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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]