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SFUSD parents press board for action after disruptive teacher placements at Francis Scott Key and Sunnyside
Summary
Parents from Francis Scott Key and Sunnyside elementary schools told the board they are alarmed by recent teacher placements and unstable fifth‑grade staffing, reporting students anxious, inconsistent instruction and repeated substitute use. They urged immediate fixes and clearer district communication.
Multiple groups of parents addressed the San Francisco Unified School District Board of Education on Aug. 23, pressing the district for faster action on classroom staffing and placement decisions at Francis Scott Key (FSK) and Sunnyside elementary schools.
Andrew Adams, a parent at Francis Scott Key, said a teacher placed by the district has caused his fourth‑grade son to become fearful and avoid school after one week. Adams told the board the teacher has been repeatedly transferred across San Francisco schools and that parents shared prior incidents that required district involvement. "We are requesting your help," Adams said, asking the board to intervene.
Parents from Sunnyside described a comparable staffing crisis in fifth grade. Arghorn Healy said the first week of school featured rotating adults, no prepared lesson plans and multiple substitutes; the group asked the board to ensure a permanent teacher or a shared teaching model by the coming Monday to avoid families leaving the school. Toria Emery told the board the situation affects nearly 70 students in the grade and more than 300 families at Sunnyside if children begin leaving.
Interim Superintendent Lee encouraged the families to continue discussions with Assistant Superintendent Richard Kerchie and said district offices were working with the school to find solutions. Several commissioners acknowledged the urgency and asked staff to provide regular updates; parents said they will continue to press for a quick, permanent resolution.
The board did not take an immediate formal action on either site on Aug. 23 but committed to continued district follow‑up and staff engagement with school leadership.
