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California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: School Law & Ethics
Course Number: ADP 631
Credits: 3
Maximum Class Size (online): 25
Course Description:
This course helps students acquire a practical working knowledge of school law. Education operates within
a complex legal framework of law. Local school board policy, administrative regulations, state and federal
statutes, and the constitution all impact the daily operation of our schools. Hence, every person involved
in the educational process should be aware of the laws that govern his or her daily activities in order to be
fair, efficient, and effective. Students completing this course should have the knowledge base necessary to
make informed decisions and the research skills necessary to find additional information concerning points
of law if needed.
Field Experience: All candidates will be required to complete project that is infused as part of the
course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s
teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a 21st
century educational leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that distinguish
our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and professional
growth.
Updated Spring 2013
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Standards with which this course is aligned are sanctioned by:
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National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 3.0: A building-level education leader applies knowledge that promotes the success of every
student by ensuring the management of the school organization, operation, and resources through
monitoring and evaluating the school management and operational systems; efficiently using human, fiscal,
and technological resources in a school environment; promoting and protecting the welfare and safety of
school students and staff; developing school capacity for distributed leadership; and ensuring that teacher
and organizational time is focused to support high-quality instruction and student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational
systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to
manage school operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect the
welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting
high-quality school instruction and student learning.
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every
student by acting with integrity, fairness, and in an ethical manner to ensure a school system of
accountability for every student’s academic and social success by modeling school principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the school;
safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential
moral and legal consequences of decision making in the school; and promoting social justice within the
school to ensure that individual student needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and fairness to ensure a school system of
accountability for every student’s academic and social success.
5.2 Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within
the school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of
decision making in the school.
5.5 Candidates understand and can promote social justice within the school to ensure that
individual student needs inform all aspects of schooling.
Standard 6.0: A building-level education leader applies knowledge that promotes the success of every
student by understanding, responding to, and influencing the larger political, social, economic, legal, and
cultural context through advocating for school students, families, and caregivers; acting to influence local,
district, state, and national decisions affecting student learning in a school environment; and anticipating
and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national decisions
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
affecting student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to
adapt school-based leadership strategies.
The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations and resources for a safe, efficient and effective learning
environment.
Standard 5 - An education leader promotes the success of every student by acting with integrity, fairness,
and in an ethical manner.
Standard 6 - An educational leader promotes the success of every student by understanding, responding
to, and influencing the larger political, social, economic, legal and cultural context.
The ISLLC standards align directly with the Educational Leadership Constituent Council Standards (ELCC).
These are the Standards for Advanced Programs in Educational Leadership.
The PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Key Standards – Main Emphasis on the Following Standards:
Corollary Standards:
Standard IV: The leader operates in a fair and equitable manner with personal and professional integrity.
Standard V. The leader advocates for children and public education in the larger political, social, economic,
legal and cultural context.
Some Emphasis on the Following Standards:
Core Standards:
Standard I: Knowledge and skills to think and plan strategically creating an organizational vision around
personalized student success.
Standard II: An understanding of standards-based systems theory and design and the ability to transfer
that knowledge to the leader’s job as an architect of standards based reform in the school.
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B.
Course Objectives:
After successful completion of this course, principal candidates will be able to:
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Develop an understanding of the legal principles that underline American public
education;
Acquire basic information on the current status of the law as it applies to public
school administration;
Understand the operation of the American federal system in regard to the
responsibilities and restrictions placed upon local school districts;
Become familiar with the organization and operation of the educational
establishment in Pennsylvania, viz., the General Assembly, State Board of
Education, and the Department of Education;
Understand the limited, yet significant, powers of local school districts in all
states, particularly Pennsylvania;
Understand the status of collective bargaining in American public education and
particularly the Pennsylvania Public Employees Relations Act (Act 195 of 1970)
and Act 88 of 1992.
Understand specific terminology and key principles in special education law that
has been defined both in legislation and through litigation;
Be aware of issues related to over identification;
Know the state and local school district requirements concerning assessment of
children who may qualify for special education and related services under IDEA;
Become familiar with state and district guidelines regarding provision of
appropriate accommodations for educational assessments;
Analyze leading U.S. Supreme Court Cases on Special Education court and relate
them to educational problems within the states and local school districts;
Develop the skills in legal research necessary to discover applicable
constitutional provisions, statutes, administrative regulations, and case law
needed in the decision making process;
Analyze court decisions and relate them to educational problems within the
states and local school districts;
Recognize the need to consult with school district solicitors before making any
decisions which have significant legal implications;
Recognize that school law is a rapidly expanding and evolving academic
discipline and practicing administrators must be ever alert to changes in the law;
and
Develop as a reflective leader.
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Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
ELCC
ISLLC
PDE PA
Leadership
Standards
Co Corollary
re
II
II
IV
V
Develop an understanding of
the legal principles that
underline American public
education
Standard
3,5,6
Standa
rd
3,5,6
Acquire basic information on
the current status of the law
as it applies to public school
administration
Standard
3,5,6
Standa
rd
3,5,6
II
Become familiar with the
organization and operation of
the educational establishment
in Pennsylvania, viz., the
General Assembly, State
Board of Education, and
Department of Education
Standard
3,5,6
Standa
rd
3,5,6
Understand the operation of
the American federal system
in regard to the
responsibilities and
restrictions placed upon local
school districts
Standard
3,5,6
Understand the limited, yet
significant, powers of local
school districts in all states,
particularly Pennsylvania
CAL U
Conceptual
Framework
Assessment
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
II
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Standa
rd
3,5,6
II
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
II
II
IV
VV
1A
Discussions
Briefs
Mid-term exam
Final exam
Understand the status of
collective bargaining in
American public education
and particularly the
Pennsylvania Public
Employees Relations Act (Act
195 of 1970) and Act 88 of
1992
Standard
3,5,6
Standa
rd
3,5,6
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Understand specific
terminology and key
principles in special education
law that has been defined
Standard
5,6
Standa
rd 5,6
I
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
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both in legislation and
through litigation.
Be aware of issues related to
over identification.
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Know the state and local
school district requirements
concerning assessment of
children who may qualify for
special education and related
services under IDEA.
Become familiar with state
and district guidelines
regarding provision of
appropriate accommodations
for educational assessments
Analyze leading U.S. Supreme
Court Cases on Special
Education court and relate
them to educational problems
within the states and local
school districts
Skills/Performance
Develop the skills in legal
research necessary to discover
applicable constitutional
provisions, statutes,
administrative regulations, and
case law needed in the
decision making process
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
IV
V
1A
Discussions
Briefs
Field related
assignment
Analyze court decisions and
relate them to educational
problems within the states
and local school districts
Standard
3,5,6
Standa
rd
3,5,6
I
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Field related
assignment
Standard
5
Standard
6
Standa
rd 5
Standa
rd 6
I
IV
V
3A
Discussions
Briefs
Field related
assignment
Standard
5
Standard
6
Standa
rd 5
Standa
rd 6
I
IV
V
3A
Discussions
Briefs
Dispositions/Professionalism
Recognize the need to consult
with school district solicitors
before making any decisions
which have significant legal
implications
Realize that school law is a
rapidly expanding and
evolving academic discipline
and practicing administrators
must be ever alert to changes
G
Updated Spring 2013
in the law
Develop as a reflective leader
C.
Standa
rd 5
Standa
rd 6
I
II
IV
V
3A
Personal
Assessment of
Educational
Competence –
ongoing
Discussions
Briefs
Field related
assignment
Catalog Description:
This course helps students acquire a practical working knowledge of school law. Education
operates within a complex legal framework of law. Local school board policy,
administrative regulations, state and federal statutes, and the constitution all impact the
daily operation of our schools. Hence, every person involved in the educational process
should be aware of the laws that govern his or her daily activities in order to be fair,
efficient, and effective. Students completing this course should have the knowledge base
necessary to make informed decisions and the research skills necessary to find additional
information concerning points of law if needed.
D.
Outline of the Course:
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E.
Standard
5
Standard
6
Introduction to the Course – General Overview
Church and State - Religion in Schools
School Attendance
The Instructional Program
Providing Special Education Services
Student Rights
Rights of Students with Disabilities
Defamation and Student Records
Certification, Contracts, Tenure and Chapter 15: Teacher Rights and Freedoms
Due Process Rights of Teachers and Chapter 17: Discrimination in Employment
Reflection, Goal Setting and Course Evaluation
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Scenarios and Simulations
• Discussions
• Group Activities
• Case Studies
• Videos
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Audio
Field Work
Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
F.
Text:
G.
Assessment Activities:
Title: American Public School Law
Author: Kern Alexander and M. David
Publisher: Wadsworth Publishing Group
ISBN: 978-0-495-91049-7 Edition: 8th Edition
Specifically, you will be assessed on your progress in this course by successful
participation, completion, and passing grade in each of the following requirements:
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Key Assessment: Pass a Mid-term and Final Exam.
Participate fully on a regular basis in ALL discussions, chat rooms and other
applicable course activities whenever they are scheduled.
Successfully complete all assigned activities, field work and written assignments.
Complete all reading assignments.
Program Key Assessment - Principal Candidate Program Portfolio (ongoing
throughout the program): In your first course, you were introduced to the
program requirement – Principal Candidate Program Portfolio. At the end of
each course, you must take time to reflect upon your course work, field, and
internship experiences to determine one or more work samples that
demonstrates your knowledge, skills, and dispositions of one or more leadership
standards. Your course instructor will have a specific work sample that you
must include in the portfolio. This will be noted as part of your course
assignment and will be graded as part of your course requirements. In
addition, you will want to include self selected work samples that also
contributed to your development. Portfolio information and detailed rubric
should be referred to throughout your program of study.
Field Experiences
Your Own School - Field Experience
Query your own principal or supervisor and ascertain how s/he obtains advice
on legal matters regarding school law. Who has access to the school district
solicitor? Where do building level administrators turn for legal help or advice?
What are the procedures of your school and/or district regarding this issue?
What advice does your principal or supervisor have for you regarding this issue?
Distribution of Religious Literature – Field Experience
Let's take a look at what is happening in your school district. Interview a school
principal (preferably one in your district) to determine the occasions on which
religious literature may be distributed at school and occasions on which
religious groups may or may not be excluded from using school facilities. Does
Updated Spring 2013
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your district have a written policy concerning the distribution of religious
literature and the use of school facilities by religious groups?
Special Education and Discipline – Field Experience: Interview your principal:
1. Does the "stay put" provision mean that a special education student may
not ever be suspended?
2. How did the Supreme Court reconcile the rights of special education
students with the rights of students to be safe in school?
3. If school authorities contact local authorities to remove a student whose
behavior is seriously disruptive, is the school violating the student's rights?
4. Why did the Supreme Court reject the defendant's argument that a
dangerous exception be read into the law, which would allow school
officials to unilaterally exclude special needs students?
5. In-school suspension, out-of-school suspension, and expulsion are three
disciplinary procedures used by schools. According to your principal, what
are the current procedures used in your district for disciplining both a nondisabled and a disabled student under these methods?
Defamation and Student Records – Field Experience
Interview your principal to determine whether your local school district has any
means of sharing information with law enforcement personnel, and vice versa,
either based upon state of local law, regulation, or simply longstanding practice.
Compare practices among districts. What types of information may be shared?
Scoring Rubric:
The purpose of this rubric information is to help you understand my
assessment procedures.
1. Discussions and Chats
Advanced Rating = 3 = P
Participation is timely, sincere, honest, thorough and demonstrates the ability
of the student to think like an administrator. Quality of work demonstrated to
be a building principal is excellent.
Proficient Rating = 2 = P
Participation is timely, sincere, honest, thorough and demonstrated to
potential of the student to think like an administrator. Quality of work
demonstrated to be a building principal is satisfactory. Participation is limited.
Below Basic Rating = 0 = F
Participation is limited, lacks focus, or student does not participate. The
student is not demonstrating the potential to think like an administrator.
Quality of work demonstrated to be a building principal is questionable.
2. Written Assignments/Case Analysis
Advanced Rating = 3 = P
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Updated Spring 2013
Writing focus, content, organization, style and attention to conventions are
excellent. Assignments contain all necessary requirements as indicated in
assignment directions. Excellent quality of work demonstrated to be a building
principal.
Proficient Rating = 2 = P
Writing focus, content, organization, style and attention to conventions are
good. Most assignment requirements are reflected in assignment. Satisfactory
quality of work demonstrated to be a building principal.
Below Basic Rating = 0 =F
Writing focus, content, organization, style and attention to conventions are
poor. Few requirements are reflected in the assignment. Written assignments
are not done or not completed on time .Quality of work demonstrated to be a
building principal is questionable. Student must redo and resubmit assignment.
3. Mid-Term and Final Exam Scores
An open book exam requires as much preparation and the same preparation as
a closed book exam. You should prepare enough that you can answer most
questions without consulting the text.
Please be reminded that I do provide a lot of feedback through the written
briefs and the chat sessions. Be sure that you are clicking on your grades for
the briefs and chats to access that information. Also, I include information in
many of the threaded discussions, generally waiting until most of you have
participated. Test questions are drawn directly from assignments, chats and
threaded discussions.
IMPORTANT: Program Grading Policy
Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
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H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
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Location:
Phone:
Fax:
Email:
Web Site:
Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd
A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.
California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
the abuse allegedly occurred to the person designated in the University protection of
minors policy.
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The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
• Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
• Counseling Center, Carter Hall G53, 724-938-4056
• End Violence Center, Natali Student Center 117, 724-938-5707
• Student Affairs, Natali Student Center 311, 724-938-4439
• Wellness Center, Carter Hall G53, 724-938-4232
• Women’s Center, Natali Student Center 117, 724-938-5857
• Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724-938-4299
o EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any
public pay phone & Dial *1. (*Identify the situation as an emergency and an
officer will be dispatched immediately.)
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1-877-325-
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7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365
days a year.
Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of
the above policy can result in a failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current
and/or recently past work circumstances. Please be aware that our forum in this
class is completely confidential. Although you are requested not to mention
your workplace colleagues by specific name, some conclusions may be able to be
drawn about specific people in your work environment based on the information
you provide. Be reassured that this information is for class use only and will not
be shared outside of our class community.
Bibliography/References:
Aquila, F.D. (2008).School Law for K-12 Educators. Los Angeles: Sage Publications.
Dunklee, D.R. & Shoop, R.J. (2006). The Principal’s Quick-Reference Guide to School Law.
Thousand Oaks, California: Corwin Press.
Fischer, L., Schimmel, D. & Stellman, L. (2002). Teachers and the Law. Boston: Allyn &
Bacon.
Haynes, C.C., Chaltain, S., Ferguson, J.E., Hudson, D.L. and Thomas, O. (2003). The First
Amendment in Schools. Alexandria, VA: Association for Supervision and Curriculum
Development.
Imber, M. and Geel, T.V. (2000). Education Law. New Jersey: Lawrence Erlbaum
Associates, Inc.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, H.R. 1 (2001).
Pennsylvania School Law Handbook. (2006). Mechanicsburg, PA: Pennsylvania School
Boards Association.
Shapiro, J.P. & Gross, S.J. (2008). Ethical Educational Leadership in Turbulent Times. New
York: Lawrence Erlbaum Associates, Inc.
Stefkovich, J.A. (2006). Best Interests of the Student: Applying Ethical Constructs to Legal
Cases in Education. New Jersey: Lawrence Erlbaum Associates, Inc.
Underwood, J. & Webb, L.D. (2006). School Law for Teachers, Concepts and Applications.
New Jersey: Pearson Education.
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In recent years, sites on the internet have developed into valuable research databases.
The full text of published federal and state court decisions as well as federal and state
statutes and regulations of government agencies can be found at various sites on the
Internet. A good starting point for locating cases and other legal research is
http://www.findlaw.com. Other useful sites are listed below and included in the course
Webliography:
http://www.farislaw.com
Americans with Disabilities Act (ADA)
http://www.usdoj.gov/crt/ada/adahom1.htm
Cornell Law School - http://www.law.cornell.edu
Council of School Attorneys - http://www.nsba.org/cosa/
EDLAW Center - http://www.edlawcenter.org/
Law Guru: Search Engines and Tools - http://www.lawguru.com/search/lawsearch.html
Legal Research Links to Federal, State and International Resources http://www.lawinfo.com/
Legislation - http://thomas.loc.gov/home/billtype.html
U.S. Department of Education - http://www.ed.gov/
U.S. Department of Education Disabilities Education Act - http://idea.ed.gov/
National Library of Education - http://www.ed.gov/NLE/
Public Laws - http://thomas.loc.gov
Bills - http://thomas.loc.gov
Congressional Record - http://thomas.loc.gov
United States Founding Documents (U.S. Constitution) http://www.law.emory.edu/FEDERAL/
J.
Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty
K.
Rationale for the Course: To meet Educational Leadership Constituent Council
Standards (ELCC) and Pennsylvania Leadership Standards
L.
Specialized Equipment or Supplies Needed: Web based courses. Internet and
computer hardware needed for the learning management system.
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? No.
Does the course require additional physical resources? No.
Does the course change the requirements in any particular major?
No.
Does the course replace an existing course in your program? No.
How often will the course be taught? Two times per year.
Does the course duplicate an existing course in another Department or
College? No.
N
Updated Spring 2013
N.
Not applicable.
O.
Graduate Level Course – Not on the General Ed Menu.
O
Updated Spring 2013
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
Other Course/Program
Assessments
Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
B. Curriculum
and
Instruction
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in forming
decisions, utilizing resources, setting targets and interpreting
results aimed at continuous improvement in curriculum,
personnel and/or programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.
ADP 626, ADP
661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626, ADP
661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626, ADP
661
Multiple Measures of Data
Project, Tools Project
4. Determines the type of data that is communicated to each
group of stakeholders, how data is presented and the
implications of information dissemination.
ADP 641
School and Community Plan
(case study)
Other Course/Program
Assessments
The candidate:
Updated Spring 2013
16
C.
Professionalism
1. Demonstrates clear connections between theory and practice
in curricular and instructional leadership.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
4. Articulates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 631, ADP
661
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non-verbal
communication.
ADP 661
Principal Tools Project
Principal as a Culture Shaper
Assignment
3. Actively seeks current information to support their on-going
short- and long-term professional development goals.
ADP 647,
program
Principal Program Livetext
Portfolio
Personal Assessment of the
Leadership Standards
Updated Spring 2013
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
17
4. Maintains a current level of knowledge of school district,
state and federal regulations, policies and professional
practices.
D. Statutory and
Regulatory
Compliance
E. Organizational
Leadership
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
Review of School Board Policy, PA
Basic Education Circular and PA
School Code through discussions.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
3. Assists with the completion of all compliance documentation.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
4. Reports on how the school district disseminates information
on regulatory changes to appropriate stakeholders
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
5. Identifies example(s) of compliance problems and assists with
alternative actions to resolve targeted compliance issues.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
The candidate:
The candidate:
Updated Spring 2013
18
F. Diverse
Learners
1. Describes the working relationships within the school
district’s organizational-chart including external partnerships.
ADP 661
The Evolving Role of the Principal
Field Experience
2. Demonstrates knowledge of functional relationships in the
organizational chart to systemic functions.
ADP 661
The Evolving Role of the Principal
Field Experience
3. Identifies the role of their certification area within the
organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 661
The Evolving Role of the Principal
Field Experience
4. Identifies a problem within the scope of their certification
area and creates a visionary action plan, consistent with the
organization and sensitive to the change process; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy.
ADP 661
The Evolving Role of the Principal
Field Experience
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 626, ADP
641
2. Analyzes current efforts to support diverse learners and how
the broader community views learning differences.
ADP 626, ADP
641
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive , Recognizing Diversity in
Families Field Experience
Recognizing Diversity in Families
Field Experience
3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language.
ADP 641
The candidate:
Updated Spring 2013
Multiple Measures of Data
Project
Recognizing Diversity in Families
Field Experience
19
4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities.
ADP 626, ADP
664
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 641, ADP
664
Multiple Measures of Data
Project
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at
large.
ADP 626
Multiple Measures of Data
Project
7. Participates with educators and social agencies working with
diverse learners to create learning opportunities.
ADP 661
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus
Creating a Collaborative
Community Project
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
1. Uses data from multiple sources including PSSA and PVAS in
forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in
student achievement, curriculum, personnel and/or programs.
Updated Spring 2013
Course
Addressed
Key Assessment
ADP 670
School Improvement Project
Other Course/Program
Assessment
20
B. Curriculum
and
Instruction
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success.
ADP 670
School Improvement Project
ADP 670
School Improvement Project
4. Communicates an action plan to a select group of
stakeholders that is responsive to how data is presented and the
implications of information dissemination.
ADP 670
School Improvement Project
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or
refinement of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
4. Creates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
Updated Spring 2013
21
C.
Professionalism
D. Statutory and
Regulatory
Compliance
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 670
Principal Program Live Text
Portfolio
2. Evaluates the effects of his/her actions and interactions with
all stakeholders via verbal and non-verbal communication.
ADP 670
Principal Program Live Text
Portfolio
3. Engages in programs designed to support his/her on-going
short- and long-term professional development goals.
ADP 670
Principal Program Live Text
Portfolio
4. Avoids inappropriate relationships, conduct, and contact with
students, colleagues, families and the broader community.
ADP 670
Principal Program Live Text
Portfolio
5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional
practices.
ADP 670
Principal Program Live Text
Portfolio
1. Participates in site-based federal, state and local legislation,
regulations, mandates, policies, and procedures that impact
school district operations at macro and micro levels.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
The candidate:
Updated Spring 2013
22
E. Organizational
3. Assists with the completion of all compliance documentation.
ADP 670
4. Participates in the school district dissemination of information
on regulatory changes to appropriate stakeholders.
ADP 670
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change;
including resolution of conflicts, communication, collaboration,
needs assessment and advocacy.
ADP 670
School Improvement Project
Updated Spring 2013
23
F. Diverse
Learners
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners (ELL)
and culturally diverse learners to ensure that learners and their
families have access to communication in their native language.
ADP 670
Principal Program Live Text
Portfolio
4. Advocates for the use of effective strategies and resources for ADP 670
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
Principal Program Live Text
Portfolio
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 670
Principal Program Live Text
Portfolio
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 670
Principal Program Live Text
Portfolio
7. Collaborates with educators and social agencies working with
diverse learners to create a coherent vision for learning
opportunities.
ADP 670
Principal Program Live Text
Portfolio
Updated Spring 2013
24
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: School Law & Ethics
Course Number: ADP 631
Credits: 3
Maximum Class Size (online): 25
Course Description:
This course helps students acquire a practical working knowledge of school law. Education operates within
a complex legal framework of law. Local school board policy, administrative regulations, state and federal
statutes, and the constitution all impact the daily operation of our schools. Hence, every person involved
in the educational process should be aware of the laws that govern his or her daily activities in order to be
fair, efficient, and effective. Students completing this course should have the knowledge base necessary to
make informed decisions and the research skills necessary to find additional information concerning points
of law if needed.
Field Experience: All candidates will be required to complete project that is infused as part of the
course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s
teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a 21st
century educational leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that distinguish
our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and professional
growth.
Updated Spring 2013
2
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 3.0: A building-level education leader applies knowledge that promotes the success of every
student by ensuring the management of the school organization, operation, and resources through
monitoring and evaluating the school management and operational systems; efficiently using human, fiscal,
and technological resources in a school environment; promoting and protecting the welfare and safety of
school students and staff; developing school capacity for distributed leadership; and ensuring that teacher
and organizational time is focused to support high-quality instruction and student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational
systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to
manage school operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect the
welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting
high-quality school instruction and student learning.
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every
student by acting with integrity, fairness, and in an ethical manner to ensure a school system of
accountability for every student’s academic and social success by modeling school principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the school;
safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential
moral and legal consequences of decision making in the school; and promoting social justice within the
school to ensure that individual student needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and fairness to ensure a school system of
accountability for every student’s academic and social success.
5.2 Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within
the school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of
decision making in the school.
5.5 Candidates understand and can promote social justice within the school to ensure that
individual student needs inform all aspects of schooling.
Standard 6.0: A building-level education leader applies knowledge that promotes the success of every
student by understanding, responding to, and influencing the larger political, social, economic, legal, and
cultural context through advocating for school students, families, and caregivers; acting to influence local,
district, state, and national decisions affecting student learning in a school environment; and anticipating
and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national decisions
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
affecting student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to
adapt school-based leadership strategies.
The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations and resources for a safe, efficient and effective learning
environment.
Standard 5 - An education leader promotes the success of every student by acting with integrity, fairness,
and in an ethical manner.
Standard 6 - An educational leader promotes the success of every student by understanding, responding
to, and influencing the larger political, social, economic, legal and cultural context.
The ISLLC standards align directly with the Educational Leadership Constituent Council Standards (ELCC).
These are the Standards for Advanced Programs in Educational Leadership.
The PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Key Standards – Main Emphasis on the Following Standards:
Corollary Standards:
Standard IV: The leader operates in a fair and equitable manner with personal and professional integrity.
Standard V. The leader advocates for children and public education in the larger political, social, economic,
legal and cultural context.
Some Emphasis on the Following Standards:
Core Standards:
Standard I: Knowledge and skills to think and plan strategically creating an organizational vision around
personalized student success.
Standard II: An understanding of standards-based systems theory and design and the ability to transfer
that knowledge to the leader’s job as an architect of standards based reform in the school.
Updated Spring 2013
D
B.
Course Objectives:
After successful completion of this course, principal candidates will be able to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Develop an understanding of the legal principles that underline American public
education;
Acquire basic information on the current status of the law as it applies to public
school administration;
Understand the operation of the American federal system in regard to the
responsibilities and restrictions placed upon local school districts;
Become familiar with the organization and operation of the educational
establishment in Pennsylvania, viz., the General Assembly, State Board of
Education, and the Department of Education;
Understand the limited, yet significant, powers of local school districts in all
states, particularly Pennsylvania;
Understand the status of collective bargaining in American public education and
particularly the Pennsylvania Public Employees Relations Act (Act 195 of 1970)
and Act 88 of 1992.
Understand specific terminology and key principles in special education law that
has been defined both in legislation and through litigation;
Be aware of issues related to over identification;
Know the state and local school district requirements concerning assessment of
children who may qualify for special education and related services under IDEA;
Become familiar with state and district guidelines regarding provision of
appropriate accommodations for educational assessments;
Analyze leading U.S. Supreme Court Cases on Special Education court and relate
them to educational problems within the states and local school districts;
Develop the skills in legal research necessary to discover applicable
constitutional provisions, statutes, administrative regulations, and case law
needed in the decision making process;
Analyze court decisions and relate them to educational problems within the
states and local school districts;
Recognize the need to consult with school district solicitors before making any
decisions which have significant legal implications;
Recognize that school law is a rapidly expanding and evolving academic
discipline and practicing administrators must be ever alert to changes in the law;
and
Develop as a reflective leader.
Updated Spring 2013
E
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
ELCC
ISLLC
PDE PA
Leadership
Standards
Co Corollary
re
II
II
IV
V
Develop an understanding of
the legal principles that
underline American public
education
Standard
3,5,6
Standa
rd
3,5,6
Acquire basic information on
the current status of the law
as it applies to public school
administration
Standard
3,5,6
Standa
rd
3,5,6
II
Become familiar with the
organization and operation of
the educational establishment
in Pennsylvania, viz., the
General Assembly, State
Board of Education, and
Department of Education
Standard
3,5,6
Standa
rd
3,5,6
Understand the operation of
the American federal system
in regard to the
responsibilities and
restrictions placed upon local
school districts
Standard
3,5,6
Understand the limited, yet
significant, powers of local
school districts in all states,
particularly Pennsylvania
CAL U
Conceptual
Framework
Assessment
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
II
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Standa
rd
3,5,6
II
II
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
II
II
IV
VV
1A
Discussions
Briefs
Mid-term exam
Final exam
Understand the status of
collective bargaining in
American public education
and particularly the
Pennsylvania Public
Employees Relations Act (Act
195 of 1970) and Act 88 of
1992
Standard
3,5,6
Standa
rd
3,5,6
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Understand specific
terminology and key
principles in special education
law that has been defined
Standard
5,6
Standa
rd 5,6
I
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Updated Spring 2013
F
both in legislation and
through litigation.
Be aware of issues related to
over identification.
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Know the state and local
school district requirements
concerning assessment of
children who may qualify for
special education and related
services under IDEA.
Become familiar with state
and district guidelines
regarding provision of
appropriate accommodations
for educational assessments
Analyze leading U.S. Supreme
Court Cases on Special
Education court and relate
them to educational problems
within the states and local
school districts
Skills/Performance
Develop the skills in legal
research necessary to discover
applicable constitutional
provisions, statutes,
administrative regulations, and
case law needed in the
decision making process
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
II
IV
V
1A
Discussions
Briefs
Mid-term exam
Final exam
Standard
3,5,6
Standa
rd
3,5,6
I
II
IV
V
1A
Discussions
Briefs
Field related
assignment
Analyze court decisions and
relate them to educational
problems within the states
and local school districts
Standard
3,5,6
Standa
rd
3,5,6
I
IV
V
1A
Field/Discussions
Briefs
Mid-term exam
Final exam
Field related
assignment
Standard
5
Standard
6
Standa
rd 5
Standa
rd 6
I
IV
V
3A
Discussions
Briefs
Field related
assignment
Standard
5
Standard
6
Standa
rd 5
Standa
rd 6
I
IV
V
3A
Discussions
Briefs
Dispositions/Professionalism
Recognize the need to consult
with school district solicitors
before making any decisions
which have significant legal
implications
Realize that school law is a
rapidly expanding and
evolving academic discipline
and practicing administrators
must be ever alert to changes
G
Updated Spring 2013
in the law
Develop as a reflective leader
C.
Standa
rd 5
Standa
rd 6
I
II
IV
V
3A
Personal
Assessment of
Educational
Competence –
ongoing
Discussions
Briefs
Field related
assignment
Catalog Description:
This course helps students acquire a practical working knowledge of school law. Education
operates within a complex legal framework of law. Local school board policy,
administrative regulations, state and federal statutes, and the constitution all impact the
daily operation of our schools. Hence, every person involved in the educational process
should be aware of the laws that govern his or her daily activities in order to be fair,
efficient, and effective. Students completing this course should have the knowledge base
necessary to make informed decisions and the research skills necessary to find additional
information concerning points of law if needed.
D.
Outline of the Course:
•
•
•
•
•
•
•
•
•
•
•
E.
Standard
5
Standard
6
Introduction to the Course – General Overview
Church and State - Religion in Schools
School Attendance
The Instructional Program
Providing Special Education Services
Student Rights
Rights of Students with Disabilities
Defamation and Student Records
Certification, Contracts, Tenure and Chapter 15: Teacher Rights and Freedoms
Due Process Rights of Teachers and Chapter 17: Discrimination in Employment
Reflection, Goal Setting and Course Evaluation
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Scenarios and Simulations
• Discussions
• Group Activities
• Case Studies
• Videos
Updated Spring 2013
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•
•
•
Audio
Field Work
Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
F.
Text:
G.
Assessment Activities:
Title: American Public School Law
Author: Kern Alexander and M. David
Publisher: Wadsworth Publishing Group
ISBN: 978-0-495-91049-7 Edition: 8th Edition
Specifically, you will be assessed on your progress in this course by successful
participation, completion, and passing grade in each of the following requirements:
•
•
•
•
•
•
Key Assessment: Pass a Mid-term and Final Exam.
Participate fully on a regular basis in ALL discussions, chat rooms and other
applicable course activities whenever they are scheduled.
Successfully complete all assigned activities, field work and written assignments.
Complete all reading assignments.
Program Key Assessment - Principal Candidate Program Portfolio (ongoing
throughout the program): In your first course, you were introduced to the
program requirement – Principal Candidate Program Portfolio. At the end of
each course, you must take time to reflect upon your course work, field, and
internship experiences to determine one or more work samples that
demonstrates your knowledge, skills, and dispositions of one or more leadership
standards. Your course instructor will have a specific work sample that you
must include in the portfolio. This will be noted as part of your course
assignment and will be graded as part of your course requirements. In
addition, you will want to include self selected work samples that also
contributed to your development. Portfolio information and detailed rubric
should be referred to throughout your program of study.
Field Experiences
Your Own School - Field Experience
Query your own principal or supervisor and ascertain how s/he obtains advice
on legal matters regarding school law. Who has access to the school district
solicitor? Where do building level administrators turn for legal help or advice?
What are the procedures of your school and/or district regarding this issue?
What advice does your principal or supervisor have for you regarding this issue?
Distribution of Religious Literature – Field Experience
Let's take a look at what is happening in your school district. Interview a school
principal (preferably one in your district) to determine the occasions on which
religious literature may be distributed at school and occasions on which
religious groups may or may not be excluded from using school facilities. Does
Updated Spring 2013
I
your district have a written policy concerning the distribution of religious
literature and the use of school facilities by religious groups?
Special Education and Discipline – Field Experience: Interview your principal:
1. Does the "stay put" provision mean that a special education student may
not ever be suspended?
2. How did the Supreme Court reconcile the rights of special education
students with the rights of students to be safe in school?
3. If school authorities contact local authorities to remove a student whose
behavior is seriously disruptive, is the school violating the student's rights?
4. Why did the Supreme Court reject the defendant's argument that a
dangerous exception be read into the law, which would allow school
officials to unilaterally exclude special needs students?
5. In-school suspension, out-of-school suspension, and expulsion are three
disciplinary procedures used by schools. According to your principal, what
are the current procedures used in your district for disciplining both a nondisabled and a disabled student under these methods?
Defamation and Student Records – Field Experience
Interview your principal to determine whether your local school district has any
means of sharing information with law enforcement personnel, and vice versa,
either based upon state of local law, regulation, or simply longstanding practice.
Compare practices among districts. What types of information may be shared?
Scoring Rubric:
The purpose of this rubric information is to help you understand my
assessment procedures.
1. Discussions and Chats
Advanced Rating = 3 = P
Participation is timely, sincere, honest, thorough and demonstrates the ability
of the student to think like an administrator. Quality of work demonstrated to
be a building principal is excellent.
Proficient Rating = 2 = P
Participation is timely, sincere, honest, thorough and demonstrated to
potential of the student to think like an administrator. Quality of work
demonstrated to be a building principal is satisfactory. Participation is limited.
Below Basic Rating = 0 = F
Participation is limited, lacks focus, or student does not participate. The
student is not demonstrating the potential to think like an administrator.
Quality of work demonstrated to be a building principal is questionable.
2. Written Assignments/Case Analysis
Advanced Rating = 3 = P
J
Updated Spring 2013
Writing focus, content, organization, style and attention to conventions are
excellent. Assignments contain all necessary requirements as indicated in
assignment directions. Excellent quality of work demonstrated to be a building
principal.
Proficient Rating = 2 = P
Writing focus, content, organization, style and attention to conventions are
good. Most assignment requirements are reflected in assignment. Satisfactory
quality of work demonstrated to be a building principal.
Below Basic Rating = 0 =F
Writing focus, content, organization, style and attention to conventions are
poor. Few requirements are reflected in the assignment. Written assignments
are not done or not completed on time .Quality of work demonstrated to be a
building principal is questionable. Student must redo and resubmit assignment.
3. Mid-Term and Final Exam Scores
An open book exam requires as much preparation and the same preparation as
a closed book exam. You should prepare enough that you can answer most
questions without consulting the text.
Please be reminded that I do provide a lot of feedback through the written
briefs and the chat sessions. Be sure that you are clicking on your grades for
the briefs and chats to access that information. Also, I include information in
many of the threaded discussions, generally waiting until most of you have
participated. Test questions are drawn directly from assignments, chats and
threaded discussions.
IMPORTANT: Program Grading Policy
Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
Updated Spring 2013
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H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
•
•
•
•
•
Location:
Phone:
Fax:
Email:
Web Site:
Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd
A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.
California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
the abuse allegedly occurred to the person designated in the University protection of
minors policy.
Updated Spring 2013
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The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
• Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
• Counseling Center, Carter Hall G53, 724-938-4056
• End Violence Center, Natali Student Center 117, 724-938-5707
• Student Affairs, Natali Student Center 311, 724-938-4439
• Wellness Center, Carter Hall G53, 724-938-4232
• Women’s Center, Natali Student Center 117, 724-938-5857
• Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724-938-4299
o EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any
public pay phone & Dial *1. (*Identify the situation as an emergency and an
officer will be dispatched immediately.)
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1-877-325-
Updated Spring 2013
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7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365
days a year.
Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of
the above policy can result in a failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current
and/or recently past work circumstances. Please be aware that our forum in this
class is completely confidential. Although you are requested not to mention
your workplace colleagues by specific name, some conclusions may be able to be
drawn about specific people in your work environment based on the information
you provide. Be reassured that this information is for class use only and will not
be shared outside of our class community.
Bibliography/References:
Aquila, F.D. (2008).School Law for K-12 Educators. Los Angeles: Sage Publications.
Dunklee, D.R. & Shoop, R.J. (2006). The Principal’s Quick-Reference Guide to School Law.
Thousand Oaks, California: Corwin Press.
Fischer, L., Schimmel, D. & Stellman, L. (2002). Teachers and the Law. Boston: Allyn &
Bacon.
Haynes, C.C., Chaltain, S., Ferguson, J.E., Hudson, D.L. and Thomas, O. (2003). The First
Amendment in Schools. Alexandria, VA: Association for Supervision and Curriculum
Development.
Imber, M. and Geel, T.V. (2000). Education Law. New Jersey: Lawrence Erlbaum
Associates, Inc.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, H.R. 1 (2001).
Pennsylvania School Law Handbook. (2006). Mechanicsburg, PA: Pennsylvania School
Boards Association.
Shapiro, J.P. & Gross, S.J. (2008). Ethical Educational Leadership in Turbulent Times. New
York: Lawrence Erlbaum Associates, Inc.
Stefkovich, J.A. (2006). Best Interests of the Student: Applying Ethical Constructs to Legal
Cases in Education. New Jersey: Lawrence Erlbaum Associates, Inc.
Underwood, J. & Webb, L.D. (2006). School Law for Teachers, Concepts and Applications.
New Jersey: Pearson Education.
Updated Spring 2013
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In recent years, sites on the internet have developed into valuable research databases.
The full text of published federal and state court decisions as well as federal and state
statutes and regulations of government agencies can be found at various sites on the
Internet. A good starting point for locating cases and other legal research is
http://www.findlaw.com. Other useful sites are listed below and included in the course
Webliography:
http://www.farislaw.com
Americans with Disabilities Act (ADA)
http://www.usdoj.gov/crt/ada/adahom1.htm
Cornell Law School - http://www.law.cornell.edu
Council of School Attorneys - http://www.nsba.org/cosa/
EDLAW Center - http://www.edlawcenter.org/
Law Guru: Search Engines and Tools - http://www.lawguru.com/search/lawsearch.html
Legal Research Links to Federal, State and International Resources http://www.lawinfo.com/
Legislation - http://thomas.loc.gov/home/billtype.html
U.S. Department of Education - http://www.ed.gov/
U.S. Department of Education Disabilities Education Act - http://idea.ed.gov/
National Library of Education - http://www.ed.gov/NLE/
Public Laws - http://thomas.loc.gov
Bills - http://thomas.loc.gov
Congressional Record - http://thomas.loc.gov
United States Founding Documents (U.S. Constitution) http://www.law.emory.edu/FEDERAL/
J.
Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty
K.
Rationale for the Course: To meet Educational Leadership Constituent Council
Standards (ELCC) and Pennsylvania Leadership Standards
L.
Specialized Equipment or Supplies Needed: Web based courses. Internet and
computer hardware needed for the learning management system.
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? No.
Does the course require additional physical resources? No.
Does the course change the requirements in any particular major?
No.
Does the course replace an existing course in your program? No.
How often will the course be taught? Two times per year.
Does the course duplicate an existing course in another Department or
College? No.
N
Updated Spring 2013
N.
Not applicable.
O.
Graduate Level Course – Not on the General Ed Menu.
O
Updated Spring 2013
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
Other Course/Program
Assessments
Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
B. Curriculum
and
Instruction
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in forming
decisions, utilizing resources, setting targets and interpreting
results aimed at continuous improvement in curriculum,
personnel and/or programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.
ADP 626, ADP
661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626, ADP
661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626, ADP
661
Multiple Measures of Data
Project, Tools Project
4. Determines the type of data that is communicated to each
group of stakeholders, how data is presented and the
implications of information dissemination.
ADP 641
School and Community Plan
(case study)
Other Course/Program
Assessments
The candidate:
Updated Spring 2013
16
C.
Professionalism
1. Demonstrates clear connections between theory and practice
in curricular and instructional leadership.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
4. Articulates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 631, ADP
661
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non-verbal
communication.
ADP 661
Principal Tools Project
Principal as a Culture Shaper
Assignment
3. Actively seeks current information to support their on-going
short- and long-term professional development goals.
ADP 647,
program
Principal Program Livetext
Portfolio
Personal Assessment of the
Leadership Standards
Updated Spring 2013
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
17
4. Maintains a current level of knowledge of school district,
state and federal regulations, policies and professional
practices.
D. Statutory and
Regulatory
Compliance
E. Organizational
Leadership
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
Review of School Board Policy, PA
Basic Education Circular and PA
School Code through discussions.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
3. Assists with the completion of all compliance documentation.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
4. Reports on how the school district disseminates information
on regulatory changes to appropriate stakeholders
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
5. Identifies example(s) of compliance problems and assists with
alternative actions to resolve targeted compliance issues.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
The candidate:
The candidate:
Updated Spring 2013
18
F. Diverse
Learners
1. Describes the working relationships within the school
district’s organizational-chart including external partnerships.
ADP 661
The Evolving Role of the Principal
Field Experience
2. Demonstrates knowledge of functional relationships in the
organizational chart to systemic functions.
ADP 661
The Evolving Role of the Principal
Field Experience
3. Identifies the role of their certification area within the
organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 661
The Evolving Role of the Principal
Field Experience
4. Identifies a problem within the scope of their certification
area and creates a visionary action plan, consistent with the
organization and sensitive to the change process; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy.
ADP 661
The Evolving Role of the Principal
Field Experience
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 626, ADP
641
2. Analyzes current efforts to support diverse learners and how
the broader community views learning differences.
ADP 626, ADP
641
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive , Recognizing Diversity in
Families Field Experience
Recognizing Diversity in Families
Field Experience
3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language.
ADP 641
The candidate:
Updated Spring 2013
Multiple Measures of Data
Project
Recognizing Diversity in Families
Field Experience
19
4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities.
ADP 626, ADP
664
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 641, ADP
664
Multiple Measures of Data
Project
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at
large.
ADP 626
Multiple Measures of Data
Project
7. Participates with educators and social agencies working with
diverse learners to create learning opportunities.
ADP 661
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus
School Supports At-A-Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus
Creating a Collaborative
Community Project
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
1. Uses data from multiple sources including PSSA and PVAS in
forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in
student achievement, curriculum, personnel and/or programs.
Updated Spring 2013
Course
Addressed
Key Assessment
ADP 670
School Improvement Project
Other Course/Program
Assessment
20
B. Curriculum
and
Instruction
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success.
ADP 670
School Improvement Project
ADP 670
School Improvement Project
4. Communicates an action plan to a select group of
stakeholders that is responsive to how data is presented and the
implications of information dissemination.
ADP 670
School Improvement Project
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or
refinement of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
4. Creates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
Updated Spring 2013
21
C.
Professionalism
D. Statutory and
Regulatory
Compliance
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 670
Principal Program Live Text
Portfolio
2. Evaluates the effects of his/her actions and interactions with
all stakeholders via verbal and non-verbal communication.
ADP 670
Principal Program Live Text
Portfolio
3. Engages in programs designed to support his/her on-going
short- and long-term professional development goals.
ADP 670
Principal Program Live Text
Portfolio
4. Avoids inappropriate relationships, conduct, and contact with
students, colleagues, families and the broader community.
ADP 670
Principal Program Live Text
Portfolio
5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional
practices.
ADP 670
Principal Program Live Text
Portfolio
1. Participates in site-based federal, state and local legislation,
regulations, mandates, policies, and procedures that impact
school district operations at macro and micro levels.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
The candidate:
Updated Spring 2013
22
E. Organizational
3. Assists with the completion of all compliance documentation.
ADP 670
4. Participates in the school district dissemination of information
on regulatory changes to appropriate stakeholders.
ADP 670
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change;
including resolution of conflicts, communication, collaboration,
needs assessment and advocacy.
ADP 670
School Improvement Project
Updated Spring 2013
23
F. Diverse
Learners
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners (ELL)
and culturally diverse learners to ensure that learners and their
families have access to communication in their native language.
ADP 670
Principal Program Live Text
Portfolio
4. Advocates for the use of effective strategies and resources for ADP 670
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
Principal Program Live Text
Portfolio
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 670
Principal Program Live Text
Portfolio
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 670
Principal Program Live Text
Portfolio
7. Collaborates with educators and social agencies working with
diverse learners to create a coherent vision for learning
opportunities.
ADP 670
Principal Program Live Text
Portfolio
Updated Spring 2013
24
Media of