Teachers' union and residents warn of mass resignations, criticize transfers and hiring; students and staff urge board to prioritize classrooms

Teachers, school staff and community members told the Newburgh Board of Education on June 10 that mass resignations and unfilled teacher positions are harming students and that recent personnel decisions and reassignments are destabilizing buildings.

Stacy Moran, president of the Newburgh Teachers Association, told the board that 39 NTA members have resigned so far this school year and that the district is struggling to fill vacancies. "These vacancies are not just numbers. They represent lost opportunities for the children of Newberg," Moran said, listing vacancies among psychologists, social workers, guidance counselors, speech teachers and foreign-language teachers and saying there were 50 unfilled teaching positions at the time of her remarks.

Why it matters: The staffing shortages and proposed abolishments and reassignments were central to public comments and underpinned opposition to several HR resolutions that the board approved or amended later in the meeting.

Key points raised by speakers

- Resignations and vacancies: Stacy Moran (Newburgh Teachers Association) said 39 union members resigned this school year and that certain schools are disproportionately affected; she said South Middle School lost nine teachers this year and at times averaged 15 open positions with 10 still vacant.

- Cuts and new hires: Moran and others noted that the district previously cut about 82 teacher/teaching positions, then created several higher-paid district roles (directors, assistant superintendents), and questioned why classroom positions were not restored.

- Concerns about transfers and reassignments: Multiple speakers, including Dawn Fuchek and Tracy Wallace, criticized reassignments such as moving a principal from Bonneville Elementary to a pre-K post at Gidney Avenue School (agenda item 6.8). Speakers said the transfers were disruptive and questioned whether replacements had been identified.

- Allegations of improper bargaining-unit work and legal risk: Dawn Fuchek cited a formal letter from the School Administrators Association of New York state and warned that if new roles overlap by 50% or more with existing bargaining-unit duties, the district might violate the Taylor Law and face litigation.

- Appointments and vetting: Several commenters, including Riley Maida (a high-school senior) and community members, questioned the vetting and speed of certain proposed hires, including the proposed executive director of exceptional learners for grades 3— (agenda item 6.14). Maida cited a news article she said raised concerns about professional conduct by the candidate and asked why a broader search was not conducted.

- Personal testimony: Current and former employees shared personal accounts. Fior Flores described a forced resignation she said she did not accept and recounted years of work with students. Glenda Crawford, a longtime paraprofessional, and others urged the board to reconsider moves they described as punitive.

Board and staff responses

Acting Superintendent Dr. Brown presented a data-driven defense of district initiatives on reading and graduation rates and described planned literacy interventions (partnership with the Reading League, UFLI, Wilson Reading, oral reading fluency assessments and staff training) intended to address long-standing reading deficits. Brown said many of the steps were already in motion and argued the restructuring aimed to improve student outcomes.

Several trustees and central-office leaders asked whether C&I (curriculum and instruction) leaders, assistant superintendents and building principals were involved in the reorganization discussions; multiple administrators said they had not been part of those conversations.

Context and next steps

Public commenters repeatedly asked the board to provide the contract text for the acting superintendent (5.2) and to explain the data and rationale behind abolishments, transfers and hires. Trustees and staff said some items were tabled or amended for further consideration, and the board recessed into executive session at the end of the meeting.

Ending

Public comment at the meeting reflected deep community concern about staffing, process and transparency. Speakers urged the board to prioritize classroom positions and spelled out expectations for clearer explanations and more inclusive decision-making before final implementation.