EDAD 628: School Law (3 credits)

Syllabus DEPARTMENT OF EDUCATIONAL PROFESSIONS

FROSTBURG STATE UNIVERSITY

Spring 2021

Course Description:

EDAD 628: School Law (3 credits) will provide content specifically selected for the role of someone

in a leadership position in a public-school system. The overarching focus of the instruction will be the

practice of leadership in a public-school system as bound by policies, laws, court cases and regulations

emanating from all levels of government; federal, state and local.

Course Purpose: In greater and greater frequency and degree, educational leaders are influenced by

the American legal system. Additional impact can be seen each year as new laws and regulations are

added and as existing ones are revised. Teachers and administrators should know enough about the

system to enable them to be conscious of rights (their own and those of students), to protect students

from abuse, to avoid illegal actions, and to know when to seek legal advice. It is not the intent, nor the

capability of this to course to have individuals “play lawyer.” It is the purpose of this course to

introduce concepts, terminology, and broad principles to help assist the educator to avoid legal

entanglement and provide students with their legal rights.

Given the litigious nature of our society, it is necessary for educators to develop sufficient legal

acumen to behave in a manner and with practices capable of minimizing or eliminating difficulties

with the law. All educational leaders should be acquainted with the adequate basis for determining

when and to what extent legal counsel is prudent and the manner in which it can be obtained. Our

program’s students also need to be aware of the needs for “documentation” relative to situations in

which school personnel may become involved.

Program students are expected to grow in their knowledge, skills, dispositions and abilities to

understand the legal mandates and constraints upon the practice of public-school administration. Upon

completion of this course the individual student will be able to understand and express the appropriate

permissible action to be taken when faced with problems in the practice of administering a public

school or school system. Generally, the course will contribute to the overall unit outcomes by helping

to produce administrators and supervisors who will continuously grow as dedicated professionals.

EDAD 628 provides direct course content instruction which calls attention to statute, court

proceedings, programs, policies, procedures, resolutions and adjudications associated to staffs of adults

and to student bodies. Our candidates gain instruction in instances of inappropriate student or staff

member behavior, instances centering on students with disabilities, and all manner of entanglements –

based in legal questions or otherwise - involving public school environments featuring student bodies

of children and staffs of adults, all comprised of our country’s fascinating variations in its citizenry.

Our candidates are instructed directly in the potential effects, which variations in terms of race,

national origin, disability, religious creed, gender, sexual orientation, and/or economic circumstances

may bring about.

Course Policies:

1. Completion of all assignments is mandatory. Each assignment covers significant areas of law and

one not completed creates a significant void.

2. Assessments are expected to be completed on the dates specified, from May 26th through August

14th

3. Details are provided below regarding our demands for writing, conducted at the master’s level.

4. Policies on Academic Dishonesty, Harassment, and Disruptive Student Behavior are fully

applicable for this course.

5. Students with any type of recognized and confirmed disability that would require accommodations

in assignments or assessment practices should provide written notification to the instructor by no

later than 48 hours prior to an expected accommodation. Students are responsible for providing an

accommodation letter prepared by Disability Support Services.

6. Reporting of Child Abuse: According to state law in Maryland, educators are required to report

current and past child abuse and neglect even when the former victim is now an adult and even

when the former alleged abuser is deceased. If you disclose current or past abuse/neglect in class,

in papers, in emails or other forms of writing, or personally to the instructor, that professional is

required by law to report it. Please contact your instructor if you are interested in more information

about this law.

7. Each student will have their own “place” for additional or ad hoc discussion responding, other

demonstrations of “class participation”, including really good ideas.

8. Social Compact: This link takes us all to the Social Compact which outlines the behavioral

expectations. All students, staff faculty are expected to read, sign and comply:

https://cm.maxient.com/reportingform.php?FrostburgStateUniv&layout_id=26

9. Attendance Policy: (All teaching faculty) As usual, faculty are allowed to set their own

attendance policy. Here is a recent recommendation approved by Faculty Senate:

The Class Attendance Policy (PN 2.024) found in the Faculty Handbook and the Undergraduate

and Graduate Catalogs grants individual instructors the academic freedom to set course attendance

policies to meet the needs of specific courses. If, and how, student attendance (or absence) impacts

course grades remains the purview of instructors and their academic departments. However,

instructors must use means to measure attendance beyond noting physical presence in the

classroom and instead consider active participation in the online portion of a blended course.

Class Modalities

EDAD 628 School Law is delivered online. We utilize the Canvas platform, begun by the university

in 2018. Our “pace” of implementation features weekly Canvas Conference Presentations (CCP’s),

responses to those presentations which utilize email, ‘Discussions’ in Canvas, and student-

implemented CCP’s. Student adherence to preparation prior to CCP-sharing and a thorough schedule

of assessments, certainly, contribute to a rigorous pace, as is sought. Please note: Soon after the

beginning of the Summer 12-Week period, FSU expects its Canvas offerings in recorded presentation

to be shifted to provision along Webex.

Office Hours: As instructor, I interpret “office hours” as time to meet with students and program

advisees. A wide variety of daily morning and afternoon office hours is offered per University

regulation. In the Spring of 2021, with the continuation of a totally online program delivery in six (6)

services – one of those being EDAD 628 – and also in consideration of another important reality that

practically all students are employed among the teaching ranks in a three-state region, “office hours”

ought to be viewed as time for phone or Webex conference consultation. Students are encouraged -

that’s “encouraged”, not “advised”, or “forewarned” - to utilize any email or phone to arrange a time

for a conference. “Webex Office Hours” have been set up for students’ convenience.

Taskstream

A subscription to Taskstream, an on-line lesson builder, is required. The prices will be updated during

this semester. Students will be able to choose among “packages”, designed to best fit both status in

program as well as personal budgets. Students will need a Taskstream account for each of the

professional, non-‘Core’, courses. More information will be provided during the introductory CCPs.

Textbook:

Driver, J. (2018) The schoolhouse gate: Public education, the Supreme Court, and the battle for the

American mind. Pantheon.

EDAD 628’s Targeted Response…

…to Conceptual Framework and Theoretical Framework Requirements

Students engaging in educational administration studies in this era of extensive public scrutiny, a

public’s demand for accountability, and an over-arching education environment calling for staff

development, should expect a standards-based approach to their coursework. In 2012, our M. Ed.

program’s Specialized Professional Association (SPA) reporting led to the national accreditation

recognition honors for the program. That reporting demonstrated the program’s compliance with and

alignment to the Educational Leadership Constituent Consortium’s (ELCCs) statements of

professional standards. In 2016, the State of Maryland adopted the Professional Standards for

Educational Leaders (PSELs) of 2015. In concurrent fashion, state decision-makers also adopted the

2015 Interstate School Leaders Licensure Consortium standards (ISLLC) for the purposes of inclusion

in the statewide evaluation processes for principals and school administrators, and as extensions of the

2005 Maryland Instructional Leadership Frameworks (MdILF). The faculty of Frostburg State’s

Educational Leadership M. Ed. program, therefore, recognizes the need for aligning ELCC’s-based

program planning with the most recent adoptions of the State of Maryland.

Standard 2 Effective leaders:

Effective leaders:

9 h) Know, comply with, and help the school community

understand local, state, and federal laws, rights, policies, and

regulations so as to promote student success.

7e.) Develop and support open, productive, caring, and trusting

working relationships among leaders, faculty, and staff to

promote professional capacity and the improvement of practice

3a) Ensure that each student is treated fairly, respectfully, and

with an understanding of each student’s culture and context

3d) Develop student policies and address student misconduct in a

positive, fair, and unbiased manner.

10g) Develop technically appropriate systems of data collection,

management, analysis, and use, connecting as needed to the

district office and external partners for support in planning,

implementation, monitoring, feedback, and evaluation.

Professional Standards for Educational

Leaders (PSELs) of 2015 Selected for

Key Assessment #6 of EDAD 628

School Law.

Aligned ELCC Standard Elements

6.2: Candidates understand and can act to

influence local, district, state, and national

decisions affecting student learning in a school

environment/♦ communicate policies, laws,

regulations, and procedures to appropriate school

stakeholders

4.1: Collect and analyze data and

information pertinent to the educational

environment/♦information pertinent to the

school’s educational environment.

5.5 Candidates understand and can act with

integrity and fairness to ensure that schools are

accountable for every student’s academic and social

success. Programs provide evidence of candidate

knowledge of ♦ federal, state, and local legal and policy

guidelines;

3.2: Candidates understand and can efficiently use

human, fiscal, and technological resources to manage

school operations. ♦ methods and procedures for

managing school resources, including the strategic

management of human capital, school operations, and

school facilities;

6g) Develop the capacity, opportunities, and support for

teacher leadership and leadership from other members of the

school community]

5a) Build and maintain a safe, caring, and healthy school

environment that meets that the academic, social, emotional,

and physical needs of each student.

6e) Deliver actionable feedback about instruction and other

professional practice through valid, research-anchored

systems of supervision and evaluation to support the

development of teachers’ and staff members’ knowledge,

skills, and practice.

1 e) Review the school’s mission and vision and adjust them

to changing expectations and opportunities for the school,

and changing needs and situations of students

7g) Provide opportunities for collaborative examination of

practice, collegial feedback, and collective learning.

An assessment-by-assessment chart of Professional Standards for Educational Leaders

(PSELs) of 2015, cross-walked to Maryland’s applications of the ‘Maryland Instructional

Leadership Frameworks 2005’, and ISLLC Standards for The Evaluation of Principals is

under ”construction” on pages 16 through 20.

Complete “manuals” of the ‘PSEL Standards 2015’, the ‘MdILF’, the ‘ISLLC Standards’ and

the ELCC Standards for Building Leaders, 2011 appears in the ‘Standards’ Module of

Canvas for students’ detailed inspection.

Of Special Note: As the course instructor, I hold particular and specific expectations for

Master’s-level work. Required, absolutely, is the respectful consideration of the demands for the

written communications of the school organization’s workplace in addition to those expectations of

our University. Therefore, a high value is placed on what written work should look like for us. The

assessment of “mechanics”, “presentation”, citation parlance, and “style” is taken seriously.

2.3: Candidates understand and can develop and

supervise the instructional and leadership capacity of

school staff ♦high-quality professional development

for school staff and leaders.

5.1: Candidates understand and can act with integrity and

fairness to ensure that schools are accountable for every

student’s academic and social success. ♦ act with integrity

and fairness in supporting school policies and staff practices

that ensure every students’ academic and social success

2.3: Candidates understand and can develop and

supervise the instructional and leadership capacity of

school staff ♦standards for high-quality teacher,

principal, and district practice.

1.4: Candidates understand and can evaluate school

progress and revise school plans supported by school

stakeholders. ♦ interpret information and communicate

progress toward achievement of school vision and goals for

educators in the community and other stakeholders;

1.2: Candidates understand and can collect and use

data to identify school goals, assess organizational

effectiveness, and create and implement plans to

achieve school goals./ ♦develop and use evidence-

centered research strategies and strategic planning

processes;

Assessment # 1: (20 points) Case “Flow / Two Pager

Lemon v. Kurtzman is a seminal case in the area of religion’s entanglements with the public schools.

As such it will be a helpful learning tool during the week when ‘Religion and the Schools’ are explored

in depth. For Assessment 1, however, what is important is to get an early “feel” for the way court

decisions “read”, “talk to us” or “flow”. Another way to explain it is “How do court writing or

Supreme Court decision writing seem to differ from other forms of written expression?”

In a two-pager which complies with our demands for writing at the master’s level, indicate your

discoveries as (1) the way the Supreme Court opinion writer explains the issues and (2) the way the

“sides” were “taken” on the case. Utilize the ’Notes’ section at the end of the pdf for additional

guidance.

Due: Thursday, Thurs. Feb. 11th

Assessment # 2: (25 points) Group Discussion on the Week’s ‘Driver’ text reading Each student is part of a group of four (4) or five (5) students. During their assigned weeks student

groups will meet with me to discuss the text assignment for the week. These discussions will be

recorded and placed in modules for viewing by all class members. The expectation will be that

student group members can lead portions of reading analysis and that they will participate freely in

lucid and, hopefully, stimulating exchanges on the Driver-introduced material.

jls’ Scores due on Friday, April 30th

Grading Scale

A = 93% - 100%

B = 84% - 92%

C = 75% - 83%

F = Below 75%

(Percentages are rounded

up from .5)

Scoring Rubrics (percentages below multiplied by the

assignment’s point value)

Written Papers

Content 75%

Mechanics, style 20%

References, citation 5 %

Presentations

Content 75%

Presentation 20%

References, citation 5%

Please note: The standard for our writing, unless otherwise specified, calls for a 12-point Times

New Roman font, double spaced, with a 1½” left margin and 1” margin elsewhere. It is further

expected that students will use American Psychology Association (APA) citation parlance for

within-text citations and bibliographies. This particular segment on this page conforms to that

model.

Assessment # 3: (25 points) A Peer Reviewed Article’s Assistance with

Learning About the Law and the Public Schools

Each student is assigned a peer reviewed article in the general areas of ‘Students and Families’ Rights

and FERPA’. In a manner appropriate for our master’s level of writing, provide an accurate and

succinct explanation of how the selected article serves as an exemplar of “legal analysis” or “study of

the law”. Want a translation? How does the author or authoring team of your article introduce the

“matter” or their topic, picking up where Assessment #1 had us going, urging us to identify the “feel”

for the way principles of law are discussed; again, how they “read”, “talk to us” or “flow”?

Due: Thursday, Mar 4th

Assessment #4: (25 points) Your County’s Board of Education Policies, Code of

Conduct, and ‘Driver’

Write a two-page report, in which you draw ways in which Driver’s Chapter 3 and chapter 4 ideas

compare or contrast to your school county ‘s or district’s policies for student conduct and your school

building’s code of conduct. Our demands for writing at the master’s level preside.

Due: Thursday, Mar. 18th

Assessment # 5: (30 points) “Case Analyses”

1) You have been assigned three (3) famous American court cases, some of which are highlighted

by our author, Driver, and all of which are distinctive from classmates’ assigned cases.

2) Use your ‘old school’ law text, your library privileges, or my low-tech SCOTUS idea to obtain

correct information on your case. Googling or Wikipedia-like sources’ usage is not

permissible.

3) A “Pinned Discussion” for “Assessment #5” has been set up in our Canvas location.

4) You have also been issued Appendix A, “Analyzing a Court Decision” from La Morte, M.W.

(2014) School law, cases and concepts, Pearson New International, 10th edition, pp. 249-250.

In Appendix A, the author provides seven (7) basics of analysis to court decisions, standard practice in

the study of law in or country. Throughout most of the semester, May 27th through August 5th you are

left to your own timetable to provide an Appendix A- like analysis of your three articles.

In their analysis of each case according to LaMorte’s format, students are free to report in the

designated “Pinned Discussions” location in a written manner of their choosing as long as the case is

accurately cited, ala L Morte, and as long as an APA-style citation of the source of information is

provided. With the exception of accurate spelling and general readability, our standards for writing

at the master’s level are not required.

Last Case is Due Friday, April 23rd

Assessment # 6: (60 points) The Key Assessment for EDAD 628

Riley v. California, Probable Cause, and Reasonable Suspicion Your project for our Key Assessment #6, consists of the crafting of four (4) documents as

itemized below. Regarding each of the four written documents, our rules for written

products at the M. Ed. level apply.

• First, read the Supreme Court Case Riley v. California as provided and

craft a document of no longer than one page, in which you “brief” the case as we

have done often previously, identifying the “analysis elements” of this case,

accurately applying the steps of La Morte’s Appendix A (2014), which we have

learned includes (1) the title, (2) level or type of court, (3) facts of the matter, (4)

the issue at hand, (5) the court’s holding, (6) the relevant legal doctrine, and (7)

the significance of the case’s outcome. Due: March 12th (10 Points)

• Second, select and read two peer-reviewed, journal commentaries about Riley v.

California. Then analyze them in a document which features our requirements

for writing at the master’s level, including the accurate APA-style citations for the

commentaries. Due: March 26th (20 Points)

• Third, comment in two pages or less, rendering your prediction about the long-

term implications which this court decision may have on the work of public-

school administrators. It is further required that your ‘two-pager’s’ approach

include how this issue shines light on the distinctions between law enforcement’s

requisite standard for action of “probable cause,” and the public-school

administrator’s standard of “reasonable suspicion.” Due: Apr. 16th (10 Points)

• Fourth, conduct an interview of a public-school system assistant principal or

principal. Be sure to provide the position, school level, and school county or

district for the interviewee. Be sure, as well, to provide the list of interviewing

items, which you planned out and from which you worked. In a five-page

maximum treatment, provide each of these:

o (1) A very brief statement of the principal’s knowledge-level of this issue. Does he or she

identify with it as a product of the Supreme Court case of Riley v. California?

o (2) A more detailed statement of his or her views on the use of the cell phones, social

media, and the Internet in public school classroom use, particularly as device usage

impacts their work.

o (3) A statement of the relative length, breadth, and or depth of this issue in light of the

many other responsibilities of the administrator

o (4) A statement of the degree to which your interviewee regards this matter is

“challenging” or “problematic”. Due: May 5th (20 points)

The rubric for this Assessment’s documentation in Taskstream is provided on

pages 13-16.

Assessment #: 7 (25 points) Participation IV: General Class Participation

Grades in this category for a Canvas-based course will reflect the professor’s expectation that a

professional practitioner’s active engagement is expected at all times within all modes of exchange and

interaction. General participation includes speedy and thorough responding to questions posed in

CCP’s, good collegial interaction with classmates, and -perhaps- methods of your own device.

jls’ Participation Scores due on Friday, April 30th

Quick Assessment Review

Assessment Abbreviated Title Due Date

Assessment #1 ‘Case Flow’ Two-Pager

20

February 11th

Assessment #2

Group Discussion

25

jls scores due April 30

Assessment #3 ‘Peer-Reviewed Article’

25

March 4th

Assessment #4 Policy, ‘Conduct’, and

‘Driver’ 20

March 18th

Assessment #5 Case Analyses 30 Last Case analysis due April

23rd

The Key Assessment

#6

‘Riley’, Probable Cause,

and Reasonable

Suspicion

60

Various

Assignment #1 ‘Brief’ the Case

10

March 12th

Assignment #2 ‘Peer -Reviewed Journal

Analysis’ 20

March 26th

Assignment #3 Prediction of Long Term

Implications’

10

April 16th

Assignment #4 Poverty Among the Children:

The Implications for

America’s Public-School

Districts

20

May 5th

Assessment #7

Participation 20

jls scores due April 30th

Tentative Schedule

Week of

January 18

Not a Required Event…until next Monday: EDAD 628 School Law ‘Warm Up’ Information CCP

Week 1

Mon.

Jan 25

Introduction to EDAD 628 School Law

Canvas Conference Presentation (CCP) #1

o A Syllabus and Course Overview

o School Boards, Comar, and the Maryland

Annotated Code of Law

o ‘Driver’ Textbook Introduction

Assignment for a Mid-Week Reaction:

Read Driver, J. (2018) Introduction

Week 2

Mon.

Feb. 1

Equal Protection 1

Brown v. Board of Education Prepare for the Canvas/recorded Group Discussion, Group 1’s, by reading

Driver, J. (2018) ‘Equal Protection 1, pp. 242-274, and

308-314

Group 1:

Week 3

Mon.

Feb. 8

Equal Protection 2, Prepare for the Canvas Conference Presentation (CCP) #2 by:

1. Reading Driver, J. (2018) ‘Equal Protection 2’, pp. 315-330

2. Reading the three articles placed in the Module for this week

3. Reviewing all of your notes from EDAD 644

4. Reviewing all of those Standards in or Syllabus

Week 4

Mon.

Feb. 15

Freedom of Expression pt. 1 Prepare for the Canvas/recorded Group Discussion, Group 2’s by reading

Driver, J. (2018) pp. 72-115

Group 2:

Weeks 5

Tues.

Feb. 23

Freedom of Expression pt. 2:

Including Teachers Collective Bargaining Right. Canvas Conference

Presentation #3, “Collective Bargaining in Education” Prepare for this CCP #2

1. Finishing Driver, J. (2018) chapter 2, pp. 115 -140

2. Conducting your own analysis of your county’s or school district’s Collective Bargaining

Agreement, placed in the Pinned Discussion Place

3. Read the three articles placed in the Module for this week

Week 6

Mon.

Mar 1

Research Week

Ideal for Catching -Up or Getting Ahead • How are those case briefings coming?

• Do you wish to clean something up?

• Time for planning the ‘Riley’ tasks?

• How about getting some clarification?

• Are you ready for that Assessment #4, ‘County and Code of Conduct’ writing?

Week 7

Mon.

Mar 8

Student Behavior Issues: Interviewing Benjamin Brauer, Ed. D. • FSU’s Title IX Coordinator and the University’s ADA and EEO Administrator.

• Assistant Principal Supervisor of Student Services Assistant Principal:

(2002-2018) – Allegany County Public Schools,

o Hearing Officer for all of the system’s due process hearings

o Supervisor of the School Counseling Program,

o Supervisor of Pupil Personnel, Supervisor of Alternative Programs

o Supervisor of Dropout Prevention, Supervisor of Health and PE,

o Supervisor of Athletics,

o Supervisor of School Safety and Supervisor of Title IX.

Prepare for this CCP Interview by reading

Driver, J. (2018) pp. 141-184

and by reviewing your ‘Tinker’ notes

Week 8

Mon.

Mar 15

Student Investigations, pt. 1 Prepare for the Canvas/recorded Group Discussion, Group 3’s by:

1. Reading Driver, J. (2018) pp. 185 – 209

2. Prepare one of two statements: County/District Excels at Chapter 4 Issues -or- My

County/ My District Fails at Chapter 4 Issues: Place in Pinned Discussion for it

Group 3:

Weeks 9

Mon.

Mar 22

Student Investigations, pt. 2 Prepare for the Canvas/recorded Group Discussion, Group 4’s by:

1. Reading Driver, J. (2018) pp. 209-241

2. Reading the three articles placed in the Module for this week

Group 4:

Week 10/11

Mon.

Mar 29

through Fri.

Apr 9

County Spring Breaks and

Assessments’ Research Period

Week 12

Mon.

Apr. 12

Religion and Education Prepare for Canvas Conference Presentation #4

1. Reading Driver, J. (2018) pp. 362-422 and

2. Re-reviewing your Assessment 1 two-pager

Week 13

Mon.

Apr. 19

A Second View at ‘Equal Protection’ 275-307: These pages as a fitting punctuation to this semester’s ‘Law’ inspection

Group 5: Friday, April 23, , “Case Analyses” are to all be in the appropriate Pinned Discussion

Week 14

Mon.

Apr. 26

Big Finish Research Week Friday, April 30th - All Assessment #2 and #7 scores are due from jls

Week 15

May 5th

The Big Finish: Finalize and then submit your Key Assessment #6,

Wednesday, May 5th

References

Alexander, K. & Alexander, M. D. (1985) American public-school law. West Publishing Co.

2nd edition.

Bartlett, Larry D., Etscheidt, Susan, Weisenstein, Greg R., (2006) Special education law and practice in

public schools. 2nd Edition, Pearson.

Bateman, David F., Cline, Jenifer L., (2016) A teacher's guide to special education. Alexandria, VA:

Association for Supervision & Curriculum Development.

Blanck, P. (2019). Why America is better off because of the Americans with Disabilities Act and the

Individuals with Disabilities Education Act. Touro Law Review, 35(22), 605-618.

https://digitalcommons.tourolaw.edu/lawreview/vol35/iss1/22

Dunphy, T. (2017). FERPA’s faux pas: A call for enforceable student rights to combat

state disclosure laws [Review of FERPA’s Faux Pas: A Call for Enforceable

Student Rights to Combat State Disclosure Laws]. Tulane Law Review, 91, 537–560.

Driver, J. (2018) The schoolhouse gate: Public education, the Supreme Court, and the battle for the

American mind. Pantheon.

Essex, N.L. (2008) The law of public education, Pearson; Allyn and Bacon, 4th edition

Feuerstein, A. (2015). Parental triggerlLaws and the power offFraming in educational politics.

Education Policy Analysis Archives, 23(79).

Fischer, Louis; David Schimmel, and Leslie R. Stellman. (2014) Teachers and the law. 9th Edition,

Longman Publishers

Lauren A. Koster, Who will educate me? Using the Americans with Disabilities Act to improve

educational access for incarcerated juveniles with disabilities, 60 B.C.L. Rev. 673 (2019),

https://lawdigitalcommons.bc.edu/bclr/vol60/iss2/7

La Morte, Michael W. (2012) School law, cases and concepts, Pearson Education Inc

10th edition.

McCarthy, Martha M., Cambron-McCabe, Nelda H., Eckes, Suzanne E. (2013) Public school law:

Teachers' and students' rights. 7th Edition, Pearson

Morris, A.A. (1989) The Constitution and American public education, Carolina Academic Press

Pasachoff, E. (2014). Advocates, federal agencies, and the education of children with disabilities.

Georgetown Law Faculty Publications and Other Works. Retrieved from

https://scholarship.law.georgetown.edu/facpub/1390

Porter, T. R. (2015). The school-to-prison pipeline: The business side of incarcerating, not educating,

students in public schools. Arkansas Law Review, 68(55), 55–81.

Ramsey, U. (2018). Americans with Disabilities Act scavenger hunt. Journal of Legal Studies

Education, 35(1), 143-164. Retrieved from

https://frostburg.instructure.com/courses/12230/files/1115683?module_item_id=356814

Reutter, E. E., Jr. & Hamilton, R.R. (1976) The law of public education, The Foundation Press,

Inc 2nd edition.

Perry A. Zirkel, Monetary liability of public school employees under the IDEA and Section 504/ADA,

2019 BYU Educ. & L.J. 1 (2019).

Assessment: Outcomes

Professional Standards

for Educational

Leaders Effective leaders who:

Assessment One

Assessment # 1: (20 points)

Case “Flow / Two Pager

1. Demonstrate knowledge of the

sources for public school

educational law.

2. Explain origins of first

amendment applications in public

school law

9h: Know, comply with, and help the

school community understand local,

state, and federal laws, rights, policies,

and regulations so as to promote student

success.

9l Manage governance processes and

internal and external politics toward

achieving the school’s mission and vision

Assessment # 2: (25 points)

Group Discussion on the

Week’s ‘Driver’ text reading

1. Explain the laws and concepts

which steer administrative actions

in schools relative to the many

activities within the schools which

hold to include the underlying

constitutional guarantees.

2. Show an understanding of the

cultural changes affecting schools

relative to those activities because

of case law.

2a. Act ethically and professionally in

personal conduct, relationships with

others, decision- making, stewardship of

the school’s resources, and all aspects of

school leadership[ISLLC 9(all); 10.4]

2d: Safeguard and promote the values of

democracy, individual freedom and

responsibility, equity, social justice,

community, and diversity. [ISLLC 12.1;

12.2; 121.3]

3f) Provide moral direction for the school

and promote ethical and professional

behavior among faculty and staff.

[ISLLC 11.2; 12.1]

9a) Institute, manage, and monitor

operations and administrative systems

that promote the mission and vision of the

school. [MdILF 1.3; 1.4; ISLLC 9.5]

Assessment # 3: (25 points) A

Peer Reviewed Article’s

Assistance with

Learning About the Law and

d the Public Schools

1. Demonstrate a working

knowledge of the law affecting the

following:

a Freedom of Expression

b. FERPA

c. Title IX

d. IDEIA, The Rehabilitation

Act of 1973, ADA.

e. LEA

f. FAPE.

g. Related Services

h. Discipline for Disabled

Students

i. Manifestation Determination

Hearing

3. Be able to reflect on and

use information from the

content of the lesson to

understand and react within

reason to problems of

practice

2a: Act ethically and professionally in

personal conduct, relationships with

others, decision- making, stewardship of

the school’s resources, and all aspects of

school leadership [ISLLC 9(all); 10.4]

9k. Develop and administer systems for

fair and equitable management of

conflict among students, faculty and

staff, leaders, families, and community.

5a Build and maintain a safe, caring, and

healthy school environment that meets

that the academic, social, emotional, and

physical needs of each student. ISLLC

10.2; 10.5]

7b Empower and entrust teachers and

staff with collective responsibility for

meeting the academic, social, emotional,

and physical needs of each student,

pursuant to the mission, vision, and core

values of the school. . [MdILF 1.1]

8e Create means for the school

community to partner with families to

support student learning in and out of

school. [MdILF 8 (All); ISLLC 10 (All)]

8g Develop and provide the school as a

resource for families and the community.

[ISLLC 11.3]

Assessment #4: (25 points)

Your County’s Board of

Education Policies or a

School’s Code of Conduct and

our Introduction to the Law.

1. Demonstrate a working

knowledge of the law affecting the

following:

a. Search and Seizure

b. Intrusive Search

c. Search Procedures

d. Diagnosing threat reality

e. Breaking up fights

f. Extracurricular Activities

2. Be able to reflect on and use

information from the content of the

lesson to understand and react

within reason to problems of

practice

2c Place children at the center of

education and accept responsibility for

each student’s academic success and well-

being. [ISLLC 10.5]

3a Ensure that each student is treated

fairly, respectfully, and with an

understanding of each student’s culture

and context. [ISLLC 10.5]

3d) Develop student policies and address

student misconduct in a positive, fair, and

unbiased manner. [ISLLC 9.6; 10.2]

5e Cultivate and reinforce student

engagement in school and positive

student conduct. ISLLC 10.2]

8a Are approachable, accessible, and

welcoming to families and members of

the community. [MdILF 8 (All)]

8b Create and sustain positive,

collaborative, and productive

relationships with families and the

community for the benefit of students.

[MdILF 8 (All); ISLLC 11 (All)]

8c Engage in regular and open two-way

communication with families and the

community about the school, students,

needs, problems, and accomplishments.

[MdILF 8 (All); ISLLC 10 (All)]

9e) Protect teachers’ and other staff

members’ work and learning from

disruption. [ISLLC 10.2]

9k. Develop and administer systems for

fair and equitable management of

conflict among students, faculty and

staff, leaders, families, and community.

[ISLLC 10.6]

Assessment # 5: (30 points)

“Case Analysis”

1. Demonstrate a working

knowledge of the law affecting the

following:

a. Title IX

b. Reasons for MD teacher

dismissal

c. Tenure and Permanent Status

d. Inappropriate Technology

e. Legal Comments about

teacher performance

f. Grievance

2. Be able to reflect on and use

information from the content of the

lesson to understand and react

within reason to problems of

practice

3e) Confront and alter institutional biases

of student marginalization, deficit-based

schooling, and low expectations

associated with race, class, culture and

language, gender and sexual orientation,

and disability or special status. [ISLLC

10.5; 10.6]

6e Deliver actionable feedback about

instruction and other professional practice

through valid, research-anchored systems

of supervision and evaluation to support

the development of teachers’ and staff

members’ knowledge, skills, and practice.

[MdILF 4.3; 4.4; 6.4]

6f Empower and motivate teachers and

staff to the highest levels of professional

practice and to continuous learning and

improvement. . [MdILF 2.2; ISLLC 12.1]

5a) Build and maintain a safe, caring, and

healthy school environment that meets

that the academic, social, emotional, and

physical needs of each student. ISLLC

10.2; 10.5]

10i: Manage uncertainty, risk, competing

initiatives, and politics of change with

courage and perseverance, providing

support and encouragement, and openly

communicating the need for, process for,

and outcomes of improvement efforts.

[Integrated across all MdILF and ISLLC

standards]

Assessment # 6: (50 points)

The Key Assessment For

EDAD 628

Outcomes 1. Demonstrate a working

knowledge of the law affecting the

following:

a. Search and Seizure

b. Intrusive Search

c. Search Procedures

d. Diagnosing threat reality

e. Reasonable Doubt

f. Probable cause

2. Be able to reflect on and use

information from the content of the

lesson to understand and react

within reason to problems of

practice

1e.) Review the school’s mission and

vision and adjust them to changing

expectations and opportunities for the

school, and changing needs and situations

of students

3a) Ensure that each student is treated

fairly, respectfully, and with an

understanding of each student’s culture

and context

3d) Develop student policies and address

student misconduct in a positive, fair, and

unbiased manner

5 a) Build and maintain a safe, caring, and

healthy school environment that meets

that the academic, social, emotional, and

physical needs of each student

6e) Deliver actionable feedback about

instruction and other professional practice

through valid, research-anchored systems

of supervision and evaluation to support

the development of teachers’ and staff

members’ knowledge, skills, and practice.

6g) Develop the capacity, opportunities,

and support for teacher leadership and

leadership from other members of the

school community.

7g.) Provide opportunities for

collaborative examination of practice,

collegial feedback, and collective learning

7e.) Develop and support open,

productive, caring, and trusting working

relationships among leaders, faculty, and

staff to promote professional capacity and

the improvement of practice

9h: Know, comply with, and help the

school community understand local,

state, and federal laws, rights, policies,

and regulations so as to promote student

success[ISLLC 12.3]

10g) Develop technically appropriate

systems of data collection, management,

analysis, and use, connecting as needed to

the district office and external partners for

support in planning, implementation,

monitoring, feedback, and evaluation.

Assessment #: 7 (25 points)

Participation IV: General

Class Participation

Demonstrate competency in the

standards areas of the Professional

Standards for Educational

Leaders(PSELs)/Maryland Instructional

Leadership Frameworks (MdILF)

Standard 2 a,d,f

Standard 3 d,e

Standard 9 h,k

Standard 10 i

Professional Standards for Educational Leaders attributed to the learning in this course.

Standard 1

a) Develop an educational mission for the school to promote the academic success and well-being of each

student. [MdILF 1.1]

e) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the

school, and changing needs and situations of students. [MdILF 1.3]

Standard 2

Effective educational leaders act ethically and according to professional norms to promote each student’s

academic success and well-being.

a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship

of the school’s resources, and all aspects of school leadership. [ISLLC 9(all); 10.4]

c) Place children at the center of education and accept responsibility for each student’s academic success and

well-being. [ISLLC 10.5]

d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice,

community, and diversity. [ISLLC 12.1; 12.2; 121.3]

f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

[ISLLC 11.2; 12.1]

Standard 3

Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to

promote each student’s academic success and well-being.

a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and

context. [ISLLC 10.5]

d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner. [ISLLC

9.6; 10.2]

e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low

expectations associated with race, class, culture and language, gender and sexual orientation, and disability or

special status. [ISLLC 10.5; 10.6]

Standard 5

Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the

academic success and well-being of each student.

a) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social,

emotional, and physical needs of each student. ISLLC 10.2; 10.5]

e) Cultivate and reinforce student engagement in school and positive student conduct. ISLLC 10.2]

Standard 6

Effective educational leaders develop the professional capacity and practice of school personnel to promote each

student’s academic success and well-being.

e) Deliver actionable feedback about instruction and other professional practice through valid, research-

anchored systems of supervision and evaluation to support the development of teachers’ and staff members’

knowledge, skills, and practice. [MdILF 4.3; 4.4; 6.4]

f) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous

learning and improvement. [MdILF 2.2; ISLLC 12.1]

Standard 7

Effective educational leaders foster a professional community of teachers and other professional staff to promote

each student’s academic success and well-being.

b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social,

emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.

[MdILF 1.1]

e) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and

staff to promote professional capacity and the improvement of practice. [ISLLC 12.1]

g) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.

[MdILF 3, 4,5 (All)]

Standard 8

Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually

beneficial ways to promote each student’s academic success and well-being.

Standard 8 Effective leaders

a) Are approachable, accessible, and welcoming to families and members of the community. [MdILF 8 (All)]

b) Create and sustain positive, collaborative, and productive relationships with families and the community for

the benefit of students. [MdILF 8 (All); ISLLC 11 (All)]

c) Engage in regular and open two-way communication with families and the community about the school,

students, needs, problems, and accomplishments. [MdILF 8 (All); ISLLC 10 (All)]

e) Create means for the school community to partner with families to support student learning in and out of

school. [MdILF 8 (All); ISLLC 10 (All)]

g) Develop and provide the school as a resource for families and the community. [ISLLC 11.3]

Standard 9

Effective educational leaders manage school operations and resources to promote each student’s academic

success and well-being.

a) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of

the school. [MdILF 1.3; 1.4; ISLLC 9.5]

c) Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and

assessment; student learning community; professional capacity and community; and family and community

engagement. [ISLLC 9.2]

e) Protect teachers’ and other staff members’ work and learning from disruption. [ISLLC 10.2]

h) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies,

and regulations so as to promote student success. [ISLLC 12.3]

k) Develop and administer systems for fair and equitable management of conflict among students, faculty and

staff, leaders, families, and community. [ISLLC 10.6]

l) Manage governance processes and internal and external politics toward achieving the school’s mission and

vision [MdILF 1.2]

Standard 10

Effective educational leaders act as agents of continuous improvement to promote each student’s academic

success and well-being.

g) Develop technically appropriate systems of data collection, management, analysis, and use, connecting as

needed to the district office and external partners for support in planning, implementation, monitoring, feedback,

and evaluation.

i) Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance,

providing support and encouragement, and openly communicating the need for, process for, and outcomes of

improvement efforts. [Integrated across all MdILF and ISLLC standards]