The District’s decision to involuntarily transfer more than two-thirds of our psychologists—and several SLPs—has raised serious concerns about process, transparency, and respect for the professionals at the heart of our student support systems. These transfers have been made without collaborative input, clear explanation, and regard for the relational work that defines these roles.
ATA has already formally expressed these concerns to AUSD leadership and the Board. But what’s missing from that conversation is the human impact—the voices of those who have built deep connections with students, staff, and families, only to be abruptly uprooted.
Below are the words of four of our unit members. Their experiences reveal what is lost when decisions are made unilaterally. These are not isolated stories; they reflect a broader pattern of disregard that must be acknowledged and addressed. We urge the district to listen—and to act—with the seriousness this moment demands.
Ralph Hernandez
alhambrateacherspresident@gmail.com
I was both surprised and disheartened to hear that three of my colleagues are to be involuntarily transfered to other campuses in the next year. These professionals are integral to the smooth function of campus-wide programs: they have helped build stronger communities on campus, and they are trusted and respected by students and staff alike. I feel that each transfer will be a loss --and a significant one-- to each of our campuses. I am baffled to understand what good could possibly come from moving our colleagues during this current economic and political climate.
On a personal note, I feel that our PBIS program, which grew because of our colleagues energy and enthusiasm, will suffer a significant blow if this transfer were to actually take place. I am sure that the other campuses feel the same about thier Specials. These moves will disrupt the essential supports upon which our students heavily rely. And while I don't believe that the proposed transfers were made without a great deal of thought, I do worry at the unintended consequences that will happen as a result. The stress of it all! Surely, it is not the District's intent to burden our peers with additional stressors - the very thought seems too cruel. I hope that, after some consideration, the transfers will be tabled. Indefinitely.
Kristin Keenan
AHS Segment Director
I would like to know if these moves were made by anyone who had a special education background. It seems to me that if you did, you would understand that moving people around isn’t like moving administration around; they need to be able to go to many campuses to learn how to do the things they have to do. But special education requires trust. How long does it take for a psychologist to get a child to trust them, let alone the bonds it takes to create rapport with parents. It’s very shortsighted.
Anonymous
I’m a school psychologist who is writing to you today to share the impact that the high number of moves that the district administration made have impacted me, and based on what I’m hearing, many others.
The moves this year were made in an extraordinarily unilateral and arbitrary fashion. No input (at least not transparently, not formally, and not universally) was sought from our group. We were told to sign up for meetings with our directors, and when we arrived, were simply told what our assignments were. This process left many of us feeling anxious in the weeks prior to our appointments, and for some of us whose assignments were changed, blindsided and unduly stressed. When our group asked about how decisions were made, we were not given factual, detailed responses.
What is most concerning is the lack of concern and oversight on the district’s part to either A) follow the ATA contract when determining assignments and/or B) clarify procedures and expectations for special education employees when determining moves. One of the most unsettling parts of being an employee in this district is every year feeling like assignments are determined at the discretion of management in charge, but without any standard, written, fair, and clear procedures. We were told this year that our stull evaluations were not taken into consideration.
I feel that I have been a strong psychologist who has adapted to the responsibilities of the respective sites to which I’ve been assigned. I’ve built meaningful and strong relationships with students, families, and school staff (including admin!). I have worked through difficult situations, and have received good results on my evaluations. I’m not perfect, but I continue to value learning. Unfortunately, my morale declines a little more each year because of the ultimate lack of agency over my professional trajectory. It bothers me that as a group, we are not given the courtesy and respect of conversations and explanations regarding our moves.
It benefits our entire group, and our families and the district, to have a clear, equitable, and logical procedure for moves for school psychologists defined.
Yours truly,
A psych
My reassignment is more than a change in location—it’s a deeply emotional transition from a school community that has become like family.
I’ve built meaningful relationships with students, families, and staff, and have had the privilege of supporting our most vulnerable learners: our special education students. These incredible young people thrive on structure, trust, and consistency—elements we’ve worked so hard to build together at my site.
As of today, I have yet to inform my students that I will no longer be their school psychologist. With just 31 school days left, I show up each day, stand by them, and look them in the eye—knowing that my work, though meaningful, will soon be left unfinished.
Do I tell them now? Do I wait? How will they respond? As a mental health professional, I understand the value of transparency—yet I’m still processing my own grief over this abrupt transition.
Letting go of those bonds is incredibly difficult, and the disruption of that connection has weighed heavily on me since I was informed last Friday—during a ten-minute meeting I had to sign up for nearly three weeks earlier, right before spring break. (Yes, I waited 19 anxious days to learn about my reassignment.)
The impact of this move will be felt not only in my absence, but deeply in the lives of the students who rely on stability and trusted relationships—especially those who require more time and support to feel safe. Rebuilding a therapeutic connection with a new school psychologist—who may not be familiar with this age range—is no small task. It takes time, trust, and emotional safety. And our students deserve that continuity.
The truth is, this decision was made without full consideration of the relationships, the needs, and the people involved at my site. It affects me. It affects the students and families I serve. And it affects the entire support system we’ve worked so intentionally to build.
This is more than a reassignment—it’s a rupture in connection, in trust, and in care. And that deserves to be acknowledged—not dismissed, ignored, or silenced.
Anonymous
