ED 513 Law for Educators
F1P 2006 EDG
Hunt, David Scott
BSED- Life Elementary grades k-8MED- Elementary Administration- principal certificationEDD- General Administration- superintendent certification
Blackburn Elementary 17302 R.D. Mize Rd. Independence, MO
816-796-1042 816-719-6068 (cell)
August 23 - October 11
5:00 - 9:30 PM
Textbook: Imber and Van Geel, Education Law, 3rd Ed. Lawrence Erlbaum Associates, 2004.
Additional Resources: No Child Left Behind:
Department of Elementary and Secondary Education. The most recent edition of the public school laws of Missouri.
Course Description: Designed to give educators the legal information they need to correctly interpret and apply the laws that govern all aspects of public education. 3 cr.
A study of the laws pertaining to public education. Emphasis is placed on the early recognition and resolution of legal issues involved in the decision making process at both the teacher and administrator levels.
Educational Philosophy: The instructor's role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.
Learning Outcomes: Core Learning Outcomes
All Park University courses must include a core assessment
that measures the relevant Program Learning Outcomes. The purpose of this assessment is to
determine if expectations have been met concerning mastery of learning outcomes
across all instructional modalities. The
core assessment for this course is creation of a Professional
Self-Development Plan for School Law.
Students will be required to create their own development plan for
staying abreast of changes and developments in school law. Students should identify those legal issues
of particular concern to their professional duties, as well as legal issues of
general concern to all members of the school community. In addition, students should include an
identification of the specific resource tools that will be utilized to
implement the plan. The plan should also
include a description of specific self-development goals to be accomplished
within an identified time frame. Rubric
is attached below.
This activity constitutes 20% of the total grade for the
course. It should be no longer than five
(5) typed, double spaced pages. It is
due not earlier than week 6 of the course and not later than week 7. This activity assesses outcomes 1 – 9.
Link to Class RubricClass Assessment: 1. Participation - Student attendance and participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.
(8 @ 20 points each = 160 points)
2. Weekly Reflections – Each student should submit a weekly reflection starting with week two. The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week's reflection should be approximately one typed double spaced page in length. These are personal reflections. They are what you think and believe related to what you are learning. Whereas your comments are your personal beliefs and reactions, they will be assessed based on how they related to the previous weeks activities, not on the positions taken. (7 @ 10 points each = 70 points)
3. Article Review and Presentation – Each student will research, read and present 2 articles related to an educational legal issue. Each student will summarize their articles and lead a class discussion on the topic. (Article presentation and discussion leadership 2 @ 50 points each = 100 points)
4. Case Studies- Each student will receive 3 sets of case studies. Students will select one case study from each group (student's rights, teacher's rights and special education) and address the following criteria:
• summarize the problem(s)
• cite the relevant education law and how it applies to the particular situation
• as a building principal, resolve the situation using the ISLCC standards as a guide and citing the specific ISLCC standards used.
(3 @ 30 points each=90 points)
5. Core Assessment:
Grading: Participation 160
Weekly Reflections 70
Article Reviews 100
Case Studies 90
Core Assessment 150
Total 570 Scale
513 - 570 – A
456 - 512 – B
399 - 455 – C
342 - 398 – D
0 – 341 – F
Late Submission of Course Materials: Course Requirements Plan: Students are expected to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The personal experiences of course participants, and input they obtain from others in their schools and communities, are essential elements of course content. Therefore, attendance and active participation in each class meeting is very important. Each student is expected to complete weekly reading assignments, gather information as required by course activities, complete projects as assigned, and participate as a member of a cooperative learning group.
Attendance- Plan to attend all class sessions. In the event of an unavoidable absence, and with prior notice and approval from the facilitator, the student may substitute an individual project or paper for work missed in class. To receive full credit, however, the project or paper must be closely related to the course content and/or learner outcomes covered during the student's absence. A student who misses two classes will not be assigned a grade higher than “B”. A student who misses more than two classes will be referred to the University administration for discussion of the need to re-enroll in the class at a later time.
Documenting Sources- During the completion of course projects, you will be required to support your thoughts and positions through documenting (citing) authoritative sources in the filed of education. Written documentation (citations) should adhere to current APA guidelines.
Preparation – Each student will be an important member of the learning community. Students will be expected to come to class prepared and ready to be a contributing member of the collaborative learning process. It is important to have completed all readings and preparatory work prior to the scheduled class session. A twenty percent (20%) reduction will be assessed for work submitted after the scheduled class period for which it was due.
Classroom Rules of Conduct: Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.
Course Topic/Dates/Assignments: Session (1) – August 23
1. Get acquainted activities
2. Review of course syllabus
3. Discussion of class members previous experiences with educational law
4. Chapter 1
5. Chapter 2
Session (2) – August 30
1. Chapter 3
2. Chapter 4
3. Court Cases 1,2 and 3 due
4. Weekly reflection #1 due
Session (3) – September 6
1. Weekly Reflections #2 due
2. Article # 1 due
3. Article discussions
4. Chapter 7
5. Court Cases 6 and 7 due
Session (4) – September 13
1. Chapter 5
2. Chapter 12 (pgs. 500-501)
3. Court Cases 4 and 5 due
4. Child Abuse
5. MO Safe Schools Act
6. Weekly Reflections #3 due
7. Finish article discussions
8. Case Study #1 due
Session 5 – September 20
1. Article Review #2 due
2. Article discussions
3. Weekly Reflections #4 due
4. Chapter 6
5. Chapter 8
6. Court Cases 8 and 9 due
8. Case Study #2 due
Session 6 – September 27
1. Weekly Reflections #5 due
2. Finish article discussions
3. Chapter 9
4. Chapter 10
5. Court Cases 10, 11, 12 and 13 due
6. Case Study #3 due
Session 7 – October 4
1. Weekly Reflections #6 due
2. Chapter 11
3. Chapter 12
4. Court Cases 14, 15 and 16 due
Session 8 – October 11
1. Weekly Reflection# 7 due
1. Final examination
2. Course Evaluation
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Graduate Catalog Page 20-22
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Graduate Catalog Page 23-24
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:6/7/2006 11:37:15 AM