I don't know what's in the Python course, and they very well could be doing a decent job of teaching CS concepts. However, I'll assume it's a "here's how a for loop works"-type course.
The ultimate utility is ignoring a specific language (Scheme really has nothing to do with the book, and SICP is not a Lisp book per se) and teaching students how to think about computing. It enables problem solving and understanding of the more abstract concepts involved with programming. Scheme just happens to work because there's nothing to the language and there are few boundaries, in terms of functionality.
Honestly, your school can decide if they want to churn out Students Who Program in Python (tm) or students who are taught to teach themselves and can reason about programs on their own, and who feel comfortable understanding varied language concepts. There may be other approaches to accomplish that, but SICP does it well. It's really the only thing that distinguishes a computer science curriculum from a vocational degree, which is an idea that has fallen out of favor or even been lost in the rush to graduate more CS students and embrace "industry standards." Does your school want to educate students or simply teach them programming trivia and practicum that they can pick up on their own? It's an important distinction. Would you want a Linguistics degree that started off by teaching some travel phrases from a Spanish guide purchased at a gas station?
Plus, given the depth of the book, the course could be scaled to a relative difficulty, which would probably be necessary. Recommended pre-reading could consist of the Schemer series (Little & Seasoned) with the expectation that the students might not make it all the way through them before the course starts.
Perhaps you could persuade the faculty to offer a basic Python course and an "honors" CS course that used SICP, or have the SICP course after the Python one, since I think in practice having some basic programming experience is probably a good idea before diving into SICP.
I went Googling for another perspective, and I found http://www.cs.berkeley.edu/~bh/sicp.html, which says a lot of the same things.
People who are new to programming look at SICP and like to say something to the effect of, "Wow, it's a shitty old Lisp book from a bygone error. I actually want to accomplish something, so I'm going to read this O'Reilly Java book now, because I can actually get a job that way." (heavy condescension implied), but perhaps this is a case of the amateur not really knowing what's best for them.
In the end, interested students can always pick up the book in their free time, and you will probably be fighting an uphill battle (at least if you're in the US).
SparkNotes Version: SICP encourages a thought process. A traditional class encourages you to learn how to do X in language Y. It is possible to do the former without SICP, but SICP does it very well.