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ED 513 Law for Educators
Hunt, David Scott


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 513 Law for Educators

Semester

F1P 2006 EDG

Faculty

Hunt, David Scott

Title

Adjunct Professor

Degrees/Certificates

BSED- Life Elementary grades k-8
MED- Elementary Administration- principal certification
EDD- General Administration- superintendent certification

Office Location

Blackburn Elementary  17302 R.D. Mize Rd. Independence, MO

Office Hours

Monday-Friday 8:00-4:00

Daytime Phone

816-478-2500

Other Phone

816-796-1042     816-719-6068 (cell)

E-Mail

David.Hunt@park.edu

dhunt1@indep.k12.mo.us

Semester Dates

August 23 - October 11

Class Days

---W---

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
Imber and Van Geel, Education Law, 3rd Ed. Lawrence Erlbaum Associates, 2004.


Additional Resources:
No Child Left Behind:
http://www.ed.gov/admins/lead/account/nclbreference/reference.pdf
http://www.mcrel.org/pdf/assessmentaccountabilitydatause/4002RR_UnderstandingNCLB.pdf


Department of Elementary and Secondary Education. The most recent edition of the public school laws of Missouri.
http://www.dese.state.mo.us/schoollaw/index.html


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

  1. Articulate an understanding of the different bodies of law that affect school programs and operations. [1.2.9.1, 1.3.6]
  2. Demonstrate knowledge of legal research methods for continuous professional development. [1.2.9.2, 1.3.2]
  3. Demonstrate an understanding of legal precedent affecting curriculum development, implementation and evaluation. [1.2.4.1, 1.3.2, 1.3.6]
  4. Demonstrate an understanding of student and school rights related to student free speech and religion. [1.2.7.2, 1.3.2, 1.3.3, 1.3.5]
  5. Demonstrate an understanding of legal principles affecting student discipline, student searches, child abuse, and the Missouri Safe Schools Act. [1.2.10.2, 1.3.3, 1.3.5]
  6. Articulate legal guidelines related to equal opportunity and sexual harassment. [1.2.7.2, 1.3.5, 1.3.6]
  7. Demonstrate an understanding of legal guidelines related to personnel management, supervision, and procedural due process. [1.3.5, 1.3.6]
  8. Demonstrate an understanding of legal guidelines related to personnel management, and substantive due process. [1.3.5, 1.3.6]
  9. Demonstrate an understanding of legal principles related to torts and negligence. [1.2.9.1, 1.3.6]


Core Assessment:

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 Rubric

Class 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
7. Harassment
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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content, Analysis, Synthesis, Interpretation                                                                                                                                                                                                               
Outcomes
1, 3-9                                             
For the professional development plan, identify school law issues and explain why and how the issues impact the school community in general. The issue should come from the topics or subtopics addressed in the course.
Exceeds expectations – Six or more issues are identified and appropriately explained 
For the professional development plan, identify school law issues and explain why and how the issues impact the school community in general. The issue should come from the topics or subtopics addressed in the course.
Meets expectations – Four to five issues are identified and appropriately explained. 
For the professional development plan, identify school law issues and explain why and how the issues impact the school community in general. The issue should come from the topics or subtopics addressed in the course.
Does not meet expectations – Two to three issues are identified and explained, or the explanations provided do not adequately address the issues identified, even if more than three issues are addressed. 
For the professional development plan, identify school law issues and explain why and how the issues impact the school community in general. The issue should come from the topics or subtopics addressed in the course.
Shows no evidence of meeting expectations – One or fewer issues are identified or explained, or the explanation provided does not adequately address the issue identified, even if more than one issue is addressed. 
Research Skills, Technology Skills                                                                                                                                                                                                                         
Outcomes
2                                                  
Specific resource/reference processes are identified to meet the goals of the student's professional development plan.
Exceeds expectations –Six or more processes are identified. 
Specific resource/reference processes are identified to meet the goals of the student's professional development plan.
Meets expectations – Four to five processes are identified. 
Specific resource/reference processes are identified to meet the goals of the student's professional development plan.
Does not meet expectations – Two to three processes are identified. 
Specific resource/reference processes are identified to meet the goals of the student's professional development plan.
0. Shows no evidence of meeting expectations – One or fewer processes are identified. 
Professional Development                                                                                                                                                                                                                                   
Outcomes
2                                                  
Identifies specific personal goals for professional self-development and a specific time frame for meeting each goal.
Exceeds expectations – Six or more goals and timelines are developed 
Identifies specific personal goals for professional self-development and a specific time frame for meeting each goal.
Meets expectations – Four to five goals and timelines are developed. 
Identifies specific personal goals for professional self-development and a specific time frame for meeting each goal.
Does not meet expectations – Two to three goals and timelines are developed. 
Identifies specific personal goals for professional self-development and a specific time frame for meeting each goal.
Shows no evidence of meeting expectations – One or fewer goals and timelines are developed. 

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Last Updated:6/7/2006 11:37:15 AM