Teacher Liability: What We Don't Know Might Hurt, Us.

Angela Maynard Sewall Department of Educational Leadership University of Arkansas at Little Rock Abstract
Inourlitigioussociety,theclassroomteacherisparticularlysusceptibletochargesoffailuretofulfill expectedprofessionalduties.Suchcharges,evenifunsubstantiated,maybedamagingtothe reputationofteachersandmaycostthemtheirjobs.Teachersareseldom,providedwithsound informationconcerningtheirlegalresponsibilitiesandtheramificationsofafailurefulfilltheirduties ininstructionandsupervision.Thispaperarguesthatpreserviceandinserviceteachersshouldbe providedorshouldseekpertinentliabilityinformationaboutthefullrangeofthoserolesand responsibilitieswhichtheyassumeupontheirentryintotheclassroomaspracticeteachersoras practitioners.Itistheresponsibilityofteachereducatorstoensurethatalegalissuescurriculumis availabletoindividualswhoarepursuingadministrativecertification.Suchacurriculumshouldbein placeforteachereducatorsaswell. FormanyyearsCollegesofeducationandprofessionalworkshopshaveaddressedtheimportanceof legalknowledgeforadministrators.Thisisreasonableasvirtuallyeveryagendawithwhichaschool districtadministratordealshaslegalimplicationsandpotentialramificationsnotonlyforthe administratorbutalsofortheschooldistrictitself.Forexample,administratorsareapprisedofthe factthatdueprocessrightsmustbeaccorded,notonly,tostudentsintheadministrationof disciplinarysanctions,butalsotocertifiedandclassifiedstaffintheeventthatareprimandmustbe givenorarecommendationmustbemadeeitherfornonrenewalofacontractorforterminationof employment.Additionaltrainingisoftenprovidedadministratorsinreferencetothoselegal principleswhichrelatetothemanagementofcontractsmadewithemployeesandwithvendors. Administratorsgenerallypossesssomeknowledgeaswellaboutthelaws,ofagencyandtortlaw withtheirimplicationsforliability.Finally,administratorsareprovidedpertinentinformation concerningtherightsofstudentswhomightbeundertheumbrellaoffederaldisabilityandspecial educationlaw. Teachershowever,areseldomprovidedinformationconcerningthelegalresponsibilitieswhichare associatedwiththeirworkorthepotentialramificationsofafailuretofulfilltheirdutiesof

instructionandsupervision.Sinceoursocietyisincreasinglylitigiousinnature,perhapsitistimefor districts,incollaborationwithcollegesofeducationandthelegalprofession,toprovidepertinent tortliabilityinformationtoteacherstoraisetheirawarenessofthefullroleandrangeof responsibilitieswhichateacherassumeswhenenteringaclassroom.Perhapsitisalsotimetoensure thatpreserviceeducatorshavetheopportunitytolearnaboutschoollawanditsimplicationsfor theirpracticepriortotherentryintotheclassroomaspracticeteachersoraspractitioners. Asaformerclassroomteacherandschoolanddistrictadministratorcurrentlyengagedinhigher education,Ihaveseenteachersandadministratorsstrugglewithlegalissuesastheyattemptto defineappropriateactionsforthemselvesindisciplinary,supervisoryandinstructionalsituations. Thefrustrationandheartbreakthatcanbeavoided,whenteachersarefullycognizantoftheirduties issufficientinandofitselftocompelteacherstoseekongoingeducationinschoollawandtocause teachereducatorsandschooldistrictsactivelytoseektohonetheskillsofallteachersand administratorswithintheirpurviews. Thepurposeofthispaperistointroduceteachersandteachereducatorstothefundamentalsof tortlaw.Tortsaredefinedinthe'lawascivilwrongs"forwhichacourtwillaffordaremedytothe injuredpartyintheformofdamages"(Alexander,1984).Althoughtortsincludedefamation,false imprisonmentandassaultandbattery,thetortonwhichmostactionswillbebroughtagainst teachersinacourtoflawisthatofnegligence.Negligenceisabreachofadutyowedtoother individuals.Whilenegligenceisnotintended,andactions,oroccurrenceswhichleadtochargesof negligencearecertainlynotexpected,teachersmustnonethelessbeonguardwithregardto situationswhichmightarise.Inotherwords,teachersmusttakecareofthoseintheirchargeand theymustbeawareofthesafetyoftheenvironmentandthecharacteristicsofthestudents themselves.Failuretoexerciseappropriatecarecouldresultinanotherwisepreventableinjurytoa studentwhichmaythenleadtoachargeofnegligenceonthepartoftheteacher.Theensuing discussiondefinesthekeyconceptsoftortlaw:Whilethisisnotasubstituteformoreindepth training,itismyhopethatthisarticlewillencourageteachersandteachereducatorstotake whateverstepsmaybenecessarylocallytolearnmoreabouttheirlegalresponsibilities.. Itisgenerallyagreedthatteachershavetwobasicdutiesintheirroleaseducators.Thefirstisthatof instruction.Deliveryofinstructionisthecoreoftheteacher'sresponsibility.Ofcourse,virtuallyall teachers,administratorsandhighereducatorswhoworkintheformationofteachershaveheardof legalactionsbroughtrelativetothefailureofschoolstoteachstudentsneededskillsinreadingand

mathematics.Preventionofthesesuitscancomewithqualityinstructionintheclassroom, enhancedteachersupervisionandsupportbyinstructionalleaders,greaterparental

involvementandindividualizationofinstructioninthoseclassroomsandschoolsatwhichstudenta arenotachievingastheyshould. Theseconddutywhichteachershaveisthatofsupervision.Ateacherhastheresponsibilityfor supervisionofthosestudentswhoareinhisorhercareduringtheschooldayaswellasatschool sponsoredactivitiestowhichateachermaytakestudentsoratwhichateachermaybea designatedsupervisororchaperone.Thetestofwhatisentailedbythedutyofsupervisionisatest ofthatareasonableperson,whoisalsoateacher,woulddointhesamesituation.Thesocalled reasonablepersontestisapplicabletoteachersandpracticeteachers,thereforewemustlookat whatahypotheticalpersonofthesamephysicalattributesastheteacherwoulddo.These reasonableindividualsareteacherswhohavethedutyofsupervision.Theypossessnormal intelligence,perceptionandmemory,andhavesomeknowledgeofandexperienceinthe communityorschool.Additionally,thesereasonableteachersactuallypossesstheskillswhichthey haverepresentedthemselvesashaving.Inotherwords,ifateacherisconfinedtoawheelchair,the requirementsorstandardsofsupervisionexpectedofthatteacherwoulddifferfromthe expectationsthatwouldbeheldofateacherwithoutasimilardisability.Additionally,ateacheron thefirstdayataschooldirelywouldnotbeheldtothesamestandardasateacher,whois knowledgeableofthatsiteandofanypotentialdangersforstudents.Neitherwouldasubstitute teacherwhohadnotbeenwiththestudentsinaclasspreviouslybeheldtothesamestandardorset ofexpectationsasateacherwhowastheregularclassroomteacher,andwhoknewallofthe studentsandtheirbehaviors.Finally,ifteachershaveheldthemselvesupaspossessingspecialskills, suchashavingmedicalknowledgeorknowledgeofgymnastics,thoseteacherswillbeheld accountableinsituationsasiftheydidindeedpossessthoseskills. Teachers,ofcourse,aretrainedtoaddresstheneedsofandtoworkwithchildren.Consequently, thestandardofbehaviorexpectedofteachersisnecessarilyhigherthanthatoftheaverageperson, sanstraining,whoisresponsibleforsupervisionofyoungsters.Thestandardwhichwouldbeheld outasappropriateforapracticeteacherwouldnotbeashighasthestandardtowhichan experiencedteacherwouldbeheld.Nonetheless,thereisanexpectationthatevenpracticeteachers shouldbeawareofandfocusedonmaintainingappropriatesupervisionofstudentsundertheircare.

(Someuniversitiesaddresstheseissueswithregardtopracticeteachersbyrefusingtoallowpractice teacherstoworkintheclassroomwithoutthepresenceofacertifiedteacher.Manyuniversities haveplacedarestrictionontheuseofpracticeteachersassubstitutesinclassrooms.) Anexaminationofsomeexamplesofsupervisorysituationsinwhichteachersmayormaynothave liabilitypredicatedontheiractionsmightbehelpful.Ifelementarystudentsareontheplayground duringtheschoolday,teachersassignedtosupervisionareexpectedtobevigilantandtolocate themselvesinsuchamannerastobeabletomaximizetheirviewofallstudents.If,however,two teachersaretalkingandthereforenotawareofstudentactivitiesandastudentisinjuredinafightor afallfromthemonkeybars,thosetwoteachersandthedistrictmayhaveliabilityforfailuretofulfill theirdutyofsupervision.Thisistermedabreachofduty.Inanotherscenario,asecondaryteacher whoistotransportspecialeducationstudentstotheircurriculumrelatedjobtrainingsitesdecides tostopathometopickupsomepersonalitems.Duringthetimetheteacherisinthehouse,the studentsroamtheneighborhoodandoneisinjured.Theteacherhasliabilityforbreachofadutyof supervision. Teachersandadministratorsmayfindthattheiraccountabilityincreasesinsituationsinwhichthey aredealingwithyoungerstudents.Itisnotuncommonforthecourtstoconsiderthatchildrenunder theageofsevendonothavetheabilitytomakeappropriatedecisionsforthemselvesandthateven Inthecircumstanceinwhichateacherhaspainstakinglygivenastudentinstructionsastosafe behavior,thechargeofnegligencemaynotbeprecludedshouldthestudentbeinjured.Similarly,an assumptiononthepartofateacherthatachildaged7through14understandsallinstructions concerningsafetymaybeinvalidasthelevelofunderstandingandabilitytomakegoodjudgments possessedbystudentsinthisagerangeusuallymustbeassessedonanindividualbasis.Students overtheageof14aregenerallyassumedbythecourtstobeabletounderstandinstructionsgiven themabsentsomedisabilitywhichmightimpairtheindividualstudentsjudgment.Consequently, thelevelofcareexpectedofasupervisingteacherforstudentsunderage7andbetweentheagesof 7and14isgreaterthanthatwhichmightbeexpectedforstudentsovertheageof14,ifappropriate instructionshavebeengivenandiftheactivityinwhichthestudentsareengagedisnotonewhich byitsverynatureisormaybedangerous. Oftenteachersandadministratorsaretemptedtoconsidersupervisionofstudentsonlyin circumstancesinwhichstudentsareontheplaygroundorengagedingroupactivities,suchaseating

lunchinthecafeteria.Inpointoffact,ateacherwholeavesaclassroomunattended,evenforabrief, periodoftime,andwhomakesnoprovisionforsupervisionforthestudentsduringthattimemay beliableforinjurieswhichoccurduringthatabsence.Thisisparticularlytrueiftheteacherknewor shouldhaveknownaboutthepropensityofstudentstoengageinbehaviorswhichmaybeharmful tootherstudentsorifthestudentsareengagedinactivitieswhichinvolvetheuseofpotentially dangerousequipment.Forexample,ifastudentfrequentlyattemptstosurreptitiouslyshootpaper clipsatotherstudents,theteachertighttakethatstudentalongwhenleavingtheclassorwarn anotherteacherofthistendencyinordertosafeguardotherstudents. Tortlaw"regulatestherelationsbetweentwopartieswhenonepartyclaimstohavebeeninjuredas aresultoftheintentional,oraccidentalactionoftheotherparty".(Strope,1984,p.39).Inthecase ofateacherleavingaclassroomunattended,theinjurytoastudentduringthetimethattheroom wasunattendedmaybeatortanddamagesmayberecoverablebasedonnegligentactionsbythe teacher.Negligencecanbedefinedasafailuretofulfillassignedresponsibilitieswhichareasonable personwouldfulfill.Alternatively,negligencemaybedefinedastakingactionswhichareasonable personwouldnottakeinsimilarcircumstances. Thelogicalquestionforateachertoaskpredicatedonthesedefinitionsofnegligenceis"What constitutesnegligence?"Negligencehasfourelements.Firstofall,theremustbeadutywhichexists onthepartoftheindividualwhoactsinacapacitywhichinvolvesprotectingothersfromrisk.We havediscussedatlengththedutyofateachertosupervisestudents. Secondly,anactmaybenegligentifthatindividualwhoisresponsibleforthewelfareofanother,in thiscasetheteacher,failstoexerciseappropriatecareinthefaceofthetypeofriskinvolved.For example,ifateacherhaselementarystudentsonafieldtripatthezoo,thestandardofexpected careandvigilancewouldbemuchhigherthanwouldbethecasewhenthosesamestudentsareon theschoolplayground,assuming.thattheplaygroundissafe.Whyisthisthecase?Thereisarisk thatstudentswhoareatthezoo,particularlyelementarystudents,willwanderawayfromthegroup andmayevenenterthecagesofdangerousanimalsabsentappropriatesupervisionandadequate adultpresencetosuperviseagivennumberofstudents.

Thethirdcomponentofnegligenceisthattheconductoractionoftheindividual,inthiscasethe teacherwhoischargedwiththedutyofcaretowardothers,istheproximatecauseofinjuries sustained.Thefailureoftheteachertokeepreasonablevigilanceortohavethenecessarynumber ofresponsibleadultsavailabletosupervisestudentsonafieldtripmaybetheproximatecauseof injury.Inthescenarioinwhichthestudentareleftunattendedinaclassroomwhiletheteachergoes tousethephoneandastudentknownbytheteachertoengageinthrowing,chairsforattention engagesinthatactivity,therebyinjuringanotherchild,theteacher'sfailuretoarrangefor appropriatesupervisionwillbeamajorfactorintheissueofnegligenceandproximatecausality. Thefinalcomponentinthedefinitionofnegligenceisthattheremustbeactualinjuryorlossfor negligenceandliabilitytoexist.Thisisselfexplanatory.Itisgenerallyobviouswhenastudentis injured.Howeverweshouldrememberthatinjurycanbenotonlyofaphysicalnature,butitcan alsobeofanemotionalnature,calledmentaldistressinthelaw. Ifanact,eventoraccidentoccurswhichtheteachercouldhaveforeseen,whetherornotthe teacherisfoundtohavebeennegligentwilldependonwhetherornottheteacherhadadutyof care.Theliabilityofteacherswilldependonwhethertheyactedasreasonablepeoplewould.The liabilityofteachersmaybemitigatedbythefactofwhetherornotstudentswereabletounderstand thedangerandpossibilityofharmandthenchosetoproceedinasituationtherebyplacing themselvesinperil.Theliabilityofteacherswilldependuponactualharmoccurringtothestudents andtheteachers'behaviororbreachofthedutyofcarebeingthelegalcauseofthatharm.Ifoneof thesefourstandardsismissing,theactisnotnegligent. Ofcourse,thereareotherinterveningfactors.Ateachercouldhavelimitedliability.Forexample, afterhavingreceivedinstructions,studentswhoarecapableofunderstandingthoseinstructions, andareawarethatinjurymayoccurinworkingwithanexperimentinthechemistrylabdecideto mixadditionalchemicalsoftheirownchoiceinabeaker,therebycausinganexplosion.Ifpresent andnormallysupervisingtheclass,theteacherprobablywouldnotbeliablefortheresultinginjury oftheactionsofthestudents.Thiswouldbeacaseofsocalledcontributorynegligence.Inthis situation,thestudentswouldhavesufferedinjuriescausedbytheirownactions. Norwillateacherbeheldliableforan"ActofGod,"asinlightningstrikingagroupofchildrenonthe playground,providedreasonablediligencewasusedinsupervisingthestudentsandprovidedthat appropriateactionwastaken.Certainly,inthecaseinwhichastormwarninghadbeenissuedand

theteacherhadmadenoattempttoremovestudentsfromtheplayground,itisprobablethat liabilitywouldexist.Howeverinthesituationwhereintherewasnowarningandthesupervising teacherhadnoreasontobelievethatastormwascoming,therewouldprobablynotbeliability. Oneadditionalcaveatisthatateacheroradministratorisdutyboundtousereasonablediligencein inspectingpropertyandequipmenttoensurethatitisingoodworkingorderanddoesnotposea dangertostudents.Failuretoconductsuchinspections,failuretoreportdangeroussituations,or failuretoseethatappropriaterepairsaremademayconstitute,anactofnegligence.Inother words,teachersandadministratorsareexpectedtoknowoftheconditionofthefacilitiesforwhich theyareresponsibleandofanyfactorswhichcouldleadtoinjurytoothers. RecentcaseshaveresultedinsomeofthefollowingdecisionsInCegliaV.PortledgeSchool,590 N.Y.S.2d228(1992),thecourtheldthattheschoolwasnotresponsiblefortheinjurysustainedbya. femalestudenttrippedinthehallbyclassmates.Thereasoningwasthattheinjurywascausedby anunanticipatedactofanotherStudent.Teachershadbeenreasonablydiligentinsupervisingthe students.In,anothercase,Harigv.BoardofElementaryandSecondaryEducation,35.S:2d.485. 11994),thecourtheldthattheschoolwasliableforinjuriessustainedbyastudentwhenhetripped overacondensationpipeinaculinaryartsclassroom.ThecourtfoundthatSchoolsareresponsible forkeepingtheirpremisesinreasonablysafecondition.Insimilarcircumstances,ifateacheror administratorknewofthepotentialdangeroftheexposedpipeandfailedtoreportitornotify appropriateauthorities,thatteacheroradministratormaybeliableaswell.InthecaseofScottv. BoardofEducationofNewYork,597N.Y.S.2d385(1993)agrandmotherslippedonaccumulated debrisandwasinjuredataschooltowhichshehadaccompaniedhergrandchildren.Thecourt foundinfavorofthegrandmotherfindingthattheschoolmayhavehadnoticeofthisdangerous condition.Iftheschooldidhavenoticeanddidnotremovethedanger,thenthefindingofliabilityis reasonable.Finally,inthecaseofGroomsvMarlboroCountySchoolDistrict,414S.E.2d8.02 (1992),aschoolprincipal.tolda15yearoldstudentwithmentalimpairmentthatifhefelt uncomfortableinclasshecouldreporttotheschooljanitoruntilhefelthecouldfitbackinclass. Duringaperiodoftime,inwhichhewaswiththejanitor,heseverelyinjuredhisheadbystrikingit onthefloorwhilewrestlingwithanotherstudent.Thecourtquestionedthejanitors'supervisionof thestudentandtheappropriatenessofplacingthestudentunderthesupervision,ofajanitor.The parentsofthischildweresuccessfulintheirnegligencesuitagainsttheschoolboard.(Theprincipal actsasanagentoftheschoolboard.)Inasimilarsituationwheretheprincipalknewthatastudent's usualbehaviorposedadirectthreatofpersonalharmorharmtoother's,theprincipalmighthave

hadliabilityaswellfornegligenceinassigningthestudenttothecareofanindividualwhowasnot trainedtosupervisestudents. Ontheotherhand,inthecaseofKellyv.GreatNeckUnionFreeSchoolDistrict,597N.Y.S.72d136 (1993),thecourtfoundinfavorofaschooldistrictafterastudentfellthroughawindowwhile playingonschoolproperty.Thestudentsustainedneckinjuries.Thecourtbaseditsdecisiononthe factthatthestudentassumedtheriskofhisowninjurybyknowinglyparticipatinginthegamehe wasplaying.Aspreviouslynoted,studentswhoarecapableofknowingthepotentialofdangerand injuryandwhodecidetoactinamannerwhichplacesthemindangermayassumetheattendant risk,therebynegatinganynegligenceonthepartofthedistrictortheindividualteacher. Teacherstoomayassumeariskwhentheytakeonastandardofcareoradutywhichisnot necessarilytheirs.Suchanassumptionofdutymayoccurwhenateacherofferstodrivestudents homefromschoolattheendoftheschooldayorafteraschoolrelatedactivity.Riskmaybe assumedwhenateachercomestoschoolearlyeachdayandadmitsstudentstothebuildingsothat theywillnothavetostandoutside.Ifastudentisinjuredontheplaygroundonadaywhenthe teacherisabsentandiftheinjurymightnothaveoccurredhadtheteacherbeenpresenttoadmit thestudenttothebuilding,thentheteachermaybeliable.Ineffect,theteacherhassetaprecedent forareasonableexpectationonthepartofstudentsandparentsthattheteacherwillbeavailableto providesupervision. Eveninlightofsuchlegalpresumptionasthegueststatuteor"GoodSamaritan"act,ateacher maybeliableforinjuriessustainedorharmcausedtoastudentbyvirtueofanaccidentwhichoccurs whilethatstudentisintheteacher'scare,iftheteacher'sactionsarealegalorproximatecauseof theinjury.nsuchcases,awaiverorreleasesignedbyaparentmaynotprotectaschoolorthe teacher. Informationandrecognitionoflegalresponsibilitiesarebasictotheoverallacademiccurriculumin teacherpreparationanddevelopment.Assessmentoftheirknowledgeshouldbeincludedin employmentevaluationandinyearlyscrutinyofteacherefficiency.Itisamatterofadequately preparingteacherstoworkappropriatelyandconfidentlywithinthelegalandeducational environment.Failuretounderstandthelegalexigenciesisnotaprotectionforteachers.Whatthey don'tknowcanhurtthem!

Howcanweaddresstheseconcerns?Graduateeducationprogramsandschooladministratorscan offerinserviceorprofessionaldevelopmentopportunitiestoteachersinordertoupdatetheirlegal knowledgebase.Itisnotenoughtoconsiderthatthecourseswhichareavailabletoaspiring administratorswillsomehowsufficebecauseweknowthatnotallteachersaspiretobecome administrators.Thefactremainsthatnotallteachershavesufficientlegalawarenesstoknowthat theyneedadditionaltrainingandinformationSomesuggestionsforapproachestothedevelopment ofsuchanawarenessare: RequireacourseinSchoolLaw,withspecialemphasisonsupervisionandteacherduties,in teacherpreparationprogramspriortothe,practiceteachingexperience. Arrangeforongoingstaffdevelopmentinlegalissuesforclassroomteachersand administrators.Thiscanbeaccomplishedthroughtheschooldistrict.Arrangeandofferstaff developmentoruniversitysponsoredoneortwodayseminars. Schoolsand,universitiesmightplacematerialsonschoollawinprofessionalreadingareas forteacherreview. Whatevertheapproach,thebenefitstoteachers,aspiringteachersandstudentscanbegreat. Teacherscanbemoreconfidentandcomfortablewiththeirdutiesandresponsibilities,secureinthe knowledgeofwhatisexpectedandhowtheycanfulfilltheirdutiesnotonlyappropriatelybutalso withinlegalguidelines. References Alexander,K.,&AlexanderM.D.(19B4).Thelawofschools,studentsandteachers.St.Paul,MN: WestPublishingCo. Cegliav.PortledgeSchool,590N.Y.S.2d228N,Y:App.Div.(1992). Fischer,Schimmel,D.,&.Kelly,C.(1995).Teachersandthelaw.WhitePlains,NY:Longman. PublishingCo. Groomsv.MarlboroCountySchoolDistrict,414S:E.2d802(SCCt,App.,1992). Harigv.Board,ofElementaryandSecondaryEducation,635S.2d485(LACt.App.1994). Kellyv.GreatNeckonionFreeSchoolDistrict;597N.Y.S.2d.136(N.Y.App.Div.1993'). Scottv.BoardofEducationofNewYork,597N.Y.S.2d38SAN.Y.App.Div.1993). Strope,J.L.(1984).Schoolactivitiesandthelaw.Reston,VA:NASSP.