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Teachers press board for clarity as instructional coach hire replaces reading specialist
Summary
Multiple teachers and parents urged the Pleasant Hill SD 1 board to clarify plans after a reallocated FTE for reading support was reportedly used to fund an external instructional coach; speakers asked for teacher input, a transition period, and expressed concern about lost instructional time and student impact.
Several teachers and community members urged the Pleasant Hill SD 1 Board of Directors on May 5 to provide clearer information and a transition plan after the district reallocated a full-time equivalent reading support position and contracted with an outside instructional coach.
“My name is Carrie. I’m from second grade at elementary,” said one teacher during public comment, urging a transition so students continue to be served if the district adopts the coaching model. Another teacher described being worried that the district was “taking a teaching position away from kids, bringing in a position to teach adults that have master's degrees and years of experience.”
Speakers said the decision followed classroom walkthroughs conducted by an outside provider (referred to in the record as TNPT/DNTP). One teacher called the walkthroughs — described in the meeting as 15–45 minute observations — “not a good assessment” of daily classroom practice and said most teachers already deliver 90 minutes of reading instruction plus intervention time.
Board members and staff listened and thanked commenters. A board member publicly encouraged continued feedback and collaboration, saying the district values teacher voice.
Why it matters: commenters said the move could reduce direct instructional time for struggling readers if reading specialists are eliminated without a phased approach. Several speakers tied learning loss to pandemic disruptions and said staffing changes should prioritize continuity for students who need interventions.
What was asked: teachers requested clearer definitions of the instructional coach’s responsibilities, evidence of how the coach will support students directly, and a transition period that retains reading specialists while the coaching model is piloted.
What the board said: board members acknowledged the concerns and invited ongoing input; district staff said they would collect teacher feedback and review staffing and scheduling questions.
What’s next: board members said they welcome continued dialogue; no formal action was taken at the May 5 meeting on the coaching role or on changing FTE allocations.
