1. What does this transition mean for Maplewood right now, and who is responsible for what?

Short answer:
Day-to-day operations remain stable. The district is hiring a permanent principal (not an interim), who will begin in June. While leadership transitions can be disruptive, responsibility for maintaining Maplewood’s academics and culture is clearly shared across the district, campus leadership, teachers, the PTA, and families.

What that looks like in practice:

District

• Manages and oversees the principal hiring process, expected to begin in the spring

• Provides continuity and oversight during the transition

Principal Noe (now through departure)

• Leads teacher hiring and staffing to ensure Maplewood is fully staffed for next year (beginning in February), with Ms. Conley assisting

• Documents academic priorities, instructional systems, and operational processe

• Prepares transition and handoff materials for incoming leadership

• Identifies known risks and pressure points for the next principal

Teachers

• Maintain instructional routines, expectations, and student support

• Provide consistency and stability for students

PTA

• Supports teachers and staff

• Strengthens communication and community connection

Families

• Maintain attendance, routines, and engagement

• Reinforce calm and stability for students

2. Who is responsible for hiring teachers for next year, and how are we positioned to do that well?

Short answer:
Teacher hiring is led by Principal Noe, and Maplewood is well-positioned to attract strong candidates—even amid uncertainty about consolidation.

More detail:

Principal Noe

• Leads recruiting, screening, and hiring decisions during the transition, with support from Ms. Conley

• Begins hiring planning in February, earlier than many campuses

• Will transition hiring responsibility to the new principal once the position is accepted, with continued support as needed

District

• Hosts two district hiring fairs (instead of the usual one), increasing visibility for Maplewood

• Supports early recruiting timelines and outreach

3. What does "recruiting top-tier teachers" mean in practice?

Short answer:
It means prioritizing experience, instructional strength, and long-term fit.

In practice, this includes:

• Hiring candidates with demonstrated classroom success

• Considering experience with similar student population

• Intentionally placing experience where it is most needed across grade levels

• Replacing departing teachers with experienced, master-level educators whenever possible
  
  

4. Maplewood may consolidate after next year. Why would strong teachers still want to work here?

Short answer:
Because Maplewood is a strong, high-functioning school with supportive systems and a deeply engaged community.

Why Maplewood remains attractive:

Campus leadership

• A-rated school with visible, growing program

• Stable enrollment and strong academic outcomes

• Neighborhood school with a manageable size

PTA and families

• High levels of engagement and visible support for teachers and staff

Principal Noe

• Prepares clear materials highlighting Maplewood’s strengths, academic record, and areas to proactively monitor

• Ensures candidates understand the systems already in place to support success
  
  

5. What is the principal hiring timeline?

Short answer:
The district is already having internal discussions and is expected to communicate the hiring plan around Spring Break. The new principal will assume responsibility in June. (Hiring responsibilities may transfer earlier once the position is accepted.)

6. Are we accepting transfers or opening enrollment?

Short answer:
The district is not accepting enrollment or transfers for the dual language program because it is being sunset. Decisions about other enrollment areas are still pending. We anticipate enrollment opening in the spring.

7. Are there plans to change the curriculum or instructional programs next year?

Short answer:
No major changes are planned. Stability is the priority.

What’s being done to ensure continuity:

Principal Noe

• Identifies core curriculum and instructional programs that are working

• Documents why the current approach supports student performance

• Provides written recommendations to retain existing curriculum

• Leaves funds to retain a part-time tutor for next year

Incoming principal

• Uses this documentation to maintain continuity in the short term
  
  

8. What should families expect with testing scores during a year of transition?

Short answer:
The focus is on protecting performance by controlling what we can. Students across grade levels are performing well.

How performance is being supported:

Campus leadership

• Maintains curriculum and instructional consistency

• Monitors key academic indicators during the transition, including MAP testing (which is highly correlated with STAAR performance)

Teachers

• Continue strong instructional routines and targeted student supports

Families

• Support attendance, homework routines, and reading at home

• Stay in regular communication with teachers

PTA

• Exploring full funding for next year’s tutoring support
  
  

9. What role do parents and the PTA play in maintaining success?

Short answer:
Strong community engagement is one of the most effective stabilizers during change.

PTA

• Supports teachers and staff

• Maintains clear, consistent communication

• Strengthens connection and engagement across the community

Families

• Stay engaged and visible

• Reinforce school expectations at home

• Participate in school life and communication loops

10. How is the handoff to a new principal being prepared?

Short answer:
By documenting priorities, systems, and risks so nothing essential is lost.

This preparation includes:

• Documentation of academic priorities and current initiatives

• Written descriptions of key operational systems

• Identification of structural support needs for next year

• A list of known challenges and pressure points

• Clear recommendations to support curriculum continuity and early leadership decisions
  
  

The incoming principal will use these materials, along with district support and executive leadership oversight, to shorten ramp-up time and maintain stability.