Teachout v. Forest City Community School District

584 N.W.2d 296, 14 I.E.R. Cas. (BNA) 788, 1998 Iowa Sup. LEXIS 223, 1998 WL 650889
CourtSupreme Court of Iowa
DecidedSeptember 23, 1998
Docket97-683
StatusPublished
Cited by90 cases

This text of 584 N.W.2d 296 (Teachout v. Forest City Community School District) is published on Counsel Stack Legal Research, covering Supreme Court of Iowa primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Teachout v. Forest City Community School District, 584 N.W.2d 296, 14 I.E.R. Cas. (BNA) 788, 1998 Iowa Sup. LEXIS 223, 1998 WL 650889 (iowa 1998).

Opinion

TERNUS, Justice.

Appellant, Christine Teachout, brought suit against her employer, appellee, Forest City Community School District, alleging she had been terminated from her position as a teaching assistant in retaliation for her attempts to report child abuse. The district court granted the District’s motion for summary judgment on the basis Teachout could not prove that her reporting of child abuse was the determining factor in the District’s decision to discharge her. We agree and affirm.

I. Standard of Review.

A summary judgment ruling is reviewed for errors of law. See Bearshield v. John Morrell & Co., 570 N.W.2d 915, 916 (Iowa 1997). Summary judgment should be granted where the moving party shows there is no genuine issue of material fact and he or she is entitled to judgment as a matter of law. See Iowa R. Civ. P. 237(c). In assessing whether the movant has met this standard, we view the record in the light most favorable to the nonmoving party. See Bearshield, 570 N.W.2d at 917.

II. Background Facts.

The record, when viewed in a light most favorable to Teachout, shows the. following facts. In August 1995, Teachout was hired by the District as one of four teacher’s assistants for a classroom of severely and profoundly disabled students. (She was also employed by the District as a cheerleading coach and bus driver.) As a teaching assistant, Teachout was supervised by the classroom teacher, Alyssan Fitzgerald. Fitzgerald, in turn, reported to the school principal, Lee Hinkley.

The record shows, and Teachout does not contest, that there was a personality clash between Fitzgerald and Teachout almost from the beginning of the school year. Fitzgerald’s employment by the District was her first teaching position after graduating from college. In contrast, Teachout had worked with severely and profoundly disabled students for fourteen years. As a result, Fitzgerald and Teachout did not work well together. Fitzgerald claimed Teachout was not doing her job, did not follow directions, and assumed a controlling role in the classroom. A diary kept by .Teachout documents numerous conflicts between Teachout and Fitzgerald, as well as between Teachout and the other teaching assistants. Most of these documented conflicts were unrelated to any incidents later alleged by Teachout to be abusive.

As early as October 5, Teachout felt her job was in jeopardy. Yet there is no evidence that Fitzgerald or any school administrator was aware at this time of Teachout’s concern that child abuse had occurred in the classroom. At some point prior to mid-October, Fitzgerald discussed the situation with Hinkley.

Teachout testified that in late September and October she observed conduct toward the disabled students by Fitzgerald and one of the other assistants that Teachout viewed as child abuse. She eventually reported her concerns to a special education teacher, Sandy Plath, in mid-October. In addition, Teachout told Fitzgerald that she was documenting Fitzgerald’s treatment of the students. On October 16 Plath called Hinkley to inform him that Teachout believed the disabled students had been subjected to abusive treatment.

After having been contacted by Fitzgerald and Plath, Hinkley met on several occasions with the classroom staff to address the continuing problems involving the employees’ working relationships. In one meeting, Hinkley met with only Fitzgerald and Teach-out. They talked about Teachout’s perception that she was not being treated the same as the other assistants. Fitzgerald voiced her problems with Teachout’s perceived interference with other staff members and her failure to follow instructions. Later, Hinkley met with two of the other teaching assistants who related continuing friction among the employees in the classroom. They reported that Fitzgerald was trying to improve the working relationships, but had not been sue- *299 cessM. They told Hinkley the situation was having a negative impact on the staff and students.

The tension between Fitzgerald and Teachout continued. On November 15, after a confrontation between Teachout and Fitzgerald regarding Teachout’s role in the classroom, Fitzgerald requested that Hinkley terminate Teachout’s employment. Hinkley called Teachout that night and told her she was to be terminated as a teaching assistant in Fitzgerald’s classroom. They agreed that Hinkley would explore the availability of other positions in the district.

The next day Teachout contacted the Department of Human Services (DHS) to make an oral report of her suspicions of child abuse. DHS agreed to send the necessary forms to Teachout and directed her to make her report to the local area education agency (AEA). Teachout received the forms and mailed the completed report to the AEA on November 18. It was later returned because it had not been completed correctly.

On November 20, Hinkley called Teachout and asked her to resign. He told her he had been unable to locate any other available position in the District. Teachout refused to resign and requested a meeting with the District’s superintendent, Wayne Sesker. There is no evidence that Fitzgerald, Hink-ley, or Sesker knew Teachout had contacted DHS about her allegations of abuse, or that she had forwarded a written report to the AEA.

Teachout met with Sesker the next day, November 21, and told him about her concerns of abuse. Sesker discussed the classroom situation with her and told her to meet with Hinkley on November 27, the next work day, instead of reporting to Fitzgerald. Teachout asked Sesker if he had the forms for reporting child abuse. When he was unable to locate any, he directed her to Hink-ley. Hinkley was also unable to find the requested forms. Teachout then obtained the forms from DHS and immediately made proper written reports of the alleged abuse.

When Teachout returned to school on November 27 after Thanksgiving break, Hinkley gave her a letter of termination. After her discharge as a teaching assistant in the severely and profoundly disabled classroom, Teachout remained employed by the District as a cheerleading coach and bus driver.

The District was unaware of Teachout’s official reports of child abuse until the day following her termination. The abuse reports were eventually determined to be unfounded.

III. Prior Proceedings.

Teachout sued the District claiming that her termination was wrongful because it violated public policy. 1 The district court granted the District’s motion for summary judgment. Although the court concluded that Teachout had engaged in a protected activity, it found she had failed as a matter of law to establish a causal connection between her termination and her protected conduct. Teachout appealed.

IV. General Legal Principles Governing Teachout’s Wrongful Discharge Claim.

The parties agree that Teachout is an employee at will. Even an employee at will, however, may not be terminated for a reason contrary to public policy. See Lockhart v. Cedar Rapids Community Sch. Dist.,

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584 N.W.2d 296, 14 I.E.R. Cas. (BNA) 788, 1998 Iowa Sup. LEXIS 223, 1998 WL 650889, Counsel Stack Legal Research, https://law.counselstack.com/opinion/teachout-v-forest-city-community-school-district-iowa-1998.