Title: REBECCA J. LUHM V. BOARD OF TRUSTEES OF HOT SPRINGS COUNTY SCHOOL DISTRICT NO. 1

State: wyoming

Issuer: Wyoming Supreme Court

Document:

REBECCA J. LUHM V. BOARD OF TRUSTEES OF HOT SPRINGS COUNTY SCHOOL DISTRICT NO. 12009 WY 63206 P.3d 1290Case Number: S-07-0227Decided: 05/12/2009
APRIL 
TERM, A.D. 2009

 
 
REBECCA 
J. LUHM,Appellant(Plaintiff),v.BOARD OF TRUSTEES OF 
HOT SPRINGS COUNTY SCHOOL DISTRICT NO. 
1,Appellee(Defendant).

 
 
Appeal 
from the District Court of Hot Springs County

The 
Honorable John R. Perry, Judge

 
 

Representing 
Appellant:

Patrick 
E. Hacker, Gregory P. Hacker, Erin M. Kendall of Patrick E. Hacker, P.C., 
Cheyenne, Wyoming.  Argument by 
Patrick E. Hacker.

 
 

Representing 
Appellee:

Tracy 
J. Copenhaver of Copenhaver, Kath, Kitchen & Kolpitcke, LLC, Powell, 
Wyoming.  Argument by Mr. 
Copenhaver.

 
 
Before 
VOIGT, C.J., and GOLDEN, HILL, KITE, BURKE, JJ.

 
 
GOLDEN, 
J., delivers the opinion of the Court; HILL, J., files a dissenting opinion, in 
which KITE, J., joins.

 
 

GOLDEN, 
Justice.

 
 
[¶1]      Rebecca J. Luhm 
worked for the Board of Trustees of Hot Springs County School District No. 1 
(the School District) as a guidance counselor.  In 2006, Luhm filed a complaint alleging 
the School District terminated her from her job with the School District in a 
manner that violated law.  Luhm 
contended she was a "teacher" as defined by the Wyoming Teacher Employment Law 
(WTEL), Wyo. Stat. Ann. §§ 21-1-101 through 114 (LexisNexis 2007), and thus was 
entitled to its protections.  Luhm 
claimed that her termination was contrary to the spirit and the letter of the 
WTEL.  She sought declaratory 
relief, asking that the district court declare her to be a continuing contract 
teacher under state law. Both parties filed motions for summary judgment.  The district court granted summary 
judgment in favor of the School District and denied Luhm's motion for summary 
judgment.  We 
affirm.

 
 
ISSUES

 
 
[¶2]      Luhm raises these 
issues:

 
 
            
1.         
Was Rebecca Luhm a "teacher" as defined in W.S. § 
21-7-102(a)(vii)?

 
 
            
2.         
May a school district defeat the statutory protections of the Wyoming 
Teacher Employment Law by requiring forms of contract that are inconsistent with 
the statutes?

 
 
3.         
May a court judicially amend the Wyoming Teacher Employment Law to narrow 
the scope of persons protected, in contravention of the 
statutes?

 
 
            
4.         
Were there material issues of fact precluding summary 
judgment?

 
 
            
5.         
Did the [school] district's refusal to treat Rebecca Luhm as a continuing 
contract teacher deny her statutory and due process 
rights?

 
 
The 
School District presents this view of the issues:

 
 
            
1.         
Was Rebecca Luhm, who was at all times employed as a social worker and 
guidance counselor, required to be given continuing contract teacher 
status?

 
 
            
2.         
Was the [school] district required to give Rebecca Luhm a hearing when 
her contract was terminated as a result of a financial need to reduce the number 
of staff employed by Hot Springs County School District No. 
1?

 
 
            
3.         
Are there other reasons in the record for affirming the district court's 
summary judgment in favor of [the school district]?

 
 
FACTS 

 
 
[¶3]      Luhm began 
working for the School District in 1990.  
On November 20, 1990, she entered into the following contract with the 
School District:

 
 
OFFICE 
OF THE SUPERINTENDENT

HOT 
SPRINGS COUNTY SCHOOL DISTRICT NO. 1

THERMOPOLIS, 
WYOMING

 
 

Non-Teaching 
Contract

 
 
            
THIS AGREEMENT, entered into this 20th day of November, 1990, 
between the Board of Trustees of Hot Springs County School District No. 1 in the 
County of Hot Springs and State of Wyoming, and Rebecca Luhm a qualified 
certified employee of said County.

 
 
            
WITNESSETH:  That the said 
Rebecca Luhm agrees to accept and fulfill the position of Social Worker in the 
Hot Springs County School District No. 1 in a faithful and efficient manner for 
the term of 125 days commencing on the 19th day of November, 1990, 
and agrees further that the Superintendent or Board of Trustees may assign 
extra-curricular activities and/or other subjects than that herein named; and 
agrees to keep herself qualified, and agrees in all things to observe the rules 
and regulations of the Board of Trustees of Hot Springs County School District 
No. 1.

 
 
            
IN CONSIDERATION WHEREOF, said Board of Trustees, Hot Springs County 
School District No. 1, agrees to pay said employee the sum of eighteen thousand 
one hundred thirty four and 32/100 dollars ($18,134.32).  Payment shall be made for said services 
in nine equal installments, the first payment of $2,014.88 to be made on 
December 15th, and the remaining payments of $2,014.93 to be made on 
the 15th day of each succeeding calendar month 
except that June, July, and August salary will be paid in full the last working 
day of this school year.

 
 
            
PROVIDED, that in case said Rebecca Luhm shall be discharged for 
sufficient cause by the Board of Trustees, Hot Springs County School District 
No. 1, or shall have her certificate annulled, she shall not be entitled to any 
compensation from and after such dismissal or annulment, but shall receive her 
proportionate share of the June, July, and August salary based on the number of 
days actually worked.

 
 
            
ALL REQUIREMENTS for certification in the State of Wyoming are the sole 
responsibility of the applicant.  
According to State Law, a certified employee cannot be paid unless proper 
certification has been obtained.

 
 
            
THE EMPLOYEE may for any reason elect not to extend the contract or enter 
into a new contract for any term beyond that set forth above, and likewise the 
school district may elect for any reason not to extend the contract or renew the 
contract for any term.  This is a 
non-teaching contract and will not provide continuing contract status to the 
employee named herein.

 
 
            
THIS EMPLOYEE'S CONTRACT embodies the entire agreement and contract 
between the undersigned parties, and each agrees that there are no 
representations, conditions, or agreements, oral or otherwise, not contained 
herein or modifying the terms of this contract.

 
 
            
IN WITNESS WHEREOF, we have hereunto subscribed our names this 20th day 
of November, 1990.  

 
 
[¶4]      Luhm signed 
contracts that were the same, or similar enough to be considered the same, over 
the succeeding years through the year 2002.  As can be ascertained from the above 
contract, she was at first hired as a "social worker," and that assignment was 
expressed in later contracts as "M.S. social worker" and later yet as "guidance 
counselor."

 
 
[¶5]      In a letter dated 
February 11, 2003, the Superintendent of Schools informed 
Luhm:

 
 
            
It is with regret that I inform you that you will not be provided a 
contract for the 2003-04 school year.  
Because expenditures have exceeded revenues, the Board is taking action 
to reduce expenses.  Unfortunately, 
staffing positions have been cut.

 
 
            
The board members indicated that the staffing decisions were difficult to 
make, and it was with regret that this action had to be 
taken.

 
 
            
If there is any way that the central office staff may be of assistance to 
you as you prepare to leave the district in the spring, please feel free to call 
upon us.  We wish you well in the 
future.

 
 
[¶6]      Luhm requested a 
hearing, and the School District denied that request on the basis that she had 
no contractual or statutory right to a hearing.  Luhm then filed the instant action in 
district court.  Luhm's claims 
included an assertion that the School District's termination of her employment 
was contrary to state law and school board policy.  She claimed she was denied due process 
of law because the school board refused to give her a hearing.  She also sought relief under the Uniform 
Declaratory Judgments Act in the form of a declaration that she was both a 
"teacher" and "a continuing contract teacher" under Wyoming law.  The district court granted the School 
District's motion for summary judgment and denied Luhm's motion for summary 
judgment.

 
 
DISCUSSION

 
 
General 
Law

 
 
[¶7]      In reviewing a 
trial court's entry of summary judgment, we examine the record in the light most 
favorable to the nonmoving party, giving that party all reasonable inferences 
that can fairly be drawn from the record.  
Summary judgment is proper only when no genuine issues of material fact 
exist and the prevailing party is entitled to judgment as a matter of law.  A genuine issue of material fact is a 
disputed fact that, if proven, would establish or refute an essential element of 
a cause of action or a defense raised by the parties.  For a summary judgment motion to be 
successful, the movant must make a prima facie showing that no genuine issue of 
material fact exists.  The burden 
thereafter shifts to the opposing party to demonstrate the existence of a 
genuine issue of material fact.  
Moreover, this Court evaluates the propriety of summary judgment using 
the same standards and materials used by the district court, affording no 
deference to the district court's decision on issues of law.  A grant of summary judgment may be 
affirmed on any proper legal grounds supported by the record.  Wells v. Bd. of Trustees of Laramie Cty. 
Sch. Dist. No. 1, 3 P.3d 861, 864 (Wyo. 2000).

 
 

Issue 
1: Was Luhm a "teacher" as defined by the WTEL?

 
 
[¶8]      Since Luhm is 
unambiguously not a teacher by contract, the question becomes whether she is a 
teacher by statute.  We construe 
statutory language as follows:  

 
 
In 
interpreting statutes, our primary consideration is to determine the 
legislature's intent.  All statutes 
must be construed in pari materia and, in ascertaining the meaning of a given 
law, all statutes relating to the same subject or having the same general 
purpose must be considered and construed in harmony.  Statutory construction is a question of 
law, so our standard of review is de novo.  
We endeavor to interpret statutes in accordance with [the] legislature's 
intent.  We begin by making an 
inquiry respecting the ordinary and obvious meaning of the words employed 
according to their arrangement and connection.  We construe the statute as a whole, 
giving effect to every word, clause, and sentence, and we construe all parts of 
the statute in pari materia.  When a 
statute is sufficiently clear and unambiguous, we give effect to the plain and 
ordinary meaning of the words and do not resort to the rules of statutory 
construction.  We must not give a 
statute a meaning that will nullify its operation if it is susceptible of 
another interpretation.  Moreover, 
we will not enlarge, stretch, expand, or extend a statute to matters that do not 
fall within its express provisions.

 
 

Jenkins 
v. State ex rel. Wyoming Workers' Safety & Comp. Div., 
2007 WY 39, ¶ 6, 153 P.3d 271, 273 (Wyo. 2007).                                                                                                                                                  

 
 
[¶9]      A "teacher" is 
defined by the WTEL as "[a]ny person employed under contract by the board of 
trustees of a school district as a certified professional employee."  Wyo. Stat. Ann. § 21-7-102(vii) 
(LexisNexis 2007).  Luhm's argument 
is simple.  Luhm is certificated by 
the Professional Teaching Standards Board (PTSB).  She argues she therefore qualifies as a 
"certified professional employee," making her a de jure teacher.  We find the construction of the 
definition of "teacher" under the WTEL slightly more 
complex.

 
 
[¶10]  The language of the WTEL must be read in pari materia not only with its own 
provisions but also with the provisions of the Wyoming Education Code of 1969 
(Wyo. Stat. Ann. §§ 21-1-101 through 21-13-721 (LexisNexis 2007)).  State ex rel. Wyoming Dept. of Revenue v. 
Hanover Compression, LP, 2008 WY 138, ¶ 8, 196 P.3d 781, 784 (Wyo. 2008) 
(this Court considers and construes all statutes relating to the same subject or 
having the same general purpose in harmony); Bd. of Cty. Comm'rs of Campbell Cty. v. Rio 
Tinto Energy America, Inc., 2008 WY 139, ¶ 5, 196 P.3d 791, 793 (Wyo. 2008). 
 When so read, we believe it 
apparent that the WTEL requires all teachers to be certified professional 
employees but does not envisage that all certified professional employees be 
considered teachers.  To construe 
the WTEL definition of "teacher" otherwise would run counter to numerous 
provisions of the Education Code.  

 
 
[¶11]  When reviewing the Education Code as a 
whole we find several provisions recognizing a distinction between teachers and 
other certified professional employees.  
For instance, school boards are entrusted with the power to hire a school 
superintendent, principals, teachers, other certified professional employees, 
and other personnel.  Wyo. Stat. 
Ann. § 21-3-111(a)(vi) (LexisNexis 2007).1  The PTSB promulgates rules and 
regulations "[f]or the certification of school administrators, teachers and 
other personnel."  Wyo. 
Stat. Ann. § 21-2-802(a)(i) (LexisNexis 2007) (emphasis added).  In reporting salaries a school district 
board of trustees must individually categorize salaries:

 
 
            
Each individual annual gross salary shall be identified by category and 
each individual salary shall be published as a gross dollar amount without 
identification other than by category.  
Categories shall include superintendent, assistant superintendent, high 
school principal, assistant high school principal, junior high principal, junior 
high assistant principals, elementary principals, elementary assistant 
principals, first grade teachers, second grade teachers, third grade teachers, 
fourth grade teachers, fifth grade teachers, sixth grade teachers, kindergarten 
teachers, high school departmental teachers (business, language arts, foreign 
languages, science, social studies, mathematics, or other), vocal music, 
instrumental music, elementary music, secondary art, elementary art, secondary 
physical education, elementary physical education, vocational education, 
secondary guidance counselors, secondary librarians, elementary librarians, 
driver education, special education teachers, remedial teachers, nurses, 
teacher's aides, head coaches, assistant coaches, dramatics, secondary 
secretarial, junior high secretarial, elementary secretarial, business managers, 
janitorial, bus drivers, and other categories which may be selected so that 
every individual salary may be categorized.   

 
 
Wyo. 
Stat. Ann. § 21-3-110(a)(ii)(A) (LexisNexis 2007).  All these provisions make clear that 
there are more certified professional employees of a school district than just 
teachers.  Indeed, this is made even 
more apparent when one considers the composition of the PTSB.  The PTSB is comprised of, among 
others:

 
 
            
Six (6) certified public school employee members, two (2) of which shall 
be classroom teachers in grades kindergarten through six (6), three (3) of which 
shall be classroom teachers in grades seven (7) through twelve (12) and one 
(1) of which shall be a certified professional employee not assigned to 
classroom teaching but providing auxiliary professional services such as 
librarian, guidance counselor or educational diagnostician[.]

 
 
Wyo. 
Stat. Ann. § 21-2-801(a)(i) (LexisNexis 2007) (emphasis added).  This provision expressly considers a 
guidance counselor a certified professional employee, but not a teacher.  

 
 
[¶12]   So what exactly does the WTEL mean 
when it defines "teacher" as "any person employed under contract by the board of 
trustees of a school district as a certified professional employee."  To focus solely on the second part of 
the definition would nullify the distinctions between teachers and other 
certified professional employees contained in the above mentioned statutes.  Instead, it must not be forgotten that 
the definition is for the term "teacher," which imposes some inherent 
limitations.  

 
 
[¶13]  In Seyfang v. Board of Trustees of Washakie 
County Sch. Dist. No. 1, 563 P.2d 1376 (Wyo. 1977), the Court considered the 
reach of the WTEL definition of "teacher."  
Seyfang, a school superintendent, sought to be considered a "teacher" as 
defined by the WTEL.  As required, 
he was certificated for the position of superintendent.  Similar to Luhm's instant argument, 
Seyfang argued that, since he was a certified professional employee he fit the 
definition of a "teacher."  The Seyfang Court disagreed.  After conducting a statutory analysis 
similar to what we have just done, the Seyfang Court determined that the term 
"teacher" as used in the WTEL was limited to certified professional employees 
who were actually engaged in the teaching profession.  Since the function of supervising is 
demonstrably different than the function of teaching, the Seyfang court determined Seyfang was not 
a teacher as contemplated by the WTEL.  

 
 
[¶14]  The holding's logic applies equally 
here.  The term "teacher" under the 
WTEL envisages certified professional employees engaged in the teaching 
profession.  The question then 
becomes whether Luhm was actively involved in teaching as commonly 
understood.  Looking first to her 
PTSB certificate, it carries the endorsements "Counselor K-12" and "School 
Social Worker K-12."  In contrast, 
other PTSB certificates hold endorsements such as "English," "World History," 
"United States History," and "Art K-12."  
The obvious difference is guidance counseling and social work are not 
subjects taught to students.  

 
 
[¶15]  Luhm argues that, factually, her job 
responsibilities were those of a teacher.  
Since this was summary judgment, we give Luhm the benefit of all 
reasonable inferences.  Besides 
advising students on personal matters, Luhm claims she taught social skills and 
study skills to groups, sometimes in a classroom setting.  Luhm further claims she was paid on the 
teacher salary schedule and was referred to as a teacher on many evaluation 
forms and professional development plans.  
She also performed other duties required of teachers, including bus duty 
and lunch duty, and working at school sporting events.  The problem is nothing mentioned by Luhm 
involves teaching students a specific recognized academic subject.  Consequently, there is no question of 
material fact.  Luhm's actual 
day-to-day activities do not fit within the definition of a "teacher" as 
contemplated by the WTEL.

 
 
CONCLUSION

 
 
[¶16]  We certainly do not wish to make light 
of the importance of advising students on personal, social, academic and 
vocational matters, but such functions do not fit within the commonly understood 
meaning of teaching.  Rather, we 
agree that a guidance counselor is not a teacher but rather a certified 
professional employee who provides auxiliary professional services.  See Wyo. Stat. Ann. § 21-2-801(a)(i) 
(quoted supra).  Luhm, certificated 
as a guidance counselor and social worker, is not a teacher within the meaning 
of the WTEL and is therefore not entitled to its protections.  As such, all other issues advanced by 
Luhm are moot.  
Affirmed.

 
 
FOOTNOTES

 
 

1Wyo. Stat. Ann. § 21-3-111(a) states in pertinent 
part:

            
(a)  The board of trustees in 
each school district within the state may:

            

            
* * * *

(vi) Employ and determine the salaries and duties 
of:

            
(A) A superintendent of schools who shall be the chief administrative 
officer of the district;

            
(B) Principals who shall assume the administrative responsibility and 
instructional leadership of any schools to which they are assigned in accordance 
with policies adopted by the board of trustees, provided that in the event a 
superintendent of schools shall request recommendations from a principal 
concerning the suspension, dismissal, assignment, transfer or termination of any 
teacher employed in the school to which the principal is assigned, such 
recommendation shall be given only after periodic evaluation of the teacher's 
classroom performance;

            
(C) Teachers who shall provide the expertise in their areas of 
instruction;

            
(D) Other certified professional employees;  and

            
(E) Other personnel[.]

 
 

HILL, 
Justice, 
dissenting, with whom KITE, Justice, 
joins.

 
 
[¶17]   I respectfully dissent because I do 
not agree with the majority that the district court was correct in determining 
that there were no genuine issues of material fact at large in this case.  Furthermore, I do not agree that Mrs. 
Luhm was not a "teacher," as that word is used in Wyo. Stat. Ann. § 
21-7-102(a)(vii), as a matter of law.

 
 
[¶18]   The majority concludes that Luhm is 
"unambiguously not a teacher by contract."  
I do not believe that issue can be dismissed quite so lightly.  The contract she was offered described 
the position as a "Non-Teaching Contract."  
However, the evidence she offered in support of her resistance to the 
School District's motion for summary judgment could fairly be read by a 
reasonable "fact finder" to have been a "conclusion about," and not a 
"description of," the work actually contemplated by the contract and actually 
assigned to her under that contract (and which, in effect, exacted a waiver from 
Luhm of the protections of the WTEL, in exchange for the contract, a strategy 
which is generally rejected by applicable case law).

 
 
[¶19]   Luhm was certified by the Wyoming 
Professional Teaching Standards Board.  
I do not disagree that statutes relating to the same subject are 
generally read in pari materia, but 
in my view the most that can be said about § 21-2-801 is that it recognizes 
"classroom teachers" as a subset of "teachers," and that circumstance does not 
serve to advance an argument that only "classroom teachers" are "teachers."  Likewise, I simply cannot accept the 
leap in logic that "classroom teaching" includes only "traditional academic" 
subjects.  I can find nothing in the 
statutes that justifies the boundaries of "teacher" as set by the majority 
opinion.  The recitation of Wyo. 
Stat. Ann. § 21-3-110(a)(ii)(A) (duties of boards of trustees), used by the 
majority to delimit the statutory definition of "teacher" is, at best, a 
debasing of the in pari materia 
rule.

 
 
[¶20]   The majority also treats this 
statutory provision as specifically denying "guidance counselors" the status of 
teacher:

 
 
(a)  The 
Wyoming professional teaching standards board is created to consist of thirteen 
(13) members appointed by the state superintendent as 
follows:

(i)  Six 
(6) certified public school employee members, two (2) of which shall be 
classroom teachers in grades kindergarten through six (6), three (3) of which 
shall be classroom teachers in grades seven (7) through twelve (12) and one (1) of which shall be a certified 
professional employee not assigned to classroom teaching but providing 
auxiliary professional services such as librarian, guidance counselor or 
educational diagnostician; [Emphasis added.]

 
 
Wyo. 
Stat. Ann. § 21-2-801(a)(i) (LexisNexis 2007).

 
 
[¶21]   In my view, the most that provision 
does is to disqualify Luhm from being on the board because she was an auxiliary 
professional service provider who was 
assigned to classroom teaching.  
Furthermore, it announces the very real possibility that certified 
professional employees may be (and in fact are in some districts) assigned to 
serve as a "teacher" in a "classroom" setting and/or a "non-classroom" 
setting.

 
 
[¶22]   Finally, the majority hangs its hat 
on a conclusion that Luhm did not teach a "specific recognized academic 
subject."  Wyo. Stat. Ann. § 
21-9-101 (LexisNexis 2007) (Courses of Study) provides:

 
 
(b)  Each 
school district within the state shall provide educational programs sufficient 
to meet uniform student content and performance standards at the level 
established by the state board of education in the following areas of knowledge 
and skills:

                        
(i)  Common core of knowledge:

                                    
(A)  Reading/language arts;

                                    
(B)  Social studies;

                                    
(C)  Mathematics;

                                    
(D)  Science;

                                    
(E)  Fine arts and performing arts;

                                    
(F)  Physical education;

                                    
(G)  Health and safety;

                                    
(H)  Humanities;

                                    
(J)  Career/vocational education;

                        
(K)  Foreign cultures and languages;

                                    
(M)  Applied technology;

                        
(N)  Government and civics including state and federal 
constitutions pursuant to W.S. 21-9-102.

(ii)  For 
grades one (1) through eight (8), reading, writing and mathematics shall be 
emphasized under the common core of knowledge specified under paragraph (b)(i) 
of this section;

                        
(iii)  Common core of skills:

                                    
(A)  Problem solving;

                        
(B)  Interpersonal communications;

(C)  Keyboarding 
and computer applications;

                                    
(D)  Critical thinking;

                                    
(E)  Creativity;

                        
(F)  Life skills, including personal financial management 
skills.

 
 
[¶23]   An examination of an accepted 
definition of "academic" readily demonstrates that that word does not, and 
should not, play a role in further describing the meaning of "teacher" as set 
out in the governing statute.  Webster's Third New International 
Dictionary, "academic" 9 (1986); and see, 1 Roget's International Thesaurus, § 563 
"TEACHER" (1970).

 
 
[¶24]   For the reasons summarized above, I 
would reverse the district court's summary judgment order and remand this matter 
to the district court for full development of a trial 
record.