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Education Major Version

ED 513 Law for Educators
Salfrank, Linda


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 513 Law for Educators

Semester

S1P 2011 EDG

Faculty

Salfrank, Linda

Title

Adjunct Faculty

Degrees/Certificates

Juris Doctorate

Office Location

Online or By Appointment

Office Hours

Online or By Appointment

Daytime Phone

816-808-3557  (cell)

Other Phone

816-587-8416  (home)

E-Mail

linda.salfrank@park.edu

lindasalfrank@aol.com

Semester Dates

8 Weeks  (1/10/11 - 2/28/11)

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Prerequisites

Graduate Standing

Credit Hours

3


Textbook:
Imber, M. and Van Geel, T. (2009). Education Law (4th ed.). Routledge, Taylor & Francis Group.  ISBN: 0-415-80373-X (paperback).   

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
None

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:
ED 513 Law for Educators: Designed to give educators the legal information they need to correctly interpret and apply the laws that govern all aspects of public education.

Educational Philosophy:
The instructor’s role is to provide students with the opportunity to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The instructor recognizes the importance of student contributions to the learning environment and encourages the cooperative exploration of ideas, issues, and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and apply the different bodies of law that affect school programs and operations. {1.2.9.1, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3F
  2. Identify and use legal research methods for continuous professional development. {1.2.9.2, 1.3.2} School for Education Conceptual Frameworks: Knowledge 2E, 3F
  3. Analyze and apply legal principles affecting curriculum development, implementation and evaluation {1.2.4.1, 1.3.2, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3B, 3F
  4. Synthesize and apply student and school rights relating to student free speech and religion. {1.2.7.2, 1.3.2, 1.3.3, 1.3.5} School for Education Conceptual Frameworks: Knowledge 2E, 2F, 3A, 3B
  5. Analyze and apply 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, 1.3.6} School for Education Conceptual Frameworks: Knowledge 3A, 3B; Disposition 5F
  6. Identify and apply legal guidelines relating to equal opportunity and sexual harassment {1.2.7.2, 1.3.3, 1.3.5, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3A, 3B, 3F; Disposition 5F
  7. Analyze and apply legal guidelines relating to personnel management, supervision and procedural due process {1.3.5, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3A, 3B, 3F; Disposition 5F
  8. Interpret and apply legal guidelines relating to personnel management and substantive due process {1.3.3, 1.3.5, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3A, 3B, 3F
  9. Identify and apply legal principles relating to torts and negligence {1.2.9.1, 1.3.3, 1.3.6} School for Education Conceptual Frameworks: Knowledge 2E, 3A, 3F


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. Class Participation:  8 Weeks @ 10 points each week = 80 points.  Each student is expected to attend class each week.  Absences may be excused for verifiable and appropriate reasons, but it is the student's responsibility to seek the instructor's approval for an excused absence. 
  2. Weekly Worksheet:  7 Weeks @ 10 points each week = 70 points. 
  3. Weekly Questions:  7 Weeks @ 10 points each week = 70 points.
  4. Discussion/Hypothetical Scenarios:  5 Weeks @ 10 points each week = 50 points.  (These points may be acquired via class discussion, quizzes, or homework assignments, at the instructor's discretion.)
  5. Core Assessment:  (See above and the attached rubric).  90 points.
  6. Final Class Project:  Each student must write and present a paper.  The papers will be due at the beginning of class in Week 8, and students will make their presentations during the class time that week.  There will be no final examination, but the paper and presentation must incorporate the information obtained throughout the term.  Project topics and rubrics will be provided to the students during the Week 5 class.  90 points.

Grading:

Your e-college grade book will provide you with ongoing progress reports of your performance throughout the term.

The grading scale is (450 points possible):

A = 405 - 450
B = 360 - 404
C = 315 - 359
D = 270 - 314
F = Less than 270

Late Submission of Course Materials:
The total number of points awarded will be reduced by 20% for each day late.  No credit will be awarded for responses submitted later than the end of the fourth day after the due date. No extensions may be granted for the final project/presentation.

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 course to expulsion from Park University. Such behavior includes, but is not limited to, the use of disrespectful, abusive or obscene language and/or excessive absences.

Course Topic/Dates/Assignments:

Week One

Bodies of Law and Their Affect on School Programs
Legal Research for Professional Development

Week Two Legal Principles Affecting Student Discipline, including Student Searches
Week Three Legal Precedents Involving Student Rights Related to Free Speech and Religion
Week Four Legal Issues related to Student Rights, Abuse, Confidentiality, etc.
Week Five Legal Precedents related to Curriculum
Week Six Legal Guidelines Related to Personnel Management and Procedural Due Process
Week Seven Legal Guidelines Related to Personnel Management and Substantive Due Process
Week Eight Legal Principles Related to Torts and Negligence

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20

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 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors 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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 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:1/23/2011 11:11:36 PM