AMHERST — Embracing change through an equity lens, putting new protocols in place that don’t rely only on past practices, and improving communication while also speaking hard truths are at the heart of Superintendent E. Xiomara Herman’s approach to improving education for students in the Amherst, Pelham and Amherst-Pelham Regional schools.

As Herman plans for sustainable changes across the district — in the face of funding challenges, buildings needing expensive repairs and other difficulties — she said communication will be crucial to close achievement gaps, make decisions that benefit children, and not shy from making necessary changes that may disrupt the status quo.

“I think everyone wanted change, but wasn’t fully aware of how it would affect their comfort,” Herman said during a presentation on her entry plan findings at a recent joint meeting of the Amherst, Amherst-Pelham Regional and Pelham school committees.

The 443-page report of entry plan findings, along with a 31-page executive summary, will be the basis for guiding her continued work, coming almost six months into her tenure that started July 1. Herman replaced interim Superintendent Douglas Slaughter, who served in the role after Michael Morris left the position at the end of August 2023.

“ARPS is at a turning point after years of instability and unresolved relationships,” Herman said. “The foundation was cracked, but not demolished.”

The findings in the entry plan will lead to strategies and suggestions from Herman, not solutions, and she cautioned that there is a shared responsibility and a collective resolve to address staffing shortages and recruitment, and rebuild trust with students, staff and families.

“The work needs to be led, but not done solely by me,” Herman said.

A key area of concern is confronting what Herman said is a “culture of skepticism” that has developed due to frequent leadership turnover.

“A pattern of ‘waiting out’ leadership has emerged, accompanied by a playbook of strategies to discredit and remove leaders,” Herman said. “This cycle stifles progress and creates a sense of instability that permeates the district. Breaking this cycle will require not only building trust but also establishing systems that outlast individual leaders.”

“We need transparency and honesty, not surprises,” Herman said.

Significant aspects of the entry plan findings are based on data including the number of students and the racial makeup of the schools, as well as the strengths, areas of growth and paths forward for each of four elementary schools, the middle and high school, Summit Academy and the early education center. It also incorporates key findings regarding each of the district offices, from food services and human resources to teaching and learning departments and technology and information systems.

Information is also drawn from surveys of students, teachers and families. To ensure that she is responding to the voices of students, surveys were done of what Herman said are representative students, with fourth graders for the elementary schools, eighth graders for the middle school and juniors at the high school.

In her report, Herman highlighted some of the responses. For the elementary school students, she noted that they enjoy hands-on experiences in which they collaborate with their peers and participate together in their learning journeys. These same students also asked for better school lunches than ones they say often leave them feeling hungry, affecting their concentration and enjoyment during the school day.

The eighth graders appreciated the student council and clubs like People of Color United as platforms to express their opinions, connect with peers and became involved in schoolwide matters. but have concerns about the “Day 7” schedule that disrupts their learning experience, is disorienting and takes away valuable time for completing homework and studying effectively.

For juniors, there was praise for specific educators who inspire and engage in certain subjects and bring an enthusiasm and commitment to making learning enjoyable. But despite the appreciation for flexibility, several students expressed frustration with the restrictions placed on them during the “Flex Block” period, with commitments overlapping, limiting their ability to access help from teachers.

In feedback from teachers, Herman found there are complaints about insufficient collaboration and decision-making, along with concerns over nepotism, retaliation and absence of a shared vision.

Parents and caregivers cited insufficient support for neurodivergent students and a perceived lack of understanding from staff about learning disabilities, and lack of direct and honest communication from teachers and school staff.

Members of the school committees reacted favorably to the information and insights contained in the report, with Amherst representative Deborah Leonard calling it both “broad” and “deep.”

“It’s going to be a very useful document for years, I think,” said Amherst representative Sarah Marshall, adding that it’s a tremendous resource showing the district’s current situation.

Amherst representative Jennifer Shiao said she was impressed with Herman’s identifying issues and proposing solutions without hoarding power, but instead empowering others on her team.

Shiao said she also appreciated that Herman attached a “Supporting and Retaining School Leaders” report delivered by consultant Rick Rogers in early 2022. That report explored why the district was having difficulties maintaining leaders, particularly keeping women in leadership roles, with a frequent turnover.

Herman said it can be harder for a woman to step into a role that a man has left, with more pushback.

What she has encountered in that situation is a community that accepts diversity, but there is not always a two-way street in listening to others who may have differing views or approaches.

“I think as a female you just have to be resolute in that you’re going to build your practice and your brand,” Herman said.

Scott Merzbach can be reached at smerzbach@gazettenet.com.