here.
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Aurora Education Association
2021
See also: Aurora Public Schools, Colorado, elections (2021)
General election
Withdrawn or disqualified candidates
2025
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Tramaine Duncan completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Duncan's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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Tramaine Duncan is an educator, researcher, and community leader dedicated to equity, opportunity, and empowerment in education. A first-generation college graduate and current doctoral student, his research explores the lived experiences of Black male educators in alternative licensure programs and the impact of Black male teachers on student achievement and school culture.
For four years, Tramaine served as a school board director, advocating for student-centered policies, educator support, and community voice. He currently serves as an elementary assistant principal, where he focuses on building restorative practices, strengthening school culture, and supporting both students and teachers in reaching their full potential.
Beyond his professional roles, Tramaine is deeply invested in mentoring young Black males and coaching youth sports, using both mentorship and athletics as avenues to teach discipline, leadership, and resilience. As a husband and proud father of five, he brings both personal and professional commitment to his work, always striving to create a brighter, more inclusive future for all children. - Proven Leadership in Education and Governance
With four years of service as a school board director and current experience as an elementary assistant principal, I bring both governance and hands-on school leadership to the table. I understand how policies made in boardrooms directly affect classrooms, families, and educators, and I have a track record of making decisions that put students first.
- Champion for Equity and Opportunity
As a first-generation college graduate and doctoral student, I know the barriers many of our students face. My research and professional practice focus on expanding access, improving student outcomes, and ensuring that every child—regardless of background—has the opportunity to succeed. My work mentoring young Black males and coaching youth sports reflects this same commitment to equity, discipline, and resilience beyond the classroom.
- Grounded in Family and Community Values
As a husband and father of five, I know firsthand how deeply families depend on schools to provide not only an excellent education, but also a safe, supportive environment where children can thrive. My perspective as a parent keeps me grounded and reminds me daily of what’s at stake when decisions are made about our schools. I believe that strong schools are the foundation of strong communities, and that our children’s success is directly tied to how well we partner with families. That’s why I am committed to leading with integrity, accountability, and collaboration—ensuring every family feels seen, heard, and valued in shaping the future of our schools.
Educational Equity and Access – Expanding opportunities for all students, especially those from historically underserved communities, to receive a high-quality education.
Teacher Recruitment and Retention – Advocating for policies that attract, support, and keep diverse, skilled educators—particularly Black male teachers who play a vital role in student success.
Family and Community Partnership – Strengthening collaboration between schools, families, and communities to build trust, accountability, and stronger outcomes for students. Integrity – An elected official must be honest, transparent, and consistent in word and action, always prioritizing the public interest over personal gain.
Accountability – Leaders should take responsibility for their decisions, listen to feedback, and be answerable to the communities they serve.
Empathy and Community Awareness – Understanding the lived experiences of constituents, especially those who are underserved, ensures policies address real needs and build trust.
Collaboration and Inclusion – Effective officials bring diverse voices to the table, foster dialogue, and build coalitions to achieve meaningful, sustainable solutions.
Vision and Commitment – They must have a clear sense of purpose, guiding long-term strategies while staying focused on tangible outcomes that improve lives. The core responsibilities of an elected official are to represent the community with honesty and integrity, make informed decisions that prioritize the public good, and ensure accountability and transparency in all actions. They must listen to constituents, advocate for equitable policies, and work collaboratively to create opportunities and improve outcomes for all members of the community.
I want to leave a legacy of equity, opportunity, and empowerment—where every student has access to a high-quality education, every teacher feels supported, and every family’s voice is heard. As a husband and father of five, I hope to be remembered as someone who built strong relationships, championed policies that made a real difference, and strengthened schools and communities. I want my work to reflect my personal commitment to service, integrity, and the belief that education transforms lives, creating a better future for the next generation—including my own children.
When Tupac and Biggie died.
Concession Stand worker with the City of Aurora. Worked it for three months over the summer
My favorite book is The Four Agreements by Don Miguel Ruiz. I appreciate how it provides simple yet powerful guidance for personal integrity, responsibility, and growth. The principles of being impeccable with your word, not taking things personally, not making assumptions, and always doing your best have influenced how I approach both my personal life and professional work. The book reminds me to lead with honesty, compassion, and accountability, values I strive to model every day as an educator, mentor, husband, and father.
One struggle I’ve faced is imposter syndrome. Despite overcoming numerous challenges and achieving milestones in my education and career, I sometimes feel like I’m not fully deserving of my accomplishments. Over time, I’ve learned to acknowledge my resilience, celebrate my successes, and use my experiences to inspire and support others, recognizing that my journey and achievements are the result of hard work, perseverance, and dedication.
In my view, the primary job of a school board member is to ensure that every student has access to a high-quality education through effective and coherent policy governance. The board’s role is to set clear priorities, create policies, and provide oversight, while recognizing that the superintendent is the district’s only employee responsible for day-to-day operations. A strong board-superintendent relationship built on trust, clarity, and mutual respect is essential for translating policy into results. Ultimately, the board’s responsibility is to hold the district accountable, ensure resources are used effectively, and make decisions that serve students’ best interests.
My constituents are the students, families, and educators within our school district, as well as the broader community that our schools serve. Every decision I make as a board member must consider their needs, perspectives, and best interests—ensuring that policies and resources support student learning, school safety, and community engagement.
I build relationships with the broader community by listening, collaborating, and being present in the spaces where families, educators, and community members gather. I prioritize open communication and trust, seeking to understand the unique needs and perspectives of all stakeholders. This includes partnering with parents, students, teachers, local organizations, youth programs, and community leaders to ensure schools are responsive, inclusive, and supportive of every student’s success. By fostering these partnerships, we can create shared goals and work together to strengthen both schools and the community.
Good teaching is student-centered, engaging, and rigorous, meeting each learner where they are while challenging them to grow academically, socially, and emotionally. It involves clear expectations, differentiated instruction, high-quality feedback, and strong relationships with students.
I would measure good teaching through a combination of student outcomes, classroom observations, and teacher self-reflection, ensuring assessments capture both academic growth and the development of critical thinking and problem-solving skills.
To support advanced teaching approaches, I would prioritize ongoing professional development, mentorship, collaboration, and access to innovative resources, empowering educators to implement research-based strategies, culturally responsive practices, and personalized learning models that maximize student engagement and achievement. To ensure schools are properly funded, I would focus on advocating for equitable resource allocation, transparency, and responsible budgeting. This includes working with district leadership, state and local policymakers, and community stakeholders to identify funding gaps and prioritize student needs. I would also support grant opportunities, partnerships with local organizations, and innovative funding strategies that bring additional resources into classrooms. Proper funding ensures that schools have the staff, materials, programs, and supports necessary for every student to thrive.
The principles that drive my policies for safety in schools are prevention, inclusivity, and accountability. Safety begins with creating a positive school climate where students feel respected, supported, and engaged, reducing the likelihood of conflict or harm. Policies should be clear, fair, and consistently enforced, while also providing support for students who need guidance or intervention. I believe in collaboration with staff, families, and the community, using data and best practices to ensure that every student and educator can learn and work in a secure, nurturing environment.
Colorado People's Action, Denver Area Labor Federation, Aurora Education Association
My ideal learning environment is safe, inclusive, and student-centered, where every child feels seen, supported, and challenged to reach their full potential. It combines high academic expectations with strong social-emotional support, promoting curiosity, critical thinking, and collaboration. Teachers are empowered with the resources, professional development, and autonomy they need, while students are encouraged to take ownership of their learning. Ultimately, it’s a space where relationships, respect, and accountability drive both student growth and a positive school culture.
Building a strong relationship with parents starts with listening, communication, and trust. I would prioritize regular opportunities to engage with families—through school events, community meetings, and one-on-one conversations—to understand their concerns and perspectives. I believe in keeping parents informed, involving them in decision-making, and ensuring their voices are heard when it comes to policies and practices that impact their children. By partnering with parents, we can create a supportive environment where students, families, and schools all thrive.
My preferred strategies for recruiting faculty, staff, and administrators focus on attracting highly qualified, diverse candidates who reflect the communities we serve. This includes building strong partnerships with universities, teacher preparation programs, and professional networks, as well as offering mentorship, competitive support, and clear pathways for growth and advancement. I also prioritize creating a positive, inclusive school culture that not only attracts talent but retains it, ensuring that educators feel valued, supported, and empowered to make a lasting impact on students
Artificial intelligence can play a supportive and enhancing role in our schools by helping teachers personalize learning, track student progress, and manage administrative tasks more efficiently. It should be used to augment instruction, not replace human interaction, ensuring students still receive the guidance, mentorship, and social-emotional support that only educators can provide. Additionally, AI tools should be implemented thoughtfully, with attention to equity, data privacy, and ethical considerations, so that all students benefit and no one is left behind.
One accomplishment I’m particularly proud of is earning my master’s degree in Educational Leadership. Completing this degree was not just an academic milestone—it represented perseverance, dedication, and a commitment to growing as an educator and leader. The skills and knowledge I gained have allowed me to support teachers, mentor students, and make meaningful contributions to school communities, reinforcing my belief in the power of education to transform lives.
Note: Ballotpedia reserves the right to edit Candidate Connection survey responses. Any edits made by Ballotpedia will be clearly marked with [brackets] for the public. If the candidate disagrees with an edit, he or she may request the full removal of the survey response from Ballotpedia.org. Ballotpedia does not edit or correct typographical errors unless the candidate's campaign requests it.
2021
Tramaine Duncan did not complete Ballotpedia's 2021 Candidate Connection survey.
See also
External links
- ↑ Information submitted to Ballotpedia through the Candidate Connection survey on September 15, 2025
