Margaret Fields v. Houston Independent School District

CourtCourt of Appeals of Texas
DecidedOctober 15, 2020
Docket14-19-00010-CV
StatusPublished

This text of Margaret Fields v. Houston Independent School District (Margaret Fields v. Houston Independent School District) is published on Counsel Stack Legal Research, covering Court of Appeals of Texas primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Margaret Fields v. Houston Independent School District, (Tex. Ct. App. 2020).

Opinion

Affirmed and Memorandum Opinion filed October 15, 2020.

In The

Fourteenth Court of Appeals

NO. 14-19-00010-CV

MARGARET FIELDS, Appellant

V.

HOUSTON INDEPENDENT SCHOOL DISTRICT, Appellee

On Appeal from the 189th District Court Harris County, Texas Trial Court Cause No. 2016-86461

MEMORANDUM OPINION

Appellant Margaret Fields filed suit against appellee Houston Independent School District (HISD) alleging that HISD (1) discriminated against her on the basis of appellant’s race, and (2) retaliated against her in violation of the Texas Commission on Human Rights Act (TCHRA) after she made complaints regarding the alleged discrimination. See Tex. Lab. Code §§ 21.051; 21.055. HISD eventually filed a plea to the jurisdiction, which the trial court granted. Appellant appealed the trial court’s dismissal of her claims. Concluding that the trial court did not err when it granted HISD’s plea, we affirm.

BACKGROUND

Appellant, who is African-American, initially worked for HISD as a substitute teacher. Appellant wanted to become a full-time teacher for HISD so she enrolled as a teacher intern in HISD’s alternative-certification program. If the teacher intern successfully completes the alternative-certification process, she may apply for a standard teaching certificate. Once enrolled in the program, appellant received a one-year probationary teacher’s certificate and she was assigned to work as a fourth-grade teacher intern at Lewis Elementary School for the 2014-2015 academic year. The probationary internship normally lasts one academic year.

HISD assigns a Teacher Development Specialist to each alternative- certification teacher intern. As part of the alternative-certification process, the teacher intern is expected to prepare and post daily lesson plans, submit reflection forms, and work with her Teacher Development Specialist to develop her skills as a teacher. The Teacher Development Specialist in turn is expected to work closely with the teacher intern by reviewing the teacher intern’s written papers, observing the teacher intern’s classroom activities, providing written feedback and additional resources as needed. The principal at the teacher intern’s assigned school, as the teacher intern’s supervisor, also plays a role in the development of the teacher intern. Shanna Morgan served as appellant’s Teacher Development Specialist during appellant’s first year at Lewis Elementary. Tonya Woods served as the principal at Lewis Elementary during appellant’s first year. Both Morgan and Woods are African-American.

HISD operated an alternative-certification committee which makes the final decision whether to award a teacher intern a standard teaching certificate. The teacher intern’s Teacher Development Specialist and the school principal submit 2 paperwork to the committee making one of the following recommendations: (1) fully certify the teacher intern; (2) extend the probationary internship; or (3) dismiss the teacher intern from the program. The committee then reviews and evaluates the Teacher Development Specialist’s and the principal’s recommendations, the teacher intern’s work during the program, and the teacher intern’s certification exams before making the final decision.

Appellant began experiencing performance issues early in her internship. Woods placed appellant on a Prescriptive Plan for Assistance (PPA)1 in an effort to improve appellant’s performance by providing additional resources and support. Woods noted numerous specific areas where appellant needed to improve her performance. Appellant, however, did not improve her performance in the specified areas. Indeed, on March 12, 2015, Morgan notified appellant that her standing with the alternative certification program was changed from “good” to “poor” because of appellant’s “unsatisfactory progress towards State certification.” Morgan further notified appellant of specific areas where appellant needed to improve for removal of her “poor” standing. While appellant alleged in her petition that Woods told her that she had successfully completed the PPA, appellant does not cite any documentary evidence in the appellate record supporting that allegation. Instead, the evidence in the record indicates that at the

1 HISD explains the function of a PPA as follows: An appraiser shall create a [PPA] for any teacher whose job performance becomes a concern as evidenced through walk-throughs and observations aligned to the instructional practice rubric. Teachers shall acknowledge receipt of the PPA within ten working days from receipt of the plan. The PPA form shall outline the focus areas for development, specific development activities and action steps, and expected changes in behavior or performance outcomes. The PPA shall be considered complete when the teacher’s performance exhibits the expected change as noted by the appraiser.

3 end of the 2014-2015 academic year, Morgan believed appellant had not shown the required level of improvement and recommended that appellant should not receive full state certification and instead be offered an extension of the teacher intern program.

Appellant’s alternative-certification committee included Morgan, Natalie Rubio, Ivannia Recio, Viviana Lopez, and Sybil Mason. The committee recommended that appellant not be fully certified, and that she instead be offered an internship extension. On June 4, 2015, the committee sent appellant a letter notifying appellant of their decision. On August 21, 2015, HISD notified appellant that, “[t]o ensure your success at the beginning of your second year extension, you are being placed on a targeted, 90-day extension plan with the Effective Teacher Fellowship ACP.” The notification further informed appellant of the requirements she had to meet and the deadline by which she had to achieve them. The notification letter concluded by informing appellant that “[c]ontinued failure to meet performance expectations will result in program exit without certification.” Appellant signed that she had received the notification letter.

On June 25, 2015, appellant filed a grievance pursuant to HISD’s employee grievance policies. Appellant’s grievance concerned her frustration with Woods’ and Morgan’s multiple requests for appellant to revise her lessons plans. Appellant complained that their requests violated HISD’s policy governing the imposition of excessive paperwork requirements on classroom teachers. Appellant also complained that she had received contradictory instructions during her teacher internship and further complained about Morgan recommending that the alternative-certification committee not certify appellant at the end of the 2014- 2015 school year. Appellant did not, however, include any complaint in her grievance that she had experienced discrimination based on her race or that she had

4 experienced retaliation of any kind.

Appellant accepted the internship extension and returned to Lewis Elementary. Lewis Elementary had a new principal, Marlen Martinez, for the 2015-2016 academic year. Martinez identifies as Hispanic. As a new principal, Martinez observed and evaluated all of the Lewis Elementary teachers, including appellant.

Martinez observed appellant’s performance numerous times and offered written feedback regarding her observations. Martinez determined that appellant demonstrated weaknesses in several appraisal areas. As a result, Martinez placed appellant on a PPA on October 19, 2015. As part of the PPA, Martinez continued to observe appellant’s classroom performance and offered additional written feedback in an effort to help appellant improve. As appellant’s 90-day teacher internship moved toward completion, Martinez observed appellant a final time on December 1, 2015. Appellant earned the lowest possible score on all instructional areas Martinez observed.

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Margaret Fields v. Houston Independent School District, Counsel Stack Legal Research, https://law.counselstack.com/opinion/margaret-fields-v-houston-independent-school-district-texapp-2020.