Case Name: Gerald W. McKENZIE, Plaintiff-Appellant, v. WEBSTER PARISH SCHOOL BOARD, Defendant-Appellee
Court: Louisiana Court of Appeal
Jurisdiction: Louisiana
Decision Date: 1995-04-05
Citations: 653 So. 2d 215
Docket Number: No. 26713-CA
Parties: Gerald W. McKENZIE, Plaintiff-Appellant, v. WEBSTER PARISH SCHOOL BOARD, Defendant-Appellee.
Judges: Before NORRIS and HIGHTOWER, JJ., and CULPEPPER, J. Pro Tern.
Reporter: Southern Reporter, Second Series
Volume: 653
Pages: 215–224

Head Matter:
Gerald W. McKENZIE, Plaintiff-Appellant, v. WEBSTER PARISH SCHOOL BOARD, Defendant-Appellee.
No. 26713-CA.
Court of Appeal of Louisiana, Second Circuit.
April 5, 1995.
Rehearing Denied May 4, 1995.
Jon K. Guice, Monroe, for appellant.
Patrick M. Amedee, Joseph M. Bertrand, New Orleans, for appellee:
Before NORRIS and HIGHTOWER, JJ., and CULPEPPER, J. Pro Tern.

Opinion:
I iCULPEPPER, Judge Pro Tern.
Plaintiff, Gerald W. McKenzie, appeals a judgment in favor of defendant, Webster Parish School Board (School Board), in plaintiffs action for alleged wrongful termination. McKenzie, a probationary teacher, asserts his termination violated LSA-R.S. 17:391.5 and the School Board's own policies. Because the School Board complied with LSA-R.S. 17:391.5 and substantially complied with its policies pertaining to evaluation, assessment, remediation and dismissal of probationary teachers, we affirm.
FACTS
The School Board hired McKenzie in August 1985 to serve as a high school social studies teacher and coach at Sarepta High School. McKenzie taught under a series of one year "probationary" contracts until May 1988. From August 1985 to May 1988, McKenzie was evaluated sixteen times by Fulton Jones, the principal, and Cleve Strong and Ray Burnham, supervisors of secondary education.
On June 6,1988, McKenzie was notified by letter that his contract would not be renewed due to his inability to improve his "classroom management techniques." In a letter dated June 20, 1988, the principal recommended to the superintendent that McKenzie's contract not be renewed because of his low evaluations. On July 5, 1988, the superintendent informed McKenzie by letter that the superintendent would recommend to the school board his contract not be renewed because of deficient classroom management. On July 25, 1988, the School Board elected not to renew McKenzie's contract.
McKenzie sued the School Board asserting wrongful termination, violation of the state accountability statutes and failure to abide by the School Board's policy on evaluation, remediation and termination. The School Board filed a motion for summary judgment which was granted by the trial court. On appeal, this court held McKenzie's termination was governed by LSA-R.S. 17:442 and found the School board did not abuse its discretion. However, this court went on to hold LSA-R.S. 17:391.5(0) did apply to probationary teachers and remanded the case to the trial court for a determination of whether McKenzie's evaluation and dismissal were proper under LSA-R.S. 17:391.5 and the School Board's policies. For a detailed exposition of the facts and procedural history see this court's opinion McKenzie v. Webster Parish School Board, 609 So.2d 1028 (La. App. 2d Cir.1992).
At the second trial, McKenzie testified that Cleve Strong, supervisor for secondary education, observed his class during the 1985 school year. In October 1985, Mr. Strong indicated on the observation and evaluation sheet: "Discipline is not bad, but class control will pay off later on." In December 1985, Strong wrote McKenzie did not show enough enthusiasm for teaching and suggests ed he stand and move around the room while teaching.
On May 13, 23, 28, 1986, Fulton Jones, the principal, observed McKenzie's class. On May 13 and 23, Jones noted some students were not involved in the lesson and were working on other projects. On May 28, Jones wrote: "Mr. McKenzie was administering a test in free enterprise class. He moved from desk to desk observing the students work. The class was quiet and orderly."
The evaluation forms discussed thus far did not provide for a rating to be given to the teacher. The evaluations forms were changed in 1986 to provide the evaluators an opportunity to rate the teacher as satisfactory, needs improvement or unsatisfactory.
In November 1986, Jones evaluated McKenzie using the new form. Under the heading "Establishes and Maintains Class Control in an Atmosphere Conducive to Learning" Jones circled needs improvement and noted too little classroom |3control. In all other areas Jones rated McKenzie satisfactory and gave him and overall rating of satisfactory. In February 1987, March 1987, May 1987, May 1988, McKenzie received identical evaluations from Jones. Each evaluation sheet reflects McKenzie received a satisfactory rating in every category except classroom control which was noted as needs improvement. McKenzie's overall rating was satisfactory. On April 25, 1988, Jones gave McKenzie a satisfactory rating in every category including classroom control. On April 27, 1988, Jones rated McKenzie satisfactory in every category, but gave him a needs improvement on the overall rating and wrote to the side "in discipline."
McKenzie also recalled being observed by Mr. Ray Burnham. In October 1986, Burn-ham documented McKenzie needed to improve his overall positive attitude. Burnham wrote: "Discipline good, but class not very conducive to learning. Absolutely no life in presentation." Burnham also noted McKenzie needed improvement in lesson planning and teaching. Burnham gave McKenzie an overall rating of needs improvement. In October 1987, Burnham rated McKenzie satisfactory in every category except classroom control in which he gave McKenzie a needs improvement. The overall rating was satisfactory. In February 1988, Burnham again noted McKenzie needed improvement in lesson planning and the use of various instructional methods. Class control was given a satisfactory rating, but the overall rating was needs improvement. In March 1988, Burn-ham again noted McKenzie needed improvement in class control, lesson planning and instruction of the students and gave McKenzie an overall rating of needs improvement. McKenzie testified he was never given an Assistance Schedule, never given a deadline to improve his classroom control and was never told the School Board was invoking an assistance program.
UCleve Strong testified that he gave McKenzie the observation sheet but was not familiar with an assistance schedule. During the cross examination of Mr. Strong, the defense stipulated that Mr. McKenzie was never given an assistance schedule.
Ray Burnham testified that following his observation of McKenzie he informed him of the areas in which he should work to improve and suggested strategies and techniques to help him. Burnham testified his observations revealed more severe problems than the observation of Jones; however, the two never documented their differences of opinion concerning McKenzie. Burnham also admitted the observation form is distinct from the assistance schedule and that no professional assistance schedule was prepared to help remediate McKenzie.
Fulton Jones testified he observed McKenzie on several occasions and gave him a satisfactory rating on almost every occasion. Jones stated that although McKenzie received a satisfactory rating, classroom control was an ongoing problem. Jones also admitted no assistance schedule was prepared for McKenzie.
Ralph Rentz, personnel director, testified McKenzie was given a remediation plan, pursuant to School Board policy, every year he taught. However, during his pre-trial deposition, Rentz testified that no remediation plan was ever given to McKenzie. Rentz admitted a "formal" assistance schedule was not prepared. It was Rentz's position that the evaluation and observation forms were sufficient to comply with School Board policy.
Finally, Jerry Lott, the superintendent, testified no assistance schedule was prepared for McKenzie because the information was contained in other documents. Burnham, Rentz and Lott testified that the use of the assistance schedule was a |sformality and McKenzie received sufficient remediation through the observations and evaluation.
DISCUSSION
The issue before this court is whether the School Board complied with LSA-R.S. 17:391.5 and its own policies pertaining to evaluation, remediation and dismissal of probationary teachers.
Initially, we note discharge of probationary teachers is governed by LSA-R.S. 17:442 which provides in pertinent part:
Each teacher shall serve a probationary term of three years to be reckoned from the date of his first appointment in the parish or city in which the teacher is serving his probation. During the probationary term the parish or city school board, as the ease may be, may dismiss or discharge any probationary teacher upon the written recommendation of the parish or city superintendent of schools, as the case may be, accompanied by valid reasons therefor.
The reasons for dismissal of a probationary teacher are committed to the sound discretion of the school board, and unless the. teacher can clearly show the board abused its discretion, the court will not interfere. The discretion given to the school board in discharging, for valid reasons, teachers during their probationary terms is for the purpose of weeding out personnel whose attitude or performance, while not so flagrantly faulty as might be required for the discharge of a tenured teacher, indicates that it is undesirable for reasons of efficiency or harmony, among others, to grant them permanent status as members of our professional educational force. The term "valid reasons" means "sound and sufficient reasons" Ford v. Caldwell Parish School Board, 541 So.2d 955 (La.App. 2d Cir.1989).
In Gaulden v. Lincoln Parish School Bd., 554 So.2d 152 (La.App. 2d Cir.1989), this court held that when the issue is incompetence, LSA-R.S. 391.5 applies and should be complied with before dismissal proceedings are initiated under LSA-jR.S.fi 17:442. (Erroneously referred to as LSA-R.S. 17:443.) However when the complaint is one of willful neglect of duty or dishonesty, there is no application of Sec. 391.5.
At the time of Mr. McKenzie's dismissal LSA-R.S. 17:391.5(C) provided:
No later than August 15, 1978, each school board shall adopt a system of personnel evaluation and assessment based on the guidelines submitted by the superintendent of education. Evaluation and assessment of the performance of each certified employee shall be made on a continuing basis, at least once each year for probationary personnel, and at least every third year for personnel with permanent status. The evaluation shall consist of an appraisement of the performance of the employee in the extension of teaching duties and responsibilities. In the event an employee is considered not performing his duties in a satisfactory manner then the employing authority shall notify the employee in writing of such determination and describe such nonperformance. The employing authority shall thereafter confer with the employee making specific recommendations as to areas of considered unsatisfactory performance of the employee and assist him to correct such considered deficiencies within a prescribed period of time. Assistance may include but not be limited to in-service training programs or such other appropriate programs.
The statute requires: (1) the adoption of a system of personnel evaluation (2) evaluation and assessment of certified employees at least once a year (3) written notification of unsatisfactory performance (4) conferences between the employer and employee concerning the unsatisfactory areas and recommendations to correct deficiencies in a prescribed period of time.
The record reflects the School Board adopted a system of evaluation, evaluated McKenzie yearly, notified him in writing of his deficiency, and conferred with him in an attempt to correct his deficiencies. McKenzie asserts the School Board failed to abide by the law because they did not inform him of the prescribed period of time in which McKenzie was required to improve. Initially we note the statutory writing requirement does not apply to the phrase "prescribed period of time." The only item required to be in writing is the notice of deficiency. Secondly, |7we see no injustice in requiring a probationary teacher with a one year contract to understand the time period for improvement is one year, or in any event, sometime prior to the completion of his contract. After reviewing the -record on appeal, we hold the School Board complied with the mandates of LSA-R.S. 17:391.5.
SCHOOL BOARD POLICIES
The second issue before this court is whether the School Board complied with its own policy of evaluation, assessment, remediation, and dismissal. The School Board was free to construct an evaluation and assessment program within the broad parameters of LSA-R.S. 17:391.5. The School Board is given great discretion in fashioning, adopting and implementing its plan and the standard of review used by courts when called upon to review whether a school board complied with its own policies is substantial compliance. Harris v. West Carroll Parish, School Board., 605 So.2d 610 (La.App. 2d Cir.1992).
The portions of the policy which McKenzie asserts the School Board failed to comply with provide:
Sec. 6.4B. Any employee receiving less than satisfactory as an overall rating will have assistance prescribed as explained in subsection 6.5
Sec 6.5C provides:
More than one opportunity will be provided to improve the skills of an employee who has been evaluated as less than satisfactory. After multi-opportunities have been prescribed and re-evaluation has occurred, continued unsatisfactory performance shall result in recommendation for dismissal; such recommendation to be in compliance with policy and procedures of the Webster Parish School Board.
The professional assistance program shall be planned by the evaluator and/or observers and recorded on a professional assistance program schedule form. The activities shall be prescribed, the time period established, and date for re-evaluation determined. The assistance schedule will be signed and dated by evaluatee and evaluator and/or observers at the conference for presenting the schedule to the evalua-tee and again at the post evaluation conference when assistance has been offered. If the evaluatee shows non-improvement the dismissal process is'started.
| gMcKenzie points to the failure of the School Board to utilize the professional assistance form as proof of the School Board's failure to abide by its policies. Admittedly, this form is distinct from the evaluation form and everyone who testified at trial admitted it was not used. McKenzie's reliance is misplaced. Although the evaluators did not use this particular form, McKenzie was given repeated written notice in the observation and evaluation forms concerning his deficiencies in classroom control and written recommendations by experienced educators on how to remedy the problem. McKenzie also asserts the School Board failed to give him the required notice concerning "the prescribed period of time" for improvement. Although the record reflects the School Board did not prescribe a time within which improvement must occur, any reasonable probationary teacher should have known the types of deficiencies noted were required to be corrected immediately. Deficiencies such as classroom control, discipline, lesson plans, more enthusiasm, speak loudly, involve more students in discussion, get up from behind your desk and teach and better preparation, do not require deadlines. The requirement of deadlines would apply to such things as seminars, workshops, further course study and similar improvements in a teacher's specialty.
In Harris, supra, this court reviewed the trial court's ruling that the School Board had substantially complied with its policy for terminating nontenured employees. This court held that when a school board complied with six of the seven procedures set forth in its own policy and substantially complied with the seventh, it had substantially complied with its own policy and this court would not overturn the trial court's ruling. In the case sub judice the School Board's policy required multiple opportunities to improve, re-evaluation, professional assistance, notice of the deficiencies, and the establishment of a time period for improvement. The |9School Board gave McKenzie two years and nine months to improve his classroom control. The School Board evaluated McKenzie sixteen times over the three year period. Furthermore, three highly qualified educators provided McKenzie with written recommendations and suggestions for improvement. The only procedures the School Board failed to strictly comply with were the use of a particular professional assistance form and the setting of a deadline for improvement. As noted above, all of the information that would have been contained in the professional assistance form was contained in the written evaluations, and the fixing of deadlines was not appropriate for the types of deficiencies noted.
DECREE
For the foregoing reasons, we affirm the judgment appealed. Costs are assessed against the appellant.
AFFIRMED.