Auburn University Montgomery
School of Education
Course Syllabus
LEAD 6400: Instructional Leadership; The Law, Ethics and Diversity
(3 Hours Credit: Prerequisite – Departmental Approval)
Class Time: TBA
Instructor: Dr. Allen Dyal
E-mail: adyal@aum.edu
Office 321 Education
Office Phone Number: (334) 244-3284
Required Text title: Law and Ethics in Educational Leadership, David L. Stader 1st Edition,
2007
Purpose of the Course
1.
To provide students with an understanding of landmark court cases of schools that
effect program development, policy development, and the overall operation of schools.
2.
To develop a mindset of the importance of policies in the governance of public schools.
3.
To provide an understanding of the Alabama Code of Ethics.
4.
Students will develop their own Instructional Leadership ethical platform.
5.
Promote and monitor the delivery of instructional content that provides for diverse
perspectives appropriate to the situation.
6.
Knowledge to represent the school and the educational establishment in relations
with various cultural, ethnic, racial, and special interest groups in the community.
7.
Knowledge to develop a personal code of ethics embracing diversity, integrity,
and the dignity of all people.
Course Description
The course provides each student with a comprehensive understanding of legal principles, ethics
and diversity. Each instructional leadership candidate will develop a working knowledge of legal
principles including: Constitutional requirements state laws, significant landmark cases, Tort Law
and specific laws of Alabama that impact schools. Each student will develop a personal code of
ethics using the Alabama Educator Code of Ethics. Finally, the course will focus on equal
opportunity and issues of diversity that impact today’s schools.
1
Conceptual Framework with Dispositions
Professional study in the School of Education is based on a model that recognizes and prepares
teachers as Professional Educators. The school is committed to providing challenging
opportunities for a diverse learning community in a nurturing environment. It is a vision of the
School of Education to prepare competent, committed and reflective professional educators.
Competent is the ability to function at a high level of performance within the educational
setting.
Committed is the ability to provide students with the most effective educational experiences
possible and it is demonstrated in one’s professionalism and willingness to pursue life-long
learning.
Reflective is the ability to call upon the foundation of knowledge to make informed decisions
within the educational setting
These three dispositions form the foundation for the professional teacher, administrator, or
counselor working in the school setting. The AUM School of Education recognizes that the
development of a committed, reflective, and competent educator means the development of a
Professional Educator.
SOE Statement
Professional study in the School of Education is based on a framework that recognizes and
prepares teachers as Professional Educators. The school is committed to providing challenging
opportunities for a diverse learning community in a nurturing environment. It is the goal of the
School of Education to prepare competent, reflective, and committed professional educators.
Because effective communication is a fundamental aspect of teacher competence, the AUM
School of Education stresses appropriate and effective written and oral communication skills.
Student Disability Accommodations:
Faculty in the School of Education make every effort to accommodate unique and special needs
of students with respect to speech, hearing, vision, seating, or other possible disabling conditions.
It is the policy of Auburn University Montgomery (AUM) to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational
opportunities. It is the responsibility of the student to inform the instructor of any necessary
accommodations at the beginning of the course.
Any student requiring accommodations should contact –
Center for Disability Services (CDS) located in the Library Tower, Room 706.
Phone: 334-244-3631, TDD: 334-244-3754, E-mail: cds@aum.edu
2
Course Objectives:
The candidate will demonstrate:
1.
Knowledge to involve a school community in appropriate diversity policy
implementations, program planning, and assessment efforts. [290-3-3-.48(2)(d)1.(i)]
2.
Knowledge to handle crisis communications in both oral and written form.
[290-3-3-.48(2)(d)1.(ii)]
3.
Knowledge to represent the school and the educational establishment in relations with
various cultural, ethnic, racial and special interest groups in the community.
[290-3-3-.48(2)(d)1.(iv)]
4.
Knowledge to understand ethical and legal concerns educators face when using technology
throughout the teaching and learning environment. [290-3-3-.48(2)(h)2.]
5.
Knowledge to recognize and respond effectively to multicultural and ethnic needs in the
organization and the community. [290-3-3-.48(2)(d)1.(v)]
6.
An understanding of landmark cases related to instructional leaders, teachers, and students
within the educational environment.
7.
Ability to make decisions within an ethical context. [290-3-3-.48(2)(h)3.]
8.
Ability to conform to legal and ethical standards related to diversity. [290-3-3.48(2)(d)2.(i)]
9.
Knowledge and ability to adhere to a professional code of ethics and values. [290-3-3.48(2)(h)1.(i)]
10.
Knowledge and ability to make decisions based on the legal, moral, and ethical
implications of policy options and political strategies. [290-3-3-.48(2)(h)1.(ii)]
11.
Knowledge and ability to develop a personal code of ethics embracing diversity,
integrity, and the dignity of all people. [290-3-3-.48(2)(h)1.(iv)]
12.
Knowledge and ability to act in accordance with federal and state constitutional
provisions, statutory standards, and regulatory applications. [290-3-3-.48(2)(h)1.(v)]
3
Course Requirements:
1. Personal Code of Ethics Assignment
Using the Alabama Education Code of Ethics, class discussion and your own beliefs develop
your own personal code of ethics as a potential instructional leader. This assignment should
briefly summarize the standards; identify examples of how each standard should be met.
Describe how your own ethical code embraces diversity, integrity and the dignity of all people
finally develop you personal code of ethics.
Knowledge and ability to adhere to a professional code of ethics and values.
[290-3-3.48(s)(h)1.(i)]
Develop a personal code of ethics embracing diversity, integrity, and the dignity of all people.
[290-3-3.48(2)(h)1.(iv)]
2. Ethical Case Study (Class Activity)
Using the case “Tough times await at the Riverboat School”
Conform to legal and ethical standards related to diversity. [290-3-3.48(2)(d)2.(i)]
Knowledge and ability to make decisions based on the legal, moral, and ethical implications of
policy options and political strategies. [290-3-3.48(2)(h)1.(ii)]
3. Embedded Field-Based Experience Assignment (see attached)
After completing your personal ethical platform develop a faculty professional development
activity. The activity should accomplish the following:
1.
2.
3.
Share with faculty the standards in the Alabama Educator Code of Ethics
Provide specific examples of appropriate ethical behavior for each standard as well as
examples of unethical behavior.
Finally discuss with faculty the importance of acting ethically and the possible
consequences of unethical behavior.
Ability to make decisions within an ethical context. [290-3-3-.48(2)(h)3.]
Ability to develop well reasoned educational beliefs based upon an understanding of teaching
and learning. [290-3-3.48(2)(h)1.(iii)]
4.
Submit a review of a recent research article pertaining to legal and ethical concerns relating
to the use of technology in schools.
5. Midterm examination
An objective examination covering the first seven class sessions
6. Final examination
An objective examination covering the final seven class sessions
4
Course Requirements Evaluation
Legal brief case
10 points
Midterm Examination
20 points
Development of a Personal Code of Ethics using the
Alabama Educator Code of Ethics
10 points
Embedded Field-Based Experience (see attached)
20 points
Ethical Case Study – Tough times Await at Riverboat School
10 points
Current Research Article Review
5 points
Crisis Communication (Individual and group assignment)
5 points
Final Examination
20 points
Possible Point Total
100 points
Grading Scale
100 - 90 = A
89 - 80 = B
79 – 70 = C
69 – 60 = D
Below – 60 = F
5
Where Course Objectives are Assessed

Final Examination
Knowledge to involve a school community in appropriate policy implementations, program
planning, and assessment efforts. [290-3-3.48(2)(d)1.(i)]
Knowledge to understand ethical and legal concerns educators face when using technology
throughout the teaching and learning environment. [290-3-3.48(2)(h)2.]
Knowledge to recognize and respond effectively to multicultural and ethnic needs in the
organization and the community. [290-3-3-.48(2)(d)1.(v)]

Crisis communication individual and group assignment
Knowledge to handle crisis communications in both oral and written form. [290-3-48(2)(d)1.(ii)]

Midterm Examination
Knowledge to represent the school and the educational establishment in relations with various
cultural, racial, and special interest groups in the community. [290-3-3.48(2)(d)1.(iv)]

Personal Code of Ethics assignment
Ability to make decisions within an ethical context. [290-3-3.48(2)(h)3.]
Knowledge and ability to adhere to a professional code of ethics and values.
[290-3-3.48(2)(h)1.(i)]
Knowledge and ability to develop a personal code of ethics embracing diversity, integrity, and
the dignity of all people. [290-3-3.48(2)(h)1.(iv)]

Legal Brief assignment
An understanding of landmark cases related Instructional leaders, teacher, and students within
the educational environment.
Knowledge and ability to act in accordance with federal and state constitutional provisions,
statutory standards, and regulatory applications. [290-3-3.48(2)(h)1.(v)]

Embedded Field-Based Experience
Ability to develop well reasoned educational beliefs based upon an understanding of teaching
and learning. [290-3-3.48(2)(h)1.(iii)]
Ability to make decisions within an ethical context. [290-3-3.-48(2)(h)2.(iii)]
6

Ethical Case Study – Tough Times Await at Riverboat School.
Conform to legal and ethical standards related to diversity. [290-3-3.48(2)(d)2.(i)]
Knowledge and ability to make decisions based on the legal, moral, and ethical implications of
policy options and political strategies. [290-3-3.48(2)(h)1.(ii)]
Ability to make decisions within an ethical context. [290-3-3-.48(2)(h)3.]
Supplemental Reading List
Charles J. Russo & Ralph D. Mawdsley. “The Supreme Court and Vouchers Revisited,” School
Business Affairs, January 2003, p. 41.
Zelman v. Simmons-Harris, 00-1751 Supreme Court Files, First Amendment Center.
http://www.FreedomForum.org.
House, N. G. (2005, January). Reclaiming children left behind. The School Administrator,
62(1), 10.
Lipsky, K. (2003, March). The coexistence of high standards and inclusion. School
Administration. Retrieved from aasa.org/publications/sa/2003/_3/lipsky.htm.
Alabama Educator Code of Ethics
Local School Handbook and/or Policy Manual
Huefuer, D. (2000). Getting Comfortable with Special Education Law: A Framework for
Working with Children with Disabilities. Norwood, Mass.: Christopher Gordon Publishers, Inc.
Dyal, Allen B. (Dec. 1995). "The Corporal Punishment Immunity Act." 22 (5), 10. Leadership
News, Legal Forum. Alabama Council for School Administration and Supervision.
Dyal, Allen B. (1995). "The Drug Testing of Student Athletes: The Supreme Court Sends a
Signal.” 22 (4), 13-15. Leadership News, From the Court. Alabama Council for School
Administration and Supervision.
Hinchey, Patricia H. (2004). "Corporal Punishment: Legalities, Realities, and Implications. The
Clearing House, Vol. 77, Iss. 3. Pg. 96.
Sawyer, Thomas H. (1998). "The Absence of Supervision." Educational Leadership Vol. 69, Iss.
6. Pg. 13.
Zirkel, Perry A. (2004). "Rightful Liability." Phi Delta Kappan, Vol. 86, Iss. 1. Pg. 93.
Bowling D., Marshall C., Patterson J. (2000). "Are Principals Prepared to Manage Special
Educational Dilemmas." NASSP Bulletin Vol. 84, Iss. 613. Pgs.9-20.
7
Course Calendar
Session 1: Introduction of the Course/Overview of Course Syllabus –
Conducting Legal Research (AUM library – 2nd Floor)
- Assign Legal Brief cases
- Reading Assignment – Chapter 1
Objective 6 An understanding of landmark cases related to instructional leaders, teachers, and
students within the educational environment.
Session 2: Federal, State, And Local Role in Education – Reading
Assignment(s) – Chapter 2
- Case discussions
State of Wisconsin v. Yoder
Pierce v. Society of Sisters
State of New Jersey v. Massa
Civil Rights Act of 1964
American with Disabilities Act of 1990 Educational
Family Rights and Privacy Act
Knowledge to involve a school community in appropriate diversity policy
implementations, program planning, and assessment efforts. [290-33.48(2)(d)1.(i)]
Session 3: Overview of the Alabama Educator Code of Ethics
Video – Alabama Ethics Commission
Reading Assignment – Read in detail: Alabama Educator Code of Ethics
Session 4: Alabama code of Ethics
Personal Code of Ethics Assignment
Knowledge and ability to adhere to a professional code of ethics and values.
[290-3-3.48(2)(h)1.(i)]
Develop a personal code of ethics embracing diversity, integrity, and the dignity
of all people. [290-3-3.48(2)(h)1.(iv)]
Knowledge and ability to develop a personal code of ethics embracing diversity,
integrity, and the dignity of all people. [290-3-3.48(2)(h)1.(iv)]
DUE: Current Research Article Review
Session 5: Religion and Education
- Case discussions
Lemon v. Kurtzman 91 S.CT.2105 (1971)
Zorach v. Clauson 343 U.S. 306
Aguilar v. Felton 473 U.S. 402
Westside Comm. Schools v. Mergens
Agostini v. Felton 110led.2d 1994
Zelman v. Simmons-Harris 122S.CT.2460 (2002)
Minerville v. Gobits School District 310 U.S.586
West Virginia v. Barnette 319 U.S. 624(1943)
8
School District of Arlington Township v. Schempp and Murry v. Curlett 374
U.S.03
Newdow v. U.S. 328F.3d466
Santa Fe Independent School District v. Doe –
Reading Assignment(s) - Chapter 3
*Legal Brief due* (In-class group activity)
Objective 6 will be assessed through this assignment
Knowledge and Ability to act in accordance with federal and state constitutional
provisions, statutory standards, and regulatory applications. [290-33.48(2)(h)1.(v)]
Session 7: Students Right’s/Search and Seizure
*Interview assignment due* -Reading Assignment(s)
Chapter 6
- Case discussions
New Jersey v. T. L. 0 105 S.CT.733
Tinker v. Des Moines 89 S.CT.733 (1969)
Dixon v. Alabama State Board of Education 82 S.CT.368 (1961)
Doe v. Renfrow 105 S.CT.3015 (1981)
Bellnier v. Lund 438 F.supp.47 (1977)
-Review for Midterm Examination
Session 8: Midterm Examination
Session 9: Due: Embedded Field-Based Experience Assignment
Session 10: Equal Opportunity/Diversity
- Reading Assignment(s) – Chapter 7
- Ethical case study (class activity)
- Case discussions
Plessy v. Ferguson
Brown v. Board of Education of Topeka Debra P. by Iren P. v. Turlington
Wygant v. Jackson Board of Education
Ability to make decisions within an ethical context. [290-3-3-.48(2)(h)3.]
Ability to conform to legal and ethical standards related to diversity.
[290-3-3.48(2)(d)2.(i)]
Knowledge and ability to make decisions based on the legal, moral, and ethical
implications of policy options and political strategies. [290-3-3.48(2)(h)1.(ii)]
Session 11: Equal Opportunity/Diversity Continued
- Reading Assignment(s) – Chapter 8
- Case discussions
Lee v. Macon Co
Swann v. Charlotte – Mecklenburg
Hendrick Hudson Dist Board of Education v. Rowley
Knowledge to involve a school community in appropriate police implementations,
program planning, and assessment efforts. [290-3-3-.48(2)(d)1.(i)]
9
Represent the school and the educational establishment in relations with various
cultural, ethnic, racial, and special interest groups in the community.
[290-3-3.48(2)(d)1.(iv)]
Knowledge to recognize and respond effectively to multicultural and ethnic needs
in the organization and the community. [290-3-3.48(2)(d)1.(v)]
Session 12: Teacher’s Rights
- Reading Assignments(s) – Chapter 10
- Case discussions
Pickering v. Board of Education 88 CT.1731 (1968)
Mt Healthy v. Doyle 97 S.CT.568 (1977)
Givhan v. Western Line Consolidated School District 99 S.CT.693 (1979)
Session 13: Teacher’s Rights
- Reading Assignment(s) – Chapter 11
- Case discussions
Keyishian v. Board of Regents
Beilan v. Board of Public Education
Board of Regents v. Roth
Horosko v. School District of Mt. Pleasant
Handle crisis communications in both oral and written for. [290-3-3.48(2)(d)1(ii)]
Legal and ethical concerns of technology in instructional leadership
[290-3-3.48(2)(h)2.]
Session 14: Tort Law
Reading Assignment(s) – Chapter 9
Tort Law Study Guide provided in class
What is a tort?
Intentional tort
Strict Liability
Negligence
The Reasonable Person Standard
Standards of Care
Common Defenses against Negligence
Libel
Slander
Session 15: Review and discuss Field-Based Experience Assignment
Session 16: Final Examination
10
LEAD 6400: Embedded Field-Based Experience
Objective: The candidate will develop a personal professional code of ethics using the Alabama
Code of Ethics for Educators and utilize this in a professional development presentation at their
school that is designed to enhance faculty members understanding of ethical professional
behavior.
Standards Addressed:
Ability to develop well reasoned educational beliefs based upon an understanding of teaching
and learning. [290-3-3.48(2)(h)1.(iii)]
Ability to make decisions within an ethical context.
[290-3-3.-48(2)(h)2.(iii)]
Each Embedded Field-Based Experience will enable the candidate to:
O- Observe
P- Participate
L- Lead
Requirements:
1. Develop a personal professional code of ethics using the Alabama Code of Ethics for
Educators. [290-3-3.48(2)(h)1.(iii)] (O & P)
a.
Candidates will discuss the Alabama Code of Ethics as a cohort activity and
afterwards develop their personal professional code of ethics.
2. Prepare a professional development presentation for his/her school faculty on the topic
of ethical professional behavior. [290-3-3.-48(2)(h)2.(iii)]
a.
Candidates will discuss components of the presentation as a cohort activity,
sharing examples of appropriate and inappropriate ethical behavior, and
possible consequences of these behaviors. (O & P)
b.
Candidate will provide the professional development presentation at a school
faculty meeting. (L)
11
Embedded Field-Based Experience Assessment Rubric
The candidate’s performance is evaluated as:
Unsatisfactory (1):
Basic (2):
Competent (3):
Exceptional (4):
Indicates the performance is not acceptable. Improvement activities must
be undertaken immediately.
Indicates the performance is acceptable but needs additional work and
attention. Additional activities are required.
Indicated the performance meets and sometimes exceeds expectations.
Current practices are clearly acceptable.
Indicates the performance is outstanding. No improvement is readily
identifiable.
LEAD 6400: Professional Ethics Presentation:
Unsatisfactory
(1)
Basic
(2)
Competent
(3)
Exceptional
(4)
No evidence
of essential
organization
Limited
organization
Appropriate
evidence of
organization
Clear evidence
of higher order
thinking
More than 5
errors
3-4 errors
1-2 errors
0 errors
3. Model Use of
Technology
No evidence
of use of
technology
Minimal use of
technology
Effective use
of technology
Multi use of
emerging
technologies
4. Alabama Code of
Ethical Standards
Content
Less than
70% factual
content
Between 7080% factual
content
Greater than
80% factual
content
100% factual
content
Less than
50% active
participation
Between 5075% active
participation
Between 7590% active
participation
Between 90100% active
participation,
positive
feedback
1. Presentation
Organization
2. Oral Presentation Skills
5. Facilitation of the
Presentation
Grade: A = 18-20 points
B = 16-17 points
C = 14-15 points
D = 12-13 points
F = 11 or lower
Point Total=________
12