Page 67 of After the Rain

COMING TOGETHER

EZRA

The district offices smelled like industrial coffee and broken dreams.

I sat in the conference room at nine AM sharp, my hands folded in my lap to hide their trembling, watching Mrs. Garrett arrange her papers with the satisfaction of someone who thought she was about to watch me burn. Two other parents flanked her—the Hendersons, whose daughter Madison had been in my class two years ago, and Mr. Yates, whose son Tommy had struggled with reading until I'd spent extra time helping him catch up.

Apparently gratitude had an expiration date.

"Mr. Mitchell," Dr. Williams began, her voice carefully neutral. "Thank you for coming. We're here to address concerns that have been raised about your professional conduct."

Mrs. Garrett leaned forward like a hawk spotting prey. "Dr. Williams, I have documented evidence of inappropriate personal relationships with the Harrison family. Extended home visits, private communications, discussions of adult topics not suitable for young children."

She slid a folder across the table, thick with what looked like printed screenshots and handwritten notes. My stomach dropped. How long had she been watching me? What exactly did she think she'd documented?

"These incidents show a pattern of boundary violations," she continued, her voice gaining momentum. "Mr. Mitchell has been using his position to gain access to vulnerable single fathers, discussing topics like alternative family structures that sexualize children prematurely."

The accusation hung in the air like poison gas. I wanted to defend myself, to point out that teaching children about diverse families was part of the curriculum, that helping Cooper with his family tree project was standard educational support. But my throat felt closed, my voice trapped somewhere between rage and terror.

"Mrs. Garrett," Dr. Williams said carefully, "can you be more specific about these alleged boundary violations?"

"He spent an entire Saturday at the Harrison residence. A teacher. A single male teacher." She said it like the combination was inherently suspicious. "What possible educational purpose could justify that level of personal involvement?"

Mrs. Henderson nodded vigorously. "My daughter came home asking questions about families with two daddies after Mr. Mitchell's classroom discussion. She's seven years old. Why is a kindergarten teacher discussing homosexuality with children?"

"Because children like Cooper Harrison need to understand that their family situation is normal," I said quietly, finding my voice at last. "Teaching about family diversity helps kids feel less isolated when their own family doesn't match traditional expectations."

"Exactly my point," Mrs. Garrett snapped. "You're pushing an agenda, using your classroom to normalize lifestyles that many parents find objectionable."

Mr. Yates spoke for the first time, his voice uncomfortable but determined. "Look, I don't have anything against... your people. But there's a time and place for discussing these things, and my son's kindergarten class isn't it."

Your people. Like I was some alien species that had infiltrated their perfect little world.

"Mr. Yates," I said, keeping my voice level, "when your son was struggling with reading, did I push any agenda other than helping him succeed academically?"

He shifted in his seat. "That's different."

"How?"

"Because that was about education. This is about... personal lifestyle choices affecting innocent children."

Dr. Williams cleared her throat. "Before we continue, I'd like to present some additional information that's relevant to this discussion."

She opened a thick folder I hadn't noticed before, and my heart lurched. More accusations? More evidence of my supposed misconduct?

Instead, she began reading from a letter.

"'Mr. Mitchell has been the most dedicated and skilled teacher my daughter has ever had. His patience with her learning differences and his creative approaches to helping her understand difficult concepts have been transformative.'" Dr. Williams looked up. "This is from Mrs. Lean, whose daughter Emma was in your class last year."

She continued reading. "'My son Rory talks about Mr. Mitchell constantly, always with excitement about what he's learning. The classroom environment Mr. Mitchell creates is safe, inclusive, and focused on helping every child succeed regardless of their background or family situation.'"

Mrs. Garrett's confident expression began to waver as Dr. Williams pulled out letter after letter, testimonials from dozensof parents spanning my three years at Cedar Falls Elementary. Parents describing my dedication, my skill at connecting with struggling students, my ability to make learning exciting and accessible.

"'When my husband deployed overseas, my daughter started acting out in class,'" Dr. Williams read from another letter. "'Mr. Mitchell worked with us to create strategies that helped her feel secure during a difficult time. His compassion and professionalism made a terrible situation manageable for our family.'"

The pile of support letters grew taller as Dr. Williams continued reading, each testimonial a counter-narrative to Mrs. Garrett's accusations. Parents talked about my innovative teaching methods, my after-school tutoring, my willingness to adapt lessons for children with different learning needs.

"These letters represent over sixty families," Dr. Williams said finally. "Parents who specifically requested that their experiences be included in your personnel file."

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