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Thursday, January 20, 2011

Cathie Black Is Booed In Brooklyn's PEP Meeting

We are now seeing a war that may cloud the real issue of getting public schools to give children a good - no, excellent - education.


Parents, teachers and others who are furious at Mayor Bloomberg's lack of concern for whatever anyone says, are acting out their frustration by booing Cathie Black wherever she appears. I agree with the frustration but what we, the opposition to Black, must try to do is act politically correct in our opposition. I mean, when a newspaper publishes a story about parents booing Black, be vigilant of the facts and watch if the article belittles the protesters more than what/who they are protesting. We dont want to look (the media is built on 'spin', remember) "worse" than Cathie, do we?

Mike Bloomberg is a person who never admits he made a mistake. He sweayed out Joel Klein and fired him when he had the 'right' timing to do so, even though, sources tell me, he couldn't stand Klein for years. Bloomberg will not ask Cathie Black to step down from her new position as the pretend Chancellor (I have not seen her contract yet). So, Cathie Black should realize how diverting her leadership is, and resign on her own.

I'm not saying that the crowd that booed Cathie Black at the January 18 2011 Panel For Educational Policy meeting was in error, I just hope that the protest against her continued employment at the helm of the New York City Board of Education stays focused and is effective. It looks easy to do, as Ms. Black had to read from a script at the PEP meeting and cannot speak out on her own.

Norm Scott speaks about Black's appointment at PEP

Julie Cavanagh on the placement of Millenium in Brooklyn

Coalition For Public Education

As I wrote earlier, Black should resign.

Schools Chancellor Met With Jeers At First Public Hearing

By: Lindsey Christ, NY1
LINK

Schools Chancellor Cathie Black received anything but a warm reception Wednesday at the first public hearing of her career in Brooklyn.

At times, the couple hundred members of the public at Brooklyn Technical High School booed Black when she began to speak at a hearing of the Panel for Educational Policy. Her microphone malfunctioned, but the audience quickly filled the silence.

This was despite the opening remarks of PEP Chairman Tino Hernandez, who lectured to the audience, "We have to have a public discourse that's civil and is conducted with decorum and I believe that we as New Yorkers can do that." Subsequently, he kept asking the crowd to show "some civility and decorum."

The meeting was the last chance for the public to speak to panel members about the 25 proposed school closures. One group of public speakers at one point sang during their turn to speak, "This little school of mine, I'm not gonna let it close."

Black also commented on how the city decides which teachers to keep -- a topic that was discussed during Mayor Michael Bloomberg's State of the City address earlier in the day.

"As we face enormous budget challenges and the harsh possibility of teacher layoffs, there is no way that we can afford to lose our brightest teachers," said Black. "We need to change the 'last in, first out' policy, so that we are keeping our best teachers above all, regardless how long they have been in the system."
Eighty members of the public signed up to speak, each getting two minutes at the microphone. There was a full agenda before the panel, but the majority of the comments had to do with a proposal to move a new selective high school, to be called Brooklyn Millennium, into the John Jay Campus.

Three high schools already share that campus and many teachers, students and administrators said they fear the primarily black and Hispanic students would be pushed aside by the new school.

After the public comments, the panel members discussed the issues and asked Department of Education officials questions for almost an hour. It was an unusually lengthy debate for a panel known for having very little discussion before voting.

In the end, 11 members voted in favor of the new high school moving into John Jay and two abstained.

Before the vote, DOE officials promised to monitor the situation closely, make several changes and follow up with the schools and panel members about the issues at John Jay.

"If I can speak for everyone collectively, we are hearing some very serious concerns," said Hernandez. "We want to be assured that Millennium, when we vote to approve to relocate it, that there's going to be an aggressive outreach strategy."

Black did not speak again after reading her prepared remarks. The five-hour meeting was likely a hint of what she will face in two weeks, when the panel holds two special meetings to consider proposals to close 25 schools for poor performance.

New Schools Chancellor Gets Booed In Brooklyn
LINK

New schools chancellor and former Hearst executive Cathie Black had to expect a tough crowd at her first Panel for Educational Policy meeting in Fort Greene last night. Brooklyn blogs have been roiling over plans to address funding issues at Park Slope's John Jay High School, which is attended mostly by minority students from outside the neighborhood, by cramming an "elite" school, modeled after Manhattan's prestigious, largely white Millennium High School, into the building. The proposal lead more than one resident to wonder if John Jay was about to go apartheid with funding going to a separate school that catered to white students rather than being invested in John Jay's existing mold-, asbestos-, and minority-filled classrooms. Despite pleas for civility (wait, are we still trying to do that?), the crowd jeered and booed Black as she tried to get through her four-minute prepared speech (Mayor Bloomberg's name elicited a few more). But it only got worse from there.

Before the panel even issued its vote — the measure to bring Millennium to John Jay passed with ten votes in favor and none opposed — parents waved condoms in the air to reference her ill-advised quip that birth control might be a handy overcrowding solution for Manhattan's schools. But the protests didn't just come from the parents.

In a rare example of a principal speaking out publicly against department policy, Jill Bloomberg, of Secondary School for Research, said that the placement of Millennium Brooklyn was an example of putting the interests of upper income white families above those of low-income families of color.

When she went a few seconds over her allotted time, the panel turned off the sound on Bloomberg's microphone. She finished her speech by shouting and led the crowd in a chant, "Integration, yes; segregation, no."

Even children were swept up in the furor. Addressing the notion that Millennium will help Park Slope parents whose kids are edged out of competitive Manhattan public schools at the expense of existing minority students, Kwaesi Laguer, an 11th grader on campus said, "You are saying that our school isn't good enough for Park Slope residents. Why don't you use the money to help make our schools better?"

Black began her speech with rare praise for the panel, which GothamSchools says "has been belittled as a rubber stamp to the mayor by some and as an opportunity for political theater by others." Impromptu theater, public chanting, comedy routines — no one can say she's not trying to keep things entertaining.

Teacher Marc Epstein Cites Praise of Joel Klein's Leadership As a "Snow Job"

My comment: "Brilliant perspective on the Joel Klein 'spin machine'*!"

Betsy Combier
*spin machine (n)


(Government, Politics & Diplomacy) an organization or group of people acting together to present news or information in a way that creates a particular desired impression

Collins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003

Joel Klein's snow job

By Valerie Strauss, Washington Post
LINK

This was written by Marc Epstein, a history teacher at Jamaica High School in Queens, N.Y., for the past 15 years, and a former dean of students. His articles on school violence, curriculum, and testing, have appeared in numerous magazines and newspapers and he blogs for the Huffington Post. Epstein earned a PhD in Japanese - American Diplomatic history.

By Marc Epstein

If you’ve been watching the news you can’t help but notice the tough time Mayor Michael Bloomberg had with the Christmas blizzard that hit New York City.

After days of telling angry New Yorkers’ to consider taking in a Broadway show and stop complaining, the mayor’s vaunted PR machine demonstrated that it was no substitute for a snowplow. Consequently, the mayor’s approval rating dropped from 55% to 37%. Bloomberg discovered the truism of the old TV commercial that used to end with “You can’t fool Mother Nature.”

The blizzard interrupted another “snow job” that was dumped on New York by Joel Klein before the real snowstorm hit.

In a series of interviews, a valedictory letter to his principals, a segment on the PBS News Hour, and a scrapbook full of clippings from the editorial pages of the New York press, Klein was variously described, and described himself, as America’s most significant educator, a radical, an innovator, and a transformational figure. For the past eight years he has claimed historic academic achievements for the nations’ largest school system that were reflected in higher test scores and record graduation rates!

So with all those seeming accomplishments his sudden departure remains something of a puzzle. His stated goals were to eliminate civil service seniority practices, teacher tenure, close “failing” schools, terminate teachers from closing schools, and expand privately managed funded schools. Klein enjoyed carte blanche from the mayor to pursue these policies and high praise from the president himself. So why end this quest now?

My guess is that it is because Klein’s and Bloomberg’s proud boasts of “historic” success dried up once The New York State Department of Education recalibrated the tests scores and New York City’s results fell like a lead balloon. Overnight, Klein’s claims of pedagogical wizardry evaporated. And with that admission, the New York City “Miracle” went up in smoke.

As a result of this legerdemain, a generation of school children will have passed through the system with marginal literacy skills, when the billions lavished on outside consultants and malfunctioning computer systems designed to track their meaningless “progress” were put in place.

We now know that New York City’s gains on the state tests were illusory. The proportion passing the state reading tests fell from 68.8% to 42.4%, and Klein’s beloved charter schools had pass rates no different from the regular public schools.

The inflated graduation rates have been exposed too. With the recent news that 75% of the high school graduates require remedial reading and math when they enter community college, the Klein Era diploma has been rendered meaningless. So ill prepared are these students that the percent who graduate from college is in the single digits.

Despite the collapse of the New York City scores, the pundits and the chattering classes continue to heap praise on Klein. In their complete indifference to facts, the media sound like a claque that talks only to one another. The truth is what they say it is, with hardly a word of dissent tolerated or printed on their Op-Ed pages or in their news reports.

Most of those celebrating the progress made in the schools know about as much about the inner workings of a New York City public school as they the do the interior of a Sea Wolf class nuclear submarine.

They have unquestionably bought Klein’s self-congratulatory narrative about public education, as well as his narrow-minded views about teachers and unions. This narrative, as airtight as the most intricate Ptolemaic treatise, posits that a sclerotic dysfunctional bureaucracy ran the school system, and its classrooms were filled with incompetent teachers. That accounted for the dismal graduation results prior to mayoral control.

The Klein "spin machine" managed to convince his boss, Mayor Michael Bloomberg, along with New York’s opinion makers, that only he was capable of rescuing public education from the clutches of entrenched union and political interests before it was too late.

He accomplished this feat by appealing to liberal, conservative, and libertarian interests that love the rhetoric for their own particular ideological reasons, and don’t want to be bothered with the details.

The reality is something else, but why bother hunting down a story when you can “do lunch” with Joel Klein at a restaurant that serves yogurt at $23 a cup and get the scoop from the Wizard himself?

The question a good reporter should be asking was how did Klein manage to pull the wool over eyes of so many? Was it Bloomberg’s vast media machine or the power of Bloomberg’s fortune shrewdly integrated with the power of the political office he holds?

In part he succeeded because the media was not interested in the details of education administration and were willing to buy the myths spun by a Bloomberg PR machine that would be the envy of most heads of state.

Fail to clear the snow, threaten to close firehouses, or reroute a subway line, and the public outcry is deafening. But restructure the largest bureaucracy in the state four times and the press scarcely manages a yawn.

For conservative/libertarians like Rupert Murdoch, the lure of charter’s, vouchers, coupled with an attack on the hated teacher’s union proved irresistible.

For those on the left, the promise of a Peace Corps-like army of Teach for America volunteers and Teaching Fellows joining hands to close the Achievement Gap, the “civil rights issue of our day,” combined with a kaleidoscope of educational “choice” for disenfranchised students, made Klein’s spiel seductive music to their ears.

Any failures that popped up were airily dismissed because Klein was fine-tuning the mechanism. All Klein had to say to stave off criticisms as one reorganization followed another was that he was bringing accountability to a system that had been unaccountable for decades. Editorial hosannas would follow, drowning out reports of chaos and bewilderment that leaked out from those working inside the system.

Whether or not any of the several reorganizations accomplished anything went largely unexplored. The increase in the annual education budget –from $12 billion to $23 billion—more than the entire economy of some nations—went unnoticed.

As the reorganizations were implemented the school system lurched from tight centralization to extreme decentralization, the lines of communication between schools and central administration became increasingly frayed. Outside evaluators from England would evaluate schools. The pedagogy emphasized bulletin boards, students working in groups with differentiated “footprints,” teachers acting as facilitators, and computer tracking of student progress.

In short, classroom “reforms” represented every combination of a pedagogical game of pick-up sticks one could ever conceive of. Klein left behind a school system in which academic gains have been meager, parents have been shut out, and graduation rates are meaningless. The annual budget has nearly doubled, low-scoring students are shuffled from school to school, discipline problems are hidden, teachers are demoralized, and principals are scared of every twitch in the data, as incompetents rule the administrative roost. What is there to celebrate?

Cathie Black, Shouldn't You Resign?

Comments leave chancellor Black and blue


Crain's NY Business
Schools Chancellor Cathie Black and Mayor Mike Bloomberg's announcement this week that they would devote funding to help students who flunked the recalibrated state tests was not sufficient to repair Black's image, according to experts in political communications and marketing. They said Black is in danger of being identified by two unscripted comments—her joking request for birth control to help reduce school overcrowding and a remark that budget cuts are “Sophie's choices,” a reference to a film where a mother must choose which of her children will die in a Nazi concentration camp.

“She needs a makeover,” said one consultant with experience in crisis management. “It's more than one quip that went flat. It suggests a nervousness and a lack of comfort in dealing with media scrutiny of this kind, and a bit of tone deafness for the electorate.”

The comments seemed to legitimize a criticism of Black that went beyond her lack of education credentials—namely, that she has “such a corporate mentality” and would struggle with public discourse, the expert said.

Another political consultant said, “She needs to positively distinguish herself with something, or she'll wind up on the discount rack very quickly.” Unlike her predecessor, Joel Klein, the lead prosecutor in the Microsoft anti-trust case, Black did not enter the job with her own brand because the general public was unfamiliar with her career in magazine publishing, the consultant said. Rather, she was introduced by the media as someone who is “under the Bloomberg marquee and throws good parties.”

“She was a public relations disaster from day one,” a third consultant said. “The only bright side of the birth control comment is that it distracts from the fact that she has no ties to the school system. However, it reinforces a perception that she is an out-of-touch dilettante.”

In a Crain's online poll this week asking if people had a right to be upset by Black's comments, 70% said yes.


The expected outrage over Cathie Black's comment on taking birth control to curb schools' overcrowding keeps the New York City media busy. This is good, because maybe she will take the high road and resign. Mr. Harvey (Cathie Black's husband), can't you convince her of this?

What bothers me soooo much about her appointment is that in addition to her not being an educator and not having a Masters Degree as the position requires, she seems to not really care that she is so wrong for the position. I dont see a social (and I dont mean "party") conscience.

However, she has Mike Bloomberg at her side, and the "arrogance of immunity" allows them to be as sarcastic as they want. We, the general public cannot allow this and must continue to hold her accountable for her actions.

Betsy Combier

BITTER PILL

Cathie Black and her husband Tom Harvey
Parents, educators and electeds respond to Cathie Black’s ‘birth control’ comment
by NAYABA ARINDE, Amsterdam News Editor,  January 20, 2011 12:05 AM EST
LINK

Parents, educators and elected officials gathered at the Department of Education HQ at the Tweed Building on Tuesday to denounce the birth control gaffe made by controversial Schools Chancellor Cathie Black.

Apparently, Black, a mother of two, objects to fruitful loins in the inner city. Last Thursday night, speaking at a taskforce meeting about overcrowded classes at Assembly Speaker Sheldon Silver’s Downtown Manhattan office, Black quipped, “Could we just have some birth control for a while? It would really help us.”
To what appeared to be nervous laughter, Black compounded the faux pas by adding that concerned parents are faced with “many ‘Sophie’s choices,’” referencing a movie where a mother has to make a choice regarding handing one of her two children over to the Nazis.
“She made a joke,” declared staunch defenders like Mayor Michael Bloomberg, who aggressively ushered in the unqualified, waiver-requiring former chairwoman of Hearst Magazines into the position that heads the city’s 1,700 schools, with their 1.1 million public school students.
Running interference on Tuesday at her first press conference since the comment, Bloomberg answered 13 of 15 questions asked of his schools chancellor, and then butted in again when she was asked about her birth control remark.
“Let me say it for her. Yes, she made a joke,” Bloomberg insisted for the umpteenth time in the wake of this latest controversy. He had made the same defense after he was booed at the Rev. Al Sharpton’s Dr. Martin Luther King Day celebration at the National Action Network on Monday.
As Bloomberg and Black held Tuesday’s news conference at the Department of Education, regarding the city seeking $10 million to fund programs for students in need of additional tutoring, Bloomberg said, “She made a joke. Should she [have] made the joke? In retrospect, probably not.”

Council Member Jumaane Williams called Black’s comment “simply astounding. Given the history of government-sanctioned sterilization programs and medical experimentation on communities of color and the large numbers of students of color in the New York City school system, the statement shows an unacceptable level of insensitivity.”

While the Department of Education did not respond to an AmNews request for comment, they did issue a statement last week saying, “Chancellor Black takes the issue of overcrowding very seriously, which is why she was engaged in a discussion with lower Manhattan parents on the subject. She regrets if she left a different impression by making an off-handed joke in the course of that conversation.”

At a rally at the Tweed Building on Tuesday, Brooklyn Councilman Charles Barron wasn’t buying it, “Once again she has shown that her inexperience and the fact that she is unqualified does not bode well for the public school students of this city. Bloomberg should admit that his choice was the wrong choice, and Cathie Black should resign immediately. Her comments are blatantly ignorant and racist.”

Barron said, “Our children’s future is not to be played with. A child dies in ‘Sophie’s Choice.’ Those comments and references are no laughing matter.”

Council Member Leticia James said in a statement that “within a week of Cathie Black taking over for former Schools Chancellor Joel Klein, she has already shown her lack of experience in the field,” and called her statements “simply irresponsible.” She added, “By stating birth control is a ‘simple solution’ to overcrowding, it implies that the birth rate is the only contributor to the overcrowding in schools; not the lack of funding for public school education and the continual closure of schools, specifically in urban neighborhoods. Mass entry of students into the public school system from private and parochial schools, the extensive unemployment rate and poor economy over the past few years may also play a role in overcrowding. Other reasons could be an increase in population due to relocation from other states or countries, as well as new housing developments being built throughout the city.”

“Wealthy families are not concerned about overcrowding, so Cathy Black was obviously talking about people in the lower income bracket in a city where 85 percent of the students are Black or Latino—so she means us,” said Barron, who hosted two rallies protesting Black’s remarks. “She’s not telling rich white people to have fewer children. Are we about to hear about eugenicist William Shockley or former Education Secretary William Bennett, who said that the crime rate could be reduced by aborting ‘every Black baby in this country’? It is a slippery slope when you start talking about birth control and ‘Sophie’s Choice’ with reference to overcrowded classrooms, but ignore the real factors like funding, the lack of resources and the hijacking of public schools by charter schools, and treating New York City public schools like a for-profit business for Bloomberg and his cronies.”

“Like many New Yorkers, I cringed when I heard that Schools Chancellor Cathie Black offered a smug reply…in response to the genuine concern about the overcrowded classroom situation in our public schools,” said State Sen. Reverend Ruben Diaz. “Given her attitude, can we expect that Cathie Black will be holding parent-teacher meetings where she will advocate for parents to either stop having sex, or to embrace abortion and sterilization as a solution to school overcrowding?”

CATHIE BLACK
link
 
Who

As the president of Hearst Magazines, Cathie Black oversees a long list of titles including Cosmopolitan, Esquire, Good Housekeeping, O, Redbook, and Town & Country.

Backstory

A native of Chicago, Black moved to Manhattan after college, determined to land a job in publishing. When she was offered a sales assistant job with Condé Nast, she turned it down, taking a position at a travel magazine called Holiday instead because it paid $30 more a week. By 1972, Black had moved on to Gloria Steinem's Ms. magazine, where her success selling ads attracted the attention of Rupert Murdoch, who owned New York at the time. Murdoch lured her away from Ms. with the promise that he'd make her New York's publisher if she proved herself as associate publisher first. That she did—and in 1979 Black became the first ever female publisher of a weekly consumer magazine.

In 1983, Black left New York and took the job of president at USA Today, which had been founded a year earlier. She eventually moved up to publisher of the Gannett-owned paper and helped turn it into a household name during her eight-year tenure. Following a stint running industry trade group the Newspaper Association of America, she joined Hearst in 1995.

Of note

Dubbed "The First Lady of American Magazines" during Hearst's impressive growth spurt in the late 1990s, Black hasn't enjoyed quite as much success in recent years. The magazine industry is struggling and the ad market is challenged, and although she's had at least one big successful launch—Oprah's O—she's had more flops, including Lifetime, Shop Etc., and, perhaps most memorably, Tina Brown's Talk, produced in partnership with Harvey Weinstein and Bob Weinstein's Miramax.

Black has been busy bolstering the titles in the Hearst portfolio that are flagging, including the Joanna Coles-helmed Marie Claire and Harper's Bazaar, edited by Glenda Bailey. Black's also tried to curb costs—she cut out the $500,000 a year once spent on flowers, for example. But at least Hearst employees get to toil in nice new digs: At the end of 2006, they moved into a gleaming new office building in Midtown, a 46-story tower designed by Sir Norman Foster.

On the job

Until 2008, Black reported to Victor Ganzi, Hearst's CEO. (Ganzi has since resigned and was replaced by Frank Bennack as interim CEO.) In 2006, she tapped Ellen Levine to serve as Hearst's editorial director and help her oversee the 19 titles. Just a few of the editors who work under Black and Levine: Rosemary Ellis, the editor of Good Housekeeping; Esquire's David Granger; Glenda Bailey of Harper's Bazaar; and Pamela Fiori of Town & Country. One person Black no longer has to deal with is Atoosa Rubenstein, who left Seventeen in 2006 and was replaced by Ann Shoket.

In print

Her book Basic Black, a "memoir masquerading as a guide to career and life," was published in October 2007.

Personal

Black is married to Tom Harvey, a lawyer. They have two adopted children, Duffy and Alison, and live on Park Avenue. (Ex-Merrill Lynch CEO Stan O'Neal is a neighbor.) They have a retreat in Connecticut and also spend weekends at the exclusive Fire Island community Point O'Woods.

Monday, January 17, 2011

Why Aren't Principals and Assistant Principals Held Accountable For Their Actions Against Tenured Teachers?

Having sat in on open and public arbitration Hearings (pursuant to Section 3020-a) for more than seven years - and being invited by the Respondent UFT member to observe - I have a good understanding from an advocate of justice point of view (I am not an Attorney, but my dad was Assistant Attorney General for the State of New York for 35 years) of what is going on in the rooms at 51 Chambers Street, 6th Floor.

In my opinion, there is a free-for-all approach to "punishing" teachers/social workers/guidance counselors and/or all other tenured personnel who suddenly, and in many cases, inexplicably, find themselves about to be subjects of an arbitration process that resembles the "Gotcha Trial" more than a fair hearing. Arbitrators are deciding cases based upon how they "feel" about the respondent, and credibility cannot be appealed. More about that in my new series on Arbitrators and their performance reviews, done by me.

But what is very clear from my observations of the process of 3020-a, principals are getting away with whatever they want. And this is not fair.

My question is this: Why are Principals indemnified and given legal protection by the City of New York even when their actions are deliberately malicious, contrary to policy, and/or outside the scope of duties performed as part of their employment? Teachers can't get away with anything, even a touch on the shoulder. The discussion below is interesting for it's analysis of the issue of indemnification and payment of legal fees.

Matter of Richard Zampieron v Board of Educ. of the City School Dist. of the City of New York
2010 NY Slip Op 52338(U)
Decided on December 10, 2010
Supreme Court, New York County
Edmead, J.

Published by New York State Law Reporting Bureau pursuant to Judiciary Law § 431.
This opinion is uncorrected and will not be published in the printed Official Reports.

In the Matter of Richard Zampieron, Petitioner,

against

Board of Education of the City School District of the City of New York, JOEL I. KLEIN, as Chancellor of the City School District of the City of New York, and the CITY OF NEW YORK, Respondents

109677/2010

Petitioner's Counsel:
James R. Sandner
52 Broadway - 9th Floor
New York, NY 10004
(212) 533-6300

Respondents' Counsel:
Michael A. Cardozo
Corporation Counsel of the City of New York
100 Church Street
New York, NY 10007
(212) 788-0908

Carol R. Edmead, J.

In this Article 78 proceeding against the Board of Education of the City School District of the City of New York (the "DOE"), Joel I. Klein, as Chancellor of the City School District of the City of New York, and the City of New York (the "City") (collectively "respondents"), petitioner Richard Zampieron ("petitioner") seeks a judgment (1) declaring that respondents' denial of legal representation and indemnification of expenses he incurred in defense of a civil proceeding was arbitrary, capricious and contrary to law and an abuse of discretion; (2) directing that respondents provide him with legal representation in the civil proceeding pursuant to Education Law ("Edu. Law") §§ 2560 and 3028 and General Municipal Law ("GML") § 50-k; and (3) directing that [*2]respondents reimburse him attorneys' fees and defense costs pursuant to Edu. Law §§ 2560, 3023 and 3028 and GML § 50-k.[FN1]

Factual Background

Petitioner is a tenured physical education teacher assigned to Frederick Douglas Academy VII ("PS 514") in Brooklyn. According to petitioner, on January 20, 2009, he was overseeing a lunch period, when he went to a stairwell leading toward the lunch room to check on a commotion he heard. There he found a student, Molink McMichael ("McMichael"), blocking other students from exiting the stairwell. Petitioner repeatedly told McMichael to move his arm to allow the students to exit the stairwell, and McMichael refused. Petitioner then placed his hand on McMichael's hand to move it from the handrail. However, McMichael spun around petitioner, and held petitioner in a tight bear hug from behind. Petitioner managed to break free and shove McMichael away. When McMichael made another move toward petitioner, petitioner again shoved him away.

The record indicates that three days later, petitioner and his union representative met with the Assistant Principal Perry Rainey ("AP Rainey") in connection with his investigation of the incident.[FN2] After interviewing the parties involved and witnesses, AP Rainey concluded (in a report dated January 26, 2009), that what started out as "playing" led to McMichael wrapping his arms around petitioner. After McMichael let go of petitioner (at petitioner's request), McMichael began walking away toward the cafeteria. Petitioner is stated as having told AP Rainy that he pushed McMichael to "get some space" and the parties exchanged words. Based on the accounts of the remaining witnesses, petitioner pushed McMichael into the cafeteria door, causing McMichael to sustain a bruise to the corner of his left eye. To AP Rainey, petitioner was "embarrassed or upset that [McMichael] appeared to have gotten the upper hand when the two of them were tussling."

AP Rainey later advised petitioner (by letter dated January 28, 2009) of his conclusions and that he "violated Chancellor's Regulation A-420 which prohibits corporal punishment."

Thereafter, McMichael's mother commenced a personal injury action against petitioner, the City, and the DOE (the "underlying action"), and petitioner requested that respondents defend and indemnify him in the underlying action. By letter dated April 2, 2010, respondents denied his request, stating that a review was conducted pursuant to GML § 50-k and "[w]e have concluded after careful consideration that we are unable to represent you in this matter" (the "April 2, 2010 letter").

In support of his petition, petitioner argues that respondents violated Edu. Law §§ 2560 and 3028, and GML § 50-k in denying him legal representation.

In his first cause of action, petitioner claims that as a tenured pedagogue for the DOE, he is entitled to legal representation and indemnification for legal fees pursuant to Edu. Law § 3028. Petitioner took disciplinary action against McMichael because of McMichael's failure to heed [*3]petitioner's requests, and petitioner imposed such discipline while in the discharge of his supervising duties as a teacher. Any disciplinary action petitioner took was within the scope of his employment and part of his duties as a teacher. The underlying action arose out of the disciplinary action petitioner took against McMichael. There is no exclusion or exception to respondents' obligation to defend and indemnify petitioner based on the specific conduct at issue. Thus, respondents' failure to comply with its obligations under Edu. Law § 3028 constitutes an abuse of discretion and is arbitrary and capricious.

In his second cause of action, petitioner claims that by refusing to provide for petitioner's defense in the underlying action, and by failing to set forth any reason for this refusal, respondents acted in an arbitrary and capricious manner, and violated GML § 50-K. GML § 50-K places an affirmative duty upon the City to defend and indemnify an employee while that employee was acting within the scope of his employment and not in violation of any rule or regulation at the time of the alleged incident. Respondents failed to demonstrate that petitioner was not acting within the scope of his employment and in the performance of his duties when the incident occurred, as required to properly refuse him legal representation. In the underlying action, it is alleged that petitioner was employed by respondents "at all times" referenced therein and that petitioner's actions, with respect to McMichael, occurred "during the course of [petitioner's] employment" with the DOE. Further, respondents failed to provide any factual basis for their denial as required, and such failure is arbitrary, capricious, and an abuse of discretion. Had respondents carefully considered the facts and circumstances of the underlying action, as claimed in the April 2, 2010 letter, respondents would have known that petitioner was acting within the scope of his employment and in the performance of his duties. The April 2, 2010 letter does not attribute respondents' denial to any violation of any rule or regulation at the time the alleged incident occurred. Even assuming that petitioner's actions violated a rule or regulation, the scope of employment has been interpreted by the First Department to include many actions which violate an employer's rule and regulations. It was foreseeable that in the course of petitioner's duties, he may have needed to take disciplinary action against a student, and the discipline of a student is a normal, customary part of a pedagogical employee's employment. Thus, respondents had no basis to determine that petitioner acted outside the scope of his employment at the time of the incident.

In his third cause of action, petitioner alleges that respondents' failure to indemnify him for any judgment or settlement violated GML § 50-K(3).

In opposition, respondents initially argue that Edu. Law § 3028 concerning generally the liability of "school district[s] for cost and attorneys' fees" is inapplicable. Edu. Law § 2560, concerning the liability of "board of education and community school boards in a city having a population of one million or more. . .," such as the City herein, provides legal representation subject to GML §50-k, which in turn, conditions such representation on a finding by the Corporation Counsel that no violation of a DOE rule or regulation occurred. Unlike section 3028 (which was not amended after 1977), section 2560 was amended in 1979 to incorporate GML § 50-k. Since the prior, general statute, Edu. Law § 3028, applicable to the State of New York, conflicts with the later specific statute, Edu. Law § 2560, applicable the City, the latter statute applies to the subject determination. Legislative history demonstrates that section 2560 was intended to supersede section 3028. Further, respondents argue, petitioner does not address [*4]section 2560.

Respondents argue that their determination pursuant to GML § 50-K and Edu. Law § 2560 was not arbitrary and capricious, but rationally based on Corporation Counsel's review of the April 2010 report. The April 2010 report found that petitioner violated Chancellor's Regulation A-420 prohibiting the use of corporal punishment by a teacher. Respondents point out that petitioner concedes that representation is unavailable where a City employee violates a rule or regulation, and fails to address the fact that he violated the above Regulation. Further, his physical altercation with and intentional actions against McMichael are distinguishable from the cases in which the teacher was found to be within the scope of employment. Nor should petitioner's conduct be construed as disciplinary action, since it arose after petitioner's tussle with McMichael. Also, petitioner is not entitled to representation under any of the sections he cited because his conduct did not amount to disciplinary action taken while in the discharge of his duties within the scope of his employment. The purpose of excluding representation of an employee who violated a rule or regulation is to avoid the conflict of interest that would result if both the City and the employee are named defendants in an action, and defendants take contrary positions on whether misconduct has occurred. In such instance, the Corporation Counsel, who owes its first allegiance to the City, cannot represent the employee if the employee's defense is contrary to the City's position. Here, the underlying action names petitioner, the City and DOE.

Nor is respondents' determination arbitrary or capricious for failure to state the basis for the denial. The standard in an Article 78 proceeding is whether the determination lacks a factual basis.

Respondents also argue that indemnification under GML § 50-K is unwarranted, since petitioner did not allege that he retained an attorney or incurred any legal expenses. Nor is there any statutory right to reimbursement of private legal fees where the Corporation Counsel declines representation; GML § 50-k only authorizes representation by Corporation Counsel. Any determination as to indemnification is also premature, in the absence of any judgment or settlement. Respondents also point out that the April 2010 letter does not make any reference to indemnification.

Petitioner is not entitled to be saved from financial loss under Edu. Law § 3023, since he does not make any arguments in his petition and memorandum of law under this statute.

In reply, petitioner argues that caselaw, including two trial court decisions,[FN3] hold that Edu. Law § 3028 applies to the DOE. None of the terms and provisions of Edu. Law § 3028 exclude its application to school districts in cities with populations of more than one million inhabitants. In addition, Edu. Law § 3028 is limited to actions arising solely out of disciplinary action taken against a student, and does not include an indemnification provision. A careful reading of GML § 50-k illustrates that GML § 50-k does not impair any rights under State or Federal law. Further, Edu. Law § 3028 is more specific in scope than Edu. Law § 2560, in that section 3028 does not provide indemnification, but only defense and defense costs, and only for an action arising from disciplinary action taken against a student; section 2560 does not contain any such limitation. Further, the recommendations and proposed amendments in the legislative history [*5]cited by respondents were never enacted. Thus, Edu. Law §2560 does not apply to respondents to the exclusion of Edu. Law § 3028.

Petitioner also argues that the two sections do not conflict with each other; 3028 applies to civil and criminal actions arising out of disciplinary action taken against a pupil whereas 2560 applies to civil actions arising from an employee's action in the scope of employment.

Petitioner maintains that he is entitled to representation even if his conduct violated the rules and regulations, since Edu. Law § 3028 does not exclude employees whose conduct may be in violation of the rules or regulations. Chancellor Regulation A-420 defines corporal punishment as "any act of physical force upon a pupil for the purpose of punishing that pupil." Therefore, in determining that petitioner violated Chancellor Regulation A-420, AP Rainey ultimately found that petitioner's act of physical force against McMichael was for the purpose of punishing him. Further, courts have interpreted the scope of employment broadly to include many actions, such as striking students, which violate an employer's rules.

Petitioner argues that he is entitled to be saved from financial loss under Edu. Law § 3023. Edu. Law § 3023 permits school district employees to seek defense and indemnification from financial loss arising from an act of the employee that resulted in another's bodily injury where the employee, such as petitioner herein, was acting within the scope of his or her employment.

And, if the Court finds that indemnification is premature, petitioner seeks leave to file a plenary action for indemnification upon the entry of judgment or settlement in the underlying action, pursuant to Edu. Law § 3023 and GML § 50-k.

In response, respondents contend that the two cases submitted by petitioner have little precedential value since (1) they are not published in the official reports, (2) respondents in those two cases did not argue, as they do here, that GML § 50-k applied, and (3) respondents are appealing the two decisions. Respondents contend that in Morel, they focused on whether petitioner therein had acted outside the scope of his employment, and not whether there was a conflict between Edu. Law § 2560 and Edu. Law § 3028 or whether Edu. Law § 2560 or Edu. Law § 3028 controlled. And, although respondents argued, in Sagal-Cotler, that Edu. Law § 2560 (and GML § 50-k) applied, they did not explain the purpose and background of such statutes. Petitioner mischaracterized respondents' arguments and the law, and fails to acknowledge that Edu. Law § 2560 only applies to DOE because the City of New York is the only city within the State of New York with a population of a million or more residents; thus, § 2560 is not a "general" statute.

In a sur-reply, petitioner argues that the cases cited by respondents support petitioner's position, and even if GML § 50-k controls, petitioner is still entitled to the relief sought. And, the two Supreme Court cases, which were directly on point, were provided as persuasive authority.

Discussion

This court's review of DOE's determination consists of whether the determination was arbitrary and capricious or an abuse of discretion (Matter of Pell v Board of Ed., 34 NY2d 222, 356 NYS2d 833 [1974]; see Cummins v New York City Dept. of Educ., 26 Misc 3d 122, 907 NYS2d 99 [Sup Ct, New York County 2010]; In re Ronga, 23 Misc 3d 1103 [Sup Ct, New York County 2009]). An action is arbitrary and capricious, or an abuse of discretion, when the action [*6]is taken "without sound basis in reason and . . . without regard to the facts" (Pell at, 231). Rationality is the key in determining whether an action is arbitrary and capricious or an abuse of discretion (Pell, at 231). The court's function is completed on finding that a rational basis supports an agency's determination (Howard v Wyman, 28 NY2d 434, 438 [1971]). Further, where the agency's interpretation is founded on a rational basis, that interpretation should be affirmed even if the court might have come to a different conclusion (Mid-State Management Corp. v New York City Conciliation and Appeals Board, 112 AD2d 72 [1st Dept 1985], affd 66 NY2d 1032 [1985]).

"Judicial review of the propriety of any administrative determination is limited to the grounds invoked by the agency in making its determination (Missionary Sisters of Sacred Heart, Ill. v New York State Div. of Housing and Community Renewal, 283 AD2d 284, 288, 724 NYS2d 742 [1st Dept 2001]; Gill v Hernandez, 22 Misc 3d 390, 865 NYS2d 843 [Sup Ct, New York County 2008]("A court reviewing an Article 78 proceeding must judge the propriety of an administrative action solely on the reasons cited by the administration") citing Scherbyn v Wayne-Finger Lakes Bd. of Coop. Educ. Servs., 77 NY2d 753, 758, 570 NYS2d 474 [1991]). Here, respondents denied petitioner's request for representation pursuant to GML § 50-k, and no other statutory basis was provided. There was no denial pursuant to Edu. Law § 3028, and there is no indication that petitioner requested that respondents reconsider his application for representation pursuant to Edu. Law § 3028 subsequent to his receipt of respondents' April 2, 2010 denial letter. Therefore, this Court's initial review is limited to whether respondents' "determination" to deny petitioner's request was affected by an error of law, or was arbitrary and capricious or an abuse of discretion pursuant to GML § 50-k.

In this regard, Edu. Law § 2560, entitled "Liability of board of education and community school boards in a city having a population of one million or more inhabitants," states the following, in pertinent part:

1. Notwithstanding any inconsistent provision of law, general, special or local, or the limitation contained in the provisions of any city charter, any duly appointed member of the board of education in a city having a population of one million or more, the members of each community school board in such city, the teaching or supervising staff, officer, or employee of such board and of each such community school board, member of a committee on special education or subcommittee thereof or authorized participant in the school volunteer program in such city shall be entitled to legal representation and indemnification pursuant to the provisions of, and subject to the conditions, procedures and limitations contained in [GML § 50-k] . . . .

Emphasis added).

GML § 50-k(2) provides, in relevant part:

. . . the city [of New York][FN4] shall provide for the defense of an employee of any agency in any civil action or proceeding . . . arising out of any alleged act or omission which the corporation counsel finds occurred while the employee was acting within the scope of his public employment and in the discharge of his duties and was not in violation of any rule or regulation of his agency at the time the alleged act or omission occurred. . . .

[*7]

(Emphasis added).[FN5]

Petitioners' reliance on Edu. Law § 3028 is misplaced. To the extent Edu. Law § 3028 conflicts with GML § 50-k(2), GML § 50-k(2) must control.

Edu. Law § 3028 provides the following, in pertinent part:

Notwithstanding any inconsistent provision of any general, special or local law, or the limitations contained in the provisions of any city charter, each board of education, trustee or trustees in the state shall provide an attorney or attorneys for, and pay such attorney's fees and expenses necessarily incurred in the defense of a teacher, member of a supervisory or administrative staff or employee, or authorized participant in a school volunteer program in any civil or ciminal [sic] action or proceeding arising out of disciplinary action taken against any pupil of the district while in the discharge of his duties within the scope of his employment or authorized volunteer duties.(Emphasis added).

"[W]here two statutes cannot be harmonized the subsequent provision prevails over the pre-existing and irreconcilably conflicting provision" (Tyson v Roswell Park Cancer Institute Corp., 4 Misc 3d 556, 780 NYS2d 704 [N.Y.Ct.Cl. 2003] citing 708 McKinney's Cons. Laws of NY, Book 1, Statutes § 398), and a prior general statute ordinarily must yield to a later specific or special statute (Tyson, citing Erie County Water Authority v Kramer, 4 AD2d 545, 550, 167 NYS2d 557 [4th Dept 1957], affd. 5 NY2d 954, 184 NYS2d 833 [1959]; Dutchess County Dept. of Social Services ex rel. Day v Day, 96 NY2d 149, 726 NYS2d 54 [2001]; see also, Bluebird Partners, L.P. v First Fidelity Bank, N.A., 297 AD2d 223, 746 NYS2d 475 [1st Dept 2002]).

As between Education Law § 2560(1) and § 3028, section 2560(1) grants teachers in a city having a population of one million or more the right to defense (pursuant to the provisions of GML § 50-k), and section 3028, on the other hand, imposes a duty upon the "board of education" generally to provide a representation where an action arises out of disciplinary action taken by a teacher against a student while in the discharge of his or her duties within the scope of his employment.

It may be stated that a teacher employed by a board of education is entitled to representation pursuant to the terms of both Edu. Law § 2560 and Edu. Law § 3028. However, upon a closer reading, Edu. Law § 2560 applies specifically to employees of a board of education in cities having a population of more than one million residents (i.e., New York City), and expressly excludes, by reference to GML §50-k, employees who have violated a "rule or regulation of his agency" (see Inglis v Dundee Cent. School Dist. Bd. of Educ., 180 Misc 2d 156, 687 NYS2d 866 [Sup Ct, Yates County 1999] (stating that the "limitation imposed by the [*8]legislature under [GML] § 50-k(2), involving civil actions against employees of the City of New York" excludes representation if the employee violated a rule or regulation; Edu. Law § 3028 "does not provide that representation is excluded if [an] employee has violated a rule or regulation of the Education Department of the State of New York)).

Read together, it appears that a board of education has a duty to provide legal representation to a teacher where an action against the teacher arises out of disciplinary action taken by the teacher against a student while in the discharge of his or her duties within the scope of his employment, pursuant to 3028, unless, such teacher is a member of the board of education in a city having a population of one million or more pursuant to section 2560 and did not violate "any rule or regulation of his agency" pursuant to GML §50-k. Since Edu. Law 2560 and GML § 50-k) circumscribe the duty of a board of education to provide representation to a teacher in New York State, this Court finds that Edu. Law § 2560, is a specific statute, and thus, governs petitioner's right to legal representation by the respondents.

In Morel v City of New York, et al. (Solomon, J.), plaintiff, a tenured teacher, challenged the respondents' denial of legal representation also pursuant to GML § 50-k in an action in which plaintiff was accused of punching a student. Petitioner, like petitioner herein, sought relief from the Court pursuant to GML § 50-k and Edu. Law §§ 3028. The Supreme Court held that Edu. Law § 3028 was a specific statute, which "carved out an exception to GML 50-k(2) for claims arising a teacher's disciplinary actions. The Court held that Edu. Law § 3028 "is the controlling statute" and the "only ground upon which representation can be refused is scope of employment." (p. 4). Similarly, the Court in Matter of Deborah Sagal-Cotler (Huff, J), a paraprofessional requested legal representation in a matter resulting from an incident in which the paraprofessional struck a student in the face. Petitioner cited to § 3028, while respondents cited to § 2560. The Court held that Edu. Law § 3028 "is the more specific statute, because it provides specifically for situations involving disciplinary action in an education context." (p. 3), and proceeded to address the question of whether petitioner acted within the scope of her employment or duties during the alleged incident. While persuasive, this Court opines that the greater restrictions placed by Edu. Law § 2560, and by incorporation GML § 50-k, upon a New York State's teacher's right to legal representation render § 2560 more "specific" in nature, and thus controlling herein.

The case cited by petitioner, Timmerman v Board of Educ. of City School Dist. of City of New York (50 AD3d 592, 856 NYS2d 103 [1st Dept 2008]) is not controlling. The trial court decision (reversed on appeal), indicates that petitioner therein called the parents of three female students to report their disruptive behavior in the classroom. A few days later, the students reported to school officials "that petitioner had touched them inappropriately." The following day, petitioner was arrested and then arraigned on charges of, inter alia, sexual abuse in the first, second and third degrees. In response to petitioner's request for legal representation, respondent DOE stated that petitioner's "criminal proceeding does not fall within the scope of Education Law § 3028." In the ensuing Article 78 proceeding to compel representation, the trial court held that "the Board had a reasonable basis to determine that the proceeding against petitioner did not arise from disciplinary conduct. [O]n its face, the criminal action arose from allegations that petitioner inappropriately touched two of his students, not from allegations that petitioner called their parents or took any other disciplinary action against them. Thus, when approaching the [*9]question of reimbursement, the Board reasonably determined that the criminal proceeding fell outside the scope of Education Law § 3028. The behavior underlying the charges against petitioner could not be said to have been intended as disciplinary action or to have been undertaken while in the discharge of his duties within the scope of his employment." On appeal, however, the First Department reversed, stating "since the record shows that the criminal proceeding against petitioner clearly arose out of disciplinary actions that he took against pupils, respondents should reimburse petitioner for the attorneys' fees and expenses he incurred in defending himself." Unlike herein, the DOE denied representation pursuant to GML § 50-k, not Edu. Law § 3028, and neither the trial court nor the First Department addressed the issue of whether GML § 50-k applied.

Here, the Corporation Counsel has the statutory authority to determine whether or not the subject "act or omission ... occurred while the employee was acting within the scope of [his] public employment and in the discharge of [his] duties and was not in violation of any rule or regulation of [his] agency at the time the alleged act or omission occurred" (Perez v City of New York, 43 AD3d 712, 841 NYS2d 559 [1st Dept 2007] citing § 50-k[2]).

The Corporation Counsel's determination is amply supported by the record. AP Rainy's January 26, 2009 report, request for representation,[FN6] and subsequent letter to petitioner, indicates that petitioner violated Chancellor's Regulation A-420, which prohibits corporal punishment. Specifically, Chancellor's Regulation A-420 defines corporal punishment as follows:

(2) . . .corporal punishment means any act of physical force upon a pupil for the purpose of punishing that pupil, except as otherwise provided in paragraph (3) of this subdivision.

(3) In situations in which alternative procedures and methods not involving the use of physical force cannot reasonably be employed, nothing contained in this section shall be construed to prohibit the use of reasonable physical force for the following purposes:

(I) to protect oneself from physical injury;

(ii) to protect another pupil or teacher or any person from physical injury;

(iii) to protect the property of the school, school district or others; or

(iv) to restrain or remove a pupil whose behavior is interfering with the orderly exercise and performance of school or school district functions, powers and duties, if that pupil has refused to comply with a request to refrain from further disruptive acts.

The April 2010 report recites that AP Rainy reviewed the accounts by McMichael, five witnesses, and petitioner. AP Rainy found that the witnesses were credible and consistent in several respects. Based on the investigation, AP Rainy found that McMichael was initially blocking the stairwell and petitioner asked McMichael to stop. The parties began to "tussle," perhaps playing at first; however, after McMichael wrapped himself around petitioner, petitioner asked McMichael to let him go, to which McMichael complied. Thereafter, when McMichael headed towards the cafeteria, petitioner pushed him into the door, causing McMichael's injuries. [*10]

Whether petitioner was acting within the scope of his employment and in the discharge of his duties at the time of the incident is not determinative. While petitioner arguably may have been excused from using physical force to stop McMichael from blocking the stairwell after McMichael allegedly refused to comply, even assuming, as petitioner alleges, that he shoved McMichael when McMichael "made another move towards" him (Petition, ¶16), the record also indicates that he shoved McMichael into the cafeteria door in order to "create space," and/or when McMichael was headed toward the cafeteria (see Cargill v Sobol, 165 AD2d 131, 565 NYS2d 902 [3d Dept 1991] (finding Commissioner's determination rational, where petitioner's "initial response seems justified and within the bounds of the board policy [relating to corporal punishment], it is his further action of pushing the student against the chalkboard that was both unnecessary and unjustified in light of the circumstances"; the Commissioner based his finding of guilt not on petitioner's action in grabbing the student, but on the additional aggressive act of "pushing" the student against the chalkboard)). Contrary to petitioner's contention, a finding of that his conduct violated the rules and regulations precludes him from representation by respondents. Therefore, since a factual basis exists to support the conclusion that petitioner violated a rule or regulation, the Corporation Counsel's determination was not arbitrary or capricious, or an abuse of discretion.

Nor can it be said that respondents' determination is arbitrary or capricious for failure to state the basis for the denial. The April 2010 letter refers to a review of the facts and circumstances of the matter, and petitioner was given a copy of AP Rainy's letter explaining the findings and conclusions he reached in his investigation, of which petitioner was also aware.

As to indemnification of legal fees incurred by petitioner, Edu. Law § 2560 provides for defense and indemnification, subject to the conditions and limitations of GML § 50-k. Since under GML § 50-k, qualified employees are entitled only to a defense by respondents, petitioner's application for indemnification of any legal fees expended for private counsel is unwarranted. Thus, even if petitioner's request is premature (see Mercurio v City of New York,

758 F 2d 862 [2d Cir 1985]), GML § does not provide for indemnification and/or reimbursement of petitioner's attorneys' fees, if any.

Nor is indemnification warranted pursuant to Edu. Law § 3023, which provides:

Notwithstanding any inconsistent provision of law, general, special or local, or the limitation contained in the provisions of any city charter, it shall be the duty of each board of education . . . in any school district having a population of less than one million . . . to save harmless and protect all teachers . . . from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting in accidental bodily injury to any person, . . . provided such teacher . . . at the time of the accident or injury was acting in the discharge of his duties within the scope of his employment . . . .

First, petitioner raises arguments under this section for the first time in reply. Second, respondents' determination was not made pursuant to this section. Third, it appears that this section does not apply to the respondents herein, as the DOE does not qualify as a school district having a population of less than one million.

Consequently, petitioner's request for leave to file a plenary action for indemnification [*11]upon the entry of judgment or settlement in the underlying action, pursuant to Edu. Law § 3023 and GML § 50-k lacks merit, for the reasons stated above.

Conclusion

Based on the foregoing, it is hereby

ORDERED and ADJUDGED that petitioner's request for a judgment (1) declaring that respondents' denial of legal representation and indemnification of expenses he incurred in defense of a civil proceeding was arbitrary, capricious and contrary to law and an abuse of discretion; (2) directing that respondents provide him with legal representation in the civil proceeding pursuant to Education Law §§ 2560 and 3028 and General Municipal Law § 50-k; and (3) directing that respondents reimburse him attorney's fees and defense costs pursuant to Edu. Law §§ 2560, 3023, and 3028 and GML § 50-k, is denied, and the petitioner is dismissed; and it is further

ORDERED that respondents serve a copy of this order with notice of entry upon all petitioner within 20 days of entry.

This constitutes the decision and order of the Court.
Dated: December 10, 2010_________________________________

Hon. Carol Robinson Edmead, J.S.C.

Footnotes

Footnote 1: Petitioner sets forth no substantive arguments explaining how Edu. Law §§ 2560 and 3023 were violated, and only addresses Edu. Law § 3028 and GML § 50-k in his memorandum of law.

Footnote 2: The incident was reported to the Office of Special Investigations, and forwarded to the Principal for investigation.

Footnote 3: Petitioner submits Morel v City of New York, et al., (116668/2009) (Solomon, J.), and Matter of Deborah Sagal-Cotler (Index No. 104406/2010) (Huff, J).

Footnote 4: GML § 50-k(1)(b) defines "City" as "the city of New York."

Footnote 5: As to indemnification, GML § 50-k(3) provides, in pertinent part:
The city shall indemnify and save harmless its employees in the amount of any judgment obtained against such employees . . ., or in the amount of any settlement of a claim . . . provided that the act or omission from which such judgment or settlement arose occurred while the employee was acting within the scope of his public employment and in the discharge of his duties and was not in violation of any rule or regulation of his agency at the time the alleged damages were substantiated; . . . . (Emphasis added).

Footnote 6: Petitioner's application for legal representation includes a section completed by Principal Tamika Matheson, in which she notes that petitioner violated "CRA-420" and was given a disciplinary letter in connection with the incident.

Friday, January 14, 2011

Cathie Black's Answer To Oversize Classes: "Could we just have some birth control?"

So now we know how to solve the problem of classes with 30+ kids: take birth control, stop having children.

Brilliant. Thank you, Mike Bloomberg!!!!

I hope your stay in Bermuda on December 26 was fun, lots of fun.

Betsy Combier

Big classes, budget cuts should be top concerns for Cathie Black, survey says
BY Meredith Kolodner
DAILY NEWS STAFF WRITER
Monday, January 10th 2011

Parents want the new schools chancellor to tackle bloated class size and overcrowding, while principals worry most about teacher layoffs and budget cuts, according to a new survey.


Almost half of the more than 1,000 New Yorkers who responded to an anonymous online questionnaire picked class size as one of their top three priorities for Chancellor Cathie Black.

"You can have a perfect curriculum and a perfect teacher, but if there are 30 kids in the class, then you don't stand a chance of your child actually getting a good education," one parent wrote in the unscientific survey set up by Manhattan Borough President Scott Stringer. "The kids in my daughter's class can barely all fit on the rug and still see the board."

Curriculum quality and rigor, together with budget cuts and teacher layoffs, were also top priorities for the roughly 640 public school parents who responded.

"After nearly a decade of focus on testing," one parent wrote, "the curriculum is watered down, without content, and doesn't serve high-achieving OR struggling students."

The three dozen principals who weighed in rated the item marked "budget cuts and teacher layoffs" as their most pressing concern.

"The budget issue is so bad it makes it almost impossible to put the books in the classrooms," one principal wrote.

The anonymous online poll allowed respondents to pick three concerns among a list of 26, or to name their own.

Stringer said he was struck by the number of parents who felt like their input was ignored.

"This report shows very clearly that there are a lot of parents, teachers and principals who are hungry to discuss their ideas," Stringer said. "This is one storm City Hall can get ahead of by having such a discussion."

More than half of the 164 teachers who answered the survey picked class size as a chief concern, and 46% named budget cuts and layoffs.

"As a high school teacher, having 34 per class is just overwhelming," wrote one teacher. "I am a strong classroom manager, but spend a lot of time doing crowd control. When I have a class of 25, it is so much better and I can TEACH."

A copy of Stringer's report with a list of recommendations will be sent to Black on Monday. The Education Department declined to comment.
mkolodner@nydailynews.com


Chancellor Black Regrets Birth Control Joke
"Could we just have some birth control?" Black quipped after a parent complained about overcrowded classrooms
By CHRIS GLORIOSO,  Fri, Jan 14, 2011
LINK

Two weeks into her appointment, New York City Education Chancellor Cathy Black is under fire for making a sarcastic joke about birth control and over-crowding at elementary schools.


The off-color comment came during a meeting with parents and lawmakers on a taskforce assembled to solve the city's pending enrollment crisis.

After one parent pointed out Lower Manhattan will need an additional 1,000 classroom seats by 2015, the rookie schools chief quipped, "Could we just have some birth control? It would really help us a lot."

The joke drew some laughs but also some uncomfortable cringes from attendees who gathered in the room Thursday.

Julie Menin, who attended the meeting in her role as Community Board 1 Chairwoman, thought the comment was inappropriate.

"It was surely a joke, but that doesn't change the tenor of it," Menin said. "The real issue is what is the Chancellor and the Department of Education going to do about overcrowding."

Department of Education brass quickly issued a statement defending the rookie schools chief.

"Chancellor Black takes the issue of overcrowding very seriously, which is why she was engaged in a discussion with lower Manhattan parents on the subject," said spokeswoman Natalie Ravitz. "She regrets if she left a different impression by making and off-handed joke in the course of that conversation."

In just her first two weeks on the job, Black has been no stranger to criticism. The former magazine mogul took over for outgoing Chancellor Joel Klein in the face of parents and teachers who tried to block the appointment with a lawsuit. They argued Black had no education management experience, but a judge allowed the former publishing executive to take her post.

Menin said she is less concerned about political correctness of the birth control joke, than she is about the tone of Black's policy debate.

"I think it was a flippant comment"

Thursday, January 13, 2011

Mayor Bloomberg Plans To Scrap Civil-Service Rights

Unions: Mayor's Reform Plan Threat to Civil Service

Mayor’s Bid to Uproot Civil-Service Rights Triggers Union Fury
Say ‘Reforms’ Are Threat To Merit System; Will Oppose in Albany

MAYOR BLOOMBERG: Must scrap ‘antiquated’ system.
HARRY NESPOLI: An act of disrespect.
STEVE CASSIDY: Mayor creating hostilities.
DENIS HUGHES: ‘Outrageous’ attack on merit.

Posted: Monday, January 10, 2011 5:00 pm
Updated: 1:38 pm, Mon Jan 10, 2011.

By DAVID SIMS, The Chief

Labor leaders Jan. 7 reacted angrily to a wide-ranging report on workforce practices from the Bloomberg administration that proposes to reduce the number of civil-service exams given each year, free the city from having to honor seniority rights in making layoffs, and re-classify many union members as managers, a broad rewriting of civil-service rules that would need approval by the Governor and State Legislature.

The unions’ ire stemmed from both the plan’s components and the lack of consultation or information provided by city officials until the report was verbally presented to the Municipal Labor Committee that morning. Union officials were offered no opportunity to examine it beforehand and were not given copies of the report at the meeting, even though its key details had already been published in the New York Times.

‘Not How to Deal With Us’

“It’s really not how you deal with unions,” MLC Chairman Harry Nespoli said in a phone interview. “I told them, ‘What do you expect to accomplish today?’ All they did was read out a bunch of stuff that affects some unions and doesn’t affect others...It was poorly put together, it was something I’ve never seen done between union and management, and it’s just a guerrilla tactic.”

Uniformed Firefighters Association President Steve Cassidy said he was “disgusted” the city had not given union heads the report prior to the briefing. “It seems clear that the Bloomberg administration has decided that their new tack is to not discuss anything with us. This does not bode well for collaborative efforts in anything—and I mean anything.”

Asked about the lack of advance notice, Labor Commissioner James F. Hanley, who conducted the briefing, said only, “It’s a good time to be looking at our hiring and firing procedures. Hopefully we’ll be able to find some common ground.”

New York State AFL-CIO President Denis Hughes said he was disturbed that Mr. Bloomberg and Deputy Mayor Stephen Goldsmith were seeking to do away with much of a system that has stood statewide since the 1880s and was designed to prevent favoritism in personnel practices. “I think in the scheme of things it’s a colossal mistake to change the fairness and the openness of the whole concept of public employment,” he said in a phone interview.

‘Reopens Door to Patronage’

“This system has helped establish the middle class of the City of New York, and it’s just outrageous that they want to open the door to the days of patronage,” he continued. “There may be parts in the civil-service law that should be looked at, but the idea of eliminating tests in general is outrageous.”

The report was the result of a Workforce Reform Task Force chaired by Martha Hirst, the former Commissioner of the Department of Citywide Administrative Services. Several Commissioners and Deputy Commissioners from other city agencies along with some mayoral advisers served on the panel, which had no union representation.

“He convenes a puppet committee to do an inside job and get the results he wanted from the beginning,” United Federation of Teachers President Michael Mulgrew said of the Mayor. “Emperor Mike wants complete control of everyone, in their jobs and their life. That’s how I read the report.”

Most of the panel’s 23 suggested reforms require state approval, as they would alter the Taylor Law and other civil-service statues. Some smaller changes can be enacted at a city level, which Mr. Bloomberg pledged to do immediately.

‘Civil Service Holding Us Back’

“We have the best workforce in the world, but the civil service is so antiquated that it prevents them from performing up to their abilities,” the Mayor said in a statement. “We have identified 23 concrete, achievable reforms that will help modernize the system and strengthen the whole purpose of civil-service reform: conducting hiring and promotion based on merit.”

The changes fall under three broad categories: governance, hiring flexibility and organizational excellence.

The governance reforms largely focus on the burden of the State Civil Service Commission, which the report says provides unnecessary and slow oversight. The city has sent five proposals to the SCSC for examination in the past 18 months but no action has been taken; the report thus recommends eliminating SCSC oversight entirely through amendment of the state civil-service law.

It would also empower New York City Transit and the Triborough Bridge and Tunnel Authority to administer their own civil-service systems without the city having to devise tests for them.

Wants Many Tests Scrapped

The hiring-flexibility proposals look to move many titles out of the Competitive Class, including all senior management titles, making them non-competitive or exempt, outside of the civil-service exam system. Other titles should be broadbanded or consolidated to “reduce the unmanageable number of competitive examinations the city must administer.”

The amount of time temporary workers can stay on the job should be doubled from 18 months to three years, giving agencies more flexibility to hire staff for specific projects, the report also recommends.

The last set of changes focuses on management and highlights the number of Office of Collective Bargaining proceedings that have classified managerial employees as eligible for collective bargaining. Principals, Precinct Commanders, Assistant Commissioners and Deputy Fire Chiefs are among the titles cited that the report said should be classified as managerial.

It decried the conflicts of interest that it said arose from putting these employees in unions, and the high overtime costs that come with such employees working the long hours often necessary in their jobs. “The task force believes it is critical that the Taylor Law be amended to refine the legal presumption that public employees are eligible for collective bargaining, and to re-define the universe of employees who are deemed to be managerial,” the report stated.

Teachers Main Seniority Focus

These organizational changes also include reforms of the disciplinary process, which the task force says is too inflexible and slow-moving; and a repeal of the reverse-seniority layoff provision for Teachers. “Last-in, first out is a quality-blind approach that can force Principals to lay off excellent Teachers while retaining others who are less effective,” the report states.

All other agencies should be able to organize employees into specific “groups,” allowing them to downsize, based on seniority, in specific business areas rather than across the whole agency, preventing epidemics of “bumping,” the report also advises.

“In the late 19th century, it was recognized that for people to have access to these jobs, they shouldn’t have to have political connections, shouldn’t have to know someone; they had to be competent and they had to pass the test,” Mr. Hughes said of the current system of exams.

“That system has held from 1883 to the present, because it dealt with the basic issue of fairness, of openness, way ahead of its time,” he continued. “The result of these kinds of things is to put working men and women further down on the chain and increase the gap between those who have the most and those who have the least.”

Union leaders said they were discouraged by the entire process. “If the changes are for the better, we’re willing to sit down and talk. If it’s something that destroys what civil service is in place for, then we’re going to battle them,” Mr. Nespoli said, having still not seen the report. “All the union members were very angry over this; they felt slighted, and so did I.”

“If you really want to work with people in tough times, then you have to sit down and work with them,” Mr. Mulgrew said. “They convened a secret puppet committee with no input from anyone except management, and then they asked us for cooperation. You can guess their mood from there.”

Asked about the chances of the changes gaining legislative approval, Mr. Cassidy said, “If they had worked with us, they could have found common ground with us on some things.” Instead, he continued, the administration will be dealing with “a roomful of labor leaders who will do everything in their power to stop this."

Labor Leaders Angry Over Proposed Civil Service Changes
CBS News, January 7, 2011 9:50 PM
LINK

NEW YORK (1010 WINS) — City union leaders are up in arms over Mayor Michael Bloomberg’s campaign to change the state’s century-old civil service system.

A task force appointed by Bloomberg concluded that civil service examinations should not be required in the hiring of senior managers and IT specialists, saying the tests precluded the flexibility to hire the best people for the job.

In addition, the task force recommended changes to seniority rules, which some labor leaders charged would make it easier to hire and fire.

Harry Nespoli, chairman of the Municipal Labor Committee, called the proposed changes “very dangerous.”

“The system was set up to protect the worker and get a fair shake. And that’s what the civil service system does right now. The latest version of civil service reforms that they’re showing in the report destroys it,” he told 1010 WINS’ Stan Brooks.

1010 WINS’ Stan Brooks reports

The current system has been in place for more than 120 years. Bloomberg would need the state legislature’s approval to change the law.

Nespoli said he believed that the changes would lead to favoritism in hiring and would encourage the city to lay off higher paid senior workers and keep lower paid newer workers.

"It’ll give them the ability to pick who they want to get the job or not,” Nespoli said. “That’s not why civil service was set up. It was based on merit.”

In NYC, Probationary Teachers Have No Right To Work, And Are Not represented fairly by the UFT

Dr. Priya Parmar is so accurate in her assessment of the UFT in her statement below that I think all teachers should read what she wrote. By the way, the UFT treats most tenured teachers the same way.

Betsy Combier
Editor, NYC Rubber Room Reporter

CASE OF NEW YORK CITY TEACHER ABUSE
OF PROBATIONARY TEACHER
Written by Professor Priya Parmar, Brooklyn College – City University of New York School of Education

Teacher abuse is alive and well in this corrupt system run by the NYC Department of Education AND I would even venture to say the United Federation of Teachers (UFT). The motives of administration in placing hard-working, innocent veteran or tenured teachers in these “rubber rooms” range from personal (personality conflicts) vendettas to political feuds (violation of a teacher’s Academic Freedom). Most of the publicized stories are about tenured teachers placed unfairly and unjustly in these “detention centers.”

Now imagine the treatment UNTENURED or probationary teachers must endure by power-wielding administrators who are disciplined for simply expressing opinions, questioning policies or procedures that simply do not work, or even more egregious, for personality conflicts with members of the administration. The press MUST publicize these untold stories and hold the NYC Department of Education AND the United Federation of Teachers (UFT) accountable for their actions, or lack thereof. Many administrators, not all, have a ‘superiority-complex’ due to their positionality and experience (number of years) in the system. New teachers by virtue of their position as “inexperienced,” “young,” or “new” to the system are devalued and seen as easily dispensable if they go against the grain in ANY way. I am reminded by the poignant statement Senator Barack Obama made in one of his speeches when he asserted, “Longevity does not necessarily guarantee good judgment."

Inexperienced or probationary teachers who graduate from accredited teacher education programs bring passion, creativity, and innovative ideas that have the potential to transform oppressive working and teaching conditions to empowering educational experiences for students, parents, and teachers alike. Probationary or untenured teachers’ naivety comes from trusting an educational system that claims to want success for all of its students and trusting that they will receive adequate support from a union that requires ALL teachers, regardless of rank, to pay dues. They soon learn the hard way that regardless of degrees earned or union dues paid, they have very little power and voice under the tyranny of the NYC DOE. There is a culture of fear that permeates in NYC that new teachers learn quickly: if one conforms and has a “go-along-to-get-along” attitude, s/he will persevere and “earn” tenure. The following is a story from the 2007-08 school year that I am confident many probationary teachers can relate to in some way or another:

I am an assistant professor teaching in a School of Education in the City University of New York. I work with NYC teachers who are often subjected to deplorable working conditions and demeaning treatment by the iron-fisted tactics of their principals. Sadly, many report receiving very little support from their union (the United Federation of Teachers - UFT). I am currently witness to a yearlong battle between a first year, "probationary" high school social studies teacher and his principal in Brooklyn, NY.

We have STRONG evidence that suggests that due to dislikes against his personal character, among other minuscule reasons, beginning close after the day of his hire members of the administration have confabulated and colluded to "discontinue" his services, (or in other words, terminate his employment as a high school social studies teacher, which as I write this letter, they have succeeded – his case is currently under appeal). This piece of evidence I refer to is a scathing email I received from a formerly employed administrator from that school. This former employee (AP of English) received an email from a current English teacher who still works there but is at the principal’s beck and call. She shared her thoughts and CONVERSATIONS she had with the principal who blatantly discussed plans to “excess” (transfer) and “get rid” of this social studies teacher from her school. The writer of this email refers to this teacher as a “piece of shit” and explains how when she informed the principal that the English department has “boycotted” him, the principal simply “laughed” and stated, “He won’t be long here.” Shortly thereafter, this teacher has been subjected to harassing behavior from various members of his administration and unexpected observations that were written up as formal and rated as “U” ratings (Unsatisfactory).

Allow me to briefly explain the gross abuse and disregard of the union contract. According to the Collective Bargaining Agreement (contract), probationary teachers are: (1) Required to have pre- and post- observation conferences for formal, rated observations. Due to this teacher’s status as a probationer, he is required to have a minimum four to six observations throughout the school year: two full periods by the AP, one full period by the principal, and one full period by the AP or principal. He was only observed three times - two of those he was not afforded a pre-observation conference; rather, both were unexpected visits written up as formal observations and rated as “U’s”. ONE observation in which they actually adhered to the contract provided him a pre-observation conference and surprise, surprise, he was rated “S’ – Satisfactory - thus reaffirming the importance of providing pre-observation conferences to probationers, a right the UFT fought long and hard to include in the contract. In addition, the principal’s unexpected observation was written up as an “INFORMAL” yet it was rated as “U” and placed in this teacher’s end of year annual rating, which, of course, was a “U”.

(2) The annual rating of “U” and recommendation for “DISCONTINUANCE” did not provide information from his principal explaining how opportunities of professional development plans/workshops were provided to assist him in his growth in terms of pedagogy (i.e. - pre - and post observations, buddy teacher system, inter-visitation with colleagues, model lesson demonstrations). On his rating sheet, the category of classroom management or "control of class" was rated as "Unsatisfactory." However, this teacher attended three workshops for the "Classroom Organization and Management Program" and was given a certificate of successful completion stating he was a "COMPetent classroom manager" in March 2008. Additionally, the two COMP trainers observed his classroom on two different occasions and wrote positive evaluations.

(3) Moreover, this teacher was never made aware or even given a written warning from his principal that failure to improve may result in an "Unsatisfactory" rating or discontinuation of probationary service. Instead, he received verbal threats that she could easily get rid of him, statements easily corroborated by his union chapter leader in written letters.

(4) According to the Chancellor's Regulation on the mandate and timing of the annual rating (must be given within the last ten (10) days of the school year and not fewer than four (4) school days prior to the close thereof..) this teacher’s annual rating covered the period from 8/30/07 to 5/1/08 and delivered to him on May 12, 2008 – well in advance of the closing of the school year. He was actually served with a standard letter from the superintendent stating his services as a probationer may be discontinued as of June 10, 2008 BUT IF the teacher wished to submit evidence to refute the rating, he was welcomed to do so ten days prior to the June 10, 2008 decision. The teacher prepared a well-organized packet and hand-delivered it to the superintendent exactly ten days prior to June 10th with strong evidence countering allegations of insubordination and violations of the contractual policies (Article 8J for those New Yorkers who know the contract – no pre-observation conference provided). The DAY before the teacher hand delivered his packet to the superintendent, he received an email from his UFT borough representative stating that he spoke to the superintendent on the phone and the superintendent was steadfast on supporting the principal’s decision to discontinue his services! I was shocked that the decision was already informally made PRIOR to the teacher even submitting his rebuttal. Why bother even submit materials if the decision has already been determined?! So much for due process!

Other evidence of honoring “due process”: This teacher received a letter from his assistant principal instructing him to clear his classroom of all student work and submit student grades by June 10th – the letter was served at the end of MAY, prior to the June 10th decision! Even more astonishing, I made a few phone calls to the Division of Human Resources Office to inquire about the process of appeal and the secretary, in a straightforward yet polite tone, informed me that if a teacher received a letter of consideration to discontinue, services WILL be discontinued as this is standard procedure. Even staff is aware that this notion of “due process” is superficial and administration and UFT representatives simply go through the motions of serving letters, filing grievances, thus giving false hope to grievants, while all the time knowing that the likelihood of winning or overturning these recommendations are rare.

This teacher’s case has gone to the Chancellor’s level in which a representative from the Chancellor’s office hears the case. The UFT representative representing the teacher had a defeatist attitude before even presenting his case! She advised him to stay quiet throughout the hearing because the decision to discontinue him will not be overturned because the hidden message was that administrators tend to stick together regardless if the case has merit. During the course of these hearings, on two different occasions, the Chancellor’s representative asked the principal to consider a resolution that would not discontinue the teacher and the principal, both times, adamantly refused to grant a resolution, citing that since he made her work all year in preparing defenses for the grievances he filed, she was not going to back down. I even spoke to her for a half hour on the phone in the middle of the school year and she clearly had an axe to grind with this teacher telling me he was the first teacher to file a grievance against her and since she was planning to retire in the next year, she had virtually nothing to lose in teaching him a lesson.

Most of the UFT representatives this teacher has reached out to, with the exception of ONE, have defeatist attitudes when dealing with members of the DOE. His chapter leader is "overwhelmed" and gives the "I'm so sorry you're going through this" advice/guidance. This first year teacher and I are so well versed on the Collective Bargaining Agreement that we have resorted to writing our own grievances while he passes it along to his chapter leader to officially file! The district representative is useless as well. He is selective and laconic in how he responds to any inquiries this teacher makes in emails (he consistently misspells his last name – so much for personal care and interest), fails to return most phone calls, and worst of all, is spineless when dealing with administrators. I believe he could be assertive in his dealings with administrators but it is selective depending on whom he is fighting for – biased and preferential treatment seems to be more accurate.

Although the union has granted his appeals in moving his grievances forward to the Chancellor’s level, I strongly believe they are simply going through the motions in fear of possible complaints filed against them to the National Labor Relations Board or the ACLU. It is in the hearings that union representatives are not asserting contractual rights aggressively, thus the defeatist attitudes I allege above. It appears the union has adopted a passive attitude when dealing with teachers whom they have very little investment in. The NYC Dept of Education has created an anti-teaching culture of fear and the UFT fosters that culture. It is a shame because as I stated earlier, first year teachers are dues paying members yet they are not represented aggressively or fairly. I am reminded by another infamous historical quote: “NO Taxation Without Representation!!”