Syllabus

** School of Education ** ** EDL 276: Applications of School Law, Mandates and Policies **
 * DRAKE UNIVERSITY **

Instructor: Trent Grundmeyer PhD. Address: 3206 University Ave. Des Moines, IA 50311 Email: trent.grundmeyer@drake.edu Phone: (515) 271-3719 Office (515) 205-9987 Cell Office Hours: By appointment

This course provides students with a basic understanding of how school laws, mandates and policies impact school administrators as they perform their responsibilities. Practical application of the academic content will be a central focus of instruction and student participation in the class.
 * __Course Description:__**

This course will include brief instructor presentation of content topics, student participation in small group activities (case studies, application exercises), discussion of outside readings, and connecting the course to today’s schools. Web-assisted instruction and support will be a central component of the course. There will be considerable class time devoted to student reflection and interaction.
 * __Teaching Methodology:__**

Landmark cases in education Federal and state mandates Board policies Administrative rules Handbooks Student and staff discipline Student records Search and seizure Liability Employment law Implementing bargaining agreements Legal guidance for administrators in Curriculum Facilities Safety Privacy Intellectual Property Working with the legal community How the legal process works Professional ethics
 * __Topics – Academic Content:__**

Essex, N. L. (2012) (6th ed). //School law and the public schools: A practical guide for educational leaders.// Boston: Pearson
 * __Student Study and Readings:__**
 * Required textbook:**

Alexander, K. & Alexander, M.D. (2012). //American public school law// 8th edition. Belmont, CA: West.
 * Recommended reading and references:**

State of Iowa (2009). //The code of Iowa.// Des Moines IA: Author.

Iowa Association of School Boards __ http://www.ia-sb.org/ __ Iowa Department of Education __ [] __ National Association of Elementary School Principals __ http://www.naesp.org/ __ National Association of Secondary School Principals __ http://www.nassp.org/ __ School Administrators of Iowa __ [] __ Supreme Court[|www.supremecourtus.gov] Cornell [|www.law.cornell.edu] and [|www.law.cornell.edu/federal/opinions.html]. Findlaw [|www.findlaw.com] National School Boards Association [] Education Week [] Oyez http://www.oyez.org/ Westlaw [] Lexis []
 * Web Sites:**


 * __Research materials provided for the class__ at** www.drakeedl276.wikispaces.com

Each student will be assigned (or choose) one legal case study to prepare and present to the class. Student will research their case before completing a short written summary or video (2-4 minutes) including:
 * __Case Study Summary or Informative Implications Video-Legal Brief__**

Title of Case

Question(s) the Case Attempted to Answer

Summary of Facts: (4-8 bullets) Who, when, what was the situation/conflict, question Court or venue first presented and preliminary decision(s) Court where final decision was rendered (if different from above) Final Decision & Rationale

Implications for Schools and/or School leaders (Bullets __or__ 1-2 paragraphs)

Students will share their case/video with classmates and submit their work to the instructor to be posted on the www.drakeedlcasestudies.wikispaces.com for future reference.

The purpose of this assignment is for students to better understand how landmark cases, state and federal laws, and local policies have impacted the school and its operations.
 * __Field-based Learning Activity:__ Handbook Analysis**

In completing the FBLA: Handbook-Policy-Law Investigation students will: (a) understand applicable laws, legal cases, mandates, and local policies that govern schools (b) evaluate the alignment between the policy/mandate/law and handbook topics (c) identify appropriate revisions for handbooks

Students will complete an FBLA handbook analysis assessment individually after completion of the course. The assessment will be delivered on Google Forms and shared with students directly by email. Each student will only have one chance to complete the assessment but are allowed to print the questions prior to submitting their answers. The assessment is both multiple choice and short answer.

OR

Students can summarize the alignment between the handbook and the state/federal laws, policies and cases on the matrix (column d) delineating the handbook topics that did not require revisions and those that warranted some revisions or extensive revisions. Students will defend their appropriate recommendations with legal cases, mandates, statutes, laws and information from the textbook. Actual revised policies must be made on the matrix in RED.



Students will be provided definitions of terms during classroom instruction. Each student will be assessed on their understanding of key legal terms during the class both formally and informally.
 * __ Understanding Key Legal Terms and Definitions __**

Students will:
 * __Course Objectives:__**
 * 1) Analyze and evaluate how landmark cases/legal ramifications impact schools.
 * 2) Explain how local policies, rules and handbooks are developed and implemented in the schools.
 * 3) Analyze and evaluate the state and federal laws impact on school operations (personnel and facilities).
 * 4) Utilize legal resources and professional organizations in response to questions of practice.

While the content of this course will address all of the Iowa Standards for School Administrators, the following standards will receive particular focus in this class: 2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. 5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner. 6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
 * __Standards Addressed:__**

Students must have access to and be able to use a personal computer with Microsoft Word, have access to the Web, and have a Drake e-mail account.
 * __Technology Required:__**

Students who require accommodations for special needs should contact the instructor before classes start.
 * __Special Needs Considerations:__**

Due to the collaborative, weekend class structure, full attendance is mandatory for all sessions. Students are expected to plan their schedules accordingly. In the case of emergency, and only with approval of the instructor, alternative work may be assigned. Absence from class may result in grade reduction.
 * __Class Participation and Attendance Policy:__**

Academic dishonesty encompasses any activity that seeks to gain credit for work one has not done, provide assistance to others seeking to gain such credit, or deliberately damage or destroy the work of others. Academic dishonesty includes, but is not limited to, (1) Plagiarism - misrepresenting another’s ideas, phrases, discourse, or works as one’s own; (2) Cheating - the act, or attempted act, of giving or obtaining aid and or information by illicit means in meeting any academic requirements, including examinations.
 * __ Academic Dishonesty: __**

The penalty for plagiarism, cheating, and other forms of academic dishonesty will vary from incident to incident, depending upon the scope and magnitude of the offense and the circumstances in which it occurred. Possible penalties may include any of the following: reprimand, dismissal from the course with a failing grade, probation, suspension, and/or dismissal from the University.

Students will evaluate the course and instructor during the last weekend of class, utilizing the School of Education feedback form.
 * __ Course Evaluation / Assessment Program: __**

(FBLA Paper) || Leader uses __1 or less__ legal resources, which include, but are not limited to, texts, articles, websites, professional experts to create __basic__ recommended policy revisions to both student and faculty handbook policies (where necessary). || Leader uses __1-2__ legal resources, which include, but are not limited to, texts, articles, websites, professional experts to create __average__ recommended policy revisions to both student and faculty handbook policies (where necessary). || Leader uses __multiple__ legal resources, which include, but are not limited to, texts, articles, websites, professional experts to create __thorough and accurate__ recommended policy revisions to both student and faculty handbook policies (where necessary). ||
 * __EDL 276-Standards-Based Grading Criteria__**
 * **Course Objective** || **Novice Leader** || **Progressing Leader** || **Prepared Leader** ||
 * Analyze and evaluate how landmark cases/legal ramifications impact schools. (Case Law Summary/Video) || Leader __somewhat__ understands the details of important legal cases and does not post a summary/video of one case to the website demonstrating the implications for school leaders. || Leader __mostly__ understands the details of important legal cases and posts a __basic__ summary/video of one case to the website demonstrating the implications for school leaders. || Leader __fully__ understands the details of important legal cases and posts a __concise__ but __meaningful__ summary/video of one case to the website demonstrating the implications for school leaders. ||
 * Explain how local policies, rules and handbooks are developed and implemented in the schools. (FBLA Paper and Class Discussions) || Leader __does not__ address current reality of local policies and rules in their schools student and faculty handbook. Student does not addresses how the different handbooks are __created and updated.__ || Leader __vaguely__ addresses current reality of local policies and rules in their schools student and faculty handbook. Student may or may not addresses how the different handbooks are __created and updated.__ || Leader __clearly articulates__ current reality of local policies and rules in their schools student and faculty handbook. Student also addresses how the different handbooks are __created and updated.__ ||
 * Analyze and evaluate the state and federal laws impact on school operations (personnel and facilities). (FBLA Matrix & Class Activities) || Leader __somewhat__ analyzes the alignment between their local policies, state policy/code, and federal legislation in both the student and staff handbooks from their district. || Leader __mostly__ analyzes the alignment between their local policies, state policy/code, and federal legislation in both the student and staff handbooks from their district. || Leader __accurately__ and __thoroughly__ analyzes the alignment between their local policies, state policy/code, and federal legislation in both the student and staff handbooks from their district. ||
 * Utilize legal resources and professional organizations in response to questions of practice.
 * **Notes** |||||| To earn an A grade in this course a student must demonstrate that they are a “Prepared Leader” for each course objective. A “Progressing Leader” notation for any course objective will result in a B grade. A student providing evidence as a “Novice Leader” for an objective will earn a C grade for the course. Course assignments, assessments, and other work may be resubmitted to demonstrate the ability to fully meet the course objectives. ||
 * **Final Grade** |||||| **A B C D F** ||