In a demonstration of solidarity, students from Satellite High School gathered on Thursday to support AP teacher Melissa Calhoun, whose contract will not be renewed. The decision follows a reported violation of Florida law, as the teacher used a student’s preferred name without parental consent. After school, students assembled at the flagpole and walked together off campus to show their support.
Brevard Public Schools confirmed that the Superintendent’s decision was influenced by the revelation that a teacher at Satellite High had referred to a student by a non-legal name without the required parental permission. This action contravenes specific Florida laws. The school district identified four breaches of board policies, including:
- Florida State Statute 1000.071: Personal Titles and Pronouns
- Florida Administrative Code 6A-1.0955: Education Records
- Brevard Public Schools Board Policy 3210: Standards of Ethical Conduct
- Principles of Professional Conduct of the Education Profession in Florida State Board Rule, 6A-10.081(2)(c)(4)
The Brevard Federation of Teachers expressed dismay at the Superintendent’s decision in a written statement. The union emphasized the desire of educators to focus on teaching and supporting student success without political interference. The statement highlighted the importance of treating students with dignity and providing a conducive learning environment. The union also urged a reconsideration of the decision to uphold the teacher’s legacy, which spans over 12 years of service.
Community Impact
The situation at Satellite High School underscores the ongoing debate about teachers’ roles in respecting students’ identities while adhering to legal requirements. This incident has sparked discussions on the balance between parental rights and students’ personal identity choices within educational settings. The decision not to renew the teacher’s contract could influence morale among educators, who may feel apprehensive about navigating similar situations.
For students, the issue may affect their perception of school as a supportive environment where they are respected for who they are. The community’s response reveals a significant divide in opinions regarding educational policies and practices, emphasizing the need for clear communication and understanding between schools, parents, and students to foster an inclusive and respectful educational atmosphere.
