SURVIVING HS X5654: Tales of Abuse, Bullying, Intimidation, Subversion, and Disenfranchisement

By Sandra D. Fairweather, EdD.

The perceived failure of the traditional public high schools to serve their students well fueled the rapid growth of the small-schools movement in the early 2000s. The belief was that unlike the large schools, the smaller schools would offer an authentic family-like relationships that will lead to higher engagement and achievement, thus closing the achievement gap and creating better opportunities for its students. Hence, the small schools will be able to mitigate the many challenges (poverty, homelessness, chronic absenteeism, etc.) students in economically disadvantaged areas face. Unfortunately, in many of these small schools, the hoped-for improvement in pedagogy and student achievement has been elusive. It appears that the leaders of these small schools have been corrupted by the power this position affords them. They will use any tool available--attacking, distorting, bullying, intimidating, lying, punishing--to hold onto their positions. Even though the toxicity of the environment leads to the mass exodus of pedagogical staff that caused an entire grade level to be without experienced content specialists, and the requirements of students' IEPs unmet, the principal remains steadfast in her belief: it is her school; you either do as she says or get out of her building. However, it is clear that to create the kinds of culturally responsive, uplifting, family-like structure that the small-school movement purports, it must transcend the traditional power structure between the leaders and those under their charge. Until that is achieved, the kinds of relationships that exist in the school featured in this text will continue to be the norm, not the exception.

• Language: English
• Publisher: Newman Springs Publishing, Inc.
• Release date: Jun 24, 2024
• ISBN: 9798890617712

Book preview

Table of Contents

Title

Copyright

Introduction

Chapter 1: Why This Report?

Chapter 2: A Historical Perspective

Chapter 3: The School and Its Leaders

Chapter 4: The Postings

Chapter 5: Retaliating with Impunity

Chapter 6: Ms. Pearl's Experience

Chapter 7: Ms. Sapphire's Experience

Chapter 8: Ms. Chalcedony's Experience

Chapter 9: Union Busting?

Chapter 10: Ms. Amethyst's Experience, Part 1

Chapter 11: Ms. Amethyst's Experience, Part 2

Chapter 12: Integrated Coteaching (ICT)

Chapter 13: Mr. Emerald's Experience

Chapter 14: Weaponizing the Teacher Evaluation

Chapter 15: Ms. Opal's Experience

Chapter 16: Mr. Garnet's Experience

Chapter 17: Misrepresentation of Data in Mr. Garnet's Termination Letter.

Chapter 18: Racism and Discrimination in Leadership

Chapter 19: The Plain Truth

Chapter 20: Conclusion

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SURVIVING HS X5654

Tales of Abuse, Bullying, Intimidation, Subversion, and Disenfranchisement

Sandra D. Fairweather, EdD.

Copyright © 2024 Sandra D. Fairweather, EdD.

All rights reserved

First Edition

NEWMAN SPRINGS PUBLISHING

320 Broad Street

Red Bank, NJ 07701

First originally published by Newman Springs Publishing 2024

ISBN 979-8-89061-770-5 (Paperback)

ISBN 979-8-89061-771-2 (Digital)

Printed in the United States of America

Just to see that building gives me traumatic attack.

It was that bad that I had to see a therapist—that is how horrible it was at that school.

—Former Math Teacher

To Khamar and Kobe, the loves of my life

Friday, December 9, 2022

Conversation later that day with another teacher

Introduction

A school is like a family unit. It is where individuals laugh together, learn together, and grow together. When this family unit is strong and cohesive, everyone excels; however, when these relationships are being constantly challenged or severed, it is difficult to build the kinds of support that members need to thrive.

The 2022–23 school year began just like the others before it. The majority of the old staff having left and a new younger less-experienced group of pedagogues taking their places. These new teachers are lulled into believing that they have landed their dream jobs—teaching in a school where they will be allowed the freedom to grow and hone their craft. A place where they will be able collaborate with their fellow teachers in preparing units and curricula, and where they will receive support from the administration. But nothing could be farther from the truth.

As usual, midway through the fall semester, their hopes have been dashed and the revolving door cycle began, though much sooner than in previous years. Before the beginning of the spring semester three teachers already resigned (math, ELA, and electrical), two paraprofessionals transferred to other schools, and four members of the support staff left. This means that during the last five months of the school year, some students did not have a licensed math teacher or a licensed ELA teacher in their classrooms.

The melancholy, discontentment, and frustration among the staff are nothing new; in fact, some might say it is expected. Since the beginning of this principal's reign in November 2015, at the beginning of each school year, students have had to adjust to new teachers, new styles of delivering instruction, and new experiences. Coupled with that, the high pedagogue turnover rate has resulted in the discontinuance of or changes in the curriculum and course offerings.

I believe there is a correlation between the high teacher turnover rates and students' achievement. This is because when teachers leave a school, they take with them their knowledge and expertise in instructional strategies, collaborative relationships with colleagues, professional development training, and understanding of students' learning needs at the school.

The negative impacts of the teacher-turnover were never more evident than it was in the school year that just ended (2022–23). The lack of trained content specialists resulted in the seniors' school day being reduced to the first four periods. Additionally, due to the discontinuation of the electrical program, students were not able to participate in the ConEdison internship program in which previous cohorts participated. Neither were they able to showcase their talents at the annual SkillsUSA competitions, as previous cohorts have done.

Unfortunately, for staff members being bullied, intimidated, and harassed, the District seems to have turned a blind eye to their plight, because graduation rates seem to be on the rise (thanks in part to the COVID-19 pandemic). Since the pandemic, students have not participated in any school leaving exams and teachers are not allowed to assign failing grades, thus the ninety-plus graduation rates.

Teachers have had a rough time these past three years. They have battled COVID-19 while working in shifting teaching conditions. They have shifted from working face to face with students in the classroom to working with blank spaces on Zoom. They have pivoted from being totally online, to being in person, to being hybrid, without complaining. They have battled the lack of students having devices, while battling mean-spirited school administrators whose emails to staff are never to congratulate or praise. They are always to deliver accusations of theft of time, not being on camera during meetings, or invitations to disciplinary meetings.

Teachers already have so much to agonize over, so when the principal's quest is to sow seeds of discord, to harass, bully, and intimidate, everyone in the school community suffers. It impacts the classroom environment, student achievement, and parent involvement—all of which are critical to students' growth and achievement.

The city purports to have an educational structure where bullying is not tolerated. Antibullying posters adorn the school's hallways; there are mandated respect for all trainings and videos; along with postings of the steps taken to ensure that all students, teachers, and staff members are provided a safe and stimulating environment in which to work.

Even though on paper the antibullying focus seems virtuous, within the walls of X5654, teachers and staff