College of Education Course Syllabus

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1 College of Education Course Syllabus COURSE: EDUL The School and Community Relations SEMESTER: Summer I 2012 McAllen Teaching Site INSTRUCTOR: Dr. Isaias C. Rodriguez OFFICE: None TELEPHONE: CELL: OFFICE HOURS: None GENERAL POLICIES STUDENT EXPECTATIONS 1. Attend all classes and participate in class and group discussions 2. Turn in assignments on time. Late assignments will be accepted WITH APPROVAL of instructor up to 48 hours. Assignments submitted after that time period will receive reduced points. 3. Class attendance is expected and the attendance grade will be penalized for missing class with 10 points deducted from final grade for each on campus class missed. Students who miss class must make arrangements with the instructor PRIOR to the missed class. 4. As teachers striving to be principals or teacher leaders, you will be expected to arrive on time to class. 5. All assignments will be submitted electronically via . More information provided in the syllabus. GENERAL POLICIES Attendance Requirements Based on the Handbook of Operating Procedures (5.2.4), all students are expected to attend all classes. It is the responsibility of the student to inform the instructor of expected absences. All absences will be considered by the instructor based on extenuating circumstances on a case-by-case basis. When, however, in the judgment of the instructor, a student has been absent to such a degree as to impair his or her status relative to credit of the course, the instructor may drop the student from the class with a grade of "D/F.

2 Classroom Conduct As students of the University of Texas-Pan American, you are expected to help maintain a classroom environment that is conducive to learning. You are here to grow intellectually and socially, demonstrating a serious purpose, and an interest in growing academically. Each student is expected to model problem solving skills with intelligence, reasonableness, and consideration for the rights of others. All students are expected to respect the rights and freedoms of others, as they are entitled to those same rights and freedoms. Academic Dishonesty/Plagiarism 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. Academic dishonesty will not be tolerated in any manner and will be dealt with swiftly according to the Department of Educational Leadership Policy. For further information concerning student conduct, please access the UTPA Handbook of Operating Procedures, Section (Student Conduct) and section (Student Conduct Code) found at <http://www.utpa.edu/newhop/files/pdf/t pdf>. The following excerpt was taken from the University of Texas System policy regarding fair use of copyrighted materials including the Rule of Thumb and the four factors fair use test, available from the UT System found at <www.utsystem.edu/ogc/intellectualproperty/copypol.htm>. RULES OF THUMB FOR RESEARCH COPIES Limit research copies to Single chapters Single articles from a journal issue Several charts, graphs, illustrations Other similarly small parts of a work. The four fair use factors: 1. What is the character of the use? 2. What is the nature of the work to be used? 3. How much of the work will you use? 4. What effect would this use have on the market for the original or for permissions if the use were widespread? For further information, access the UTPA Handbook of Operating Procedures Section (use of copyrighted material). Enrollment If your name does not appear on the class roster by the class day indicated on the university calendar, you will be dropped from the class. It is your responsibility to check with the Office of Admissions and Records to ensure that you are properly enrolled. American with Disabilities Act If you have a documented disability that will make it difficult for you to carry out the work as I have outlined and/or if you need special accommodations/assistance, due to the disability, please contact the Office of Services for Persons with Disabilities (OSPD), Emilia Ramirez located in Schunior, Room immediately. Appropriate arrangements/accommodations can be arranged.

3 Assignments All assignments should be typed and submitted in APA (American Psychological Association) form on or before the assigned due date. APA is most commonly used to cite sources within the social sciences. There are many resources available on the web in addition to the sixth edition of the APA manual. A website that I found useful is: Always save a copy of what you submit, as assignment submitted past the due date will not receive any points. Cell Phones and other Portable Devices As a courtesy to other students and the professor, cell phones, beepers, pagers, etc. must be turned off or turned to vibrate mode. COURSE DESCRIPTION COURSE DESCRIPTION: This course examines the relationships between the school and its internal and external constituencies. (reference on-line UTPA Graduate catalog (p. 181) Educational Leadership at : COURSE GOALS, PURPOSE, PHILOSOPHY, & STUDENT LEARNING OBJECTIVES: This course is designed to address the following proficiencies for educational leaders (educational personnel/administrators) in learner-centered schools to assist in the strategy of a leaning-community in which student success is paramount. The graduate student as a future administrator demonstrates knowledge of the relationships between the school and its internal and external constituencies. Within this context and in light of the TExES competencies listed below, the final objectives for the administrator are to: 1) possess and draw on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful experiences for all students. 2) create a learner-centered community, which collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources. 3) respond appropriately to diverse groups of learners. 4) always be an advocate for all students and the school and its environment, and to demonstrate effective professional and interpersonal communication skills. 5) be a reflective practitioner dedicated to all students success, also to demonstrate a commitment to learn, to improve the profession, and to maintain professional ethics with high personal integrity. The preparation of educational personnel at UTPA is anchored in a foundation of professional knowledge. The student learning outcomes for this course have been developed to reflect the professional knowledge that assists in preparing individuals who are competent administrators. The foundation of professional knowledge guides the planning and delivery in this course and the program as a whole. Successful completion of the requirements in this course is intended to assist students in gaining the professional knowledge and skills.

4 TExES Competencies: This course addresses the following TExES competencies: Please reference website on Competency 1.2: The principal knows how to ensure that parents and other members of the community are an integral part of the campus culture. Competency 1.9: The principal knows how to support innovative thinking and risk taking within the school community and view unsuccessful experiences as learning opportunities. Competency 1.10: The principal knows how to acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision. Competency 2.1: The principal knows how to communicate effectively with families and other community members in varied educational contexts. Competency 2.2: The principal knows how to apply skills for building consensus and managing conflict. Competency 2.3: The principal knows how to implement effective strategies for systematically communicating with and gathering input from all campus stakeholders. Competency 2.4: The principal knows how to develop and implement strategies for effective internal and external communications. Competency 2.5: The principal knows how to develop and implement a comprehensive program of community relations that effectively involves and informs multiple constituencies, including the media. Competency 2.6: The principal knows how to provide varied and meaningful opportunities for parents/caregivers to be engaged in the education of their children. Competency 2.7: The principal knows how to establish partnerships with parents/caregivers, business and others in the community to strengthen programs and support campus goals. Competency 2.8 The principal knows how to communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success. Competency 2.9: The principal knows how to respond to pertinent political, social and economic issues in the internal and external environment. COPYRIGHT RESTRICTIONS: The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their work and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine of up to $250,000 and imprisonment. Copyright laws do allow students and professors to make photocopies of copyrighted materials under strict conditions. You may not copy most, much less all of a work, but you may copy a limited portion of a work, such as an article from a journal or a chapter from a book. These copies must be for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should

5 not suggest that the purpose or the effect of the copying is to avoid paying for the materials. In addition, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are both violating the copyright law. ACADEMIC INTEGRITY & STUDENT CONDUCT: The following information is taken from the student handbook. Please be advised that: Section of the Handbook of Operation Procedures for UTPA addresses student conduct. C-25 specifically refers to issues of academic honesty in stating: Committing and acts of academic or scholastic dishonesty. 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. These statements are followed by descriptions of actions that fall in each of the categories listed above and what procedures are to be follow when infractions occur. As graduate students of UTPA College of education, it is important to support this policy and advocate that others do as well. Please refer to Section of the UTPA Handbook of Operating Procedures. The University reserves the right, through due process to issue a warning, to suspend, to dismiss or place on administrative probation, any student for reasons such as the following: 1. Dishonesty, knowingly furnishing false information to the University, cheating, or committing plagiarism, PLAGIARISM IS DEFINED AS: a. Failing to credit sources used in a work product in an attempt to pass off the work as one s own. This includes those cited from the Internet. b. Attempting to receive credit for work performed by another, including papers obtained in whole or in part from individuals or other sources. Should a faculty member discover that a student has committed plagiarism, the student may receive a grade of F for the course and the matter will be referred to the Executive Direct for Student Life--for possible disciplinary action. TEXT Gallagher, Donald, et al. (2007). The School and Community Relations (10 th ed.). Boston: Pearson Education, Inc. Additional readings provided by the instructor CREDIT Graduate--Three Credit Hours

6 COURSE CONTENT/OUTLINE Week 1: June 4 and 6 Syllabus, course objectives, expectations, introductions Group Assignments, Extra Reading Assignment Week 2: June 11 and 13 Essential Considerations Readings: Gallagher chapters 1, 2, 3, 5 Facilitators: Week 3: June 18 and 20 Relations with Special Publics Readings: Gallagher chapters 7, 8, 9, 10 Facilitators: Week 4: June 25 and 27 Group Project Presentations Written Plans Due Last Class: July 3 Group Project Presentation Research Paper Due GRADING POLICY Class Attendance/Participation Extra Reading Reflection Chapter Summary Group Project Presentation Group Presentation Research Paper 100 points 200 points 200 points 300 points 200 points Total Points 1000 points A= 1000 to 900 points B= 899 to 800 points C= 799 to 700 points D= 699 to 600 points

7 Group Project: 300 Points Each team will be responsible for a presentation based on a cultural event. This presentation will be a minimum of 1 hour in length and should thoroughly cover the topic. Students may use PowerPoint (only as a guide not as the main presentation), other presentation software, and/or any other means to present are preferred--your groups creativity will determine the outcome of your grade. You may also use supplemental technical resources such as videos and field interviews for your presentation. Groups must provide colleagues with handouts that include an outline, a list of references, and any other documents they feel are appropriate to understand the relevance of the content being presented and which may assist with the final. Research Paper: 200 Points Students will turn in a research paper based on their group project presentation. This project will include a table of contents, an abstract, a 10 page review of literature (research) on the topic, a reference page with a minimum of 7 references, 3 must be primary sources, and appendices that include presentation materials and other relevant documents which support the topic researched and presented. (See below for format) The review of literature and references must be written according to the most recent edition of the American Psychological Association s Publication Manual. Research Paper Format 1. Title Page 2. Table of Contents 3. Abstract 4. Introduction 5. Main sections of the paper (may have as many as needed) possible suggestions: a. what is the problem area (if any) based on data/research b. what research would support best practices for this content 6. Analyze the data 7. Conclusions: What should you do to improve this area? How will you assess whether you are successful? 8. References-minimum of 7 must be APA, 3 must be primary sources 9. May use Appendices for Graphs, Charts, Tables, and Interviews etc.

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