Former teachers claim lack of support from administration

CLINTONVILLE – Two teachers who recently resigned from the Clintonville School District spoke during the Public Comments portion of the June 8 Clintonville School Board meeting, claiming lack of support from the district administration.
Katie Conradt, who was listed as a substitute teacher on the district’s website, told the board that she had recently resigned from the district after working for the district for seven years. She said during her time with the district, she worked hard to support students with special needs and to contribute positively to the district.
“However, over the years, I have increasingly felt underappreciated and undervalued,” Conradt said. “One of the significant challenges was the lack of administrative support from the pupil services director.”
Conradt claimed that after moving into a long-term special education teaching position that she received little guidance regarding IEP development, progress monitoring, budgeting, parent concerns, or behavior management.
“Many responsibilities were left for me to navigate independently, in fact, I found myself contacting the Department of Public Instruction directly to determine what I was legally permitted to do while working under a short-term substitute license,” Conradt said.

Conradt also claimed that her emails “often went unanswered” and talked about meetings “were never scheduled.” She also claimed that a promised exit interview with the pupil services director did not occur.
Receiving comments that made her feel like her work was not respected was another complaint expressed by Conradt.
“Hearing that administration was tired of coming to my classroom to address student behavior sent a discouraging message about the challenges we were facing daily,” Conradt said. “Being referred to as a glorified PARA by the superintendent after stepping up to fill a teaching role during a severe staffing shortage was particularly disheartening.”
Compensation was also an issue according to Conradt.
“I took on the responsibilities of a teacher and worked well beyond contracted hours, yet when I received my letter of intent for next year, I learned I would return to a PARA I position at a wage that would leave me and others in similar positions, earning less than an employee who just started this year and has attendance issues,” Conradt said. “After seven years of dedication to the district, that was difficult to understand and accept.”
Conradt also claimed staff safety was a concern, claiming there were multiple instances when students made threats, including death threats.
“On more than one occasion I had to lock myself in the classroom to protect myself and other students,” Conradt said. “Despite these incidents occurring and the presence of district leadership, I did not feel these concerns were taken seriously enough, and the student was allowed to return to the classroom without meaningful intervention.”
She added that the district loses valuable people when staff members feel unheard, unsupported, and unsafe.
Becky Schoenike, who was listed as a special education teacher on the district’s website, told the board that she also recently resigned from the district. She added that in her resignation letter, she requested an exit interview with the entire school board.
“At the time, Superintendent (Troy) Kuhn said that my request is not the norm, though frankly, neither is having five special education positions vacant at the end of a single school year,” Schoenike said. “Since that time, policy readings have gone into effect, adding that staff requesting a closed session with the school board, not be granted.”
She added, “I’m not here as a disgruntled employee looking for blood. I’m here as a voice for so many staff in this room and streaming online. I’m standing here tonight because I have two severe concerns regarding that trust in that process for exit interviews with administration.”
Schoenike continued, “I do not trust the top administration to provide you with the honest, unfiltered facts. I do not believe the administration consistently provides the board with the complete and accurate picture of staff concerns based on my own experience.”
Early in the 2025-26 school year, Schoenike said she met with Kuhn to express concerns regarding leadership and communications, adding that she provided examples of unanswered emails and “ignored cries for help and systematic failures to keep staff informed.”
“He then drafted meeting minutes for my file,” Schoenike said. “When I reviewed these notes, I barely recognized the conversation they described. The most significant concerns were minimized, softened, or omitted altogether. The document painted a much different picture than the discussion in that room.”
Schoenike said it also concerned her that district administration does not consistently conduct exit interviews.
She told the board she never wanted to leave the Clintonville School District, and wanted to retire from the district in the future.
“I love my colleagues, I’m proud of the program that we built, and my students are my absolute joy,” Schoenike said. “…I did not leave for a higher salary or a new career path. I left because the environment created by the top administration made it impossible to stay. My request to speak directly with you was a final, desperate attempt to protect the colleagues I’m leaving behind.”
Schoenike said she challenged the board to “create a safe space for open dialogue, because right now the philosophy amongst the employees is, ‘Nothing’s going to change anyway, so why put a target on my back.’”
“I ask you to not make changes prohibiting staff to speak to you in closed session, as requested,” Schoenike said.

Superintendent response

The Clintonville Tribune-Gazette contacted Clintonville Superintendent Troy Kuhn regarding the concerns raised by the two former teachers. He provided the following response via email:
“Educational Leadership is a tough job. The administration team makes decisions that are for the best educational experience for ALL students that are guided by the Department of Public Instruction (DPI) and Federal and State laws. Our recommendations to the BOE follow this philosophy as well. Oftentimes, employees or parents’ opinions differ from regulations, rules, or guidelines, and this causes conflict. Understandably so, and we respect their opinions as we all want what is best for students. Sometimes education is grey, but other times it is black and white. Each and every student is different and therefore, each and every situation is different. But sometimes we need to make decisions that are for the betterment of all students. We will continue to do our best to advise and coach all employees so they can be as effective and efficient as possible to allow all students to have a safe, rewarding, and successful education experience. Clintonville School District will continue to be a model for other districts in a variety of areas. We will continue to support and seek out experienced staff, who seek continual improvement, who generally care about the wellbeing of each other and students, and commit to following local, state, and federal guidelines.”