Henning v. Rounds

2007 NMCA 139, 171 P.3d 317, 142 N.M. 803
CourtNew Mexico Court of Appeals
DecidedAugust 29, 2007
Docket26,245
StatusPublished
Cited by15 cases

This text of 2007 NMCA 139 (Henning v. Rounds) is published on Counsel Stack Legal Research, covering New Mexico Court of Appeals primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Henning v. Rounds, 2007 NMCA 139, 171 P.3d 317, 142 N.M. 803 (N.M. Ct. App. 2007).

Opinions

OPINION

ROBINSON, Judge.

{1} Lady Anne Henning (Plaintiff) appeals from a district court order dismissing her claims against Defendants with prejudice. Plaintiff is a teacher at College Lane Elementary School (College Lane), which is part of Hobbs Municipal Schools (HMS). Defendants are Stan Rounds (superintendent), Debbie Cooper (assistant superintendent), Pam MeBee (assistant superintendent), Stephanie West (principal), and the Board of Education of Hobbs Municipal Schools. On appeal, Plaintiff contends that the district court erred in granting Defendants’ motion to dismiss her various claims stemming from an “abuse of power” by the school principal and administration. We affirm the court’s dismissal of Plaintiffs suit, although we rely on different reasons from those articulated by the district court. See Meiboom v. Watson, 2000-NMSC-004, ¶20, 128 N.M. 536, 994 P.2d 1154 (holding that “even if the district court offered erroneous rationale for its decision, it will be affirmed if right for any reason” provided that doing so would not be unfair to the appellant).

I. BACKGROUND

{2} Initially, we observe that while this matter was presented to the district court as a Rule 1-012(B)(6) NMRA motion to dismiss for failure to state a claim upon which relief can be granted, it appears that the district court may have relied on matters outside the pleadings in making its decision. “When considering a [Rule 1-012(B)(6) ] motion to dismiss, ... if matters outside the pleadings are presented to the trial court under such motion, it shall be treated as a motion for summary judgment.” Graff v. Glennen, 106 N.M. 668, 668, 748 P.2d 511, 511 (1988) (citations omitted); see Knippel v. N. Commc’ns, Inc., 97 N.M. 401, 402, 640 P.2d 507, 508 (Ct.App.1982). Notably, Plaintiff attached a number of letters to her response to Defendants’ motion to dismiss. These letters constitute communications between the parties’ attorneys regarding Plaintiffs case. We observe, “[h]owever, arguments of counsel are not evidence.” In re Metro. Invs., Inc., 110 N.M. 436, 441, 796 P.2d 1132, 1137 (Ct.App.1990). Thus, although it is unclear whether the district court relied on the letters, we presume that it did not, particularly in light of the fact that Defendants made the court aware of its objections to the letters in a motion and memorandum to strike Plaintiffs attachments. Cf. Deaton v. Gutierrez, 2004-NMCA-043, ¶31, 135 N.M. 423, 89 P.3d 672 (“We presume that a judge is able to properly evaluate the evidence[.]”); State v. Dean, 105 N.M. 5, 8, 727 P.2d 944, 947 (Ct.App.1986) (“[A] trial court is presumed to disregard the introduction of inadmissible evidence.”)

{3} Moreover, because “[cjonversion from a motion to dismiss on the pleadings to a motion for summary judgment could rarely, if ever, benefit the party opposing the motion,” we are reluctant under such circumstances to infer that Plaintiffs filing of the letters between counsel “was an effort to convert the motion to dismiss into a motion for summary judgment.” Dunn v. McFeeley, 1999-NMCA-084, ¶¶13-14, 127 N.M. 513, 984 P.2d 760. We, therefore, decline to treat Defendants’ motion to dismiss as a motion for summary judgment. See id. ¶¶ 10-17 (declining to treat a motion to dismiss as a motion for summary judgment even where a plaintiff had filed attachments to his or her response to the motion).

{4} Because dismissal on Rule 1-012(B)(6) “grounds is appropriate only if Plaintiff[ ][is] not entitled to recover under any theory of the facts alleged in [her] complaint[,] ... we assume the veracity of all of the well-pled facts in [p]laintiff[’s] complaint to determine whether [p]laintiff[] may prevail under any state of the facts alleged.” Callahan v. N.M. Fed’n of Teachers-TVI, 2006-NMSC-010, ¶4, 139 N.M. 201, 131 P.3d 51. “The material facts pled by [p]laintiff[ ], which we accept as true, are provided as background for our analysis.” Id.

{5} Plaintiff, a tenured teacher, began teaching for HMS in 1992. At the time of her complaint and through the present day, Plaintiff has continued her employment with HMS.

{6} The facts giving rise to Plaintiffs claims against Defendants begin with the 2002-2003 school year. That year, a new principal was hired at College Lane. At the beginning of the school year, the new principal took medical leave, and a number of acting principals ran the school in her stead. According to Plaintiff, the lack of any plans or procedures regarding discipline at College Lane led to a number of problems during the new principal’s absence.

{7} When the new principal returned from leave, she formally observed Plaintiffs classroom. The principal incorrectly noted on Plaintiffs evaluation that Plaintiff taught fourth grade when Plaintiff actually was teaching third grade that year. The principal also noted that Plaintiffs classroom management needed improvement, and she directed Plaintiff to watch some instructional videotapes.

{8} After Plaintiff watched the videotapes, she sent a memorandum to the principal detailing what she had learned from the videotapes and how she planned to implement those ideas in her classroom. Plaintiff added that she had a number of children in her class with special needs. According to Plaintiff, these children had an extremely difficult time with structure.

{9} Plaintiff asserts that the principal’s memorandum sent in response misconstrued Plaintiffs memorandum and signaled the beginning of the principal’s “overtly antagonistic” behavior towards Plaintiff. Specifically, the principal expressed concern that Plaintiff did not consider herself accountable for the problems in her classroom and was instead blaming the problems on her special needs students. After Plaintiff responded to the memorandum, she claims that relations between her and the principal deteriorated even further. At this point, Plaintiff sought to enlist an assistant superintendent to mediate the conflict.

{10} According to Plaintiff, her attempt to get help from the assistant superintendent was “pointless,” as the principal “turned up the heat” against her by writing two critical memoranda regarding two of the most difficult children in Plaintiffs class. The principal also did a second evaluation of Plaintiffs class, which was unscheduled.

{11} Plaintiff was then placed on a “professional improvement plan (PIP).” As part of the plan, Plaintiffs classroom was to be videotaped. Plaintiff asserts that although she questioned the need for a PIP, she acceded to it.

{12} Plaintiff received a satisfactory evaluation at the end of the 2002-2003 school year. According to Plaintiff, the deficiencies alleged in the PIP were corrected by that time, but she was nonetheless required to continue on the PIP during the next school year.

{13} During the next school year, the principal wrote another memorandum to Plaintiff regarding problems in Plaintiffs classroom. According to Plaintiff, the principal’s claims were “misleading or outright false.” Plaintiff responded to the memorandum and sent copies to the superintendent and assistant superintendents. At this point, Plaintiff asserts that Defendants “close[d] ranks” against her.

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Henning v. Rounds
2007 NMCA 139 (New Mexico Court of Appeals, 2007)

Cite This Page — Counsel Stack

Bluebook (online)
2007 NMCA 139, 171 P.3d 317, 142 N.M. 803, Counsel Stack Legal Research, https://law.counselstack.com/opinion/henning-v-rounds-nmctapp-2007.