Royal teachers clarify facts about meeting

After reading the article in Wednesday's Columbia Basin Herald, the executive board of the Royal Education Association (Royal schools teachers) would like to further clarify some facts about the Feb. 23 school board meeting.

We were both dismayed and grateful for the coverage of the meeting. Our dismay lay in the fact it took something as contentious as a dispute over the superintendent's contract to recognize Royal City on the front page of the Herald. Many times we have scoured the paper hoping for some news indicating that Royal City even exists.

This was not the type of news story any of us would have chosen to represent Royal City. However, we found the story for the most part to be well written and accurate. It definitely has called attention to our problem, which hopefully will lead to a successful resolution so that we can all move forward.

It might also be noted that many persons from the community were unaware of what was taking place and as such were not in attendance at the meeting (Feb. 23).

The Royal School District currently has enrollment of 1,635 students. With an estimated attendance of about 150 persons it is safe to say there will be many who have yet to weigh in with their opinion regarding this topic.

In the article, it indicated only one issue that was brought to light by the teacher's association. It also stated the discontent may have been a result of a contentious bargain between the Royal School District and the teacher's association. There is truth to this, but the root of the discontent with superintendent is much deeper and goes back much further than 14 months ago (the beginning of contract negotiations).

As we mentioned before, the article only identified one issue; however, in fact there were 10 issues that were shared with those attending that meeting.

Based on the fact that we believe teachers who do not support the superintendent's leadership in the district are afraid to speak out about the superintendent's leadership, the executive council of the Royal Education Association would like to cite those issues with the understanding that these views, more often than not, represent the 71.01% of teachers who do not approve of the superintendent's leadership as opposed to the 17.39% of teachers who do approve of the superintendent's leadership skills.

It should also be noted that 11.59% of teachers chose not to give an opinion on the superintendent's leadership skills. The issues cited at the meeting were as follows:

* The superintendent's leadership is usually reactionary rather visionary.

* Her conflict management skills are poor at best.

* Management style favors intimidation and oppression as opposed to cooperation and communication.

* Interpersonal skills are lacking when dealing with staff at all levels.

* Personal relationships with certain employees take preference over best practice in making decisions that affect the district.

* Lack of honesty/truthfulness or not remembering what was said or done to the point where the truth changes.

* Fiscal responsibility seems not to matter when it supports the superintendent's agenda, but matters a great deal when it comes to the needs of others (teachers, building administrators, etc.)

* Communication from teaching staff to the board doesn't happen unless it is something that supports the superintendent's position.

* Many ideas are presented to the board as though they have had a great deal of input from the teaching staff when input has been minimal or not at all.

* In many cases, the superintendent micromanages building administrators which does not leave them the flexibility or ability to make decisions in a timely or effective manner. This also leads to mistrust from staff of building administrators.

In summary, based on these leadership shortcomings, we believe the teaching morale in this school district is poor at best. If we want to attract and keep teachers in the future, we believe there must be changes made.

We have faith that the school board as our elected officials will do what is in the best interest of all patrons of the Royal School District.

We also believe it is important that the community be aware of these issues if we are going to grow and prosper as a school district.

We are at a critical time in our schools and only desire to have a cooperative work place where all employees (not just some) feel valued and empowered to work as a team for the good of the students of Royal City.

In conclusion, we all believe Royal is a great community with outstanding kids and excellent parental support.

We hope that out of these difficulties and differences of opinion will come a common ground that unites rather than divides us.