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.