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Monday, January 20, 2014

Bloggers Have Rights to First Amendment Protections Says Federal Court

Crystal Cox

Bloggers Have First Amendment Protections, Court Rules

By JEFF BARNARD 01/17/14 08:43 PM ET EST AP
GRANTS PASS, Ore. (AP) — A federal appeals court ruled Friday that bloggers and the public have the same First Amendment protections as journalists when sued for defamation: If the issue is of public concern, plaintiffs have to prove negligence to win damages.
The 9th U.S. Circuit Court of Appeals ordered a new trial in a defamation lawsuit brought by an Oregon bankruptcy trustee against a Montana blogger who wrote online that the court-appointed trustee criminally mishandled a bankruptcy case.
The appeals court ruled that the trustee was not a public figure, which could have invoked an even higher standard of showing the writer acted with malice, but the issue was of public concern, so the negligence standard applied.
Gregg Leslie of the Reporters Committee for the Freedom of the Press said the ruling affirms what many have long argued: Standards set by a 1974 U.S. Supreme Court ruling, Gertz v. Robert Welch Inc., apply to everyone, not just journalists.
"It's not a special right to the news media," he said. "So it's a good thing for bloggers and citizen journalists and others."
Crystal L. Cox, a blogger from Eureka, Mont., now living in Port Townshend, Wash., was sued for defamation by Bend attorney Kevin Padrick and his company, Obsidian Finance Group LLC, after she made posts on several websites she created accusing them of fraud, corruption, money-laundering and other illegal activities. The appeals court noted Padrick and Obsidian were hired by Summit Accommodators to advise them before filing for bankruptcy, and that the U.S. Bankruptcy Court later appointed Padrick trustee in the Chapter 11 case. The court added that Summit had defrauded investors in its real estate operations through a Ponzi scheme.
A jury in 2011 had awarded Padrick and Obsidian $2.5 million.
"Because Cox's blog post addressed a matter of public concern, even assuming that Gertz is limited to such speech, the district court should have instructed the jury that it could not find Cox liable for defamation unless it found that she acted negligently," judge Andrew D. Hurwitz wrote. "We hold that liability for a defamatory blog post involving a matter of public concern cannot be imposed without proof of fault and actual damages."
The appeals court upheld rulings by the District Court that other posts by Cox were constitutionally protected opinion.
Though Cox acted as her own attorney, UCLA law professor Eugene Volokh, who had written an article on the issue, learned of her case and offered to represent her in an appeal. Volokh said such cases usually end up settled without trial, and it was rare for one to reach the federal appeals court level.
"It makes clear that bloggers have the same First Amendment rights as professional journalists," he said. "There had been similar precedents before concerning advocacy groups, other writers and book authors. This follows a fairly well established chain of precedents. I believe it is the first federal appeals court level ruling that applies to bloggers."
An attorney for Padrick said in an email that while they were disappointed in the ruling, they noted the court found "there was no dispute that the statements were false and defamatory."
"Ms. Cox's false and defamatory statements have caused substantial damage to our clients, and we are evaluating our options with respect to the court's decision," wrote Steven M. Wilker.
Crystal Cox

Appeals court rules blogger, press get same protections

By TAL KOPAN | 
1/17/14 5:01 PM EST
LINK
federal appellate court ruled Friday that the author of a blog post deserves the same treatment in a defamation case as "institutional media."
The three-judge panel of the 9th Circuit Court of Appeals held unanimously that there is no difference between a journalist for a media outlet and another speaker when it comes to First Amendment protections.
The case stems from a series of blog posts published in 2010 by a woman accusing a financial advice firm of fraud and corruption. One of the firm's principals was appointed as the bankruptcy trustee to a company that had misappropriated client funds, and the woman, Crystal Cox, accused him and his company, Obsidian Finance Group, of impropriety in advising the bankrupt firm in a series of online posts.
They sued Cox for defamation. The district court ruled that because Cox did not prove her status as a journalist, Obsidian did not need to prove malice or negligence on her part to win the case.
A jury found against Cox and ordered her to pay $2.5 million.
On Friday, Judge Andrew Hurwitz wrote for the unanimous court that, especially in the age of the Internet, the distinction between traditional journalist and other speakers doesn't matter in this case (opinion here).
"The protections of the First Amendment do not turn on whether the defendant was a trained journalist, formally affiliated with traditional news entities, engaged in conflict-of-interest disclosure, went beyond just assembling others’ writings, or tried to get both sides of a story. As the Supreme Court has accurately warned, a First Amendment distinction between the institutional press and other speakers is unworkable," Hurwitz wrote.
The subject of Cox's blog posts were a matter of public concern, the court held, so in order to prove defamation, the plaintiffs would have to show she acted with negligence or malice in making false statements against them.
The court ordered a new trial.
(h/t Michael Scarcella)

First Amendment Doesn’t Distinguish Between Bloggers and Press, Court Says

Thursday, January 16, 2014

Thousands of New Orleans Teachers Fired After Katrina Were Denied Due Process Says Louisiana Appeals Court

Appeals court says New Orleans teachers were improperly fired

wwltv.com
Posted on January 16, 2014 at 10:43 AM
Updated today at 12:25 PM
NEW ORLEANS (AP) -- A state appeals court has affirmed a lower court ruling that thousands of New Orleans teachers fired after Hurricane Katrina were denied the constitutional right of due process.

   A panel of the 4th Circuit Court of Appeal also adjusted the lower court's damage award, ordering the New Orleans school board to pay two years of back pay and benefits and requiring the state to pay an additional year of back pay and benefits to teachers who meet certain requirements.

   A state judge had awarded more than $1 million to seven lead plaintiffs in the case. 

   In testimony before the appeal court, a board attorney said upholding the initial ruling would mean as many as 7,500 other teachers and staff would be in line to receive nearly $1.5 billion in damage payments.
 
(Left to right) Juana Lombard, Clarence Roby, Anthony Irpino, Willie Zanders, Suzette Bagneris,
Jeremy Pichon, Mark Glago.  Not in picture: Larry Samuel, Walter Willard, Rico Alvendia & Evelyn Battiste (Client Relations Manager)
 
 
New Orleans Public Schools Employees Justice
(www.nopsejustice.com)
The most recent information on the case was posted onJanuary 16, 2014. "Please click here to review the Judgmentfrom the Court of Appeal on January 15, 2014. Please clickhere for our press release." To view the latest information, please click "Current Status and Developments" and "Frequently Asked Questions" on this website.
 
Please click here to review the Judgment from the Court of Appeal.
Please click here to review the Judgment from the trial court. 
Please click here to review the "Reasons for Judgment" from the trial court.
(Adobe Acrobat Reader required to view .PDF files. Download it free here)

Tuesday, January 14, 2014

Creating a Comprehensive System for Evaluating and Supporting Effective Teaching by Linda Darling-Hammond


 

With the assistance of Channa Cook,
Ann Jaquith, and Madlene Hamilton
Stanford University
Executive Summary

LINK

Virtually everyone agrees that teacher evaluation in the United States needs an overhaul. Existing systems rarely help teachers improve or clearly distinguish those who are succeeding from those who are struggling. The tools that are used do not always represent the important features of good teaching. Criteria and methods for evaluating teachers vary

substantially across districts and at key career milestones—when teachers complete pre-service teacher education, become initially licensed, are considered for tenure, and receive a professional license.

 A comprehensive system should address these purposes in a coherent way and provide support for supervision and professional learning, identify teachers who need additional assistance and—in some cases—a change of career, and recognize expert teachers who can contribute to the learning of their peers.

This report outlines an integrated approach that connects these goals to a teaching-career continuum and a professional development system that supports effectiveness for all teachers at every stage of their careers.

The Distinction between Teacher Quality and Teaching Quality

In the context of the current interest in measuring teacher effectiveness, it is important to dis- tinguish between teacher quality and teaching quality. Teacher quality might be thought of as the bundle of personal traits, skills, and understandings an individual brings to teaching, including dispositions to behave in certain ways. Teaching quality refers to strong instruction that enables a wide range of students to learn. Teaching quality is in part a function of teacher quality— teachers’ knowledge, skills, and dispositions—but it is also strongly influenced by the context of instruction: the curriculum and assessment system; the “fit” between teachers’ qualifications and what they are asked to teach; and teaching conditions, such as time, class size, facilities, and materials. If teaching is to be effective, policymakers must address the teaching and learning environment as well as the capacity of individual teachers.

Elements of a Teaching and Learning System 
A high-quality system should create a coherent, well-grounded approach to developing teaching, crafted collectively by state and district leaders with teachers and their representatives. In addi- tion to clear standards for student learning, accompanied by high-quality curriculum materials and assessments, this system should include five key elements:

1. Common statewide standards for teaching that are related to meaningful student learn- ing and are shared across the profession: Standards for student learning can focus teachers’ work and learning. They also permit aligned standards for teaching, like those created by the National Board for Professional Teaching Standards (NBPTS), for accomplished veteran teachers, and the Interstate New Teacher Assessment and Support Consortium (INTASC), for beginning teachers. These should guide preparation, licensing, on-the-job evaluation, and ongoing professional learning.
2. Performance assessments, based on statewide standards, guiding state functions such as teacher preparation, licensure, and advanced certification: Well-designed performance-based assessments, like those created by NBPTS and states like Connecticut and California, have been found both to predict and develop greater effectiveness. Such assessments—which look directly at teachers’ abilities to plan, teach, and assess learning—should be used to make key decisions regarding entry into the profession, readiness to be professionally licensed, and recognition of expertise. In a tiered system, these kinds of assessments can create a career continuum that fosters career development from early preparation to instructional leadership.

3. Local evaluation systems aligned to the same standards, which assess on-the-job teaching based on multiple measures of teaching practice and student learning: Such local evaluation systems should have three components, considered in relation to one another, in an integrated fashion:
 
• Standards-based evaluations of practice based on observations, curriculum plans, assignments, and assessments revealing teachers’ classroom practice. 

• Evidence of teachers’ contributions to the work of their colleagues and the school as a whole. Since student learning gains are a function of teachers’ collective efforts, these valuable contributions should be part of the evaluation process. 

• Evidence of teacher’s contributions to student learning based on multiple sources of information reflecting classroom work and other assessments that are appropriate and valid for the curriculum and for the students being taught.

 4. Support structures to ensure trained evaluators, mentoring for teachers who need addition- al assistance, and fair decisions about personnel actions. These structures should include, at minimum:

 • trained, skilled evaluators with deep knowledge of teaching and learning

• supports, including mentoring, for teachers needing assistance

• governance structures that enable sound personnel decisions

• resources to sustain and monitor the system

5. Aligned professional learning opportunities that support the improvement of teachers and teaching quality: These should link both formal professional development and job-embed- ded learning opportunities to the evaluation system. Evaluations should trigger continuous goal-setting for areas teachers want to work on, high-quality professional development sup- ports and coaching, and opportunities to share expertise.

To transform systems, incentives should be structured to promote collaboration and knowledge sharing, rather than competition, across organizations. Knowledge-sharing is needed to develop not only learning organizations but a learning-oriented system of education in which ongoing evaluation and inquiry into practice are stimulated within and across classrooms, across schools partnered within regions, and within the system as a whole. 

Measuring Student Learning

There is agreement that new teacher evaluation systems should look at teaching in light of student learning. One currently popular approach is to incorporate teacher ratings from value-added models (VAM) that use statistical methods to examine changes in student test scores over time. Unfortunately, researchers have found that:

1. Value-Added Models of Teacher Effectiveness Are Highly Unstable: Teachers’ ratings differ substantially from class to class and from year to year, as well as from one test to the next.

2. Teachers’ Value-Added Ratings Are Significantly Affected by Differences in the Students Assigned to Them: Even when models try to control for prior achievement and student demographic variables, teachers are advantaged or disadvantaged based on the students they teach. In particular, teachers with large numbers of new English learners and students with special needs have been found to show lower gains than the same teachers when they are teaching other students. Students who teach low-income students are disadvantaged by the summer learning loss their children experi- ence between spring-to-spring tests.

3. Value-Added Ratings Cannot Disentangle the Many Influences on Student Progress: –––Many other home, school, and student factors influence student learning gains, and these matter more than the individual teacher in explaining changes in scores.

The limitations of value-added analysis do not mean that districts cannot include evidence of student learning in the evaluation process. Some districts use a variety of other measures of student learning in evaluations of teaching, such as evidence drawn from classroom assessments and documentation like the Developmental Reading Assessment; pre- and post-test measures of student learning in specific courses or curriculum areas (developed by individual teachers, departments, school faculty, or district faculty or staff); evidence of student accomplishments in relation to teaching activities, such as student science investigations, research papers, or art projects. Some districts use evidence from teachers’ careful documentation of the learning of a set of diverse students over time, like that included in NBPTS portfolios.
The key is that the assessments be appropriate for the curriculum and the students being taught. This may mean the use of tailored assessments for certain students—such as English language proficiency tests for gauging the progress of new English learners—and the consider- ation of learning evidence in light of the teaching context.

See more....
 

Monday, January 13, 2014

Mayor Mike's Legacy: PS 106: The Worst School In New York City

I don't think too many people will argue with the title that NY POST stellar reporter Sue Edelman gave PS 106 in Sunday's paper (January 12, 2014).
I'm wondering if we should even consider this entity a "school". Time to fire Principal Marcella Sills and find out what Dorita Gibson knew about this school all these years....
Betsy Combier
 

No books, no clue at city’s worst school

This principal runs a school of “no.”
Students at PS 106 in Far Rockaway, Queens, have gotten no math or reading and writing books for the rigorous Common Core curriculum, whistleblowers say.
The 234 kids get no gym or art classes. Instead, they watch movies every day.
“The kids have seen more movies than Siskel and Ebert,” a source said.
The school nurse has no office equipped with a sink, refrigerator or cot.
The library is a mess: “Nothing’s in order,” said a source. “It’s a junk room.”
No substitutes are hired when a teacher is absent — students are divvied up among other classes.
A classroom that includes learning-disabled kids doesn’t have the required special-ed co-teacher.
About 40 kindergartners have no room in the three-story brick building. They sit all day in dilapidated trailers that reek of “animal urine,” a parent said; rats and squirrels noisily scamper in the walls and ceiling.
Modal Trigger
NO GYM OR ART: With no phys-ed or art classes, students are left to watch movies, including “Alvin and the Chipmunks” and “Fat Albert.”




NO SPACE: Without enough space in the main brick building, kindergartners are taught in what sources say are rat-infested trailers.

Principal Marcella Sills is a frequent no-show; The Post found she missed every day of school last week but one.Photo: J.C. Rice
And the principal — Marcella Sills, who joined PS 106 nine years ago — is a frequent no-show, sources say.
Sills did not come to school last Monday. On Tuesday, she showed up at 3:30 p.m.
On Wednesday, The Post found her at home in Westbury, LI, all day before emerging at 2:50 p.m. — school dismissal time. Wearing a fur coat, she took her BMW for a spin.
She showed up at school Thursday, but not Friday.
When Sills, 48, does go to work, it’s rarely before 11 a.m. — and often hours later, say sources familiar with her schedule.
“She strolls in whenever she wants,” one said.
The school hasn’t had a payroll secretary in years.
A Department of Education spokesman said Sills was required to report her absences and tardiness to District 27 Superintendent Michelle Lloyd-Bey but would not say whether Sills did so last week.
Lloyd-Bey did not return a call. Sills hung up on a reporter.
When she is out, an assistant principal is left in charge. Yet Sills, who gets a $128,207 salary, also pockets overtime pay — $2,900 for 83 hours in 2011, the latest available records show.
“This school is a complete s- -thole, but nobody in a position of power comes to investigate. No one cares,” a community member said.
PS 106 families hope their cries for attention bring newly installed Schools Chancellor Carmen Fariña to the rescue, saying they can’t recall any prior DOE leader visiting the remote school.
She would find it sinking, they say.
The isolated building sits a block and a half from the beach, surrounded by vacant, weed-choked lots, the road behind it strewn with trash bags and broken TVs.
The floods of Hurricane Sandy in October 2012 wrecked a hangar-like annex, called the Early Childhood Academy, which housed pre-K, kindergarten and first and second grades. It has not been repaired.
Two kindergarten classes moved into “temporary classroom units” in the yard. The other children moved into the main building, forcing some classes to squeeze into small offices and storage rooms. The pre-K class sits in the auditorium, but has to move to the cafeteria during the movies.
Kids in several grades said that last week they watched “Fat Albert,” “Alvin and the Chipmunks” and “Monsters, Inc.,” but did not relish the downtime.
“I like gym. I like to draw,” said Charm Russell, 10, who added her peers are too restless and bored to watch the screen. “They’re always making noise, and there’s nothing entertaining going on. No art, no gym, no music class.”
More alarming, the teachers have gotten no curricula since Sandy. Last February, the DOE announced several new options, including “Go Math” for grades K-5, and “ReadyGen” or the state Education Department’s “Core Knowledge” for English language arts. The books cover the Common Core standards, skills that kids should master at each level.
But five months into the school year, PS 106 classes still don’t have the books or teacher’s guides.
“They have no reading program, no math program,” a source said, adding Sills blames outside administrators for not sending materials.
Teachers muddle through by printing out worksheets they find online, buying their own copy paper.
The DOE gave no explanation for the missing curricula but said it’s “working with the school to provide students with physical education.”
A spokesman denied the trailers are rat-infested.
Staffers won’t speak up or even file a grievance with their union because Sills will retaliate, a source said.
Parents wonder if higher-ups know what’s going on.
“Why don’t they get on them? I don’t understand that,” said Michael Moore, father of a second-grader.
Another father, Roland Legions, added. “They’re not doing right by the kids.”
One mom said she couldn’t get a meeting with Sills to discuss concerns. Another said Sills is “just not professional.”
“She should be here,” the mom said. “How is she going to run the school if she’s not here?”
PS 106 is allocated $2.9 million to serve a low-income population with 98 percent of its students eligible for free lunches. As a Title 1 school, it gets extra federal funds, but community members say they’ve never seen a budget tracking the income and spending.

Worst principal forced poor kids to pay for bizarre bash


LINK

Kids at Queens’ notorious “School of No” have been forced to pay for a bizarre fifth-grade party at which their principal makes them dress up as little brides and grooms, The Post has learned — as the DOE announce that it would probe conditions at the school.
PS 106’s fur-clad principal, Marcella Sills — who is known for frequently being absent — has for at least the past three years orchestrated an annual prom at a posh rental hall.
She has required parents to pay more than $110 per child for the shindig.
The girls must rent little white dresses that look like bridal gowns, and the boys must attend in tuxedos, sources told The Post.

The kids, many of whom live below the poverty line, must foot the bill for the strange get-ups, which Sills personally picks out at stores such as Men’s Wearhouse and David’s Bridal, parents and ex-teachers said.
Sills, meanwhile, sets herself up as the belle of the ball — donning her own long, white bridal-type gown for the event, which was held last June at Russo’s on the Bay in Howard Beach. The outfit comes complete with elbow-length white gloves, witnesses said.
“It’s absurd,” said one former teacher at the crumbling Far Rockaway school.
“This is a school where children are given a free breakfast and free lunch, and you’re asking them to pay money for a lavish, unnecessary event.”

As the school put on a yearly formal ball, kids don’t have basic school necessities. “Some children didn’t have materials because their parents couldn’t afford them,” a former teacher said. “It was a struggle and a fight to get crayons, pencils and a notebook.”
Sills could not be reached for comment.
The school struggles to provide basic classroom supplies and actual instruction, said former teachers and students.

It became known as the “School of No” because it provides no gym, no art classes, no textbooks covering the Common Core standards and no proper nurse’s office.
Staff described PS 106 as a dysfunctional campus with rat-infested instruction trailers.
Sills often doesn’t show up. Last week, she missed every school day but one. Nevertheless, she managed to rule in absentia through fear and retaliation, sources said.

She cuts quite a figure, when she does appear. She arrives in a BMW wearing expensive fur coats. She makes a base $128,000 salary. “She’s evil,” former PS 106 teacher Patricia Walsh said. “She finds pleasure in ruining people’s lives.”

“She’s been getting away with it for years,” said Silaka Cox, an NYU freshman who graduated from PS 106 on Sills’ watch.

After reading The Post’s report on the school, schools Chancellor Carmen Fariña on Sunday announced an investigation into what she called “deeply troubling” revelations.
Fariña said she is sending her second-in-command, Deputy Chancellor Dorita Gibson, to the school Monday morning “to review the situation at PS 106 and determine what is going on there.”

FARINA SENDS DEPUTY
LINK
Chancellor Carmen Fariña will dispatch a top deputy to a Queens school said to be in dire straits — just a day after the New York Post first reported the conditions.
On Sunday morning, the Post published an exposé about conditions at P.S. 106 in Far Rockaway, Queens. There, the newspaper reported, no Common Core materials have arrived; damages from Superstorm Sandy are not repaired;  students watch movies instead of having gym or art classes; and Principal Marcella Sills rarely shows up.
“This school is a complete s- -thole, but nobody in a position of power comes to investigate. No one cares,” a community member told the Post.
That will change on Monday, according to a statement that Fariña sent Sunday evening. She called the report “deeply troubling” and said she would dispatch Deputy Chancellor Dorita Gibson to the school Monday morning to investigate.
Here’s Fariña’s full statement:
Today’s report about conditions at P.S. 106 in Far Rockaway is deeply troubling.  I spoke with the Mayor today, and am sending Deputy Chancellor Dorita Gibson to the school Monday morning to review the situation at P.S. 106 and determine what is going on there.  The Deputy Chancellor will report back her findings as soon as possible, including an analysis of conditions, and recommendations on any needed corrective action.  What was reported in today’s news account is unacceptable, and if true will be immediately addressed.  Serving our children comes first and is our most urgent priority.

City ignored pleas to ax ‘lunatic’ principal

http://nypost.com/2014/01/19/city-ignored-teachers-pleas-to-ax-lunatic-principal-since-05/

by Sue Edelman
They knew.
Teachers begged city officials to investigate “School of No” Principal Marcella Sills soon after she started in 2005 — citing her constant tardiness, harassment of staff and extravagant spending on parties while the school lacked books, pencils and paper.
“Get rid of her before it’s too late,” a 2007 letter urged District 27 Superintendent Michelle Lloyd-Bey, who oversees Queens principals.
Letters describe Sills as a tyrant and “rude lunatic administrator” who spurred an exodus of excellent teachers and failed to provide basic student supplies and services while handsomely furnishing her own office and squandering funds on catering and decorations.
“You need to examine Ms. Sills’ inability to lead,” says a 2006 letter from a “concerned teacher” to top Department of Education officials, including Carmen Fariña — now the city’s newly installed chancellor — and then-Chancellor Joel Klein. “Teacher morale is at an all-time low.”
A 2006 letter to Special Commissioner of Investigation Richard Condon — with copies to then-Mayor Michael Bloomberg, Klein and other officials — said Sills “comes in late on a daily basis” and does not record her absences, but calls staffers at home if they call in sick.
Modal Trigger
ABOUT TIME! PS 106 finally gets a UPS shipment of schoolbooks last week — including “What Your Kindergartner Needs to Know” — after a Post exposé revealed a dearth of supplies at the Queens school.Photo: J.C. Rice
The Post revealed last week that Sills for years has arrived hours late, and often failed to show, school sources said. Over the previous week, Sills missed all but one day.
The Far Rockaway school had no math or English textbooks for the rigorous new Common Core curriculum, no gym or art classes — kids watched movies instead — and no nurse’s office. Kindergartners sit in trailers that reeked of animal urine.
Fariña sent a deputy to inspect the school last week but has not publicly acknowledged any specific problems, citing only “significant room for organizational improvement.”
Last week, kids suddenly had gym and art. Dozens of boxes of books were delivered, including the grade-by-grade series, aimed at parents, starting with “What your Kindergartner Needs to Know.”
Condon has launched a probe.
Former teachers gave The Post 10 letters sent since 2005 to Condon, Klein, Lloyd-Bey, Fariña and former Queens Superintendent Kathleen Cashin — now a member of the state Board of Regents. Most of the letters are anonymous, because the teachers feared retaliation by Sills. Some kept a “harassment log.”
The teachers also showed more than two dozen letters and e-mails to reps at the United Federation of Teachers, including then-President Randi Weingarten, now a national union president, but said even she could not help.
Among the complaints, a 2006 letter to Condon, copied to Bloomberg and DOE officials, says Sills threw an elaborate buffet lunch for staff as a “thank you” but asked teachers to sign forms stating — falsely — that they attended a “professional development” workshop. A spokesman for Condon said last week he had no findings to report.
The letter also describes a “fifth-grade extravaganza,” including a dance at El Caribe banquet space, a Broadway show and dinner at a trendy Manhattan restaurant — at an estimated cost of $24,000. Parents had to cough up $90 each.
It was also alleged Sills used a grant from the Alvin Ailey Dance Studio to pay herself overtime, even as school aides went without OT because the school budget had run out of money.
A 2006 letter to Klein called Sills “vicious,” saying she “humiliated” children who were emotionally disturbed and punished school aides who complained about “unsafe, deplorable conditions” in the cafeteria.
Sills, 48, was a graduate of the DOE’s “Leadership Academy,” which trains principals, and had little teaching experience. Insiders said she lacked literacy skills, noting her invitation to a Nov. 23, 2005, holiday buffet “in honor of my gradutitude” to employees, including “security personel” and “custodially staff members.”
Sills ruled by threats and intimidation, ex-staffers complained. She “yells at a volume that resounds throughout the building, slams doors and uses foul language,” a 2006 letter to Condon claims.
That letter also accuses Sills of racism: “She has hired only black teachers and has targeted white teachers and a secretary.” Many left or were forced out.
One former teacher charged that Sills fabricated several observations, rated her “unsatisfactory” and then forged her signature on the documents.
Another red flag was raised in 2009, when the family of a girl student filed a $2 million negligence suit charging staff failed to stop beatings and a sex assault and that Sills did not report the incidents. The family’s lawyer, Adam Thompson, told The Post the city has yet to produce a single witness for deposition. The city Law Department declined to comment.
The DOE would not answer questions on PS 106 or Sills.