Teachers at Del Valle ISD are voicing strong opposition to a recent decision to extend contract hours, citing concerns over workload and lack of consultation. During a board meeting on July 15, 2025, educators expressed their disappointment over the late announcement of the change, which adds 30 minutes to their workday without additional compensation or adequate planning time.

One teacher passionately addressed the board, stating, "The decision to change the teachers' hours in our district came a little too late," emphasizing that the previous schedule was a key factor in her decision to remain in the district. She urged the board to reconsider, highlighting the dedication teachers show to their students and the need for the same commitment from administrators.

Melissa McCall, a first-grade teacher, echoed these sentiments, explaining that the current planning time is already insufficient. She warned that the additional half-hour could lead to more administrative tasks rather than providing teachers with the necessary time to prepare for their students. "Stressed brains cannot learn," she stated, advocating for a focus on teacher well-being to enhance student outcomes.

Carmen Rivera, another educator, raised concerns about the lack of notice regarding the change, which she believes undermines the balance teachers must maintain between their professional and personal lives. She called for open dialogue to explore alternative solutions that would not compromise educators' workloads.

Jessica Marquez, president of the Del Valle Education Association, reported that over 75% of teachers surveyed expressed dissatisfaction with the extended hours, emphasizing that the decision was made without meaningful input from staff. She warned that this could lead to increased burnout and turnover among teachers.

The board's decision to extend duty hours has sparked a significant backlash from educators, who feel undervalued and unheard. As the school year approaches, teachers are calling for a reconsideration of this policy, urging the administration to engage in constructive discussions that prioritize both student success and teacher well-being.