School Board: Monroe Transition Highlights School System Communication Problems

Two months after teachers at Monroe Technology Center protested major changes being made to technical and vocational programs, county school administrators are assuring them that their concerns have been heard, many have been addressed, and some are simply unfounded.

School Board members received a slew of emails and phone calls in February as word spread that about two dozen Monroe courses would be cut in half, from one-year to two-year programs as Monroe moves onto the new Academies of Loudoun campus this fall. In some cases, that would prevent students from getting the experience needed to earn professional industry certificates. Monroe is considered one of the best vocational schools in the nation because it gives students a chance to earn the certificates they need to enter the workforce.

In a heated question-and-answer session April 10, Assistant Superintendent of Instruction Ashely Ellis assured School Board members that the teachers’, students’ and parents’ biggest concerns have been addressed. The original plan was to reduce 23 programs from two-year programs to one-year programs. She told them that for three of those—welding, graphic communications and auto servicing technology—her staff decided to continue to offer an additional year.

Of the programs that will still be reduced, including masonry and auto collision, Ellis said school leaders want to maintain high quality programs but also ensure more students have access to the programs. “It’s a balancing act between those two really important goals,” she said.

Moving many of the programs from two years to one year opens up space for Monroe to almost double its enrollment to 1,100 students.

School Board members also asked her about several complaints they’ve heard from teachers, including not enough storage space, classroom spaces that do not fit large equipment needed for their courses, and too few outlets in some classrooms.

Academies of Loudoun Principal Tinell Priddy said the teachers were given photos of the classrooms and storage space, along with square footage measurements, in January, and they are now taking tours of the building. She is touring the space with them so she can log and address concerns, she added. “We are trying to give them as much comprehensive information as we can,” Priddy said.

School Board member Jill Turgeon (Blue Ridge) said what has happened in Monroe’s transition has shined a light on the need for better communication between administrators in the central office and teachers. She said she spent “hours and hours” in meetings with Monroe teachers and that many of their protests have been brushed off as “well, they’re not going to be happy with change.”

For example, Turgeon said, the computer engineering and design teacher’s concerns about the location and number of outlets in the room have not yet been addressed. Teachers are also hearing that there is less space but more students.

“Of course they’re not happy, they’re not getting any information,” she said. “It’s very concerning for these teachers as they’re trying to plan these programs.”

“The whole move to the Academies of Loudoun is rife with rumors, and as much as we try to knock them down, they’re still out there,” Joy Maloney (Broad Run) said. “I don’t know what the solution is besides more communication.”

Specifically, she mentioned rumors that there will not be enough space at the new facility to hold the school’s seasonal plant sale and that there will be little parking space. Ellis confirmed both are untrue. She said there will be more space in practically every area. Monroe Tech will have almost 32,000 more square feet of instructional space in the new facility, and a greenhouse almost four times the size of its current greenhouse.

“We will continue to look at this,” Ellis said. “We have to be in the space, live in it and experience it, and I’m sure we’ll find things we love and things we don’t and want to change.”

School Board Tom Marshall (Leesburg), a member of the ad hoc committee on the Academies of Loudoun, said the first step should be repairing the relationship between central office administration and teachers. He noted that Monroe Tech Principal Tim Flynn was not at the board meeting, most likely because he did not feel comfortable advocating for his staff.

He said, “We have to start building trust. I think that’s something we need to do with the faculty at Monroe.

Academies of Loudoun Unveiled

One thought on “School Board: Monroe Transition Highlights School System Communication Problems

  • 2018-04-16 at 11:47 pm

    Why would anybody have trust in the LCPS administration or the school board?

    1. Has anybody reviewed the annual surveys LCPS conducts? Teachers indicate their views are not considered. Take just one example concerning mid-year exams and finals. The teachers wanted to keep them. However, with almost no discussion or research, LCPS made an executive decision and ended all midterms and finals (nothing can count 20% and no exams longer than a single period). Why should anybody trust the LCPS administration?

    2. Parents are told LCPS protects students with mental health issues. Yet we have a counselor who doesn’t think he should contact parents of a student whose friend reported his suicidal thoughts? Two weeks later he commits suicide. What does LCPS do? They remove the suicide procedures from their website to hide what counselor obligations are. We have teachers forcing a student whose IEP says no testing to take a PE test and then abandon him when he protests. A few minutes later he commits suicide. The principal has the gall to tell the parents it was the “worst day” of his life. And the central office finds nothing wrong. Why should anyone trust the LCPS administration?

    3. SpEd students are being denied accommodations. Multiple US civil rights investigations are ongoing. A principal is fired/rehired on probation yet continues to have complaints lodged against him. LCPS had rejected any wrongdoing by the principal before the US civil rights division got involved. The principal now refuses to cooperate with the US civil rights investigation. Apparently, LCPS believes they are above federal law. Why should anyone trust the LCPS administration or school board?

    Let’s be clear. Vocational education is just as important as college preparatory courses. If we need to make 1/3 of all Loudoun high schools into vocational buildings to meet demand, then do it. And we need to include the teachers and students in the design phase of those buildings. We don’t need a bunch of artistic architects who want to make a building pretty driving the design. That is secondary. These are basic management concepts developed nearly 100 years ago. Yet LCPS talks of this nonsense of creating “collaborative… creative… thinkers”. They can’t even perform the basics themselves. Right now, we don’t need new buildings. We need new leadership throughout LCPS.

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