Fall 2008
Preliminary Administrative Services Credential - Tier I
SCHOOL LAW
& REGULATORY PROCESS
EDAD564
Linda
C. Orozco, Ph.D.,
Professor
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Instructor
& Dept. Information |
Course/Class
Information |
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Dr. Linda Orozco Professor Office: Telephone: 714-278-7246 Email: Lorozco@fullerton.edu |
Monday – Tuesday – Full.: Rm. TBA [#12458] 3 Units – 7pm |
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Office Hours: By appt. or via Skype or after class 9-10pm |
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Dr. Orozco’s Websites: http://faculty.fullerton.edu/lorozco
& http://leadership-innovation.org
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This SYLLABUS is the central document for coordinating course policies and activities. Review it carefully and discuss questions with the instructor. Refer to the syllabus to confirm course expectations and your individual progress.
I. COURSE
Description: Prerequisite: Ed Admin 503. This
course reviews the federal, state and local educational laws, regulations and
other policies that govern schools and the requirements for administrators in
accordance with these laws and regulations in ways that are ethically and
legally defensible.
Student-based Learning
Outcomes. By the end of the course students will:
II. REQUIRED TEXTS, RESOURCES & TECHNOLOGY
• Text:
Kemerer, F., Sansom,
P, & Kemerer, J. (2005).
• Legal Clips- Candidates are to subscribe to this free service. It is an electronic news & email service providing weekly updates on legal issues affecting public education by the National School Boards Association. Website: http://www.nsba.org/MainMenu/SchoolLaw/LegalClips.aspx
• Skype– Candidates will be required to log on and access Skype. Skype provides free audio (video/text/file) communication via the internet to anywhere in the world. In order to use, candidates will need to download free Skype software, use a microphone on their computer (built-in or plug in) and secure internet access. The instructor and candidates will use Skype’s audio/video/text communications. http://skype.com
• Professor Orozco's Website which includes online web-based resources specifically related to school law. http://faculty.fullerton.edu/lorozco
• Email address for class communications
and activities. Cc. yourself on all
emails you send, and save copies until the end of the course.
• Other print and online readings as
assigned.
III. COURSE REQUIREMENTS:
20% CLASS PARTICIPATION
20% QUIZZES
60% CANDIDATE LEGAL LEADERSHIP PORTFOLIO
20% CLASS PARTICIPATION
Each candidate enrolled in the course
has the responsibility for its overall quality and enhances the breadth of
perspectives developed by every other candidate. To fulfill your part, you must
be present and participate fully. There will be seminar activities,
online activities, in-class collaborative assignments, and discussions of the
topics, readings & course responsibilities.
Assessment Labs: Candidates will complete a series of assessment activities designed to demonstrate their competence in legal leadership. Activities include web-based research, interpretation of data, assessment of legal practices, diversity and legal issues, case studies analysis, in-basket activities, role playing, team building, conflict management, problem-solving, written communication, etc.
Cellular Phones and Pagers: As a courtesy to all candidates & the instructor, and in order to eliminate interruptions and distractions during the learning process, ALL cellular telephones and pagers are to be silenced during class meetings.
Missed
Classes or Late Arrival/Early Departure: Missing class and/or arriving late
& leaving early will affect your participation grade. Excessive absences (four or more) will yield
a grade of ‘F’ for the course. In case
of prolonged illness or unforeseen obligations, candidates will be supported in
officially withdrawing from the course.
If you miss any part of a session, it is YOUR responsibility to make
arrangements with a colleague for missed instruction, assignments, handouts and
future expectations. Please note the
name, email address and telephone number of one or two colleagues for this
purpose:
____________________________________________________________________________________
____________________________________________________________________________________
20% QUIZZES
There will be four unannounced quizzes conducted during the semester- 5 points each. Quizzes will be multiple choice, true/false and short answer. Quizzes will not be cumulative for the entire semester but only cover content since the last quiz.
60% CANDIDATE LEGAL LEADERSHIP
PORTFOLIO
Each credential candidate will demonstrate mastery of the learning outcomes by compiling a professional Legal Leadership Portfolio featuring evidence and documentation. Each credential candidate will demonstrate a consistent collaborative ability to discuss their (and others) professional performance in legal leadership. There will be a collaborative review of the candidate's Portfolio by a colleague/aspiring administrator and course instructor. A series of documents comprise the Legal Leadership Portfolio. The required activities and related documents are detailed below and on the "Legal Leadership Portfolio Form". All materials must be typed. Candidates must submit a complete Portfolio, including peer signature. The Report will include:
1. Legal Leadership Portfolio Form
2. Candidate Biography paragraph and picture
3. Legal Leadership Self-Assessment (pre & post)
4. Candidate Profile in Legal Leadership
5. Legal Case Analysis (10%)
6.
Abstract of Presentation
(add picture with presenter & audience, &
date/time/location/audience at end of semester)
7. Professional Presentation of Legal Considerations in Education on Powerpoint [6 slides per page] (20%)
8. Authentic Legal Incident Analysis (10%)
9. Current Issues in School Law: Analysis with School-based Perspective
10. Summary of Educational Case Law – Fingertip Facts
11. Keys
to School Law
12. In-Class Assessment Lab activities as assigned by instructor.
13. Professional Reflection
IV. GRADING POLICY:
Grading
A = 90-100 course points
B = 80-89 course points
C = 70-79 course points
D = 60-69 course points
F = 0-59 course points
V. COURSE SCHEDULE:
Students must be officially registered in the course & meet all
prerequisites by the first class in order to participate. Note the following key dates and
expectations:
|
MT |
DATE/ WEEK |
TOPIC |
READINGS &
ASSIGNMENTS |
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1 |
Aug. 25/26 |
LEGAL LEADERSHIP |
__ Read KSK: |
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2 |
Sept. 1/2 |
LEGAL CONSIDERATIONS |
__ Go online, printout & read (with mark-ups): Brown v. Board of Ed.
of Topeka (1954: |
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3 |
Sept. 8/9 |
LAW & SCHOOLING |
__ Read KSK: |
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4 |
Sept. 15/16 |
ATTENDANCE, INSTRUCTION
& ASSESSMENT |
__ Read KSK: |
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5 |
Sept. 22/23 |
RIGHTS OF EXPRESSION |
__ Read KSK: |
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6 |
Sept. 29/30 |
STUDENT DISCIPLINE |
__ Finalize Portfolio documents
#2-6 |
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7 |
*SPECIAL* MONDAY Oct. 6 |
COLLABORATIVE TEAM SEMINAR |
__ Finalize Powerpt. presentation |
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8 |
Oct. 13/14 |
SOCIAL JUSTICE &
TECHNOLOGY IN SCHOOL LAW |
__ Read KSK: |
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9 |
Oct. 20/21 |
LEGAL LEADERSHIP INDEPENDENT WORKSESSION |
__ Email final Powerpoint to peers by Sunday, Oct. 26th |
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10 |
*SPECIAL* TUESDAY Oct. 28 |
SMALL AUDIO-GROUP SESSIONS |
__ Read KSK: |
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11 |
Nov. 3/4 |
RACE & GENDER DISCRIMINATION |
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12 |
Nov. 10/11 |
LEGAL CONSIDERATIONS |
__ Read KSK: |
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13 |
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STUDENTS WITH DISABILITIES |
__ Read KSK: __ Finalize all
Portfolio documents |
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Nov. 24/25 |
THANKSGIVING |
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14 |
Dec. 1/2 |
LEGAL
LEADERSHIP SUMMARY PORTFOLIO |
__ Read KSK: |
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15 |
*SPECIAL* MONDAY Dec. 8 |
COLLABORATIVE TEAM SEMINAR |
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Dec. 15/16 |
FINALS WEEK – NO CLASS |
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08/25/08
=========================
SCHOOL LAW
& REGULATORY PROCESS
EDAD564
Linda C. Orozco, Ph.D., Professor
SUPPLEMENTAL INFORMATION
COURSE REQUIREMENTS:
20% CLASS PARTICIPATION
Every candidate enrolled in the course
has the responsibility for its overall quality and enhances the breadth of
perspectives developed by every other candidate. To fulfill your part, you must
be present and participate fully. There will be seminar activities,
online activities, in-class collaborative assignments, and discussions of the
topics, readings & course responsibilities.
PARTICIPATION RUBRIC
Outstanding Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive; provide one or more major insights, as well as, direction for the class. Arguments, when offered, are well substantiated and persuasively presented. If this person were not a member of the class, the quality of the discussions would be diminished significantly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive; provide good insights and sometimes direction for the class discussion. Arguments, when presented, are, generally, well substantiated and are often persuasive. If this person were not a member of the class, the quality of the discussion would be diminished considerably.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights, but seldom offer a major new direction for the discussion. Arguments are sometimes presented, and are fairly well substantiated and sometimes persuasive. If this person were not a member of the class, the quality of the discussions would be diminished somewhat.
Non-participant: This person has said little or nothing in this workshop or class. Hence, there is no adequate basis for evaluation. If this person were not a member of the class, the quality of the discussions would not be changed.
Unsatisfactory Contributor: Contribution in class reflects inadequate or non-existent preparation. Ideas offered are seldom substantive; provide few, if any, insights; and rarely provide a constructive direction for the class discussion. Integrative comments and effective arguments are completely absent. Class contributions are, at best, “time fillers” efforts to make isolated, obvious, or confusing points. If this person were not a member of the class, valuable class time would be saved.
20%
QUIZZES
There will be four unannounced quizzes conducted during the semester- 5 points each. Quizzes will be multiple choice, true/false and short answer. Quizzes will not be cumulative for the entire semester but only cover content since the last quiz.
CANDIDATE BIOGRAPHY PARAGRAPH WITH CANDIDATE PHOTO
Candidates will create one page featuring their
picture and biography paragraph (single-spaced). Candidate Biography
Paragraph - Write a biography paragraph about yourself. Also include a
picture with your bio. Both should be on
one page only. It should be typed and perfect (free of errors). Follow
the example below- and more examples are online at: http://leadership-innovation.org/alumni2008.html
Format to Follow:
[line 1] Name, email address
[line 2] Job Title, Organization/District
[paragraph] (125 words maximum- USE word count for this paragraph only):
Brief highlights of formal education, professional experience &
interest, and something fun &/or personal
10% LEGAL CASE ANALYSIS
Candidates
will select one legal case for analysis.
Evaluation will be based on quality & thoroughness. Major emphasis should be placed on the depth
of discussion of the implications and applications for school administrators in
educational settings. Attach a copy of
the case to your analysis. Suggested length of case analysis: 2-3
single spaced pages. (More does not
necessarily mean better!) J
Case Analysis Guidelines:
1.
State TITLE of the
case and the YEAR.
2.
Identify the level or
type of COURT hearing the case. (Supreme
Court? Federal Appeals Court? District Court?)
3.
What is the CORE
DISPUTE? [1-2 sentences]
4.
Summarize the BASIC
FACTS of the case.
5.
List the ARGUMENTS
presented by each side. How did they try
to defend their position/claim.
6.
Court DECISION. How did the court rule on the issue(s)? (This
is called the Holding or the Ruling).
Briefly state the reasons the court gave for their decision.
7.
* IMPLICATIONS: Because of this
decision, what are the major implications for schools/districts/education
generally? (Implications do not mean recommendations. Implications are statements and often imply
consequences) To
assist you in developing implications, it is sometimes helpful to categorize
the types of impacts that may emerge. Examples of categories might include: a)
curricular, b) economic/fiscal, c) academic, d) legal, e) social, f) cultural,
g) language, h) human resource/personnel, i)
accountability, j) instructional, k) ethical, l) political, m) family, and n)
community. Not all rulings will have all
of the above categories, however there will generally
be at least five of them that pertain.
8.
*APPLICATION: In terms
of application to the practical school setting, how will the administrators
implement the ruling? What specific
school policies and/or procedures might change as a result of this decision?
What are all the issues an administrator might consider before
implementation? If the case and its
ruling took place in the distant past, and if this case were tried today, would
the outcome be the same or different?
9.
* IMPLEMENTATION: If
you were the principal of the school, what exactly would you do? Design and
outline your implementation plan. How
will these changes be implemented?
Thoroughly outlining the details of your plan (in other words, leave no
stone unturned), will yield the most effective results that will have the
highest probability of promoting the success of all students as well as the
community at large.
*These are the areas you really need to focus on. Do your most
creative and thorough thinking in these sections.
20% PROFESSIONAL PRESENTATION-
LEGAL CONSIDERATIONS IN EDUCATION
Each candidate will demonstrate an area of expertise in school law by preparing and delivering a professional Powerpoint presentation to an authentic audience. The candidate may select any topic/area related to educational law. The presentation must include 10-15 slides and contain an audience participation component. Presentations should be 30 minutes in length. Presentations must be presented live by the candidate to at least one ‘authentic’ audience interested in the legal topic; for example, at a school, district or ‘other’ college class. Presentation offerings will be announced to all CSUF College of Education professors, recent Tier II alumni of Dr. Orozco’s, and online at Dr. Orozco’s website. Candidates will provide a presentation title and 50 word abstract by due date for posting on the website. Presentations will be evaluated based on importance/usefulness of topic; depth, accuracy & relevance of content; quality of visual presentation and delivery; and quality & appropriateness of audience participation component. Candidates will also be assessed for their efforts and actions in actually seeking & delivering the presentation to an ‘authentic’ professional audience. Try to be fun, informal, entertaining and friendly in your presentation.
10% AUTHENTIC LEGAL INCIDENT
ANALYSIS
Candidates are to interview any school, district or educational administrator about his/her involvement in a legal incident requiring the application of an aspect, or multiple aspects, of school law. Maintaining strict confidentiality, candidates are to identify the basic facts of the incident, and describe them clearly and concisely. Describe the specific legal elements applied (cases, constitutional amendments, statutes, Ed. Code, etc.); how the law to guided their actions; and the implications and applications that followed. Summarize the entire incident in written form concentrating on as many pertinent details as possible. At the conclusion of the entire report, include your personal reflection on what was learned from this legal leadership experience.
ADDITIONAL RESOURCES:
Professional Journals/Periodicals:
Education Law Association (ELA) School Law
Reporter http://www.educationlaw.org/links.htm
Journal of Law & Education http://www.law.sc.edu/jled/
For Proper Citing of Resources:
American Psychological Association. (2001). Publication of manual of the American Psychological
Association (5th ed.).
Recommended
Camp, W.E., Connelly, M.J., Lane, K.E., & Mead, J. (Eds.)
(2001). The principal’s legal
handbook, 2nd ed.
Fischer, L., Schimmel, D., & Stellman, L. (2003). Teachers and the law, 6th ed.
Frels,
K., & Horton, J.L. (2003). A documentation system for teacher improvement or termination, 5th
ed.
Glaeser, B.,
& Calcagnie, K. (2006). The ABC's of
school liability in
Gordon,
W.M., Russo, CJ., & Miles, A.S. (2002). The law of home schooling.
Herman, J.A., Huey, W.C., & Remley,
T.P. (2003). Ethical
and legal issues in school counseling.
Hyman,
R.T. (1999). Mandatory community service
in high school: The legal dimension.
Kluger, R.
(1976). Simple justice: The
history of Brown v. Board of Education and black American’s struggle for
equality.
Mawdslely, R.D. (2000). Legal problems of religious and private
schools. 4th ed.
Osborne, A.G., & Russo, C. J. (2003). Special education
and the law: A guide for practitioners.
Rossow, L. F.,
& Tate, J.O. (2002). The law of teacher evaluation.
Rothstein,
L. F. (2000) Special education law, 3rd
ed.
Russo,
C. (2004). Reutters law of public education, 5th
ed.
Sageman, E. & Miller, L. (Eds.)(1996). Brown v. Board of Education: The challenge for today’s Schools. Teachers College Press.
Stein,
N. (1994). Classrooms and courtrooms: Facing sexual harassment in K-12 schools.
Tribe, L. H. (2000). American
constitutional law, 3rd. Ed.
Wollenberg, C. (1976).
All deliberate speed: Segregation
and exclusion in
Zirkel, P.S.
(1996). The law of teacher
evaluation: A self-assessment handbook.