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Teachers ask district for designated PLC time, workload review and pay for meetings outside contract
Summary
Teacher representatives told the Waunakee HR committee they want a designated Professional Learning Community (PLC) time outside prep or staff meetings, a district-wide alignment of PLCs across buildings, compensation for meetings held outside contract hours, and a review of workload inequities across buildings and grade levels.
Teachers and WTA leaders asked the Waunakee Community School District human-resources committee to establish a designated PLC block that would not replace prep or staff meeting time, to align PLC practices across buildings and to compensate staff who must meet outside contracted hours.
Nut graf: The request aims to address teachers' concerns about limited collaborative planning time, uneven meeting loads across buildings and additional responsibilities from new curricula; the outcomes could change schedules and budget priorities if the district commits funding or reallocates existing resources.
Multiple teachers described situations in which common planning time does not exist for staff who teach across buildings or for specialty teachers (often called singletons), forcing some PLCs to meet after school. WTA co-presidents said principals were asked to review building budgets and consider reallocating resources to support leadership teams and common planning time during the 2025-26 school year.
District staff told the committee they had already discussed the need for additional team time with principals and asked principals to consider how leadership-team time might look for their building, recognizing high school schedules will differ from elementary schedules. District staff emphasized principals were given latitude to design local approaches and to evaluate long-standing programs for possible reallocation of funds toward PLC time.
Speakers also asked for a district process to collect feedback from PLC participants, citing examples where PLC work was not consistently reviewed or used across buildings. The WTA requested continued attention to workload equity, including reconciling differences introduced by the new middle-school schedule and the cumulative effect of new curricular responsibilities.
Ending: The committee and WTA agreed to follow up; district staff proposed discussing practicable steps with union leaders at a next WTA-administration meeting to explore actionable options.
