KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7500/Master of Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Master of Education
Proposed Effective Date
August 1, 2008
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 7500______________________
Course Title ____ Educational Law and Policy_____________
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
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.
III.
Justification
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.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Text(s):
Georgia School Laws (2007). Lexis Publishing.
Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the candidate
will be able to:
1.
Organize a safe, orderly, and engaging learning environment, including facilities, that reflects state, system
and local school rules, policies, and procedures.
Manage operations within the structure of Georgia public education rules, regulations, and laws and the Georgia
Code of Ethics for Educators.
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.
Work collaboratively to implement fiscal policies that equitably and adequately distribute all available resources
to support success of all students.
Organizes a school/system that reflects leadership decision based on legal and ethical principles to promote
educational equity.
Establishes and maintains effective working relations with governing agencies, such as a local board of education
and the Georgia Department of Education.
Actively engages parents, community and other stakeholders in school decision-making and problem-solving
processes to have a positive effect on student learning and to achieve the system’s vision.
Advocates policies and programs that promote success for all students.
Models impartiality, sensitivity to student diversity, community norms, and values and ethical considerations in
interactions with others.
Identify and analyze conflict and implement strategies for managing conflict.
Develops and implements plans influencing the larger political, social, economic, legal and cultural
context to advance student and teacher success.
2,
3.
4.
5.
6.
7.
8.
9.
10.
11.
Instructional Method:
Course activities will include, but are not limited to:
1.
2.
3.
4.
V.
Lecture
Case-based exercises
Problem-based learning exercises
Field experiences
5.
6.
7.
Class and group discussions
Reading assignments
Presentations
Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Amount
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the
entire Master of Education Program.
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 7500
Educational Law and Policy
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
EDL 7500
Educational Law and Policy
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
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
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 (2007), 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
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-based activities
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and field-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 field-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 leadership experiences, you are encouraged to explore every
opportunity to learn by doing. Approximately 30% of the class assignments will involve fieldbased activities which you are required to log-in and provide reflection. Some of the field-based
documentations will serve as artifacts in professional portfolios.
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.
BOR
PSC/ELCC
Assessment Ten Strands Standards
Examination 8a
3a, 3b, 3c,
3e, 5c, 5d
Rubric
Problem-based learning
evaluating
activity relating to removing
PBL
disruptive parents.
performance
Model IEP meeting.
Legal requirements for
student due process and
discipline.
Legal procedures for
managing exceptional
education students.
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
All activities in educational
law relate to this course
objective.
Examination 8b
Rubric
evaluating
PBL
performance
3b, 5c, 5d
Course objective
Course
Contents
Course
Activity/
Assignment
Case Study
Class Exercises
Group Presentation
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.
Legal requirements for
equitable distribution of
resources to students
(Title VII, Title IX).
Case Study
Class Exercises
Group Presentation
Legal requirements for
equitable distribution of
resources to students
(Title VII, Title IX).
BOR
PSC/ELCC
Assessment Ten Strands Standards
Examination 8g
3a, 3b
Rubric
evaluating
PBL
performance
Examination 8c
5c
Rubric
evaluating
PBL
performance
Examination 8i
3b, 3f, 5a-d
Rubric
evaluating
PBL
performance
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.
Examination 10b
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.
Examination 10c
3b, 5a-d
Rubric
evaluating
PBL
performance
Rubric
evaluating
PBL
performance
6c
Course objective
Course
Contents
Course
Activity/
Assignment
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 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 Outline:
This course is aligned with performance indicators developed by the Georgia Board of Regents and the
Professional Standards Commission. The first of these indicators relate to the Board of Regents’ required
performance indicators. The second relate to the Professional Standards Commission’s Standards.
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.
2. Student research projects
6.
3. Class exercises
7.
4. Presentations
8.
9.
Class and group discussions
Reading assignments
Simulations/Case studies
School visits
Field experiences
Course requirements:
Course requirements:
1．
Student discipline tribunal or teacher termination exercise.
(Activity for Field experience, minimum of 20 hours log-in)
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?
(20%)
2.
Student records exercise [PORTFOLIO SUBMISION]
(Activity for 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.
(15%)
3.
Special education exercise
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 response to intervention.
(15%)
4.
Mid-term Examination
A multiple choice/short answer test to cover the basic course contents of the first half of the course.
(20%)
5.
Final Examination
A multiple choice/short answer test to cover the basic course contents of the second half of the course.
(20%)
Class Participation
Approximately ten percent (10%) of a candidate’s grade will be based upon class participation.
(10%)
6.
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