The Kingston City School District is actively addressing persistent staff morale issues at George Washington Elementary School, more than a year after an independent report first identified a "toxic" work environment. Recent discussions at a Board of Education meeting have brought the long-standing concerns back into public focus, highlighting ongoing divisions among staff following significant changes, including the termination of the school's long-running Montessori program.
District officials are now implementing new strategies to mend relationships and rebuild trust within the school community. The situation is further complicated by a leadership vacuum, as the school's principal has been absent for several weeks, with an assistant superintendent currently filling the role.
Key Takeaways
- Complaints of a "toxic" work environment at George Washington Elementary have continued for over a year.
- A May 2024 independent report by Anchor Ed detailed significant staff divisions, burnout, and a lack of trust.
- The district ended the school's 17-year Montessori program in June 2025, which has been cited as a source of tension.
- Superintendent Paul Padalino has initiated meetings and a "restorative approach" to address the issues.
- The school's principal, Wendy LoBianco, has been absent for weeks, and her position's future is under review.
A Year of Unresolved Tensions
Concerns about the work environment at George Washington Elementary School are not new. The issues were formally documented in a comprehensive assessment conducted in May 2024. Despite the passage of more than a year, parents and community members continue to raise alarms, suggesting that the underlying problems have not been resolved.
During a recent Board of Education meeting, speakers referenced the persistent negative atmosphere. Many of these complaints have been voiced by parents or friends of staff members, who have chosen to remain anonymous to avoid potential repercussions. Their testimony points back to the findings of the independent report as evidence of the deep-seated issues plaguing the school.
Background of the Investigation
The district commissioned the consulting firm Anchor Ed to conduct an independent assessment of the school's climate on May 30-31, 2024. The firm's consultants spent two days at the school, visiting 28 classrooms and conducting extensive interviews to gather a wide range of perspectives.
The Anchor Ed Report Findings
The 10-page report from Anchor Ed provided a detailed look into the school's internal dynamics. The assessment was thorough, incorporating feedback from interviews with 25 students, over 40 teachers and support staff, and 20 parents. The consultants also reviewed curriculum plans, school-wide data, and student work to form their conclusions.
Identified Successes and Strengths
The report was not entirely negative. It highlighted several positive aspects that the school could build upon. According to the findings, students generally expressed a sense of satisfaction with their teachers and their interactions with other students. Furthermore, the report noted that "parents expressed feeling welcomed at the school and believe that the staff knows their children well."
Core Staffing and Morale Challenges
However, the assessment uncovered serious problems within the staff. A recurring theme was the presence of deep-seated divisions that had soured the professional environment. The report stated bluntly that "most teachers expressed concerns about divisions among staff, which have led to toxicity and a lack of trust."
"Staff shared (there) is discord among staff resulting in toxicity within the work environment," the report from Anchor Ed stated.
This sentiment was echoed in other findings, with consultants noting that "teachers expressed frustration, feeling that their voices remain unheard." The cumulative effect of these issues was a sense of professional exhaustion. The report recommended implementing team-building activities because "teachers reported feeling burned out and lacking a sense of community within the school."
Role of the Montessori Program in Staff Divisions
A significant factor contributing to the internal friction appears to be the school's former Montessori program. The district trustees voted to end the 17-year-old program in June 2025. Superintendent Paul Padalino noted that the school had achieved better academic scores before the program's implementation.
Padalino explained that the presence of the specialized program within a public school created a natural divide. "You have two sides of that issue within the building," he said. "I think that there was, and it remains, a group of people who are Montessorian and a group of people who are not … and there was a tension around that, for sure."
District's Support for Montessori
Despite the tensions, the district invested significant resources into the program. According to Superintendent Padalino, these efforts included purchasing new materials, hiring a dedicated Montessori curriculum coach, and changing the school's schedule to accommodate the required three-hour work cycle. However, contractual obligations prevented the district from mandating Montessori training for all teachers.
The superintendent acknowledged that transitioning away from the program after 17 years would inevitably create its own set of challenges. The decision, however, was part of a broader strategy to unify the school's educational approach and, ideally, its staff culture.
District's Plan for Moving Forward
With the 2025-26 school year underway, the district is taking concrete steps to address the lingering morale issues. Superintendent Padalino described a two-fold approach aimed at healing the fractured relationships among staff and parents.
"Our first steps started last week when I met the staff and then met with the parents," Padalino stated. He emphasized the district's commitment to creating a more collaborative environment. The district is also leveraging its internal resources to guide the healing process.
"We’re also using our director of inclusion … and talking about working on a restorative approach, a community approach to addressing the divide," he explained. The goal is to "really look to heal and repair relationships, trust and refocus everyone on what we’re supposed to be doing, which is teaching students and taking care of students."
Uncertainty in School Leadership
Compounding the school's challenges is a state of flux in its leadership. Principal Wendy LoBianco has not been in the building for several weeks. When asked about her absence, Superintendent Padalino declined to provide details, classifying it as a personnel matter.
In the interim, Assistant Superintendent Stacia Felicello has taken over the principal's duties at the school. LoBianco has a long history with the district, having served as a special education teacher, vice principal, and principal in various buildings since 2004 before being appointed to lead George Washington Elementary in 2019.
Padalino indicated at the school board meeting that a decision regarding the future of the principal's position is expected to be made shortly. This decision will be a critical step in establishing stable leadership to guide the school through its ongoing cultural transformation.
