UNIVERSITY OF CENTRAL FLORIDA
College of Education
I. Descriptive Information
Course Title:
Course Number:
Course Credit:
Prerequisite:
Semester:
Instructor:
E-mail:
Phone:
Day/Time:
Room:
Analysis and Application of Ethical,
Legal and Safety Issues in Schools
EDF 4603
3 Semester Hours
EDG 2701, EDF 2005, and EME 2040
Spring 2014
Dr. Robbie Ergle
roberta.ergle@ucf.edu
352-854-2322 x1804
Thursdays, 12:30-3:20 p.m.
Bldg. 20 Room 208
II. Statement of Course Goals and Objectives
Catalog Course Description: Critical analysis of contemporary educational issues, including ethical,
safety, legal, cultural, and linguistic considerations that directly impact schooling in a democracy.
Course Goals: This course will require students to examine and reflect upon a variety of legal, ethical,
and safety issues that directly impact schooling. Students will query and identify collateral social factors
or concerns and survey diversity-related perspectives.
ESOL = English for Speakers of Other Languages
FEAP = Florida Educator Accomplished Practices
PEC = Florida Professional Education Competencies
Specific Course Objectives:
1. Students will understand school law pertaining to compulsory attendance, instructional
programs, and student records. (FEAP 2.b.2/PEC 6.1.,2.,3.,4.,5.)
2. Students will comprehend and apply school law pertaining to the rights of students, students
with disabilities, and teachers. (FEAP 2.b.2/PEC 6.1.,2.,3.,4.,5.)
3. Students will analyze and apply school law as it relates to church and state and state issues
(FEAP/PEC 6.1.,2.,3.,4.,5.)
4. Students will analyze and apply to K-12 education school law related to desegregation
(FEAP 2.b.2/PEC 6.1.,2.,3.,4.,5).
5. Students will recognize the differences and similarities among cultural groups in the United
States and be able to identify the impediments to successful educational experiences for LEP
students. (ESOL Domains 1,3 and5; FEAP 2.a.2c.,d.,f.,h.; FEAP 2.a.3.d.,e.,/PEC 2.4.; PEC
3.4.; PEC 7.1.)
6. Students will understand and apply to selected educational issues the Florida Code of Ethics
for Professional Educators and the National Education Association Code of Ethics for
Professional Educators (FEAP 2.b.2/PEC 6.1.,2.,).
7. Students will understand and apply the historical development of ethical theories to current
K-12 school issues (FEAP 2.b.2/PEC 3.5.)
8. Students will develop, articulate and apply ethical beliefs and theories to ethical problems in
education (FEAP 2.a.3e/PEC 3.5.)
9. Students will learn how schools and society respond to social issues that place children at
risk (FEAP 2.a.2.c.,d.,f.,h; FEAP 2.a. 3.d.,e./PEC 1.9.;PEC 2.4.;PEC 3.4.; PEC 5.5)
10. Students will understand the importance of the student hall pass, visitor/volunteer screening
procedures, and campus and building patrols to maintain school safety (FEAP 2.a.2.b/ PEC
2.6.)
11. Students will appreciate the importance of emergency response procedures, weapons
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detection and prevention programs, and victim support services (FEAP2.a.2.b/ PEC
2.1.,2.,6; PEC 6.3. )
12. Students will understand the importance of safeguards in the use of technology (FEAP
2.a.2.b.,c.g.; FEAP 2.b.2/ PEC 6.4)
13. Students will recognize the importance of coordinated relationships between schools and
local law enforcement agencies, the legal principles governing search and seizure, and the
legal use of force by educators and law enforcement (FEAP 2.b.2/PEC 6.3)
14. Students will understand the importance of gang prevention and resistance programs
(FEAP 2.b.2/PEC 6.3)
15. Students will learn how to become 'reflective practitioners," a term which is central to the
College of Education's prevailing philosophy (FEAP 1.b.3; FEAP 2.b.1.e.,f./PEC 5.5 ).
Means to Achieve Objectives (Competencies)
1. Assigned text readings
2. Class Attendance and Participation
3. Case Studies (ESOL)
4. Written Paper Assignments and Tests
5. Small and Whole Group Activities and Discussions
6. Real World Involvement in School Systems and Society
III. Required Texts
Hinchey, Patricia H. (2004). Finding Freedom in the Classroom. New York: Peter Lang Publishing. ISBN
#0-8204-2885-X
Fischer, L., Schimmel, D., & Stellman, L. (2007). Teachers and The Law (Seventh Edition).
Boston, MA: Allyn and Bacon. ISBN: 0-205-49495-1
Administrative Course Requirements
Format: All written assignments should be word-processed and professionally presented.
Students are responsible for keeping a hard copy of all work in case of a computer crash or theft.
Quality: Work is expected to be thoughtful, reflective, and of high quality in both content and
presentation. Work that does not meet University level standards in writing style will not receive full
credit. For evaluation, work is required to be written in Standard English and be free of grammatical and
mechanical errors.
Late Assignments: A late assignment will not be accepted for any credit or the grade will be lowered by
at least 10% for each day it is late, depending on the assignment. The assignment is due at the beginning
of the class period. If a student is absent, any required assignments must be emailed to the professor
before the beginning of class or the assignment will be considered late.
Attendance: You are enrolled in the College of Education because you are preparing for the profession
of teaching children. It is expected that each of you will demonstrate interest, enthusiasm, and
professionalism in all of your classes. Two key components of professionalism are attendance and
participation. You will be assessed with regard to these. There are no excused absences. However, you
may miss one class for any reason. Each absence beyond this would result in a reduction of your final
grade by 4%. Chronically arriving late and/or leaving prior to the end of class will reflect as an absence.
Students who disrupt the class process by repeatedly leaving and returning to class, chatting with
neighbors, texting, doing work not related to class, working on their computers, or sleeping may also have
their final letter grade reduced. If you must miss class for an emergency, please bring in appropriate
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evidence. I believe you are dedicated to becoming the best teacher possible and to that end;
this component will not become an issue for you.
Golden Rule: The criteria for behavior outlined in The Golden Rule and the College of Education’s
Student Concern and Personal Attributes Form document will apply. Make sure you familiarize yourself
with the UCF Handbook for issues dealing with plagiarism and academic dishonesty. Violations of this
nature may also result in an official Concern Form and a permanent record on your transcript.
http://www.ucf.edu/goldenrule/
Disabilities Act: Please inform me should you require a particular accommodation for this class. It is
the student’s responsibility to inform the instructor after the first class. The professor must be officially
notified of an expected accommodation by the University of Central Florida Office of Student Disability
Services before accommodations will be made.
IV. Evaluation and Grading System:
The final grade will be calculated in the following manner:
Assignment
Percentage
1. Ethics Paper:
2. ESOL Modules:
o Consent Decree
o ELL Interview
3. Chapter Responses and Facilitation Sheet
4. Critical Issues Project
5. Law Test
6. PLC Current Events:
7. Final Reflection
8. School Board Meeting/Reflection
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5
15
15
15
15
10
5
10
1. Ethics Paper (FEAP 2.b.2/PEC 6.1.,2.): Read the Code of Ethics and the Principles of Professional
Conduct of the Education Profession in Florida. Write a paper (two to three pages) in which you explain
the need for a code of ethics in the profession of teaching and apply some portion of this code to make
sense of a current moral issue in education. This paper will be used as evidence for the Ethics section of
the professional portfolio and is to be uploaded into LiveText by the student.
2. ESOL Modules: Students in programs that require a TESOL notebook will complete the ESOL
assignments for EDF 4603 found online at http://education.ucf.edu/stll/edf4603.cfm
The ESOL activities deal with the emerging reality of a linguistically diverse student body. Students will
complete the “Assignments for EDF 4603” found on-line at http://education.ucf.edu/stll/edf4603.cfm ,
and listed below.
ESOL Domain(s), Standard(s) and Indicator(s): 3.1(c); 5.2(a)
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 1: ESL/ESOL Research and History: Teachers will demonstrate knowledge of history,
public policy, research and current practices in the field of ESL/ESOL teaching and apply this
knowledge to improve teaching and learning for ELLs.
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3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession,
including program models for ELL instruction.
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 2: Language Proficiency Assessment: Teachers will appropriately use and interpret a
variety of language proficiency assessment instruments to meet district, state, and federal
guidelines, and to inform their instruction. Teachers will understand their uses for identification,
placement, and demonstration of language growth of ELLs from diverse backgrounds and at
varying English proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders.
5.2.a. Understand and implement district, state, and federal requirements for identification,
reclassification, and exit of ELLs from language support programs, including requirements of
the LULAC Consent Decree.
Objective: Explain the purpose of the Florida Consent Decree, how ELLs are identified, and the
implications of the Consent Decree for teachers.
Brief Description: Review the SALA Consent Decree website and answer three essay questions about the
Consent Decree.
Detailed Assignment Description URL: http://education.ucf.edu/stll/edf4603.cfm
Florida Consent Decree
In 1990, the State of Florida was sued by a coalition of 8 minority groups who felt that the state
was failing to establish statewide standards and guidelines for the provision of services to
students with limited English proficiency. The plaintiff and defendants entered into an agreement
which is known as the Consent Decree. This Consent Decree established the State of Florida
framework for compliance with federal and state laws and jurisprudence regarding the education
of English Language Learners (ELL).
On the Florida Department of Education's Office of Multicultural Student Language Education
website (http://www.fldoe.org/aala/cdpage2.asp) find and read the complete text of the Florida
Consent Decree and then respond to the following questions (2 pages maximum).
1. What is the purpose of the Florida Consent Decree?
2. Summarize the initial identification process of English Language Learners in schools per the
Consent Decree.
3. Summarize the implications for K-12 teachers (e.g., training hours, tests, certifications) as
mandated in the Consent Decree. Be sure to discuss any implications/expectations that might
differ between teachers already in schools and new teachers.
ESOL Domain(s), Standard(s) and Indicator(s): 1.1(a,b,d)
Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a Factor in ELLs’ Learning
Teachers will know and apply understanding of theories related to the effect of culture in
language learning and school achievement for ELLs from diverse backgrounds. Teachers will
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identify and understand the nature and role of culture, cultural groups, and individual cultural
identities.
1.1. a. Understand and apply knowledge about cultural values and beliefs in the context
of teaching and learning of ELLs, from diverse backgrounds and at varying English
proficiency levels.
1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly
knowledge about how cultural identities affect learning and academic progress for
students from diverse backgrounds and at varying English proficiency levels.
1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and
discrimination in teaching and learning of ELLs from diverse backgrounds and at
varying English proficiency levels.
Objective: Gather data on cultural commonalities and contrasts of English language learners’ home and
school experiences and apply findings to addressing ELL difficulties.
Brief Description: Interview an ELL about her/his cultural and linguistic experiences and write a
reflection on differences and similarities, stereotypes, and suggestions for teachers and counselors to
address identified problems.
Detailed Assignment Description URL: http://education.ucf.edu/stll/edf4603.cfm
English Language Learner Interview
The purpose of this assignment is to analyze how language learning is experienced and internalized by
English Language Learners (ELL).
For this assignment, identify an individual who may be categorized as an English Language Learner per
the Florida Consent Decree. Interview this individual about his/her experiences learning English. This
might take a bit of reflection on the part of your interviewee, especially if you have chosen an adult who is
completely fluent in English. Conversely, you shouldn't choose a limited English proficient interviewee
who is still struggling with speech production, unless you are willing to reword your questions. Patience is
required in the latter case. If you choose to interview a subject that is under the age of 18, you must get
permission from his/her guardian before the interview.
Remember that asking a question in an interview and recording the answer is only half the process. Good
interviewing skills require that the listener be doing actually that, listening. If your interviewee says
something that doesn't make sense, ask him/her to clarify. In other words, the interview is complete only
when you have exhausted your mental question bank and the interviewee's language aptitude. For
example, you can always get the details on the general political, social, and educational atmosphere when
your interviewee was learning English.
Additionally, it is only in the case of a limited English proficient speaker at the beginning level to answer
in abrupt, one-word or one-sentence answers. Humans have a tendency to talk more when the subject is
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about them personally. For this reason, avoid single response questions (i.e, yes/no) or questions of
limited use. Try to ask open-ended questions that could provoke thought or a discussion with your
interviewee. Sample questions follow, but try to think of your own.
1.
2.
3.
4.
5.
6.
What helped you the most in learning English?
What did your teachers do during your learning process?
Can you tell me about a time when you were frustrated, scared, or happy when learning English?
What do you think that teachers can do better to help students learn English?
What should teachers not do?
What advice would you give to other English language learners?
After you have reread and analyzed your interview notes, respond to the following questions (2 pages
maximum). Please attach your interview notes with your question responses.
1. What are the major differences/similarities between your culture and that of your interviewee?
2. What stereotypes about your respondent's culture were upheld/destroyed/transformed through
the interview?
3. Vis-à-vis education and language acquisition, what approaches worked best/worst for your
interviewee? What is your reaction to his/her experiences? Provide examples in your discussion.
4. Having learned about this particular culture, what skills do you think you need to develop in order
to work effectively in diverse classrooms? How could you develop these skills independently?
How could teacher education programs be changed to help to enhance your effectiveness with
diverse students?
5. What other realizations, notions, lessons learned did you have from this experience?
3.Chapter Responses and Chapter Facilitation Handout:
Students will read assigned text and respond in reflective writings. These writings will also encompass
student reaction to in-class lectures and discussions. These regular responses to the course materials will
be continuously threaded with references to diversity and ethical issues. Responses are 1-2 pages.
Students will be responsible for leading one group discussion during the semester. When the student is
the discussion leader, the student will create and copy a chapter handout for all class members. Chapter
Responses are due at the beginning of class on the day assigned.
4. Critical Issue Research Project:
As an individual or a small group of two or three, select a critical issue in education, gain professor
approval for the topic and outline, find at least 3 scholarly source materials and a minimum of 5 resources
to support your positions and present your research in a 10-15 minute presentation as your final project.
Research projects will be judged on research quality and accuracy, content of presentation, presentation
techniques, ability to actively engage audience, and the quality of the handout given to class members.
Contact a credible person or agency associated with your critical issue to gain an additional qualitative
perspective on your issue. The Critical Issue Research will be condensed in a class handout/brochure.
Presentation of Research (10-15 min). Presentation creativity is valued, so be as inventive as you wish.
The delivery method can include a variety of mediums, such as a computer presentation, play/skit,
activity, debate format, or any combination thereof. The purpose of this learning activity is to allow for
research of a particular topic, present a clear and concise statement of facts, and defend the assumed
position. Class members are encouraged to ask questions of the presenters. Class Research handout is
due the day presenting.
4. Law Test and Final Reflection (FEAP 2.b.2/PEC 6.1.,2.,3.,4.,5.): There will be one formal, 50
item take-home test given during the course. The test will consist of short-answer and short-essay
questions related to school law as introduced through Teachers and The Law and as discussed in class.
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5. Final Reflection: Students will write a 2-3 page theory to practice reflection on their personal
growth in knowledge and pedagogy during the semester.
6. Coffee Talk Professional Learning Community: The student is expected to read the local,
national and state news each week. The student will be responsible for bringing in current articles from
newspapers or news magazines to discuss with their professional learning community (PLC). Student will
turn in a copy of article/s and short response after the PLC meeting.
7. School Board Meeting and Reflection of School District Political Structure: The student
will attend one school board meeting in the school district of her/his choice. The student will write a 2-3
page reflection of the school board meeting. The paper should also include a listing of the local school
board members and school superintendent and Florida Commissioner of Education and explain if they
are appointed or elected. Explain the responsibilities of the local school district and the state Board of
Education. Reflect on the business conducted at the school board meeting and your impressions of the
system.
Date
Topic
1. Jan. 9
Introductions, Syllabus,
Course Overview
Article critique (Wheaton)
Hot topics exploration and
response
2. Jan. 16
Coffee Talk
Chapter 1
Code of Ethics
3. Jan. 23
Reading Due
Assignment Due
Chapter 1
Coffee Talk in PLC
Chapter 2,3
Chapter 2-3
Code of Ethics Paper Due
Chapter 2-3 Due
Coffee Talk in PLC
Chapter 4,5
Chapter 4-5
Chapter 4-5 Due
5. Feb. 6
Coffee Talk in PLC
Chapter 6,7
Chapter 6-7
Consent Decree Due
Chapter 6-7 Due
6. Feb. 13
Coffee Talk in PLC
Chapter 8
Law Ch.1-2
Coffee Talk in PLC
Teachers and the Law (Ch. 1-4)
Race and the Power of the
Illusion
Teachers and the Law (Ch 5-8)
Chapter 8
Law 1-2
UCF Spring Break
ENJOY!!
Coffee Talk in PLC
Teachers and the Law (Ch 9-12)
Race and the Power of the
Illusion
Chapter 9-12
4. Jan. 30
7. Feb. 20
8. Feb. 27
Chapter 3-4
Law Ch 1-4 Due
Chapter 5-8
9. March 6
10. March 13
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Law Ch 5-8 and 9-12 Due
11. March 20
12. March 27
Coffee Talk in PLC
Teachers and the Law (Ch.13-16)
Race and the Power of the
Illusion
Teachers and the Law (17-20)
13. April 3
Chapter 17-20
Take Home Final Exam Assigned
Critical Issue Presentations
14. April 10
Discuss School Board Reflections
Critical Issue Presentations
15. April 17
Work/Study Day
16. April 24
Critical Issue Presentations
Chapter 13-16
ELL Interview Due
Law Ch 13-16 Due
Chapter 17-20
Chapter 17-20 Due
School Bd. Reflection Due
Final Exam Due
Final Reflection Due
Resources on the web:
Code of Ethics for the Education Profession in Florida: www.firn.edu/doe/rules/6b-1.htm
NEA Code of Ethics: www.nea.org/aboutnea/code.html
Case Studies in Ethics of Education: www.uvsc.edu/ethics/curriculum/education
School Law Cases and Principles: www.asbj.com/schoollawarchive.index.html
School Law Cases and Principles Regarding Church and State: www.nsba.org/site/docs/4000/3992.pdf
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