Eadm310 Course Syllabus January 2010

EADM

310/020

Educational Administration: Structure and Process

Instructor: Darryl M. HunterOffice: Room 387, Education (Tuesdays 4:30-6:30)Telephone: (306)787-6053/(306)787-2494E-Mail: [email protected]

This course will consist of a study of administration in Canadian education with particular

reference to constitutional, governmental, legal, administrator-teacher, and teacher-

student components of the Saskatchewan education systems.

Course Objectives –

The student will:

1. Demonstrate a working knowledge of the formal political, administrative and fiscal

structures that govern Canadian education;

2. Demonstrate a working knowledge of the legal responsibilities and rights of members of the various educational constituencies;

3. Demonstrate a critical awareness of the arguments underpinning significant issues of educational policy in Saskatchewan and Canada and, in particular, those related to questions of educational equity;

4. Demonstrate a working knowledge of the reference style approved by the American Psychological Association.

5. Demonstrate communication and research skills appropriate to the teaching profession.

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UNIVERSITYOF REGINA

FACULTY OF EDUCATION

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Course Content

One might assume that a course in “Educational Administration” would focus on the

role of the more highly visible administrators in the public schools (i.e., Principals,

Superintendents, Directors of Education). Although that might interest some, EADM 310 is

not a course for aspiring principals. Rather, it focuses on the professional, ethical and legal

responsibilities of teachers in Canadian public schools. Unlike many courses, EADM 310

does not develop subject area knowledge or classroom teaching skills. Its purpose is to

provide you with the background you will need to make informed decisions in the wider

context of your professional life. As such, EADM 310 addresses non-pedagogical issues. For

example, we will examine questions related to the structure, finance and governance of

public education. Other public policy issues such as equity, gender, the administration of

aboriginal education, and provisions for exceptional students are explored. Approximately

half of the class-time will focus on legal issues as they concern the roles and

responsibilities of teachers. Finally we will address the more pragmatic, but nonetheless

vital, concerns of beginning teachers—getting a job and keeping it—the three C’s:

Certificates, Contracts and Collective Agreements.

Course Requirements

A. Reading

The course is based on a number of “core” readings, which are closely associated with

topics described in this outline. Students are, of course, expected to have completed these

readings in preparation for each class. Most readings will be from the assigned texts.

The texts for the class, which should be available in the Campus Bookstore, are as

follows:

Young, J. & Levin, B. & Wallin, D. (2007). Understanding Canadian Schools: An Introduction

to Educational Administration (4th ed.). Scarborough: Thompson Nelson. (This is a

new edition, so you won’t be able to find a used copy).

Chomos, J. & Walker, K. (2003). A Guide to Saskatchewan School Law. Saskatoon:

Saskatchewan Educational Leadership Unit. (We have used this book before, so you

may be able to find a used copy).

For reference purposes, you should also download a PDF copy of the Education Act (1995)

from: <http://www.qp.gov.sk.ca/index.cfm?fuseaction=publications.details&p=487>. You

should also download PDF copies of the following Regulations (same source, just scroll

down and click on the appropriate links):

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# E-0.1 Reg 1 E-0.1 Reg 1 - Education Regulations, 1986# E-0.1 Reg 11 E-0.1 Reg 11 - Independent Schools Regulations

# E-0.1 Reg 15 E-0.1 Reg 15 - Home-based Education Program Regulations

# E-0.2 Reg 11 E-0.2 Reg 11 - Teacher Certification and Classification Regulations, 2002

I wouldn’t recommend printing all of these. The PDF files are searchable using Adobe

Reader. Any additional reading will be provided as handouts in class.

B. Assignments:

1. Book/Article Critique – 15% (Maximum length: 5 pages/APA)*

Select a book or article from the reference list found at the end of the Young, Levin & Wallin text. Write a brief critique which outlines the strengths and weaknesses of the arguments found in the work. (Note: the book or article must be attached).

Due Date: February 3, 2010

2. Legal Brief-15% (Maximum Length: 5 pages/APA)

Select a legal report that documents a case relevant to your field of study or teaching level and write a “case brief” describing the facts of the case, the legal arguments and the judge(s)’ reasons for decision. (Note: the case report must be attached),

Due Date: February 24, 2010

3. Indicators Application-15% ( Maximum length: 5 pages/APA)

Choose four indicators from the 2010 Saskatchewan Education Indicators Report (Ministry website) and write a short paper that: a) describes the relevant trend for each indicator in terms of day-to-day school life b) identifies potential causes for the trend c) explains what the implications are for your role as a teacher and d) discusses potential ways in which you may address or adapt to the issues presented in each indicator. The paper will provide a suitable introduction and conclusion which together draw connections or interrelationships among the indicators (Note: the four indicators must be attached).

Due Date: March 10, 2010

* The requirement for the use of the A.P.A. format is neither arbitrary, nor simple “nit-picking:” it is, rather, a matter of fairness. Some students will spend a considerable amount of time mastering this format; they cannot be left with the feeling that this was time wasted, as it would be if this were not a “real” requirement. Most students will experience difficulty limiting their written submissions to the specified maximum length (e.g., 5 pages for each), given A.P.A.’s requirements for wide margins and double-spacing. It is simply unfair to allow some students to include additional text by using formats that permit narrow margins and reduced spacing. Given the above, submissions will not be accepted in any format other than 10 to 12 point (depending on font) A.P.A.

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4. Policy Analysis- 30% (maximum length: 20 pages/APA)

The paper will address a major public policy issue in Saskatchewan, describe the key

sub-issues involved, explain/critique the issue in terms of the prevailing lines of

argument/beliefs/ points of view/assumptions at play, and describe the central

organizations/interests/powers which have a stake in the issue. Your analysis will

reference at least three “contradictory” articles found in a Saskatchewan or Canadian

newspaper, professional ‘position paper’ or ‘pronouncement” or “policy statement”, or

periodical during the 2005-2010 interval. For example, ‘gender equity’, ‘teacher

professionalism’, ‘student achievement’, ‘property taxes’, ‘accountability’, and

‘aboriginal education’ are some current “hot issues” in Saskatchewan.

Due Date: March 31, 2010

C. Final Exam – 25% (Maximum length: 3 hours/word processed or handwritten)

Examination Date: TBA

Location: TBA

The Final Examination will consist of two essay questions, from which you will choose

one. Both questions will ask you to apply your understanding of the functions,

processes and principles held by agencies outside the classroom to typical dilemmas

facing teachers.

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Schedule

Session 1 (Jan 6): Educational Administration for the Pre-Service Teacher

1. Why do I have to take Educational Administration? I want to be a teacher not an administrator1.1. to expand notions of professionalism;1.2. to know your responsibilities and those of others in the educational community;1.3. to know your rights and those of others in the educational community;1.4. to avoid being mislead or manipulated;1.5. People’s Court

Session 2 (Jan13): Basic Structures and Roles in Saskatchewan Education - 1

Chomos & Walker: §§1.3.4, 6-8; 14.3

Young, Levin & Wallin: pp. 1-19; 23-60; 101-118

[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 85, 180]

1. Constitutional Considerations1.1. §911.2. §921.3. §931.4. Educational implications of the Charter of Rights and Freedoms

2.4.1. fundamental freedoms2.4.2. equality rights2.4.3. minority language education rights

2. The Provincial Level2.1. Review—B.N.A. Act2.2. Saskatchewan Act 2.3. Education Act -- Ministry of Education

3. The Division Level3.1. Trustees/Board Members3.1.1. Senior Administrators

Session 3 (Jan 20): Basic Structures and Roles in Saskatchewan Education - 2

Chomos & Walker: §§4; 3.6; 14.8.1


[The Education Act (1995) (E-0.2 of R.S.S., as amended), § 175]

1. School level administrators1.1. principals1.2. vice-principals1.3. department heads

2. Classroom Level2.1. Teachers’ legally defined roles and responsibilities2.2. Teaching Assistants and parent volunteers (roles & responsibilities)2.3. Teachers’ Federations

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3. The evolving role of the “community” in the governance of Canadian public schools

Session 4 (Jan 27): Who pays for public education? Who should pay? Who cares?

Chomos & Walker: §§9; 11.1.5; 12.1.5

Young, Levin & Wallin: pp. 145-173

[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 141-146]

1. Equality of educational opportunity. What’s fair?1.1 Equality of access1.2 Equality of treatment1.3 Equality of results1.4 Horizontal and vertical equity 1.5 Money as a proxy for equality

2. How much do we pay for publicly funded education in Canada?

3. How is public education paid for?3.1 The Federal level

3.1.1 Aboriginal education3.1.2 Military3.1.3 Employment/training3.1.4 Transfer payments3.1.5 Earmarked funding

3.1.5.1 minority language education3.1.5.2 vocational education

3.2 The provincial level—the foundation grant system (a primer)3.3 The school division level—property taxes/the mill rate

4. Who should pay? What’s fair?4.1 Is education a private good or a public good?4.2 How do we determine ability to pay?

5. Who cares?5.1 How is education funding changing?5.2 Does funding really have anything to do with you as a teacher?

Session 5 (Feb 3): The three C’s: Certificates, Contracts and Collective Agreements

Chomos & Walker: §§3.1-3.5, 3.7; 5

Young, Levin & Wallin: pp. 190-210; 291-297

[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 198-230; 234-276]

[The Teacher Certification and Classification Regulations (Chapter E-0.1 Reg. 2, as

amended)]

1. Certification - becoming “qualified”1.1 Certification in Saskatchewan1.2 and elsewhere in Canada

2. Contracts - getting a job

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2.1 Getting hired2.2 Staying hired:2.2.1 Tenure and the myths of tenure2.2.2. Transfers within a school division2.2.3 Supervision & evaluation

3. Collective Agreements - the conditions of employment3.1 In Saskatchewan

3.1.1 Provincial level bargaining3.1.2 Local bargaining3.2 and elsewhere in Canada

4. Teacher Attrition - avoiding becoming a statistic

5. Sanctions and Remedies

Session 6 (Feb 10): Equity Issues in Education 1: Administration of Aboriginal Education; Gender and Administration

Chomos & Walker: §13

Young, Levin & Wallin: Review pp. 51-60.

1. Administration of Aboriginal Education

2. Overt discrimination and systemic discrimination. Does it really matter?

3. Gender issues3.1 In the classroom3.2 In the profession

4. Sask. Ed.’s policy positions on gender discrimination4.1 In the classroom4.2 In the profession

Session 7 (Feb 24): Equity issues in Education 2: Education for Exceptional Students

Chomos & Walker: §1.3.6


[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 146; 178; 186-187]

[The Education Regulations (Chapter E-0.1 Reg. 1, as amended), §§ 48-52]

1. Who are exceptional students?

2. What are the issues?2.1. From the perspective of the student/parent2.2. From the perspective of the school board2.3. From the perspective of the teacher

3. Sask. Ed.’s policy position

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4. Impact of judicial decisions (from Elwood to Eaton and beyond)

Session 8 (March 3) The Implications of Compulsory Attendance

Chomos & Walker: §§1.1-1.3; 2; 11; 12


[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 156-162; 165-166; 182]

[The Independent Schools Regulations (Chapter E-0.1 Reg. 11)]

[The Home-based Education Program Regulation (Chapter E-0.1 Reg. 15)]

1. Whose right is education?1.1 Private good or public good1.2 Student’s right, parents’ right or state’s right?

2. Dissentient (Separate) schools2.1 In the Canadian context 2.2 In the Saskatchewan context2.3 Denominational cause

3. Private/Independent schools3.1 In the Canadian context 3.2 In the Saskatchewan context

4. Home schooling4.1 In the Canadian context 4.2 In the Saskatchewan context

5. The nondenominational/multicultural public schools—the impact of judicial decisions5.1 Jones5.2 Zylberberg5.3 Elgin County5.4 Adler5.5 Bal5.6 Islamic League

Session 9 (March 10): Teachers’ duties and powers--in matters of discipline

Chomos & Walker: §1.4.2


[The Education Act (1995) (E-0.2 of R.S.S., as amended), §§ 150-155; 175; 231]

1. Sources of Authority1.1 statute, regulation

1.1.1 duties of teachers, students and administrators1.2 common law:

1.2.1 in loco parentis1.2.2 social utility

2. Limits on the Exercise of Authority2.1 Assault - criminal and civil

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2.2 §43 of the Criminal Code2.3 Self-Defense

3. Law Reform Commission Recommendations

4. Impact of Judicial Decisions4.1 R. v. Haberstock4.2 R. v. Lauzon

Session 10 (March 17): Negligence and Educational Malpractice

Chomos & Walker: §§1.4.1, 1.4.3-1.4.5

Young, Levin & Wallin: pp. 103-105; 121-126; 137


1. The Questions of Negligence 1.1. The Legal Concept of “Negligence”1.2. Duty of Care1.3. Standard of Care1.4. Significant Factors in Determining Breach of Standard of Care1.5. Students’ Responsibility for Their Own Safety

1.5.1. Voluntary Assumption of Risk1.5.2. Contributory Negligence1.5.3. Vicarious Liability: The Question of “Who Pays?”

2. Educational Malpractice 2.1. Technical Legal Issues2.2. Public Policy Issues

Session 11 (March 24): Teachers’ Roles and Responsibilities [Just when you think, “this is not my problem. . .” or “they can’t do that to me!”].

Chomos & Walker: §§1.4.6; 14.1.2, 14.6.6, 14.6.8, 14.6.9



1. Reporting Child Abuse2. Dispensing medication3. Relationships with students4. STF Code of Ethics5. Conduct unbecoming.... (Shewan & Shewan)6. Changing hats (Caldwell)7. Denominational Cause revisited8. Academic freedom? (Jim McMurtry & Ajax High)

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Session 12 (March 31): Teachers’ duties and powers--in matters of suspected criminal activity

Chomos & Walker: §§1.4.7; 14.5.1

Review, Young, Levin & Wallin: pp. 125-129; 130-136


1. The Canadian Charter of Rights and Freedoms1.1 §2 Fundamental freedoms

Conscience, religion, thought, belief, opinion and expression, peaceful assembly and association

1.2 §7 Life, liberty, security of the person and fundamental justice1.3 §8 No unreasonable search or seizure

1.3.1 R. v. J.M.G. (1986)1.3.2 R v. M.R.M. (1998)

1.4 §9 No arbitrary detention1.5 §10 Rights on arrest1.6 §11 Rights in criminal proceedings1.7 §12 No cruel and unusual treatment or punishment

2. The Youth Criminal Justice Act 2.1 §32 Confidentiality

2.1.1 Peel Board v. W.B. et al (1987)2.2.2 Faye G. & James M. v. Scarborough Board of Education (1994)

2.2 §54 Right to consult2.2.1 R. v. M.H.

Session 13 (April 7): The media, public perceptions and “issues” in education

Young, Levin & Wallin: pp. 92-93

1. Unsafe Schools1.1 The perceptions1.2 The reality1.3 Should you be concerned?1.4 Zero tolerance/zero thought/zero justice

2. The myth of Canada’s “failing” public schools2.1 The perceptions2.2 The reality2.3 Should you be concerned?

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Appendix A

CRITERIA FOR GRADING TERM PAPERS___________________________________________________________________________________________________________________

CRITERIA COMMENTS___________________________________________________________________________________________________________________1. Research is evident. The student has reviewed the

literature that is relevant, current, and useful in understanding the issue; not only books, but also journals, monographs, research reports, and possibly non-print sources such as the internet, interviews, tapes, films, microfiche, and microfilm have been used.______________________________________________________________________________________________________________

2. Sources of information are acknowledged in an acceptable manner (APA). The names of authors consulted are correctly cited in the text of the paper.______________________________________________________________________________________________________________

3. The paper says something substantive about the issue that is of value to the reader. The writer has been selective in the literature reviewed.______________________________________________________________________________________________________________

4. The writer's own input is evident. The ideas taken from the literature are utilized to make observations, discuss implications, develop generalizations, and draw conclusions.______________________________________________________________________________________________________________

5. Clarity, simplicity, parsimony, and good English characterize the paper. It can be easily read and understood.______________________________________________________________________________________________________________

6. The paper has overall quality. The writer understands the issues and displays an ability to organize, to analyze, to synthesize, to evaluate ideas and to express thoughts fluently.______________________________________________________________________________________________________________

Grading Categories:

[ ] 91-100 Exceptional paper in all respects, and in addition, contains original, creative thought.

[ ] 80-90 Excellent paper with respect to most or all criteria.

[ ] 75-79 Very good paper. Meets some of the criteria very well, and the remaining criteria adequately.

[ ] 70-74 Good paper. Meets all of the criteria adequately. This category constitutes the norm for grading major papers; all grades are assigned relative to this norm.

[ ] 65-69 A satisfactory paper, but some improvements are desirable. A paper deficient on two of the criteria is assigned to this category.

[ ] 60-64 Minimally acceptable paper. Lacks originality in that it imitates references too closely, or is deficient on three of the criteria.

[ ] < 60 A paper that is deficient on most of the listed criteria, or that contains plagiarism; does not meet the standards required.

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