KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 8730/Education Specialist in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Education Specialist
Proposed Effective Date
August 1, 2006.
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 8730______________________
Course Title ____ Advanced School Law_____________
Credit Hours
3
Prerequisites
Admission to EDS Program or Permission of Instructor
Description (or Proposed Degree Requirements)
The advanced school law course prepares educational leaders for system-level responsibilities, building
upon the legal education received in the school law master’s of education program by expanding legal
training applicable at the building-level to training at the district- and policy-making level.
III.
Justification
Candidates are asked to demonstrate an ability to acquire relevant legal knowledge permitting them to
make educational and managerial decisions appropriate to the school environment. Candidates do not need
to know how to “brief” the latest United States Supreme Court decisions; however, their boards of
education charge them with continuing awareness of developing legal issues and drafting and implementing
new policies required by state statutes. At the assistant superintendent and superintendent level, school
officials are increasingly required to ensure that subordinates – as well as the board of education – do not
violate the law.
IV.
Additional Information (for New Courses only)
Instructor:
To be determined.
Texts:
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 textbooks selected for this course are intended to have
continuing utility to educators as they continue their professional advancement. Students should purchase:
Georgia School Laws (2005), 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.
United States School Laws (2005), Michael Levine, ed., West Publishing.
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
Prerequisites: Admission to EDS Program or Permission of Instructor
Objectives: The following course objectives are derived:
Standard 1 –
Communicate and Facilitate a Vision for Learning
Indicators: The competent administrator
Problem-based learning
Uses appropriate interpersonal skills and applies
activities (specifically group
appropriate and effective communication strategies
discussions, group-oriented
when using written, verbal and nonverbal communication.
problem-based system-level
scenarios); drafting
Frames, analyzes and resolves problems using
professional documents
appropriate problem-solving techniques and decision(including creation of board
making skills.
packet, press release);
resource allocation exercises
Assessment and application of existing resources
and activities.
in support of school vision and goals.
Standard 2 –
School Culture and Instructional Program
Indicators: The competent administrator
Promotes an environment in which instructional decisions
are made on a research basis and address diverse
instructional needs.
Ensures that all students and faculty are treated with
fairness, dignity and respect.
Problem-based learning
activities (specifically
activities relating to laws
relating to serving students
with exceptional situations
(IDEA, homeless, Title I);
drafting professional documents
and modeling appropriate communications;
Examination of knowledge
of Titles VII, IX; ADEA;
ADA; draft model EEOC response.
Standard 3 –
Effective Management
Indicators: The competent administrator
Utilizes effective professional management practices,
addressing problems in a timely manner, and aligns
financial, human and material resources to goals.
Maintains confidentiality of school records.
Problem-based learning
activities related to
assignment and transfer
of personnel; personnel
discipline and discharge;
statutes relating to financial and
contractual obligations of schools;
FERPA, IDEA, NCLB
and other privacy provisions
Manages contractual agreements and demonstrates
effective problem-solving skills.
Standard 5 –
Ethical and Equity Practices
Indicators: The competent administrator
Demonstrates awareness of personal and professional
ethics; uses influence appropriately; and expects ethical
conduct from subordinates.
Protects the legal rights of students and staff, treating
people fairly and equitably.
Recognizes and respects the legitimate authority of
others.
Standard 6 –
Role of School in Society
Indicators: The competent administrator
Recognizes the role of public education in society;
Ensures that schools operate within the framework
of policies, laws and regulations enacted by local, state
and federal authorities.
Integrates legal knowledge into educational
decision-making.
Course objective
.
Problem-based learning
activities related to the
Georgia Code of Ethics;
the rights contained in the
federal and Georgia
constitutions; appreciation
of legal authority of board
Demonstrates awareness
of historical marginalization
in education.
Problem-based learning
activities demonstrating
knowledge of federal and
state educational law;
group activities designing
district-level policies that
are consistent with legal
requirements; individual
activities demonstrating
ability to access and
understand changing
legal requirements.
Doctoral KSDs Distributed School
Leadership Roles*
Uses appropriate interpersonal skills and applies appropriate 4f
Learning & Development
and effective communication strategies when using written,
Leader
verbal and nonverbal communication.
Data Analysis Leader
Frames, analyzes and resolves problems using appropriate 2c
Change Leader
problem-solving techniques and decision-making skills.
Relationship Development
Leader
PSC/NCATE
Standard
1.1, 1.2, 1.4,
1.5, 1.7
1.6
Assessment and application of existing resources in support 1e, 2f
of school vision and goals.
Learning & Development
Leader
1.4, 1.5, 1.7,
1.8
Change Leader
Relationship Development
Leader
Operations Leader
Promotes an environment in which instructional decisions
are made on a research basis and address diverse
instructional needs
5a, 6a
Process Improvement
Leader
Data Analysis Leader
1.6, 1.7
Performance Leader
Relationship Development
Leader
Ensures that all students and faculty are treated with
fairness, dignity and respect.
5a, 5b
Process Improvement
Leader
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Utilizes effective professional management practices,
addressing problems in a timely manner, and aligns
financial, human and material resources to goals.
1e, 2f
Process Improvement
Leader
Learning & Development
Leader
1.4, 1.5, 1.7,
1.8
Change Leader
Relationship Development
Leader
Operations Leader
Maintains confidentiality of school records.
5b
Manages contractual agreements and demonstrates
effective problem-solving skills.
4a
Process Improvement
Leader
Relationship Development 1.6
Leader
Change Leader
Performance Leader
Operations Leader
1.6
Demonstrates awareness of personal and professional
ethics; uses influence appropriately; and expects ethical
conduct from subordinates.
5a, 5b
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Protects the legal rights of students and staff, treating people 5a, 5b
fairly and equitably.
Process Improvement
Leader
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Process Improvement
Leader
Relationship Development 1.6
Leader
Recognizes and respects the legitimate authority of others. 5c
Recognizes the role of public education in society
1c
Change Leader
1.6
Ensures that schools operate within the framework of policies,2blaws and regulations
Change Leader
1.4, 1.5, 1.6,
enacted by local, state and federal authorities.
1.7
Relationship Development
Leader
Operations Leader
Process Improvement
Leader
Change Leader
Integrates legal knowledge into educational decision-making. 2c
1.6
Relationship Development
Leader
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
Class and group discussions
Reading assignments
Simulations
Individual projects
Method of Evaluation:
As educational leaders ascend the district hierarchy, they are increasingly required to
work within shareholder groups to build consensus for decision-making. However, when participating in
these groups, district-level administrators are often required to serve as the group’s “expert” on
educational law issues. While a superintendent may have to work collaboratively in a school board
meeting on educational policy and employment matters, the board of education will primarily charge this
individual alone with responsibility for ensuring that the board’s discussion does not violate the Open
Meetings Act or FERPA. In light of this duality, assessment in this class is based upon both group and
individual skill demonstration.
The methods of assessment and the criteria for grade assignment for this course are:

Weekly Knowledge Evaluation – Weekly evaluation requiring demonstration of
knowledge acquired in assigned reading. These evaluations will take formats varying
from short examinations to writing assignments. Weekly evaluations constitute thirty
percent (30%) of final grade.

Weekly Group Project – Each week, students will be placed in a group and given a
problem-based assignment culminating in a brief presentation and/or written product.
Weekly group assignments constitute thirty percent (30%) of the final grade.

Individual Project – Each student will be assigned a semester-long individual project.
This project will be written in nature. This project will constitute twenty percent (20%)
of the student’s final grade.

Mid-Semester and Final Examination – These examination will be multiple choice and
will assess individual subject matter knowledge. When these examinations are given, the
weekly knowledge evaluation shall be included in the examination. The mid-semester
and final examination constitute twenty percent (20%) of the student’s final grade.
A note on examinations – The examinations in this class have a diagnostic and evaluative purpose.
Educational law is a very difficulty subject and it is very unlikely that students will demonstrate mastery
of all important concepts on their first attempt. Should examinations demonstrate that a significant
number of students lack understanding of an important concept, re-teaching of those concepts and a
supplemental examination is likely.
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
V.
60% to 69%
59% or below
Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Amount
Grade D
Grade F
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the
entire Education Specialist Program. Please see attached Program Budget Sheet.
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 8730
Advanced School Law
3__________________________________
August 1, 2006.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 8730
Advanced School Law
Department of Educational Leadership
Kennesaw State University
_____________Semester, 20___.
Instructor:
Name
Rank
Address
Phone Number (office)
FAX: (770) 423-6910
E-mail:
Class Session: Day and time
Room Number
Semester Hours: 3
Prerequisites: Admission to EDS Program or Permission of Instructor
Text (required):
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 textbooks selected for this course are intended to have continuing
utility to educators as they continue their professional advancement. Students should purchase:
Georgia School Laws (2005), 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.
United States School Laws (2005), Michael Levine, ed., West Publishing.
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
Referenced Journals: 1. Journal of Law and Education
2. NASSP Bulletin
3. Phi Delta Kappan
4. Leadership News
5. Educational Leadership
Catalog Description:
The advanced school law course prepares educational leaders for system-level responsibilities, building upon the
legal education received in the school law master’s of education program by expanding legal training applicable at
the building-level to training at the district- and policy-making level.
Purpose/Rationale:
Candidates are asked to demonstrate an ability to acquire relevant legal knowledge permitting them to make
educational and managerial decisions appropriate to the school environment. Candidates do not need to know how
to “brief” the latest United States Supreme Court decisions; however, their boards of education charge them with
continuing awareness of developing legal issues and drafting and implementing new policies required by state
statutes. At the assistant superintendent and superintendent level, school officials are increasingly required to ensure
that subordinates – as well as the board of education – do not violate the law.
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 there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Statement for school-based activities
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and school-based activities directed at the improvement of teaching and
learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school
board meetings, leading or presenting professional development activities at the school or district level,
and participating in education-related community events. As you continue your educational experiences,
you are encouraged to explore every opportunity to learn by doing.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the The Kennesaw State University
Doctorate of Education program of the Bagwell College of Education reflect the unique aspects of this
degree. Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we have for
graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the complex nature of
student learning in advanced degree programs leading to a terminal degree. Consequently, many of the
proficiencies listed below incorporate aspects of knowledge, skills and dispositions within a single
proficiency. These proficiencies are clearly linked to our conceptual framework, The Collaborative
Development of Expertise in Teaching, Learning and Leadership.
Graduates from the Doctorate of Education Program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, developmental theory
advocating the implementation of best practices and assist colleagues to do the same to ensure all
students learn.
b. are knowledgeable, articulate and think critically about educational practice, policy and issues
on national and international arenas.
c. understand, respond to , and influence the larger political, social, economic, legal, and cultural
context in matters related to education.
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in the
classroom as supported by effective school, district, state level policies and operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of
influence at local, state, national and international arenas.
e. impact student learning for all and mentor other educators to do the same by effectively
working within the structures and culture of schools, families and communities.
3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning
environment.
c. model routine, intentional, and effective use of technology while mentori8ng and encouraging
others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational challenges.
b. are knowledgeable of assessment, evaluation and accountability practices and critically
synthesize and utilize the data to improve student learning.
c. are master-teachers and instructional leaders possessing and demonstrating content and
pedagogical expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student
learning for all and assist others to do the same.
e. facilitate and support curricular design, instructional strategies, and learning environments that
integrate appropriate technologies to maximize teaching and learning.
f. use technology to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research which positively influences educational
practice or policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when engaging
colleagues, students, families and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain current knowledge and best practices through continued professional development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength and power of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and decision
making.
c. address exceptionalities in planning, teaching, and assessment and respond to diverse
community interests and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments that are
inclusive and supportive of diverse students, families and colleagues.
Course Objectives/Outcomes
Standard 1 –
Communicate and Facilitate a Vision for Learning
Indicators: The competent administrator
Problem-based learning
Uses appropriate interpersonal skills and applies
activities (specifically group
appropriate and effective communication strategies
discussions, group-oriented
when using written, verbal and nonverbal communication.
problem-based system-level
scenarios); drafting
Frames, analyzes and resolves problems using
professional documents
appropriate problem-solving techniques and decision(including creation of board
making skills.
packet, press release);
resource allocation exercises
Assessment and application of existing resources
and activities.
in support of school vision and goals.
Standard 2 –
School Culture and Instructional Program
Indicators: The competent administrator
Promotes an environment in which instructional decisions
are made on a research basis and address diverse
instructional needs.
Ensures that all students and faculty are treated with
fairness, dignity and respect.
Standard 3 –
Effective Management
Indicators: The competent administrator
Utilizes effective professional management practices,
addressing problems in a timely manner, and aligns
financial, human and material resources to goals.
Maintains confidentiality of school records.
Problem-based learning
activities (specifically
activities relating to laws
relating to serving students
with exceptional situations
(IDEA, homeless, Title I);
drafting professional documents
and modeling appropriate communications;
Examination of knowledge
of Titles VII, IX; ADEA;
ADA; draft model EEOC response.
Problem-based learning
activities related to
assignment and transfer
of personnel; personnel
discipline and discharge;
statutes relating to financial and
contractual obligations of schools;
FERPA, IDEA, NCLB
and other privacy provisions
Manages contractual agreements and demonstrates
effective problem-solving skills.
Standard 5 –
Ethical and Equity Practices
Indicators: The competent administrator
Demonstrates awareness of personal and professional
ethics; uses influence appropriately; and expects ethical
conduct from subordinates.
Protects the legal rights of students and staff, treating
.
Problem-based learning
activities related to the
Georgia Code of Ethics;
the rights contained in the
federal and Georgia
constitutions; appreciation
people fairly and equitably.
Recognizes and respects the legitimate authority of
others.
Standard 6 –
Role of School in Society
Indicators: The competent administrator
Recognizes the role of public education in society;
Ensures that schools operate within the framework
of policies, laws and regulations enacted by local, state
and federal authorities.
Integrates legal knowledge into educational
decision-making.
of legal authority of board
Demonstrates awareness
of historical marginalization
in education.
Problem-based learning
activities demonstrating
knowledge of federal and
state educational law;
group activities designing
district-level policies that
are consistent with legal
requirements; individual
activities demonstrating
ability to access and
understand changing
legal requirements.
Course objective
Doctoral KSDs Distributed School
Leadership Roles*
Uses appropriate interpersonal skills and applies appropriate 4f
Learning & Development
and effective communication strategies when using written,
Leader
verbal and nonverbal communication.
Data Analysis Leader
Frames, analyzes and resolves problems using appropriate 2c
Change Leader
problem-solving techniques and decision-making skills.
Relationship Development
Leader
PSC/NCATE
Standard
1.1, 1.2, 1.4,
1.5, 1.7
Assessment and application of existing resources in support 1e, 2f
of school vision and goals.
1.4, 1.5, 1.7,
1.8
Learning & Development
Leader
1.6
Change Leader
Relationship Development
Leader
Operations Leader
Promotes an environment in which instructional decisions
are made on a research basis and address diverse
instructional needs
5a, 6a
Process Improvement
Leader
Data Analysis Leader
Performance Leader
Relationship Development
Leader
Process Improvement
Leader
1.6, 1.7
Ensures that all students and faculty are treated with
fairness, dignity and respect.
5a, 5b
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Utilizes effective professional management practices,
addressing problems in a timely manner, and aligns
financial, human and material resources to goals.
1e, 2f
Process Improvement
Leader
Learning & Development
Leader
1.4, 1.5, 1.7,
1.8
Change Leader
Relationship Development
Leader
Operations Leader
Maintains confidentiality of school records.
5b
Manages contractual agreements and demonstrates
effective problem-solving skills.
4a
Process Improvement
Leader
Relationship Development 1.6
Leader
Change Leader
1.6
Performance Leader
Demonstrates awareness of personal and professional
ethics; uses influence appropriately; and expects ethical
conduct from subordinates.
5a, 5b
Operations Leader
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Protects the legal rights of students and staff, treating people 5a, 5b
fairly and equitably.
Process Improvement
Leader
Relationship Development 1.6, 1.7
Leader
Data Analysis Leader
Performance Leader
Recognizes and respects the legitimate authority of others. 5c
Recognizes the role of public education in society
1c
Process Improvement
Leader
Relationship Development 1.6
Leader
Change Leader
1.6
Ensures that schools operate within the framework of policies,2blaws and regulations
Change Leader
1.4, 1.5, 1.6,
enacted by local, state and federal authorities.
1.7
Relationship Development
Leader
Operations Leader
Integrates legal knowledge into educational decision-making. 2c
Process Improvement
Leader
Change Leader
Relationship Development
Leader
Course Outline:
Tentative Schedule
Class Session
Unit
(5/8 model)
Readings
1/1
Introduction
1/1
Unit1 - Legal Systems and Historical Perspectives
As assigned
1/2
Unit 2 - Public Education in the Legal Structure
As assigned
1/2
Unit 3 - Law Governing School Organization
As assigned
2/3
Unit 4 - Religion and Public Education
As assigned
2/3
Unit 4 - Continued
As assigned
2/4
Unit 5 - Professional Personnel
As assigned
2/4
Unit 5 – Continued
As assigned
3/5
Unit 6 - Student Rights and Records
As assigned
3/5
Unit 6 - Continued
As assigned
3/6
Unit 7 – No Child Left Behind
As assigned
4/6
Unit 8 – Educational Ethics
As assigned
4/7
Unit 8 - Continued
As assigned
4/7
Unit 9 – Equity in Education
As assigned
4/7
Unit 10 - School Finance
As assigned
5/8
Final Examination
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5. Class and group discussions
2. Student research projects
6. Reading assignments
1.6
3.
4.
Class exercises
Presentations
7. Simulations
8. Individual projects
Course requirements:
1. Full class attendance is anticipated.
2.
Active participation in activities is expected.
3.
4.
5.
6.
Reading of required/relevant materials is needed.
A weekly group project is presented.
Successful completion of all examinations is required.
Satisfactory completion of all class exercises is required.
7. An individual project is presented.
Student performance evaluation:
As educational leaders ascend the district hierarchy, they are increasingly required to work within
shareholder groups to build consensus for decision-making. However, when participating in these
groups, district-level administrators are often required to serve as the group’s “expert” on educational law
issues. While a superintendent may have to work collaboratively in a school board meeting on
educational policy and employment matters, the board of education will primarily charge this individual
alone with responsibility for ensuring that the board’s discussion does not violate the Open Meetings Act
or FERPA. In light of this duality, assessment in this class is based upon both group and individual skill
demonstration.
The methods of assessment and the criteria for grade assignment for this course are:

Weekly Knowledge Evaluation – Weekly evaluation requiring demonstration of
knowledge acquired in assigned reading. These evaluations will take formats varying
from short examinations to writing assignments. Weekly evaluations constitute thirty
percent (30%) of final grade.

Weekly Group Project – Each week, students will be placed in a group and given a
problem-based assignment culminating in a brief presentation and/or written product.
Weekly group assignments constitute thirty percent (30%) of the final grade.

Individual Project – Each student will be assigned a semester-long individual project.
This project will be written in nature. This project will constitute twenty percent (20%)
of the student’s final grade.

Mid-Semester and Final Examination – These examination will be multiple choice and
will assess individual subject matter knowledge. When these examinations are given, the
weekly knowledge evaluation shall be included in the examination. The mid-semester
and final examination constitute twenty percent (20%) of the student’s final grade.
A note on examinations – The examinations in this class have a diagnostic and evaluative purpose.
Educational law is a very difficulty subject and it is very unlikely that students will demonstrate mastery
of all important concepts on their first attempt. Should examinations demonstrate that a significant
number of students lack understanding of an important concept, re-teaching of those concepts and a
supplemental examination is likely.
Grades will be based on the following criteria:
90% to 100%
Grade A
60% to 69%
Grade D
80% to 89%
70% to 79%
Grade B
Grade C
59% 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)
References:
A. Comtemporary 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. (1996). School Law: Cases and concepts (5th 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.
B. Classic References
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.