COURSE SYLLABUS
Course Number: EDUL 6315.01R
Course Name: Ethics & School Law
INSTRUCTOR INFORMATION
Instructor: Dr. Fred Guerra
Office: Edinburg Campus
Office Hours: Monday - Thursday from 9- 5 p.m. and by appointment
Do not hesitate to send me an email if we need to talk so we can agree on a convenient time for a phone call, Connect session, or a meeting.
Office Telephone: 956-665-7333
E-mail: [email protected]
Response Time:
Generally, I will respond to emails within 24 hours of receiving them. If I plan to be away from my computer for more than a couple of days, I will let you know
in advance. Any technical questions can be referred to Blackboard Support.
I will update the online grades each time a grading session has been complete—typically 3 days following the completion of an activity. You will see a visual
indication of new grades posted on your Blackboard home page under the link to this course.
COURSE DESCRIPTION
The study of law in educational leadership preparation is for the most part well-accepted practice. Public schools operate under a comprehensive and sometimes
confusing set of local, state, and federal laws and policies, and certain legal requirements do exist. You will be expected to make rational decisions in an irrational
environment and defend these decisions based on established legal and ethical principles. For all practical purposes, school administrators are "the law" and
generally serve as chief investigator, prosecutor, judge, jury and executioner.
EDUL 6315 covers such topics as. Constitutional provisions, statutory laws, court decisions, torts and regulations governing public schools with special reference to
their influence upon the administration and function of public schools. The course is based on lectures, scenarios, and case-law presentations.
Prerequisite
None required
Page 1
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
TEXTBOOK & COURSE MATERIALS
Required Text

The Educator's Guide to Texas School Law Eighth Edition By Jim Walsh, Frank Kemerer, and Laurie Maniotis, ISBN-10: 0292760841, ISBN-13: 978-0292760844

Law and Ethics in Educational Leadership by David Stader ISBN-10: 0132685876 ISBN-13: 978-0132685870
Recommended Texts & Other Readings

Recommended readings will be available as web links in each weekly learning module under the learning activities folder
COURSE OBJECTIVES
Introduction to Texas public school law and ethics
Articulate the source of authority for the conduct of public schools with 80 % accuracy
State the role of local policy and explain in an essay the relationship of local policy to other law relative to education with 80 % accuracy
Student Search
Create scenarios where both probable and reasonable cause is and is not warranted by case laws or other legal statues with 80 % accuracy
School Safety
Prepare a presentation on how an administrator should legally deal with both bullying and cyberbullying with 80 % accuracy
Religion in the Schools
Create scenarios in an essay which meet the standards of the Lemon v. Kurtzman decisions otherwise known as the Lemon Test with 80 % accuracy
Student Discipline
Create a presentation that explains Chapter 37 of the Texas Education Code with 80 % accuracy
Page 2
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
TECHNICAL REQUIREMENTS
Computer Hardware
To participate in this online course, you should have easy access to a computer less than 5-years old with high-speed internet connection via cable modem, LAN or
DSL. To ensure you are using a supported browser and have required plug-ins please refer to Supported Browsers, Plugins & Operating Systems for Blackboard
Learn from Blackboards resource page.
Student Technical Skills
You are expected to be proficient with installing and using basic computer applications and have the ability to send and receive email attachments.
Software

Mozilla’s Firefox (latest version; Macintosh or Windows)

Google Chrome (latest version; Macintosh or Windows)

Adobe’s Flash Player & Reader plug-in (latest version).

Apple’s QuickTime plug-in (latest version). A free download is available at

Virus protection UTRGV Software link

Microsoft Office UTRGV Software link

Weekly discussion boards

Recorded Tegrity sessions
Technical Assistance
If you need technical assistance at any time during the course or to report a problem with Blackboard you can:

Visit the Blackboard Student Help Site

Submit a Blackboard Help Ticket
Page 3
EDUL 6315 Ethics & School Law

Summer 2 – 2016 Syllabus
Help Contact Information (UTRGV’s Blackboard Support):
Brownsville Campus
Edinburg Campus
Location: Rusteberg Hall Room 108
Location: Education Building Room 2.202
Phone: 956-882-6697 or 956-882-6792
Phone: 956-665-5327
Monday – Thursday 7:30AM – 7:00PM
Monday – Thursday 7:30AM – 7:00PM
Friday: 7:30 AM – 6:00PM
Friday: 7:30 AM – 6:00PM
COURSE ORGANIZATION & ONLINE TOOLS
Course Structure:
This course will be delivered entirely online through the course management system Blackboard Learn. You will use your UTRGV account to login to the course from
the My UTRGV site and under applications click on Blackboard Learn.
This course is organized into 4 weekly sections. Each week contains assigned weekly reading materials, PowerPoint lectures, discussion assignment, a selfassessment and a weekly quiz.
To actively participate in this course you will need to get familiar with the course environment. We will be using different tools such as Discussion Board and Tegrity. If
you are not familiar with how to navigate this environment as a student or use any of these tools, please review the following Blackboard Orientation page.
Ex. The course is organized into weeks of instruction, as outlined in the Course Schedule and Due Dates below. Each week is listed by its main topic and contains
required readings, videos, mini lectures, discussion forum assignments, essay and framework assignments, and collaborative assignments that you complete
working in teams.
Note: Most materials used in conjunction with the course are subject to copyright protection.
Discussion Forums
You will find the following discussion forums in the course Blackboard site:

General Help: Post any questions or comments you may have about course mechanics or technical issues to this forum.

Forums related to collaborative and discussion assignments, as described in Learning Module sections
Page 4
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Forums versus Email
If you have a question about course content or mechanics, I encourage you to post it to the General Help discussion forums. Doing so gives students in the
course an opportunity to help one another and allows everyone to benefit from answers to your questions. Of course, don’t hesitate to email me directly if your
concern is of a personal nature.
My role in discussion forums is that of a facilitator. I will occasionally correct misconceptions and/or redirect conversations that need redirecting. I may also post
comments following the completion of discussion indicating my general impressions of the comments and conclusions.
Assignments
Unless indicated otherwise in Weekly materials, you will submit Discussion Boards, Case Studies, Research Papers, etc. to its respective assignments area. The due
dates in Assignments match the due dates in the schedule below.
Collaborate
In addition to the learning activities noted above Live sessions using Collaborate could be requested during the semester at dates and times to be announced. For
more information about Collaborate, visit Blackboards website Collaborate Handouts for Participants
TOPIC OUTLINE/SCHEDULE
Important Note: Activity and assignment details will be explained in detail within each week's corresponding weekly content area. If you have any questions, please
contact your instructor.
COURSE
LEARNING
OBJECTIVES
PROGRAM SLOS
1
2
2
2
TEXAS PRINCIPAL
STANDARDS
TEXAS PRINCIPAL
INDICATORS
ELCC
STANDARDS
ELCC
3
I, ii, iii, iv
3
5
6
3.3
5.1, 5.2, 5.3, 5.4
6.2
Page 5
INDICATORS
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Program Goals – List your program goals here that were completed at the first
meeting.
Texas Principal Standards (TEA)
Standard 3--Executive Leadership. The principal is responsible for modeling a
consistent focus on and commitment to improving student learning.
ELCC Standards
Course Goals – Course goals should stem from your program goals.
Standard 3 indicators:
i) Resiliency and change management. The principal remains solutionsoriented, treats challenges as opportunities, and supports staff through
changes.
(ii) Commitment to ongoing learning. The principal proactively seeks and acts
on feedback, reflects on personal growth areas and seeks development
opportunities, and accepts responsibility for mistakes.
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.
(iii) Communication and interpersonal skills. The principal tailors communication
strategies to the audience and develops meaningful and positive relationships.
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.
(iv) Ethical behavior. The principal adheres to the educators' code of ethics in
§247.2 of this title (relating to Code of Ethics and Standard Practices for Texas
Educators), including following policies and procedures at his or her respective
district.
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.
6.2 Candidates understand and can act to influence local, district, state, and
national decisions affecting student learning in a school environment.
Page 6
EDUL 6315 Ethics & School Law
Week
Week 1 Mon.
7/11
Course
Goal #
Summer 2 – 2016 Syllabus
Assessment
To demonstrate learning
students will:
Learning Objectives
On completion of this instruction, students will be able to:
Introduction to Texas public school law and
ethics & The law of Education
Articulate the source of authority for the conduct of
public schools with 80 % accuracy
Identify the U. S. Constitutional provisions having
greatest applicability to public education, and will be
able to give examples of applicable cases with 80 %
accuracy
State the role of local policy and explain in an essay
the relationship of local policy to other law relative
to education with 80 % accuracy
Explain the operation of the court system in the
educational process and be able to differentiate the
federal and state system with 80 % accuracy
differentiate the roles of state and federal
legislatures in the development and control of public
education with 80 % accuracy
give examples of the role of Federal Legislation in
the development and control of public education
with 80 % accuracy
Assignment 1 - Case Study Analysis
Confused Yet? This case study introduces
candidates to the ambiguity and complexity of school
law. It also illustrates that even experienced
principals find themselves sometimes confused and
occasionally overwhelmed by new issues that
emerge. Some possibilities for discussion include:
1.
2.
List some examples of law that impact P12 teachers and administrators.
How are these laws similar and different?
Read:
1.
2.
3.
4.
View:
5.
6.
DUE: Sunday – July 17
Assignment 2 - Connecting to “Real-life”
Application – Suit 3 on page 31 - This vignette
considers the search of an 8th grade female student
for illegal contraband. Student rights to be free of
unreasonable search and seizure in schools are an
example of Constitutional law. The legal question is:
“Was the search of LaDonna Jones’ person and
property reasonable under the circumstances?”
Answer the 3 questions below.
Questions:
1. Which type of law does it represent?
State law, federal law, or constitutional
law?
2. Is the scenario criminal or civil?
3. What is the legal question in the
scenario?
DUE: Sunday – July 17
Page 7
Learning Materials & Technology
What will students need/use
(textbook, website, software)?
Learning Activities
What will students do (read, watch,
discuss)?
Read Chapter 1 & 2 Educators
Guide
Read Chapter 2 – Law &
Ethics
Assigned Readings
Instructor Materials
PowerPoint – Intro. To School
Law
PowerPoint - Chapter 2 -The
Law of Education
Complete:
1. Self-Introduction
2. Assignment 1 – “Confused
Yet?”
3. Assignment 2 - “Real-life”
Applications
Learning Materials

The Educator's Guide to
Texas School Law Eighth
Edition By Jim Walsh, Frank
Kemerer, and Laurie Maniotis

Law and Ethics in
Educational Leadership, 2nd
Edition. David L.Stader.

Texas Education Code
http://www.statutes.legis.stat
e.tx.us/?link=ED

Sources of public school law
http://guides.ll.georgetown.e
du/c.php?g=316589&p=21148
05
Technology

Blackboard to submit
assignments
EDUL 6315 Ethics & School Law
Wed. 7/13
Religion in the Schools
Legal framework (Establishment clause)
Explain in an essay the Establishment clause with
80 % accuracy.
Create scenarios in an essay which meet the
standards of the Lemon v. Kurtzman decisions
otherwise known as the Lemon Test with 80 %
accuracy
School Prayer
generate scenarios in an essay under which
conditions school prayer may or may not be
permissible using previous case law or other legal
statues with 80 % accuracy
The Pledge of Allegiance
generate scenarios in an essay under which
conditions that the Pledge of Allegiance may or may
not be permissible using previous case law or other
legal statues with 80 % accuracy
Teaching Creation Science
generate scenarios in an essay under which
conditions that teaching Creation Science may or
may not be permissible using previous case law or
other legal statues with 80 % accuracy
Secular Humanism and Pagan Religion
generate scenarios in an essay under which
conditions secular humanism and the practice of
pagan religion may or may not be permissible using
previous case law or other legal statues with 80 %
accuracy
Holiday Observances - Student Programs (Choir
programs)
generate scenarios in an essay under which
conditions in which Religious programs may or may
not be permissible using previous case law or other
legal statues with 80 % accuracy
Summer 2 – 2016 Syllabus
Assignment #3 – (Chapter 3) - Case Study
Analysis – Candy Canes: pg. 34 (Stader) - This
case study introduces the controversy surrounding
the role of religion in public schools, student rights to
expression, and how school district policy regarding
religious expression that may seem reasonable on
the surface may generate community controversy.
Some possibilities for discussion may include:
1.
2.
3.
In what ways does this case study
illustrate the controversy over religion in
public education? Can you think of other
areas of religious expression in public
schools that create controversy?
Does the North Suburban School District
policy regarding elementary student
distribution of religious messages to other
students seem reasonable? Why would
the East Unity minister have a problem
with the policy?
Is it possible to have a policy regarding
student religious expression in school or
school events that would satisfy
everyone?
DUE: Sunday – July 17
Assignment #4 - Cooperative Learning Activity –
Paired Student Work. Between you and your
classmate, review and determine which school
district has a school district policy or practice
regarding distribution of literature by students. Does
the policy or practice create a limited open forum? A
closed forum? Write a one-paragraph summary that
is double-spaced, Times New Roman – size 12 font..
DUE: Sunday – July 17
Religious Literature
generate scenarios in an essay under which
conditions in which distribution Religious literature
Page 8
Read:
1.
2.
3.
View:
4.
5.
Read Chapter 7 - Walsh
Read Chapter 3 – Stader
Assigned Readings
View Chapter 3 – Education,
Religion, and Community
Values PowerPoint
Instructor Materials
Complete:
4. Assignment 3 – “Candy
Canes”
5. Assignment 4 – Cooperative
Learning Activity
Learning Materials

The Educator's Guide to Texas
School Law Eighth Edition By
Jim Walsh, Frank Kemerer,
and Laurie Maniotis

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader

Religion in Public Schools
http://www.firstamendmentschoo
ls.org/freedoms/religiouslibertyfa
qs.aspx
Religion in Texas Schools
https://www.tasb.org/Services/Le
gal-Services/TASB-School-LaweSource/Community/Religion-inthe-PublicSchools/documents/rel_txempgui
de.pdf
Technology

Quiz tool

Discussion Board

Assignment
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
may or may not be permissible using previous case
law or other legal statues with 80 % accuracy
Religious Meetings on Campus
generate scenarios in an essay under which
conditions in which Religious meetings may or may
not be permissible using previous case law or other
legal statues with 80 % accuracy
Page 9
EDUL 6315 Ethics & School Law
Week 2 Mon.
7/18
Student Discipline
Chapter 37 of the Texas Education code
create a presentation that explains Chapter 37 of
the Texas Education Code with 80 % accuracy
Student code of conduct
explain in an essay Texas laws which require a
Student Code of Conduct with 80 % accuracy
Teacher initiated removal
generate scenarios in an essay under which
conditions in which teachers may initiate removal of
a student may or may not be permissible using
previous case law or other legal statues with 80 %
accuracy
Suspension
generate scenarios in an essay under which
conditions in which teachers may initiate
suspension of a student may or may not be
permissible using previous case law or other legal
statues with 80 % accuracy
Removal to a DAEP
generate scenarios in an essay under which
conditions for the removal of a student to an
alternate school setting may or may not be
permissible using previous case law or other legal
statues with 80 % accuracy
Expulsion
generate scenarios in an essay under which
conditions in which teachers may initiate expulsion
of a student may or may not be permissible using
previous case law or other legal statues with 80 %
accuracy
Emergency Actions
Explain in an essay what type of emergency actions
may be taken by a campus administrator with 80 %
accuracy
generate scenarios in an essay under which
conditions in which emergency actions may or may
not be permissible using previous case law or other
legal statues with 80 % accuracy
Summer 2 – 2016 Syllabus
Assignment # 5 - (Chapter 4) - Connecting to
“Real-life” Application – Pg. 57 (Stader)
“Shanna’s Shirt”: This case study introduces
candidates to student speech that at least some
members of the school community may find
inappropriate. The questions are: 1) under what
circumstances is controversial student speech
permissible? 2) Under what circumstances may
student speech be suppressed? The answer to
these questions and others surrounding student First
Amendment rights on campus are addressed in this
chapter. Some possibilities for discussion include:
1.
2.
3.
Should students have any right to
express controversial ideas at school?
Does student expression that ‘offends’ a
few teachers justify suppressing the
expression?
Under what circumstances students
should be allowed to freely express their
views on controversial subjects?
DUE: Sunday, July 24
Assignment #6 (Chapter 5) - Connecting to
“Real-life” Application – Pg. 83 (Stader)
“The Case of the Powdered Aspirin”: This case helps
school leadership candidates understand the conflict
between the need for a drug-free school culture and
the equally compelling ethical requirement that all
students be treated fairly. The case study also sets
the stage for discussions about procedural and
substantive due process and the idea of a wellordered school. Some possibilities for discussion
include:
1.
2.
3.
Is this case study a structured or illstructured problem? What characteristics
of the case justify your answer?
What evidence did Principal Daniels
gather to support her suspension of
Lasiandra?
Why would Principal Daniels suspend
Lasiandra for disrupting instruction rather
Page 10
Read:
1.
2.
3.
View:
4.
Read: Chapter 8 & 9 – Walsh
Read: Chapters 4 & 5 – Stader
Instructor Materials
Chapter 4 – Students Privacy
& 1st Amendments Rights /
Chapter 5 – Due Process,
Student Discipline, Athletics,
and Title IX PowerPoints
Complete:
5. Week 6 Discussion
6. Assignment 5 – Shanna’s
Shirt”
7. Assignment 6 – “The Case of
the Powdered Aspirin”
8. Assignment 7 – “Bad Boys”
Learning Materials

The Educator's Guide to Texas
School Law Eighth Edition By
Jim Walsh, Frank Kemerer,
and Laurie Maniotis,

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader.

Chapter 37 of the Texas
Education Code
http://www.statutes.legis.state.tx.us/
Docs/ED/htm/ED.37.htm

Texas Education Agency
Discipline
http://tea.texas.gov/Texas_Schools/
Safe_and_Healthy_Schools/Chapte
r_37_-_Safe_Schools/

Texas Open Meetings
http://tea.texas.gov/About_TEA/Con
tact_Us/General_Inquiry/General_In
quiry_-_School_Board_FAQ/
Technology

Quiz tool

Discussion Board

Assignment
EDUL 6315 Ethics & School Law
Corporal punishment
generate scenarios in an essay under what
conditions corporal punishment of a student may or
may not be permissible using previous case law or
other legal statues with 80 % accuracy
Suspension from Extracurricular activities
generate scenarios in an essay under which
conditions for suspension from extracurricular
activities of students may or may not be permissible
using previous case law or other legal statues
Privacy Issues:
Texas open meetings act
Explain in an essay the requirements of the Texas
Open Meetings Act with 80 % accuracy
Texas Public information act
explain in an essay the Texas Public Information
Act with 80 % accuracy
Educator Privacy act
generate scenarios in an essay under which
conditions for the Educator Privacy act using
previous case law or other legal statues with 80 %
accuracy
Student Privacy act
generate scenarios in an essay under which
conditions for the Student Privacy act using
previous case law or other legal statues with 80 %
accuracy
Summer 2 – 2016 Syllabus
4.
than possession of over-the-counter
drugs with the intent to “huff” the drugs?
Lasiandra’s parents are meeting with the
superintendent to appeal her suspension.
Assume that the superintendent supports
Principal Daniels and Lasiandra’s parents
sue the district. What legal questions
would the court consider?
DUE: Sunday, July 24
Assignment #7 - Connecting to “Real-life”
Application – Pg. 99 (Stader)
Bad Boys: This case illustrates the challenges
presented by student off-campus behavior.
Candidates should recognize the different standards
for student discipline for on-campus and off-campus
behavior. Candidates should acknowledge that a link
or nexus between the off-campus behavior and
campus disruption is usually necessary to justify
punishing students for their off-campus behavior.
Candidates should also recognize the substantive
due process challenges presented by school rules
such as “some impact on what happens in school.”
An accomplished response may include:
1.
2.
3.
Analysis: Illegal drug possession by
students anywhere should be taken
seriously. However, has a link between
Kyle’s arrest for possession of a small
amount of marijuana and substantial
disruption at school been established?
Legal Question: Would the expulsion of
Kyle Lacy for the remainder of the
semester under the circumstances violate
his procedural and substantive due
process rights?
Ethical Perspectives: You should
recognize the foundation of a wellordered school rests on a system of rules
that can be publicly justified. Regardless
of one’s personal viewpoint, the concept
of a well-ordered school requires school
leaders to respect Kyle Lacy’s right to be
treated fairly. It may seem rational to
expel Kyle to send a strong message to
Page 11
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
4.
5.
6.
students and the community that illegal
drug possession will not be tolerated. But
is it reasonable?
Legal Knowledge: You should recognize
that expelling Kyle for the remainder of
the semester requires a link between his
arrest and disruption at school. You
should also recognize that the rule may
be vague and overbroad and thus violate
Kyle’s substantive due process rights.
Standards Based Knowledge: ISLLC
Standard 3C (Promote and protect the
welfare and safety of students) and
Standard 5D (Consider and evaluate the
potential moral and legal consequences
of decision-making) are appropriate
standards.
Depth of Knowledge: Provide an analysis
of the legal and ethical challenges
presented by the case and the synthesis
of this knowledge into a coherent
argument.
DUE: Sunday, July 24
Page 12
EDUL 6315 Ethics & School Law
Student Search
Probable and Reasonable cause
define both probable and reasonable cause with 80
% accuracy
create scenarios where both probable and
reasonable cause is and is not warranted by case
laws or other legal statues with 80 % accuracy
Wed. 7/20
Summer 2 – 2016 Syllabus
Assignment # 8: Case Study Analysis - “Walk
About” - Pg. 100 (Stader) - A search of a student’s
person or property may start as a reasonable
search, but can quickly escalate into an
unreasonable one. “Walk About” illustrates this
slippery slope. Some possibilities for discussion
include:
Read:
9. Read: Chapter 6 – Stader
10. Instructor Materials
1.
Is this case study an example of a structured or
ill-structured problem (problems with no easy or
clear-cut solution)? You may consider this to be
a structured problem. However, just about any
search is an ill-structured problem for a variety
of reasons. In this case concerns about drugs
(even over-the-counter drugs) being sold at
lunch is a significant problem that should be
addressed. Tasha is most likely violating school
rules by skipping math class and hiding behind
some shrubberies. But, does this justify the
search of her purse?
Complete:
12. Assignment 8 – “Walk About”
13. Assignment 9 – “Hello
Operator”
2.
Does a tip from an “unreliable” source that
Tasha is selling pills during lunch justify a
search of her purse? Of her brassiere?
Conditions for students search by a teacher,
administrator and school security officer
identify conditions that searches may be done by a
teacher, administrator or a school security officer
with 80 % accuracy
Nonintrusive searches
explain when nonintrusive searches may be
conducted with 80 % accuracy
Field trips and overnight stays
generate scenarios in an essay which explain under
which conditions student searches may or may not
be warranted during a school sponsored field trip or
overnight stay with 80 % accuracy
Student lockers
generate scenarios in an essay which explain under
which conditions student locker searches may or
may not be warranted using previous case law or
other legal statues with 80 % accuracy
Metal detectors
generate scenarios in an essay which explain under
which conditions metal detectors may or may not be
warranted using previous case law or other legal
statues with 80 % accuracy
Random sweeps for contraband
generate scenarios in an essay which explain under
which conditions random sweeps for contraband
may or may not be warranted using previous case
law or other legal statues with 80 % accuracy
Drug dogs
generate scenarios in an essay which explain under
which conditions drug sniffing dogs’ searches may
DUE: Sunday, July 24
Assignment #9 - Connecting to “Real-life”
Applications - “Hello Operator” Pg. 118 (Stader) This case requires candidates to apply New Jersey
v. TLO and Bentham’s Principles of Proportionality
to the search of a student cell phone. An
accomplished response may include: Question –
Justify your answer. Argue for or against the legality
of the search of Susan’s cell phone text messages.
1.
Analysis: You should recognize that the search
of Susan’s cell phone is an invasion of privacy
of some magnitude. At the same time,
candidates should understand that the search
of the phone (justified or not) revealed evidence
that Susan may be involved in risky behavior.
The balance between the reason for the search
in the first place and the information obtained
creates a dilemma. If AP Donner searches the
Page 13
View:
11. Chapter 6 – Student Search
PowerPoint
Learning Materials

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader

Students Rights
https://www.texasbar.com/AM/Temp
late.cfm?Section=Schools1&Templa
te=/CM/ContentDisplay.cfm&Conten
tID=23604

Texas Constitution and
Statutes
http://www.statutes.legis.state.tx.us/
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
or may not be warranted using previous case law or
other legal statues with 80 % accuracy
Automobile searchers
generate scenarios in an essay which explain under
which conditions student automobile searches may
or may not be warranted using previous case law or
other legal statues with 80 % accuracy
Drug (Urinalysis) testing
generate scenarios in an essay which explain under
which conditions drug testing of students may or
may not be warranted using previous case law or
other legal statues with 80 % accuracy
2.
3.
4.
5.
6.
phone, Susan’s risky behavior can be
addressed. If she does not, Susan’s behavior
may continue with potential negative
consequences for Susan.
Legal Question: Was the search of Susan
Smith’s cell phone text messages reasonable
under the circumstances?
Ethical Perspectives: You may elect to cite
specific Principles of Proportionality to argue for
or against the search. You may also elect to
use Rawls’ concept of a well-ordered school to
justify their argument.
Legal Knowledge: You should cite the
principles of student search established in New
Jersey v. TLO.
Standards Based Knowledge: ISLLC Standard
3C (Promote and protect the welfare and safety
of students) and Standard 5B (Self-awareness,
reflective practice, transparency, and ethical
behavior) are appropriate responses.
Depth of Knowledge: You should be able to
synthesize the parameters set by the U.S.
Supreme Court and the Principles of
Proportionality presented in this chapter to
articulate an argument for or against the legality
of the search of the cell phone under the
circumstances.
DUE: Sunday, July 24
Page 14
EDUL 6315 Ethics & School Law
School Safety
Bullying and Cyber bullying
Identify in an essay the legal definitions of bullying
and cyberbullying with 80 % accuracy
prepare a presentation on how an administrator
should legally deal with both bullying and
cyberbullying with 80 % accuracy
Sexting
identify in an essay the legal definitions of sexting
with 80 % accuracy
Week 3 –
Mon. 7-25
prepare a presentation on how an administrator
should legally deal with sexting with 80 % accuracy
Threat assessment
define in an essay what is meant by threat
assessment.
create scenarios in an essay which explain which
follow the steps of threat assessment on a campus
with 80 % accuracy
Zero tolerance
create scenarios in an essay which explain which
follow the steps for Zero Tolerance with 80 %
accuracy
Sexual harassment
Write an essay which uses the legal definition of
Sexual Harassment in order to create scenarios on
how to legally handle cases of Sexual Harassment
for students, employees and administrators with 80
% accuracy
Liability under Title IX (office of civil rights)
explain in an essay the conditions for liability under
Title IX of the Civil Rights Act with 80 % accuracy
Security cameras
Explain in an essay the conditions for the
use
of security cameras in the public schools with 80 %
accuracy
Summer 2 – 2016 Syllabus
Assignment #10 - Case Study Analysis - “That’s
Not Fair” Pg. 120 (Stader) - This case study is
designed to promote discussions of school safety,
weapon possession, and zero tolerance. The case
introduces candidates to the problem of student-onstudent bullying based on real or perceived sexual
orientation. It also promotes discussion of whether or
not all weapon possession on campus should be
treated equally. Some possibilities for discussion
include:
1.
Does this case study represent a structured or
ill-structured problem? List 1 or 2
characteristics of the case that support your
conclusion. Some principals tend to view the
case as a structured problem because of the
knife or weapon involved. It should be
acknowledged that all weapon possession on
campus should be taken seriously. However, in
this case there is no evidence that Megan
presents a danger to herself or others. The illstructured nature of the case is how should
Megan be treated?
2.
Should all weapon possession on campus be
treated similarly? Should Megan be expelled?
DUE: Sunday, 7/31
Assignment #11 – Connecting to “Real-life”
Applications - “The Lady in Red” Pg. 142. (Stader)
- This case presents you with a dilemma that is
becoming relatively common. More lesbian, gay,
bisexual, transgender, and questioning (LGBTQ)
youth are expressing their sexual identity each
school year. While it may be a positive sign that
sexual minority youth are feeling more comfortable
acknowledging their identity, it still presents
significant challenges to school leaders in many
parts of the county. In this case study, you are
required to put your own views aside and confront
the problem of community values versus student
rights to be free of harassment and bullying.
Question – Argue for against allowing Andrew Wade
to attend the Homecoming dance with Lindsay as his
Page 15
Read
14. Read: Chapter 7 – Stader
15. Instructor Materials
16. TEA Website
View:
17. Chapter 7 – School Safety
PowerPoint
Complete:
Self-Assessment 4
Week 4 Discussion
Assignment 7
Assignment 8
Learning Materials

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader

Bullying
http://tea.texas.gov/index4.aspx?id=
2147509560&menu_id=214748374
2&ekfxmen_noscript=1&ekfxmensel
=e9edebdf8_2147483742_2147483
744
Technology

Assignment
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
date. What legal protections, if any, does Andrew
Wade have? An accomplished response may
include:
1.
2.
3.
4.
5.
6.
Analysis: You should recognize the illstructured nature of the problem scenario. It
appears that at least some vocal members of
the school community are expressing concerns
over Andrew Wade’s date to the prom. In
addition, a few students are taunting and
possibly bullying Andrew because of his choice
of dates. Finding the balance between security
for Andrew and the basic idea that he may
invite a date to the prom as any other eligible
student can be difficult in some school cultures.
Legal Question: Is it permissible to ban Andrew
Wade’s date to the prom based on concerns
over security? Because his date is allegedly
transgender?
Ethical Perspectives: Bentham views equity or
fairness as subservient to security. But, in this
case, the question is should fairness to Andrew
Wade trump security?
Legal Knowledge: You should recognize that
LGBTQ students have the same protections as
other students in school.
Standards Based Knowledge: ISLLC Standard
3C (Promote and protect the welfare and safety
of students) and Standard 5C ( Safeguard the
values of democracy, equity, and diversity) are
appropriate responses.
Depth of Knowledge: You should be able to
combine the elements of Bentham’s view of the
purpose of policy to promote security and
equity, case law regarding the legal protections
available to LGBTQ youth to be free of
harassment and bullying, the need for safety at
the school prom, and Andrew Wade’s right to
be treated fairly. You may recognize that
prohibiting Andrew’s date from attending the
prom while allowing similarly situated
heterosexual students may be a form of
viewpoint discrimination and/or an equal
protection concern. Finally, a few of you may
refer to the “heckler’s veto” referred to in an
earlier chapter. DUE: Sunday, July 31
Page 16
EDUL 6315 Ethics & School Law
Equal Protection, English Language
Learners, and Desegregation
Examine the controversy surrounding the children of
illegal aliens enrolling in public schools and the issue of
silent tracking
Critique the relationship between social justice, social
capital, and school structures
Analyze Rawls’ Principles of Justice as they relate to
social justice, equality of opportunity, the justification of
inequalities, and school culture
Examine the legal concept of equal protection as it
applies to student discrimination in access, placement,
and discipline
Develop an understanding of the legal rights of English
language learners to attend public schools
Analyze the history of school desegregation and how the
idea of equal protection is applied to current school
district efforts to retain or promote integrated schools
Summer 2 – 2016 Syllabus
Assignment #12 - Case Study Analysis - “In All
Fairness” Pg. 145 (Stader) - This case study
introduces you to the controversy surrounding legal
and illegal alien families and children and public
school attendance. The case study further
introduces you to the implied silent tracking of
Michael. Silent tracking is the most insidious and
difficult form of discrimination for school leaders to
recognize and confront. Silent tracking can be
defined as the unjust utilization of school structures
such as placement in classes or grades based on
the race or color of the student. Some possibilities
for discussion include:
1.
2.
3.
4.
Is the case study “In All Fairness” a structured
or ill-structured problem? The case of Alejandro
(at least in most states under current law) is
relatively structured. The case of Michael is
much more ill-structured. You should
distinguish between the two cases.
Should students be required to show a U.S.
birth certificate or demonstrate legal status
before being allowed to attend public schools?
Think about the case of Michael. Why would
counselors place Michael in lower track classes
even after he requested that he be placed in
college prep courses? Is this a form of
discrimination?
Some forms of discrimination are obvious,
others much more subtle. The case of Michael
may be an example of subtle discrimination.
Why would these types of incidents be difficult
to confront?
Page 17
Read:
18. Read – Chapter 8 – Stader
View:
19. Chapter 8 – Equal Protection,
English Language Learners,
and Desegregation
PowerPoint
Learning Materials

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader
EDUL 6315 Ethics & School Law
Wed. 7/27
Children with Disabilities (IDEIA)
Examine the challenges associated with IDEIA
Analyze the relationship between equity, the justification
of inequalities, and special education law
Analyze the goals of IDEIA 2004
Critique the responsibility school districts have in
identifying and evaluating children for potential disabilities
Analyze the concept of an appropriate education as
defined by IDEIA and the U.S. Supreme Court
Examine the controversy surrounding prescription drugs
as part of the IEP
Summer 2 – 2016 Syllabus
Assignment #13: Case Study Analysis - “When
Good Parents Go Bad” Pg. 162 (Stader) - One of
the more difficult, contentious, and litigated issues
occurs when school districts (teachers,
administrators, and so forth) become at odds with
parents. It must always be remembered that parents
of special needs children, like all other parents in the
district, want what is best for their children. Justin’s
parents are no different. They want Justin to have
the same opportunities as every other student at
Montclair Middle School. Mr. Slaton has an
affirmative duty to maintain a reasonably safe and
orderly classroom. A “dirty shop” is different than a
regular classroom, and special risks and dangers
are apparent. Mr. Slaton contends that Justin is a
danger to himself and others in the classroom.
Justin’s parents contend that Mr. Slaton has a
problem with Justin. Both may be correct. The
problem is how to balance Mr. Slaton’s duty with the
legal rights of Justin Jones. Some questions for
discussion may include:
1.
2.
3.
Is this case study a structured or illstructured problem? What characteristics
of the case justify your answer?
How can Principal Marina Marshall
balance the obligation of Mr. Slaton to
maintain a reasonably safe classroom
and Justin’s legal right to an appropriate
education?
Why do you think special education is the
most litigated issue in education law?
DUE: Thurs., Aug. 4
Page 18
Read:
20. Chapter 9 – (Stader)
21. Chapter 3 (Walsh)
View:
22. Chapter 9 - Children with
Disabilities PowerPoint
Learning Materials

The Educator's Guide to
Texas School Law Eighth
Edition By Jim Walsh, Frank
Kemerer, and Laurie Maniotis

Law and Ethics in Educational
Leadership, 2nd Edition. David
L.Stader
EDUL 6315 Ethics & School Law
Mon. 8/1
Discuss graduation requirements and high stakes testing
for students with disabilities
Analyze the Least Restrictive Environment as defined by
IDEIA
Apply procedural safeguards to child with disability and
examine dispute resolution
Analyze campus discipline policies as the policies apply
to children with disabilities
Examine the conflict between school safety and students
with disabilities
Explore Section 504 of the Rehabilitation Act of 1974
Summer 2 – 2016 Syllabus
Assignment #14 - Connecting to Practice – Pg.
181 (Stader) - The Case of the Riverboat High
School Cat Burglar: This case study illustrates the
challenges inherent in the discipline of students with
a disability. Samantha Stone has demonstrated
some behavioral issues over a fairly long period of
time. Consequently, the IEP team has developed a
behavioral intervention plan that has apparently
worked effectively, at least until recently. An
alternative placement would require an 11-day IEP,
a manifestation determination, a review of
Samantha’s (and Elvira’s) IEP, and her behavioral
intervention plan. The question, of course, is
whether or not her behavior is a manifestation of her
disability. This case is further complicated by
Samantha’s opportunity to attend an Ivy League
college, her enrollment in AP courses, and college
English. It can be assumed that her failure to
complete these courses would result in her rejection
by an elite college. An accomplished response may
include:
1.
2.
3.
Analysis: This case may, at first glance,
appear to be a structured problem and
Samantha, or at least Elvira, should be
suspended for stealing. If Samantha was not
classified as a child with a disability, a longterm suspension, or even expulsion, may be in
order. However, this is not the case. An
accomplished response would recognize the illstructured nature of the problem, recognize that
an alternative placement may not offer an
appropriate educational opportunity for
Samantha, and the potential liability to the
district for failure to provide a least restrictive
environment.
Legal Question: Is Samantha’s behavior a
manifestation of her disability?
Ethical Perspectives: An accomplished
response may include a referral to a wellordered school (Rawls’ first principle), the
justification of inequalities (Rawls’ second
principle), Bentham’s utilitarian ethics of the
greater good and the need for proportional
punishment, or the need for security.
Page 19
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
4.
Wed. 8/3
5.
6.
Legal Knowledge: Candidates should
demonstrate an understanding of IDEIA and
acknowledge the difficulty presented by
students with disabilities.
Standards Based Knowledge: ISLLC Standards
4C (Build and sustain positive relationships with
families and caregivers), 3C (Promote and
protect the welfare and safety of students and
staff), 5B (Model principles of self-awareness,
reflective practice, transparency, and ethical
behavior), and 5E (Promote social justice and
ensure that individual student needs inform all
aspects of schooling) are appropriate
standards.
Depth of Knowledge: An accomplished
response should demonstrate an analysis of
the legal and ethical challenges presented by
the case and the synthesis of this knowledge
into a coherent argument.
DUE: Thurs., Aug. 4
GRADING POLICY
Graded Course Activities
List all activities, tests, etc. that will determine the students’ final grade. Choose the appropriate chart below based on your grading policy such as points or
weight. You can also alter the chart to reflect your needs.
Description
7 – Case Study Analysis (See Rubric)
Points
100 points
6 - Connecting to “Real-life” Applications
1 – Cooperative Learning Activity
Total Points Possible
100 points
100 points
1400 points
Page 20
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Include an explanation between the relationship of points earned and final letter grade.
A = 1400 to 1325
B = 1324 to 1249
C = 1248 to 1173
F = 1172 & Below
Late Work Policy
Be sure to pay close attention to deadlines—there will be no make-up assignments or quizzes, or late work accepted without a serious and compelling reason and
instructor approval. No assignment will be accepted after 2 days. For every day late there will be a 10 point deduction in the letter grade.
Viewing Grades in Blackboard
Points you receive for graded activities will be posted to the Blackboard Grade Book. Click on the My Grades link on the left navigation to view your points.
Your instructor will update the online grades each time a grading session has been complete—typically 3 days following the completion of an activity. You will see a
visual indication of new grades posted on your Blackboard home page under the link to this course.
COURSE POLICIES
Participation
This course is a reducing course which means 50% is face-to-face, and the other 50% is done on-line. Your active participation is required. Here are some tips for
success:

In discussion forums, you learn from one another by posing questions, justifying your comments, and providing multiple perspectives. When you prepare for
discussions through thoughtful reflection, you contribute to your own successful learning experience as well as to the experience of your peers.

Log in to the course frequently (at least several times per week for long semesters and daily for summer sessions) and check the announcements. This will
keep you apprised of any course updates, progress in discussions, assignment information, and messages requiring immediate attention.

Be aware of and keep up with the Course Schedule in the Syllabus.

Participate in team activities to the best of your ability. How well your team does—and how well you do—depends on all the team members working
cooperatively.
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EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Build Rapport
If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you
will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when
difficulties arise during the semester so that we can help you find a solution.
Complete Assignments
All assignments for this course will be submitted electronically through Blackboard unless otherwise instructed. Assignments and discussions must be
submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next
assignment except under extreme circumstances.
Communication Skills
All students must have adequate writing skills to communicate content in a professional and concise manner. Students must be proficient in their written
presentations including strategies for developing ideas, citing scholarly references, writing style, wording, phrasing, and using language conventions. Students must
follow APA guidelines, use non-racist and non-sexist language, and include sufficient references to support their thesis and ideas in the paper.
Netiquette
Netiquette describes the code of conduct for an online environment. It ensures respect for others and prevents misunderstandings or unintentional offenses to others.
The netiquette described here is amended to ensure your success in this course.



When you are typing or submitting a response, do not use all capital letters (caps). Caps is equal to SHOUTING YOUR MESSAGE.
Although it is customary to use acronyms (ex. ROFL - rolling on floor laughing, BTW - by the way, or FYI - for your information) when chatting online, try to
avoid using these. There may be those in this course who are not as experienced as you and may miss out on understanding.
Although you are encouraged to participate and ask questions, it is asked that you do not spam other users (SPAM refers to unwanted or excessive email).
Before sending mass emails, consider using the discussion board to post general inquiries or requesting assistance from your instructor.
Insert writing style preference for your course
Time Commitment
Online courses are typically just as time intensive, and may be more rigorous than traditional courses. Many students claim that online courses require more time and
commitment. As you begin this course, you would be wise to schedule 8 or more hours per week for studying materials and completing assignments.
Page 22
EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Falling behind in this course is particularly problematic because the concepts we cover are cumulative. This means that not becoming proficient with information and
objectives presented and assessed in a particular week can lead to low scores for that week as well as in subsequent weeks.
Understand When You May Drop This Course
It is the student’s responsibility to understand when they need to consider de-enrolling from a course. Refer to the UTRGV Course Schedule for dates and deadlines
for registration. After this period, a serious and compelling reason is required to drop from the course. Serious and compelling reasons includes: (1) documented and
significant change in work hours, leaving student unable to attend class, or (2) documented and severe physical/mental illness/injury to the student or student’s
family.
Incomplete Policy
Under emergency/special circumstances, students may petition for an incomplete grade. An incomplete will only be assigned if [insert condition here]. All incomplete
course assignments must be completed within [insert timeframe here].
Needs for Students with Disabilities (Inform Your Instructor of Any Accommodations Needed)
If you have a documented disability and verification from the Disability Services, and wish to discuss academic accommodations, please contact your instructor as
soon as possible. It is the student’s responsibility to provide documentation of disability to Disability Services and meet with a SSWD counselor to request special
accommodation before classes start.
Brownsville Campus: Disability Services is located in room Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at
[email protected].
Edinburg Campus: Disability Services is located in room 108 University Center and can be contacted by phone at (956) 665-7005 (Voice) (956) 665-3840 (fax) or via
email at [email protected].
Commit to Integrity
As a student in this course (and at this university) you are expected to maintain high degrees of professionalism, commitment to active learning and participation in
this class and also integrity in your behavior in and out of the classroom.
UTRGV Academic Honesty Policy & Procedures
“The principles of truth and honesty are recognized as fundamental to a community of scholars and teachers. California State University, Sacramento expects that
both faculty and students will honor these principles, and in so doing, will protect the integrity of academic work and student grades.”
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EDUL 6315 Ethics & School Law
Summer 2 – 2016 Syllabus
Read more about UTRGV’s Academic Honesty Policy & Procedures
Definitions
At UTRGV, Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable
in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such
acts.
“Plagiarism is a form of cheating. At UTRGV, “plagiarism is the appropriation, buying, receiving as a gift, or obtaining by any means another's work and the
unacknowledged submission or incorporation of it in one's own academic work offered for credit.”
Source: UTRGV HOP
Important Note: Any form of academic dishonesty, including cheating and plagiarism, may be reported to the office of student affairs.
Course policies are subject to change. It is the student’s responsibility to check Blackboard for corrections or updates to the syllabus. Any changes will be posted
in Blackboard.
Page 24