Findings Of Fact Because the Division is accepting certain of the Hearing Officer's Findings of Fact, and rejecting others in part or in total, each Finding of Fact in the Recommended Order will be considered separately. Paragraph 1: Accepted. Paragraph 2: Accepted. Paragraph 3: Accepted in part. Mrs. Kauffman was hospitalized for surgery in 1981 and 1982. There is no evidence that she had been hospitalized during the prior five open enrollment periods. It was after the 1983-84 school year that she decided to make some changes in her retirement system (T. 110) Paragraph 4: Accepted. Paragraph 5: Accepted. Paragraph 6: Accepted in part. Mr. Kunkel accepted the concept that the termination must be a "bona fide termination." He further stated that the acceptance of Ms. Meadows' resignation and her reemployment could be accomplished at the same school board meeting. Paragraph 7: Accepted in part as being only partially correct. The Division rejects the portion as being an incomplete statement of the correspondence in this case between the school board and the Division. Respondent's Exhibit #2, Item 9, states as follows (letter from Joseph E. Cahill to Marilyn Peters, dated December 11, 1985): Your attention is invited to the means of proving actual termination, i.e., a copy of the member's resignation, a copy of the advertised vacancy, evidence of payments for unused annual and sick leave or evidence of loss of unused annual and sick leave, etc. The point to be made is that there must have been an actual termination, not merely a paper transaction purporting to reflect a "termination" and concurrent "reemployment" -- for the purpose of circumventing the spirit and intent of the pertinent statute. Paragraph 8: Accepted. Paragraph 9: Accepted. Paragraph 10: Rejected. In reviewing the facts of a particular fact to determine if there has been a bona fide termination, the Division reviews several factors; a copy of the resignation, a coy of the advertised vacancy for the member's position and "evidence of payments for unused annual and sick leave, or of the loss of unused annual and sick leave due to termination." The review is multi-factoral and not based on any one indicia (Wooten's Deposition Exh. 1 and Exh. 2). Paragraph 11: Accepted in part. Both Meadows and Kauffman had consulted with Mr. Kunkel for legal advice and had had meetings with Dr. Pierce soliciting his cooperation in securing the transfers. Their principals had been contacted concerning whether or not the teachers would be accepted back into their prior positions. The Superintendent had also expressed his willingness to recommend the Petitioners for their former positions. While the school board does the actual hiring and the Superintendent does the recommendations for the hearing, Petitioners had done everything within their power to ensure that they would be hired into their prior positions. Paragraph 12: Accepted. Paragraph 13: Accepted in part. While the Petitioners proceeded with the game plan as agreed to in their meeting with Dr. Pierce in September, 1987, it is evident that the plan was proceeding in spite of statements from the Division that there must be a clear termination and not merely a paper transaction done solely for the purpose of circumventing the spirit and intent of the law (see Respondent's Exhibit 2, Item 9) Paragraph 14: Accepted in part and rejected in part. While the statement of the Hearing Officer is correct that the Petitioners missed two pay periods from December 5, 1987 to January 3, 1988, it is also irrelevant to the issues of the case. While Petitioners apparently terminated employment for the two pay periods, the interest of the Division concerns itself with membership in the retirement systems, either TRS or FRS, and the requirements of the Division necessary to be considered a terminated member of either of those systems. The Division's Interest is not whether the Petitioners are or have terminated employment with the School Board. In this proceeding, the Division has not made a determination as to the validity of the "terminations" or "resignations." Paragraph 15: Accepted. The personnel action forms were initiated by the principals of the two schools in which the Petitioners taught. Ms. Sandra Russell, the principal for Ms. Kauffman signed the personnel action form on December 1, 1987, before the effective date of the resignation. She stated that she would not have signed the form had she not heard from the personnel office that her signing the form was the appropriate thing to do (Tr. 154). Paragraph 16: Accepted. Paragraph 17: Accepted.
Recommendation Based on the foregoing findings of fact and conclusions of law, it is RECOMMENDED that a final order be entered effectuating the transfer of Petitioners from TRS to FRS commencing with their reemployment by the county school board. DONE AND ENTERED this 21st day of February, 1989, in Tallahassee, Leon County, Florida. DON W. DAVIS Hearing Officer Division of Administrative Hearings The Desoto Building 1230 Apalachee Parkway Tallahassee, Florida 32399-1550 (904)488-9675 Filed with the Clerk of the Division of Administrative Hearings this 21st day of February, 1989. APPENDIX The following constitutes my specific rulings, in accordance with section 120.59, Florida Statutes, on findings of fact submitted by the parties. Petitioners' Proposed Findings Of Fact 1.-19. Adopted in substance. 20.-22. Unnecessary. 23.-52. Adopted in substance. Respondent's Proposed Findings Of Fact 1.-2. Adopted in substance. Not supported by direct evidence. Addressed. Unnecessary. 6.-7. With exception of proposed finding #7 following the first sentence, adopted in substance. 8.-14. Addressed. COPIES FURNISHED: Leslie Holland, Esq. 208 West Pensacola St. Tallahassee, FL 32301 Stanley M. Danek, Esq. Department of Administration 440 Carlton Building Tallahassee, FL 32399-1550 Adis Vila, Secretary Department of Administration 435 Carlton Building Tallahassee, FL 32399-1550 Augustus D. Aikens, Jr., Esq. General Counsel Department of Administration 435 Carlton Building Tallahassee, FL 32399-1550 =================================================================
Findings Of Fact The Respondent, Mary L. Martin, has been a Gadsden County school teacher with a continuing contract of employment since August 18, 1967. For almost all of her teaching career, the Respondent has been a full-time elementary school teacher. During a number of her years teaching, the Respondent also taught some evening adult education courses, but she has not done so since the 1983/1984 school year. Numbered paragraph 4 of the Respondent's Continuing Contract of Employment with the School Board provides in pertinent part: The County Board may, upon recommendation of the County Superintendent, transfer and assign the Teacher to a similar position in any other school of the county, provided that the duties shall be similar to the duties originally assigned and the salary shall be in accordance with the salary schedule. Gadsden County School Board Rule 4.113, provides in pertinent part: TRANSFERS.--The assignment of an employee shall be the responsibility of the Board upon recommendations of the Superintendent. Employees who desire a change in assignment involving a transfer to another school or position shall file a written statement of such desire . . .. * * * (2) In order to meet the staffing needs of the district, it is occasionally necessary to transfer an employee involuntarily. Such transfer shall be effective after consultation with and notice to the employee involved. Article VII, Section C., of the Collective Bargaining between the School Board and the Gadsden County Classroom Teachers Association in effect from 1992 through 1995, governing Transfer and Reassignment, provides in pertinent part: The Board and the GCCTA recognize that the transfer of employees shall be the responsibility of the Board upon recommendation of the Superintendent. Any teacher who desires a change in grade and/or subject assignment in the following year or who desires to transfer to another school in the following year shall file . . . a written request to that effect . . .. * * * In making transfers, the Board will first review requests of volunteers. . . .. During the 1991/1992 and 1992/1993 school years, the Respondent was teaching third grade at the Stewart Street Elementary School in Quincy. During those years, the Respondent suffered from a certain amount of stress, and she made her complaints of stress known to her principal, Douglas Black, as well as to some of her coworkers and, during the spring of 1992, to Harold Henderson, who was a member of the School Board at the time, but who also was running for election as School Superintendent. Henderson won the election and became the Gadsden County School Superintendent. From approximately the time that Harold Henderson became School Superintendent, Douglas Black began asking him to transfer the Respondent to another school in order to resolve certain difficulties he was having at the school that involved the Respondent. One less than satisfactory aspect of the Respondent's performance as an elementary school classroom teacher in recent years was that she frequently was tardy. Out of 196 work days in the school year, the Respondent was tardy 64 days in 1990/1991, 60 days in 1991/1992, and 105 days in 1992/1993. Since she had the key to her classroom, children in her class would have to wait in the hall for her to arrive, and other teachers would have to leave their classrooms unattended to either monitor the children in the hallway or to get a master key to let the children into the Respondent's classroom. The tardiness of course came to Black's attention, and conflicts developed between the Respondent and Black when Black tried to enforce his policies against tardiness. (These conflicts certainly also contributed to the Respondent's stress.) The Superintendent denied Black's initial requests that the Respondent be transferred, but major new problems developed during one lunch period in February, 1993, when a fellow teacher, Juanita Austin, attempted to prevent children from the Respondent's class from cutting in front of Austin's class in the lunch line. Accusations of misconduct flew between the Respondent and Austin, and at least the children from the Respondent's class became embroiled in the controversy. Unable to resolve the problem between the two teachers any other way, Black was reduced to having change the lunch schedules of the two teacher's classes. But, when he instructed Austin to take her class to lunch earlier than the Respondent's, the Respondent accused Black of favoritism. The principal thought that he was doing the best he could to deal with the problems the two teachers were having and felt that the Respondent was being obstinate and difficult in opposing his proposed solution to the problem. As a result of the lunchroom dispute and its aftermath, all three became embroiled in ongoing disputes and arguments that were disruptive and that detracted from their performance of their assigned work. In addition, the Respondent began to accuse Black of other misconduct, including the alleged use of vulgar language. 1/ The situation was brought to the attention of the Superintendent and his staff. By the end of the 1992/1993 school year, Superintendent Henderson decided that it would be best for all concerned if he transferred the Respondent out of Stewart Street Elementary. He approached Black and confirmed that Black still was interested in having the Respondent transferred. He had Black put the request in writing. Black put his request for the transfer in writing on June 3, 1993. The next day, Superintendent Henderson formally granted the request in writing and initiated the mechanics of a lateral transfer at the same salary as for her previous position as elementary school teacher. The first step the Superintendent's staff had to take to implement the transfer was to locate a position to which to transfer the Respondent. The staff was able to identify an opening in its Adult Education Program for a teacher to provide education services at the adult mental health services center operated by Apalachee Community Human Services at a facility near the Gadsden Memorial Hospital. There was no evidence of any other teachers volunteering to transfer to this position, and no special certifications were required for the position so that the Respondent's certifications for the position fully qualified her for the job. (As noted, she had taught in the School Board's adult education program in the past.) When the opening was brought to the Superintendent's attention, he approved it. The new position would entail only two or three hours of actual classroom teaching a day, and class size would average only approximately 15 students per class, instead of approximately 30 elementary school children in each of the Respondent's elementary school classes. The Superintendent felt those differences between the two positions would help reduce the Respondent's job stress. In addition, in the new position, the Respondent would work much more independently than as an elementary school teacher. No School Board supervisors or administrators are housed at the adult mental health services center, and the Respondent would not be monitored very closely. Since, during the course of a normal work day, the Respondent would encounter no School Board personnel other than possible the two part-time teachers, the Superintendent felt that the new position would help minimize the personality conflicts the Respondent was encountering at Stewart Street Elementary. Finally, if the Respondent is tardy for class in the new position, it would not cause the same kinds of discipline and administrative problems as it did at Stewart Street Elementary. The School Board would not even monitor the Respondent for attendance and timeliness at the adult mental health services center, which the Superintendent felt also would serve to reduce the Respondent's job stress. The preliminary steps having been taken, the Superintendent made the transfer official by including it in a July 20, 1993, list of recommended transfers to be presented to the School Board for consideration at its July 27, 1993, meeting. Meanwhile, the Assistant Superintendent, Corbin Scott, telephoned the Respondent and informed her the next day that the transfer had been recommended. The Respondent objected to the transfer. The transfer was considered at the July 27, 1993, meeting of the School Board. The Respondent appeared at the meeting and spoke in opposition to the transfer. Over the Respondent's objection, the School Board voted to transfer the Respondent, as recommended by the Superintendent, effective August 9, 1993. The Respondent's salary in the new position is the same as for her previous position as elementary school teacher. At her new position, the Respondent's "students" actually are clients of the mental health services center. Most suffer from a mental or emotional condition that debilitates them in some way and makes it difficult for them to achieve academically; some also suffer from drug or alcohol dependence. Based on the evidence, there does not seem to be much semblance of continuity in the course of instruction the Respondent is able to give. There does not necessarily seem to be any educational logic or continuity to when they begin the mental health center's education program or when they discontinue it (sometimes when they destabilize mentally and have to be institutionalized.) When students are "enrolled," neither the Respondent nor the Gadsden County School Board seems to have any control over whether the "students" attend the classes offered to them; control over is left to the mental health services center. Nor does the Respondent have any real control over her "students" while they are in class with her. While "class" is in session, the "students" are free to do as they choose. They can pay attention or ignore the Respondent, sit down or stand up, and come or go as they choose. The Respondent is instructed not to attempt to discipline the "students" for not attending to and participating in class, or to attempt to require them to attend to or participate in class, primarily because there is the risk that the Respondent's actions could cause them to destabilize while they are in class with the Respondent. The Respondent's new position as a teacher at the adult mental health services center certainly is not identical to her former position as an elementary school teacher. In some ways, the positions are similar, but there also are significant differences between the two positions. Whether the two positions are "similar" for purposes of this case is a mixed question of both fact and law. There was no direct testimony or evidence on the question whether the Respondent's new position as a teacher at the adult mental health services center has the same "professional prestige" as the position of elementary school teacher. The answer to the question has to be inferred from evidence as to the nature of the two positions. It is found that, as compared to the elementary school teaching position the Respondent had, the adult education teaching position to which the Respondent was transferred does not have "similar professional prestige."
Recommendation Based on the foregoing Findings of Fact and Conclusions of Law, it is recommended that the School Board of Gadsden County enter a final order: (1) either reinstating the Respondent, Mary L. Martin, to her former position as elementary school teacher at Stewart Street Elementary School or transferring her to a similar position at the same salary; but (2) denying her claim for the award of attorney fees and costs. RECOMMENDED this 28th day of June, 1994, in Tallahassee, Florida. J. LAWRENCE JOHNSTON Hearing Officer Division of Administrative Hearings The DeSoto Building 1230 Apalachee Parkway Tallahassee, Florida 32399-1550 (904) 488-9675 Filed with the Clerk of the Division of Administrative Hearings this 28th day of June, 1994.
The Issue Whether the Respondent should be terminated from her employment with the Petitioner.
Findings Of Fact Based on the oral and documentary evidence presented at the final hearing and on the entire record of this proceeding, the following findings of fact are made: The Miami-Dade County School Board is responsible for operating, controlling, and supervising all public schools in the school district of Miami-Dade County, Florida. Section 4(b), Article IX, Florida Constitution; Section 230.03, Florida Statutes (1997). Ms. Klumpjan is employed by the School Board as a certified occupational therapist assistant. She has worked for the School Board in this position for approximately 17 years, first as an employee of an outside agency under contract with the School Board and, since 1988, as the School Board's direct employee. Certified occupational therapist assistants are classified by the School Board as educational support employees, and the terms of Ms. Klumpjan's employment are governed by the contract between Dade County Public Schools and the United Teachers of Dade. Occupational therapy is provided in the Miami-Dade County public schools to children who have been referred for the service by a physician. The goal of the therapy is to improve fine motor and functional living skills and, generally, to assist students in improving their ability to access education. When a student is referred for occupational therapy, the registered occupational therapist assigned to the student's school consults with the student's teachers and other professionals regarding the student's needs, evaluates the student, and develops an individualized occupational therapy program for the student. If the student is in the exceptional student education program, the occupational therapy program becomes part of the student's individualized educational program. Certified occupational therapist assistants carry out the treatment programs developed by registered occupational therapists, who supervise the work of the certified occupational therapist assistants. The formal job description for a certified occupational therapist assistant in the Miami-Dade County school system provides in pertinent part: BASIC OBJECTIVES The Certified Occupational Therapist Assistant (COTA) is responsible for the application of occupational therapist procedures under the direction of a Registered Occupational Therapist whose license in Florida is in good standing. The occupational therapist assistant must also be responsible for carrying out the responsibilities set forth by the supervisory [sic] of the physical and occupational therapist program. The occupational therapist assistant is responsible to the managing registered occupational therapist. JOB TASKS/RESPONSIBILITIES Implements treatment programs appropriate to the student's specific needs, as designated by the managing therapist. Meets periodically with managing occupational therapist for the purpose of reviewing the individual student's status. Documents any change in student status, treatment program, family visits, consultation with other health personnel. Established and maintains appropriate working relationships with school staff, parents, and health care personnel. Consults with managing occupational therapist prior to contacting the student's physician regarding problems and/or unusual changes in a student's program. Coordinates and schedules all treatment sessions for established students. Coordinates and schedules all treatment sessions for established students.[sic] Participates in DCPS inservice programs. Observes medical ethics. Conforms to DCPS policies and procedures. Assists in orientation and training of personnel new to the department. Maintains the therapy-area equipment by sanitizing and cleaning mats and other materials and equipment. Coordinates and/or assists in the preparation of materials for student use. Throughout the years she worked in the Miami-Dade County public school system, Ms. Klumpjan was considered a competent occupational therapist who worked well with the children in her care. Her job performance evaluations consistently rated her work as satisfactory. Nonetheless, since 1988, Ms. Klumpjan has worked at several schools in the Miami-Dade County public school system, having been transferred at the end of the 1989, 1990, 1991, 1992, and 1993 school years. Each time she was transferred, Louise Schmitt, one of the coordinators of the Miami-Dade County public school system's physical and occupational therapy program, discussed with her the reasons for the transfer, specifically, her inability to get along with her fellow therapists and other education professionals with whom she worked. Ms. Klumpjan was transferred to Arcola Lake Elementary School in July 1993. The students at Arcola Lake Elementary School are all in the exceptional student education program and have individualized educational programs. In meeting the needs of these students, the school staff, including the therapists and therapist assistants (referred to herein collectively as "co-workers"), work together as a team to provide the services necessary for the students to access education. At Arcola Lake Elementary School, Ms. Klumpjan and her co-workers also worked in close physical proximity with one another. In the opinion of a number of her co-workers, including her direct supervisor, Ms. Klumpjan's attitude and behavior made working with her very difficult. She was defensive and combative with her direct supervisor and with her co-workers, who were intimidated and threatened by her and avoided engaging her in conversation about either work-related or general subjects. Ms. Klumpjan constantly made negative comments regarding the actions of her co-workers and her supervisors, as well as about school procedures and policies. Ms. Klumpjan continually complained that no one would sit down and "hear her out" about her concerns. For several years, but especially in the months immediately prior to March 1997, Ms. Klumpjan's co-workers observed her become increasingly quick to anger about minor incidents, exhibit increasingly paranoid behavior, and express increasingly paranoid thoughts, including her often-stated conviction that there is a conspiracy against her among her co-workers, who she believes are agents of the FBI and the CIA. Her co-workers also observed her become more unreasonable, defensive, combative, and vindictive whenever anyone questioned her about her work or her ideas. Ms. Klumpjan talked incessantly about religion and also articulated increasingly bizarre thoughts, including her belief that certain school personnel were practicing voodoo and were engaged in spiritual warfare against persons in the school. When her ideas were challenged by co-workers, Ms. Klumpjan invariably insisted that her perception of reality was the correct one. On several occasions, both Ms. Klumpjan's direct supervisor and her co-workers were aware that she did not follow written occupational therapy programs developed by her supervisor or her supervisor's specific instructions regarding the therapy to be given to particular students. Nonetheless, Ms. Klumpjan's supervisor found it difficult to make any adverse comments or to criticize her work because Ms. Klumpjan did not respond reasonably; consequently, her supervisor simply avoided confronting Ms. Klumpjan, even though the supervisor recognized that her avoidance could impact negatively on the care given the students. Other therapists, therapist assistants, and teachers avoided consulting with Ms. Klumpjan regarding the care to be given students. Ms. Klumpjan's co-workers became particularly concerned when she discussed an incident in which a person in Broward County had gone to the office of his former employer and killed several of his former co-workers. Ms. Klumpjan stated that she understood why a person would do such a thing, and she attributed the motive for the shootings to the failure of people to listen to the killer's concerns. Because this was one of Ms. Klumpjan's frequent complaints about her supervisors and because of her increasingly bizarre behavior, Ms. Klumpjan's co-workers began to fear for their safety. In March 1997, several of Ms. Klumpjan's co-workers went to Louise Schmitt, one of the two coordinators of the Miami- Dade County public school system's physical and occupational therapy program, and told her that they found it impossible to work with Ms. Klumpjan and that they felt that her inappropriate behavior was becoming more pronounced, creating a great deal of tension among the staff at Arcola Lake Elementary School and causing them to fear for their safety. Dr. Fishman asked them to write letters to her describing the behaviors that caused them concern. When Ms. Schmitt reviewed the letters she received in response to this request, she contacted the School Board's Office of Professional Standards. On March 13, 1997, Ms. Klumpjan was relieved of her duties at Arcola Lake Elementary School and told to report for an alternate work assignment at the Region I administrative office. Thomasina O'Donnell, Director of the School Board's Office of Professional Standards, scheduled a Conference-for-the- Record for March 20, 1997. At the conference, the letters and concerns of Ms. Klumpjan's co-workers and supervisors were reviewed, and Ms. Klumpjan's fitness for duty was discussed. While not specifically denying the statements and behavior attributed to her in the letters, Ms. Klumpjan stated that her statements and behavior were "blown out of proportion" by her co-workers. At the March 20 conference, Ms. Klumpjan was given a list of doctors approved by the School Board and asked to select one to conduct an evaluation of her fitness to continue work. Her March 13, 1997, alternate work assignment to the Region I office was ratified, and Ms. Klumpjan was directed not to contact anyone at Arcola Lake Elementary School or anyone who had written a letter outlining their concerns about her. Finally, Ms. Klumpjan was given a supervisor's referral to the School Board's Employee Assistance Program. The summary of the conference provided to Ms. Klumpjan contained the following warning: "Any non-compliance with the stipulated activities would compel District disciplinary measures to include suspension, demotion, or dismissal." Ms. Klumpjan chose not to participate in the Employee Assistance Program. However, on April 7, 1997, she was evaluated by Gary L. Fishman, D.O., a psychiatrist who has done "Fitness to Return to Work" evaluations for the School Board for the past ten years. Dr. Fishman spent approximately two hours interviewing Ms. Klumpjan and concluded that she suffers from a major psychiatric disorder evidenced by pronounced paranoid delusional symptoms. In his report, Dr. Fishman described Ms. Klumpjan as appearing "fragile, alone and isolated" and observed that she appeared to be out of touch with reality and completely unaware of the negative effect her comments and behavior had on her co-workers. In Dr. Fishman's opinion, Ms. Klumpjan was not capable of carrying out several of the job responsibilities assigned to certified occupational therapist assistants. Specifically, Dr. Fishman felt that, because of her problems dealing with others, her disturbed thinking patterns, and her impaired judgment, Ms. Klumpjan could not successfully consult with the managing occupational therapist, she could not establish and maintain appropriate working relationships with school staff and others, and she could not assist in training new personnel. Dr. Fishman counselled against allowing Ms. Klumpjan to resume her duties as a certified occupational therapist assistant until she received adequate medical and psychiatric care. Dr. Fishman recommended that Ms. Klumpjan receive a comprehensive medical examination from the physician of her choice, preferably an internal medicine specialist; that she have a complete psychological battery and profile prepared; and that she be referred for psychotherapy. A second Conference-for-the-Record was held on April 16, 1997, in order to review Dr. Fishman's report. Ms. Klumpjan was informed that she would not be allowed to return to work until she had met three conditions, which were essentially the recommendations made by Dr. Fishman: First, Ms. Klumpjan was told to have a comprehensive medical examination; second, she was told to obtain a complete psychological battery; and third, she was told to participate in a psychotherapy program. Ms. Klumpjan was informed that she could return to work only when cleared by Dr. Fishman, and she was again warned not to contact anyone at Arcola Lake Elementary School. The summary of the conference provided to Ms. Klumpjan contained the following warning: "Any noncompliance with the stipulated conditions would result in the recision [sic] of site disciplinary action and compel District disciplinary measures to include suspension, demotion, or dismissal." Ms. Klumpjan was absent without leave from her alternate work assignment beginning on May 16, 1997. Ms. Klumpjan was examined on June 25, 1997, by Larry Harmon, Ph.D., a clinical psychologist who works with the School Board's Employee Assistance Program and who was asked to evaluate Ms. Klumpjan's fitness to return to work. Dr. Harmon diagnosed Ms. Klumpjan with paranoid personality disorder; this diagnosis was based on his clinical interview, the results of Ms. Klumpjan's mental status exam, corroborative information, and the results of psychological testing. Although Ms. Klumpjan tested within the normal range on the psychological tests, Dr. Harmon is of the opinion that the results on several of the tests, including the Minnesota Multiphasic Personality-2, the Millon Clinical Multiaxial Inventory-III, and the Beck Depression Inventory, are not valid indicators of her true psychological condition. Dr. Harmon is particularly concerned about Ms. Klumpjan's very deep-seated delusions of persecution, together with her unshakable conviction that her delusions are true and accurately reflect reality. In his report, which is dated July 28, 1997, Dr. Harmon noted that Ms. Klumpjan refused to acknowledge that her behavior and comments in the workplace were inappropriate and would not agree to refrain from voicing her thoughts and suspicions to her co-workers, insisting that she has the right to speak the truth. Ms. Klumpjan rejected any suggestion that she should change her behavior at work and steadfastly attributed the "problem" to her co-workers. Consequently, Dr. Harmon predicted that the poor interpersonal work relationships would continue and, most likely, worsen. Dr. Harmon found that, even though Ms. Klumpjan is paranoid, she has no history of violence and is unlikely to pose a threat to the health and safety of the school staff and students. In his opinion, however, Ms. Klumpjan is unfit for duty because her symptoms of paranoia impair her ability to maintain the interpersonal work relationships necessary to carry out those job responsibilities of a certified occupational therapist assistant that require cooperation and working with others. Dr. Harmon also noted in his report that Ms. Klumpjan adamantly refused to consider seeking psychotherapeutic treatment; in his opinion, Ms. Klumpjan's symptoms will worsen unless she receives such treatment. Ms. Klumpjan was examined by her physician on July 1 and 2, 1997, and the results of the examination, laboratory work, and EKG were sent to the School Board's Office of Professional Standards. A Conference-for-the-Record was held on August 19, 1997, for the purpose of addressing Ms. Klumpjan's medical fitness to perform her assigned duties and her future employment in the Miami-Dade County public school system. At the conference, Ms. Klumpjan was again advised that services were available from the School Board's support referral agency, the Employee Assistance Program. She was given the opportunity to resign her position with the Miami-Dade County public school system, but she was directed to arrange for medical leave if she chose not to resign, with the caveat that she must apply for leave by September 19, 1997, or face an employment action for abandonment of position. Ms. Klumpjan was encouraged to seek psychological treatment and was advised that she would be considered for re-employment only when she had successfully completed treatment and received a medical clearance from Dr. Harmon. The summary of the conference provided to Ms. Klumpjan contained the following warning: "Any noncompliance, with the stipulated condition, would result in District disciplinary measures to include dismissal." In a memorandum dated October 15, 1997, entitled "Employment Intention," Dr. O'Donnell notified Ms. Klumpjan that, because she had been absent from her employment since May 16, 1997, she must notify her worksite immediately regarding her employment intentions. Dr. O'Donnell also directed Ms. Klumpjan to implement one of four options: She could comply with the conditions of employment imposed at the August 19, 1997, Conference-for-the-Record; she could notify the Office of Professional Standards of the date she intended to return to work; she could resign from her employment with the Miami-Dade County public school system; or she could initiate the retirement process. Ms. Klumpjan did not respond to this memorandum and, in a letter dated October 27, 1997, she was informed that she had been absent from her employment with the Miami-Dade County public school system without authorized leave. She was further advised that the School Board would take action to dismiss her from her employment for willful neglect of duty and that, if she did not request a review of the facts relating to her termination within 10 days of the date she received the letter, the matter would be submitted to the School Board for final action. In a letter dated November 7, 1997, to Dr. Joyce Annunziata, Senior Executive Director of the Office of Professional Standards, Ms. Klumpjan stated that she had not been willfully absent from her duties but was absent because of actions taken against her by the Office of Professional Standards. She explained that she was abruptly removed from her duties at Arcola Lake Elementary School and told to report for work to Ms. Martha Boden. Ms. Klumpjan stated that she was willing to return to her duties as a certified occupational therapist assistant on November 10, 1997. Nothing further was heard from Ms. Klumpjan, and, at its January 14, 1998, meeting, the School Board suspended her from employment with the school system, without pay. Ms. Klumpjan had not, as of the final hearing, participated in psychotherapy, resigned her position, or applied for medical leave. The evidence presented by the School Board is sufficient to establish that Ms. Klumpjan committed gross insubordination, that she committed misconduct in office, that she is incompetent because of incapacity, and that she was willfully absent from duty without leave. These violations are sufficient to constitute just cause for the termination of her employment with the School Board.
Recommendation Based on the foregoing Findings of Fact and Conclusions of Law, it is RECOMMENDED that the School Board of Miami-Dade County, Florida, enter a final order Sustaining Marilyn L. Klumpjan's suspension without pay, Terminating the employment of Marilyn L. Klumpjan for just cause, and Dismissing Count IV of the Notice of Specific Charges dated February 9, 1998. DONE AND ENTERED this 18th day of November, 1998, in Tallahassee, Leon County, Florida. PATRICIA HART MALONO Administrative Law Judge Division of Administrative Hearings The DeSoto Building 1230 Apalachee Parkway Tallahassee, Florida 32399-3060 (850) 488-9675 SUNCOM 278-9675 Fax Filing (850) 921-6847 Filed with the Clerk of the Division of Administrative Hearings this 18th day of November, 1998.
Findings Of Fact By operation of the Constitution of the State of Florida, Article IX, Section 4(b), the Board is charged with the operation, control and supervision of all schools within Volusia County, Florida. By state law, Section 230.01, Florida Statutes (1991), the State of Florida has delegated to the Board the responsibility for the actual operation and administration of all schools within Volusia County. Section 230.23, Florida Statutes (1991), provides that the Board will exercise, inter alia, the following general powers: (5) PERSONNEL - Designate positions to be filled, prescribe qualifications for those positions, and provide for the appointment, compensation, promotion, suspension, and dismissal of employees as follows, subject to the requirements of Chapter 231: (a) Positions, qualifications and appointments. - Act upon written recommendations submitted by the Superintendent for positions to be filled . . . Section 230.33(7)(a), Florida Statutes, requires the Superintendent of Schools to make written nominations of persons to fill positions established by the School Board. With respect to classroom teachers employed by the Board, such employees may be granted tenure, that is the right to continuing employment subject to removal upon certain conditions. The tenure rights of classroom teachers employed by the Board are provided by the Volusia County Teachers' Tenure Law, Chapter 18964, Laws of Florida (1937), as amended (hereinafter referred to as "the Volusia County Tenure Law" or "the tenure law.") The procedure used by the Board in determining which teachers are to be granted tenure begins with a recommendation made by the principal who is supervising the teacher in question. The recommendation is made to the Board's personnel office which then passes it on to the Superintendent, who either supports the recommendation by making it to the School Board or not. Only the Board may reelect a teacher for employment, and such reelection is an essential precondition to the obtainment of status as a tenured teacher. The Volusia County Tenure Law provides for a probationary period of three years following which, if the teacher is reelected to employment for a fourth consecutive year and fills other requirements set forth in the tenure law, he or she will obtain tenure. In the case of the three individual Petitioners who are parties to this action, each was denied tenure following her third year of employment, but did obtain employment in the status of a fourth year probationary employee. The alternative to this fourth year of probation was described by the Board's representative as a "failure to enter into a contract for an additional year and termination." The Union introduced a list of three teachers besides the individual Petitioners in this action as Petitioners' Exhibit 7. Of the three persons listed in that exhibit, one, Hall, was granted tenure after her fourth year of probation. Another, Maynar, was granted tenure after his fifth year of probation. The third, Powers, was granted tenure after seven years of probationary status. The fact that two of those teachers served probationary periods in excess of four years was described to be as the result of "oversight" on the part of the Board. Petitioners' Exhibit 1 sets forth tenure treatment of classroom teachers employed by the Board from and including the 1988-89 school year to and including the 1991-92 school year. In the 1988-89 school year, 123 teachers received tenure after a third year of probation, 12 teachers were granted tenure after a fourth year of probation, 115 teachers were non-renewed (terminated) after their third year, and 23 accepted a fourth year of probation. In the 1989-90 school year, 110 teachers received tenure after their third year, 22 were granted tenure after a fourth year of probation, 25 were non-renewed, and 25 accepted a fourth year of probation. In the 1990-91 school year, 155 teachers received tenure after their third year, 25 were granted tenure after a fourth year of probation, 28 were not renewed after their third year, and 41 accepted a fourth year of probation. In the 1991-92 school year, the last year for which records were available at the time of the hearing, 198 teachers received tenure following a third year of probation, 46 were granted tenure after a fourth year of probation, 33 were not renewed after their third year of probation, and 9 accepted a fourth year of probation. On March 30, 1993, Dr. Willie D. Brennon, Assistant Superintendent for Personnel for the Board, issued an interoffice memorandum to all principals and department heads which informed those principals and department heads that contract "Status 5," that is the granting of a fifth probationary year, was no longer an option open to principals and department heads dealing with classroom teachers. The Board's Division for Personnel Services has also issued a document entitled "Procedure for Giving Notice of Non forms for the employment and treatment of teachers. The Board has not promulgated any set of standards to be used by a principal in deciding whether he or she will recommend a classroom teacher for tenure. On April 19, 1991, Pearl Coleman was employed by the Board as a classroom teacher. On that same day, Ms. Coleman's principal, Rowena Reddix, completed a form entitled "Instructional Personnel Reappointment 1991 School Year." In that form, Ms. Reddix requested that Ms. Coleman be recommended for reappointment for the 1991 On May 10, 1991, Ms. Reddix recommended that Ms. Coleman be granted tenure by completing a form entitled "Recommendation for Tenure 1991-92 School Year." However, Ms. Reddix later rescinded her recommendation that tenure be granted to Ms. Coleman. After the recision, on June 13, 1991, Ms. Reddix recommended that Ms. Coleman be appointed as a probationary (non employee for the 1991 document, Ms. Coleman accepted employment as a probationary employee by executing a sworn statement that read as follows: This is to inform you that I voluntarily accept classification as a probationary employee for the 1991-92 school year. When Ms. Coleman signed that statement and accepted employment as a probationary employee, she understood that, but for her acceptance of this status, she would not be employed by the Board. Furthermore, although Ms. Coleman believed she would receive tenure after her fourth year of probation, she understood that she did not have tenure in that fourth year. On May 15, 1992, Mr. Gerald L. Gill, who succeeded Ms. Reddix as Ms. Coleman's principal, signed a letter, which informed Ms. Coleman that she would not be recommended for employment for the 1992-93 school year and that the Board would not enter into a contract of employment with her for any period subsequent to the 1991-92 school year. Linda L. Williams was employed by the Board as a classroom teacher for the 1989-90, 1990-91, and 1991-92 school years. In her third year of employment, Ms. Williams was employed as a classroom teacher at Woodward Avenue School and served under principal Jo Anne Rodkey. In the same year, Ms. Rodkey informed Ms. Williams that she would not be recommended for reemployment because the school was losing a unit and therefore there was no position for her at the school. On May 12, 1992, Ms. Rodkey delivered to Ms. Williams a letter informing Ms. Williams that Ms. Rodkey would not be recommending her for tenure. Subsequently, Ms. Williams applied for a position as a sixth grade teacher at Holly Hill Middle School. Ms. Williams previously had been informed by Ms. Rodkey that any further employment by the Board would be as a probationary employee. Ms. Williams specifically understood that the only way she would be hired at Holly Hill was on a probationary basis and further understood that if she had not agreed to probationary status she would not have been employed at Holly Hill Middle School. Ms. Williams accepted employment at Holly Hill under these conditions. On June 12, 1991, Petitioner Lynne Demarest was employed as a classroom teacher at South Daytona Elementary School. On that same date, Ms. Demarest executed a notarized statement which stated: This is to inform you that I voluntarily accept classification as a probationary employee for the 1991 Subsequently, on June 14, 1991, Mr. David C. Butler, who was the principal at South Daytona Elementary School, recommended the reappointment of Ms. Demarest as a probationary employee for the 1991 time that Ms. Demarest accepted employment on probationary status, she understood that this was the only condition upon which she would be employed by the Respondent.
Recommendation Based upon the foregoing Findings of Fact and Conclusions of Law, it is ORDERED that the Petition is DENIED and DISMISSED. DONE and ORDERED this 12th day of October, 1993, in Tallahassee, Florida. DIANE K. KIESLING Hearing Officer Division of Administrative Hearings The DeSoto Building 1230 Apalachee Parkway Tallahassee, FL 32399-1550 (904) 488-9675 Filed with the Clerk of the Division of Administrative Hearings this 12th day of October, 1993. APPENDIX TO THE FINAL ORDER IN CASE NO. 93-1862 The following constitutes my specific rulings pursuant to Section 120.59(2), Florida Statutes, on the proposed findings of fact submitted by the parties in this case. Specific Rulings on Proposed Findings of Fact Submitted by Petitioner, Florida Education Association et al. 1. Proposed findings of fact 1-11 are unsupported by the competent and substantial evidence. Specific Rulings on Proposed Findings of Fact Submitted by Respondent, School Board of Volusia County 1. Each of the following proposed findings of fact is adopted in substance as modified in the Recommended Order. The number in parentheses is the Finding of Fact which so adopts the proposed finding of fact: 1-17(1-17). COPIES FURNISHED: Lorene C. Powell Chief Trial Counsel, FEA/United 118 North Monroe Street Tallahassee, Florida 32399-1700 Thomas M. Gonzalez Attorney at Law 109 North Brush Street, Suite 200 Post Office Box 639 Tampa, Florida 33601 Carroll Webb Executive Director Administrative Procedures Committee Holland Building, Room 120 Tallahassee, FL 32399-1300
Findings Of Fact At all times pertinent to this hearing, Respondent was a public school teacher licensed by the State of Florida to teach English language at the secondary school level, and her teaching certificate was current and in full effect. The Respondent, Queen Bruton, is employed by the Duval County School Board and holds tenure under the Duval County Teacher Tenure Act. On November 22, 1982, Respondent was sent a Notice of Proposed Dismissal by the School Board indicating the Board's intention to dismiss her as a teacher upon a charge of professional incompetency. The grounds for such conclusion include an indication that Respondent received unsatisfactory evaluations of her performance for the 1980-81 and 1981-82 school years. The Duval County Teacher Tenure Act (TTA), Chapter 21197, Laws of Florida (1941), as amended, permits the discharge of a teacher for, inter alia, professional incompetency as a teacher if certain conditions are met and procedures followed. All teachers in the Duval County public schools are evaluated whenever necessary, but at least once a year. Under the rating system in effect during the 1980-81 and 1981-82 school years, an unsatisfactory rating is awarded when an evaluation contains eight or more deduction points. Ratings are: (1) satisfactory, (2) needs improvement, and (3) unsatisfactory. On the rating form in use during the time in issue here, an unsatisfactory rating results in two deduction points in Items 1 through 27, and one deduction point in Items 28 through 36. An evaluation of "needs improvement" does not result in any deduction points. The School Board of Duval County has not, in any formal way, defined professional incompetence. The evaluation process is but one tool in the management of teacher employment. An unsatisfactory evaluation is not, therefore, conclusive of professional incompetence, but is one factor in that judgmental decision. The procedure used by the School Board in evaluating teacher performance was not adopted in conformity with the Administrative Procedure Act. At the time of adoption, the School Board was operating under teacher working conditions that had been implemented after extensive bargaining between the School Board and the teachers' union. These working conditions contained extensive provisions involving "teacher evaluation." When a contract was finally agreed upon between the School Board and the teachers' union, it contained provisions concerning teacher evaluation identical to those which were in effect under the working conditions previous to the implementation of the contract. These provisions, therefore, do not constitute rules "as defined in Section 120.52, Florida Statutes," but instead constitute guidelines for the evaluation of teacher performance arrived at not by decision of the School Board under conditions which require public hearing but jointly by agreement of the parties to the negotiations of the teacher contract between the School Board and the union, a collective bargaining agreement. Warren K. Kennedy was in Respondent's sophomore English class at Forrest Senior High School in Jacksonville during the 1980-81 school year. At one point during the school year, Kennedy saw a series of approximately 22 sexually explicit words or phrases written on the blackboard in Respondent's room. Kennedy copied these words and notified the principal, who went to Respondent's classroom and saw them himself. These words were placed on the board by someone other than Respondent, with her permission, and consisted of a part of an exercise in outlining. As such, Respondent claims the words themselves mean nothing, but words of that nature, including "orgasms, sexual intercourse, French tickler, blow job, condoms, dildo, masturbation, orgy," and the like serve no legitimate purpose in, and are not a legitimate part of, a sophomore English class. Respondent's classroom that year was chaotic. Students did little work, but instead talked openly and freely. Respondent sat quietly at her desk doing paperwork unless the noise got so great as to disturb other classes. Students felt free to walk out of class with impunity. Cursing was prevalent in class, and discipline was nonexistent. Defacing of school property occurred on at least one occasion with Respondent taking no corrective action. As a result, several students and the parents of other students requested their transfer from Respondent's class to another. Respondent was also unreliable in submitting grades and reports in a timely fashion. Observations of Respondent in the classroom environment by several different individuals revealed she did not insist her students come to class equipped with the proper supplies for effective writing or textbook activity. She rarely utilized visual aids pertinent to the matter being discussed. Classroom discussion with students did not generally involve a broad sampling of the class, but was focused on only a few class members. Her questions to the students were often vague and confusing to the students. Respondent's principal during that school year, Ronel J. Poppel, at whose request the above observations were made, himself observed Respondent in the classroom on several occasions. As a result of the input from those requested observations and of his own observations, he prepared an evaluation form on Respondent on March 15, 1981, which bore an overall rating of unsatisfactory and reflected that her performance was declining. This report, which reflected 7 of 36 items as unsatisfactory (12 total deduction points), had 20 other items rated as "needs improvement" and contained such written-in suggestions as "needs classroom management techniques, needs better standards of behavior, needs to have long-range planning from the beginning of the year, needs to show more enthusiasm for teaching--needs more variety in methods of teaching," and "should use better judgment in selection of topics." As a result of this evaluation, the observations of her principal and others, and the several counseling periods during which Respondent's deficiencies were pointed out to her along with suggestions for improvement, Respondent was put on notice of her failing performance and afforded the opportunity to take advantage of teacher education counseling (TEC) and, while she did enroll in at least one improvement course, failed to take full advantage of the available opportunities. Poppel's evaluation of Respondent as an incompetent teacher is based on: His personal observation; Evaluation by other professionals; Parent complaint follow-up; Her demonstrated lack of effective planning; Her lack of enforcement of school policies; Her lack of or inability to motivate students; Observed and reported chaotic classroom deportment; Her failure to keep proper records; and Her failure to leave lesson plans for substitutes. Notwithstanding the above, Respondent was well versed in the subject matter she was to teach and had the subjective background to be an excellent teacher. Her shortcomings, as described above, however, far outweighed the positive aspects of her credentials. Respondent was transferred for the 1981-82 school year to Fletcher High School in Jacksonville where she was placed under the supervision of Dr. Ragans, Principal, to teach English. Dr. Ragans spoke to Mr. Poppel, her former principal, about Respondent's weak areas so that he could develop plans to help her in those areas. In an effort to prepare Respondent for the coming year and to ensure she was fully aware of school policies and standards, Dr. Ragans held an extensive conference with Respondent to discuss her previous year's unsatisfactory rating and to make plans to remedy or remediate those areas. On August 25, 1981, he wrote a letter to Respondent in which he reiterated the items discussed previously. Review of this letter reveals there could be little doubt of what Dr. Ragans expected. Nonetheless, when he personally observed her in her classroom less than a month later, he found many of the same weaknesses previously identified, such as a noisy classroom environment, talking by students without being called on, Respondent appearing preoccupied with desk work, and inadequate lesson plans. In the observation report, he made numerous suggestions for improvement and offered Respondent the opportunity to a conference which she did not request. Prior to that observation, however, on September 8, 1981, Dr. Ragans and Respondent met with Dr. Jeff Weathers, TEC consultant for the School Board, in a full discussion of her professional shortcomings, at which meeting a suggestion was made that Respondent enroll in certain university-level courses in classroom management and motivation. Respondent was somewhat reluctant to take these courses because she felt they might interfere with her planning and her preparation for classes. Nonetheless, she did attend one class. Dr. Ragans had advised her he would arrange for substitute teachers for her so that she could take available classes. She was also invited to meet with master teachers in the school to seek assistance and to observe them, and she did in fact do so. In addition, a program was set up for her lesson plans to be reviewed by experts at the School Board. Respondent denies she ever submitted these plans, but according to Judith B. Silas, a resource teacher at School Board headquarters who reviewed Respondent's plans in December, 1981, her plans were confusing and lacking a consistent format: the dates on the plans reflect they were from an earlier series of years; objective numbers did not refer to the 1981 Curriculum Guide and did not cross-reference; and some included material had no relationship to plans or lessons. Ms. Silas's comments, forwarded to the school in February, 1982, were discussed with Respondent. A follow-up letter dated September 25, 1981, outlining the substance of the joint meeting with Dr. Weathers, was forwarded to Respondent. Shortly thereafter, on October 29, 1981, Dr. Ragans prepared a preliminary evaluation on Respondent rated overall as unsatisfactory in which 13 items were rated that way and 12 more rated as "needs to improve." On November 25, 1981, Respondent was provided with a lesson presentation checklist drawn by Dr. Weathers for her to use along with a notice of several night courses available to Respondent and a notice of a proposed observation of another teacher by Dr. Weathers and Respondent on December 14, 1981. After this observation, Dr. Weathers and Respondent discussed the positive aspects of that teacher's operation that Respondent could and should emulate. A new classroom observation of Respondent was set for January, 1982. In the interim, in January, 1982, Dr. Ragans received at least one parent request for a student to be transferred from Respondent's class because the classroom environment was noisy, unruly, and not conducive to learning. As a result of this letter and other parent contacts of a similar nature, Dr. Ragans had several informal discussions with Respondent during this period. On February 23, 1982, Respondent requested a conference with Dr. Ragans on her upcoming evaluation which was, she understood, to be unsatisfactory from a letter to her on February 5, 1982, from Dr. Ragans. This rating, conducted on February 2, 1982, but not signed by Dr. Ragans until March 3, 1982, was unsatisfactory, containing 14 items so marked and 13 marked "needs to improve." At the conference, held the same day as requested, Dr. Ragans advised Respondent he still felt she had marked deficiencies previously indicated regarding classroom control, authority, respect, lesson plans coordination, classroom planning, her failure to provide purposeful learning experiences, no student motivation, and her apparent inability to be understood by her students. Also cited to her were the continuing parent complaints and those of other teachers that their classrooms, used by her (she was a traveling teacher with no room of her own), had been damaged by her students. Much of this had previously been outlined in Dr. Ragans' February 2, 1982, letter indicating his intent to rate Respondent as unsatisfactory. Both Dr. Weathers and another school district supervisor, Dr. Henderson, observed Respondent in the classroom situation in late January or early February, 1982. Both individuals identified the same deficiencies as previously noted by so many others, and both made recommendations for improvement which were passed on, intact, to Respondent. In early March, 1982, Dr. Ragans advised Respondent in writing of his intent to evaluate her on March 15, 1982, to see if she had made any improvement. He did this because of Respondent's feeling that the previous evaluation had not given her enough time to work out improvements. This latest evaluation was also overall unsatisfactory. Two days later, on March 17, 1982, Respondent indicated in writing that she did not accept this evaluation. On April 30, 1982, Dr. Ragans again visited Respondent's classroom so that, if she had markedly improved, he could try to extend her contract or change her evaluation before the end of the school year. However, he could observe no appreciable change. Shortly after this visit, on May 3, he discussed with Respondent complaints he had received from several parents about warnings she had sent out on some students which inconsistently showed both satisfactory performance and danger of failing on the same form. She explained this as all students, including straight "A" students, who had not taken the MLST (test) were in danger of failing. Dr. Ragans felt this excuse was feeble and unjustified and demonstrated poor judgment on her part. All this was confirmed in a letter on May 17. A complaint from a parent of one of Respondent's students, received on June 11, 1982, initiated an audit of the grades given by Respondent during the school year. Results of this audit revealed at least 68 errors involving 46 students, including three students who received passing grades when they, in fact, had failed and should have been in summer school. A total of 13 student grades had to be changed, requiring a letter of notification and apology from the principal. Respondent did not deny the inconsistencies shown in the audit, but defended them on the basis of, in many cases, their being the result of her exercising her discretion and prerogative to award a grade different from that supported by recorded achievement if, in her opinion, other factors so dictated. In any case, the number of inconsistencies requiring a grade change was substantially higher than is normal. During the 1981-82 school year, Respondent had not been assigned a classroom of her own, but instead met and taught her classes in the rooms assigned to other teachers. This situation, while not unique to Respondent and one which several other teachers had as well, is nonetheless a definite handicap to any teacher. In an effort to alleviate the impact of this situation, all Respondent's rooms were scheduled as geographically close together as possible, and she was assigned only one subject to teach. Therefore, though she may have had several class periods which progressed at different speeds, the planning and preparation was similar and much less an arduous task than if she had different subjects to prepare for. In any case, there is little relationship between this and discipline and control in the classroom. Dr. Mary Henderson, Director of Language Arts/Reading for the Duval County School Board, observed Respondent in the classroom during both the 1980- 81 and 1981-82 school years at two different schools. Recognizing that Respondent has definite strengths in her knowledge of the subject matter to be taught and her recognition of and communication to the students of the relationship of their lessons to the test requirements, Dr. Henderson still felt Respondent was not a competent teacher. On both occasions, she found Respondent's lesson plans to be inadequate, her techniques in classroom management were deficient, she failed to make effective use of the students' time, and she failed to effectively motivate her students to participate in the classroom activities. Throughout all this period, according to both supervisors and others who observed her, Respondent always maintained a pleasant, calm, positive, and cooperative approach to all with whom she came into contact. At no time did she show hostility or resentment. Also, there was never a question as to her knowledge of the subject matter. Respondent possesses a bachelor's degree in English and a master's degree in administration and supervision. She has sufficient credit hours to qualify for a major in Spanish. She has also taken several in-service courses in such subjects as linguistics, methods of curriculum and instruction, British literature, and school administration. She is certified to teach English, Spanish, and typing. She has been a teacher in several Florida school systems for 29 years, of which the last 21 years were in various Jacksonville area schools. She is tenured. She was selected for summer school employment in 1980, while at Forrest High School, even though tenure does not ensure selection to teach summer school. During the 1980-81 school year, Respondent was caring for the aunt who raised her and who was suffering from terminal cancer. This required frequent travel back and forth to another part of the state, and in addition to being a physical burden, constituted a severe strain on her mental state. During that year, she started out teaching only twelfth grade classes, but as a result of a reduction in class sizes during the school year, she was given some additional tenth grade classes for which she had not prepared. Respondent feels her classroom discipline was not so unusual as to be remarkable. She feels she maintained classroom discipline as well as required and contested the allegations that she rarely referred students to the administration for additional discipline. She made all reasonable effort to improve her performance by enrolling in some of the courses recommended by Drs. Weathers and Ragans, but had to wait until the second semester because she did not get the information on the first semester courses until after they had started. The classes she took urged the use of listening and negotiating skills rather than the authoritative method in dealing with students. She tried to implement what she learned in her classrooms and feels she succeeded regardless of what the testimony shows. In addition, she took a course dealing with self- concept and self-confidence and applied for admission to Jacksonville University's master of arts program in an effort to upgrade her skills. Respondent admits that at the beginning of the 1981-82 school year, she was not using formal lesson plans. She had been asked by the administration for plans on a weekly basis and had jotted down ideas on paper. To formulate these ideas, she used prior years lesson plans, but did not turn any of these in. This does not track with Ms. Silas's testimony that the Respondent's plans she reviewed appeared to be from prior years. I find that prior years' plans were used by Respondent extensively and how these plans were transmitted to Ms. Silas for review is immaterial. Respondent, based on the above, while possessing the necessary technical qualifications to perform as a teacher, while possessing the appropriate knowledge of her subject matter, and while possessing the desire to impart that knowledge to her students, is nonetheless incompetent to conduct a class, maintain proper discipline, and generate adequate student motivation to accomplish these desired ends.
Recommendation Based on the foregoing, it is RECOMMENDED: That Respondent be removed from classroom teaching duties and be assigned some other function within the school system until such time, unless sooner released for other good cause, as she can retire with maximum benefits. RECOMMENDED this 1st day of September, 1983, in Tallahassee, Florida. ARNOLD H. POLLOCK, Hearing Officer Division of Administrative Hearings The Oakland Building 2009 Apalachee Parkway Tallahassee, Florida 32301 (904) 488-9675 Filed with the Clerk of the Division of Administrative Hearings this 1st day of September, 1983. COPIES FURNISHED: Gary E. Eckstine, Esquire Chief Administrative Hearings Section City of Jacksonville 1300 City Hall Jacksonville, Florida 32202 William F. Kachergus, Esquire Maness & Kachergus 502 Florida Theatre Building Jacksonville, Florida 32202 Mr. Herb A. Sang Superintendent Duval County Public Schools 1701 Prudential Drive Jacksonville, Florida 32207
Findings Of Fact Petitioner retired under the provisions of the Florida Teacher Retirement System (TRS) on October 1, 1988. Prior to her retirement, Petitioner had been employed as an accounting instructor by Broward Community College (BCC). BCC is a tax-supported institution of higher learning in the State of Florida which participates in the Florida Retirement System. All instructional personnel at BCC are classified as "instructors". There is no job classification of "teacher" used by BCC. On December 14, 1988, Petitioner worked three hours as a substitute instructor at BCC and was paid $61.35. On March 17, 1989, Petitioner worked five hours as a substitute instructor at BCC and was paid $102.25. petitioner worked -as a substitute instructor at the request of personnel at BCC. Prior to agreeing to substitute on these two occasions, Petitioner had read and had relied on certain information provided by Respondent to retirees from the Florida Retirement System (FRS) and from the Florida TRS. That information was contained in a pamphlet published October 1987 entitled "Florida Retirement System - After You Retire" and the 1988 Supplement to that publication. Petitioner was aware that retirees from the TRS could not receive both a salary from a participant in the FRS and retirement benefits from TRS. Petitioner was aware that the pamphlet published October 1987 discussed two exceptions that did not apply to her situation. Petitioner construed a third exception, discussed in the 1988 Supplement, as authorizing her to be1 reemployed as a substitute instructor at BCC without that reemployment interfering with her retirement benefits. The 1988 Supplement discussed the third exception as follows: A third exception to the reemployment law was provided by 1988 legislation. After being retired and "off the payroll" for one calendar month, FRS and TRS retirees may work for 780 hours of the first 12 months as an hourly teacher on a noncontractual basis. The language from the 1988 Supplement which discusses the third exception to the reemployment law provided by 1988 legislation and upon which Petitioner relied fails to advise the retiree that the exception is limited to teachers employed by district school systems. This failure lead to Petitioner's misunderstanding as to the scope of the exception. Following an audit, Respondent advised Petitioner by letter dated September 21, 1989, that she was not entitled to payments of retirement benefits for the months of December 1988, January 1989, and March 1989, because she had been reemployed by BCC during those months. Respondent demanded that Petitioner repay the sum of $3,270.41 that she had received for those three months. On November 15, 1989, Respondent advised Petitioner by letter that it had revised its determination and that only the months of December 1988 and March 1989 were in dispute. Respondent demanded reimbursement of the sum of $2,173.54, the amount of the retirement benefits paid to Petitioner for the months of December 1988 and March 1989. Petitioner timely requested a formal hearing to challenge Respondent's determinations in this matter.
Recommendation Based on the foregoing findings of fact and conclusions of law, it is RECOMMENDED that Respondent enter a final order which finds that Petitioner received overpayment of retirement benefits for December 14, 1988, and for March 17, 1989, due to her reemployment by Broward Community College and which requires her to repay the retirement benefits she received for December 14, 1988, and for March 17, 1989. DONE AND ENTERED this 12 day of March, 1990, in Tallahassee, Leon County, Florida. CLAUDE B. ARRINGTON Hearing Officer The DeSoto Building 1230 Apalachee Parkway Tallahassee, Florida 32399-1550 904/488-9675 Filed with the Clerk of the Division of Administrative Hearings this 12th day of March, 1990. APPENDIX TO THE RECOMMENDED ORDER IN CASE 89-6853 The following rulings are made on the proposed findings of fact submitted by Respondent. end The proposed findings of fact in paragraph 1 are adopted in material part by paragraph 1 of the Recommended Order. The proposed findings of fact in paragraph 2 are rejected as being subordinate to the findings made. The proposed findings of fact in paragraph 3 are adopted in material part by paragraph 6 of the Recommended Order. The proposed findings of fact in paragraph 4 are adopted in material part by paragraph 7 of the Recommended Order. The proposed findings of fact in paragraphs 5-7 are rejected as being recitation of testimony and as being subordinate to the findings made. COPIES FURNISHED: Nellie E. Dry, pro se 1501 South Ocean Drive, M804 Hollywood, Florida 33019 Stanley M. Danek, Esquire Department of Administration 2639 North Monroe Street Building C Tallahassee, Florida 32399-1560 Shirley Hoefer Broward Community College 225 East Las Olas Boulevard Ft. Lauderdale, Florida 33301 Aletta Shutes, Secretary Department of Administration 435 Carlton Building Tallahassee, Florida 32399-1550 =================================================================
The Issue The issue is whether Petitioner, Ricky Lynn Sapp (Sapp), was nonrenewed for his annual teaching contract for constitutionally permissible reasons.
Findings Of Fact Petitioner was first employed by the Escambia County School Board for the 1984-85 school year in the compensatory education program at Bellview Middle School and later that school year he took the place of an eighth grade math teacher who was out on maternity leave. Sapp holds a Florida Teaching Certificate in elementary education and is not certified to teach in middle school. He has a bachelors degree. Sapp was asked by the School Board to take the courses necessary to become certified in middle school math, but did not do so because he was working at another job at the time. Petitioner was hired on annual contract by the principal of Bellview Middle School to teach seventh grade math during the 1985-86 school year and to teach sixth grade for the 1986-87 school year. For the most part, Sapp received excellent performance evaluations from the Bellview principal. In September, 1986, a mother of a Bellview Middle School student complained to the principal regarding what she believed to be unacceptable contact between Sapp and her son. The principal told Sapp to stay away from the student, but the parent's complaints continued. The student had been in Sapp's seventh grade math class the prior school year. On November 7, 1986, Sapp was arrested for lewd and lascivious assault on that student. As a result of these charges the Superintendent of the Escambia County School District recommended to the School Board that Sapp be suspended without pay. The School Board voted to disapprove the Superintendent's recommendation. Instead, Sapp was reassigned to administrative duties at the Hall Center. In the fall of 1986, Sapp was also notified by the Department of Education, Professional Practices Services (PPS), that an investigation of the allegations involved in the criminal charge had been instituted. On April 1, 1987, Sapp received the standard memo from the School Board, signed by the Bellview principal, indicating that his annual contract was going to expire at the end of the 1986-87 school year. The memo also indicated that the school district would move as rapidly as possible on the reappointment of the annual contract teachers recommended to the Superintendent for reappointment for the 1987-88 school year, but "personnel assignments resulting from the closing of the Beggs Center and the redistricting of all middle school boundaries greatly obscures the timeline for such reappointments." During the summer of 1987, Sapp talked to Dr. Roger Mott, the Assistant Superintendent for Personnel Services of the school district, and others in his office regarding appointment to an annual contract for the 1987-88 school year. Sapp claims he was told by Mott that he would not be rehired until after his criminal trial. Mott denies telling this to Sapp. Because Sapp's testimony was very confused and contradictory regarding these alleged statements by Mott, Sapp's version is given little weight. Instead, it is found that Mott did not tell Sapp that he would be rehired after the criminal trial. During the discussions between Sapp and Mott in the summer of 1987, Mott did tell Sapp that he was free to interview with any principals in the district for open annual contract positions, however those principals who inquired would be told that there was a Professional Practices Services investigation. Sapp expressed interest only in employment at Bellview. During 1987 the middle schools of Escambia County were redistricted. As a result of redistricting, Bellview Middle School anticipated losing approximately 300 students and 10 teaching positions for the 1987-88 school year. After the jury found him not guilty on August 12, 1987, Sapp again inquired regarding employment. According to Charles McCurley, principal of Bellview Middle School, there were no positions available at Bellview. By letter dated August 21, 1987, Sapp was advised that the Professional Practices Services was investigating two complaints. The first related to the charge of lewd and lascivious assault on a child. The second complaint was that Sapp had received his teaching certificate by fraudulent means because he failed to disclose two criminal convictions on his applications. Mott became aware of the PPS investigation and he discovered that Sapp had apparently falsified the applications for his teaching certificate and the applications for employment with the Escambia County School District. Mott then informed Sapp that the chances of reemployment were not good and that he could not be considered for employment until the PPS investigation was complete. Mott also testified that Sapp was not reemployed because of the information that formed the basis of the second PPS investigation. While this is not the place to determine whether or not Sapp falsified these applications, it is necessary to determine what facts the Respondent acted on in not renewing Sapp's annual contract. Sapp's applications to both the school district and the state showed that he answered "no" when asked if he had ever been convicted of a felony or first degree misdemeanor or other criminal offense other than a minor traffic violation. Sapp has, in fact, been convicted of at least two such violations which were not disclosed. Sapp approached Robert Husbands, Executive Director of the Escambia Education Association, for assistance in getting employment. Husbands talked to Mott. Mott informed him that Sapp could not be rehired until the PPS investigation was resolved. Husbands found that there were seven teaching positions in the whole county which were vacant at the beginning of the 1987-88 school year. Two of those positions were located some distance from Pensacola. Only one of those positions was known to have been filled by an annual contract teacher. There were 37 annual contract teachers in the school district who were not renewed for the 1987-88 school year. Eight others who were not renewed at the beginning of the school year were rehired during the year. Because of redistricting, Bellview had only one opening for an annual contract teacher after it placed its continuing contract teachers. That one opening was for reading and was filled by a reading teacher with a masters degree. Sapp was not qualified for that position. After the 1987-88 school year had begun, Bellview experienced increased enrollment and a resulting increase in teaching positions. Those positions were filled by teachers who were teaching in their field of certification and who were at least as qualified as Sapp. It was very important that Bellview have teachers working in their area of certification because the school was to be audited for accreditation in the 1987-88 school year. Sapp's former position at Bellview was filled by a continuing contract teacher who had previously taught seventh grade and who was certified to teach in both middle and elementary school. The teacher who took over Sapp's class in the 1986-87 school year was not rehired. During the first week of the 1987-88 school year, Sapp sought employment at Bellview and the principal correctly told him there were no jobs. Later, in October, 1987, a position opened up at Bellview and a continuing contract teacher with a masters degree in reading and 18 years of experience was transferred in at her request. Sapp believes he was not renewed as retaliation for the School Board's rejection of the Superintendent's recommendation for suspension on January 27, 1987. This allegation is based only on Sapp's personal feeling and no evidence was presented to substantiate his belief. Sapp also believes he was not renewed because of the arrest itself. Again, no evidence was presented to substantiate his belief. By letter of September 18, 1987, the School District, through counsel, advised Sapp's attorney that Sapp would not be considered for reemployment until the PPS investigation was concluded and the District was advised of the results. The PPS has not filed any complaint against Sapp based on either of its investigations.
Recommendation Based upon the foregoing Findings of Fact and Conclusions of Law, it is RECOMMENDED that the Petitioner, Ricky Lynn Sapp, be DENIED relief from the nonrenewal of his annual contract and that his request for relief be DISMISSED. DONE and ENTERED this 8th day of March, 1988, in Tallahassee, Florida. DIANE K. KIESLING Hearing Officer Division of Administrative Hearings The Oakland Building 2009 Apalachee Parkway Tallahassee, Florida 32399-1550 (904) 488-9675 Filed with the Clerk of the Division of Administrative Hearings this 8th day of March, 1988. APPENDIX TO RECOMMENDED ORDER, CASE NO. 87-5059 The following constitutes my specific rulings pursuant to Section 120.59(2), Florida Statutes, on the proposed findings of fact submitted by the parties in this case. Specific Rulings on Proposed Finding's of Fact Submitted by Petitioner, Ricky Lynn Sapp Each of the following proposed findings of fact are adopted in substance as modified in the Recommended Order. The number in parentheses is the Finding of Fact which so adopts the proposed finding of fact: 1(1); 2(10); 3(12); 4(14); 5(2); 6(2); 8(3); 9(3); 11(4); 12(5); 13(8); 15(6); 16(7); 18(23); 20(20); 21(24); 22(26); 23(26); and 25(27). Proposed findings of fact 7, 17, 28 and 29 are subordinate to the facts actually found in this Recommended Order. Proposed finding of fact 10 is rejected as irrelevant. Propose findings of fact 14, 19, 24, 26, 27, and 30 are rejected as being unsupported by the competent, substantial evidence. Specific Rulings on Proposed Findings of Fact Submitted by Respondent, School Board of Escambia County Each of the following proposed findings of fact are adopted in substance as modified in the Recommended Order. The number in parentheses is the Finding of Fact which so adopts the proposed finding of fact: 1(9); 2(1 and 10); 3(11); 4(25); 5(25); 6(13); 7(14 and 16); 8(15 and 22); 9(18); 10(22 and 23); 11(6); 12(19); 13(29); 14(30 and 31); 15(32); 16(33); 18(19); 19(27); 20(28); 21(33); 22(34); and 23(35). Proposed finding of fact 17 is rejected as being unnecessary. Proposed finding of fact 24 is subordinate to the facts actually found in this Recommended Order. COPIES FURNISHED: G. James Roark, III, Esquire 17 West Cervantes Street Pensacola, Florida 32501 Philip J. Padovano, Esquire Post Office Box 873 Tallahassee, Florida 32302 Mike Holloway Superintendent of School Board Escambia County 215 West Garden Street Post Office Box 1470 Pensacola, Florida 32597-1470 Honorable Betty Castor Commissioner of Education The Capitol Tallahassee, Florida 32399
Findings Of Fact Thomas L. Berkner, Petitioner, holds a continuing contract status as principal of elementary school in Orange County. During the 1977-1978 school year Petitioner was assigned as principal of the Winter Garden Elementary School which had a student enrollment of approximately 250 and consisted of kindergarten, first and second grades only. The Orange County School Board consolidated Winter Garden and Dillard Street Elementary Schools for the school year 1978-1979 leaving one principal for the school which retained the separate facilities, but was called Dillard Street Elementary School. The job of principal of the consolidated schools was given to the Dillard Street School principal and Petitioner was transferred to the position of Program Coordinator, ESEA Title I at the same salary he was paid as principal. The ESEA Title I Program is a federally funded project to serve economically disadvantaged and educationally deprived or disadvantaged children in grades 1, 2, and 3 but math is extended to grades 4, 5, and 6. The pay grade for Program Coordinator Title I was pay grade 46 and when first assigned Petitioner's personnel records reflected this pay grade (Exhibit 3). However, the records were corrected to reflect his continuing contract status and his pay grade was increased to 48 (Exhibit 4) the same pay grade for elementary school principals for schools with enrollment below 800. Although program coordinators are on annual contract status, Petitioner does not, while serving in this capacity, lose the continuing contract status as an elementary school Principal which he acquired in 1970. Scholastic and experience requirements for various positions in the Orange County school system are revised when these positions are advertised for applicants and generally reflect the highest qualities available in the local job market. At the present time elementary school principals and program coordinators are required to hold a masters degree. In addition program coordinators must be certified in elementary education and supervision, and have a minimum of five years teaching experience at the elementary level. Elementary principals must be certified in elementary school administration and supervision, and have a minimum of five years teaching experience (Exhibits 5, 7, and 9). Both principals and program coordinators perform primarily administrative functions as opposed to teaching functions. The principal is given overall responsibility for the school to which he is assigned and has certain statutory duties and authority that are not visited upon other positions. These include administrative responsibility for evaluating the educational program at his school, recommending the transfer and assignment of personnel at his school, administrative responsibility for school records, authority to administer corporal punishment and suspension of students, and perform such other duties as may be assigned by the Superintendent. Those duties assigned by the Superintendent are contained in the Job Description, Elementary School Principal (Exhibit 7) and phrased in the lexicon of education administrators, call upon the principal to promote, develop, coordinate, formulate, involve, manage and initiate programs and relationships to optimize the effectiveness of the school. The job description of the Program Coordinator ESEA, Title I (Exhibits 5 and 9) assigns to him responsibility for supervision of the Title I Program. The program coordinator's typical duties include interpreting the philosophy and goals of the program, assisting teachers, planning activities, participating in program planning, assisting principals and staffs, preparing and submitting reports and records, and performing other duties that may be assigned. Both jobs involve dealing with teachers and students, supervision, and administrative functions in carrying out the program for which each is responsible. The principal carries out his duties in the school to which he is assigned and works from his office while the program coordinator is responsible for the Title I program in several schools and spends a large part of his time away from the "office" he shares with other program coordinators. The principal has a secretary while the program coordinator must share a secretary with other program coordinators. However, one witness described the secretary at one elementary school as a school secretary and that the secretary did not work solely for the principal. Of those 15 typical duties of an elementary school principal listed on Exhibit 7, the program coordinator performs all but 5 and they involve duties that may be described as school-oriented rather than program-oriented. Of those 7 typical duties listed on Exhibit 9, Job Description for ESEA Title I Program Coordinator, the elementary school principal performs all except serve on Title I advisory council. Several witnesses testified that the position of principal was more prestigious than that of program coordinator, however, when all the evidence is considered it appears that prestige, like beauty, is in the eye of the beholder. While testifying in his own behalf Petitioner averred that as a program administrator he had no administrative duties and no personnel duties. Other program coordinators testified that they did have administrative and personnel duties. Petitioner acknowledged that most of the typical duties listed on Exhibit 7 were also performed by program coordinators.
