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Derby High School teacher tells board large class sizes, behavior and lack of supports drive turnover
Summary
A Derby High School teacher told the board about heavy workloads, oversized classes, missing paraeducator support and discipline inconsistencies and urged changes to retain teachers; the board took the comments under advisement.
A teacher from Derby High School told the board during public comment on April 28 that large class sizes, inconsistent discipline, insufficient paraprofessional support and heavy preparation loads contributed to teacher turnover and poor working conditions.
The speaker, introduced by the board as a Derby High School teacher and resident at 42 Whippoorwill Road, said some classes had as many as 32–37 students, including inclusion classes with five students with individualized education programs but no paraprofessional present. The teacher described holding three different course preps while many veteran colleagues taught two, and said that combined preparation and classroom management led to 16‑hour workdays during the semester.
The teacher recounted classroom disruptions including students talking over the teacher, throwing objects, and one incident in which a student pushed the teacher against a door; that student was later moved to another class, the speaker said. The teacher said smartphones and disengagement were frequent problems and described inconsistent administrative responses to disciplinary incidents. The speaker also criticized a recent social‑studies curriculum rejection that, from the teacher’s view, occurred without sufficient time for clarifying misinformation or giving teachers adequate opportunity to respond.
The teacher urged several practical steps to retain staff: reduce class sizes, avoid assigning the most challenging groups of students to the least experienced teachers, and ensure new teachers receive promised classroom supports such as paraprofessionals. “If you want to retain teachers, I would suggest make life better for them,” the speaker said.
The board chair read the district’s public‑comment guidelines at the start of the speaker’s remarks and reminded attendees that the board would take the comments under advisement.
Context
The board earlier heard several reports about curriculum and operations and later discussed budget priorities; the teacher’s remarks offered first‑hand context about classroom conditions as trustees consider staffing and instructional investments.
