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In 2021, the Connecticut Association of Public School Superintendents (CAPSS) created A Blueprint to Transform Connecticut’s Public Schools. One of their stated “priorities for improving education for every child” includes this apparently subjective gem: “Demonstratively supporting the role of the teacher and the leadership of the principal as necessary to student success.”
On April 4th the Hartford Board of Education held a Workshop meeting where employee engagement was on the menu as dessert to the main course of teacher retention, or the lack thereof. Superintendent Torres-Rodriguez, an assumed member of CAPSS, was present at the meeting but did not participate in the presentations or the discussions – demonstratively or otherwise.
Over the past 3 weeks, there were four “Employee Listening Town Halls” scheduled by the Superintendent. The purpose, to gain feedback from teachers and other employees on how Hartford Public Schools can improve on their engagement with teachers and other employees and how to be responsive to them.
The Superintendent did not attend any of the four town halls, two of which were virtual, and one held during the previously mentioned Board Workshop where she did not participate. Don’t even bring up that scheduling conflict thing.
Fran Rabinowitz, the Executive Director of CAPSS, is probably sitting in her office over in West Hartford saying, “WTF?!” In a demonstrative manner, no less.
The Town Halls were scheduled in response to a Fall 2022 Employee Engagement Survey (shown below) which found that only 35% of HPS employees felt they receive adequate district support, and only 57% of employees who felt there was open and honest two-way communication. This was, in essence, a demonstrative no-confidence vote by employees of HPS toward the Superintendent and her leadership.
As to the absence of the Superintendent at the town halls, one teacher agreed that it could have been a case where the Superintendent felt that her presence may prevent teachers and other employees from sharing their thoughts openly and honestly.
Which, in essence, would be a demonstrative acknowledgement of the distrust and skepticism felt by HPS employees toward her ability to demonstratively support the role of teachers and other employees, openly and honestly.
The Superintendent’s absence could also be seen as a demonstrative acknowledgement that she just isn’t into teachers. A local community organizer and advocate is reported to have stated that on numerous occasions she has recommended to the Superintendent that she hold a “summit” with teachers, just her and the teachers, mano-a-mano, with no central office hangers on present. As you may assume, this recommendation has meant as much to the Superintendent as would my recommendation that she resign.
Granted, teacher and other employee attendance at the town halls was like what you might expect from HPS Board member Jim Shmerling at a Board meeting, but as one teacher put it, this may have been “by design.” Demonstrative. Purposefully limit the audience and you can later claim that the town halls showed that there were very few complaints about your leadership skills.
The town hall operators strained the HPS budget by providing a “lunch” for the attendees. However, the amount provided appeared to show that the district did not expect a very large gathering.
There were teacher complaints that district emails announcing the date and times of the town halls were sent in such a way that they ended up in school email “clutter” boxes, junk mail for you and me. One teacher said of the poor advertising of the town halls, that if the district used the ParentSquare app, as they are inclined to do, then it was probably ignored by many teachers and employees since so much B.S. comes through that channel on a daily basis that much of it goes unread.
After complaints about being notified of the of the town halls were made during the first live session, the district brain trust got together and thought perhaps an old fashioned, first class mailing would do the trick. Teachers did receive a mailing announcing the dates and times of the third and fourth town halls. There you go. This was a demonstrative display of being responsive to your employees.
Similar communication failures by the district were also presented at the Board of Education’s April Regular Meeting. Newly elected President of the Hartford NAACP, Corrie Betts, told the Superintendent and the Board that his organization has concerns with the district’s communication efforts. Mr. Betts stated that on the HPS website, there is a notice of SGC/PTO training session, however, the notice did not state when and where the session would be held.
There were also teacher complaints about not being able to access the virtual town hall sessions because they had missed a deadline to register. It would have been safe to assume that Zoom participant levels were not going to be challenged during these town halls, so this whole lock-out maneuver demonstratively shows district leadership’s inability to adapt and innovate when required to do so.
The intent of the town halls, as one teacher who was present for at least one of the live sessions put it, was to “gripe” and not to resolve conflicts. The district wanted to hear from the attendees and urged them to share their honest feelings. The teacher said those present “did not hold back.” The folks representing the district at the town halls were said to have taken copious notes and promised that the Superintendent and her squad would be fully briefed.
However, there was no mention of follow-up meetings or reports to demonstratively show the district’s goal of being responsive to its employees. One teacher said that although they were grateful for the opportunity, they had “been here before,” and although “hopeful,” they were “skeptical” of it resulting in meaningful change.
Their skepticism is not without weight. Just weigh the facts of the case:
A meeting is held where HPS’ retention of teachers is discussed after more than 200 leave the district since the start of the school year. The Superintendent is present and offers no input.
Immediately following the retention issue, the aligned issue of teacher engagement is discussed. The Superintendent is present and offers no input.
During this time and shortly after, a series of town halls are scheduled and held where teachers are invited to be open and honest with their thoughts. The Superintendent does not appear at any of the town halls.
“Looks good to me,” said the blind man.
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