PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

I.              COURSE INFORMATION:

EDUC 730  Law of the Classroom                                   

Prerequisites:  None                                                                                                                                           

Credit:    3 hours

Period:

               

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Sandra Dickson                   

                Office Location:    L-116, Demorest Campus   

                Phone Numbers:   706-778-8500 ext.1400; 1-800-277-7020 ext. 1400

                E-mail:    sdickson@piedmont.edu

                Fax Number:  706-776-0135

                Office Hours:        TBA                                      

 

III.           TIME AND PLACE

              CAMPUS:                                 SEMESTER:                                YEAR:

                Dates:

Time:     

Place:     

 

IV.                TEXT AND SUPPLEMENTARY READINGS:

V.                    

Fisher, L., Schimmel, D., & Kelly, C. (1999). Teachers and the law.  (6th ed.) . New York: Longman, Inc.

 

American Psychological Association. (2001).  Publication manual of the American Psychological

              Association (5th ed.).  Washington, D. C.: Author.

 

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

V.            PIEDMONT MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

 

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distant locations to meet student needs.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.”  The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

 

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

 

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback). 

 

Graduate MA and MAT Program Goals: 

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨       provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨       use and facilitate critical thinking skills;

¨       enhance candidates’ content knowledge, integrating it with instructional technology;

¨       enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨       provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

MAT Program Goals 

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:

¨       build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;

¨       prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

¨       build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;

¨       develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

¨       inform candidates of resources available for teachers and students to support and enhance student learning;

¨       develop the candidate’s repertoire of strategies for effective teaching;

¨       enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

¨       provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;

¨       develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

¨       help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

 

MA Program Goals

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨       enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨       broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨       expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨       enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨       expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨       develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨       establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨       help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨       encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

VI.           COURSE DESCRIPTION AND PURPOSE:

Education, particularly public education, is a reflection of today’s society. Complex legal issues confront students and teachers in the public education classrooms of our nation. This course provides educators with an overview of legal doctrines applicable to the school setting, including those dealing with truancy, curriculum, due process rights of all students and teachers, freedom of speech, expression, and all religion, student publications, search and seizure, students discipline, sexual harassment and discrimination, student records, students testing, terms and conditions of teacher employment and other constitutional rights of teachers.

The purpose of EDUC 730 is to provide the student with a critical exploration and analysis of various legal issues in education. Attention will be given to multicultural legal issues in education when appropriate. Particular attention will be given to those contemporary laws that influence the teaching-learning process, as well as the laws governing and protecting the rights of all students from varied backgrounds and all teachers in the public schools. Through classroom and field based activities, the student will have the opportunity to increase his/her awareness of legal perspectives and to have the opportunity to reflect upon them in the context of the classroom. The use of technology in researching and presenting content on the part of the student is an integral part of the course.

 

VII.         SCHOOL OF EDUCATION OUTCOMES

                Core Candidate Learning Outcomes : 

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.  The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.  CO: 1,2,3,4,5,

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.  CO: 1,2

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO: 1

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO: 1,2,3,4,5

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO:  3,5

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 1,6

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO: 1,2,3,4,5

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO:  1,2,3,4,5

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO: 1

 

Early Childhood Graduate Candidate Learning Outcomes:  

11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices.  CO: 5

12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.  CO: 1,2,3,4,5

13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.  CO: 4

14) Action Research: The scholarly, reflective, proactive teacher participates in action research.  CO: 5

 

Secondary Education Masters-level Candidate Learning Outcomes: 

u    For both Initial and Advanced Certification Programs

15) Research:  The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.  CO: 1,5

16) Democratic Classroom: The teacher guides students toward involvement in activities that provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.  CO: 1,2,3,4,5

17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.  CO: 2,5

18) Integrity:  The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.  CO: 1,2,3,4,5

19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.  CO: 5

 

 

¨       For Advanced Certification Programs

20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers. CO: 2

21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues. CO: 1,2,3,4,5

22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning. CO: 1,2,3,4,5

 

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals.  Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly:  Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective:  Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive:  Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic:  Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible:  Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so. 

 

VIII.        COURSE OUTCOMES (CO):

                Upon successful completion of this course, the candidate will be able to:

1.             Understand the statutory and case law affecting the areas identified in the course summary;

                (Core CLO 1,2,4,7,8,9,10,12,15,18,21,22)

2.                    Identify correctly the significant legal issues involved in a variety of educational situations;

(Core CLO 1,2,4,8,9,12,17,18,20,21,22)

3.                    Anticipate the likely judicial ruling on the issues identified;

(Core CLO 1,4,5,8,9,12,18,21,22)

4.                    Express the above capabilities clearly and persuasively both verbally and in writing; and

(Core CLO 1,4,8,9,12,13,18,21,22)

5.                    Become familiar with legal resources for the educator via the Internet and plan for the incorporation of selected resources into class activities;

(Core CLO 1, 4,5,8,9,11,12,14,15,17,18,19,21,22)

6.                    Use email to communicate with colleagues and the course instructor.

(Core CLO 7)

 

IX.           COURSE POLICIES & PROCEDURES:

1.  Class Attendance/Participation:

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one (for example: illness of candidate or family member, death in the family, or other extenuating circumstances approved by the professor).  Only those absences due to emergencies will be excused.  Please contact the professor prior to absence when possible.  Work missed due to an excused absence may be made up.  It is the candidate’s responsibility to inform the professor in writing how he/she will make up the work.  The writing should be professional and include: the date absent; a statement about why the candidate was absent; a detailed description of the process the candidate undertook to make up the work; and a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  If work is not made up satisfactorily, the highest grade a candidate can receive for the course is a B.  Any candidate who misses more than one class without approval of the professor and the cohort coordinator will be asked to drop the course or will receive an F at the end of the semester. However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

 

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner.  (See the Piedmont College catalog for additional information regarding an incomplete).

 

If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal.  If the Registrar approves the request, a candidate may receive a “W” for the course.

 

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive.  Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home.  Candidates who miss class should consult their instructors for assignments and make-up work.  Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor.  When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

 

PARTICIPATION - Active participation means:

Ø       prepare for classes by reading the text and/or other assigned readings;

Ø       attend all classes for duration of allotted class time;

Ø       take active part and contribute significantly during class discussions and activities;

Ø       be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø       submit all assignments on time.

 

2.  Written Work:

Use APA style (5th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. 

 

Quality is important!  Work submitted should reflect your professionalism and graduate level work.  Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

 

Be sure to keep a duplicate copy of all submitted work for your own records.

3.  Academic Integrity:

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

 

All work submitted must be your original work created in and for this course.  It should be referenced properly using APA (including information from the internet).  Double dipping (to be discussed in class) is not permitted.

 

4.  Special Considerations: Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities.  Accommodations must be coordinated through the Office of Academic Support by contacting the director at 1-800-277-7020 ext. 1359 or by email – dtaylor@piedmont.edu  .  Students are responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Academic Support before receiving accommodations.  Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

 

 

X.            STUDENT EXPECTATIONS AND COURSE OUTLINE:

                1.  Instructional Methods

This class will operate as a democratic classroom.  Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

 

2.  Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

All work for the course is to be in on time, or handed in on an agreed upon future date.  Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and the candidate.  To meet the deadline, assignments may be mailed (post marked by the due date) or delivered by a peer at the class meeting.  Make-up tests will be considered if a reason for missing the original test is justified.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.   

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

3.   Description of Assignments  

Textbook Assignments/other Reading Assignments – Each candidate will read textbook and other reading assignments and be ready for discussion each class session.

 

Portfolio – Each candidate will maintain a portfolio of all assignments, notes, handouts, papers, presentations, reflective papers, etc., in a loose-leaf notebook with dividers.  This portfolio will be reviewed periodically.  The portfolio will be turned in at the end of the semester for review and grading.

 

Reaction/Reflective Paper(s) – Each candidate will write a reaction/reflective paper following each class and express his/her personal thoughts, reactions, reflections, suggestions, etc., to the topics, class discussions and activities.  These short papers are to be handed in at the beginning of each class period.  Keep these in your notebook.

 

Research Project/Group Presentation – Each candidate will be assigned to a group/partnership.  The group/partnership will select a topic from those on the schedule.  The group will research and then present the topic from those on the schedule.  The group will research and then present the topic to the class using a power point/computer presentation and/or other visual aids.  A description of minimum components will be provided.

·         Interview – Each candidate will develop a questionnaire to be used when interviewing an administrator in his/her school system.  The student will interview the administrator and write a report of the interview.

·         Board of Education meeting – Each candidate will attend a regular Board of Education meeting, work session, or special session.  The candidate will write a summary of the meeting and be prepared to present or discuss this written summary with the class.

 

·         Legal Memorandum – Each candidate will review, react to and summarize legal cases based on class topics as assigned.

 

§         Examination(s) – There will be a final examinations at the end of the semester.  Quizzes may be given periodically

 

4.  Field Experiences (Initial and Advanced Certification Tasks): 

There are two specific field experiences associated with this course. The Administrator Interview and the attendance at a Board of Education meeting are required field experiences.

 

XI.           RESOURCES: 

                1.   Bibliography

                Alexander, K. & Alexander,M.D. (1992). American public school law,. St. Paul, Minn.: West.

 

                Alexander, K. & Alexander, M.D.(1995) The law of schools, students and teachers. St. Paul, Minn.: West.

               

                Bosmajian, H. A.(1989). Academic freedom. New York: Neal Schuman Publisher.

 

                Boyle, J.R., & Weishaar, M. (2001). Special education law with cases. Allyn & Bacon, Boston.

 

                Hogan, J. C.(1985). The schools, the courts and the public interest. Lexington, Mass.: Lexington Books.

 

                McCarthy, M., McCabe, N. & Thomas S. (1998). Public school law. Allyn & Bacon, Boston.

 

                Russo, C. J. (1996). The yearbook of education Law. Topeka, Kan.: National Organization on Legal Problems of Education.

 

                Schimmel, D. & Fischer, L. (1987) The rights of parents. Columbia, Md.: National Committee for Citizens in Education. 

 

Relevant Web Sites:  Piedmont College’s Web Page: www.piedmont.edu

§         Library: http://library.piedmont.edu

§         Galileo: http://www.galileo.usg.edu/

§         Bookstore: http://www.piedmont.bkstr.com/

§         Georgia Professional Standards Commission: www.gapsc.com

§         Georgia Department of Education: http://www.doe.k12.ga.us/

§         QCC objectives/GPS: http://www.glc.k12.ga.us

                US Department of Education: http://www.ed.gov/

                Education World: http://www.education-world.com/

                Internet Public Library: http://www.ipl.org/

                Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm

Educational Software Institute: http://www.edsoft.com/

National Council of Teachers of English: http://www.ncte.org

Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu

Center on English Learning and Achievement (CELA): http://cela.albany.edu

Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com

 

Praxis Information:

All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching.  Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:

SAT:      minimum required score – 1000 (w/ no minimum verbal score or math score required)  The composite score is obtained by adding the verbal and the math scores.  Candidates must take both the verbal and the math sections of the test.

                ACT:      minimum score – 43 (w/ no minimum English score or math score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the English and the math sections of the test.

                GRE:      1030 minimum score (w/ no minimum verbal score or quantitative score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the verbal and quantitative sections of the test.

CBEST:  Passing Scores indicated on score report – Used in California and Oregon

                http://www.ctc.ca.gov/profserv/examinfo/cbest.html

CLAST:  Passing Scores indicated on report – Used in Florida

                http://www.firn.edu/doe/sas/clast/clstpscr.htm

FTCE:  General Knowledge – Passing Scores indicated on score report – Used in Florida

                http://www.cefe.usf.edu/TestDescGK.aspx

                Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate

                content area in order to be recommended for certification.  Candidates who are currently certified

                and are adding a new field must also pass the appropriate content exam.  Information on Praxis I &

                II may be found at www.ets.org/teachingandlearning/index.html

 

XII.         ASSESSMENT AND EVALUATION

    Final grade will be determined by:

 

Attendance/Class Participation/ Portfolio       10%

Legal memorandum                                              10%

Reaction/Reflective papers                                10%

Interview summary                                              15%

Board meeting summary                                     15%                                       

                                Research Project/Group Presentation               25%

Examinations/Quizzes                                          15%

 

XIII.       TENTATIVE SCHEDULE

Date                        Topics and Assignments

Week One                            Introduction and overview

                                                                Teachers and the Legal System

                                                                Contracts and Tenure, Collective Bargaining

                                                                Chapters 1,2,3,4

 

                Week Two                             Liability

                                                                Slander and Libel

                                                                Copyright Laws

                                                                Student Discipline and Supervision

                                                                Other Selected Topics

Chapters 5,7,8,12

 

                Week Three                         Child Abuse

                                                                Academic Freedom

                                                                Freedom of Expression, Speech, and Association

                                                                Other Selected Topics

                                                                Chapters 6,9,11

 

                                Week Four                                                                                                        Freedom of Religion

                                                                Students Records, Attendance

                                                                Other Selected Topics

                                                                Chapters 10,17,18

 

             Week Five          Students with Disabilities, ESOL Students

                                                                Freedom of Personal Life, Personal Appearance

                                                                Rights to Privacy

                                                                Other Selected Topics

                                                                Chapters 13,16,19

 

                            Week Six                                                                                                             Racial Discrimination

                                                                Other Selected Topics

                                                                Interviews Due

                                                                Chapter 14

 

                       Week Seven                                  Sex Discrimination

                                                Issues for the Next Decade

                                                                Board Reports Due/ Portfolios Due

                                                                Chapters 15,20

 

                       Week Eight                   Final Exam