School Superintendent Addresses Allegations of Misconduct

Source:  Office of the Superintendent, Amherst Regional Public Schools

Dr. E. Xiomara Herman, Superintendent of the Amherst, Pelham, and Amherst-Pelham Regional School Districts, has issued a formal response to recent allegations of misconduct against her concerning workplace behavior and leadership practices (see also here, here, and here). These allegations, brought forth through anonymous letters, have prompted a broader reflection on cultural dynamics, openness to change, and the shared journey toward a more equitable and student-centered district.

At the heart of Herman’s approach to leadership is a focus on transparency and accountability, as outlined in her comprehensive Report of Entry Findings. Released earlier in her tenure, this report highlighted systemic inefficiencies, budgetary challenges, and the need for clearer communication across the district. “The Report of Entry Findings has been an invaluable tool for identifying our next steps,” Herman stated. “It provides a roadmap for addressing critical issues, such as stabilizing our district, fostering a culture of collaboration, and ensuring that equity is at the center of all decisions. These findings will guide my leadership and reinforces my commitment to making student success the focal point of every action we take.”

Acknowledging The Challenges Of Cultural Nuances In Leadership
As the first Black superintendent in the district’s history, and someone coming in from outside the organization, Herman recognizes the cultural nuances that influence perceptions and expectations. “Respecting cultural differences is an integral part of how we work together,” Herman stated. “For instance, I have learned that being direct, which is often a hallmark of my leadership, can be seen as offensive to some, while indirectness, which may be preferred by others, can feel like a lack of transparency to me. Bridging these differences requires openness, understanding, and dialogue.”

Herman noted that while Amherst as a town is celebrated for its inclusivity, this situation highlights deeper, underlying currents within the school district that can challenge progress. “Even within a community that values acceptance and openness, there are moments where resistance to change becomes evident,” Herman explained. “In our district, this resistance often surfaces when change looks different from what was traditionally expected. These underlying dynamics can create barriers to collective growth and hinder the important work of building a stronger, more unified educational system.”

Addressing Allegations with Transparency and Accountability
Herman addressed the anonymous allegations, which included accusations of unprofessional conduct by both her and a district office employee, as well as critiques of her leadership style. These allegations, raised in December, prompted Herman to immediately request a formal investigation, ensuring transparency and accountability. The School Committee promptly acted to initiate an independent review to address these concerns thoroughly and objectively.

“From the onset of my tenure, I have been open to conversations with all stakeholders,” Herman stated. “Directness is part of who I am, and I believe that transparency is essential to my leadership and our district’s growth. Addressing the challenges we face requires an honest assessment of where we are, how we got here, and why we need to change. These truths are not always easy, but they are necessary. I’ve had hard conversations and made difficult decisions, all with the best interest of our students at heart.”

She continued, “While I categorically deny making any threats of physical harm or using inappropriate language, I take these allegations seriously and have worked diligently to ensure concerns are addressed professionally and responsibly. Transparency and accountability are not just words; they are the foundation of how I lead.”

Regarding concerns raised about a district office employee, Herman noted that the matter was addressed promptly. “I met with the employee alongside Human Resources to discuss the concerns and ensure the appropriate steps were taken. As this is a personnel matter, further details cannot be shared, but I want to assure our community that professionalism and accountability were upheld throughout the process.”

Herman also expressed disappointment about the anonymous nature of the allegations, emphasizing the importance of open communication. “I have consistently invited staff, caregivers, and community members to engage in direct conversations about their concerns. When feedback comes anonymously, it becomes difficult to have constructive dialogue. These attacks feel personal rather than professional, but I remain steadfast in my commitment to engaging directly with staff, caregivers, and community members to address concerns openly. This dialogue is essential to moving our districts forward.”

Refocusing Leadership on Student-Centered Practices
Herman also addressed criticisms regarding meeting practices and organizational adjustments. “When I assumed this role, I inherited significant challenges, including budgetary shortfalls, a Title IX investigation, pending lawsuits, and systemic inefficiencies,” she explained. “To address these challenges effectively, I made intentional changes to meeting structures to ensure school and district leaders were given back time to focus on their primary responsibility—student success. These adjustments allow leaders to be present in school buildings, engaging with families, implementing data-driven initiatives, and directly supporting teachers and students where it matters most.”

She elaborated, “The heart of our work is in the schools, not in endless central office meetings. I believe that for our leaders to truly prioritize student success, they need to be present where learning happens—in classrooms and school communities. That’s why I reorganized meeting structures to give principals and staff the time and flexibility to focus on their schools. My own schedule reflects this commitment; I’ve prioritized being visible in schools, connecting with teachers and staff, listening to families, and staying attuned to the day-to-day realities of our district.”

She continued, “The central office is not separate from the district—our purpose is to serve and support our schools. To do this effectively, I must break down silos and ensure that all leaders are empowered to lead without being constantly pulled away from their core responsibilities. The changes made were also designed to ensure critical district-wide issues were addressed, from systemic challenges to individual school needs, while keeping a consistent presence in our schools. Our success depends on a unified effort where every decision is centered on the students we serve.”

Herman highlighted that these adjustments reflect a balanced approach to leadership. “By strengthening our foundation and maintaining direct connections to our schools, we create an environment where both students and staff can thrive. This is how we move forward—together,” she said.

Moving Forward with Accountability and Transparency
Herman expressed her steadfast commitment to prioritizing the needs of students above all else. “For me, students will always come first. Every decision I make is rooted in what is best for their learning, their well-being, and their future. Accountability and transparency are essential to building the trust necessary to lead our districts effectively,” she stated.

Herman emphasized her dedication to creating a district culture where openness, collaboration, and equity thrive. “Moving forward, I will also continue to ensure that our processes are clear, our decisions are collaborative, and our focus remains unwaveringly on student success. The Report of Entry Findings will remain a central tool in this effort. By using it collaboratively with leaders, we can identify areas for growth, align our goals, and strengthen the district from the inside out. This roadmap ensures that every action we take is intentional and geared toward long-term success.”

She concluded, “I am confident that through transparency, dialogue, and a shared commitment to our students, we will continue to make progress and build three districts where every child feels valued and empowered to achieve their potential.”