Each year, the school calendar shapes the rhythm of learning, family life, and teacher workload across our district. With that in mind, many parents – myself included – were hopeful that the newly proposed calendars for the next two school years might reflect adjustments the community has expressed interest in: a slightly later August start, a mid-week first day, and a less fragmented spring schedule.
Instead, the new calendars reflect minimal positive change from previous versions. Under our current system, the calendar is negotiated entirely within the teachers’ union contract, with the School Board’s role limited to approving the final product rather than helping shape it.
There has also been recent community discussion on this topic, including thoughtful perspectives shared by both parents and APT. My intention is not to revisit disagreements, but to focus on how we might approach this process more collaboratively in the future.
I understand that APT enters calendar negotiations with real needs: predictability, equitable teaching assignments, and stability. At the same time, families and students have needs as well – smoother pacing, more cohesive semesters, and a gentler transition from summer into the school year. Our current approach makes it difficult to balance these needs in a holistic way.
Many nearby high-performing districts – including Palo Alto, Orinda, and Acalanes – have found ways to balance these interests more effectively. Their Boards maintain oversight of the academic calendar while still centering teacher voice. As a result, they have adopted more sensible semester splits, with 84–86 instructional days in the fall and 94–96 in the spring, while still scheduling finals before winter break. This demonstrates that teacher priorities and community priorities can coexist within a collaborative process. Piedmont, meanwhile, remains tied to an 87/93 split that leaves little flexibility to address broader community needs.
As Piedmont enters its next negotiation cycle, this feels like an important moment to re-examine our structure. I believe the Board, APT, families, and administrators share the same core intention: to support students’ learning, honor teacher professional needs, and create a calendar that works for the entire community. A more active, collaborative role for the Board would not diminish teacher participation; rather, it would ensure that all voices can be meaningfully considered.
A balanced, well-designed calendar serves everyone. Achieving that will require a process where the Board, APT, and families work together more directly, with shared goals and mutual respect at the center.
Signed: Jill Saper, April Gruber, Ilana Friedkin, Laura Maestrelli, Amelie Kappes, Evren Essner, Katie Castles Shaffer, Amy Kelly, Alyson & Matthew Deutsch, Laura Flink, Linda Wendel, Mayra Lack, Helen Shin, Allison & Andrew Stein, Corey McCarthy, Michelle McGilloway, Greg & Tara Dietrick, Josh Davis, Elizabeth Telefus, Katie & Jim Hetherington, Melissa Partovi, Tim & Vanessa Ripsteen, Sarah Bell