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Board debates tabling long-term science substitute over instructional fidelity concerns
Summary
Board members debated whether to table approval of a content-specific long-term science substitute until a certified long-term teacher is in place, citing planning, mentorship and potential impact on student learning across sections.
Board members discussed tabling a personnel item that would appoint a content-specific long-term science substitute, expressing concern about instructional fidelity and student experience if the substitute took over before a certified long-term teacher was assigned.
One board member suggested tabling the item until the long-term staffing is in place: "I would personally feel more comfortable if we table that particular item, until we have that in that place," a board member said. Fellow members asked whether the substitute could shadow the certified teacher for initial classes and whether planning and mentorship would be provided.
Administrators explained the proposed structure: the certified teacher would develop the planning and materials, the substitute would shadow in morning sessions and carry out the planned lessons in the afternoon, and school leaders (including Farrick and building administrators) would provide logistical and curricular support and step back into the classroom as needed.
Board members emphasized caution about splitting planning responsibility and ensuring that students in other sections would not 'fall off' academically if a primary teacher shifted roles. Administrators noted the person under consideration had previously filled similar roles during maternity leave and that supervision and daily planning would continue to be anchored by certified staff.
No personnel appointment was finalized at the meeting; board members indicated further discussion and possible tabling toward ratification in March.
