First‑year Derby High teacher warns board about working conditions, cites $20,000 penalty discussion

Derby, Kan. — A first‑year teacher at Derby High School addressed the board during public comment on April 28, describing long hours, large class sizes and inconsistent support for behavior and special-education needs.

“I later was a bit appalled when I learned the district was considering penalizing teachers who leave during or even before the school year with a $20,000 fee,” said Gareth Malene, who identified himself during the meeting as a first‑year teacher at Derby High School. “I believe it misses the mark on why teachers choose to work here.”

Malene told the board he had classes that reached about 30–32 students and that one of his classes was designated “inclusion” but did not receive a paraprofessional support that was promised. He said he had three separate course preps, spent 16‑hour days preparing lessons and often worked late into the night to meet class needs.

He described behavior issues in a remedial pre‑algebra class—students talking over the teacher, throwing objects and drug‑related expulsions—and said disciplinary responses were inconsistent. He said smartphone use was a constant distraction and that some students were sleeping in class or refusing to participate.

On curriculum adoption and staff respect, Malene said he and other teachers felt their professional input was sidelined during the social‑studies curriculum review. “It appeared that the decision was rushed,” he said, and added that more time and clearer communication would have allowed social‑studies staff to address misinformation.

Why it matters: The speaker framed his remarks as retention issues—smaller class sizes, consistent assistance for students with IEPs, and clearer administrative messaging—as actions that would likely improve teacher retention and classroom conditions.

Board and staff response: The public comment was taken as part of the meeting’s open forum; the board’s usual response policy was read at the start of the public‑comment period and board members noted the comments would be taken under advisement. No formal action followed at the meeting.

Ending: Malene’s remarks were part of a broader meeting that included curriculum discussions and staff reports; the matters he raised relate to personnel, classroom resources and district policy that board and administration may choose to address in future meetings.