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Friday, September 18, 2015

New York City Council Will Hold a Hearing On The NYC DOE's Restructured School Support System on October 1, 2015

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Hearing on DOE’s Restructured School Support System

The City Council’s Education Committee, chaired by Council Member Daniel Dromm, will hold an oversight hearing, “Oversight: DOE’s Restructured School Support System.  Below is information regarding the upcoming hearing:

Hearing on:    Oversight: “DOE’s Restructured School Support System”
Date:              Thursday, October 1, 2015
Time:              1:00 p.m.  (*public testimony is estimated to begin at or after 3:00pm)
Place:              Council Chambers – City Hall


In January 2015, Chancellor FariƱa announced a new streamlined school support system, dubbed “Strong Schools, Strong Communities,” to align the responsibilities of supervising and supporting schools in the offices of the district and high school superintendents.  Under the new system, which takes effect in the current 2015-16 school year, there will be clear lines of authority and accountability under the direction of the superintendent.  The reforms to the structure also include the replacement of the 55 Children First Networks with seven geographically based Borough Field Support Centers (BFSCs).  The new, geographically-based BFSCs, which opened in July, are providing integrated supports to schools across areas of instruction, operations, including finance and human resource support, and student services including health resources and counseling, support to English Language Learners, and support to students with disabilities.  This oversight hearing would provide a better understanding of the restructured school support system.

We invite members of Community Education Councils, parents, students, educators, advocates, and all other stakeholders and interested members of the public to testify at this hearing.  Testimony will be limited to 2-3 minutes per person to allow as many as possible to testify.  Although the hearing starts at 1:00 p.m., the Administration (Department of Education), as well as other witnesses (such as elected officials) have been invited to testify and answer questions from Council Members at the outset, so we do not expect to hear from others until approximately 3:00 pm or later.  Please make sure you fill out a witness slip on the desk of the Sergeant-at-arms if you wish to testify.  If you plan to bring written testimony, please bring at least 20 copies.  If you are unable to attend the hearing and wish to submit written testimony, please email your testimony to jatwell@council.nyc.gov.

Please share this information with any interested groups or individuals. Thank you for your assistance and we look forward to seeing you on October 1st!  Please note - hearing dates and times are subject to change.  For information about hearings and other events, check the Council's website at http://council.nyc.gov/html/action/calendar.shtml or, if you'd like to receive email notices of upcoming hearings, you can sign up at the following link http://council.nyc.gov/html/action/signup.shtml.  All hearings are open to the public. 


Thursday, September 17, 2015

EVENT Alert: Yvette Talley's 3020-a is Open and Public, Starts Friday September 18, 2015

Here is the information for anyone who wants to attend the 3020-a:

Location:
100 Gold Street (under the Manhattan side of the Brooklyn Bridge, across the street from New York Presbyterian Hospital downtown)
3rd Floor, NYC DOE

*save time to go through the security where you must show ID

the hearing starts at 10:00, so please plan to arrive on the 3rd floor no later than 9:45AM. Sit in the waiting room until a room is announced

The Respondent:      Yvette Talley
The Arbitrator is:     Mary O'Connell
DOE Attorney:        Matthew Riordan
NYSUT Attorney:    Paul Brown

You can write notes during the arbitration, but you cannot record anyone, and you cannot talk to anyone, including the Respondent while the hearing is going on.

Other dates (can change without notice, so check this blog)

9/21, 9/22, 9/27, 9/28, 9/29, 10/13

Gertrude Wilks And Establishing Regional School Integration

Gertrude Wilks (right), the daughter of Louisiana sharecroppers, moved to East Palo Alto and was
one of its most prominent leaders in the 1960s.

The problem in New York City is that nothing happens until somebody pays for
 it to happen, and some politician sees some benefits (political/financial) to doing 
it.

Segregation in our public schools has never been fully addressed because no 
one put their political capital behind establishment of a new model.

We need this. 

Betsy Combier, Editor
President, ADVOCATZ

Charters without Borders: Using Inter-district Charter Schools
as a Tool for Regional School Integration

Halley Potter
The Century Foundation

LINK

In 1966, 
Gertrude Wilks, a black mother in East Palo Alto, California, was fed up with the inadequate teaching methods and scarce resources in her son’s predominantly black high school. Then she had an idea. Wilks started a grassroots “sneak out” movement that would send her son—and a hundred other children—to schools in the neighboring predominantly white and wealthy Palo Alto school district. Wilks and the other black parents partnered with white Palo Alto residents who lent their addresses to register the students. Twenty years later, this grassroots movement to fight the racial and socioeconomic segregation of school districts—and the unequal opportunities it created for students—led to the creation of a legal inter-district transfer program for East Palo Alto students that is still in place today.1 

Nearly fifty years later, some parents still go to great lengths to escape segregated, low-performing school districts. In 2011, Kelley Williams-Bolar, a black mother living in Akron, Ohio, used her father’s address to enroll her children in the neighboring suburban school district of Copley-Fairlawn. In Akron, Williams-Bolar’s daughters were assigned to schools in which more than 95 percent of students came from low-income families and which were failing almost all of the state’s academic standards. In Copley-Fairlawn, no school had more than 16 percent low-income students, and every school in the district met state standards for all subjects and grade levels. Like Wilks, Williams-Bolar saw that crossing district lines could be the key to providing better options for her children. Her problem and her approach to solving it are not unique, but her story received national attention because of her dramatic punishment:Williams-Bolar was convicted on criminal charges for fraud and served jail time.2

Today—just like in 1966 or 2011—it is pretty much universally recognized that the school a child attends has a huge impact on that child’s educational opportunities.

Today—just like in 1966 or 2011—it is pretty much universally recognized that the school a child attends has a huge impact on that child’s educational opportunities, but the truth is that, for most families, there just are not that many options for escaping racially isolated, high-poverty, poor-performing school districts. The struggles for school integration that grew out of the civil rights movement have resulted in inter-district integration plans in a handful of American cities, and they have delivered strong results for students. But these programs are few and far between, they have long waiting lists, and they are for the most part struggling to retain funding and popular support in a political climate that has largely forgotten about school integration. We should support the continuation and expansion of these programs, but we also need more approaches to inter-district integration.

Charter schools can and should be part of the solution to addressing inter-district segregation. Although charter school supporters and school integrationists may seem strange bedfellows, there is a growing subset of charter schools committed to school diversity. Furthermore, the charter school model comes with flexibility, funding, and political viability that could be huge assets in the fight for integrated schools.

This issue brief provides an overview of inter-district segregation and existing inter-district integration plans, argues that charter schools should play a greater role in encouraging inter-district integration, and recommends policies and actions to further inter-district integration using charter schools.

THE PROBLEM OF INTER-DISTRICT SEGREGATION


More than sixty years after Brown v. Board of Education, 
our public schools remain de facto segregated by race and class.3 In the Northeast, more than half of all black students attend hyper-segregated schools in which 90–100 percent of students are black or Latino. In the South, where the percentage of black students in 90–100 percent minority schools is now the lowest, still one in three black students attend hyper-segregated schools. The likelihood of Latino students attending 90–100 percent black or Latino schools is nearly as high. And black and Latino students are much more likely than their white and Asian peers to also attend high-poverty schools—a phenomenon that researchers from the Civil Rights Project at UCLA have dubbed “double segregation.” If you are a student in a 90–100 percent black or Latino school, there is an 80 percent chance that at least 70 percent of the student body is low-income. If you are a student in a predominantly white and Asian school (10 percent or less black or Latino), there is less than a 10 percent chance that your school has a poverty rate that high.4 

Importantly, the differences among school districts are more to blame for this stratification than the imbalances within school districts. According to one estimate, differences among school districts are responsible for more than 80 percent of the racial segregation in public schools.5 That is, individual school districts are much more demographically homogenous than broad regions that include multiple districts. Other research finds similar results.6 

Inter-district school segregation is in part a reflection of residential segregation. The concentration of poverty in neighborhoods has been steadily on the rise since 2000, with over 11 million Americans living in neighborhoods in which more than 40 percent of residents live below the federal poverty line.7 And the “double segregation” seen in schools is similarly rooted in neighborhoods. Controlling for family income, black and Latino families are more likely than white and Asian families to live in poor neighborhoods. The average black family earning $50,000 per year lives in a poorer neighborhood than the average white family earning just $20,000 per year.8 

However, segregation among school districts often goes beyond simply reflecting the realities of residential segregation. In the political battles that forge district lines, sometimes poor neighborhoods get pushed out, or rich neighborhoods get pulled in. The results of this process are visible in an interactive mapping by nonprofit EdBuild of the poverty rate for each school district in the United States, which highlights several particularly egregious examples of gerrymandered school districts. In Nebraska, for example, the district outline for Ansley Public Schools looks like a slice of Swiss cheese surrounded by a scattering of crumbs (see Figure 1). Ansley has a higher poverty rate than the other districts in the area, thanks to bizarre boundaries that tack on poorer neighborhoods in outlying areas as islands for Ansley and punch holes within Ansley’s main geographic area to send wealthier neighborhoods to other districts.9

Wednesday, September 16, 2015

Amicus "Friend of Court" Briefs Filed September 16, 2015 in Support of Reversing the Vergara Ruling Against Tenure in California

ADVOCATZ supports any and all efforts to keep teacher tenure as the Law in the US. Our children are relying on us to protect our excellent teachers of all races, genders, and ages.

Betsy Combier, President


Fred Glass
NEWS RELEASE                                                                                September 16, 2015

Contacts:  For CFT:  Fred Glass, (510) 579-3343
                 For CTA: Frank Wells,
 (562) 708-5425

For Information on the Civil Rights Groups Brief:
                 Jennifer Bezoza or Candice Francis,
 (415) 543-9697, ext. 232
      
FOR IMMEDIATE RELEASE

Civil Rights Groups, Researchers, Legal Scholars, and Top Educators
Urge Reversal of Deeply Flawed Vergara Ruling

Amicus “Friend of the Court” Briefs Filed Today Spotlight Harm to Students and Failings of Decision


LOS ANGELES Some of the nation’s top legal scholars, education policy experts, civil rights advocates, award-winning teachers, school board members and administrators filed five amici curiae, or “friend of the court,” briefs with the California Court of Appeal today. The filings shine a spotlight on the numerous and major flaws that would harm students in last year’s decision striking down important due process rights for California educators, as well as other laws governing hiring and layoffs of state educators. The briefs strongly criticize the Vergara ruling on both legal and policy grounds, urging that the decision be reversed.

Prominent civil rights organizations including the Lawyers’ Committee for Civil Rights, Equal Justice Society, Education Law Center, Southern Poverty Law Center, and Advancing Justice-LA filed powerful briefs. These organizations argued that a lack of adequate funding, and certainly not the challenged statutes, is the primary cause of educational inequity, and that in order to close the achievement gap, disadvantaged schools and students must have the support and resources they need to succeed. Arguing that money and race influence competition for qualified teachers and the ability of districts to enact proven reforms like smaller class sizes, the organizations urged the Court to reverse the “…plaintiffs’ attempt to lay blame at the feet of the tenure system for disparities that are the product of other factors, including chronically inadequate funding for education.”

Some of California’s most-honored teachers—including 2012 National Teacher of the Year Rebecca Mieliwocki,(pictured above) and 2014 California Teacher of the Year and national nominee Timothy Smith—wrote of the importance of due process and how these laws ensure they are able to teach without fear of discriminatory, politically-motivated, or baseless termination, and how the laws support the risk-taking often necessary to be an outstanding teacher. They also stressed how striking down the challenged statutes would likely worsen teacher turnover in already disadvantaged school districts. The educators were joined in their brief by the American Association of University Professors, the Arab-American Anti-Discrimination Committee, and the Korematsu Center for Law & Equality.

More than ninety top national education researchers and scholars, including Diane Ravitch, Richard Ingersoll and Eva Baked, took the decision to task for failing to establish any causal link between the challenged statutes and any alleged problems the suit purports to address. These experts argued that current laws play a key role in the recruitment and retention of quality teachers, in a job market where teaching is unfortunately often becoming less and less attractive as a career option for university students. The researchers were also highly critical of the plaintiffs’ proposal to rely on standardized test scores and the “value-added method (VAM)” of interpreting those scores as the major criteria for teacher layoffs due to budget cuts. “VAM scores have been shown to be unstable and to fluctuate dramatically from year to year, so that a teacher could appear very ineffective one year and then very effective the next,” they wrote. “The trial court ultimately failed to consider the possibility that relying solely on VAMs as a way to administer reductions-in-force could drive teachers away from the profession and exacerbate the teacher shortage.”

Past and present school board members, as well as school administrators, filed a brief that argued making teaching a more attractive profession is in the best interest of students. Vergara would make teaching a less desirable profession and would exacerbate a growing teacher scarcity, especially in light of the fact that it is just one among many ongoing orchestrated attacks on educators. Among supporters of the appeal were Kevin Beiser, board member of the San Diego Unified School District; Joan Buchanan, former state lawmaker and trustee of the San Ramon Valley Unified School District; and Steve Zimmer, board president of the Los Angeles Unified School District.
Irwin Chemerinsky
Perhaps most devastating to the decision was the brief by some of the top legal scholars in the country, among them Dean Irwin Chemerinsky and Catherine Fisk of UC Irvine Law School, Charles Ogletree of Harvard Law School, and Pam Karlan of Stanford Law School. These experts said there was simply no basis in the law for finding the challenged statutes unconstitutional or that any causal link had been demonstrated between the statutes and a diminished education for any student. They argued that striking down the statutes could in fact make things worse for students. They wrote, “In this case, the trial court substituted its judgment about desirable education policy and the best way to improve education for students without regard to the harms its policy choice might cause and without regard to the evidence or the law about the cause of educational inequities and the likelihood that the court’s injunction would redress it. The trial court exceeded its role in our constitutional system and its ruling must be reversed.”

Attorney General Kamala Harris, representing the State of California as defendant; and the intervening parties, California Teachers Association and California Federation of Teachers, had filed separate appeal briefs earlier this summer. The amici curiae briefs filed today, as well as a complete list of signatories, can be seen here.

###

The 325,000-member CTA is affiliated with the 3 million-member National Education Association.
The California Federation of Teachers is the statewide affiliate of the American Federation of Teachers, and represents more than 100,000 faculty and school employees in public and private schools and colleges, from early childhood through higher education.


Tuesday, September 15, 2015

In 2008, the UFT Issued a Press Release About ATRs....And Promises Unkept

2008?

Are you kidding? ATRs without a chapter are voiceless by force.

Randi Weingarten


Time for a lawsuit.

See: "CASE STUDY IN PARTISANSHIP:  Critique of the New Teacher Report
"Mutual Benefits: New York City's Shift To Mutual Consent in Teacher Hiring"

Betsy Combier

Price tag of ATRs back in news

Weingarten responded with the following statement:

For immediate release
On September 22, The New Teacher Project reissued a report it had released earlier this year on the city’s Absent Teacher Reserve (ATR), and this time it included a new afterword with updated data and an open letter to UFT President Randi Weingarten and Chancellor Joel Klein that blames the UFT and the Department of Education for not finding permanent placements for the educators in the ATR pool.

Weingarten responded with the following statement:

There they go again. The New Teacher Project, a wholly owned subsidiary of the DOE, curiously weighs in on this issue after it has assisted the DOE in hiring so many new teachers this summer that they cannot even place all the new teachers that were hired, much less the hundreds of veteran teachers who have been trying for months to find permanent placements because of school closings and the current budget crisis.

If TNTP did not have a financial stake in hiring new teachers, they might have pointed out how irresponsible it was for the DOE to bring thousands of novices into a teacher market where the supply already far outstripped the demand. Alternatively, they might have pursued their previous recommendation to create financial incentives for schools to hire ATRs or even propose eliminating the new so-called fair student funding formula as their former president, Michelle Rhee, has done in Washington, D.C., or propose a moratorium on hiring of new teachers until all the ATRs were placed. It declined to take any of these steps, opting instead to bash the UFT because we pointed out errors in their first report – errors they just repeat here, such as the baseless claim that ATRs are six times as likely as other teachers to be rated unsatisfactory.

The facts remain as they were before: When this mutual consent provision was negotiated in 2005, we warned the DOE that unless principals were urged or given incentives to accept ATRs, a number of teachers would not be placed. They told us not to worry and they agreed to the job security provisions as a condition of ending all forced placements. Now instead of implementing a moratorium on new hires until most ATRs are placed, the DOE has exacerbated this situation by continuing to hire new educators from around the nation when there were no jobs for them. It also has left in place a funding formula that, coupled with its phasing out of schools and the budget crunch, makes it hard for principals to hire seasoned teachers who had the courage to work in at-risk schools that have since closed. Also, the DOE could offer incentives for principals to hire ATR teachers, but it has stubbornly refused to do so.

The UFT remains committed to working out ways, as we tried to do all of last year, that would place these valuable ATRs who have been displaced through no fault of their own, which would save the city money. To date, the DOE has declined, ignoring its own actions in creating the situation and seeking to unravel the job security clause. And now TNTP has joined in the pile-on.

The Cheating Scandals Continue in New York City



Cheating allegations rise under de Blasio, continuing a Bloomberg-era trend


 
Allegations of test-tampering and grade-changing by educators this year are on a pace to exceed the number of complaints made in 2014, continuing a rise in such allegations that began during the previous administration and has persisted under Mayor Bill de Blasio.
The allegations come as New York City has scrambled to respond to a string of reports this year involving academic fraud and grade inflation, such as a high school that let students earn credits without receiving instruction and an elementary school principal who forged student answers on a state exam. Last month, the education department established a $5 million task force to closely monitor schools’ test scores and how they assign credits.
The rise in complaints does not automatically signal a rise in misconduct; it could also indicate that staffers are making greater use of an anonymous email complaint system, for instance. Still, the growing number of allegations suggests that some teachers and principals continue to feel intense pressure to show test score, pass rate, and graduation rate gains, even as de Blasio has tried to de-emphasize those numbers as the primary measures of schools’ success.
“Habits are stronger than words until someone comes in and says you can’t do that anymore,” said Lehman High School math teacher Jeffrey Greenberg, explaining that de Blasio’s rhetorical shifts did not translate into different grading policies or credit-assigning practices at his school last year.
By early August, more than 300 complaints that fall into the category of educator test-tampering or grade-changing had been filed with the office of the Special Commissioner of Investigation, an independent office that handles adult misconduct charges in the school system. That is the same number of such complaints made during all of 2014, making it very likely that this year’s total will be higher.
Last year’s allegations already exceeded the number from 2013, continuing a trend that began under former Mayor Michael Bloomberg. Under Bloomberg, who rated and closed some schools largely on the basis of test scores and graduation rates, the number of educator cheating allegations more than tripled, according to a 2011 New York Times analysis.
De Blasio scrapped his predecessor’s A-to-F school ratings and launched a program to revamp rather than close low-performing schools. However, those schools still could face closure or state takeover if they do not show academic gains within a short period. And despite de Blasio’s ambivalence about test scores, they may soon play a larger role in teacher evaluations under a new state law pushed by Gov. Andrew Cuomo.
“Things are getting worse,” said Arthur Goldstein, an English language teacher at Francis Lewis High School, referring to the state’s teacher evaluations. “The pressure they put on teachers is just terrible.”
The cheating allegations represent only a portion of the complaints made to Richard Condon, the special commissioner of investigation. Last year, his office fielded 5,287 complaints — the most in its 25-year history.
The office investigated just three of last year’s 300 test-tampering and grade-changing complaints and did not substantiate any of them, according to Condon’s spokeswoman, Regina Romain. This year, 10 of those complaints are under investigation, she said.
Still, the office refers most academic fraud allegations to the education department’s investigative unit, the Office of Special Investigations. Education Department spokesman Harry Hartfield would not say how many cheating complaints the agency has received or investigated this year.
The department’s new six-member “Academic Integrity Task Force” will examine the way schools award credits, including their use of credit-recovery courses, which allow students to earn credits for classes they previously failed. While credit recovery has come under new scrutiny, it is a longstanding practice in city high schools that many educators say was ramped up under the Bloomberg administration as schools sought to avoid sanctions tied to student credit-earning and graduation rates.
In addition to the task force, staffers at the department’s new school-support centers will review school data for potential improprieties. And at any school where allegations have been made, officials are investigating student transcripts and the school’s procedures for giving credits and enrolling students in courses, Hartfield said in a statement.
“We have zero tolerance for schools that don’t abide by our regulations,” he said.
The moves suggest the department will try to more aggressively seek out instances of fraud, rather than wait for whistleblowers. They follow a spate of high-profile investigations and media reports about grade inflation and test tampering.
In July, the department removed the principal of John Dewey High School in Brooklyn after a yearlong investigation found that students who had failed classes were able to pass by taking credit-recovery courses that consisted of little more than completing work packets — sometimes without any instruction from teachers. One teacher was told to give students credit simply for attending those courses, the investigation found.
In a series of articles this summer, the New York Post documented more instances of credit-recovery classes that appeared to violate city and state regulations. Several stories focused on grade inflation at William Cullen Bryant High School in Queens, which is now under investigation.
In April, the principal of Teachers College Community School in Harlem filled in questions left blank by third graders on this year’s English exams, according to a city investigation. Shortly after a whistleblower filed a report about the principal, Jeanene Worrell-Breeden, she jumped in front a subway train and later died.
David Bloomfield, an education professor at the CUNY Graduate Center and Brooklyn College, said the new task force could help the city move beyond whistleblowers as its main tool for catching academic fraud by educators.
“I’m hoping that the task force will soon report its findings and recommendations,” he said, “and institute a 360-degree system of prevention, monitoring, and identification.”
 
By: Patrick Wall
@patrick_wall
pwall@chalkbeat.org
Patrick Wall joined Chalkbeat New York in 2013 after covering the South Bronx for DNAinfo New York. He has also written for The Wall Street Journal, The New York Times, Crain’s New York Business, City Limits, and others. He earned a master’s degree from the CUNY Graduate School of Journalism and a bachelor’s degree from the University of Notre Dame. He also taught fourth grade on the South Side of Chicago through Teach for America.

Workplace Bullying: On Its Way Out?


Many States now mandate training by employers on the prevention of "abusive conduct".

Congratulations!

See also:
California Adds 'Abusive Conduct' to Sexual Harassment Prevention Training for Supervisors
Healthy Workplace Bill

Now, where are you on this, Governor Cuomo? We desperately need a law like this in New York State.

Betsy Combier, Editor
President, ADVOCATZ

Comstock’s: Calif mag scrutinizes new workplace bullying law
 
This Time, It’s Personal
Will legislation to protect employees from workplace bullying stifle demanding managers?

By Steven Yoder, Comstock’s, March 31, 2015
Carrie Clark, 63, says bullies aren’t confined to playgrounds. Sometimes, they run the whole school. 
In 1995, Clark directed an English as a Second Language program in West Sacramento’s Washington Unified School District. An influx of foreign students was forcing her staff to work ever-longer hours. She wrote several reports to the district superintendent documenting the extra load and asking for more help. She got no response, she says. So her teachers union representative suggested she put together a petition signed by program staff.
That got a reaction, but not the one she wanted. The superintendent took Clark off of the school’s committee of department chairs and canceled and consolidated classes. Clark says he called her house and left an odd, garbled message, and one day after a meeting, he followed her into an empty hallway. Towering over her, his face a foot from hers, he screamed that he wanted “no more petitions!”
Scared, Clark quit a few weeks later. She developed tremors in her right side, which she still has, started having heart palpitations and couldn’t sleep. Today, when she talks about what happened, her speech slows to a crawl and her voice quavers like a warped record. A Sacramento occupational medicine specialist diagnosed her with a post-traumatic stress disorder related to her job. After a 20-year teaching career, she’d never set foot in a classroom again. In 2002, she won a $150,000 workers’ compensation claim against the district.
There’s evidence that the superintendent targeted others who crossed him. He took a job in a district near Yuba City, and in January 1999 the teachers association president there told The Valley Mirror that the superintendent verbally threatened her and that she’d asked a court for a restraining order. She also told a reporter that she was having panic attacks for the first time in her life. (The superintendent, now retired, keeps an unlisted phone number and didn’t respond to a certified letter sent to his address requesting an interview.)
No state offers workers legal protections against intimidation on the job, but advocates around the country have turned up the heat and are demanding new laws. But critics say legislation would stifle managers and open the floodgates to lawsuits. All sides agree that if businesses ignore the issue, new legislation could well force them to change.
The Push for a Healthy Workplace
Bullies do more than demand that work get done. They threaten, humiliate or intimidate for reasons unrelated to job performance. The Society for Human Resource Management, which represents human resource professionals nationally, describes workplace bullying as a pattern of behaviors that include persistently singling out someone for criticism, shouting in private or public, slinging personal insults, ignoring or interrupting people in meetings or assigning menial tasks that aren’t part of an employee’s normal responsibilities.
If recent polls are any guide, many organizations tolerate such behaviors. In a 2011 SHRM survey of 400 randomly selected human resource professionals, more than a quarter reported having been bullied themselves at work, 73 percent said they’d seen verbal abuse on the job and 5 percent said they’d seen physical assaults.
In a Zogby poll that last year asked 1,000 randomly selected people whether they’d ever experienced a pattern of “abusive conduct” at work, more than a quarter said they had. Another Zogby poll of 315 U.S. business leaders in 2013 reported that 170 of them identified workplace bullying as “a serious problem.” Both polls were commissioned by the nonprofit Workplace Bullying Institute, which trains organizations and in 2011 began a campaign to promote anti-bullying laws nationwide. Their proposed Healthy Workplace Bill was first introduced in California in 2003.  
Bullying hurts businesses and workers alike. Companies with ruffians have higher absenteeism and turnover, decreased morale, diminished trust among coworkers and lower productivity, according to a host of studies. Workers who are targeted experience a range of negative health outcomes, including sleeping problems, emotional exhaustion, PTSD, hypertension and autoimmune disorders. Most targets end up leaving their jobs; WBI research indicates that 80 percent end up quitting, getting fired or being transferred.
“Other forms of mistreatment, like child abuse and domestic violence, are societal taboos now,” says WBI founder Gary Namie, a social psychologist and author of two books on the topic. “This is the last form of abuse that society tolerates.”
As advocates have come forward to demand protection, workplace bullying has become the hottest area of employment law. Variations of the WBI’s Healthy Workplace Bill have been introduced in 28 states, though no legislature has yet enacted one. Such a bill would allow targets to sue perpetrators and, in some cases, their companies. At least 80 California cities and towns issued proclamations last October declaring a “Freedom From Workplace Bullies Week.” Several countries, including England, Sweden, Australia, France, Canada and Germany, already have laws banning workplace oppression.
Last September, California became the first state to require employers to train their workers on the problem. As of January, all companies with 50 or more employees must include information on preventing “abusive conduct” in their biannual sexual harassment trainings.
The new law, Assembly Bill 2053, offers no remedy to targeted employees, and Namie says it’s not a substitute for the Healthy Workplace Bill. But it could be an opening. Amelya Stevenson, president of human resource consulting firm e-VentExe in Granite Bay, is confident stronger state legislation will pass in a year or two.
Wiggle Words
Skeptics argue that trying to outlaw bullying won’t work. Michael Kalt, government affairs director for CalSHRM, the state SHRM chapter, doesn’t dispute the seriousness of the problem. But too much will be in the eyes of the beholder, he claims. “What if a boss yells at his employees when there’s a deadline? Some might consider that stern. What about micromanaging? Some would call that just great attention to detail. Can you discipline an employee for making mistakes?” Kalt asks.
Kalt concedes that none of those examples would be enough to subject an employer to a lawsuit under the Healthy Workplace Bill. The bill’s language exempts any action an employer takes as a result of documented poor performance or misconduct by an employee. Still, Kalt claims it would unleash a torrent of lawsuits.
“There are lots of wiggle words that could end up in legislation,” says Kalt. “And then we’ll spend years litigating what those mean.” Training like that required by AB 2053 will help employers change their work cultures, he argues.
But Stevenson says most companies aren’t paying attention to the issue. None of her clients have asked her to help them develop an anti-bullying policy. Employers are waiting for guidance from lawmakers on what needs to go into such a policy, she says: “When the law explains what managers can and can’t do, that will help HR managers [craft a policy]. That’s what tends to happen,” she says.
Getting Ahead of New Legislation
Kalt wants companies to go beyond AB 2053’s requirements to preempt a stronger law. At a minimum, businesses should be updating their codes of conduct to proscribe bullying and train supervisors on the new rules, he says. They also should create complaint procedures, ensure that employees know about them, and start disciplining offenders based on the new policy.
One manager has made stopping bullies a top priority in her organization. Ann Wrixon saw plenty of managers bully staff when she worked in Silicon Valley — it eventually drove her out of the tech field and into social work. She’s now executive director of the Concord-based non profit Independent Adoption Center.
In 2011, a few staff told her that malicious gossip was dividing her team. So she pulled together her top managers and with Namie’s help built an antibullying infrastructure. Today, a dedicated team handles only complaints about workplace abuse. If someone thinks they’re being targeted, they can talk in confidence to a team member who will approach the accused person to get their side.
If no resolution results, the team member sits with both parties to discuss solutions. If either still leaves unsatisfied, the case goes to a higher-level team member, who writes a report that goes to Wrixon for a decision about appropriate steps. During orientation, new staff get a one-on-one meeting with their managers to discuss the policy and the complaint process.
The center has had to use the new system for only one bullying case so far. The offender was reprimanded and later resigned. Wrixon thinks just having a policy and training program prevents malicious behavior from emerging in the first place. She also says the impacts on employee morale and the work atmosphere have been positive and dramatic — staff report being happier and are getting more done than before, with little or no gossip.
Of the managers she worked for in the tech field, she says, “They thought they got brilliant work out of their people, but I always thought they got brilliant work despite their bullying, not because of it.”  
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WBI: Carrie Clark is co-founder of the California Healthy Workplace Advocates. She helped introduce the first HWB in the country in California in 2003. She is California Co-Coordinator for the WBI Healthy Workplace Bill. You can see Carrie as advocate in these You Tube video clips.
California lawyers respond to new abusive conduct training law

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Law Takes Aim at Workplace Bullying, Raises Questions
By Laura Hautaia, Los Angeles Daily Journal, Sept. 17, 2014

What counts as bullying in the workplace?
While the concept may be relatively new, managers will have to undergo training on preventing abusive conduct at work once a new law goes into effect in January. The training will come along with other required lessons on preventing sexual harassment and discrimination, but it’s different in one important way: bullying isn’t illegal in California. For now.
Attorneys say AB 2053, which Gov. Jerry Brown signed in August, might open the door to making abusive conduct illegal, opening a new category of liability for employers.
“There’s a feeling that there should be a way to prevent that kind of destructive behavior, because it does hurt people when it’s extreme enough, and it causes economic damage,” said Margaret H. Edwards, a shareholder at Littler Mendelson PC who has researched the advent of anti-bullying laws worldwide.
At the moment, the required training might still come into play in a court case if workers sue for harassment or intentional infliction of emotional damage in the workplace, attorneys said.
Whether or not employers provided adequate training on abusive conduct, said Chaya M. Mandelbaum, a partner at Rudy, Exelrod, Zieff & Lowe who represents workers, “could be a very relevant piece in looking at the culture of the workplace.” Edwards said the new requirement heralds wider recognition of bullying as a problem that can be addressed with laws. Indeed, other states are considering bills that address bullying in schools, and Tennessee passed a law encouraging public employers to create anti-bullying policies.
What’s more, she noted, laws have passed in Canada, the UK and Europe that address bullying in the workplace. “I think part of this is because of work that has been done that comes out of the harassment arena and a desire to try to address destructive behaviors in the workplace that don’t quite fall into the traditional harassment and discrimination categories,” Edwards said.
Some of that work has been done by Gary Namie, a Washington State social psychologist who advocates for anti-bullying legislation. He worked to get a more comprehensive law banning workplace bullying in California in 2003, but the law didn’t pass. Namie said his organization, the Workplace Bullying Institute, talked with California Assemblywoman Lorena Gomez as she authored AB 2053, but that the resulting bill was watered down from what he hopes to see eventually become the law.
“The law is a baby step toward recognizing the impact of workplace bullying defined as abusive conduct,” Namie said. Namie compares abusive conduct at work to domestic abuse. Rather than isolated incidents of cruelty, he said, bullying is a pattern that systematically beats down an employee.
Employment attorneys agreed with this description. “It’s vicious a lot of times,” said Kathryn B. Dickson. What’s more, she said, everyone at the workplace can suffer when bullying takes place. “It has impact on morale and productivity.” But Dickson also noted that while the law defines abusive conduct, naming it in the workplace might still be difficult.” “It gets very mushy around the edges,” she said. However, she compared the task of defining workplace bullying to the questions that surrounded the idea of sexual harassment when it was first litigated in courts. “People said how are we going to say what harassment is? That worked out.”
One test case emerged in 2006, when a judge in London ruled in favor of a former employee of DB Services (UK) Ltd., a UK subsidiary of Deutsche Bank, who said she was systematically bullied at work until she suffered two bouts of Major Depressive Disorder. In a detailed, 46-page decision, High Court Justice Robert M. Owen said the bullying was harassment under the country’s Protection from Harassment Act of 1997, and that the company should have done more to prevent it.
The plaintiff, Helen Green, said coworkers engaged in “petty” bullying conduct and went out of their way to exclude her from conversations, lunches, work-related email chains and more. Green even recounted that one coworker made a raspberry sound every time she took a step while walking across the office. “Many of the incidents that she describes would amount to no more than minor slights,” Owen wrote. “But it is their cumulative effect that has to be considered.” What’s more, the company was privy to information about Green’s mental health history and could have known she would be vulnerable to such bullying, he ruled.
Such situations aren’t uncommon in American workplaces, plaintiffs’ attorneys said. Mandelbaum said many people call seeking legal representation, only to learn what they experience at the hands of a coworker or supervisor is not illegal. What’s more, often it’s bullying that motivates someone to sue for sexual harassment or discrimination in the first place, he said. “It’s that kind of conduct that underlies their feelings and their motivation to go through what they need to go through to enforce their rights legally.” Mandelbaum said.

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Ingrid Fredeen, J.D., Vice President of Advisory Services, NAVEX Global

New California legislation requires additional abusive conduct training obligation for managers covered under AB 1825.

SNAPSHOT

· What Has Changed? The newly-enacted California state law AB-2053: Employment Discrimination or Harassment: Education and Training: Abusive Conduct adds an additional training obligation on employers covered under AB 1825. These employers must now provide managers with training on the prevention of “abusive conduct.”

· Who Does it Impact? All employers that conduct business in California and have 50 or more employees must comply with AB 2053 (and AB 1825).

· What Do I Need to Do? Employers are required to provide managers with two hours of harassment training (under AB 1825) and additional training on prevention of abusive conduct (under AB 2053) every two years—and within six months for newly hired or promoted managers.

WHAT YOU NEED TO KNOW

Background

Since 2004, companies conducting business in California that have 50 or more employees have been required to provide their mangers with sexual harassment prevention training under California state law AB 1825.
On September 9, 2014, California Governor Jerry Brown signed AB 2053 into law, mandating that employers covered under AB 1825 add prevention of abusive conduct (bullying) training into their current workplace harassment training program.

Navigating the Gray Areas: What AB 2053 Does—and Does Not—Include
· The law does not provide guidance on what must be covered in the training, or identify any minimum training time requirements.

· Like harassment training under AB 1825, AB 2053 training can be delivered either live or online.

· The law defines “abusive conduct” to mean, “…conduct of an employer or employee in the workplace, with malice, that a reasonable person would find hostile, offensive, and unrelated to an employer’s legitimate business interests.”

The descriptive language in AB 2053 is very broad and includes the following categories of conduct:
· Like harassment, a single act is not considered to be abusive conduct, unless it’s “severe and egregious”

· Repeated infliction of verbal abuse, such as the use of derogatory remarks, insults, and epithets

· Verbal or physical conduct that a reasonable person would find threatening, intimidating, or humiliating

· AB 2053 does not explicitly prohibit “abusive conduct.” It does mandate prevention training on this topic.

· The gratuitous sabotage or undermining of a person’s work performance

What Training Changes Will I Need to Make to Comply With AB 2053?
To effectively cover this content in a harassment course, organizations will need to add new content to their existing AB 1825 compliant training programs. The new training should:

· Draw a distinction between prohibited harassment and abusive conduct (which is not technically unlawful harassment)

· Explain to managers that abusive conduct is not tolerated and must be addressed

· Help managers understand how to spot abusive conduct

· Help managers understand how to respond when an employee raises a concern about abusive conduct

· Hold employees and managers accountable should they engage in abusive conduct

 NAVEX GLOBAL’S AB 2053 TRAINING SOLUTIONS

NAVEX Global is committed to providing our clients with workplace harassment training that complies with California training requirements, including the new requirement under AB 2053. Please contact your NAVEX Global account executive, or e-mail info@navexglobal.com with any questions— or to discuss your organization’s training needs and challenges.
ADDRESSING ABUSIVE CONDUCT BEFORE IT BEGINS: SIX STEPS TO TAKE TO STRENGTHEN YOUR CULTURE OF COMPLIANCE

The new legislation is not the only reason to address abusive conduct in the workplace: workplace bullying is a drain on productivity and employee morale. Left unaddressed, abusive conduct can—and often does— quickly escalate into unlawful harassment.

Some simple things employers can do to address abusive workplace conduct include:

1.  Adopt a clear policy and set of expectations around abusive conduct and bullying. (Access NAVEX Global’s free Global Anti-Harassment and Bullying Sample Policy).

2.  As outlined above, train managers and employees about what is expected of them. Consider deploying short-form or burst training, deploy a full-length course on workplace violence prevention or add content to your current workplace harassment training.

3.  If you have employees and managers whose abusive behavior has been tolerated, let them know that the rules are changing and they will need to adjust their behavior accordingly.

4.  Educate employees and managers about how and when to make a report about abusive conduct.

5.  Investigate all allegations of abusive conduct thoroughly and promptly; hold employees and managers responsible when they violate rules.

6.  Assess your workplace culture—find out if bullying and abusive conduct continues to be an issue, and then devise a plan to improve your approach.

For more information about detailed training requirements for AB 1825/AB 2053 see: AB 1825 Sexual Harassment Training Mandates – Legal Brief.

ABOUT THE AUTHOR

Ingrid Fredeen, J.D., Vice President of Advisory Services, NAVEX Global.

Ingrid Fredeen, J.D., Vice President of Advisory Aervices, has been specializing in ethics and legal compliance training for more than 10 years. She has been the principal design and content developer for NAVEX Global’s online training course initiatives utilizing her more than 15 years of specialization in employment law and legal compliance. Prior to joining NAVEX Global, Ingrid worked both as a litigator with Littler Mendelson, the world’s largest employment law firm, and as in-house corporate counsel for General Mills, Inc.

ABOUT NAVEX GLOBAL

NAVEX Global’s comprehensive suite of ethics and compliance software, content and services helps organizations protect their people, reputation and bottom line. Trusted by 96 of the FORTUNE 100 and more than 12,500 clients, our solutions are informed by the largest ethics and compliance community in the world. For more information, visit www.navexglobal.com.