EDCI 638 School Law

3 Credit Hours

Fall, 2010

EDCI 638 School Lawprovides basic information on the evaluation and current status of the law pertaining to the teacher in the classroom. Specific school situations will be analyzed as applicable to Nebraska, Wyoming, and South Dakota statutory and constitutional provisions and the rationale for the judicial interpretations of legal mandates. (General Bulleting 2009-2011, p. 263)

A.Instructor:Dr. Patti Blundell, Professor of Education

B.Office:Location:Old Admin 115

Hours:As posted and by appointment

Phone:(308) 432-6469

(308) 432-6383 for Dept. of Education Office Assistant

E-mail:

C.Prerequisite:Graduate status

D.Purpose: The course is intended to provide educators and policy makers with the legal knowledge necessary to do their jobs and serve students.

E.Method of Instruction: A combination of lecture (study notes), discussions, and individual reading and presentations/postings will be used. Cooperative learning will be encouraged through discussion of issues and development of chapter summaries.

F.Objectives: The student will be able to:

  1. Appraise the terms ad conditions of employment for educators.
  2. Analyze the concept of governmental immunity.
  3. Develop an understanding of students' rights.
  4. Explain tort liability and other wrongs committed upon the person or property of another.
  5. Identify laws dealing with desegregation.
  6. Develop an understanding of the rights of disabled students.
  7. Analyze the rights of students as determined by law.
  8. Indicate how the law deals with curriculum, testing, and grading.
  9. Identify laws dealing with school attendance.
  10. Evaluate the separation of church and state.
  11. Develop an understanding of the governance of public schools.
  12. Analyze the role of the federal government and school law.
  13. Appraise the law in respect to a historical perspective of public schools.
  14. Identify the various components in the legal system.
  15. Identify the laws pertaining to school property.
  16. Evaluate the relationship between the law and the school finance process.
  17. Develop an understanding of the collective bargaining process.
  18. Continue in their development as visionary leaders.

This course is a required core course in both the Education Administration and Curriculum and Instruction masters programs. The Program Outcomes are cross-referenced with Chadron State College’s Conceptual Framework for the Education Unit. Intended Program Outcomes for both programs follow:

Education Administration Program Outcomes:

1.Lead and organize the collaborative development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. (Communication, thinking skills, human relations/diversity)

2.Lead and promote a positive school culture, providing an effective standards based instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff based on identified needs. (Methodology/technology, professionalism, assessment, thinking skills, human relations/diversity)

3.Lead and promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (Communication, thinking skills, methodology/technology, professionalism)

4.Demonstrate the knowledge, ability and dispositions to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (Communication, methodology/technology, human relations/diversity)

5.Demonstrate the skill, knowledge, and ability to promote the success of all students by acting fairly, with integrity, and in an ethical manner. (Human relations/diversity, communication, professionalism)

6.Demonstrate the skill, knowledge, and ability to respond to, and influence the larger political, social, economic, legal, and cultural context. (Professionalism, thinking skills, human relations/diversity)

7.Demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. (Communication, thinking skills, methodology/technology, professionalism, assessment, and human relations/ diversity)

Curriculum & Instruction Program Outcomes

  1. Develop and implement curriculum based on central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches; diverse learner needs and abilities; cognitive and developmental levels; and community and curricular goals. (methodology/technology; human relations/diversity)
  2. Develop and implement curriculum using a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. (methodology/technology; thinking skills)
  3. Design and facilitate a learning environment that encourages individual and group motivation, positive social interaction, and active engagement in learning. (methodology/technology; professionalism, assessment)
  4. Demonstrate cultural awareness, gender sensitivity, and racial and ethnic appreciation in fostering an inclusive learning environment. (human relations/ methodology/technology)
  5. Communicate clearly using listening, writing, speaking, and media skills in a manner that is consistent with and responsive to the specific audience. (communications; professionalism)
  6. Utilize assessment strategies and data to improve student learning and social development at the individual and program level. (assessment; methodology/technology)
  7. Improve instruction based on reflective practice and research-based “best practices.” The candidate will continuously seek to grow as a professional educator. (professionalism; (methodology/technology)
  8. Foster relationships with school colleagues, parents, and agencies of the larger community based on an understanding of the impacts of philosophy, sociology, political and legal forces on public education. (professionalism; communication/ human relations/diversity)

Visionary Leader Conceptual Framework

LeadershipExplain the major laws or cases and how they affect the teacher or administrator as leaders in the school.

ComponentActivity

Critical ThinkingQuestions related to analysis of various court cases compared to standards set by U.S. Supreme Court, federal/state statutes or rules and regulations.

Human RelationsDetermine the appropriate professional ethics necessaryfor educators in their relationships with each other, students, and parents relevant to the law.

AssessmentEvaluate the policies in local schools to see if they are in compliance with federal and/or state statutes and regulations.

Communication/TechnologyStudents will express their thoughts on certain court cases and implications to them as teachers or aspiring administrators.Know the location of web sites to assist in school policy development.

MethodologyDetermine how the laws influence curriculum, instruction, and dealing with students, staff and teachers.

ProfessionalismIdentify the professional role of teachers and administrators relevant to court cases and legislation.

  1. Topics:

1.Understanding Education Law

2.Compulsory Education

3.Curriculum

4.Student Free Speech Rights

5.Student Discipline

6.Equal Educational Opportunity: Race and Gender

7.Students with Special Needs

8.School Finance

9.Federal Constitutional and Statutory Rights of Teachers

10.Teacher Employment

11.Collective Bargaining, Unions, and Teachers

12.Torts

13.School Boards

14.Common Law and the Student

  1. Texts:

Imber, M., & van Geel, T. (2004). Education law, (3rd ed.) Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-4653-0, 2004

  1. Tentative Schedule:

Changes may be made based on the class' interests and the instructor's judgment.

Week / Topic/Lesson/Assignment
Read Chapter or Lesson materials; post questions related to chapter in discussion forum and discuss questions/issues with class members; and submit a summary/outline of each chapter/lesson in assignment area. Complete quiz for each Chapter/Lesson, mid-term exam, and final exam. / Due date
8/23-27/10 / Read syllabus and introduction to Sakai. Introduction of students. / 8/27/10
8/30-9/3/10 / Chapter 1--Understanding Educational Law / 9/3/10
9/7-10/10 / Chapter 2 -- Compulsory Education / 9/10/10
9/13-17/10 / Chapter 3 -- Curriculum /

9/17/10

9/20-24/10 / Chapter 4 -- Student Free Speech /

9/24/10

9/27-10/1/10 / Chapter 5 -- Student Discipline /

101/10

10/4-8/10 / Chapter 6 -- Equal Educational Opportunity: Race and Gender /

10/8/10

10/11-15/10 / 7 -- Students with Special Needs /

10/15/10

10/18-22/10 / Mid-term exam (24 hour window) /

Friday

10/22/10

10/25-29/10 / Chapter 8 -- School Finance /

10/29/10

11/1-5/10 / Chapter 9 -- Federal Constitutional and Statutory Rights of School Employees / 11/5/10
11/8-12/10 / Chapter 10 -- Teacher Employment / 11/12/10
11/15-19/10 /

Chapter 11 -- Collective Bargaining, Unions, and Teacher Contracts

/

11/19/10

11/22-26/10 / Chapter 12 -- Torts
11/29-12/3/10 / School Boards /

12/3/10

12/6-10/10 / Common Law and the Student (no quiz) /

12/10/10

12/13-17/10

Final Exam Week

/

Final exam (24 hour window)

/

Tuesday

12/14/10

  1. Course Requirements and Evaluation
  1. All assignments must be completed by the deadline indicated in the course schedule, unless other arrangements are made with the instructor. Acceptance or rejection of late assignments is at the discretion of the instructor.
  2. Active, timely, and thoughtful participation in the weekly forum is expected. Each week after reading the assigned chapter, post questions and respond to other posts by Wednesday. Discussion can continue through Friday and beyond. The forum is designed to clarify questions and bring further understanding to topics and issues addressed in the chapters/lessons.
  3. A quiz has been developed for each chapter. After you have discussed theassigned chapter/lesson(by Friday), please take the quiz. Quizzes will open at 3 p.m. (MT) on Fridays and will remain open until 11 p.m. (MT) on the following Thursday. Late quizzes will not be accepted unless pre-arranged with a compelling reason.
  4. Complete a one-page (minimum) reflection on each chapter/lesson covered during the course each week. The last paragraph should focus on the implications of that topic on you as a teacher, administrator, or other educational leader. (Include reflection papers in your graduate portfolio). Reflections are due on Fridays by 11 p.m. (MT).
  5. There will be two exams during the course of the semester, one at midterm and one final. See course schedule for exam dates. Each exam will be open for 24 hours.

Active participation in Chapter/Lesson forums 14 @ 10 pts. each140 pts.

Weekly quizzes 13 @ 10 pts. each130 pts.

Chapter/Lesson summary & reflection 12 @ 10 pts. each120 pts.

Mid-term exam100 pts.

Final Exam100 pts.

Grading Scale: 93-100=A; 86-92=B; 78-85=C

K.Attendance: Attendance is required. Your presence online is important for your own learning and well as your contribution to the work of the class. If an absence is unavoidable, please arrange ahead of time to discuss options for making-up work. Full credit can be earned on work submitted on or before the due date. Late assignments will result in lower grades.

L.Assignments: Assignments are due on or before the specified date. If you anticipate being absent, arrange to have the assignment turned in before the due date.

M.Make-up Exams/Assignments: Exams/assignments that are missed due to an excused absence may be made-up before the next class meeting by arrangement with the instructor

N.Selected Bibliography:

See the course Webliography for selected websites that contain additional information and links to documents.

Student Behavior:

Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating or falsification of official records will not be tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the student handbook from the Dean of Students (Crites 308.432.6280).

Attendance Policy - The College assumes that students will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences, and for arranging potential make-up rests with the students.

Civility - Civil behavior enhances the academic setting, and is expected at all times. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable accommodation based upon documented disabilities should be presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the Disabilities Counselor (308.432.6461; CRITES 338).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student learning. However, the instructor reserves the right to make changes in this schedule that, within my professional judgment, would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of this course and will be done within the policies and procedures of Chadron State College.