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Dual‑language teachers tell Bellevue School Board poor communication on employment decisions harmed morale
Summary
At a Bellevue School District board meeting, dual‑language teachers said delayed and unclear employment communications caused distress, cited mishandling of confidential information, and asked the district for meetings, written teacher‑specific information and sustained partnership.
At Monday’s Bellevue School District Board of Directors meeting, a group of dual‑language and bilingual educators said delayed, incomplete communications about employment status and certification created widespread distress and damaged morale.
The educators told the board that follow‑up district communication arrived only after “six long weeks” of uncertainty and that some staff had received conflicting information from the district and the Office of Superintendent of Public Instruction (OSPI). “The initial and verified employment information has caused significant distress among our highly qualified dual language teachers,” said Stephanie Hidalgo, a dual‑language teacher, during the public‑comment period.
The teachers said their concerns included a lack of timely written information, apparent lapses in discretion when handling personal, confidential information, and language and treatment they described as demeaning to members of a protected class. “This lack of clarity and communication only heightened the confusion and distress,” Juan Carlos, a dual‑language teacher, told the board.
Why it matters: Bellevue’s dual‑language programs serve linguistically diverse students and rely on experienced bilingual teachers. The group warned that lingering uncertainty about employment and certification decisions could undermine program stability, teacher retention and family trust in the district.
What the teachers asked for: Nancy Salgado, speaking for the group, listed four requests the educators presented to the board: 1) a meeting with Superintendent Dr. Aramaki to address concerns; 2) accurate, teacher‑specific written information from the district; 3) closer partnership with departmental leaders to strengthen programs; and 4) continued engagement with the school board, including invitations to visit classrooms.
Superintendent response: Superintendent Dr. Aramaki apologized to the educators on behalf of the district and said district staff were working on a fix. “I do apologize on behalf of the district for the strife over the past 3 to 6 weeks that you’ve been having to deal with this,” Aramaki said, and promised to provide clarity and follow up with the group.
What teachers said about program impact: Speakers highlighted the broader value of dual‑language instruction for students and families, including culturally responsive teaching and the additional workload teachers take on to develop bilingual materials. “Dual language teachers are superheroes,” said Sally Romo, a dual‑language teacher, listing daily responsibilities such as balancing instruction in two languages, differentiating for varied proficiency levels, and creating supplemental curriculum.
Next steps and board response: Board members thanked speakers and asked the superintendent’s office to continue communication with affected staff. District leaders acknowledged the teachers’ request to follow the district’s equity‑driven decision‑making process (Policy 0130) and said they would provide written, teacher‑specific information as soon as possible.
Provenance: Educators’ public comments (opening at the public‑comment slide) through the superintendent’s brief response at the close of public comment are the basis for this report.
