Case Study #24

Alice Hill, an eleventh grade English teacher at Fairview High School, assigned the grade of F to a star basketball player, Tom Benson, who had failed to turn in assigned work. Hill encountered considerable criticism from coaches and other colleagues at school. A request was made by the principal, Jim Martin, for Hill to return to school to change the grade. Due to stress associated with this event, Hill was unable to do so and arranged for a substitute to cover her classes for two days. The principal recommended dismissal based on charges of insubordination for failure to return to change the grade.
1. Was Alice Hill justified in not returning to change the grade? Why or why not?
2. Does the principal have sufficient grounds to recommend dismissal for insubordination? Why or why not?
3. As principal, would you have taken the position the principal took in this situation? Why or why not?
4. How would the court likely rule in this case? Provide a rationale for your response.

Case Study #23

Gloria Williams, a well-respected tenth-grade social studies teacher, has taught at Johnson High School for over fifteen years. Her formal evaluations were quite good under the previous administration. She was informally evaluated each year during her fifteen-year tenure. The new principal, Bob Mason, who has held this position for only two years, recommended dismissal for incompetency based on two informal assessments of Williams' performance.
1. What are the chances that Williams may be dismissed for incompetency?
2. Is there sufficient evidence to sustain such a charge? Why or why not?
3. Ideally what process should be used to successfully remove a teacher for incompetence? Outline the process.
4. Based on information provided in this case, has Gloria Williams been treated fairly? Why or why not?
5. How would the court likely rule in this case? Provide a rationale for your response.

Case Study #22

Mary Glendale was a ninth-grade social studies teacher. She completed her second year with Millsdale High School, which is located in a moderate-size middle class community. She received notice from the superintendent and school board that her contract would not be renewed for the following year. Glendale later learned from reliable sources that she had been described by her principal as antiestablishment and was unable to relate well to colleagues. Mary filed charges claiming that her liberty interest was affected by her principal's comments.
1. What does liberty interest involve?
2. Based on the definition, has a liberty interest been affected in this case? Why or why not?
3. If so, what steps should be followed to address liberty interest?
4. If not, does the district have any obligation to Mary Glendale?
5. How would the court rule in this case? Provide a rationale for your response.

Case Study #21

As the principal, you have recommended that one of your tenured teachers be terminated for cause. (You may determine the cause.)
1. Outline the procedure that must be followed in this situation.
2. Write a legally defensible letter to the teacher informing him of possible termination.

Case Study #20

Mary Martin, a female, tenured teacher in a rural district, was stopped by the local police and charged with driving under the influence. She explained to the police that she had just left a Christmas party given by her principal and that she only consumed a few glasses of wine. She was also aware that some of her male colleagues were stopped in the past, but none charged. Nevertheless, she was still charged. As her arrest becomes public, there is pressure from the school board for her to resign.
1. Can the board force Martin to resign? Why or why not?
2. Is the infraction serious enough to warrant dismissal? Why or why not?
3. What rights does Martin have as a teacher in this situation?
4. What conclusion do you think the court would reach in this situation? Provide a rationale for your response.

Case Study #19

Ruby Tyler, a member of the United Pentecostal Church, was employed by a school district as an interpreter and tutor for deaf students. In this capacity, she worked at an elementary school for one year and at a middle school for two years. During her interpreting, Tyler modified language she found objectionable or informed students that the speaker had used undesirable language. The school district developed new guidelines mandating that interpreters convey all information verbatim. In addition to word-for-word interpretation to hearing impaired students, the district assigned her to work at the high school. Tyler refused to work at the high school under the new guidelines and was terminated by the district. She sued, claiming discrimination.
1. Does Tyler have a valid claim of discrimination? Why or why not?
2. Was the district's action arbitrary, capricious, or in violation of Tyler's religious beliefs?
3. Is Tyler justified in her actions? Why or why not?
4. Is the district justified in its action? Why or why not?
5. How would the court likely rule in this case? Provide a rationale.

Case Study #18

Karen White, a kindergarten teacher, informed her parents and students that she could no longer lead certain activities or participate in certain projects because they were religious in nature, according to her newly acquired affiliation with Jehovah's Witnesses. This meant that she could no longer decorate the classroom for holidays, or plan for gift exchanges during the Christmas season. She also could not sing "Happy Birthday" or recite the Pledge of Allegiance. Parents protested, and Bill Ward, the school principal, recommended her dismissal based on her ineffectively meeting the needs of her students.
1. What grounds does Bill Ward have to recommend dismissal?
2. Are these valid grounds? Why or why not?
3. If Karen White is an otherwise competent and effective teacher, how defensible can the principal's charges be?
4. Is the school in violation of Karen's religious rights? Why or why not?
5. How do you think the courts would rule in this case? Provide a rationale.