Page 1
EDCS 444: Education Issues and Law
Ellensburg
Instructor:
Office:
Phone:
Email:
Office Hours:
********************************************************************************
Required Text: Teachers and the Law. Fischer, Schimmel, and Stellman (2011), 8th
Edition.
Cases and articles distributed in class
Course Purpose: School law provides an overview of the laws that govern primary and
secondary education in America. The purpose of this course is to familiarize
students with major legal and ethical issues confronting educators, including
implications for identifying and reporting child abuse.
Description: Consistent with State Standards and the Center for Teaching and Learning
goals and objectives, this course is designed to provide students with an
overview and understanding of the following: legal, ethical and policy
challenges confronting teachers and other school personnel; constitutional
law as it relates to educational practice in Washington; and legal doctrines
including tort liability, church/state relations, academic freedom, contracts,
and copyright.
Useful Web Sites: http://www1.leg.wa.gov/LawsAndAgencyRules
http://www.lexisnexis.com (Available free via CWU Library page.)
http://www.supremecourtus.gov/index.html
http://www.ca9.uscourts.gov/ (Ninth Circuit Court of Appeals)
ADA Access: Students with disabilities who require academic adjustments in this class are
encouraged to meet with me during my office hours to discuss their
disability-related needs. Please bring a copy of your Confirmation of
Eligibility for Academic Adjustments and your current class schedule to this
meeting. If you are unable to meet during office hours due to class schedule
conflicts, please[call me at 963-1198 to schedule an appointment] or
Email me at [email protected] to schedule an appointment.
Students with disabilities who have not registered with the Center for
Disability Services (CDS) are not eligible to receive accommodations or
academic adjustments. Please contact CDS for additional information.
Page 2
Requirements: Admission to and continuation in the Professional Education sequence
requires that you purchase LiveText. Students must present “proof of
purchase” to the Certification Office, Black Hall 228.
Attendance: Students enrolled in this course are expected to demonstrate regular and
consistent class attendance, be current in the assigned readings, participate in
all activities and discussions, and complete course requirements when due.
Late Assignments: Absences and late assignments may seriously affect your grade.
Assignments are due on the dates specified unless otherwise arranged with
the instructor. Participation points for in-class discussions/activities may not
be made up.
Course Topics: Legal System and Amendments I, IV, V, VII, IX, X and XIV; Contracts &
Conduct; Terms and Conditions of Employment; Issues of Diversity and
Discrimination; Tort Liability; Slander and Libel; Teacher and Student
Rights; Church-State Education Relations; Identifying and Reporting Child
Abuse; Copyright; No Child Left Behind; Systems of Government (United
States and Washington State); and School Funding.
Mission Statement: The mission of our College is to prepare competent, enlightened citizens who
will enhance their respective professions, commit themselves to socially
responsible leadership, and help develop the global economy in a spirit of
cooperation. Each academic unit of the College has developed specific goals
to address this mission.
Grading: Grade Percentage
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
F 0 – 59
Final grades will be determined based upon the following percentages.
Exams 60%
Activities/Assignments/Participation 20%
Self-Reflection 20%
Course Assignments
Activities: In-class activities and participation points will be assigned by the
instructor each week. In-class activities may not be made up.
Page 3
Summary: Each student will present a legal case or topic area activity as well as
write up a summary on their case/topic. The activity will be a
maximum of five (5) minutes long. The summary sheet will be one
page in length. Both are due on the day assigned in the syllabus. All
summaries must be typed on the template provided in the syllabus
(see attached scoring rubrics for additional requirements).
A copy of the summary will be provided for each student in class
along with a copy for the instructor. Late activities and summaries
will result in a lowered or failing grade.
Plagiarism: Students shall be subject to disciplinary action or sanction for
plagiarism or academic dishonesty. This may include disciplinary
sanctions imposed by the Vice President of Student Affairs and
Enrollment Management or by the Student Conduct Council at
Central Washington University.
Self Reflection: Due on or before class time on: November 16, 2011
The “Self-Reflection” assignment is to be submitted to your
LiveText portfolio and a hard copy submitted to the instructor for
review and assessment purposes on the assigned date. Failure to
submit on LiveText and provide a hard copy to the instructor may
result in course failure or an incomplete.
Artifact: LiveText Portfolio entry – major legal and ethical issues confronting
educators, including implications for identifying and reporting child
abuse.
Please reflect on what you know about the application of educational
law regarding rules and regulations governing teacher practice in the
schools. In approximately 750 words, discuss the following: Child
Abuse; Teacher’s legal duties regarding accountability for the No
Child Left Behind Law; teacher rights and responsibilities; student
rights and responsibilities, educational equity issues; tort liability and
school funding.
Requirements: This paper should be free from grammatical and mechanical errors.
12 pitch
Times New Roman font
1 inch margins
Submit Assignment on LiveText and hard copy to
instructor by or before class:
o November 16, 2011
Page 4
EDCS 444: Education Issues and Law
Course Outline: This schedule is approximate and is designed to be flexible. However,
students will be expected to have read each section by the week indicated.
WK
DATE
TOPIC
CHAPTER
Readings
PRESENTATIONS
EXAMS
LiveText
1
September
21
23
Introductions
Teachers and the Legal System
1
2
September
26
28
30
Case Summary (Jackson)
Contracts
Employment Security
2
3
Group Project: Amend 1, 4, 5, 10, 14
Teacher Tenure
3
October
3
5
7
Collective Bargaining
Collective bargaining
Due Process for Teachers
4
4
13 (p. 234-244)
Systems of Govt; Collect Bargaining;
Union Dues; Grunwald v. San
Bernardino; and Teacher Strikes
Mt. Healthy v. Doyl; Safford v.
Redding
4
October
10
12
14
Professional Conduct
Exam 1 (Ch 1-4, 1st part of 13)
Tort Liability
14
Exam 1
5
Intro Self Reflection
Exam 1
Wood v. Strickland
Intro Budget Flowchart Activity
5
October
17
19
21
Libel/Slander
Abuse and Neglect
Budget Flowchart Activity
6
7
Morse v. Frederick;
Child Abuse Reporting – WA State
6
October
24
26
28
Copyright
Teacher Rights
Student Rights
8
9
10
Budget Flowchart Due Pickering v. BOE
Bethel v. Fraser; Hazelwood v.
Kuhlmeier; Tinker v. Des Moines
7
October
31
November
2
4
Personal Appearance
Religious Freedom
Religious Freedom
20
11
11
Good News Club; Lee v. Weiwman;
Santa Fe v. Doe; and Wallace v.
Jaffree; Wisconsin v. Yoder
8
November
7
9
11
Exam 2 (Ch 5-10, & 20)
Freedom of Association
Veteran’s Day – No class
Exam 2
12
Exam 2
Page 5
WK
DATE
TOPIC
CHAPTER
Readings
PRESENTATIONS
EXAMS
and LiveText
9
November
14
16
18
Due Process for Students
Teacher/Student Discrimination
Nov. 16
Self Reflection Due Today
Sexual Discrimination
13 (p. 244-277)
15
16
Bd v.Earls; Goss v Lopez; New
Jersey v. TLO
Brown I, II, III
Post Self Reflection to
LiveText by class time
Instructor Hard Copy by class
time also
Davis v. Monroe; Gebser v. Lago
Vista School Dist.
10
November
21
23 -26
Student Records and PPRA
Thanksgiving -- No School
18
McKinney Vento Law
Cyberbullying and Other
11
November
28
30
December
2
Parent Choice and Compulsory
Education
No Child Left Behind
Exam 3 (Ch 11-12, part of 13,
15,16, 18, 19 and 21)
19
21
Exam 3
.
Exam 3
12
Finals
Week
Dec. 6 – 9
Action Project
See Registration Booklet for
Date/Time
Page 6
CASE SUMMARY
EDCS 444: Educational Issues and Law
(one page)
Name _________________________________Class Section __________ Chapter___________
Citation
Case:
Year:
State:
Court:
Facts
What happened?
State who the parties are and what brought them to court.
State those facts relevant to the issues decided by the court and the relevant background
material.
Issues
What are the questions the court addressed in the case?
The question(s) the court used to decide or resolve the disagreement between the parties.
There may be more than one issue decided by the court.
Decision
What did the court decide?
How did the court decide the issue(s)?
What was the rule(s) or test(s) noted in the decision?
Reasoning
Why did the court decide the way it did?
What explanation did the court use to support its decision?
What other case(s) did the court cite (if included)?
How did the court apply the rule/test to case?
Page 7
CASE SUMMARY
EDCS 444: Educational Issues and Law
Name _________________________________Class Section __________ Chapter___________
Case:
Year:
State:
Court:
Facts
Issues
Decision
Reasoning
Page 8
TOPIC SUMMARY
EDCS 444: Educational Issues and Law
Name _______________________________Class Section __________ Chapter___________
Heading – create a name for your headings
Use as many bullet points as you need for each heading area
Heading
Heading
Heading
Reference(s)
Page 9
Central Washington University Department of Education
EDCS 444: Education Issues and Law
Topic Presentation Checklist – 15 points
Student _______________________________________ Date __________________
See syllabus for more information
_____ Topic Summary (1 pt)
_____ Title of area(s) presenting
_____ Website(s) included and accurate
_____ Information about topic (10)
_____ Complete – included all presentation areas required (see below for specific area)
_____ Chronological or sequential order
_____ Cogent – understandable also uses “lay people terms” (not legal jargon)
_____ Provides teacher relevancy
_____ Accuracy
_____ Activity and Summary Writing (2 pts)
_____ Activity included all three (3) learning styles (auditory, visual, kinesthetic)
_____ Activity utilized at least one of the multiple intelligences
_____ Other (2 pts)
_____ Student’s name, course name and section or time, date or week of presentation
_____ All portions were complete, stapled, and handed to instructor at time presentation
To Be Included in Topic Presentation Areas
Amendments 1, 4, 5, 10, 14 and “lay person” descriptions
Child Abuse Washington law, definition, reporting requirements, failure to report
consequences, teacher protection, etc. Search Chapter 26.44 RCW
Abuse of children
Systems of Government WA BOE, OSPI, ESD, Local School Bds, Govt. Structure. Search
internet.
Teacher Tenure Conditions/Contracts, renewal, probable cause, notice, opportunity for
hearing, nonrenewal notice/procedure, supplemental contracts,
discrimination, inspection of personnel file, use of false credentials
Search Chapter 28A.405 RCW Certificated employees
Collective Bargaining Definition, contents of a collective bargaining agreement, required
process, right to strike, fees and dues, labor practices/procedures,
enforcement, and negotiations. Search Title 41 RCW (see 41.80)
Bellevue/Kent Strike Facts about strike, how strike was resolved, affect on community, and
affect on employees. Search internet for news information.
WA Strike Law Washington law on striking. Search Chapter 41.59 RCW
Educational Employment Relations Act.
Page 10
Central Washington University
Department of Education
EDCS 444: Education Issues and Law
Case Presentation Checklist
(15 Points)
Student _______________________________________ Date __________________
See syllabus for more information
_____ Case Summary (1)
_____ Case Name
_____ State
_____ Year
_____ Highest Court Ruling
_____ Facts (2)
_____ Complete ~ key points provided
_____ Chronological order, accurate, in student’s own words, uses lay terms
_____ Issues (2) _____ Complete and stated as a question(s)
_____ Accurate, stated in student’s own words and uses lay terms
_____ Decision (3) _____ Complete – answers how the court decided for each issue(s)
_____ Tells what rule(s) or test(s) were used in the case?
_____ Accurate, stated in student’s own words and uses lay terms
_____ Reasoning (3) _____ Tells why the court decide the way it did ~ explains what they use to support the decision
_____ Tells what other case(s) the court cite (if included)
_____ Accurate, stated in student’s own words and uses lay terms
_____ Activity and Summary Writing (2 pts) _____ Activity included all three (3) learning styles (auditory, visual, kinesthetic)
_____ Activity utilized at least one of the multiple intelligences
_____ Other (2 pts)
_____ Student’s name, course name and section or time, date or week of presentation
_____ All portions were complete, stapled, and handed to instructor at time presentation
Page 11
EDCS 444: Education Issues and Law
Group Project -- Amendment Assignment
Purpose This assignment is to provide teacher candidates with an understanding of the
Amendments 1, 4, 5, 10 and 14 of the U.S. Constitution and how they apply
to elementary and secondary public education.
Expectation Teacher candidates will be able to explain in “lay terms” what each amendment
is about and how it applies to elementary and secondary public education.
Directions (1) Develop a one-paragraph typed summary which briefly discusses each of the
amendments above (1, 4, 5, 10 and 14) – one paragraph per amendment.
(2) The summary must be in lay terms. Any legal terms used must be fully
explained in lay terms. The point of this exercise is for candidates to be
able to articulate in everyday language what each of the amendments is
about and how it applies to elementary and secondary education.
Group members will evenly split up the amendments. Individual
points will be earned versus a group grade.
(3) Be sure to put your first and last name on your work along with the correct
section number or class time.
References Use the internet to search each of the amendments as well as p. 456 in the
textbook.
Page 12
EDCS 444: Education Issues and Law
Funding Flowchart Assignment
Purpose The flowchart assignment is to provide teacher candidates with an understanding
of the organization, governance and funding which impacts K-12 education in the
United States.
Expectation Teacher candidates will be able to identify the revenue sources and legal
influences which affect school budgets and spending.
Directions (1) Develop a one-page typed flowchart to answer the below questions as an
overview for each area noted below. Use the three references listed at
the bottom of this sheet in the “reference” section.
K-12 Funding basics – where does the state of Washington acquire monies or
revenue to fund public schools? Include percentages.
State General Fund – how does the money get divided up? Include percentages
(public schools, human resources, higher education, etc.).
What percentage of State funding, local taxes, federal sources and other
revenues go to local school districts’ annual budget?
What are the seven (7) main areas school budgets address when they allocate
monies (e.g. teaching, transportation food services, etc.)? Include the
percentage amounts.
(2) Prepare a three-paragraph typed write up synthesizing the three main budget
areas on the flowchart – K-12 funding, State General Fund and Annual Budget
for School Districts’ Annual Budget. In addition to the synthesis for each topic
area, reflect on how this information may be of use you to as teacher. Each
paragraph should be a minimum of 4 – 5 sentences in length.
References Office of the Superintendent of Public Instruction (OSPI)
http://www.k12.wa.us/safs/TT/WASBO%202008%20Tacoma/Overview%20of%20School%20Fundi
ng,%20WASBO%202008.pdf
Funding Washington Schools
http://www.fundingwaschools.org/index_files/PictureTree_Funding_WA_K12_Schools.htm Other
http://www.k12.wa.us/safs/TT/K12%20Funding_June%202008%20%20(V07).pdf
Page 13
Central Washington University
EDCS 444: Issues and Law
SCHOOL FUNDING FLOWCHART Group: _______________________________________________________________________
Date: _________________________________________ Section: _____________________
SCHOOL FUNDING FLOWCHART AND SUMMARY
SCORING RUBRIC Total
Points
(15 pts)
Total
Points
Earned
1. Develop a one-page flowchart to answer the below questions:
K-12 Funding basics – where does the state of Washington acquire monies
or revenue to fund public schools? Include percentages.
State General Fund – how does the money get divided up? Include
percentages (public schools, human resources, higher education, etc.).
Local Funding -- What percentage of State funding, local taxes, federal
sources and other revenues go to local school districts’ annual budget?
o What are the seven (7) main areas school budgets address when they
allocate monies (e.g. teaching, transportation food services, etc.)?
Include the percentage amount.
2. Prepare a one-page write up synthesizing the three main budget areas on
the flowchart – each paragraph area should be a minimum of 4-5 sentences
in length.
K-12 funding,
State General Fund
School Districts’ Annual Budget.
2
2
2
2
2
2
Mechanics and Expository Writing
Typed, in required format
Cogent writing, grammar/punctuation/spelling are correct
Summary sheet due on required date
1
1
1
Total Points Earned
Page 14
Group: _______________________________________________________________________
Date: _________________________________________ Section: _____________________
Prepare a poster board presentation and detailed summary sheet with your group members
incorporating the rubric requirements noted below.
Due: Finals Week (see Registration Handbook or Safari schedule for date and time)
TEACHER COMPETENCY and the LAW
ACTION PLAN SCORING RUBRIC Total
Points
(10 pts)
Total Points
Earned
Goals
Develop three (3) professional development goals to further your
competency and mastery as an educator.
o Goal One -- Content area goal
o Goal Two -- Choose one of the following goal areas:
accommodating student needs
cyberbullying
ethics in the classroom, school and community
o Goal 3 – Multiculturalism and Diversity goal
Create an action plan to reach each goal – include the following:
o Three-year timeline for each goal
o Where you will acquire your training– cite three (3) per goal:
Professional conferences, workshops or other professional
trainings
o Include a thorough write up on the type of training you will be
acquiring for each goal area (name of specific training, name of
speaker(s), what will be covered, how you will use the
information, how you and/or your students will benefit, how you
will gain mastery of that area, etc.
*The summary section for each goal should be a minimum of 2 pages per topic
area (single spaced)
1
1
1
1
1
3
References – Minimum of one resource per goal – websites, books, journals,
conferences, etc. APA 6th
edition references required
1
Mechanics and Expository Writing -- Summary sheet due when present
Typed, cogent writing, grammar/punctuation/spelling are correct; in
required format; all group members shared in presentation
1
Total Points Earned
Page 15
EDCS 444: Issues and Law
ACTION PLAN
Summary Sheet
Group: ______________________________________________________________________
Date: ________________________________ Section: ___________________________
Goal 1
Year 1
Training
Write up
Year 2
Training
Write up
Year 3
Training
Write up
References
APA 6th
Edition
Page 16
Goal 2
Year 1
Training
Write up
Year 2
Training
Write up
Year 3
Training
Write up
References
APA 6th
Edition
Goal 3
Year 1
Training
Write up
Year 2
Training
Write up
Year 3
Training
Write up
References
APA 6th
Edition
Page 17
EDCS 444: Education Issues and Law
ACTION PLAN
Name: __________________________________________ Date ___________
Section: ___________________________________________________________
Group Names: ___________________________________________________________
Check all that apply. I contributed to the Action Project in the following way(s):
_____ Goal 1
_____ Goal 2
_____ Goal 3
_____ Summary Sheet – construction and typing
_____ Poster and layout
_____ Other – explain
Comments:
My approximate number of contribution hours was: ________________________
Page 18
LEARNER OUTCOMES AND PERFORMANCE INDICATORS
LEARNER OUTCOMES
School law and educational policy.
WAC 181-78A-270 (1) (a) (b) (c) (g)
(h) (i) (j)
CTL 1.1.2, 1.1.3, 1.3.2
NCATE 1
PERFORMANCE INDICATORS
Articulate an understanding of the constructivist
learning model as defined in the knowledge base
of the Center for Teaching & Learning and as it
relates to educational policy and law.
Identify legal issues common to all education
systems in the US.
Apply policies, laws and court decisions to
common situations in the education setting.
Professional ethics
WAC 181-78A-270(1) (h)
CTL 1.1.3, 1.11.1, 1.11.2
Display an attitude of professional maturity in
handling the topics and issues discussed in class
and cooperate to maintain a positive classroom
environment
The responsibilities, structure, and
activities of the profession
WAC 181-78A-270 (1) (i)
NCATE 1.D
Describe components of the governance and
operation of individual schools, various
administrative units, and associations at local, state
and federal levels.
Discuss the legal and professional rights and
responsibilities of public school educators in
Washington
Issues related to abuse and prevention.
WAC 181-78A-270 (1) (j)
CTL 1.3.2, 1.11.1,1.11.2
Describe what constitutes child abuse and neglect
in Washington State.
Describe procedures for identifying and reporting
suspected child abuse and neglect.
Explain the law regarding teachers as mandatory
reporters.
Common sense rules on touching students.
Reflect on strategies for assisting neglected/abused
children in the school setting.
Page 19
STANDARDS
CTL Standards: CWU-CTL.1.1.2 Subject matter content knowledge (WAC b)
CWU-CTL.1.1.3 Inquiry, critical analysis, and synthesis of subject
Knowledge
CWU-CTL.1.11.2 Help candidates confront issues of diversity that
affect teaching and student learning and improve
student learning and candidate effectiveness.
CWU-CTL.1.11.1 Encourage candidates to interact with a variety of
students, regardless of ethnicity, gender, and ability.
