COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
EDUCATIONAL LEADERHSIP AND POLICY STUDIES
1.0
Course Prefix and Number: EDA 6232
2.0
Course Title: SCHOOL LAW
3.0
Anchor Faculty: Darlene Bruner, Steve Permuth
4.0
Course Prerequisites: EDA 6061
5.0
Course Description: Basic essentials of School Law. A review of court decisions affecting
American education with emphasis on Florida State statutes.
Blackboard:
The use of the Blackboard environment is important to the delivery of course content. To access myUSF
each student must have a USF NetID account. For more information on USF NetID, refer to
https://una.acomp.usf.edu/ When you have your NetID, to access online services on myUSF, refer to
https://my.usf.edu
Program Portfolio:
After successfully completing all courses for this program students are required to submit a Program
Portfolio during the semester the student applies for graduation. Portfolio Guidelines:
http://www.coedu.usf.edu/main/departments/edlead/documents/MEDPortfolioGuidelines_000.pdf
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence,
Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of
Education. Competence in these ideals will provide candidates in educator preparation programs
with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For
more information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
6.0
Course Objectives:
The overriding goal of this course is to contribute substantively to the students' development as reflective
educational decision makers and leaders whose professional practice demonstrates the highest legal and
ethical standards. To this end, course activities and the course is designed to expand and deepen student
understanding of the interdependent relationship of political, social, cultural, legal and ethical issues as they
influence public schooling and thus, the practice of educational leadership. Based on individual readings,
group activities, class discussion, guest lectures, and reflective activities (See Appendix A for complete
standards):
1. An effective educational leadership student will apply knowledge of federal and state constitutional,
statutory, and regulatory provisions, and judicial decision governing education; (NCATE/ELLC 3G;
3N; 4B; 4H; 5J; 6A; 6.1.B; 6.3.B; 6.3.C; 6D; 6I)
2. An effective educational leadership student will apply knowledge of common law and contractual
requirements and procedures in an educational setting; (NCATE/ELLC 3.B; 3.O; 6.3.C; 6.3.l; 6L)
3. An effective educational leadership student will define and relate the general characteristics of
internal and external political systems as they apply to school settings; (NCATE/ELLC 6.1B; 6.1D;
6.2; 6.3)
4. An effective educational leadership student will describe the processes by which federal, state,
district, and school site policies are formulated, enacted, implemented and evaluated, and develop
strategies for influencing policy development; (NCATE/ELLC 6.1.B; 6.1.D; 6E; 6H; 6K)
5. An effective educational leadership student will make decisions based on the moral and ethical
implications of policy options and political strategies; (NCATE/ELLC 5.1.a; 5.2.A; 5.3.A)
6. An effective educational leadership student will develop appropriate procedures and relationships for
working with local governing boards; (NCATE/ELLC 6.3.A; 6.3.B; 6.3.C)
7. An effective educational leadership student will frame, analyze, and resolve problems using
appropriate problem solving skills. (NCATE/ELLC 3.1A; 3.2C)
8. An effective educational leadership student will act with reasoned understanding of major historical,
philosophical, ethical, social, and economic influences affecting education in a democratic society.
(NCATE/ELLC 6.1A)
9. An effective educational leadership student will promote multicultural awareness, gender sensitivity,
and ethnic appreciation (NCATE/ELLC 3.2.C; 4.C; 5.H)
Diversity:
Through the use of readings, class discussions, case studies, problem-based learning, written assignments and
field experiences students will have opportunities to develop their own understanding and skills in becoming
more effective leaders in diverse learning organizations.
Technology:
Education leaders use and promote technology and information systems to monitor, manage, and enrich the
learning environment while also increasing productivity and assessment systems. To this end, Educational
Leadership students will incorporate technology as a tool to facilitate their study of course content and to
facilitate completion of course requirements. Applications may include the use of Blackboard Learning
System; word-processing; communication; presentations; along with accessing library, government, and
education related resources over the web.
Methods of Instruction:
Students will be asked to participate in small and large group discussions that focus of self-reflection and
integration of new material. Other modes of instruction may include lecture, media presentations, case
studies, problem analysis, student presentations, written assignments and field experiences.
7.0
Content Outline:
1. Introduction and Overview of Educational Law
2. Government and Courts and Structures of Law
 Federal
 State
 Local
 Court Systems
3. Researching of Educational Law
 Citations/Reporters
 Use of technology to Access/Present Information
 Use of Library Resources
 Use of Professional Materials
4. Application of Florida School Code
5. School Boards, School Board Members, Administration
 School Board Officers
 Powers and Duties of School Boards
 School Board Procedures
 School Board Rules and Policies
6.
7.
8.
9.
10.
8.0
 Liability of School Officers
 Employment/Contracts/Salaries
 Non-teaching Personnel
Attendance, Instructional and Religious Issues
 Academic Freedom
 Censorship/Parent Rights
 Governmental Mandates
 Compulsory Attendance
Students’ Rights and Responsibilities
 Freedom of Speech
 Student Discipline
 Rights of Students with Disabilities
 1. IDEA
2. Least-Restrictive Environment
3. Placement
4. Related Services
Teachers’ Rights/Non-teaching Employees
 Certification
 Employment Contracts
 Duties and Authorities
 Tenure
 Compensation
 Retirement
 Evaluation
 Termination of Employment and Due Process
 Collective Bargaining
Tort Liability
 The Elements of Tort
 Risk Management
 Analysis of Tort Decisions
Civil Rights
 School Desegregation
 Diversity
 Titles VI, VII, and IX
 504 and IDEA
 Equal Pay Act
 ADA
 Sexual Harassment
 Child Abuse
 Discrimination of Employment (race, gender, age, disabilities, religion)
Assessment of Student Outcomes: Include elements related to philosophy
development, ethics, contribution to portfolio, as well as communication strategies and
fieldwork if present in the course)
CRITICAL TASKS
Learner Outcome
Demonstrates the ability to access,
review, and critique local, state, and
national policy.
Activities
Performance Assessment
Students will obtain, review and
analyze a copy of a student
handbook, a faculty
handbook/policy manual, school
board policy, and collective
bargaining agreement of policies in
terms of their impact on the
administration and decision making
The paper will focus on a relevant
topic of law of interest to the student
and approved by the professor. The
paper will cite school, district policy
and appropriate state and/or federal
statutes. The paper will be 8-10
pages.
of a school.
Interview an administrator and a
teacher concerning their knowledge
of the contents and procedures of
development of each document.
Demonstrate an understanding of
and the capability to keep abreast of
developments in education law and
school district policy.
9.0
Attend a meeting of the local school
board.
Students will turn in a copy of the
agenda and/or minutes of the school
board meeting along with a
personnel account speaking to the
points of law and board policy
addressed at the meeting.
Grading: (A clearly articulated set of criteria and a scale on which students will be
assessed.)
Faculty, at their own discretion, will use the A, B, C, D, F, or the plus/minus grading system (A+, A, A-, B+,
B, B-, F.). There is no mandated numeric grading system. Individual faculty can determine what constitutes
a letter grade (e.g. A= 90 to 100 or A- = 90-94 -- these are only examples).
“No grade below “C” will be accepted toward a graduate degree. This includes C- grades.”
Publication Manual of the American Psychological Association (APA) (2001) (5th ed.) is the style
adopted by the Department of Educational Leadership and Policy Studies and the College of Education.
Apply it appropriately and consistently throughout written work.
10.0
Sample Texts: (One or more of these texts will anchor the course and address the
standards assigned to this course).
Alexander, K. and Alexander, M. (2005). American Public School Law (6th ed.). Belmont, CA:
West/Thomson Learning, Inc.
Essex, Nathan L. (2005). School Law and the Public Schools: A Practical Guide for Educational Leaders
(3/e). Boston: Allyn and Bacon.
LaMorte, M. W. (2005). School Law: Cases and Concepts (8th ed.). Boston, MA: Allyn and Bacon.
Florida School Laws, 2005 edition. Albany, NY: LexisNexis. [This text is updated annually.]
REQUIRED STUDENT-FURNISHED MATERIAL(S)
The following documents will be required for class discussions and/or outside assignments. Bring
them to class on announced dates.
 A student and parent handbook(s) from your school district.
 Copy of teacher contract (negotiated agreement, not an individual's contract)
 Copy of or access to your district's manual of Board of Education Policies
USF Policies
• ADA Statement: Students with disabilities are responsible for registering with the Office of
Student Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
disability is needed for this course. A letter from the USF Disability Services Office must
accompany this request.
• USF Policy on Religious Observances: Students who anticipate the necessity of being
absent from class due to the observation of a major religious observance must provide notice
of the date(s) to the instructor, in writing, by the second class meeting.
• Web Portal Information: Every newly enrolled USF student receives an official USF email account that ends with "mail.acomp.usf.edu." Every official USF correspondence to
students will be sent to that account. Students should go to the Academic Computing website
(http://www.acomp.usf.edu) and select the link "Activating a Student E-mail Account" for
detailed information. Information about the USF Web Portal can be found at:
http://www.acomp.usf.edu/portal.html.
• Academic Dishonesty: Information can be found in the on-line Graduate Catalog:
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism
Punishment for academic dishonesty will depend on the seriousness of the offense and may
include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall
be used to determine the final course grade. It is the option of the instructor to assign the
student a grade of F or FF (the latter indicating dishonesty) in the course.
Detection of Plagiarism
The University of South Florida has an account with an automated plagiarism detection service
which allows instructors to submit student assignments to be checked for plagiarism. I
reserve the right to 1) request that assignments be submitted to me as electronic files and 2)
electronically submit assignments to Turnitin.com. Assignments are compared automatically
with a huge database of journal articles, web articles, and previously submitted papers. The
instructor receives a report showing exactly how a student's paper was plagiarized. For more
information, go to www.turnitin.com and
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
Standards
ELPS Domain(s)
Appendix A
Standards Assigned to EDA 6232
Domains and Competencies to be Addressed
Domain 6: Legal, Policy, Political, and Sociocultural Contexts of
Leadership
Learner Outcome 5: Demonstrates knowledge of statutory law.
Domain 5: Ethical Leadership
An effective educational leader promotes the success of all students and
colleagues by acting with integrity, fairness, and in an ethical manner.
NCATE/ELCC
Standards
NCATE/ELCC STANDARD 5
ETHICAL LEADERSHIP
5.1 Acts with Integrity
5.1.a. Demonstrate a respect for rights of others with regard to
confidentiality & dignity & engage in honest interactions.
5.2 Acts Fairly
5.2.a. Demonstrate ability to combine impartiality, sensitivity to student
diversity, & ethical considerations in their interactions with others.
5.3. Acts Ethically
5.3.a. Make & explain decisions based on ethical & legal principles.
3.2.c. Demonstrate an understanding of how to apply legal principles to
promote educational equity & provide a safe, effective, & efficient
facilities.
6.1.b. Demonstrate ability to explain how legal & political systems &
institutional framework of schools have shaped a school & community,
as well as opportunities available to children & families in a particular
school.
6.1.d. Demonstrate understanding of policies, laws, & regulations
enacted by local, state, & federal authorities that affect schools,
especially those that might improve educational & social opportunities.
DRAFT Florida Principal
Leadership Standards
June 2004
6.3 Influence the Larger Context
6.3.a. Demonstrate ability to engage students, parents, & other members
of community in advocating for adoption of improved policies & laws.
6.3.b. Apply understanding of larger political, social, economic, legal, &
cultural context to develop activities & policies that benefit students &
their families.
6.3.c. Advocate for policies & programs that promote equitable learning
opportunities & success for all students, regardless of socioeconomic
background, ethnicity, gender, disability, or other individual
characteristics.
 Conforms to appropriate legal standards
 Understands ethical and legal concerns educators face when using
technology throughout the teaching and learning environment
 Develops a personal code of ethics embracing diversity, integrity and
the dignity of all people
 Acts in accordance with federal and state constitutional provisions,
statutory standards and regulatory applications
 Conforms to legal and ethical standards related to diversity
 Demonstrates an understanding of the methods and principles of
personnel evaluation
 Operates within the provisions of each contract as well as established
enforcement and grievance procedures
 Uses the processes necessary for hiring and retention of high quality
teachers
FELE Competencies
LAW
D. Knowledge of responsibilities under State’s standards for
professional ethics
D.1. Identify responsibilities of educators to students.
D.2. Identify responsibilities of educators to parents.
D.3. Identify responsibilities of educators to profession.
PERSONNEL/HUMAN RESOURCES
A. Knowledge of role of administrator in recruiting, selecting, &
inducting instructional & non-instructional personnel
A.2. Identify job-related criteria & violations in selection process.
A.5. Identify legitimate sources of information about prospective
candidates.
B. Knowledge of organization & use of information on school
personnel
B.1. Identify policy & procedure for placing, maintaining, & accessing
confidential & non-confidential information on school personnel.
B.2. Identify Florida laws governing Florida school personnel files &
records.
E. Knowledge of processes & procedures for discipline, dismissal, &
non-renewal of school employees
E.1. Identify administrator’s responsibilities in employee discipline,
dismissal, & non-renewal.
E.2. Identify elements of due process involving discipline, dismissal, &
non-renewal of school employees.
E.3. Distinguish grounds for just cause involving dismissal.
F. Knowledge of collective bargaining process & management of
collective bargaining agreements
F.1. Identify state agency & state laws that regulate collective
bargaining process in Florida.
F.2. Identify role of administrator in managing collective bargaining
agreements.
F.3. Identify negotiation & grievance procedures in collective
bargaining process.
Enhancements
Fieldwork
Research: Case study analysis, action research
Process: Due process and many others related to school law, case matrices on
topics such as religion, teacher rights, student rights, etc.
Communication skills: Formal documentation
Fieldwork is accomplished through the course project which requires district and
school site access to data and personnel for the development and practice of
leadership skills. Projects within the course are used to assess student
performance with respect to the course objectives and are verified in the Program
Portfolio.
Projects: Interviews with teachers and administrators on law issues, attend school
board meetings