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District proposes replacing late starts with three full professional learning days for 2025-26 calendar
Summary
Staff recommended permanently replacing late starts and early releases with up to three full professional learning days, proposing Aug. 25, Nov. 6 and Jan. 5 for 2025-26; the board will consider the calendar for approval March 13.
Minnetonka administrators told the board on Feb. 20 they plan to replace late starts and early releases with full-day, job-embedded professional learning and proposed three full days for the 2025-26 calendar.
Superintendent Law introduced the item and turned the presentation to Dr. Emil LeDoux, associate superintendent, and Sarah White, director of teacher development. Staff said teachers and administrators strongly prefer full professional learning days to short late starts and early dismissals because uninterrupted time better supports collaborative planning and application of new practices.
District leaders said they propose designating up to three full professional learning days in 2025-26 and recommended three dates for the coming year: Aug. 25 (the Monday after workshop week), Nov. 6 (Thursday before a teacher work day on Nov. 7), and Jan. 5 (a non-student day after winter break). To create the Aug. 25 option the draft calendar shifts the last student day in June to the start of the year so students would end one day earlier in June 2026. Staff said the calendar preserves 170 student days and required instructional hours at all levels and would accommodate a traditional snow day plus e-learning for any additional weather closures.
Dr. LeDoux said teacher and administrator exit surveys showed strong support: administrators preferred full days unanimously and teachers favored full days over late starts/early releases when surveyed. Staff told the board the priorities for next year's professional learning include social-emotional and behavioral learning, curriculum implementation (including upcoming standards work), instructional strategies for engagement, and culturally responsive practices.
Board members raised scheduling questions about graduation weekends, family impacts and timing in relation to other breaks; staff said they had solicited preferences from teacher leaders, PTO representatives and advisory groups and would return March 13 with the calendar for board approval and public posting.
