In a recent meeting of the Wisconsin Committee on Student Achievement and School Innovation, the atmosphere was charged with concern as educators and community members voiced their frustrations regarding the transition of ALBA School from a teacher-led to a principal-led model. The meeting, held on February 15, 2025, served as a platform for stakeholders to express their discontent over communication breakdowns, lack of transparency, and the overall climate within the school.

Brigitte Schock, the Director of Contract to School Services, presented a report detailing the progress of ALBA since the board approved a five-year charter contract in August. The report highlighted a shift in leadership structure aimed at addressing financial challenges and improving student outcomes. However, many staff members felt blindsided by the decision, claiming they were not adequately informed about the changes or involved in the decision-making process.

Veronica Ramirez, a teacher at ALBA, articulated the sentiments of many when she described a toxic work environment where communication was controlled and limited. She emphasized that the lack of transparency regarding budget cuts and leadership changes had left teachers feeling disrespected and undervalued. Ramirez's testimony echoed the experiences of several colleagues who reported feeling intimidated and unsupported under the new administrative structure.

Jennifer Santiago, an art teacher with eight years at ALBA, shared her concerns about the deteriorating morale among staff. She noted that many teachers felt their voices were not heard, and critical issues raised in previous meetings had gone unaddressed. The frustration was palpable as speakers highlighted the emotional toll the current climate was taking on both educators and students.

The School Governance Board's decision to shift to an administratively led model was defended by interim chair John Egebrecht, who explained that the move was necessary to address significant budget shortfalls. However, this rationale did little to quell the concerns raised by staff and parents about the lack of input and the perceived erosion of shared governance.

As the meeting progressed, committee members expressed their commitment to addressing the issues at ALBA. Director Garcia proposed a targeted support plan to tackle governance and climate concerns, emphasizing the need for clear accountability measures and timelines. The motion was met with unanimous support, signaling a collective desire for change.

The meeting concluded with a sense of urgency to restore trust and collaboration within ALBA. As stakeholders look ahead, the hope remains that the administration will take meaningful steps to foster a more inclusive and supportive environment for both educators and students, ensuring that ALBA can continue to thrive as a vital educational institution in the community.