EDL 7500
Education Law and Ethics
Department of Educational Leadership
Kennesaw State University
[Semester].
Instructor:
[name here]
Class Session: Hybrid format, with agreed-upon face-to-face classes
Text(s):
The majority of materials considered in this course will be supplied to students by the
instructor in advance of class sessions and will include school laws (statutory and
regulatory), legal cases relating to schools, and proposed bills and regulations. The
textbook selected for this course is intended to have continuing utility to educators as
they continue their professional advancement. Students should purchase:
Georgia School Laws, Lexis/Nexis Publishing – Georgia School Laws is contains the
school laws of the State of Georgia, including Title 20 of the Official Code of Georgia
Annotated.
Students will also be expected to subscribe electronically to the following resources, both
of which may be accessed at www.nsba.org/cosa.
National School Boards Association, Legal Clips
Westlaw Daily Newslink – Education
Additionally, students should avail themselves of the free access they have to LexisNexis
academic database, found at proxy.kennesaw.edu. This is a wonderful resource for
finding cases and statutes.
Referenced Journals:
1. Journal of Law and Education
2. NASSP Bulletin
3. Phi Delta Kappan
4. Leadership News
5. Educational Leadership
Catalog Description:
In this course, future educational leaders will learn how to be ethically and legally compliant in
school operations that will lead to the academic success of all P-12 students, including those with
learning disabilities and those from linguistically and culturally diverse backgrounds. The
ultimate goal of the course is to produce future leaders who are cognizant of their ethical and
legal obligations in managing schools, and who understand and appreciate the importance of
legal and ethical compliance to daily administrative practice (Levine, 2005). In this course,
future educational leaders will learn how to act with integrity by demonstrating ethical and
equitable leadership behaviors; abide by Georgia and federal law and the Code of Ethics for
Georgia Educators in professional practice; manage school operations consistently with
requirements of Georgia and federal law; and observe student and faculty legal rights and
privileges.
Purpose/Rationale:
Education is a highly regulated industry, subjected to numerous federal, state and local laws affecting
all facets of Administrative practice. Education leaders consistently identify knowledge of school
law as the most valuable skill they acquire in their graduate programs of study (Levine, 2005). By
federal and state law, educators must operate public schools in a manner consistent with education
laws and regulations.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals
in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels
of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as
multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, create WWW resources, and develop an electronic learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and field-based experiences directed at the improvement of
teaching, learning, and school leadership. Appropriate activities may include, but are not limited
to, attending and presenting at professional conferences, actively serving on or chairing fieldbased committees, observing and analyzing school board meetings, leading or presenting
professional development activities at the school or district level, and participating in educationrelated community events. As you continue your educational leadership experiences, you are
encouraged to explore every opportunity to learn by doing.
You are required to complete your field experiences in diverse settings with diverse populations.
In addition, you are required to complete your field experiences at all P-12 school levels (P-2, 35, 6-8, and 9-12). In order to meet these requirements, you should complete several of your field
experiences in diverse settings at other schools. You are required to document in your fieldexperience log the diverse settings and various P-12 school levels in which you complete your
field experiences. Approximately 30% of class assignments will involve field experiences. You
are required to log your hours and reflect on what you have learned. The field-based
documentation will serve as artifacts in your professional portfolio.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio
account. This web-based application will be used in multiple courses throughout your program,
but you will only need to purchase your account ONE time since the accounts are good for five
years. Accounts must be purchased through the KSU Bookstore. For additional information on
how to purchase the account, the purpose of Chalk and Wire, and training opportunities please
visit our website at www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an
organized view of themselves and their educational leadership capabilities. Each student is
expected to create an electronic portfolio demonstrating mastery of the BOR strands and the
PSC/ELCC/NCATE standards. Students are required to upload assignments from each class in
the Educational Leadership program to the Chalk and Wire portfolio. Each assignment uploaded
must be accompanied by a reflection clearly demonstrating knowledge, application, analysis, and
synthesis of the BOR strands and the PSC/ELCC/NCATE standards.
Course Objectives:
Candidates will attain knowledge and skills in applying educational law and policy at the school
site level:
Course objective
Course
Contents
Organize a safe,
Legal rights and
orderly, and engaging privileges relating to
learning environment, facility control and
including facilities, that school visitors.
reflects state, system
and local school rules, Statutory class sizes and
policies, and procedures.Organization.
Course
Activity/
Assignment
Disciplinary tribunal
exercise.
Legal procedures for
managing exceptional
education students.
Examination 8a
Rubric
Problem-based learning
evaluating
activity relating to removing
PBL
disruptive parents.
performance
Model IEP meeting.
Legal requirements for
student due process and
discipline.
BOR
PSC/ELCC
Assessment Ten Strands Standards
3a, 3b, 3c,
3e, 5c, 5d
Course objective
Course
Contents
Manage operations
Federal, state, and local
within the structure of laws.
Georgia public
education rules,
regulations, and laws
and the Georgia Code
of Ethics for Educators
Course
Activity/
Assignment
All activities in educational
law relate to this course
objective.
Assesses the
school/district reporting
system to ensure
Georgia and federal
requirements are met,
including the filing of
academic progress and
maintaining clear,
written documentation
of legal issues.
Georgia laws regarding
school expenditures and
auditing.
Work collaboratively to
implement fiscal
policies that equitably
and adequately
distribute all available
resources to support
success of all students.
Georgia laws regarding
school expenditures and
auditing.
Organizes a
school/system that
reflects leadership
decision based on legal
and ethical principles to
promote educational
equity.
Legal requirements for
Termination exercise.
equity, including Title VII,
Title IX, ADA, ADEA, and Problem-based learning
Rehabilitation Act of
exercise.
1973.
Mid-term and final exam
assessing content area
knowledge.
BOR
PSC/ELCC
Assessment Ten Strands Standards
Examination 8b
Rubric
evaluating
PBL
performance
Case Study
Class Exercises
Group Presentation
Examination 8g
Case Study
Class Exercises
Group Presentation
Examination 8c
Legal requirements for
equitable distribution of
resources to students
(Title VII, Title IX).
Legal requirements for
equitable distribution of
resources to students
(Title VII, Title IX).
Establishes and
Analyze governance structuresMid-term and final
maintains effective
in public schools (federal, examinations.
working relations with state, local).
governing agencies,
Problem-based learning
such as a local board of
Exercises.
education and the
Georgia Department of
Education.
3b, 5c, 5d
3a, 3b
Rubric
evaluating
PBL
performance
5c
Rubric
evaluating
PBL
performance
Examination 8i
3b, 3f, 5a-d
Rubric
evaluating
PBL
performance
Examination 10b
Rubric
evaluating
PBL
performance
3b, 5a-d
Course objective
Course
Contents
Course
Activity/
Assignment
Actively engages
Statutory and local grievance Mid-term and final
parents, community and procedures.
examinations.
other stakeholders in
school decision-making Governance structures at
and problem-solving
district and site level.
processes to have a
positive effect on
Alternative methods of
student learning and to governance (charters).
achieve the system’s
vision.
Advocates policies and Legal requirements for
Problem-based learning
programs that promote equity, including Title VII, exercises.
success for all students. Title IX, ADA, ADEA, and
Rehabilitation Act of
Mid-term and final
1973.
examinations.
BOR
PSC/ELCC
Assessment Ten Strands Standards
Examination 10c
6c
Rubric
evaluating
PBL
performance
Examination 10h
4a, 4b, 6a
Rubric
evaluating
PBL
performance
Governance structures
Models impartiality,
Legal requirements for
Case study
sensitivity to student
equity, including Title VII, Problem-based learning
diversity, community Title IX, ADA, ADEA, and exercises.
norms, and values and Rehabilitation Act of
ethical considerations in 1973.
Mid-term and final
interactions with others.
examinations.
Governance structures
Identify and analyze
Georgia Statutory Grievance Class Discussion
conflict and implement Procedures
strategies for managing
conflict.
Develops and
Governance structures
Case study
implements plans
Problem-based learning
influencing the larger Policy structures
exercises.
political, social,
economic, legal and
Mid-term and final
cultural context to
examinations.
advance student and
teacher success.
Examination 10i
5a-d
Rubric
evaluating
PBL
performance
Midterm;
Final
10j
6c
Examination 10k
6c
Rubric
evaluating
PBL
performance
Course Overview
Schedule of Topics
Unit
Readings
Introduction
Unit1 - Legal Systems and Historical Perspectives
See Module in GeorgiaView
Unit 2 – The Law and School Operations
See Module in GeorgiaView
Unit 3 – Student Records and Rights
See Module in GeorgiaView
Unit 4 – Student Rights
See Module in GeorgiaView
Unit 5– Student Rights
See Module in GeorgiaView
Unit 5 – The Law and Students with Exceptionalities
See Module in GeorgiaView
Unit 6 – The Law and Human Resources
See Module in GeorgiaView
Unit 6 – The Law and Human Resources
See Module in GeorgiaView
Unit 7 – Teachers and the Law
See Module in GeorgiaView
Unit 7 – Teachers and the Law
See Module in GeorgiaView
Unit 8 – Ethics and the Profession of Education
See Module in GeorgiaView
Unit 8 – Ethics and the Profession of Education
See Module in GeorgiaView
Course activities:
Course activities will include, but are not limited to:
1. Lecture and online participation
2. Performance-based learning activities
3. Field-based activities
4. Two (2) examinations of content knowledge
5. Class participation and unit comprehension quizzes
Course requirements:
1．
Tribunal Simulation [PORTFOLIO SUBMISION] [FIELD EXPERIENCE]
Student discipline tribunal
(Minimum of 20 hours log-in)
This course requires participants to engage in a model student tribunal exercise. Student
teams will be assigned roles (prosecuting administrator, parent defender, attorney for
district, attorney for teacher, etc.) Classmates will occupy other roles. Participate as
active member (not witness) in either school district tribunal exercise or teacher
termination exercise. Review exhibits assigned to you with school mentor. Which are
relevant to defense/prosecution of the action? Which witnesses should you interview?
How should you defend/prosecute the case? What are the strengths/weaknesses of your
case? Write a summary of your role and how you will apply that knowledge in
administrative practice.
Students will upload the Student Records Scenario and the Field Experience
Log/Reflection to their electronic portfolio.
(20%)
2.
Student Records Scenario [PORTFOLIO SUBMISION] [FIELD EXPERIENCE]
(Minimum of 10 hours log-in)
Candidates will review a field-based scenario involving a student records question. Candidates
will analyze relevant federal and state statues addressing student records, as well as their local
board of education policy and student handbook. Working with their mentor, students will
discuss how their district handles student records-related questions, such as requests for records
under the open records act, ensures the privacy of directory information for parents who “opt out”
of disclosure, and handles electronic records. The activity will culminate in students preparing a
letter responding to the field-based scenario.
Students will upload the Student Records Scenario and the Field Experience
Log/Reflection to their electronic portfolio.
(15%)
3.
HUMAN RESOURCES PROJECT [PORTFOLIO SUBMISION]
Candidates will be assigned a role in a simulation of an individualized education program
meeting or manifestation determination. Candidates will analyze documentation of a fictional
student’s behavior and/or academic performance and argue for appropriate placement/discipline.
Key components include evaluating response to intervention. Students will prepare an
Individualized Education Program or determination of manifestation and appropriate response.
Students will upload the Special Education Scenario to their electronic portfolio.
4.
(15%)
School Board Meeting [FIELD EXPERIENCE]
Candidates will attend a school board meeting. Develop a one – two page summary of the
meeting and discuss the ways the meetings were conducted, the interactions between participants,
and your perceptions of how these meetings were conducted. The observation may be of a
broadcast (either television or webcast) school board meeting.
(10%)
5.
Mid-term Examination
A multiple choice/short answer test to cover the basic course contents of the first half of the course.
(15%)
6.
Final Examination
A multiple choice/short answer test to cover the basic course contents of the second half of the course.
(15%)
7.
PREPARATION/PARTICIPATION/ PROFESSIONALISM: Graduate study requires students to
contribute meaningfully to class discussions and activities. This requires more than attendance. Students
must complete assigned readings and share ideas in class, participate in cooperative learning activities
enabling application of new knowledge and skills, as well as listen to and respect the ideas of peers.
Students shall be punctual and attentive to the professor and colleagues - side conversations, Internet
browsing, and other behavior that would be inappropriate in P-12 classrooms is certainly inappropriate in
graduate school. Quizzes may be given to ensure readings are completed and course content is
understood and synthesized. If a student is absent or late and misses a quiz, a zero will be awarded on the
quiz. All assignments will be timely submitted, with late assignments receiving a significant credit
reduction. Attendance in class is required. If a student misses a class, it is solely his or her responsibility
to take necessary steps to ensure he or she can continue to meaningfully participate in class. One (1)
absence due to illness, family, or work schedule will require completion of a 510-page paper on a topic
of the professor’s choice relating to the course material covered in the missed class AND subject the
student to lost class participation points. Any additional absences will result in the student being asked to
withdraw from the course. Participation in this class shall include mandatory participation in discussion
forums.
(10%)
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate students will
pursue their academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should represent their own efforts, achieved without giving
or receiving any unauthorized assistance. Any student who is found to have violated these expectations
will be subject to disciplinary action. (from current KSU Student Handbook)
Attendance Policy:
The Educational Leadership Program has established class attendance policy as follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up work.
3. Candidates with more than one class absence will be advised to drop the class.
References:
Deskbook Encyclopedia of American School Law (new edition each year). Rosemount,MN: Data
Research, Inc.
Fischer, L., Schimmel, D., & Kelly, C. (1991). Teachers and the law (3rd ed.). White Plains, NY:
Longman Publishing Group.
Imber, M. & Geel, T. (1993). Education law. New York, NY: McGraw-Hill, Inc.
LaMorte, M. (2007). School Law: Cases and concepts (7th ed.). Needham Heights, MA: Allyn & Bacon.
O'Reilly, R. & Green, E. (1992). School law for the 1990s: A handbook. Westport, CT: Greenwood Press.
Yudof, M., Kirp, D., & Levin, B. (1992). Educational policy and the law (3rd ed.). St. Paul, MN: West
Publishing Co.
Bolmeier, E. C. (1977). Judicial excerpts governing students and teachers. Michie Co.
Gatti, R. & Gatti, D. (1983). New encyclopedic dictionary of school law. New York, NY: Parker
Publishing Co.
Hazard, W. (1978). Education and the law: Cases and materials on public schools (2nd ed.). New York,
NY: The Free Press.
McCarthy, M. & Cambron-McCabe, N. (1987). Public school law: Teachers' and students' rights (2nd
ed.). Newton, MA: Allyn & Bacon.
Reutter, E. & Hamilton, R. (1976). The law of public education (2nd ed.). New York, NY: The
Foundation Press.
Valente, W. (1987). Law in the schools (2nd ed.). Columbus, OH: Merrill Publishing Co.
Zirkel, P. & Richardson, S. (1988). A digest of supreme court decisions affecting education (2nd ed.).
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Public School Administrators involved in course redesign and/or syllabus review:
Dr. Awanna Leslie, Superintendent of Schools, Hancock County School District
Ms. Carole Jean Carey, Superintendent of Schools, Warren County School District
Mr. Leland Dishman, Superintendent of Schools, Boaz City [Alabama] School District
Mr. Willie Gibson, Principal, Hancock County Middle School
Mr. Isaac Cleveland, Principal, Hancock County High School
Ms. Ja’net Bishop, Principal, Warren County High School
Kennesaw State University Department of Educational Leadership Alumni involved:
Ms. Tawanna Rusk, Assistant Principal, Cobb County School District
Mr. Tucker Smith, Teacher, Cobb County School District
School Law Attorneys involved:
Mr. Dan Murphy, Partner, McLocklin, Murphy & Dishman, LLP
Mr. Bradford Wilson, Partner, Adams, Hemmingway & Wilson, LLP
Mr. Andrew Magruder, Partner, Magruder & Owens, PC
Appendix A – Summary of Assignments and Due Dates
Module One – Origin of laws Discussion Board & Online Quiz September 4, 2009
Module Two - Records
Module Three – Student
Rights
MIDTERM
Module Four – Exceptional
Education
Module Five - Personnel
School Board Meeting
Observation (See #4 above)
Discussion Board & Online Quiz
FERPA Exercise (See #2)
Discussion Board & Online Quiz
September 9, 2009
Discussion Board & Online Quiz
Student Tribunal Simulation (#1)
October 2, 2009
Discussion Board & Online Quiz
Discussion Board & Online Quiz
Special Education Scenario (#3)
Discussion Board & Online Quiz
Discussion Board & Online Quiz
Teacher Termination Simulation
(#2)
Discussion Board & Online Quiz
September 18, 2009
September 25, 2009
October 7, 2009
October 16, 2009
October 23, 2009
October 30, 2009
November 6, 2009
Module Six – Schools,
Technology & Law
Module Seven – Sovereign & Discussion Board & Online Quiz
Official Immunity
Module Eight
You define the module!
November 13, 2009
FINAL EXAMINATION
DUE DECEMBER 7, 2009
November 20, 2009
No date