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Tuesday, October 20, 2015

The "Tiger Team" and the Case of Rafe Esquith

 Introducing the "Tiger Team" to the public - true investigators or another "Gotcha Squad"?

Inquiring minds want to know.

Betsy Combier
Editor, NYC Rubber Room Reporter
President, ADVOCATZ

Rafe Esquith

Teacher Rafe Esquith's misconduct investigation is a high-profile test for LAUSD's 'tiger team'
LINK
When a colleague complained that Rafe Esquith, the most celebrated teacher in Los Angeles, had made a joke about nudity to his fifth-grade students, the district called into action a newly formed squad of investigators to get to the bottom of it.
Internally dubbed the "tiger team," the unit was created last year in the wake of repeated sex abuse scandals that had long plagued the nation's second-largest school district. These investigators were supposed to cut through the bureaucracy's red tape and investigative backlog and quickly ferret out wrongdoing.

In Esquith, they had their highest-profile subject and their biggest test.
This week, based on the unit's investigative efforts, the school board behind
closed doors voted unanimously to fire Esquith.

On Thursday, Esquith attorney Mark Geragos criticized the inquiry into his client and slammed the unit as "an investigative hit squad" that was determined to find wrongdoing by probing, if necessary, into every aspect of an employee's life.
Mark Geragos
 
District officials defended the work of its investigators, saying they've brought professionalism and a faster resolution to complex cases, which is better for teachers and for students. They said that nearly half of the employees investigated by the unit returned to their jobs.

The team includes seven full-time investigators, a supervisor and two forensic specialists. Among them are former L.A. Police Department detectives and a former investigator with the L.A. County Sheriff's Department. Three former administrators review their work, and the unit is headed by Jose Cantu, who's been with the district for more than 30 years, including 14 as a principal.

Also participating in the Esquith investigation is an outside law firm, a practice the district has reserved for especially sensitive cases.

Esquith qualified for special handling because he is one of the most famous and honored teachers in America, the subject of articles, a documentary and White House accolades. He's renowned for coaxing stirring performances of Shakespeare from Latino and Asian students who live in the working-class neighborhood around Hobart Avenue Elementary School.

In denouncing the unit, Esquith's attorneys pointed to how the investigation started: with a review of a joke about nudity that Esquith made to his fifth-graders in March. Several weeks later, officials pulled Esquith from his classroom, and he never returned.
The evidence gathered in the case is confidential, but district officials outlined allegations in an August letter to Esquith's attorneys. According to the letter, investigators were looking into accusations that Esquith improperly touched minors before and during his decades- long teaching career, that his school computer contained images and video "of a sexual nature," that he exchanged inappropriate emails with students, that he threatened a parent and two students, and that he mishandled a nonprofit through which he funded field trips and other benefits for students.

Esquith's attorneys said they were astounded at how a routine review of a harmless joke ballooned into a sweeping inquiry.

The district has acknowledged that the unit, formally called the Student Safety Investigation Team, decided to examine the nonprofit without specific complaints against it. Officials also insisted that serious allegations emerged that could not be ignored, and that Esquith was not removed from class because of the joke.

Esquith's attorneys already are pursuing litigation to reinstate the acclaimed teacher, but on Thursday they upped the ante. They filed a class-action lawsuit in Los Angeles Superior Court on behalf of Esquith and other teachers, alleging violation of due process, age discrimination, whistleblower retaliation and wrongful discharge.

Esquith's experience, they contend, is indicative of a larger problem: District officials target higher-paid, older teachers to strip them of retirement benefits.

"The vast majority of investigations are based not on student or parent complaints, but rather upon vague allegations by LAUSD administrators which eventually widen to encompass a complete audit of a teacher's life and every association, affiliation, and relationship the teacher has ever had his or her entire life," according to the complaint. "Teachers with unblemished and impeccable records … fear for their lives and reputations."

In the process, students are being mistreated as well, Geragos said at a Thursday news conference. The unit "basically intimidates and tries to extract statements from students that they then use for kangaroo-court-style proceedings in order to get people to resign," he said.

District officials rejected that characterization, saying in a statement that "investigations are conducted in a sensitive manner."

The investigative unit grew out of the 2012 arrest of Miramonte Elementary teacher Mark Berndt, which led to a flurry of allegations and several prosecutions. At one point, more than 320 instructors were in limbo after they'd been pulled from classrooms.

The district has since paid about $200 million in settlements, judgments and legal fees related to Miramonte and other cases — and took a public-relations beating.

Attorney Brian Claypool, who represented 18 families in the Miramonte case, said the investigative team's work is proof that the district learned from the sexual abuse scandal.

"Our goal from Day One was to make fundamental change to eliminate this systemic failure that they've had for decades, and we're now seeing a real heartfelt attempt to cure this problem and to finally put the kids first," Claypool said.

Then-Supt. John Deasy adopted a zero-tolerance approach that won praise for putting student safety above all other considerations. But critics said some teachers were fired or over-punished for relatively minor or unproven infractions.

Esquith is just the latest victim, said Washington Post columnist Jay Mathews, who has chronicled Esquith's classroom success.

The district "has let itself be swallowed up in a witch hunt, with a school board too frightened by the very mention of molestation to stand up for a great teacher," Mathews said. "L.A. schools were making steady improvement, but what energetic and imaginative teachers are going to want to work in a system that has decided to sic attack-dog lawyers on anyone who says something that might seem even mildly offensive?"

The head of the teachers union, however, said the handling of cases has improved under the current superintendent. "In Ramon Cortines we have found a willing partner to address that overreach on the part of Deasy," said Alex Caputo-Pearl, president of United Teachers Los Angeles. 
He put the current number of suspended teachers at around 100.

He added that provisions in the new teachers contract provide additional safeguards, but that the union remains concerned about whether the district is abiding by these commitments in all situations.

He declined to comment on Esquith's case.

"We've reached out and been in contact with Mr. Esquith," Caputo-Pearl said. "He opted to hire his own private attorney, which is his right. We support his ongoing efforts to have his due process respected."



Times staff writer Sonali Kohli contributed to this report.

ESQUITH'S ATTORNEY TURNS DOWN LAUSD 'KANGAROO COURT' HEARING
LINK
 by 

Esquith Attorney Ben Meiselas
In another testy exchange with LA Unified, a lawyer for teacher Rafe Esquith said district investigators are asking “loaded questions” of past and present students about the conduct of the teacher.
The district called for a hearing this month with Esquith, who is still on payroll while in “teacher jail,” but the attorney turned down the request, calling such a hearing a “kangaroo court.”
In a letter of response sent yesterday, Esquith’s lawyer, Ben Meiselas, said he was declining the request because it said district investigators would be discussing “your inappropriate conduct.”
“The hearing will be biased, unjust, and will seek only to effectuate the purpose of the witch hunt from the very beginning, which was admitted by LAUSD investigators, which was to destroy Mr. Esquith’s career, as it has done with thousands of other teachers,” Meiselas said.
He said Esquith would not participate in “LAUSD’s kangaroo court system.”
Meiselas said school investigators have “engaged in threatening and harassing conduct toward students and parents in low-income and minority neighborhoods” in asking questions about Esquith, a celebrated teacher who started the Hobarth Shakespeareans. He was removed from the classroom after what an assistant teacher thought was an inappropriate reading from Mark Twain.
Meiselas’s letter says that school investigators asked students such questions as have they ever “sat in Mr. Esquith’s lap.”
The district disputed Meiselas’s characterization of the communications with district officials.
In a statement today, the district said it has “endeavored to expedite the investigation of teacher Rafe Esquith to a swift, yet thorough and fair conclusion. Mr. Esquith was not requested to attend a ‘hearing,’ as asserted by his attorney. Rather, he was directed to attend an informal meeting so that he could respond to the allegations made against him.”
The district said those kinds of meetings are conducted before any disciplinary action in the spirit of due process.
“Through his attorney’s letter, Mr. Esquith has flatly refused to comply with this reasonable directive,” the district said. “The District, of course, must investigate serious allegations of misconduct and protect students.  It would prefer to accomplish this task with the full cooperation and participation of Mr. Esquith but will take appropriate and responsible next steps regardless.”
Esquith’s legal team has filed a class action lawsuit that lawyers say involves hundreds of teachers who have fallen into what the district calls a “teacher housing” situation while investigations are being done. A Los Angeles Police investigation is also being conducted on the Esquith accusations involving children.
Meiselas said Esquith will no longer do the daily “check-in” as required by teachers in the housed situation.

  • Adds district response.

Sunday, October 18, 2015

PS 24 Principal Donna Connelly Throws All Teachers' Desks and Filing Cabinets Into The Garbage

PS24 Principal Donna Connelly
UPDATE:  Desk-tossing principal giving teachers their furniture back

NY POST October 19, 2015



Teachers at the Bronx public school whose principal removed their desks and chairs are getting their furniture back.
“All desks have been returned to the school and are going back into classrooms,” said Department of Education spokesman Jason Fink.
Last week, Donna Connelly, principal of PS 24, the Spuyten Duyvil School in Riverdale, ordered teachers to empty their desks and filing cabinets, then sent the furniture to the curb — to prevent teachers from sitting in class.
But after a Post report on the disturbing edict, Connelly sent out a staff-wide e-mail on Monday afternoon, saying, “Please be advised that I will be returning desks to all classrooms.”
***************

October 18, 2015

The furniture is now piled in the basement, but what PS24 Principal Donna Connelly could have done is have all the filing cabinets and desks distributed to people in the neighborhood - whose taxpayer money paid for them in the first place.

Is there something that Richard Condon can charge Principal Donna Connelly with, to hold her accountable for this ridiculous waste of public property?

Ms. Connelly is on LinkedIn, and here is what Hillary Tankel wrote:

Hillary Tankel
Hillary Tankel
NYC DOE School Psychologist

"Dr. Connelly is down to earth and commands respect. She is open to her staff's ideas and opinions. She backs her staff and their ideas. She is a positive individual to work for and to work with. Can not say that about many principals I have work with."


              and below is a comment from the worst schools in NYC (2010):
The 27th worst school last year was PS 24 in the Bronx, led by Donna Connelly, known for turning down a grant for two years of music appreciation for the students at her school, apparently because “there was no educational value to it.”

betsy.combier@gmail.com
Betsy Combier, President
ADVOCATZ

Principal forbid teachers to sit — so she threw out their desks

, NY POST, October 18, 2015
 LINK
A Bronx principal ordered her teachers to give up their desks last week, and had the furniture dumped at the curb — telling staff she doesn’t want them sitting in class.
Donna Connelly, principal of PS 24, the Spuyten Duyvil School in Riverdale, also told teachers to empty their filing cabinets, which she then discarded. With class in session, teachers were told to push their desks and cabinets into the hallway. Custodians then hauled them outside and piled them like trash on the blacktop of a school across the street.
“It’s the 21st century — you don’t need desks,” Connelly said, sources told The Post.
The diktat demoralized staff at the K-5 school, where diverse students perform well above the city average on state exams.
Connelly told teachers she “does not want them sitting,” an insider said, although though no chairs were tossed.
“Figure it out,” she snapped when staffers asked where to store their supplies, a source said.
As to where teachers should grade papers, Connelly answered, “Use the lunch room,” sources said.
Teachers had to remove student paperwork and items such as devices to help kids with asthma.
“All their stuff is in boxes, bags and on the radiators,” a source said.
Children watched as the furniture was cleared out, one said. “The kids saw their teachers upset about what was going on. It was dehumanizing.”
Photos of the desk dump made it onto a teacher’s Facebook page, sparking dozens of outraged comments.
“Thirty years in the system and I’ve never seen anything like this,” a Bronx teacher commented.
“How the f–k does someone with so little good sense become a principal? What kind of policy allows this to happen?” another posted.
“She is nuts!” wrote another.
Word spread to District 10 Superintendent Melodie Mashel, who on Friday ordered the furniture returned to PS 24 — and out of public view. But it was stacked in the basement, sources said.
Connelly did not return messages. A city Department of Education spokesman said the furniture was moved “to ​facilitate better instruction.”​
******************
Melodie Mashel's LinkedIn profile:

Experience

Superintendent

NYC Department of Education
– Present (3 years 1 month)District Ten, Bronx, New York

Part- time Instructional Coach

Network 104
– Present (5 years 2 months)
In addition to functioning as a full time principal at a kindergarten - 5 Elememnatry School of excellence, also support Network 104 as an instructional coach. Work closely with principals in supporting and growing implemetation of Common Core Learning Standards as well as providing assistance to principals through the NYCDOE Quality Review Process.

Principal

P.S.81x
– Present (12 years 7 months)

Assistant Principal

PS 81
– (7 years 1 month)5550 Riverdale Ave
All aspects of administrayion and supervision including curriculum design and implementation.

PS 9x

NYC Department of Education
– (3 years 2 months)
Staff Development, teacher & parent workshops. Responsible for fedral/state/city compliance around ESL & bilingual education.

PS 261x

NYC Department of Education
– (10 years 10 months)
Teacher of advanced students, Bilingual teacher, grade leader, professional development

Principal probed by DOE investigators

By Nikki Dowling
Posted
The Department of Education is investigating PS 24 Principal Donna Connelly, a DOE spokesperson confirmed Friday.
The DOE would not reveal any details about the investigation except to say it is based on complaints received a few weeks ago.
PS 24 parent Cliff Stanton said a group of one to three unhappy staffers lodged a complaint with the DOE claiming that Ms. Connelly misused fund-raiser money and is holding the assistant principal position open while her choice for the job, Manny Verdi, gets his AP license.
Mr. Stanton called the claims “absolute garbage,” “bogus” and “nonsense.”
“The sole purpose was to get themselves a headline story in the Riverdale Review,” he said of the staffers who filed the complaint.
Ms. Connelly agreed, calling the charges, “totally ridiculous” during a phone interview on Tuesday.
Since taking over in October 2009, Ms. Connelly has been no stranger to controversy. She received criticism almost immediately for naming Mr. Verdi assistant principal. After claims surfaced that Mr. Verdi was unlicensed, Ms. Connelly changed his title to guidance counselor. Since then, the AP position has been left unfilled.
Mr. Stanton defended Ms. Connelly’s decision to hold the AP position open, saying Mr. Verdi will have his license early next school year and that he and the principal make a “very dynamic duo who compliment each other very well.”
Ms. Connelly received more flak after PS 24 earned an F on the environment portion of its Progress Report, which is based by parents’ and teachers’ responses to a survey that asks questions about their school. Ms. Connelly, as well as parents, including Mr. Stanton and Joe Zizzo, attributed that grade to dissatisfaction with the former principal, who was removed, and Ms. Connelly’s myriad changes to the school.
“Change is happening and I think that maybe it makes people uncomfortable,” Ms. Connelly said.
Some of the changes Ms. Connelly has brought to the school include going from a five-day schedule to a six-day rotation, hiring new staffers, adding lunchtime enrichment classes and instituting a book-of-the-month club. Some said the restructuring upset longtime teachers who were used to the status quo.
“I’m not going to deterred from the goals that I’ve set for the school,” Ms. Connelly said.

Monday, October 12, 2015

Observations are Now Punitive, Replacing Rational Conclusions of Fact

re-post from 2012 on observations and evaluations.

The PIP+ program no longer exists, and has been replaced by Field Supervisors and Peer observers. Same old thing, focusing on the removal of teachers after finding everything wrong.

The Issue Of Observation Reports And Using These To Punish and Terminate Teachers

June 12, 2012
NYC Rubber Room Reporter
Betsy Combier, Editor
The issue of teacher evaluations is fascinating, when you realize that the New York City Department of Education and the UFT (and NYSUT) violate the Collective Bargaining Agreement ("CBA") all the time.

Take the UFT/DOE Peer Intervention Plus (PIP+) process, for example. The way it works is this: RMC, the PIP+ vendor (at approximately $330,000/year) hires former educators (you can work for them if you have not worked for the DOE for 1 year) to observe teachers who are targeted for termination. RMC is contacted by the DOE and given an assignment: an employee who is not, supposedly, 'up to par' with the expected workload. In fact, any principal can request PIP+ after one "U" rating, a violation of their contract with the DOE -see my website and blog 
RMC Contract 1-53 
RMC Contract 54-105 
RMC Contract 3

Training Manual 1
Training Manual 2

The RMC observer goes to the school and discusses the employee with the principal. The principal tells the observer what he/she wants the person to observe, and what the person is supposed to "find".
The RMC protocols do NOT call for pre-observations, which is a blatant violation of the contract which states that there must be a pre and post observation for each formal observation. RMC observers ignore this. In fact, I have heard RMC employees testify that they have never read the CBA. 

The UFT did not object to the procedures used by RMC, thus there is no repercussion for the RMC observer for breaking the rules of observations. I can only wonder, "What was Randi Weingarten/Mike Mendel/mike Mulgrew thinking when they approved PIP+, the Termination Program? 

 Below is the information gathered from the UFT on Observations:

Observation and Evaluation


The information below is about observations and evaluations. This information is the process REQUIRED by contract. Please use this to introduce the next hearing, because it shows that the PIP+ program violated the contract with the UFT and Teaching For the 21st Century, but also that Sue Lichtenstein's observations can hold no weight. Here is the link:
I'm home all weekend (drat)
Betsy
Observations and evaluations fall under the general category of performance review, which is cited in Article 8J of the UFT contract. Performance reviews are intended to help teachers accomplish their educational goals with their students.
Currently, the UFT and the Department of Education have an agreed-upon plan for teacher evaluation that is incorporated in the contract and is spelled out in the document “Teaching for the 21st Century.”
Under that plan, tenured teachers, in consultation with their supervisors, may choose either the “performance option” or the traditional classroom observation as the basis for their performance review.
New and probationary teachers at all levels should expect to have formal, traditional classroom observations several times a year. If you think you are being excessively observed, keep a log of the visits and speak to your chapter leader.
A formal observation is one which includes pre- and post-observation conferences and written feedback and/or comments. A supervisor has the right to enter a teacher’s class unannounced. However, such informal visits generally are not written up. If your supervisor writes up such an informal observation and if it is negative in nature, you should ask in writing for a post-observation conference with the supervisor.
A pre-conference may be: 1. one-to-one conferences between the supervisor and teacher; 2. small group meetings; or 3. a written notification outlining a menu of possible instructional areas to be evaluated during the formal observation, with teacher input on the area(s) to be addressed.
One-to-one conferences are required for all formal observations of probationary teachers or U-rated teachers.
Tenured teachers who have been rated satisfactory are entitled to an individual, lesson-specific pre-observation conference if they request it in writing. The UFT recommends that all teachers make such a request at the beginning of each school year. A written request for a one-to-one conference must be granted (see Chief Executive Memorandum # 80, 1997-98). If your written request is denied, you may grieve under Article 8J and Article 20 of the teachers’ contract.
Following the observation, you should write down your recollections of the lesson, which will be helpful to you in the post-observation conference with your supervisor.
You will receive a written report of the observation after the post-observation conference and will be asked to sign it to indicate that you have seen it, whether or not you agree with it. If you believe the observation was improper, you should speak to your chapter leader, who can help you formulate a written response and advise you of the other options open to you. Your response must be attached to the original report and placed with the original in your file.

THE NEW EVALUATION AND IMPROVEMENT PLAN FOR TEACHERS

In May 2010, the UFT, NYSUT and the State Education Department agreed to create a new teacher evaluation and improvement plan.
This new evaluation system will include content knowledge, pedagogical practices, instructional delivery, classroom management, knowledge of student development, use of assessment techniques/data, effective collaborative relationships, and reflection of teaching practices (criteria that currently exist) as well as multiple measures of student learning such as test scores, classroom work, presentations and projects. The mix of those measures in New York City will be negotiated between the UFT and the Department of Education, but the use of state test scores will be capped at 25 percent.
The new system will take effect starting in the 2011-2012 school year. The union will be at the table during the 2010-11 school year working out the details of the agreement and determining the criteria to be used.

USEFUL RESOURCES FOR OBSERVATIONS AND EVALUATIONS


Below is an email that my friend Harvey Elentuck sent to Daily News reporter Kenneth Lovett about teacher evaluations: 

to:  Ken Lovett
from:  Harvey M. Elentuck
cc:  Betsy Combier, Robert J. Freeman, Esq., Camille S. Jobin-Davis, Esq.
date:  6/12/12

Hi, Mr. Lovett!

I just saw your article, "Shhh, it's a secret!" about teacher evaluations in the print edition of today's Daily News.  I also looked at the online version, "Unions want Cuomo to allow parents to see teacher evaluations."

I was the petitioner in Elentuck v. Green (202 AD2d 425).
That was a CPLR Article 78 suit (relating to the application of the Freedom of Information Law) in which the Second Appellate Division found that there were no "statistical or factual tabulations or data" in a large collection of records that I had requested, including unsatisfactory lesson observation reports and Chancellor's Committee reports that were in possession of Community School District 24 and Community School Board 24.  Don't ask me how the court made such a finding when there was never an in camera inspection of all the records that had been requested.  The Court of Appeals turned down my Motion for Leave to Appeal, so the decision stood.


My case was cited in the following advisory opinion of the NYS Committee on Open Government:


My case was also cited by the lower court (Judge Cynthia Kern of NYS Supreme Court, New York County) in the Mulgrew case about "teacher data reports" (which was the case responsible for the current push to close off access from the general public):


If there are no "statistics" or "facts" in lesson observation reports, then one must wonder:

1)  What good are they?

2)  Why is so much public money being spent on having supervisors observe lessons, discuss the lessons with teachers afterward (the "post-observation conference"), and then write up such reports?

3)  Why are teachers sometimes rated unsatisfactory or fired based on their contents, thereby denying teachers' rights to due process?

If there are no "statistics" or "facts" in Chancellor's Committee reports, then one must wonder:

1)  What is the purpose of holding administrative hearings that result in the issuance of such reports?

2)  How would the Chancellor know whether to adopt or reject the recommendation contained in such reports (which is practically always to sustain the adverse personnel action that had been taken -- such as a U-rating, discontinuance of probationary service, or denial of tenure) without a recitation of the facts and statistics upon which the recommendation had been based?

In my opinion, it is imperative that the final ratings of teachers, plus the statistical and factual aspects of the supporting documentation, continue to be made available to the general public pursuant to FOIL requests.  Furthermore, if teachers are being given "instructions to staff that affect the public" within the body of performance evaluations, then, that type of information, too, should continue to be accessible.

For one thing, school districts are spending huge sums of money on "professional development."  Think of how this can be avoided if teachers were simply able to easily access the specific "secrets of good teaching" (to emulate) and the "secrets of bad teaching" (to stay away from) as revealed in the supporting documentation.

For another thing, occasionally the evaluations of teachers and administrators reveal unsafe conditions in the schools, and these need to remain within the sphere of public access.

Here is an example of an evaluation of a high school principal which was released to me under FOIL over thirty years ago by Ruth Bernstein, the (at the time) Deputy Records Access Officer of the NYC Department of Education:

    [Name Deleted]’s performance as principal during the school year 1980-81 was unsatisfactory.
            This evaluation is based on a review of the degree to which he fulfilled specified goals and objectives, and on his performance in the organization, administration, and supervision of other school-based matters.
            However, it should be noted that [Name Deleted] did satisfactorily fulfill, at least in part, some specified priorities.  These included formulation of plans to accomplish schoolwide goals and objectives; making plans for review of lesson planning; establishing plans to increase the school’s holding power and to improve attendance and decrease cutting.  Unfortunately, while these plans were made, few were implemented successfully.
            A major positive accomplishment was the establishment of an Honor Academy in the 9th grade.  This will serve as the basis for expansion of the Honors program into higher grades.  In addition, objectives to strengthen communications among and between members of the school’s staff appear to have been met.  The Business Education program was expanded.
            [Name Deleted]’s overall performance, however, was unsatisfactory in the following areas:

(1)        He violated policy with regard to admitting students who arrived late to school.
(2)        He failed to address or remedy the lockout situation until mid-October 1980 despite the superintendent’s prior instructions.
(3)        He failed to organize and administer a procedure to properly and accurately record pupil lateness to school in such a way that parents would know of these latenesses.
(4)        He failed to follow the superintendent’s instructions to identify, diagnose, and analyze absenteeism and cutting so as to improve performance in those areas.
(5)        He failed to organize, administer, and supervise a program of classroom observations by assistant principals in a manner and on a schedule which would afford sufficient opportunity and time to provide assistance to teachers for improvement of their performance.
(6)        He failed to administer and supervise procedures to guarantee a safe, secure, and wholesome school atmosphere with special reference to stairways and the student cafeteria.
(7)        He violated instructions and guidelines concerning implementation of a funded PSEN math position.
(8)        He failed to properly follow instructions concerning the exclusion of non-immunized pupils.
(9)        He violated High School Division instructions regarding the administration of final examinations and end-of-year activities for the Spring 1981 semester.  This resulted in a loss of 4 full days of instruction to students, waste of instructional time and resources, waste of tax-levy and funded monies, and substantial and unwarranted decrease in attendance.
[Name Deleted] has demonstrated by the above that while he is generally capable of making plans, either alone or with others, to address daily and/or ongoing school-based problems and situations, he is inefficient and incompetent in satisfactorily fulfilling the administrative and supervisory functions and activities necessary to their successful implementation, in keeping with the level of performance expected of a high school principal.
                                                [Superintendent’s Signature Deleted]
                                                            [Superintendent’s Name Deleted]

Wouldn't you agree that the above performance evaluation contains material that is of vital public interest to the students who attended the school in question, and, of course, to their parents, guardians, members of the community, the media, etc.?

I hope you will contact your colleagues at the Daily News, and at other newspapers, and see to it that the newspapers and publishers of New York State and New York City step forward to vehemently oppose the three "bad bills" which are currently in Albany that seek to exempt records of teacher evaluation from the Freedom of Information Law.

I'm aware that back in April, the Daily News came out pretty strongly for public access in the opinion piece, "Don't even think of a gag order for parents on teacher evaluations."

Here are the URLs of the bills:

Take a look at the following article from Education Week as reprinted in Betsy Combier's blog, NYC Rubber Room Reporter:


Take a look at the following North Dakota judicial decision which was referred to in the above article:


Take a look at the following Michigan judicial decision on the same topic:


Take a look at the following advisory opinion from the NYS Committee on Open Government:


It seems to me that the benefits of disclosure far outweigh the potential for "embarrassment" of named employees.

Finally, here is a little-known judicial decision, Blecher v. NYC Board of Education (NYLJ, 10/25/79), which I "rediscovered" in the 1980s, when I saw it summarized in the FOIL Case Summary of the NYS Committee on Open Government.  You may wish to research the case.