This message was sent to us anonymously in response to the essay, Every Student. Every Day. published in February. Other comments were left on the original essay.
As always, the opinions expressed in the articles, essays, and stories published here are those of the authors and do not necessarily represent anyone else’s. Grit City Magazine is and always has been a platform for sharing Tacoma’s stories. If you have opinions to share, we’d like to hear them: editor@gritcitymag.com
-Sierra Hartman, Editor-in-Chief
I am writing this anonymously out of genuine concern and because retaliation at Blix Elementary is very real.
While the article acknowledges the lack of funding and support from both school leadership and the district office, this is not a new problem. Funding for public schools, especially specialized programs, has long been inconsistent. Districts often promote attractive programs, such as dual language, to highlight innovation and equity, but too often fail to provide the sustained funding and support needed to maintain and grow them effectively.
Additionally, the structure of split classes within these programs creates significant challenges. Teachers are asked to deliver curriculum for two grade levels while also implementing the added complexity of dual language instruction. This is an extremely demanding expectation. When districts claim to follow research-based best practices and support least restrictive environments, it is difficult to reconcile those claims with the widespread use of split classes. There is little research supporting the effectiveness of split-grade classrooms in traditional public school settings. In reality, students in split classes often receive less targeted instruction because instructional time must be divided between grade levels.
Some may point to multi-age models like Montessori education as a comparison, but those environments are intentionally designed with extensive support systems, specialized training, and often additional staff in the classroom. That is not the reality in most public schools. Teachers in split classrooms are given minimal guidance, few resources, and little professional development to manage the complexities of planning, pacing, and instruction across two grade levels. After teaching split classes for four years, I can say it often feels like a disservice to students. If districts are serious about equity and student outcomes, they should reevaluate—and ultimately eliminate—the use of split classes.
Beyond structural challenges, leadership at the school level created a climate that made an already difficult job even harder. During my time there, there was a pattern of control and retaliation by the current principal. If a teacher did not align with the principal’s decisions, they were often written up for minor or questionable issues. In addition, the principal often spoke to teachers about other staff members in ways that felt unprofessional and inappropriate. This kind of communication fostered gossip rather than trust and created a fractured staff community. Instead of building collaboration and mutual respect, it led to discomfort and division among colleagues.This was not an isolated experience, it affected multiple staff members.
For example, a fifth-grade student once came to my classroom to let me know that a parent had arrived to pick up one of my students early. At that moment, the student was visibly upset and crying. I made the decision to send her to the office with the older student. Later, the principal questioned my decision and told me I should have allowed the fifth grader to supervise my class so I could personally walk the student to the office. This expectation was inappropriate and created a serious liability. Situations like this placed teachers in impossible positions.
I also witnessed strong educators being pushed out. One colleague created fundraisers through local restaurants to generate funds for field trips; something our students deeply needed. Because she had not received prior approval, she was required to cancel them. Despite her initiative and success in securing opportunities for students, she ultimately resigned out of frustration.
The lack of basic resources further highlighted the inequities students and teachers faced. There was no central workroom with essential supplies—no construction paper, glue, or paint. Teachers were expected to purchase these items out of pocket. At one point, staff were given just $50 for the year to cover classroom supplies. The principal was too concerned about asking families to contribute, and the result was that classrooms simply went without. I wonder if schools in the North end have stocked workrooms with supplies.
Students also missed out on equitable access to instruction. For an extended period, there was no qualified music specialist. Instead, coverage was provided by an online PE teacher so classroom teachers could receive minimal planning time. Students were not receiving actual music education. This is something that would be highly unlikely to occur in more affluent schools.
And that is the larger issue: inequity within Tacoma. Schools in more affluent areas benefit from PTAs that can raise significant funds, while Eastside schools work tirelessly just to build family engagement, often without comparable financial outcomes. The gap directly impacts the experiences and opportunities available to students.
Leadership visibility and support were also lacking. The principal was rarely present in classrooms, hallways, or at recess. When teachers asked for support, they were often told to manage situations on their own by “building relationships,” rather than receiving direct assistance. Staff meetings sometimes became spaces where her frustration was expressed broadly, creating tension and lowering morale.
I share this not to diminish the hard work of the teachers, students, and families at Blix Elementary—they deserve recognition and meaningful support. However, a complete and honest picture must include the systemic inequities and leadership challenges that impact daily reality.
If we truly want to support schools on the Eastside, we must listen to educators, acknowledge these ongoing issues, and ensure that both district and school leadership provide the resources, trust, and collaboration necessary for students and teachers to succeed.
