Though many industries and professions are struggling against the current precipitous increase in virus cases in Guilford and across the state, one very essential group of workers remains in a uniquely precarious position as it balances its own safety against the health and security of others.

In early September, schools around Connecticut brought teachers back into buildings following an almost six-month hiatus from in-person interactions. As they took on their regular, vital roles as educators, mentors, emotional supports, and facilitators for all types of nurturing in the town’s youth, teachers have also been expected to step into an array of new responsibilities, from enforcing public health mandates like mask-wearing to inventing completely new ways to engage students and deliver curriculum online, sometimes while also teaching in the classroom.

Guilford Public Schools (GPS) Superintendent Dr. Paul Freeman has acknowledged that in recent weeks, quarantine requirements have left the district struggling to cover classes as some teachers have remained home after possible exposures to the virus. He has also lauded both staff and students for adhering to health guidelines throughout the fall.

While none of the approximately 22 cases of the virus affecting students at GPS has been linked to a close contact in the buildings, Guilford’s teacher’s union president, Regina Sullivan, said that local educators are still struggling as cases of the virus pop up in the district and they continue to juggle their increased responsibilities in educating the town’s students.

Internal Support

“The coverage is becoming increasingly difficult,” Sullivan said. “Administrators are absolutely covering classes and are more than willing to do so. Obviously it’s not ideal...but everybody is certainly pitching in and doing the best they can to make this work to whatever extent we can.”

While occasionally whole classes will quarantine together, with teachers remotely teaching and students remotely learning, there are plenty of scenarios where a lack of substitutes means that teachers are being asked to give up prep or free periods to watch other classes “within the contractual limits,” according to Sullivan, which entails more last-minute work, as well as potentially breaking the carefully constructed cohorts meant to limit viral spread.

This means teachers have less time to plan their own lessons, Sullivan said, and can make an already unpredictable weekly schedule even more stressful.

“It’s getting more challenging,” she said.

Sullivan praised Freeman and the Board of Education, saying that they were “working very hard to be as transparent as they can,” and that she wanted to “commend them” for a positive working relationship with the district’s teachers. She said she personally felt Freeman and his staff were doing “all they can” under the circumstances, balancing the needs of families as well as staff.

“Every day I feel supported by the Board of Ed and my immediate administration, without a doubt,” Sullivan said.

Community Input

And though Sullivan also lauded the broader Guilford community and parents as being overall understanding and empathetic, she said that teachers aren’t always hearing their concerns or needs validated, as some residents push aggressively for one model or another in the schools.

“I don’t want [it] to be misinterpreted that I am speaking ill of the community. I’m born and raised here, I love the community, I choose to work and live here every day,” she said. “More than any other issue, it seems to be kind of polarizing. People want us all in, and some people want us 100 percent out.”

Some of those people are telling teachers to just “get over” the pandemic, according to Sullivan, while others see the schools as failing to keep the buildings safe even in the hybrid.

“It’s a tough position to be in,” she said.

GPS has made no commitments to stay in its current model, with younger students at four days a week of in-person learning, and high school and middle school students continuing in a two-day a week schedule. There has also been no indication at press time that GPS will retreat to fully remote learning as dozens of other districts have done in recent weeks; Freeman has said the district is continuously monitoring health data.

Another issue that has not been discussed extensively in Connecticut is extra pay or benefits for teachers during the pandemic. Sullivan said that the Guilford teacher’s union negotiated a memorandum of understanding with 29 items, which she said mostly covered digital recordings of lessons and live streaming.

Nothing in this document provided extra sick days or compensation for teachers or staff, according to Sullivan, benefits that have been enacted sporadically around the country, and were proposed by federal legislators without gaining much traction.

Sullivan said she understands these things aren’t necessarily feasible with the financial impacts of the pandemic on local taxpayers.

“My taxes, too,” Sullivan said. “An extra sick day that they can’t cover isn’t going to do much for me.”

What Sullivan said Guilford teachers want more than anything else right now is understanding from the community as they do their best in deeply challenging circumstances.

“I absolutely would applaud the effort of all the teachers, and just want the community to continue the patience and the support while we figure this out,” Sullivan said.