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ED 513 Law for Educators
Pate, Victoria J.


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

U1P 2007 ED

Faculty

Pate, Victoria J.

Title

Senior Professor/Adjunct Faculty

Degrees/Certificates

Juris Doctor
Mediation Certification

Daytime Phone

816-741-2253

E-Mail

victoria.pate@park.edu

vjpjd53@aol.com

Semester Dates

June 4 - July 29, 2007

Class Days

------S

Class Time

8:30 - 1:00 PM

Credit Hours

3


Textbook:
Imber and Van Geel, Education Law, 3rd Ed., Lawrence Erlbaum Associates, 2004. Helpful websites:  www.dese.mo.gov for the public school laws of Missouri; www.ksde.org for Kansas education laws; www.park.edu/library/index.asp to Lexis Nexis for legal research

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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.

Educational Philosophy:
To provide an interactive and interdisciplinary learning opportunity for Park University graduate education students seeking knowledge of the laws governing public education.

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:
No mid-term or final exams.  Final grades will be based on class participation in discussion and group projects, daily worksheets and the Core Assessment Activity.  Group projects are designed to reinforce the lecture material.  Worksheets are designed to assess the student's understanding of and ability to apply the weekly reading assignments, case readings and lecture material to specific issues concerning the week's main topics.  You will benefit from reading the text and case assignments prior to each class session.

Grading:
Particpation = 40 points (5 pts. @ day) Worksheets = 80 points (10 pts. @ day) Core Assessment Activity = 30 points Total possible points = 150 90 - 100% = A 80 - 89%  = B 70 - 79%  = C 60 - 69%  = D Below 60% = F

Late Submission of Course Materials:
Five (5) points will be deducted from worksheets submitted after the due date.  If you know you will be absent you may submit your worksheet by email.  However, your work must be received on the due date in order to escape point deduction.  No credit will be given for late submission of the Core Assessment Activity except in exceptional circumstances.

Classroom Rules of Conduct:
Students whose behavior is detrimental to good order in the classroom or whose behavior 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 class under the influence of drugs or alcohol, excessive tardiness and excessive absences.

Week

Date

Topic/text assignments

 

Meeting - 1

June 9

Understanding the Law
___________________
Chapter 1

 

Meeting - 2

June 16

Curriculum
___________________
Chapter 3

 

Meeting - 3

June 23

Student Free Speech
___________________
Chapter 4

 

Meeting - 4

June 30

Discipline, Student Searches, Child Abuse, Missouri's Safe Schools Act
___________________
Chapter 5; see also pages 500 - 501 of Chapter 12

 

Meeting - 5

July 7

Equal Opportunity, Sexual Harassment
___________________
Chapter 6

 

Meeting - 6: Earliest core assessment activity may be turned in

July 14

Personnel; Procedural Due Process
___________________
Chapter 10

 

Meeting - 7:  Core assessment activity due

July 21

Personnel; Substantive Due Process
___________________
Chapter 9

 

Meeting - 8

July 28

Torts and Negligence
___________________
Chapter 12

 


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 2006-2007 Graduate Catalog Page 23-24

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27
Since participation is an integral part of this course, missing any class will result in zero participation points for that day regardless of whether the absence is excused or unexcused.

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 .


Attachments:
Core Assessment Activity

Rubric

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:4/13/2007 10:11:57 AM