Ohio Supreme Court Remands Eighth District Decision Denying Arbitration of Union’s Termination Grievance

Ohio Supreme Court Remands Eighth District Decision Denying Arbitration of Union’s Termination Grievance

Ohio Council 8, AFSCME, AFL-CIO v. Lakewood, Slip Opinion No. 2025-Ohio-2052. Decided June 12, 2025

A City of Lakewood employee was fired for misconduct while under a last chance agreement. The last chance agreement was entered into after the employee was terminated for “insubordinate, inappropriate, and intimidating acts in the workplace.” The Union filed a grievance challenging the termination in response.

The grievance was resolved by entering into the last chance agreement and returning the employee to work. As is typical, the agreement provided that any further misconduct would result in the employee’s termination, and the termination would not be subject to the grievance process.

The agreement did not last long. Exactly one year later, the City moved to terminate the employee again. The Union filed a grievance. Puzzled, the City responded that the grievance process was not available due to the last chance agreement. The Union claimed that the City had violated the CBA, and that was the basis of the grievance (the decision does not specify what the nature of the alleged violation was).

Based on the City’s refusal to process the grievance for arbitration, the Union filed suit seeking an order compelling the City to participate in the arbitration of the grievance. The Court obliged, and the City appealed. The City argued that the suit alleges violations of Chapter 4117, over which the State Employment Relations Board has exclusive jurisdiction, not the Court. The City alleged on appeal that the lower court made two errors:

  1. The lower court had erred by exercising jurisdiction over the case; and
  2. the lower court had erred by granting the Union’s application and motion to compel arbitration.

The Eighth District Court of Appeals (Cuyahoga) decided in favor of the City, addressing only the City’s first allegation of error by the lower court. The court held that because the Union was bringing claims that “arise from or depend on collective bargaining rights created by R.C. Chapter 4117,” the lower court did not have jurisdiction to hear the Union’s case.  The court stated that while the Union was not explicitly seeking relief under Chapter 4117 of the Revised Code, it was substantively alleging that the City had interfered with the employee’s collective bargaining rights by refusing to arbitrate the grievance under the CBA.

The Union appealed and the Ohio Supreme Court decided to accept the case.  The Supreme Court looked to the nature of what the Union was trying to do, which was to compel the City to obey the collective bargaining agreement when it alleged that the City violated it by refusing to participate in arbitration. The Union was not alleging that the City had engaged in or was committing an unfair labor practice under Chapter 4117.

The Supreme Court then determined that, even though there is some overlap between the subject matters covered by 4117 regarding unfair labor practices, exclusive representation, and actions to enforce rights under a collective bargaining agreement, the law provides remedies for both situations. The Court expressly stated that its decision does not mean that a party may bring any claim for a violation of a collective bargaining agreement in a court of common pleas. If a CBA has an arbitration provision, the arbitration provision governs. If one party refuses to arbitrate, the Court concluded that R.C. 4117.09(B)(1) allows a party to bring a suit in the Common Pleas Court to attempt to compel the arbitration guaranteed by the CBA.

Although the lines of distinction can be a bit hazy, readers can take three things from this case:

  1. SERB has exclusive jurisdiction over unfair labor practice charges filed with SERB, as well as complaints filed with a court that allege conduct that would constitute an unfair labor practice. In other words, if you try to run to court with a ULP, the court should send you packing.
  2. If a CBA has an arbitration provision, the parties are bound to resolve disputes governing the terms and conditions of the CBA, solely by the arbitration procedure (subject to limited appeals to court). If, for example, a district is alleged to have improperly disciplined an employee or improperly denied a vacation or a personal leave day, the parties must resolve the dispute through the grievance process. The employee cannot simply run to court and sue the district over the denial of a personal day.
  3. Where a party refuses to perform under the CBA, such as by refusing to arbitrate when the CBA requires it, that party can be sued in court to be compelled to follow the CBA.

 

 

 

Career Tech Corner: InnovateOhio Develops “AI Toolkit” for Educators, Parents and School Leaders

Career Tech Corner: InnovateOhio Develops “AI Toolkit” for Educators, Parents and School Leaders

InnovateOhio has developed the “AI Toolkit: Guidance and Resources to Advance AI Readiness in Ohio’s Schools,” which aims to help educators, parents, and school leaders prepare students for a world shaped by artificial intelligence (AI). The toolkit offers practical guidance on integrating AI in education safely and responsibly. It provides a step-by-step framework for policy development, alongside resources for policymakers, teachers, and parents to foster AI literacy and address potential risks. While not a mandate, the toolkit serves as a trusted resource to ensure Ohio’s educational system can effectively harness AI technology, helping students thrive in the evolving technological landscape.

InnovateOhio is an initiative founded by Lt. Governor Jon Husted, whose vision for InnovateOhio is to “look at every state service through the eyes of customers – Ohio citizens and businesses – and create a culture of innovation in state government by using technology to improve people’s lives, transform services, and ultimately, save money for taxpayers.”

The toolkit is broken into seven parts which are described as follows:

Part 1: Policy Development for AI in Education – A Step-By-Step Approach. An overview of a five-step process for deriving concrete policies from aspirational values and objectives.

Part 2: Introduction to Resources for Policymakers, Teachers, and Parents. An introduction to the survey of resources provided in Parts 3 – 7 of the Toolkit.

Part 3: Resources for Policymakers – A Functional Overview. An overview of the resources policymakers may draw upon in executing the policy-development steps identified in Part 1.

Part 4: Resources for Teachers. An overview of resources available to teachers seeking to integrate AI in their classroom instruction and practices.

Part 5: Resources for Parents. An overview of resources available to parents seeking to partner with schools in ensuring that their children are well-equipped for an AI-enabled world.

Part 6: A Guide to Guidelines. An inventory of key guidelines for the responsible use of AI, covering their scope, intent, and significant contributions.

Part 7: Summary of Resources. A summary of the areas of focus for each of the guidelines discussed in the toolkit.

The toolkit can be located here.

What does this mean for your District? AI is moving quickly and becoming more and more relevant to career-technical education. This resource, among others, could be a source for harnessing the power of AI in the curriculum and staying on the cutting edge of developing technology.

 

 

Career Tech Corner: InnovateOhio Develops “AI Toolkit” for Educators, Parents and School Leaders

Career Tech Corner: Ohio House Passes Bill Modifying Career Technical Teaching License Requirements

House Bill 432 passed the House on June 12, 2024 and was referred to the Senate Education Committee on June 25, 2024. The bill proposes to amend RC 3319.229 to modify the way in which an individual may qualify for a career-technical license issued by the State Board of Education.

Under current law, the superintendent of the employing district would make a request to the State Board to issue the license. This required the individual applying for the license to have an offer of employment.
Under this bill, an individual may apply for a license without first having an offer of employment. Thus, the license would not be tied to teaching in a particular district.

Minimum requirements include the applicant being enrolled in a career-technical workforce development educator preparation program that is approved by the Chancellor of Higher Education. The program must provide classroom support, include at least three semester hours of coursework in the teaching of reading in the subject area, be aligned with career-technical education and workforce development competencies developed by the Department, use a summative performance-based assessment to evaluate knowledge and skills, and consist of at least 24 semester hours of coursework, or the equivalent.

An alternative path is created by the bill for those with an offer of employment and for whom the employing superintendent requests a license instead of the individual enrolling in a career-technical workforce development educator preparation program offered by an institution of higher education. A modified “educator preparation program” created by a lead district can be used instead.

A “Lead district is defined by RC 3317.023 as “a school district, including a joint vocational school district, designated by the department as a [career technical planning district] CTPD, or designated to provide primary career-technical education leadership within a CTPD composed of a group of districts, community schools assigned to the CTPD, and STEM schools assigned to the CTPD.”

To qualify, the alternative program must be aligned with standards developed by the Department and include both of the following:
(1) Not less than nine credit hours or three semester hours of coursework in the area to be taught;
(2) Not less than forty-five hours of local professional development designed by the employing district.

Another alternative exists for those who have an offer of employment as a classroom teacher. Under this second alternative, the employing district provides a two-year mentorship program created by one or more lead districts. The program must be aligned with standards developed by the Department and include all of the following:
(1) An assigned mentor who holds a teaching license, or who has served in the capacity of an administrator;
(2) A competency-based self-assessment developed and approved by the state board of education, in consultation with individuals in the career-technical education field;
(3) A personal learning plan approved by the lead district, or the district’s designee;
(4) Participation in a structured mentoring program aligned to the individual’s personal learning plan and consisting of ninety clock hours of professional development during the initial two-year license period.

The bill also adds an alternative path to obtain the advanced career technical workforce development educator license. This alternative can be accomplished by completing either of the programs for teachers who have an offer of employment described above, as indicated by the supervisor of the program, AND, the individual has taught under the license for four years.

Finally, the bill proposes to enact RC 3319.2212. This statute would provide for a two-year career-technical educator license to an individual who meets all of the following conditions:
(1) The individual holds a valid educator license.
(2) The individual has at least five years of work experience in the subject area the individual will teach, or the individual’s work experience has been affirmed by a panel of experts as required by the state board of education.
(3) The superintendent of the employing school district has made an informal recommendation of appointment for the individual to a position as a career-technical educator.

A mentor must be assigned by the employing district. The license is renewable only once to enable the license holder to apply for a professional career-technical workforce development educator license. An advanced license would be available after completion of four years of teaching. The advanced license would be valid for five years and would be renewable.

Ennis Britton will continue to monitor this bill and keep you posted.

 

Update on New Guidance Regarding Joint Purchasing Programs Under Revised Code Section 9.48

Update on New Guidance Regarding Joint Purchasing Programs Under Revised Code Section 9.48

For those of you familiar with the web of statutes and Ohio Attorney General opinions regarding competitive bidding and cooperative purchasing for construction and other services, the Ohio Attorney General (“OAG”) recently added a new section to the web.

For those of you that are not so familiar, some brief context: Boards of education are required by R.C. Section 3313.46 to competitively bid when they determine to build, repair, enlarge, improve, or demolish any school building and the cost of the work is more than fifty thousand dollars ($50,000). However, R.C. Section 9.48 permits school boards to use cooperative purchasing contracts to acquire equipment, materials, supplies, or services. The OAG released an opinion in 2019 finding that school boards may not use R.C. Section 9.48 to obtain construction services, because the General Assembly did not specify so in the statute.

On March 18, 2024, the OAG issued Opinion No. 2024-003, to clarify the scope of services that may be obtained under R.C. 9.48. The opinion revisits the definition of “services” within R.C. 9.48 and clarifies that the interpretation of the term “services” is to include installation, maintenance, repairs, and similar activities, particularly when associated with equipment, materials, and supplies procured under the program. This clarification aims to differentiate between the terms “construction services” and “related services.” While the opinion explores some possible definitions of “construction” and “construction services,” the opinion ultimately concludes that determining whether a service falls under impermissible “construction services” is a factual inquiry beyond the OAG’s purview, emphasizing the need for legal counsel’s guidance.

To put it briefly, repair services that do not constitute construction work are able to be procured through RC 9.48. Equipment purchases that have only incidental installation requirements, are also likely permissible items for RC 9.48 cooperative purchasing. Maintenance services are also safe because maintenance is not a service that is required to be bid. Careful consideration should be given to whether a particular project is a repair or just maintenance.

Keep in mind that there are cooperative options available to school districts that do include construction and construction services. If you are considering a project and are exploring your cooperative procurement options, do not hesitate to contact an Ennis Britton attorney to discuss your available options!

Career Tech Corner: CTC Construction Program Builds Interest in Construction Delivery Methods

Career Tech Corner: CTC Construction Program Builds Interest in Construction Delivery Methods

The last Biennium Budget Bill included grants for the expansion of career technical opportunities. Last fall, the Governor’s office announced that of the 59 applicants for the Career Technical Construction Program, 35 were awarded almost $200 million. This funding will be used to build and expand classrooms and training centers at JVSDs, compacts, and comprehensives across Ohio in various programs like engineering, manufacturing, health sciences, construction, and more.

There are various construction delivery methods available to recipients of these funds who choose to use the for construction projects. The main three delivery methods utilized by school districts are summarized below.

1. Design-Bid-Build (“DBB”). This is the more traditional method of construction delivery. With this method, the owner hires an architect to develop the plans, specifications and estimates of cost. This requires a qualifications-based selection process. The architect then assists the owner with bidding the various bid packages for the contract either through a single general contract or multiple contractors. This method is typically used for smaller projects such as minor renovations, pre-fabricated buildings, athletic facility upgrades, etc., but can be utilized for larger projects as well. The Owner would contract with the architect and each prime contractor coming onto the project.

2. Design-Build (“DB”). This is often confused with DBB even though it is an entirely different delivery method. Through this method, the architect is responsible for both the design and the construction of the project. The owner has a single contract with the design-build firm. The design-build firm is selected according to a two-stage selection process that first considers qualifications then technical and price components for the delivery of the project. Prior to selecting a design-build firm, the Owner must hire a criteria architect to develop the design criteria for the project. The criteria architect is hired using a qualifications-based selection process in the same manner as hiring an architect or engineer for professional design services. Design-build is considered a faster delivery method, however, this is because there is not a lot of owner input on the actual design itself, only the criteria for the design, i.e., what components and functions the finished build must have. This method is good for projects such as an additional wing of traditional classrooms that do not have unique design components.

3. Construction Manager at-Risk (“CMR”). This is currently the most popular delivery method for new school construction, major renovations and additions projects, and projects where the owner wants to have a lot of input on the design and functional components of the build. With CMR, the owner hires an architect for the necessary professional design services. The Owner goes through a two-stage selection process first considering qualifications, then technical and pricing proposals. The Owner combines the scores across both stages and awards a contract to the winner. The CMR serves as both the construction manager and the builder. The Owner has a single contract with the CMR and the CMR is responsible for bringing in all materials, labor, and equipment to the Project.

Districts undertaking large or complex projects may consider hiring an owner’s representative. An owner’s representative is a professional agent who advises the owner and supervises the project to make sure it stays on track. While it is true that the architect and contractor will have contractual obligations to the owner, they are not “in their corner” so to speak and may end up in an adversarial position if a dispute about the work arises. The owner’s rep in turn is the agent of the owner and their focus is on asserting the owner’s interests on the project. The Ennis Britton Consulting Group (“EBCG”) provides owner’s representative services. Barb and Steve Shergalis of EBCG are former architects very experienced in public school construction projects.

Each of these delivery methods has their own unique requirements for properly soliciting the contracts to get the Project off the ground. It is therefore important to make sure that you are taking all the proper steps to ensure you have a valid contract in place that does not expose the Board of Education to unnecessary liability risks. Please do not hesitate to contact a member of the Ennis Britton Construction Practice Group with questions about the right delivery method for your project.