Teaching MethodologyThis course will include brief instructor presentation of content topics, student participation in small group activities (case studies, application exercises), discussion of outside readings, and connecting the course to today’s schools. Web-assisted instruction and support will be a central component of the course. There will be considerable class time devoted to student reflection and interaction.
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Topics - Academic Content
Landmark cases in education
Federal and state mandates Board policies Administrative rules Handbooks Student and staff discipline Student records |
Search and seizure
Liability Employment law Implementing bargaining agreements Legal guidance for administrators in Curriculum Facilities |
Safety
Privacy Intellectual Property Working with the legal community How the legal process works Professional ethics |
Student Study and Readings
Required textbook
Recommended reading and references
Websites
- Essex, N. L. (2012) (6th ed). School law and the public schools: A practical guide for educational leaders. Boston: Pearson
Recommended reading and references
- Alexander, K. & Alexander, M.D. (2012). American public school law 8th edition. Belmont, CA: West.
- State of Iowa (2009). The code of Iowa. Des Moines IA: Author.
Websites
- Iowa Association of School Boards - http://www.ia-sb.org/
- Iowa Department of Education - http://www.iowa.gov/educate/
- National Association of Elementary School Principals - http://www.naesp.org/
- National Association of School Board Legal Clips https://www.nsba.org/legalclips
- National Association of Secondary School Principals - http://www.nassp.org/
- School Administrators of Iowa - http://www.sai-iowa.org/
- Supreme Court - www.supremecourtus.gov
- Cornell - www.law.cornell.edu and www.law.cornell.edu/federal/opinions.html
- Findlaw - www.findlaw.com
- National School Boards Association - http://www.nsba.org/legalclips
- Education Week - http://blogs.edweek.org/edweek/school_law/
- Oyez - http://www.oyez.org/
- Lexis http://www.Lexis.com
- Justia. www.justia.com
Case Study Summary or Informative Video - Legal Brief
Each student will be assigned (or choose) one legal case study to prepare and present to the class. Student will research their case before completing a short written summary or video (2-4 minutes) including:
- Title of case
- Question(s) the case attempted to answer
- Summary of facts (4-8 bullets)
- Who, when, what was the situation/conflict, question
- Court or venue first presented and preliminary decision(s)
- Court where final decision was rendered (if different from above)
- Final decision & rationale
- Implications for schools and/or school leaders (bullets or 1-2 paragraphs)
Sign up for a case summary here: docs.google.com/spreadsheets/d/1D6dJmrDVAtm-gjmaCZeYKVOHrTdwdxPA9sastV6DtFo/edit?usp=sharing
Some options for case presentations include Wideo, Voice Thread, PowToohs, YouTube or others on this the attached list.
digital_storytelling_tools_2.pdf | |
File Size: | 90 kb |
File Type: |
Field-based Learning Activity: Handbook Analysis
The purpose of this assignment is for students to better understand how landmark cases, state and federal laws, and local policies have impacted the school and its operations.
In completing the FBLA: Handbook-Policy-Law Investigation students will:
The purpose of this assignment is for students to better understand how landmark cases, state and federal laws, and local policies have impacted the school and its operations.
In completing the FBLA: Handbook-Policy-Law Investigation students will:
(a) understand applicable laws, legal cases, mandates, and local policies that govern schools
(b) evaluate the alignment between the policy/mandate/law and handbook topics
(c) identify appropriate revisions for handbooks
Students will complete an FBLA handbook analysis assessment individually after completion of the course. The assessment will be delivered on Google Forms and shared with students directly by email. Each student will only have one chance to complete the assessment but are allowed to print the questions prior to submitting their answers. The assessment is both multiple choice and short answer.
In completing the FBLA: Handbook-Policy-Law Investigation students will:
- Understand applicable laws, legal cases, mandates, and local policies that govern schools
- Evaluate the alignment between the policy/mandate/law and handbook topics
- Identify appropriate revisions for handbooks
The purpose of this assignment is for students to better understand how landmark cases, state and federal laws, and local policies have impacted the school and its operations.
In completing the FBLA: Handbook-Policy-Law Investigation students will:
(a) understand applicable laws, legal cases, mandates, and local policies that govern schools
(b) evaluate the alignment between the policy/mandate/law and handbook topics
(c) identify appropriate revisions for handbooks
Students will complete an FBLA handbook analysis assessment individually after completion of the course. The assessment will be delivered on Google Forms and shared with students directly by email. Each student will only have one chance to complete the assessment but are allowed to print the questions prior to submitting their answers. The assessment is both multiple choice and short answer.
Understanding Key Legal Terms and Definitions
Students will be provided definitions of terms during classroom instruction. Each student will be assessed on their understanding of key legal terms during the class both formally and informally.
Course Objectives
Students will:
- Analyze and evaluate how landmark cases/legal ramifications impact schools.
- Explain how local policies, rules and handbooks are developed and implemented in the schools.
- Analyze and evaluate the state and federal laws impact on school operations (personnel and facilities).
- Utilize legal resources and professional organizations in response to questions of practice.
Standards Addressed
While the content of this course will address all of the Iowa Standards for School Administrators, the following standards will receive particular focus in this class:
2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining
a school culture and instructional program conducive to student learning and staff professional development.
5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in
an ethical manner.
6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.
2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining
a school culture and instructional program conducive to student learning and staff professional development.
5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in
an ethical manner.
6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.
Technology Required
Students must have access to and be able to use a personal computer with Microsoft Word, have access to the Web, and have a Drake e-mail account.
Special Needs Considerations
Students who require accommodations for special needs should contact the instructor before classes start.
Class Participation & Attendance Policy
Due to the collaborative, weekend class structure, full attendance is mandatory for all sessions. Students are expected to plan their schedules accordingly. In the case of emergency, and only with approval of the instructor, alternative work may be assigned.
Absence from class may result in grade reduction.
Absence from class may result in grade reduction.
Academic Dishonesty
Academic dishonesty encompasses any activity that seeks to gain credit for work one has not done, provide assistance to others seeking to gain such credit, or deliberately damage or destroy the work of others. Academic dishonesty includes, but is not limited to, (1) Plagiarism - misrepresenting another’s ideas, phrases, discourse, or works as one’s own; (2) Cheating - the act, or attempted act, of giving or obtaining aid and or information by illicit means in meeting any academic requirements, including examinations.
The penalty for plagiarism, cheating, and other forms of academic dishonesty will vary from incident to incident, depending upon the scope and magnitude of the offense and the circumstances in which it occurred. Possible penalties may include any of the following: reprimand, dismissal from the course with a failing grade, probation, suspension, and/or dismissal from the University.
The penalty for plagiarism, cheating, and other forms of academic dishonesty will vary from incident to incident, depending upon the scope and magnitude of the offense and the circumstances in which it occurred. Possible penalties may include any of the following: reprimand, dismissal from the course with a failing grade, probation, suspension, and/or dismissal from the University.
Course Evaluation / Assessment Program
Students will evaluate the course and instructor during the last weekend of class, utilizing the School of Education feedback form at: http://drake.campuslabs.com/courseeval