Fall 2010
SCHOOL LAW
& REGULATORY PROCESS
EDAD564
Linda
C. Orozco, Ph.D.,
Professor
|
Instructor
& Dept. Information |
Course/Class
Information |
|
Dr. Linda Orozco Professor Office: Telephone: 562-368-4844 Email: Lorozco@fullerton.edu |
Monday - FJUHSD [ #17018] Thurs - CSUF [#11348] 3 Units – 6:30pm |
|
Office Hours: By appt. or via Skype or after class 9-10pm |
|
|
Dr. Orozco’s Websites: http://faculty.fullerton.edu/lorozco
& http://leadership-innovation.org
|
|
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.
(2009).
• Legal Clips: a free electronic news service providing weekly updates on legal issues affecting public education by the National School Boards Association (NSBA). Candidates will subscribe for the full semester. Website: http://www.nsba.org/MainMenu/SchoolLaw/LegalClips.aspx
• Skype: Candidates will be required to use Skype webconferencing. Skype provides free audio/video/text 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. http://skype.com
• Professor Orozco's Websites: includes online web-based resources specifically related to school law. http://faculty.fullerton.edu/lorozco & http://leadership-innovation.org
• 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:
30% CLASS PARTICIPATION
20% QUIZZES
50% CANDIDATE LEGAL LEADERSHIP PORTFOLIO
30% 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 unannounced quizzes conducted during the semester. 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.
50% 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 and picture
3. Legal Leadership Self-Assessment (pre & post)
4. Candidate Profile in Legal Leadership
5. Legal Case Analysis
6. Abstract of Presentation
7.
Powerpoint Presentation - picture with presenter & audience, &
date/time/location/audience
8. Professional Presentation of Legal Considerations in Education on Powerpoint
[6 slides per page]
9. Authentic Legal Incident Analysis
10. Current Issues in School Law: LegalClips Analysis
11. Summary of Educational Case Law – Fingertip Facts
12. Keys
to School Law
13. In-Class Assessment Lab activities as assigned by instructor
14. 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.
=========================
SCHOOL LAW
& REGULATORY PROCESS
EDAD564
Linda C. Orozco, Ph.D., Professor
SUPPLEMENTAL INFORMATION
COURSE REQUIREMENTS:
30% 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 unannounced quizzes conducted during the semester. 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.
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? [ONE sentence]
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 involve all of the above
categories, however least five of them should pertain or more.
8.
*POLICY: 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?
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 75 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. [first class will include discussion & importance of developing sub-headings from narrative assignments]
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. (2009). Publication manual of the American
Psychological Association (6th ed.).
Other
Alexander,
K, & Alexander M.D. (2009). The law of schools, students and teachers in
a nutshell,
Atkinson,
Anderson, Loya, Ruud & Romo.
(California Department of Justice (2000). Law in the school: A guide for California schools, school safety
personnel & law enforcement, 5th ed.
Fischer,
L., Schimmel, D., & Stellman, L. (2006). Teachers and the law, 7th ed.
Frels, K., & Horton, J.L. (2007). A documentation system for teacher
improvement or termination,
Glaeser,
B., & Calcagnie, K. (2006). The ABC's of school liability in
Herman,
J.A., Huey, W.C., & Remley, T.P. (2003). Ethical and legal issues in school counseling.
Kauble,
P.H. (2008). California laws relating to minors,
Kluger,
R. (1976). Simple justice: The history of
Brown v. Board of Education and black American’s struggle for equality.
Mawdsley,
R.D. (2006). Legal problems of religious
and private schools.
Osborne,
A.G., & Russo, C. J. (2006). Special
education and the law: A guide for practitioners.
Rossow,
L. F., & Tate, J.O. (2003). The law
of teacher evaluation.
Rothstein,
L. F. & S.F, Johnson (2009) Special
education law,
Russo,
C. (2009). Reutters law of public
education,
Schmieder,
J. (2010). School law: A
Tribe,
L. H. (2000). American constitutional law,
3rd. Ed.
Underwood,
J, & Webb, L.D. (2005). School law
for teachers,
Wollenberg,
C. (1978). All deliberate speed: Segregation and exclusion in