Revised 8/24/2014
Syllabus, EDLD 5344
SCHOOL LAW
FALL 1, 2014
The CONCEPTUAL FRAMEW ORK of the Lamar University undergraduate and graduate
educator preparation programs illuminates the vision of the faculty. The programs prepare educators for
a changing world by requiring as outcomes general education, pedagogical content knowledge, content
proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical
thinking is required for responding to the diverse needs of PK-12 students in myriad and changing
settings. Lamar University educator preparation candidates also develop dispositions and habits of mind
needed for “self-learning” and “life-long learning” that will equip them to encounter problems and
change with confidence.
Department: Educational Leadership
Course Number: EDLD 5344
Course Title: School Law
Faculty:
Dr. Jimmy Creel, Assistant Professor
Educational Leadership
jimmycreel@suddenlink.net
Dr. Katy Corcoran, Adjunct Professor
Educational Leadership
kcorcoran@lamar.edu
Course Description
This course provides teachers a foundation to understand the legal and policy dimensions of
education. Special emphasis is given to the interpretation of case law, Texas Education Code, and
federal and state statutes.
Recommended Texts
The texts below are not REQUIRED for success in this class. They are, however, excellent
reference sources for practitioners in the Public School System.
Bissonette, A. (2009). Cyber Law: Maximizing safety and minimizing risk in classrooms.
Thousand Oaks, CA: Corwin Press.
Walsh, J., Kemerer, F., & Maniotis, L. (2010). The Educator's Guide to Texas School Law (7th ed.).
Austin: University of Texas Press.
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ASSIGNMENT DEADLINES FOR EDLD 5344
Discussion Assignments: The initial discussion posting each week is due by midnight
on Wednesday. Additional responses and feedback to other postings are due by
midnight on Sunday.
Weekly Assignments are always due by Sunday at midnight.
Instructional Associate
Contact information will be provided through an e-mail or though the course announcement page. All
questions about course activities, assignments, questions, and correspondence should be submitted via
email to the Instructional Associate. Do not e-mail assignments and activities to the Instructional
Associate.
Prerequisites
Admission to Graduate School
For answers to general questions regarding your program, contact Graduate Admissions at
(409) 880-8888 or e-mail: gradmissions@lamar.edu.
Pre-Graduate Admissions or Provisional Admission
Only six semester hours can be taken prior to FULL admission to Master’s program. FULL admission
requires a GRE score. If you are in your second course, you should be submitting your GRE scores
during this course, so you can continue to your next course. Also be sure you have submitted transcripts.
Required Readings
The “recommended” readings for this course are provided in the Course Content Outline section of the
Syllabus. All required readings are listed in the Blackboard Weekly Assignment or Discussion Pages.
Course Outcomes
Learning Outcomes:
• Identify and give examples of the four primary sources of law.
• Explain appropriate school-governance roles at the federal, state, and local levels.
• Describe the legal requirements of a free, appropriate public education.
• Examine the relationship between IDEA and NCLB, and outline the Individualized
Education Program meeting process.
• Explain the concepts of substantive and procedural due process as they relate to student
discipline.
• Summarize concepts and give examples relating to student and teacher rights to free speech
and privacy.
• Define the role of due process in personnel management, and identify effective
procedures for the documentation and remediation of personnel.
• Respond appropriately to both establishment and free exercise issues.
• Analyze issues related to school liability based on knowledge of state and federal law.
Performance Outcomes:
• Ensure that sound practices are followed regarding the identification and
accommodation of students in special education.
• Apply relevant law to student management situations involving expression rights, search and
seizure, and due process rights.
• Apply relevant legal principles and contractual agreements to manage personnel,
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including employee remediation and termination.
• Use legal knowledge to take sound positions on school liability.
Course Standards
Great care has been taken to include the content required by the Texas State Board of Educator
Certification (SBEC), recommended by national specialty organizations (e.g. NCATE, CEC), and
supplemented by Lamar University faculty members. The TExES examinations, where required for
certification, reflect standards of this course.
Educational Leadership Constituent Council (ELCC) Standards:
Standard 3: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment.
Standard 3.1: Manage the Organization
Standard 3.2: Manage Operations Standard
3.3 Manage Resources
Standard 5: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by acting with integrity, fairness, and in an ethical
manner.
Standard 5.1: Acts with Integrity
Standard 5.2: Acts Fairly
Standard 5.3: Acts Ethically
Standard 6: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural context.
Standard 6.1: Understand the Larger Context
Standard 6.2: Respond to the Larger Context
Standard 6.3: Influencing the Larger Context
Classroom Management Policies
Academic Honesty. Lamar University strongly believes in ethical behavior. In addition to the knowledge
and skills necessary to teach students, dispositions (such as honesty and trust) are important qualities for a
successful educator. Academic dishonesty will not be condoned. Disciplinary proceedings will be
initiated if academic dishonesty is suspected. Instances of academic dishonesty include, but are not
limited to, misrepresentation of actual work completed, using papers or other work written by others to
satisfy the requirements for this course, cheating, plagiarizing, or knowingly furnishing false information.
Plagiarism includes any instance of copying another’s work without proper citation. Guidelines for direct
quotes are found in the APA Style Manual. Such actions are unprofessional and will result in a reasonable
penalty and/or automatic failing course grade. If you do not assent to the findings and/or the penalty,
you must file an appeal with the department chairperson within five days, as provided by the Student
Handbook.
Disability Accommodation. It is the policy of Lamar University to accommodate students with
disabilities, pursuant to federal and state law, and the University’s commitment to equal educational
opportunities. Remember, this is a distance learning class, and the format is
different from traditional face-to-face instruction. It is the student’s responsibility to register with
Lamar’s Disability Support Services if needed. Any student who feels he/she may need an
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accommodation based on the impact of a disability should contact his/her academic advisor.
Drop. It is your responsibility to make sure that you are officially enrolled in this course. If, at any point,
you decide not to participate in this course, it is your responsibility to officially drop or withdraw from
enrollment. Failure to do so may result in a failing grade. Drops after the course begins may carry
financial penalty in that full reimbursement may not be possible. At the middle of the third week, the
professor will drop all inactive students from the class and sections.
Electronic Communication. It is strongly suggested that you do not attempt any assigned work (to
be downloaded or uploaded to/from Black Board) using IPADS or IPHONES. Both systems have
considerable problems interfacing with the BB system. Also, in regards to webinars and webinars
with PowerPoints, again the IPADS and the IPHONES are losing data. Make sure your browsers are
either Firefox or Google Chrome. The Safari browser system is unreliable.
E-mail. All e-mail correspondence will be through the my.lamar e-mail system. Please check your email
through your my.lamar account daily for correspondence and announcements from your professor
and academic coach. It is also wise to check the “Announcement Page” in the Blackboard Course for
updates on a daily basis.
Electronic Portfolio---ALL STUDENTS MUST PURCHASE TK20
TK20 is the official electronic portfolio software of Lamar University College of Education and Human
Development. Program required key assessments, projects, work samples, and dissertation steps are
processed, or archived through the TK20 secure portal. All signature assessments will be graded via
TK20 by the instructional associate and/or professor.
It is the responsibility of each student pursuing any degree or certification as an educator to purchase an
account to access and use TK20. The account activation fee is considered a professional expense incurred
as a part of an educator preparation program. The user account may be utilized for seven years from the
activation date.
http://lamar.tk20.com
Failure to submit required course artifacts to Tk20 will result in the assignment of an incomplete for the
course. Receiving an incomplete in the course may result in a hold on your enrollment in subsequent
courses.
Emergency Procedures
Many types of emergencies can occur on campus; instructions for severe weather or violence/active
shooter, fire, or chemical release can be found at:
http://www.lamar.edu/about-lu/administration/risk-management/index.html.
Following are procedures for
the first two:
Severe Weather:
Follow the directions of the instructor or emergency personnel.
Seek shelter in an interior room or hallway on the lowest floor, putting as many walls as possible
between you and the outside.
If you are in a multi-story building, and you cannot get to the lowest floor, pick a hallway in the
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center of the building.
Stay in the center of the room, away from exterior walls, windows, and doors.
Violence/Active Shooter (CADD):
CALL - 8-3-1-1 from a campus phone (880-8311 from a cell phone). Note: Calling 9-1-1 from
either a campus phone or cell phone will contact Beaumont City Police Dispatch rather than
University Police.
AVOID- If possible, self-evacuate to a safe area outside the building. Follow directions of police
officers.
DENY- Barricade the door with desks, chairs, bookcases or any other items. Move to a place inside
the room where you are not visible. Turn off the lights and remain quiet. Remain there until told
by police it is safe.
DEFEND- Use chairs, desks, cell phones or whatever is immediately available to distract and/or
defend yourself and others from attack.
Online Etiquette. Please adhere to the same standards of behavior and professional respect online that
you would follow in face-to-face communication with others, but most particularly when writing email
and when taking part in the discussion board. The lack of online etiquette may impact your grade.
Graduate Admissions Contact Information. For answers to general questions regarding your program,
contact Graduate Admissions at (409) 880-8888 or e-mail gradmissions@lamar.edu.
Grading and Evaluation
Weights for Assignments:
The final project for this course includes an analysis of the special education policies in place at your
school, the development of a student’s Individualized Education Program, and making legally-sound
decisions related to student management and employee documentation. Portions of the assignment are
due at the end of each week. The complete, four-part Analysis and Application will be graded after
midnight Friday of Week 5.
Late assignments
All assignments are due as indicated for each week. Work submitted after the deadline is subject to point
penalties. Unexcused late work will be deducted at 10% per day.
Student Evaluation. Instruction as well as student performance is subject to evaluation. The ethics
standards of a professional educator will be reviewed, at all times, during the course, and may impact a
student’s grade.
Grade Weight:
50% Course Assignments
20% Participation in weekly discussion forum
20% Assignments week two and four
10% Final Examination
Grading Scale
90 – 100 A
80 – 89 B
70 – 79 C
Below 70 F (Unacceptable for graduate level credit)
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GRADE APPEAL
Students should review your posted grade as soon as grades are posted at the end of the
course. Any appeal of the posted grade must be submitted via e-mail to the lead professor
within three weeks of the date of grade posting. Any appeal submitted more than three weeks
after grade posting may be denied or disregarded.
My.Lamar Portal. Students are asked to obtain a Lamar Electronic Account user name and password so
they can log into the my.lamar W eb site. Students may get information on how to get into the my.lamar
Web site through the following links: Go to www.lamar.edu and then click on the my.lamar link on the
left top corner of the screen.
Follow the steps to secure your my.lamar username and password. The my.lamar portal will be used for
e-mail correspondence between the professor and the class. Access to library resources is described
under Academic Partnership at home page, www.lamar.edu.
Sexual Harassment. In accordance with administrative policy, sexual harassment is reprehensible and
will not be tolerated by the university. Behavior in the course must conform to the university policy.
Syllabus Subject to Change. While information and assurances are provided, in the course syllabus, it
should be understood that content may change in keeping with new research and literature and events
beyond the control of the instructor. Students will be informed of any substantive occurrences that will
produce syllabus changes.
Schedule
Course Readings, Assignments, and Discussions
Week 1
Topic: Establishment and Control of Schools
Assigned Readings:
• Hyatt, K.J. (2007). The new IDEA: Changes, concerns, and
questions. Intervention in School and Clinic, 42(3), 131-136.
• Ketterlin-Geller, L.R., Alonso, J., Brown-Monegan, J., & Tindal, G.
(2007). Recommendations for accommodations: Implications of
(in)consistency. Remedial and Special Education, 28(4), 194-206.
• deBettencourt, L.U. (2002). Understanding the differences
between IDEA and Section 504. Teaching Exceptional Children,
34(3), 16-23.
• Martinez, R.S., Nellis, L.M., & Prendergast, K.A. (2006). Closing
the achievement gap series, part II: Response to intervention (RTI)
– Basic elements, practical application, and policy
recommendations. Education Policy Brief, 4(8), Center for
Evaluation and Education Policy, Indiana University.
Assignment:
• Complete the W eek 1 assignment, “Analyzing IEP Policies.”
• Submit the assignment by the end of W eek 1.
• Discussion:
• How has NCLB changed the way your school operates?
• How do your colleagues feel about the legislation?
• What has been the most positive, and most negative, impact that
NCLB has had on your school and its teachers?
REVISED: FINAL SYLLABUS FOR EDLD 5344 -- 4-6-2014
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Discussion is due: First response is due Wednesday midnight. Additional responses due
by Sunday
midnight.
Assignments are always due by Sunday midnight
Week 2
Topic: Student Rights and School Discipline
Assigned Readings:
Lombardi, T.P., & Ludlow, B.L. (2004). A short guide to special education
due process. Phi Delta Kappa Fastbacks, 523, 6-48.
Ross, S.D. (2002). Silenced students: The uncertain but extensive power
of school officials to control student expression. Journalism and Mass
Communication Quarterly, 79(1), 172-187.
Zirkel, P. (2005). Searching students. Principal Leadership, 6(1), 64-68.
Assignment:
• Complete the W eek 2 assignment, “IEP Development.”
• Submit the assignment by the end of W eek 2.
• View the recordings or readings of the Week 2 assignments.
• Submit the assignment by the end of Week 2.
•View the recording at URL: https://lamar.adobeconnect.com/p6mlktb4moa/
•Use the information in the recorded presentation to complete Assignment # 2
ALL ASSIGMENTS ARE DUE BY SUNDAY MIDNIGHT
Discussion:
• Discuss a scenario you have experienced that has blurred the line
between student expression and school safety or discipline.
• How did your school handle the situation?
• If you have not experienced such a case, think of a fictional
situation and use the cases we discussed this week to come to a
conclusion about the proper way to react.
DISCUSSION: Initial posting is due by Wednesday night at midnight. Follow-up
response and/or feedback is due by Sunday night at midnight.
Week 3
Topic: Teacher Rights and Personnel Management
Assigned Readings:
Kersten, T.A., & Israel, M.S. (2005). Teacher evaluation: Principals’
insights and suggestions for improvement. Planning and Changing, 36(1
& 2), 47-67.
Roberts, N., & Fossey, R. (2005). Searches and seizures in the school
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workplace: W hat are a teacher’s rights under the fourth amendment?
Journal of Personnel Evaluation in Education, 18(1), 79-85.
Assignment:
• Complete the W eek 3 assignment, “IEP Implementation.”
• Submit the assignment by the end of W eek 3.
• Discussion:
• Based upon this week’s lecture and readings regarding teacher
speech and personnel management, how would you approach the
problem?
Week 4
Topic: School Management Issues
Assigned Readings:
Epley, G. (2007). The establishment clause and public schools in the
21st century. National Association of Secondary School Principals
NASSP Bulletin, 91(3), 181-200.
Essex, N. (2004). Confidentiality and student records: Ten ways to
invite legal challenges. The Clearing House, 77(3), 111-113.
Shariff, S. (2004). Keeping schools out of court: Legally
defensible models of leadership. The Education Forum, 68(3),
222-233.
Assignment:
• Complete the W eek 4 assignment, “Student and Personnel
Management.”
• EDLD 5344 School Law
• 2009 Lamar University Page 8 of 8
• Submit the assignment by the end of W eek 4.
• View the recording of Week 4: Cyber Law @ URL:
https://lamar.adobeconnect.com/p79zszyrnpf/
• Submit the assignment by the end of W eek 4.
Discussion:
• Referring to the discussion scenario, how do you go
about investigating this student’s claim?
• If it turns out that there was an assault, can you or the school
be held liable?
• What about the teacher who entered and then left the restroom?
Week 5
Topic: Law, Ethics, and Leadership
Assigned Readings:
Kramer, L. (2002). Achieving equitable education through the courts: A
comparative analysis of three states. Journal of Law & Education,
31(1),
1-51.
Education Writers Association. (2003). Effective superintendents,
effective boards: Finding the right fit. Education Writers Association.
Retrieved June 15, 2009, from
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http://www.ewa.org/docs/leadership.pdf
Assignments:
• Complete the Week 5 assignment, “Reflection.”
• Submit the assignment by the end of Week 5.
• Discussion:
• Referring to the discussion scenario, which of these do you feel
best represents your view of education’s role in society?
• How will you balance these differing views as a school leader?
Final Exam: 10% of grade
Once the exam is opened, you will have 2 hours to complete it. The
exam includes items covered in weeks 1 – 5 lectures, readings, and
review slides.
NOTES:
All URL’s for weekly office hours will be announced by the professors.
The Mid-Term exam has been removed. Any reference to this exam may be
ignored.
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