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Sunday, March 24, 2013

The Teacher Tenure Reform Issue: Why Evaluation Techniques Need To Be Changed

March 20, 2013

On the need for Teacher Tenure Reform

LINK


11% of Schools Never Flunk Their Teachers

By LISA FLEISHER

Principals at more than one in 10 New York City public schools didn't flunk a single teacher for at least eight years, according to an analysis of city data by The Wall Street Journal.
Teachers at 142 of 1,269 schools that have been open for at least the past eight years were all marked "satisfactory" on the city's pass/fail system for reviewing job performance.

Testing New York City's Teachers

See the letter grades assigned by the Department of Education to the 142 New York City schools where no principals had given an F to a teacher in the last eight years.
The schools are in all five boroughs. They include highly sought-after schools, such as Millennium High School in Manhattan, the High School of American Studies in the Bronx, and the Children's School in Brooklyn. They also include schools that have received low marks from the city, such as Public School 39 Francis J. Murphy Jr. in Staten Island and Intermediate School 349 Math, Science & Tech in Brooklyn.
The city data didn't include charter schools, which have their own policies on evaluating teachers. The Department of Education released the information in response to a public-records request from the Journal.
The findings give ammunition to Department of Education officials who say the teacher-rating system should be changed. New York City is one of a handful of school districts statewide that hasn't adopted a new, more nuanced system of grading teachers. The city and its teachers union haven't been able to reach an agreement. Under the current system, teachers are either rated unsatisfactory or satisfactory. Annually, less than 3% of teachers citywide are marked "unsatisfactory."
The system is subjective, and principals have wide discretion on how to rate teachers. The education department, the teachers union, some academics and some advocacy groups have said the system doesn't give teachers meaningful feedback on their performance or differentiate among bad, mediocre and great educators.
[image]
The new evaluations required under state law would have four tiers: ineffective, developing, effective and highly effective. Up to 40% of a teacher's score would be based on increases in student test scores, and the rest on principal classroom visits or other measures.
It's difficult to say why principals at the 142 schools consistently gave teachers positive ratings, and that is one reason behind the failure of the current system, said David Weiner, a deputy chancellor in charge of the teaching labor force. "Principals have basically learned over time that the u/s system is not an effective system," he said. "Our current system is broken. We can't actually help teachers improve. We can't identify the teachers that we need to move out of the system that shouldn't be teaching."
The 142 schools were more likely than the typical city school to receive good grades on this year's progress reports, which mostly measure whether students are improving on state tests or are on track to graduate high school. About 71% received an A or a B, compared with about 63% of schools across the city. But about a dozen had received poor grades in at least one of the past few years. None of the schools got an F this year.
Mr. Weiner and others said the schools' principals genuinely could have thought their teachers were all good. Or principals at schools that received good grades by the city could have decided it wasn't worth the paperwork or hassle to give a teacher an unsatisfactory rating.
Some principals and former principals said they would give bad teachers a good rating in exchange for the teacher agreeing to leave the school. A Department of Education spokeswoman said that illustrated why the system needed to be changed.
"In this all-or-nothing, pass-fail system, it is quite possible that schools don't have anybody who merits an unsatisfactory rating, but there might be quite a few teachers who are in need of real improvement," said Sandi Jacobs, a vice president with the National Council on Teacher Quality, which supports new evaluation systems.
Michael Mulgrew, president of the United Federation of Teachers, said the current system doesn't have an effective way to help teachers improve throughout their careers.
image
Julie Platner for The Wall Street Journal
A teacher leads a class in Manhattan. Annually, less than 3% of teachers citywide are marked 'unsatisfactory.'
"I hope that those are all great teachers," he said when asked about the schools that hadn't given unsatisfactory ratings. "But more importantly…you got to go to the school and figure out if they're actually helping the teachers get better. And if they are, I say God bless them, they're doing a great job."
Elaine Schwartz, principal of the Center School on the Upper West Side of Manhattan, said she thought the current system was useless. Ms. Schwartz has run the well-regarded magnet middle school for more than 30 years. The school receives frequent As on city report cards, though Ms. Schwartz said she didn't put much stock in the grades.Her teaching staff has remained virtually unchanged for a decade. She said she couldn't recall when she last gave a teacher an unsatisfactory rating.
That doesn't mean she has a hands-off approach. The teachers meet weekly and talk often about improving. "They're confident enough to say, 'I did something wrong. I have to figure this out,'" she said. "You have to certainly be careful when you talk to people about what they're doing right or wrong, but you don't have to be neurotic about it."
New York is one of many states changing teacher evaluations. Tennessee, one of the first states to adopt a multi-tiered model similar to New York's, reported that in the system's first year, teachers often received a higher grade from principals who watched them in classrooms than on the portion determined by test scores.
Ms. Schwartz said she didn't know what to expect from the new system, which could be imposed on New York City by the State Education Department at the end of June if the city and the United Federation of Teachers can't reach an agreement. But she's not worried about her teachers. "They'll all be fine," she said.
A version of this article appeared March 19, 2013, on page A19 in the U.S. edition of The Wall Street Journal, with the headline: 11% of Schools Never Flunk Their Teachers.

Principals Made Accountable For Retaliation: The Case of Cheryl Farb (WON 2009)

Below is a case where a Dean sued her school, the Baldwin Middle School, and won (in 2009) on the grounds of retaliation, and the intentional infliction of emotional harm.

Betsy Combier

BMS principal found guilty of retaliation
By MIKE RUSSO

May 14, 2009

The jury did not find Brown guilty of sexual harassment or the alleged comments. It based the award to the former employee, Cheryl Farb, on what it described as intentional infliction of emotional distress by the principal. The jury ruled on May 7 that Brown had retaliated against Farb after she filed complaints against him, which ultimately led to her termination. Farb, 49, was hired as the middle school's first-ever dean of students in the summer of 2002 and, according to her attorney, Rick Ostrove, received two excellent reviews from Brown, to whom she directly reported. Soon after Farb's second review, Ostrove explained, Brown made a number of racially and often sexually charged comments, according to Farb. In October of 2003, Farb submitted a complaint to the district office. When Brown found out about the complaint, Ostrove explained, he launched "a campaign to besmirch" Farb. Ostrove said that Brown harassed her at work, making her life miserable. During one administrators meeting, Ostrove said, Brown and another administrator bet to see who could make Farb cry first, and then laughed hysterically when she did. "The principal went after her hard; he tortured her," said Ostrove. "These are the people who are in charge of our children. These are the people we've entrusted the care of our kids to, and this is what they're doing with their time." An emotional Farb told a small gathering of reporters at Ostrove's law office on May 8 that losing her job was one of the most difficult experiences of her life. She said she felt scared and lost, and suffered depression and anxiety so severe that she moved to Arizona, where she had attended college, to find a new job. Farb said she was upset that Brown is still the principal, but most of all, she said, she misses the children and the parents with whom she had formed close bonds. "Everything I did in that school ... everything I said," Farb said, fighting back tears, "every part of my being was for those children, and I never got to say goodbye." 

The jury also awarded $250,000 to Farb's husband, Harold Newman, citing a loss of consortium, which, Ostrove explained, can be awarded to a person whose spouse's emotional distress affects his or her ability to be an effective spouse. Ostrove said that the $5 million - $4 million of which will be charged to the district and $1 million is punitive damages against Brown - was only for emotional damages she suffered, and he intends to push for financial damages Farb claims after she was fired. Louis Silverman, an attorney representing the school district, said that the school board had investigated Farb's claims against Brown, and that in 2004, former Superintendent Dr. Kathy Weiss released a report stating that Farb's claims were unsubstantiated. Silverman added that he intends to fight for a reduction in the settlement. "What the jury was saying was there was no sexual harassment, there was no racial discrimination and there was no hostile work environment," Silverman said. "We are in the process of making a motion to set aside the verdict on a number of grounds." Baldwin Board of Education Vice President B.A. Schoen said that he could not discuss the matter in detail due to the ongoing litigation, but added that the board would likely take a look at the case in the near future. "The board hasn't gotten anything in writing about [the case] yet," Schoen said. "Any legal matters we discuss in executive session, and I'm sure we'll discuss this." Calls to Brown at the middle school were transferred to the district office, which released the following statement: "While the Baldwin Board of Education and Administration are taking this situation very
seriously, we ask you not allow some of the misinformation by the media to undermine your confidence in the district's leadership. When the district is convinced that allegations against the district or its employees are without merit, we mount a strong defense, and we are still in the
midst of just such a defense, which is why we have not been able to comment on this case.
"However, we must make clear that Principal James Brown was not found responsible for any sexual, gender, or race harassment of any kind. ... This case is not final, and the litigation is ongoing.
"Because one of the most significant responsibilities of the school board is to protect the
assets of the district, we retain independent council and are covered by insurance against these types of claims."
Cristina Schmohl, a district spokeswoman, said that because the district has insurance, any
money paid to Farb would not come out of the district budget.
Residents expressed differing views on the case. Guen Pieters, whose son attends Baldwin
Middle School, said she found Brown to be a very caring and proactive administrator. Pieters admitted that she had a perception of the school district as somewhat racially divided, but Brown had convinced her that wasn't the case.
She added that she believed the allegations were made because people had a problem with
Brown's race, and that some school officials felt they had been passed over when Brown became principal. "The issue here was not sexual harassment," said Pieters. "I think it was, 'How did this black man get this position?' But everybody loves him now. Everyone knows who he is and what kind of person he is. He's doing a great job for all the children."
But Nancy Gulfoyle, another parent, said she believes Brown is guilty of all the charges.
Gulfoyle said that Brown should have been fired six years ago when the allegations against
Brown first came up, and she is disappointed that he remains there today.
"I go around the neighborhood and all the people are saying how bad our schools are,"
Gulfoyle said. "I don't believe that. I graduated in 1979 and I still believe in our school system. But the parents have to step up and attend the meetings so we can change things."
Future hearings in the case have not yet been scheduled.
Comments about this story? MRusso@liherald.com or (516) 569-4000 ext. 283.

Read 1 comment »
- Principals and school administrators hold positions of trust and responsibility in
our society. Last Wednesday, the U.S. District Court for the Eastern District of
New York found that Principal James Brown of Baldwin Middle School in
Baldwin, N.Y., violated that trust when he terminated Cheryl Farb, Dean of
Students, in retaliation for her filing a complaint for sexual harassment and
discrimination. Farb was represented by the firm Leeds Morelli & Brown.
Farb, et al. v. Baldwin Union Free School Dist., et al., 05 CV 0596 (JS)(ETB)


The jury found that the School District and Principal Brown retaliated against Farb for filing a harassment complaint against Brown. Following an eight-day trial, jurors awarded a total of $5.25 million to Cheryl Farb and her husband. The award included $4 million in emotional damages and $1 million in punitive damages awarded to Ms. Farb, as well as $250,000 for loss of consortium to Farb's husband. The Court has yet to determine Farb's damages for economic losses and is expected to award a substantial additional amount for those losses. The Court also ordered the School District to pay all of Farb's attorneys fees. Leeds Morelli managing attorney Jeffrey Brown stated, 'We are very proud of our trial team and inspired by the courage Ms. Farb demonstrated by standing up for the rights of children and women throughout the country.' Cheryl Farb worked at the Baldwin Middle School during the 2002/03 and 2003/04 school years until she was terminated. During her time at the school, she filed a complaint against the principal for making sexual and racial comments about both her and students at the school. The jury found that Principal Brown, in retaliation, exploited his position as Farb's direct supervisor by issuing her poor evaluations and fabricating reasons to take disciplinary action against her. 

The jury also found that Baldwin School District failed to properly train its employees about sexual harassment; failed to keep Farb's complaint confidential; and failed to oversee Principal Brown's supervision of Farb after she filed her complaint against him. Cheryl Farb stated, 'I am happy with the outcome of the trial and am glad that the jury was able to see that I was wronged. I hope this verdict sends a message that people should speak out when they see improprieties in their workplace and retaliation for speaking out will not be tolerated.' Speaking on the quality of their legal counsel in the case, Farb's husband, Harry Newman, said, 'As an attorney, I am thrilled and amazed at the quality of the work that Leeds Morelli & Brown has done for us. Our attorney, Rick Ostrove, is one of the finest trial attorneys I have ever seen in my life. His closing statement was definitely the best closing statement I have ever seen in my entire career.' 

BMS principal trial may go back to court

District can't challenge guilty verdicts, but aims to reduce settlements

Mike Russo



An appeal of a jury's conclusion that former Baldwin Middle School Principal James Brown inflicted emotional distress on a school dean and that the Baldwin School District retaliated against her was denied by a federal judge this month, but school officials were granted the right to a new trial in an effort to reduce the total of $5 million in damages.
"I think that this is reasonable solely on the issue of the amount of damages," said Rick Ostrove, an attorney representing Cheryl Farb, the former dean of students at the middle school, who was terminated in 2004 after she filed harassment complaints against Brown. But Ostrove defended the judge's decision to deny a new trial to challenge the guilty verdicts. "I think there was an overwhelming amount of evidence that [Farb] was retaliated against," he said, "and that Brown subjected her to infliction of emotional distress."

Last May, a federal jury found Brown guilty of intentional infliction of emotional distress, concluding that he made a series of inappropriate comments and created a hostile working environment for Farb, the middle school's first-ever dean of students. The jury determined that when Farb filed complaints with the Baldwin District Office beginning in December 2003, Brown's behavior continued.
Farb was terminated the following spring after the Board of Education found her claims to be "unsubstantiated," but the jury disagreed, finding the district guilty of retaliation. Farb was awarded a settlement of $4 million in emotional damages against the district and $1 million in punitive damages against Brown. Farb's husband, Harold, was awarded $250,000 for loss of consortium.
Harold Farb's award would not be at issue in a new trial, but a statute known as Title VII caps awards for compensatory damages — in this case, the district's retaliation — at $300,000. But because the judge ruled that Cheryl Farb's emotional distress could be attributed to both the district's retaliation and Brown's actions, Farb is entitled to $300,000 from each of them. 

The judge also agreed that the $1 million award against Brown was excessive, and Ostrove said his client is prepared to accept a $500,000 settlement, though he will press on in court for an award for emotional damages, for which there is no cap.
Once the new trial is finished, Ostrove explained, Farb will also be compensated for financial damages — the result of the loss of her job, health benefits and pension as well as her medical treatment — and he suggested that the district take that into account as legal costs mount during the trial. Ostrove estimated those costs to be about $1.7 million at this point.
"[The district] should have settled this before it went to trial and before the judge's decision," he said. "I'm hoping that it's smart enough to settle it now."
Mary Jo O'Hagan, president of the Baldwin Board of Education, said, "Because the litigation is an ongoing process, we continue to be unable to comment on this case."
An attorney for the school district could not be reached.

Three To Sue District


Baldwin Middle School dean to sue
Alleges she was sexually harassed

By:Anthony Rifilato 
   The dean, Cheryl Farb, said that she has been on administrative reassignment since May 14, and that the district has recommended to the Board of Education that she be terminated.
      Farb said that she is planning to file a lawsuit against the Baldwin School District, a process already in the works after she filed a notice of claim against the district in January and notified the New York State Division of Human Rights in April, claiming that she was sexually harassed, defamed and forced to work in a hostile work environment at the middle school between June 2003 and January 2004.
      Though Farb has yet to be terminated, administrators have been tight-lipped about the issue. "We really do not comment on any personnel matters in public," said Deputy Superintendent for Administration Lee Chapman.
      Farb has hired an attorney, Thomas Liotti, who most recently represented the coaches involved in the Mepham High School football sex-abuse scandal.
      Farb would not provide details of the alleged harassment, and said only that sexual comments and innuendo were directed at her in the workplace for months in addition to other inappropriate conduct which, she said, has severely impacted her life.
      "This is my career," said Farb. "But just because I'm afraid, it doesn't mean I'm going to keep silent."
      Farb, 44, came to the middle school in July 2002, one of two new deans who were hired at the school that year. Farb was well liked and seemed "down to earth," said one parent who wished to remain anonymous.
      During her first year, Farb said, things were great. She played a major role in building and re-organizing the dean's office, she said. She not only disciplined students, she said, but, ironically, also served as a student-to-student sexual harassment officer, handling complaints by students. Farb said her year-end evaluation in 2003 was solid.
      "I created an office," said Farb. "I walked into that building every day saying, 'I love this job.'"  
But shortly before June 2003, the workplace started to become extremely uncomfortable, she said, after inappropriate sexual comments were made. "That wasn't the first sense I had that something was off," Farb said. "I was feeling a lot of stress and tension that shouldn't have been."
      It came to a point, she said, where she dreaded going to work and became depressed, and the situation at work affected her personal life. But she was too scared to speak out on the issue initially, she said.
      "I'm trying to teach these kids all of this stuff," said Farb, referring to her role in assisting students with sexual-harassment complaints. "But here I am being a hypocrite."
      Instead of quitting, Farb said she decided to seek help. "I told her, if you're not going to quit, you need to report it," said her husband, Harold Newman, an attorney in Great Neck.
      When her situation worsened, said Farb, she went to her union for advice. She said she was told the union could not intervene.
      Farb said she then went to the district, where she filled out a complaint, and was told by Chapman that the district would investigate the matter. After she complained, said Farb, her work environment became worse. She began seeing a therapist and experienced anxiety, she said. "I kept trying to be professional," said Farb.
      While the district was investigating, said Farb, she hired Liotti, and filed a notice of complaint claiming not only sexual harassment, but also a hostile work environment, intentional infliction of emotional distress and violation of civil rights.
      About a month after the district began its investigation, Farb said she was told that her claims were unsubstantiated. Around the same time, she said, her mid-year evaluation in 2004 was poor.
      "People said things about me that weren't true," said Farb, though she wouldn't provide many details. 
       In May, Farb said, she was asked by the district to resign or else it would begin termination proceedings. Farb refused. "Why do I have to resign?" she said. "I didn't do anything wrong."
      On May 14, Farb said, she was told by the district to leave the middle school premises and also that she would be reassigned while the termination process began. She was told to pack her belongings and leave. "It was disgusting," said Farb. "I was told that I'm not permitted on school grounds."
      She explained that she was notified by School Superintendent Kathy Weiss in May that the district is recommending to the Board of Education that she be terminated, and that her status as an employee will be decided by the board at its June 9 meeting.
      School Board President James Scannell explained that the district and the Board of Education are legally prohibited from discussing individual personnel and legal matters.
      Farb said that she is writing an appeal to the board, and added that she will not settle the lawsuit once it is filed. "It's not a matter of winning or losing," she said. "It's getting the truth out there."
      While Farb's job status is still in limbo, she said she has received numerous calls from teachers, parents and students supporting her and asking when she'll return. "One student cried and asked, 'Where are you going?'" said Farb. "I told her I'm just going on vacation for a little while."

Saturday, March 23, 2013

Stephen Lazar: Problems With Common Core

Poor Implementation Undermines Promise Of The Common Core

Posted by  on March 19, 2013
** Reprinted here in the Washington Post

Our guest author today is Stephen Lazar, a founding teacher at Harvest Collegiate High School in New York City, where he teaches Social Studies. A National Board certified teacher, he blogs at Outside the Cave. Stephen is also one of the organizers of Insightful Social Studies, a grass roots campaign of teachers to reform the newly proposed New York State Social Studies standards.

The Common Core Learning Standards (CCLS) seek to define “college and career readiness expectations.” Forty-five states have adopted them, and are moving briskly towards full implementation in the coming year. Last January, I wrote that the standards “represent the greatest opportunity for history teaching and learning to be widely re-imagined since the Committee of Ten set the basic outlines for American education over a hundred years ago.”
While I stand by that statement, with each step towards implementation I see the opportunity being squandered. We cannot possibly continue to move solely in the direction of “college and career readiness” in History & Social Studies education without ensuring that “civic” readiness is valued equally.  Additionally, we need to ensure that as states write new curricula, that they contain the proper balance of content, skills, and understandings.  New curricula will need to ensure students use an inquiry-based approach to go in depth with a smaller amount of content to gain the wider breadth of skills and dispositions required for civic, college, and career readiness.
All teachers working in Common Core states are currently engaging with the changes demanded by the Common Core. In too many places, this is happening without sufficient time and supports, but it is happening very quickly nonetheless. The U.S. and state Departments of Education have poured over half a billion dollars into the assessments already, and, beginning this year, the results will be high-stakes for students and teachers. All systems are moving full speed ahead to assess core skills without sufficient consideration of the end to which these skills are applied. Two things need to happen to avoid driving off a cliff.
First, we need to ensure we are driving in the right direction. The Council of Chief State School Officers, one of the two groups responsible for the Common Core, quietly released a brief vision statement this past September, which called for a framework that would provide inquiry-based standards to prepare students for civic life. This is coming far too late. With all the momentum already behind the move towards the College and Career readiness standard, the third C is likely to get lost in the shuffle. It is imperative that our public schools do not forget their core responsibility and civic mission. Primary and secondary schools cannot merely be a farm system for universities and jobs. Rather, as public institutions, they must ensure that a new generation will be prepared for active civic engagement as youth and adults.
Second, we need to remember that backwards design is not a simple linear process. These assessments will exist before anyone has had a chance to develop curricula that will prepare students for the assessments. As any strong teacher knows, the development of a curriculum should occur hand-in-hand with the development of standards and assessments. As Grant Wiggins and Jay McTighe remind us in Understanding by Design:
…though the three stages present a logic of design, it does not follow that this is a step-by-step process…don’t confuse the logic of the final product with the messy process of design work.
It will take revision to ensure that the assessments actually address the standards, and that the curricula actually prepare students for them. As each is developed, alterations will be necessary at all three stages; it is naive and simplistic to assume that changes to the standards and assessments will not be necessary once implementation occurs.
Even after we ensure we’re headed in the right direction, with the right tools for the job, there are still numerous pitfalls ahead. New York State is currently attempting to make this happen. The New York Board of Regents recently released a draft of a new 9-12 Social Studies Framework. The Curricular Framework recognizes that the purpose of Social Studies “is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”
Towards that end, the Framework claims to allow “students to develop an understanding of concepts and key ideas driven by case studies, analysis of primary and secondary source documents, and an examination of patterns of events in history,” and teachers “to have increased decision making power about how to teach and illustrate conceptual understandings and key ideas to promote student understanding.” On those three points rests the entirety of the work I do with curriculum, teachers, and students.  Count me in!
However, the framework undermines these very goals by providing a list of concepts to be fed to students that is far too long. A certain interpretation of history and civics is established through the “Key Ideas,” which are meant to be transferred to students, as opposed to a series of questions or statements that could lead to the inquiry necessary to develop civic responsibilities, as well as demonstrate most of the Common Core standards, including argument, (Writing 1) and comparing texts with different views (Reading 9).
Along with a number of other high-caliber Social Studies teachers in the state, I have founded a group calledInsightful Social Studies to try and reform the Framework. Our long term goal as teachers is to better help students learn to make sense of our shared societal situations via meaningful social studies instruction that focuses on powerful and relevant questions, deep consideration of crucial issues and authentic civic engagement. Our current struggle is to spark an effective resistance to the “laundry list approach” to social studies standards provided by the current draft NYS Social Studies Framework, and thereby to build greater support for meaningful social studies. We want to see three main things in any adopted curricular framework:
  1. The framework should emphasize questions and inquiry, not answers.
  2. The framework should emphasize transformative depth rather than useless breadth.
  3. The framework should provide the freedom for school communities to choose from a menu of paths and emphases to best serve their students.
We hold that these shifts will demand the actual inquiry, thinking, rigor, and decision making practice that is necessary for students to be prepared for an active Civic life. For example, the current Framework demands that eleventh graders know that “The success of the revolution challenged Americans to establish a system of government that would provide for stability, while beginning to fulfill the promise of the ideals outlined in the Declaration of Independence.”
This assumes that the Constitution provided stability, an idea challenged by the Civil War, and that it was a step on the road to certain ideals, despite its protection of slavery and the slave trade. It also fails to look at the Constitution in the context of the present day. Instead of starting with the answer, it would be better if we started with questions, such as:
  • To what extent did the Constitution succeed in fulfilling its stated goals in the Preamble?;
  • To what extent did the Constitution fulfill the promises of the Declaration of Independence?;
  • How well does it still work today?;
  • How might it change to work better?
These are the very questions with which intelligent and engaged adults struggle, as civic decisions are made on a daily basis throughout the United States. It is this civic realm, which is foundational and supportive of the academic and economic realms, that current pedagogical reforms must buttress.
- Stephen Lazar

Appealing Arbitrator Decisions After 3020-a

From Betsy Combier:

New York City is like no other place. Most people would agree, especially those who have been here for even a visit, and experienced the theaters, events, and 24/7 open markets and stores.

But I mean something else. Here in New York City good teachers are being accused of horrible acts of misconduct and incompetency and are being terminated by arbitrators without anyone addressing the violations of due process - the LAW - that is secretly but maliciously undermining the last 11 years of 3020-a trials which are decided without any authority for the employing board or a vote, as required by Education Law 3020-a (2) (a).

As a paralegal working with private attorneys with Respondents at 3020-a, I and the attorneys I work with bring this up in motions to dismiss the hearings as without basis in law. So far, no arbitrator has wanted to admit that they cannot find probable cause without a vote of the employing board. But we are still working on this. NYSUT lawyers will not address this issue for any Respondent at 3020-a.

For now, I will post a couple of decisions of the New York State Court of Appeals, especially Pell v Board of Education of Union Free School District No. 1:



CITE TITLE AS: Matter of Pell v Board of Educ. of Union Free School Dist. No. 1 of Towns of Scarsdale & Mamaroneck, Westchester County



OPINION OF THE COURT


Stevens, J.

In separate article 78 proceedings each of the appellants seeks review of actions taken by the respective Appellate Divisions in matters affecting the discipline of public employees. In recent years there has been inadequate understanding and undoubtedly some inconsistency in judicial review of administrative disciplinary determinations. For that reason it may be useful to restate some applicable principles.

The source of the jurisdiction of the Court of Appeals is the Constitution of the State of New York (N. Y. Const., art. VI, §3), which with certain exceptions limits the court's power to the review of questions of law. For the purposes of any judicial review of administrative action, the statutes also limit the scope of review in the Supreme Court or in this court to questions of law and the extent of the sanction imposed (CPLR 7803).

In article 78 proceedings,

"the doctrine is well settled, that neither the Appellate Division nor the Court of Appeals has power to upset the determination of an administrative tribunal on a question of fact;
. . . 'the courts have no right to review the facts generally as to weight of evidence, beyond seeing to it that there is "substantial evidence.""' (Cohen and Karger, Powers of the New York Court of Appeals, § 108, p. 460; 1 N. Y. Jur., Administrative Law, §§ 177, 185; see Matter of Halloran v. Kirwan, 28 NY2d 689, 690 [dissenting opn. of Breitel, J.]).

"The approach is the same when the issue concerns the exercise of discretion by the administrative tribunal: [*231] The courts cannot interfere unless there is no rational basis for the exercise of discretion or the action complained of is 'arbitrary and capricious."' (Cohen and Karger, Powers of the New York Court of Appeals, pp. 460-461; see, also, 8 Weinstein-Korn-Miller, N. Y. Civ. Prac., par. 7803.04 et seq.; 1 N. Y. Jur., Administrative Law, §§ 177, 184; Matter of Colton v. Berman, 21 NY2d 322, 329).

The arbitrary or capricious test chiefly "relates to whether a particular action should have been taken or is justified . . . and whether the administrative action is without foundation in fact." (1 N. Y. Jur., Administrative Law, § 184, p. 609).

Arbitrary action is without sound basis in reason and is generally taken without regard to the facts. In Matter of Colton v. Berman (supra, p. 329) this court (per Breitel, J.) said "the proper test is whether there is a rational basis for the administrative orders, the review not being of determinations made after quasi-judicial hearings required by statute or law." (Emphasis supplied.) Where, however, a hearing is held, the determination must be supported by substantial evidence (CPLR 7803, subd. 4); and where a determination is made and the person acting has not acted in excess of his jurisdiction, in violation of lawful procedure, arbitrarily, or in abuse of his discretionary power, including discretion as to the penalty imposed, the courts have no alternative but to confirm his determination (CPLR 7803, subd. 3; Matter of Procaccino v. Stewart, 25 NY2d 301; but see Matter of Picconi v. Lowery, 35 AD2d 693, affd. 28 NY2d 962). Rationality is what is reviewed under both the substantial evidence rule and the arbitrary and capricious standard. (Matter of 125 Bar Corp. v. State Liq. Auth., 24 NY2d 174, 178; 1 N. Y. Jur, Administrative Law, § 184.)

In Matter of Weber v. Town of Cheektowaga (284 N. Y. 377, 380), this court, in reversing the order of the Appellate Division and reinstating the determination of the Town Board, dismissing petitioner for intoxication after an administrative disciplinary proceeding, said that "the determination upon the facts is for the Town Board, and such determination will not be set aside by the courts unless it is unsupported by proof sufficient to satisfy a reasonable man, of all the facts necessary to be proved in order to authorize the determination". (See, also, Matter of Barsky v. Board of Regents, 305 N. Y. 89, affd. [*232] 347 U. S. 442; CPLR 7803, subd. 4.) "It is well settled that a court may not substitute its judgment for that of the board or body it reviews unless the decision under review is arbitrary and unreasonable and constitutes an abuse of discretion [citations omitted]." (Matter of Diocese of Rochester v. Planning Bd. of Town of Brighton, 1 NY2d 508, 520.)

The scope of CPLR 7803 in providing for judicial review of administrative sanctions was unclear initially. The question arose as to whether it called for a review as broad as that which the Appellate Division would have conducted of a determination at Special Term, or limited review to such abuses of discretion as were tantamount to a true question of law. The courts, however, laid the doubts to rest and interpreted the statute so as to limit judicial review to such abuses of discretion (Matter of Stolz v. Board of Regents, 4 AD2d 361; Matter of Russell v. Stewart, 30 AD2d 749, 750).

The statutes could have granted a broader or narrower power of review to the Supreme Court, including the Appellate Division. With respect to this court, however, the limitation is constitutional and the power of review limited to questions of law. As the statutes have been construed, however, the scope of review in this court and the Appellate Division would seem to be the same (Matter of Bovino v. Scott, 22 NY2d 214, 216).

Generally speaking, discretionary issues are not issues of law, but even in such cases it may be urged that the bounds of discretion were exceeded. "[T]he inquiry is always pertinent whether in any particular case, discretion was abused, just as inquiry is always pertinent whether there is any evidence to sustain a finding of fact." (Cohen and Karger, Powers of the New York Court of Appeals, § 159, p. 619).

"Prior to the adoption of subdivision 5-a of section 1296 of the Civil Practice Act (L. 1955, ch. 661), the courts had no power to review the penalty, punishment or measure of discipline imposed by an administrative agency (Matter of Barsky v. Board of Regents, 305 N. Y. 89, affd. 374 U. S. 442)." (Matter of Stolz v. Board of Regents, 4 AD2d 361, 363, supra.) Section 5-a permits the courts to review the measure of discipline imposed by administrative agencies, but, as noted by Mr. Justice Halpern, "this grant of power must be reasonably construed in the light of the settled principles governing the relationship [*233] between the courts and administrative agencies.

. . . . We believe that, reasonably construed, the statute authorizes us to set aside a determination by an administrative agency, only if the measure of punishment or discipline imposed is so disproportionate to the offense, in the light of all the circumstances, as to be shocking to one's sense of fairness." (Matter of Stolz v. Board of Regents, supra, p. 364; see, also, Public Papers of Governor Harriman, Memorandum dated April 25, 1955, filed with Assembly Bill, Introductory No. 2834; N. Y. State Bar Assn. Memorandum No. 2834 in support of Bill 2834, N. Y. State Legis. Annual [1955], p. 32; Matter of Mitthauer v. Patterson, 8 NY2d 37.) The view expressed above still controls. (Matter of Tannenholz v. Waterfront Comm. of N. Y. Harbor, 36 AD2d 930, affd. 30 NY2d 668 [Jasen and Breitel, JJ., dissenting in opn. by Jasen, J.].) In Matter of Donohue v. New York State Police (19 NY2d 954) we held the sanction of dismissal of petitioner excessive as a matter of law and remanded the proceeding. "CPLR 7803(3) reenacts subdivision 5-a of Civil Practice Act section 1296, authorizing courts to review the measure of discipline imposed by the respondent agency or officer." (8 Weinstein-Korn- Miller, N. Y. Civ. Prac., par. 7803.15; Matter of Walker v. Murphy, 15 NY2d 650, 651.)

Of course, as discussed earlier, whether there is evidence, in an administrative proceeding, to support a finding of guilt is a question of law which this court may review. But, where the finding of guilt is confirmed and punishment has been imposed, the test is whether such punishment is "'so disproportionate to the offense, in the light of all the circumstances, as to be shocking to one's sense of fairness'." (Matter of McDermott v. Murphy, 15 AD2d 479, affd. 12 NY2d 780; Matter of Stolz v. Board of Regents, 4 AD2d 361, supra).

Finally, in Matter of Bovino v. Scott (22 NY2d 214, 216, supra), this court (per Bergan, J. with Scileppi, Breitel and Jasen, JJ., dissenting in opn. by Jasen, J.) flatly declared: "Both the Appellate Division and this court are vested with power, pursuant to CPLR 7803 (subd. 3), to deal as a matter of law with the measure of discipline imposed on a subordinate civil service employee [citations omitted]" (emphasis supplied).

In light of the history of the statutes and the afore-mentioned holdings, the sanctions to be imposed may be considered to be [*234] either a legal matter or a discretionary matter, the latter subject to review only as a matter of law regarding the propriety of the discretion exercised. When an administrative abuse of discretion is determined to have occurred, it may be appropriate more often to remand the matter for the fixing of the sanction by the agency initially exercising the power unless in the circumstances peculiar to a particular case we deem the record sufficient to permit the reviewing court to assess the permissible measure of punishment warranted. (Cf. Matter of Dillard v. New York City Tr. Auth., 34 AD2d 995, where the record was found insufficient to permit a determination on the question of the review of the Authority's dismissal of petitioner for health reasons and the proceeding remanded. After a rehearing, the determination was confirmed, the Appellate Division concluding that the decision to dismiss "was not arbitrary and capricious and was based upon substantial evidence" Matter of Dillard v. New York City Tr. Auth., 39 AD2d 759, 760.)

Of course, terminology like "shocking to one's sense of fairness" reflects a purely subjective response to the situation presented and is hardly satisfactory. Yet its usage has persisted for many years and through many cases. Obviously, such language reflects difficulty in articulating an objective standard. But this is not unusual in the common-law process until, by the impact of sufficient instances, a more analytical and articulated standard evolves. The process must in any event be evolutionary. At this time, it may be ventured that a result is shocking to one's sense of fairness if the sanction imposed is so grave in its impact on the individual subjected to it that it is disproportionate to the misconduct, incompetence, failure or turpitude of the individual, or to the harm or risk of harm to the agency or institution, or to the public generally visited or threatened by the derelictions of the individuals. Additional factors would be the prospect of deterrence of the individual or of others in like situations, and therefore a reasonable prospect of recurrence of derelictions by the individual or persons similarly employed. There is also the element that the sanctions reflect the standards of society to be applied to the offense involved. Thus, for a single illustrative contrast, habitual lateness or carelessness, resulting in substantial monetary [*235] loss, by a lesser employee, will not be as seriously treated as an offense as morally grave as larceny, bribery, sabotage, and the like, although only small sums of money may be involved.

There is no doubt that the reason for the enactment of the statute (CPLR 7803) was to make it possible, where warranted, to ameliorate harsh impositions of sanctions by administrative agencies. That purpose should be fulfilled by the courts not only as a matter of legislative intention, but also in order to accomplish what a sense of justice would dictate. Consideration of the length of employment of the employee, the probability that a dismissal may leave the employee without any alternative livelihood, his loss of retirement benefits, and the effect upon his innocent family, all play a role, but only in cases where there is absent grave moral turpitude and grave injury to the agency involved or to the public weal. But deliberate, planned, unmitigated larceny, or bribe taking, or demonstrated lack of qualification for the assigned job is not of that kind. Paramount too, in cases of sanctions for agencies like the police, is the principle that it is the agency and not the courts which, before the public, must justify the integrity and efficiency of their operations.

Attention is now directed to the separate proceedings listed above.

Matter of Pell v. Board of Education.

Charges were preferred against Pell that on seven occasions he absented himself from his teaching duties without permission, and thereafter falsely certified in writing that he was ill on such occasions and requested payment therefor. Earlier, Pell had requested and been refused permission to absent himself three days each month (November through May inclusive) in order to attend the New York University Senate of which he was a member.

After a full hearing, Pell was found guilty of: (1) insubordination: (2) conduct unbecoming a teacher; and (3) neglect of duty. He was dismissed from his position as a tenured teacher.

The Appellate Division, two Justices dissenting, modified the determination to strike the penalty of dismissal and provide in lieu thereof suspension without pay to the date of the order. The dissenting Justices voted to affirm the dismissal. Both [*236] parties appealed. We are unanimous in our view that the cross appeal of Pell should be dismissed since he is not a party aggrieved by the modification of the Appellate Division.

The only question remaining is whether the modification with respect to punishment is warranted in light of the principles earlier discussed. It is concluded that the order of the Appellate Division should be reversed and the determination of the board reinstated.

Pell had been granted a year's leave with full pay during the 1969-1970 school year which immediately preceded his requests here. Upon denial of his application for a total of 21 days' leave, he had a right of appeal which he elected not to exercise. In disregard of his professional obligations and of his superior's decision, he absented himself from his teaching duties, thereby requiring replacements, falsely certified to being ill on those occasions, and was paid therefor. Such irresponsibility makes it impossible to conclude that the discipline imposed is shockingly disproportionate to the offense.

The judgment of the Appellate Division should be reversed and the determination of the board reinstated, without costs.

Matter of Muldoon v. Mayor of Syracuse.

Following the preferral of charges, and after a full hearing, petitioner-respondent (petitioner) was found guilty of firing his revolver from a window of the Public Safety Building while on duty; of refusing a request to submit to blood analysis (such refusal creating a presumption of intoxication under the applicable police department rules and regulations); of conduct unbecoming an officer; and, of failure to file a written report, as required of any officer who discharges a firearm in the performance of duty. The acts for which petitioner was found guilty violated specific sections of the Rules and Regulations of the Police Department. Although petitioner testified that he had no recollection of the firing of his revolver, that fact was proven by other testimony. There was substantial evidence in the record to support the findings, the hearing officer recommended dismissal, and thereafter, petitioner was discharged by respondent Chief of Police. The Appellate Division modified to reduce the penalty to suspension until the date of entry of its order. [*237]

At first blush, the punishment imposed might seem excessive or unduly harsh; however, policemen hold a sensitive position in a community and have an obligation to aid in safeguarding and protecting the community which they serve. Armed as they are with dangerous or deadly weapons, the use of such a weapon without conscious recollection of such use, could pose a serious future threat of possible harm to civilians and others.

The Chief of Police as the person ultimately responsible for effective discipline must seek to protect both the community and the police force from dangers reasonably foreseen and risks which might become serious liabilities, or have grave consequences. If, in the exercise of his considered judgment, he imposes punishment, the exercise of his reasonable discretion should not be disturbed unless the punishment is so disproportionate to the offense as to be shocking to one's sense of fairness (Matter of McDermott v. Murphy, 15 AD2d 479, affd. 12 NY2d 780, supra).

It cannot be said as a matter of law that the Chief of Police abused his discretion by the action taken. The discretionary power exercised by the Appellate Division in modifying the penalty is not warranted by the record.

The judgment of the Appellate Division should be reversed and the determination of respondent Chief of Police reinstated, without costs. (See Matter of Bernardini v. Port of N. Y. Auth., 34 NY2d 750.)

Matter of Chilson v. Board of Education.

The order of the Appellate Division which reversed a judgment of the Supreme Court and reinstated the determination of respondents should be affirmed, with costs.

Petitioner, a Senior Construction Inspector with the Board of Education, was indicted, charged with grand larceny in the first degree, bribe receiving and receiving unlawful gratuities. On May 5, 1969, petitioner was suspended for conduct unbecoming his position and "prejudicial to the good order, efficiency and discipline of the service." The original specifications of misconduct served upon petitioner were taken from the indictment and at petitioner's request, the disciplinary proceeding was adjourned pending disposition of the criminal prosecution. On January 18, 1971, petitioner pleaded guilty [*238] to the misdemeanor of receiving unlawful gratuities and on February 9, 1971, at sentence, he was placed on probation. The specifications were amended, without objection, to reflect the plea and disposition.

At the hearing respondent's counsel placed in evidence a certified copy of the indictment and a certified copy of the clerk's minutes of the plea and disposition. Petitioner did not testify.

The plea of guilty and the sentence provide substantial evidence for the dismissal. Indeed, petitioner only contends that the penalty of dismissal constitutes excessive punishment.

Petitioner argues that with a record of 21 years of unblemished service, dismissal with its resultant loss of pension and retirement rights, is too drastic a penalty in light of the crime for which he stands convicted.

Petitioner, a public servant, was guilty of a breach of trust and a failure to faithfully and honestly perform the duties of his position. His position was a sensitive one and the misconduct serious. The question is not whether we might have imposed another or different penalty, but whether the agency charged with disciplinary responsibility reasonably acted within the scope of its powers. The answer must be in the affirmative (see Matter of Walker v. Murphy, 15 NY2d 650; Matter of Boris v. Murphy, 19 NY2d 873). Pensions are not only compensation for services rendered, but they serve also as a reward for faithfulness to duty and honesty of performance.

Matter of Best v. Ronan

This is an appeal by respondent from a judgment of the Appellate Division which modified the determination of respondent by substituting for dismissal of the petitioner a suspension without pay for a period from the date of dismissal to six months from the date of the entry of the order of modification, roughly three and one-half years as of this appeal.

The charge of "nickeling", or the mishandling of funds belonging to the New York City Transit Authority (Authority), was established by the evidence, and the finding of guilt confirmed by the Appellate Division. Involved is a sum which by estimate of the Authority amounts to $1.26, allegedly appropriated over a period of 18 days by the use of coins given in change to passengers which, when deposited in the coin box, [*239] registered a lesser sum than the actual value, thereby permitting petitioner to appropriate the difference.

The single question is whether dismissal was reasonable and proper under the circumstances. Or, phrased differently, was the discretionary power of review of the Appellate Division properly exercised as a matter of law? In our view it was not.

The ingenuity of the scheme used indicates a carefully thought out plan which, reasonably, could well have been operative beyond the period of direct observation and detection. While the penalty and the resulting forfeiture of pension undoubtedly will result in hardship, it cannot be said as a matter of law that the sanction imposed by the Authority for theft was so harsh and excessive, so disproportionate to the offense as to be shocking to one's conscience. Here there was a violation of a trust and a breach of duty which, if condoned and imitated, could wreak havoc with the entire system.

While heretofore the courts have, in some instances, considered prior good records of service and revoked a sentence of dismissal, substituting therefor a lesser penalty (see Matter of Mitthauer v. Patterson, 8 NY2d 37, supra), it is becoming increasingly clear that the nature of the misconduct charge when weighed with the action taken, where such action is reasonably within the permissible scope of the disciplining agency, must be accorded greater weight or recognition.

The judgment appealed from should be reversed and the determination of respondent Authority reinstated, without costs.

Matter of Abbott v. Phillips.

Abbott became employed as a police officer September 1, 1968. He was dismissed September 15, 1971, after having been found guilty of dereliction of his duties as a police officer.

On August 13, 1971, Abbott sustained certain injuries in an off-duty accident and remained on "sick leave" until September 4, 1971, when he returned to work. Upon his return, Abbott was charged with a violation of the rules and regulations of the department in that, while on sick leave, he, on two different dates, engaged in other employment as a delivery man for a private firm. Abbott received his pay as an officer for the time he was on sick leave. At times other than those specified in [*240] the charges, Abbott while on sick leave, was not at home during the workday as required by departmental regulations.

After a finding of guilt on the charges, the Village Board of Trustees (appellants herein) were free to consider Abbott's prior record in determining the punishment to be imposed. In June, 1969, he had pleaded guilty to misconduct charges in that he wrongfully discharged his revolver in a public place, while not in the line of duty, and failed to report the incident as required. However, the board, upon petitioner's objection, erroneously excluded proof of the prior violation and discharged Abbott solely on the basis of the charges for which he was on trial. Both sides now agree this was error. The question is whether, in considering this offense alone, the board acted properly in the discharge of its responsibility, or whether the matter should be remanded to the board in order that they might consider such prior violation with respect to the present punishment.

This article 78 proceeding was originally commenced in Supreme Court and transferred to the Appellate Division, which modified on the law the determination of the board by reducing the penalty to suspension for 20 days without pay.

In Matter of Mitthauer v. Patterson (8 NY2d 37, 42, supra) this court affirmed a modification by the Appellate Division, reducing a penalty of dismissal to a six-month suspension. In so doing, the majority observed that "this woman had over 20 years of service with a good record and would lose many valuable rights if dismissed." Assuming that was the basis for the affirmance, the factual picture in this case presents no such redeeming feature. In the cited case, the majority held that the court, in the course of its judicial inquiry as to the abuse of discretion, had complete power over the subject. (But see Little v. New York City Tr. Auth., 28 NY2d 719, where on a similar factual pattern, a totally different result was reached.)

A reduction of the penalty here, the determination of guilt having been confirmed, is not warranted. As a matter of law, the modification is not justified since it does not appear from the record that the board abused its discretion in fixing the punishment. Unless an irrationality appears or the punishment shocks one's conscience, sanctions imposed by an administrative agency should be upheld. [*241]

The judgment should be reversed and the determination of the board reinstated, without costs to either party. (See Matter of Bernardini v. Port of N. Y. Auth., 34 NY2d 750, supra.)

It may be noted that the foregoing cases fall into one general classification as to the nature of the problems posed. However, it must always be kept in mind that the discussion above involved only disciplinary sanctions imposed internally in various administrative agencies and does not cover discipline imposed upon regulated persons or entities outside an administrative agency. That is not to say that the discussion may not be relevant to the issues raised in cases of the latter kind. Moreover, in every case there must be sensitive distinction among agencies based upon their responsibilities to the public. Thus, compare a police agency with a municipal electric utility. And, of course, always there must be a persisting discretion exercised to avoid unnecessary hardship to erring human beings not compelled by a supervening public interest. The determinations in these cases attempt to express that sensitivity.

In Matter of Pell: On respondent's appeal: Judgment reversed, without costs, and determination of Board of Education reinstated.

On petitioner's appeal: Appeal dismissed, without costs.

In Matter of Muldoon: Judgment reversed, without costs, and determination of respondents-appellants reinstated.

In Matter of Chilson: Order affirmed, with costs.

In Matter of Best: Judgment reversed, without costs, and determination of respondent-appellant reinstated.

In Matter of Abbott: Judgment reversed, without costs, and determination of respondents-appellants reinstated.

Chief Judge Breitel and Judges Jasen, Gabrielli, Jones, Wachtler and Rabin concur.