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Teachers, students and parents urge Anaheim Elementary board to halt proposed music staffing changes
Summary
Multiple music teachers and community members told the Anaheim Elementary School District board that a plan to move some paired half‑time general and instrumental music positions to a single full‑time pre‑K–6 teacher at certain sites would reduce program quality, increase teacher workload and risk the district's nationally recognized music outcomes.
Members of the Anaheim Elementary School District community pressed the board on March 12 to reconsider proposed staffing changes in the district’s award‑winning music program, arguing the move would reduce specialized instruction and strain teachers.
“Why would we wanna make these changes that do not save FTE or money when it's clear the change would result in a decrease in the quality [of] music education,” said Christina Flynn, a general music teacher with 17 years’ experience, describing a proposal that converts some schools from a model with a half‑time general music teacher and a half‑time instrumental teacher to a single full‑time TK–6 music teacher.
Daniel Howe, an instrumental teacher who said he splits time between Jefferson and Olive Street, said the current paired model gives students “double the access to a safe and trusted adult” and to educators who teach from their area of expertise. “I strongly believe that this change is not in the best interest for students or teachers,” Howe said.
Several speakers — including Casey Bindra and Joseph Rios, who read a statement for absent colleague Grace Quan — emphasized that instrumental, vocal and general music require distinct skill sets and that asking teachers to cover all areas risks lowering instruction quality and creating unsustainable workloads. Rios said the shift had taken a toll on his colleagues’ mental and physical health.
Other commenters described the program’s success and downstream impact: Christopher Javier, an alumnus, credited district music classes with inspiring him to continue music in junior high; speakers cited recognition the district has received, including repeated NAMM Foundation recognition and a Golden Bell Award.
Board members did not take an immediate vote on staffing policy during the meeting. The public comment period included repeated requests that any reassignments be developed in consultation with music teachers, allow time for preparation, and include professional development if changes proceed.
The meeting record contains no formal response that adopted or rejected the specific staffing plan; the board moved later in the evening to adopt routine consent and several resolutions unrelated to the staffing proposal. The district’s administration previously introduced the Broadway Bound initiative and cited grants supporting arts programming during the same meeting.
Next steps: the board did not announce a timeline in the meeting record to act on the staffing proposal; public speakers asked the board to use existing committees such as LCAP or music‑and‑arts subcommittees to review the plan and urged direct consultation with affected teachers.
