EDUC 695 Legal Issues in Education Term: Spring Time: Location:

Size: px
Start display at page:

Download "EDUC 695 Legal Issues in Education Term: Spring Time: Location:"

Transcription

1 EDUC 695 Legal Issues in Education Term: Spring Time: Location: Professor Contact Information Name: School of Education Graduate Studies Adjunct Instructor Phone: Office Hours: Preferred Method of Contact: Course Description An examination and analysis of current legal issues and cases as they relate to local, state, and national issues. Rights of educators, parents, and students will be thoroughly reviewed. Diversity in the Oakland City School of Education The School of Education is committed to a core set of values that are reflected in a culture that promotes development of personal and professional integrity and engagement for the benefit of our society. As an academic community, the faculty and staff of the School of Education values: Diversity in all of its manifests Respect for the individual and deviating perspectives that challenge us Collaboration Creativity in thought and action To further the mission of diversity in the School of Education, SOE has a primary goal that: Encourages and supports an environment which presents and values diversity defined in accordance with NCATE Professional Standard 4 as differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area. Page 1

2 Course Objectives This course examines the relationship between law, public policy, ethics and current issues in K- 12 education. The School of Education is dedicated to preparing outstanding teachers and administrators for K-12 public and private schools. In order to adequately prepare leaders, a basic understanding of school law is crucial. Teachers and administrators need to understand school legal issues in order to create legally sound policies and to legally advocate for themselves and their students. As such, this course examines the current legal issues related to education and introduces students to legal reasoning and analysis. Its objectives are to (1) interpret the U.S. judicial and legislative systems and the formation of laws relating to public education; (2) understand the Indiana (possibly Kentucky or Illinois) legal context within which schools function, (3) understand how legal and ethical issues interact within schools, (4) analyze current school practices from the standpoint of potential legal controversies, including the ability to practice preventative law; and (5) identify the dynamic nature of school law and locate resources utilizing available technology to remain current. Upon successful completion of this course students should be able to: The result of this class will not be an encyclopedic knowledge of education law, either in its PreK-12 aspect or its postsecondary aspect. However, the result of the class will be, for those who fully participate, the acquisition of the ability to use the law Constitutional language, statutes and their legislative history, regulations, policies of local governing boards, adopted handbooks of policies and procedures as an increasingly comfortable tool for effective and transformational leadership in your particular area of educational expertise. THE INDIANA CONTENT STANDARDS FOR BUILDING LEVEL ADMINISTRATORS ADDRESSED: The Indiana Content Standards for School Leader Building Level consist of "core" and "supplementary" content and skills. It should be noted that all of Standard 6 is supplementary, including both the standard and the essential elements of knowledge within the standard. Standard 4: Building Relationships School building leaders build relationships to ensure that all key stakeholders work effectively with each other to achieve transformative results. (Sub-set 4.4 & 4.5) Standard 5: Culture of Achievement School building leaders develop a school-wide culture of achievement aligned to the school's vision of success for every student. (Sub-set 5.4, 5.5 and 5.6) Standard 6: Organizational, Operational, and Resource Management School building leader s leverage organizational, operational, and resource management skills to support school improvement and achieve desired educational outcomes. (Sub-set 6.1 & 6.5) THE INDIANA DEVELOPMENTAL STANDARDS FOR BUILDING LEVEL ADMINISTRATORS ADDRESSED: Page 2

3 Standard 6: The Professional Environment Building Level Administrators of grades P 12 have a broad and comprehensive understanding of professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to engage in continuous professional growth and selfreflection, and to adhere to legal and ethical requirements of the profession. (Sub-set 6.9 & 6.10) EDUCATIONAL LEADERSHIP CONSTITUENTS COUNCIL (ELCC) Standards for Advanced Programs in Educational Leadership Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote 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. 3.2 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. Standard 5.0: Candidates who complete the program are educational leaders who apply 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 self-awareness, 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. 5.3 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. Standard 6: Candidates who complete the program are educational leaders who apply 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. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies Page 3

4 Instructional Design The course is taught in a seminar style. That is, students are expected to come to class prepared to participate in conversations about the materials they have read. Simply put, it will not be possible to benefit from this class without doing the readings ahead of class, participating in the class time fully and for the full duration of the class periods, completing assignments in the period between classes and at the conclusion of the law class by participating fully in the Legal Research Presentations. The class will involve modeling the use of statutory, regulatory and case law to help formulate and advance educational policy agendas. Students will be working with law, both together in the class and individually between sessions. The learning is integrated and scaffolded and requires full participation in every aspect. The following strategies may be employed: lecture, discussions, intensive reading, class participation, small and large group activities, research and reporting, case studies. Barger-Richardson Learning Resource Center The Barger-Richardson Learning Resource Center is the student gateway to library resources at Oakland City University through or coming to campus (605 W. Columbia Street, Oakland City, IN 47660). To ask questions or make comments about library services please call (812) or visit Required Course Materials The following resources are required in the completion of course learning activities. Textbooks Essex. Nathan L. (2012) Law and the Public Schools: A Practical Guide for Educational Leaders. 5 th edition. Pearson/Allyn & Bacon. ISBN TEXTBOOK-OVERVIEW This is an essential School Law text for educators and policy makers at all levels. It is practical, easy to read, and contains relevant information on historical and contemporary legal issues affecting the organization and administration of schools in America. This text provides valuable information regarding school safety, alcohol and breathalyzers, the Patriot Act, the evolution of the U.S. Constitution, Intelligent Design, Ten Commandments, The Theory of Evolution, child abuse, the use of Personal Data Assistants, confidentiality involving school counselors, Family Medical Leave Act, Intellectual Property and Fair Use, Charter Schools, landmark cases involving posting of the Ten Commandments, Title IX retaliation, the Reauthorized Individuals with Disabilities Improvement Act and much more. Relevant case law rulings, charts and tables are integrated through this text to provide concrete knowledge that will allow educational leaders to operate within the boundaries of constitutional, statutory, and case law. This text is organized and written in a style that facilitates ease of reading even for those individuals who have little or no legal background. Two significant features of this text include practical guides and in-basket Page 4

5 exercises located at the end of each chapter that provide application opportunities to reinforce concepts for the reader. These features enhance understanding of legal issues affecting public schools. Suggested Reading In addition to the required text, the student is encouraged to explore other scholarly works in the course subject area (e.g., monographs, journals, theses, dissertations, etc.). Many of these types of works can be found online and provide the most current snapshot of the state of the art in the course subject matter. Tentative Course Outline The topics in this course will be explored according to the following learning schedule. Unit Lesson Title and Topics Learning Activities Schedule 1 Legal Framework Affecting Public Schools CHAPTERS 1, 2, and 3 Reading/Writing Text Reviews Religion and Public Schools In class Case Studies Students, the Law and Public Schools 2 National Security and School Safety Individuals with Disabilities CHAPTERS 4 and 5 Reading/Writing Text Reviews 2-Article Critiques In class Case Studies 3 Student Personnel and School District Leadership Liability and Student Records CHAPTER 6 and 7 Reading/Writing Text Reviews 2-Article Critiques In class Case Studies 4. Teacher Freedoms Discrimination in Employment Recruitment, Tenure, Dismissal and Due Process CHAPTERS 8, 9, and 10 Reading/Writing Text Reviews Interviews Due In class Case Studies Page 5

6 Unit Lesson Title and Topics Learning Activities Schedule 5 The Instructional Program School Desegregation School Finance CHAPTERS 11, 12, and 13 Reading/Writing Text Reviews In class Case Studies Presentations 2 Legal Issues Reflections Due 7 8 Course Assignments and Assessments The following assignments and assessments must be completed to pass the course. Participation and Attendance Points will be distributed as follows: Attendance- (6 sessions x 5pts ) 25 points Active Participation - (6 sessions x 5pts ) 25 points Reading/Writing Text Review (12x10pts) 120 points Article Critiques- (4x20pts.) 80 points Case Studies- (2x40pts.) 80 points Interview Reports- (3x20pts.) 60 points Legal Issues Reflections (2x50pts) 100 points Presentation (Legal Issue Research) - 60 points TOTAL- 550 points Attendance Regular attendance is critical, please be there. Grading: This element will count as 30 of your 550 possible points for the course. Page 6

7 Class Participation-As graduate students, there is an expectation that continuous learning is a priority. We will learn as much from each other as from texts and assignments; therefore, participation is defined as collegial sharing and extending the knowledge base for others. Grading: This element will count as 35 of your 550 possible points for the course. Reading and Writing Text Review: Students are expected to read the identified texts materials and complete the assigned writing assignment prior to the designated class session on the course schedule calendar (pg. 8 of this syllabus). The assignments will be due in the sessions as listed on the course schedule (12 points each). The format for this project is as follows: Chapter Number Chapter Title Topic of the chapter beyond the title of the chapter (written in narrative form) Legal terms and their definitions used in the chapter 3 Significant cases mentioned and the issue being examined What elements of the Chapter you understood and what elements you didn t. Grading: These elements will count as 120 of your 550 possible points for the course. Article Critique Purpose: The purpose of an article critique is to develop critical thinking, analytical, and writing skills using legal reasoning. Do not simply reiterate what the author has to say, but rather, analyze the bias, the direction, and the purpose... Take three key points made in the article and either support or attack the assertions. Your position must be supported by evidence from other research, readings, or field observations. You will do four critiques through the course. You will read and analyze a total of four articles from peer-reviewed, professional journals that pertains to school law (and that is a very broad topic!!!!!!!!!!). The format should be as follows: Title Page: Title of the article, author, and source Student name and date. Summation: short and to the point; typed, three to four paragraphs Critical Analysis: Where is the author coming from? Bias? Intended audience? Your response to the key points? Feel free to agree or disagree; we grow through this process. Use an introduction and conclusion to put your thoughts into perspective. Reflective thinking should be evident throughout your critique. DO NOT SEPARATE YOUR PAPER INTO SECTIONS. INCORPORATE RESPONSES TO THE ABOVE SUGGESTED FORMAT. Page 7

8 Length: No more than four typed pages exclusive of title page and bibliography. You are limited in space so make your arguments clear, brief, and supportable. You will lose points for technical errors, so please proofread! USE APA STYLE! Hints: -Do not use I believe, I think, etc. - this is your paper; your responses should make your thoughts/position clear. -Do not use contractions. -Do not use the word it. -We learn through our mistakes (and I keep making them every day); take this advice in that what you believe is pertinent and incorporate that which you see as useful into your writing style. Grading: These papers will count as 80 of your 550 possible points for the course. Case Study: Reading and analyzing incidents and out of context events are an integral part to understanding the application of educational law and how decisions of courts impact schools. To assure students have mastered this skill, the students will summarize a number of cases using the Hanson Case Analysis Framework. These summaries will take the form of a case brief (1-2 pages). As part of the assignment, when the corresponding instructional material is being discussed, the students will follow the following steps: 1. Summarize the case. 2. Identify the problem in a single sentence. 3. Select specific information from the case and categorize it according to people, place, or program 4. Review and prioritize the information 5. Refer to the data in each category to solve the problem identified in the case and to respond to the case study questions. Grading: These elements will count as 80 of your 550 possible points for the course. Interview Reports Each student will interview three school leaders in various roles (superintendent, principals, technology coordinators, school board attorneys, special education directors, transportation directors, or business managers). Keep your questions to a maximum of six initial inquiries and no more than 4 follow-up questions. Focus on legal issues which impact the role of the interviewee. Summaries will be typed and handed in to you instructor by the fourth class meeting. A sample format for the interview is attached. Format for Interview Reports INTERVIEWER COURSE 695 INTERVIEWEE POSITION A. INTERVIEW DIALOGUE Page 8

9 1. Type your questions as they were asked 2. Summarize the interviewee s responses Repeat this format for all 6 initial questions and the possible 4 follow-up questions. B. PERSONAL REACTION Briefly state your reaction for each interview. Assessment Rubric for Interview Reports Grading only All the interview responses will be scored by the following rubric. Each subtitle is worth 4 points. Total points possible 20. Prepares and asks relevant questions. Demonstrates careful listening by interjecting effective follow up questions. Uses language that conveys maturity and respect. Demonstrates clear understanding of interview s purpose through selection of detail included in final written draft. Presents the written interview in appropriate format demonstrating mastery of grammar and usage TOTAL POINTS POSSIBLE 20 TOTAL POINTS RECEIVED Presentations Each student will present research information on a chosen legal issue impacting schools and school leaders today. The legal issue for these presentations will be selected at the first class meeting. These presentations will be minutes in length. Class discussion will follow the presentations. Assessment Rubric for Presentations Grading only Each subtopic will be worth 12 points. Total points possible 60. Incorporation of technology/audio/visual Professional quality of materials Content relevance Organization/Clarity of ideas Presented in a timely manner (15-20 minutes) TOTAL POINTS POSSIBLE 60 TOTAL POINTS RECEIVED CLASS SCHEDULE Prior to class sessions, readings/assignments will be assigned and due as marked on the schedule. Please note that for each assigned chapter you should complete a Read/Write summary as described in the format described above. Learning Outcome EDUCATIONAL LEADERSHIP CONSTITUENTS COUNCIL (ELCC) Standards for Advanced Programs in Educational Leadership Standard 3.0: Page 9

10 Candidates who complete the program are educational leaders who have the knowledge and ability to promote 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. 3.2 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. Standard 5.0: Candidates who complete the program are educational leaders who apply 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 self-awareness, 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. 5.3 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. Standard 6: Candidates who complete the program are educational leaders who apply 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. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies Discussion Forums Students must participate in the current online Discussion Forum(s) each week of the course discussion participation cannot be made-up during a later week. A grade will be assigned each week reflecting the quality of participation in the online Discussion Forum(s) during the week the topic or question was posted. Initial postings should be concise and evidence interaction with course content as appropriate to the topic or question long rambling posts are discouraged. Therefore, Page 10

11 please follow the Simpson 4x4 Rule for Online Discussions in creating messages as much as possible: each message should be no more than 4 paragraphs long with no more than 4 sentences per paragraph. Messages should not span multiple consecutive posts to defeat the 4x4 Rule. Responses to others postings should also follow the 4x4 Rule, show respect for alternate view points, and include course content as appropriate. Do not simply post statements of personal opinion or a simple sentence of agreement or disagreement with a message posted. Instead, tell specifically why you agree or disagree with a post and support your statement with an example from the course content when appropriate. Discussion points can only be earned in a Unit when it is the current Unit proactive or retroactive posts do not count toward the minimum points required Grading Scale The University grading system consists of letter grades and grade points. The grading system for undergraduate and graduate programs is as follows: Graduate Grading System Points Grade Value Definition A 4.0 Superior A- 3.7 Excellent B+ 3.3 High Average B 3.0 Average B- 2.7 Low Average C+ 2.3 Below Average, Counting as Graduate Credit C 2.0 Below Average, Counting as Graduate Credit 356 F 0.0 Failure I Incomplete WE Instructor Withdrawal Excessive Absences AU Audit EC Education Continuing, Ed. D GP Graduate in Progress 3-years limit, Ed. D W Withdrawal Official Approval Page 11

12 Graduate Grading System Points Grade Value Definition GRADING SCALE AND PROCEDURES: The grading system for the graduate programs is as follows: A 4.0 Superior B- 2.7 Low Average A- 3.7 Excellent C+ 2.3 Below Average B+ 3.3 High Average C 2.0 Below Average B 3.0 Average F 0.0 Failure The final grade will be based on the total number of points accumulated. A 98% = A- 95% = B+ 90% = B 88% = B- 85% = C+ 82% = C 80% = F 79% and BELOW Points will be distributed as follows: Attendance- (6 sessions x 5pts ) 25 points Active Participation - (6 sessions x 5pts ) 25 points Reading/Writing Text Review (12x10pts) 120 points Article Critiques- (4x20pts.) 80 points Case Studies- (2x40pts.) 80 points Interview Reports- (3x20pts.) 60 points Legal Issues Reflections (2x50pts) 100 points Presentation (Legal Issue Research) - 60 points TOTAL- 550 points Attendance Regular attendance is critical, please be there. Grading: This element will count as 30 of your 550 possible points for the course. Objectives and Outcomes Matrix and Assignment Rubrics Specific Course Outcomes Matrix and Assignment Rubrics are required for Key Assessment Courses and Key Assessment Assignments. Key Assessment courses/assignments are highlighted with an Asterisk. Courses with Key Assessments are EDUC 620, 553, 678, 695, 699, 599, 631) Bibliography Students wishing to explore the course content further may wish to consider the following sources. Several of these readings are historic standards in understanding key principles and best practices in the course subject matter. Page 12

13 Alexander, K., & Alexander, M. D. (2001). American public school law (3rd ed.). St. Paul, MN: West Publishing Company. Argryris, C., & Schön, D. A. (1975). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass. Beck, C. (1974). Educational philosophy and theory: An introduction. Boston, MA: Little, Brown, and Company. Berliner, D.C., & Biddle, B.J. The manufactured crisis: Myths, fraud, and the attack on America s public schools. Reading, MA: Addison-Wesley, Brameld, T. (1955). Philosophies of education in cultural perspective. New York, NY: Dreyden Press. Breinin, C.M. (1998). A quick teacher survey: Do you touch eternity? Education Week, 17 (3), 39. Camp, et al. (2001). The Principal s Legal Handbook (2nd ed.). Dayton, OH: Educational Law Association. Cremin, L. A. (1990). Popular education and its discontents. New York, NY: Harper & Row. Data Research Inc. (2001). Deskbook encyclopedia of American school law. Rosemont, MN: Author. Educational Testing Service. (1998). Test specifications for educational leadership: Administration and supervision: Content knowledge. Princeton, NJ: Author. Hudgins, H C., Jr. & Vacca, R.S. (2000). Law and education: Contemporary issues and court decisions (3rd ed.). Charlottesville, VA: The Michie Company. Interstate School Leaders Licensure Consortium. (1996). Standards for school leaders. Council of Chief State School Officers, Washington DC. [ISLLC]. International Society for Technology in Education (n.d.). Standards for basic endorsement in educational computing and technology literacy [On-line]. Available: Morshead, R. W. (1995). Patterns of educational practice: Theories of curriculum. Ann Arbor, MI: Pierian. Noll, J. W. (2001). Taking sides: Clashing views on controversial educational issues. 11th edition. Guilford CT: Dushkin Publishing Group, 2001 Reutter, E.E., Jr. (1998). The law of public education (4th ed.). Mineola, NY: Foundation Press. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass. Thomas, G., Sperry, D., & Wasden, F. (1998). The law and teacher employment. St. Paul, MN: West Publishing Company. Valente, W. D. (1998). Education law: Public and private. St. Paul, MN: West Publishing Co. Page 13

14 Websites Interstate School Leaders Licensure Consortium (ISLLC) Standards Federal Government Federal Register Administrative Law Research Tutorial Legal Research Executive Branch Office of Management and Budget Environmental Protection Agency FOIA American Bar Association Database ACLU American enterprise on Public Policy Policy Network Constitution Virtual Law Library Library of Congress New York Times Site: (You may have to register if you are a first time user.) Page 14

15 Washington Times: The Economist Magazine: National Review Weekly Standard Legal News School Board Legal Course Policies The following polices apply to anyone participating in this course. Academic Honesty Students are expected to respect and uphold accepted standards of honesty in writing examinations or submitting written work to instructors. Plagiarism, though occurring in many forms, in essence involves the presentation of another person s work as if it were the work of the presenter. The results of research must be properly documented, and quoted material must be so designated. Students guilty of plagiarism or cheating may be suspended from the course and receive a failing grade. Accommodations for Students with Special Needs Oakland City University actively supports the Americans with Disabilities Act which protects qualified individuals with disabilities from discrimination. Oakland City University will work with students and other associates to provide reasonable accommodations as provided in the Act. If a student or another associate believes he/she needs accommodations for class he/she should contact the Office for Campus Life at (812) or visit Bad Weather Policy Oakland City University uses the Nixle Emergency Notification System to contact staff, students, and members of the community about upcoming events, class cancelations due to severe weather, and on-campus emergencies. Students are encouraged to register for Nixle ( to receive notifications about campus emergencies. The latest alerts also can be followed on Twitter (@ocu47660). Students may also check the following radio stations: WBIW AM, WQRK FM, or WPHZ FM. Page 15

16 Document Formatting Assignments must be formatted according to the current edition of the style manual used in the program of study. Basic formatting protocols that should be followed include: Use correct spelling and grammar. Some assignments require a specific form or format use as directed. Font size should be 12 point utilizing one of the following fonts: Arial, Calibri (body text), Georgia, or Times New Roman or equivalent. Do not use report covers or notebooks unless directed to do so staple or binder clip assignment pages together as necessary or as required when submitted hardcopy. Use your name, course number, and assignment name as the file name of a document when submitted electronically. Be sure to include your name, course number, and contact information in your document as required by formatting guidelines (e.g., on the title page or at the end of the document) or as directed by the instructor. Respect for Divergent Viewpoints and Diversity Students and faculty are to show appropriate respect for each other, and for divergent viewpoints expressed in the classroom. Such respect does not require agreement with or acceptance of divergent viewpoints. Standards for Student Behavior As a denomination- affiliated university, the policies and guidelines of Oakland City University mandate student behavior to be consistent with Christian principles. Some behavior that is acceptable by the general public may not be acceptable on the Oakland City University campus. Students at Oakland City University are expected to conduct themselves in an appropriate adult manner on and off campus and to conform to standards of propriety at all times. They should act with consideration for the rights of other students and for the reputation of the school and the community. Inappropriate actions or activities occurring on or off-campus which may reflect upon the integrity or character of Oakland City University will be addressed based on the guidelines and policies of disciplinary action found in this handbook. The University reserves the right to dismiss a student whose conduct is detrimental to the general welfare of the school or community. For a further explanation concerning the Christian principles which Oakland City University follows as well as the General Baptist Concepts of Morality, a copy of the Page 16

17 General Baptist Social Principles Handbook may be obtained through the University Bookstore, or you may ask for the desk copy from any Resident Hall Director, Resident Assistant, or the Office for Campus Life. Use of Inclusive Language Students are expected to use non-sexist inclusive language as appropriate in the completion of course assignments and participation in classroom discussions. The use of male gender terms to describe individuals, groups, titles, or roles that can include the female gender should be rewritten to more accurately reflect that both genders are being addressed. In cases where only one gender is clearly intended, language should be used that reflects that gender. Targeted Standards of Course Learning The following mission statements and attached document, Standards for Reference, are to be applied in the teaching of the course as appropriate to the school and degree program enrolled in taking the course. OCU Mission Statement Oakland City University is a Christian faith-based learning community dedicated to the enhancement of intellectual, spiritual, physical and social development for positive leadership. OCU School of Education Mission Statement The School of Education at OCU is a collaborative learning community dedicated to: Academic knowledge, technological skills, pedagogical proficiency, and lifelong learning The preparation for gainful employment through academic excellence The promotion of Christian ethical and moral values The enhancement of each student practitioner s intellectual, physical, spiritual, and social development Community service through positive leadership School of Education Graduate Programs Conceptual Framework and Objectives The purpose of the Conceptual Framework (CF) as it relates to graduate studies in the School of Education (SOE) is to provide a foundation and organizational system through which candidates accomplish the primary objective of the program. This objective is to advance the knowledge, skills, and disposition of those serving in leadership positions in the educational and business communities. The OCU School of Education promotes development of effective educators who master knowledge, skills, and dispositions which enable servant leaders to positively impact the next generation of learners. The learning outcomes that flow out of the primary objective are to develop a student that: Page 17

18 has advanced skills in one s specialized content area(s) and has the knowledge of and uses the tools of inquiry as part of the on-going educational process while demonstrating ethical leadership in creating positive working or learning environments for employers and students; has advanced knowledge of human development and uses the information to support the advancement of humankind s intellectual, social, and personal development within a business or educational community environment; has an in-depth understanding of diversity issues in life and their inherent value; models a variety of current leadership skills that assist employees/students to become critical thinkers and analytical problem solvers; guides, facilitates, and supports the success of all learners by providing leadership in curriculum development learning assessment, instructional supervision, and program evaluation conducive to student learning, personnel professional growth, and district and organizational accountability; uses collaboration within a positive organizational or learning environment with his or her employees, students, and work community; effectively uses a variety of communication techniques that foster inquiry and collaboration within the work environment; develops a leadership style that incorporates technological delivery systems with colleagues that enhance business and educational communication and community support; reflects on his or her leadership techniques and styles and experiences and adapts them to meet business, education, or community needs as he or she flourishes professionally through active participation in professional organizations, community organizations, and community service activities; and serves the community and assists as a community resource person in the community in which he or she is employed. Conceptual Framework OCU School of Education Advanced Programs SOE Conceptual Framework Components 1. Skills 1.1 Technological Skills 1.2 Pedagogical proficiency 2. Disposition 2.1 Promotion of ethical and moral values 2.2 Community service through positive leadership 2.3 Lifelong learning and Collaboration 3. Knowledge 3.1 Knowledge of Student 3.2 Knowledge of Content Page 18

19 Visionary Leader Conceptual Framework The OCU School of Education promotes development of effective educators who master knowledge, skills, and dispositions which enable servant leaders to positively impact the next generation of learners. Dispositions: Embrace moral integrity and spiritual development from a Christian perspective. Ethical Leader Courseware Usage This syllabus is intended to reflect accurately all aspects of the course learning experience. However, Oakland City University or the professor reserves the right to modify any portion of this syllabus as necessary because of events and circumstances that occur during the course. No part of this course, including the syllabus, lessons, handouts, presentations, web pages, audio or video media, etc., may be reproduced or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Oakland City University, except when used for instructional purposes during which Oakland City University and the professor is acknowledged as the source of the material. Copyright Copyright Oakland City University 138 North Lucretia Street Oakland City, Indiana (800) Page 19

EDUC 576 SCHOOL FINANCE. Term: Fall Time: Location:

EDUC 576 SCHOOL FINANCE. Term: Fall Time: Location: EDUC 576 SCHOOL FINANCE Term: Fall Time: Location: Professor Contact Information Name: School of Education Graduate Studies Adjunct Instructor E-mail: Phone: Office Hours: Preferred Method of Contact:

More information

EDUC 560 Current Trends Term: Summer Time: Location:

EDUC 560 Current Trends Term: Summer Time: Location: EDUC 560 Current Trends Term: Summer Time: Location: Professor Contact Information Name: School of Education Graduate Studies Adjunct Instructor E-mail: Phone: Office Hours: Preferred Method of Contact:

More information

EDUC 620 Human Resources and Labor Relations Term: Fall Time: Location:

EDUC 620 Human Resources and Labor Relations Term: Fall Time: Location: EDUC 620 Human Resources and Labor Relations Term: Fall Time: Location: Professor Contact Information Name: School of Education Graduate Studies Adjunct Instructor E-mail: Phone: Office Hours: Preferred

More information

Educational Leadership Program Standards. ELCC Revised Standards

Educational Leadership Program Standards. ELCC Revised Standards Educational Leadership Program Standards ELCC Revised Standards For Advanced Programs that Prepare Principals, Superintendents, Curriculum Directors, and Supervisors March 2009 NATIONAL POLICY BOARD FOR

More information

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

More information

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation Course Description Surveys the field of curriculum theory and organizational frameworks for current practices in curriculum development and evaluation,

More information

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS.

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS. CONTINUOUS ASSESSMENT PLAN For ADMINISTRATIVE CERTIFICATION and RANK I STATUS Within the M. Ed. and Ed. S. DEGREE PROGRAMS In the DEPARTMENT OF ADMINISTRATION AND SUPERVISION Revised: September, 2000 This

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

EDUC 660. Organization and Administration of School Counseling Programs

EDUC 660. Organization and Administration of School Counseling Programs EDUC 0 Organization and Administration of School Counseling Programs *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

Internship in Educational Leadership Handbook

Internship in Educational Leadership Handbook Internship in Educational Leadership Handbook Concordia University 4090 Geddes Road Ann Arbor, MI 48105 1 TABLE OF CONTENTS Introduction.................................................................

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

Educational Leadership Policy Standards: ISLLC 2008. as adopted by the National Policy Board for Educational Administration on December 12, 2007

Educational Leadership Policy Standards: ISLLC 2008. as adopted by the National Policy Board for Educational Administration on December 12, 2007 Educational Leadership Policy Standards: ISLLC 2008 as adopted by the National Policy Board for Educational Administration on December 12, 2007 THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS The Council of

More information

Joint Doctoral Program Doctor of Education Educational Leadership

Joint Doctoral Program Doctor of Education Educational Leadership Joint Doctoral Program Doctor of Education Educational Leadership Course Number EDLD 715 / EDS 282 Leadership for a Diverse Society UH 440 Professor: Manuel Vargas, PhD Phone: 760.750.8535 E-Mail: mvargas@csusm.edu

More information

LEVEL 1 LICENSURE PORTFOLIO

LEVEL 1 LICENSURE PORTFOLIO LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment

More information

MPA PROFESSIONAL DEVELOPMENT PLAN

MPA PROFESSIONAL DEVELOPMENT PLAN MPA PROFESSIONAL DEVELOPMENT PLAN (Adopted by the Professional Executive Committee on January 22, 1997; Revisions approved February 2, 2000; Revisions approved September 28, 2001; Revisions approved November

More information

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership 1 Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership A. Course Title: EDL 7233 Advanced Research Methods B. Catalog Description: This course

More information

The School Leadership Collaborative Intern and Administrative Mentor Guide

The School Leadership Collaborative Intern and Administrative Mentor Guide Gonzaga University School of Education The School Leadership Collaborative Intern and Administrative Mentor Guide Principal Certification Program Administrator Certification Department of Educational Leadership

More information

EFRT 305 Human Development and Learning

EFRT 305 Human Development and Learning EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards: EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: Building Level For institutions undergoing NCATE Accreditation and ELCC Program Review Page 2 For Advanced Programs at the Master, Specialist, or Doctoral

More information

Master s of Arts Degree in Leadership: P-12 Education and Principal Education License

Master s of Arts Degree in Leadership: P-12 Education and Principal Education License Master s of Arts Degree in Leadership: P-12 Education and Principal Education License Endorsement Areas: Principal License and Director of Special Education Student Handbook LRF: 11/12/15 TABLE OF CONTENTS

More information

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of LEADERSHIP & FOUNDATIONS COURSE SYLLABUS. Educational Leadership

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of LEADERSHIP & FOUNDATIONS COURSE SYLLABUS. Educational Leadership MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of LEADERSHIP & FOUNDATIONS COURSE SYLLABUS Course Prefix and Number: EDA 8283 Course Title: Credit Hours: Type of Course: Catalogue Description:

More information

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership Program Revision Proposal M.Ed. in Educational Leadership Respectfully submitted by The Educational Leadership Faculty School of Education and Human Services 2003 PROPOSED PROGRAM REVISION FOR A M.ED.

More information

CIEP 472 Methods and Materials of Teaching ESL English Language Teaching and Learning Loyola University Chicago School of Education Spring 2013

CIEP 472 Methods and Materials of Teaching ESL English Language Teaching and Learning Loyola University Chicago School of Education Spring 2013 CIEP 472 Methods and Materials of Teaching ESL English Language Teaching and Learning Loyola University Chicago School of Education Spring 2013 1 Course instructor: Carol Gibbs M.Ed. Course sections: Wednesdays

More information

PSYC 3200-C Child Psychology 3 SEMESTER HOURS

PSYC 3200-C Child Psychology 3 SEMESTER HOURS PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from

More information

Rosemary Ann Blanchard Office: Eureka Hall 402 916-278-7690 (o) Office hours: Tuesday 3:00-5:30 and by appointment email: rblnchrd@csus.

Rosemary Ann Blanchard Office: Eureka Hall 402 916-278-7690 (o) Office hours: Tuesday 3:00-5:30 and by appointment email: rblnchrd@csus. 1 Education Law EDD 611 Draft syllabus as of January 16, 2009 Changes will be posted on SacCT. Riverside Hall, Rm 1004 Spring 2009 Specific class dates in schedule at end of syllabus Rosemary Ann Blanchard

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Course Syllabus Fall 2015. S652 Digital Libraries

Course Syllabus Fall 2015. S652 Digital Libraries Course Syllabus Fall 2015 S652 Digital Libraries Indiana University- Purdue University at Indianapolis (IUPUI) School of Informatics and Computing - Dept. of Library and Information Science From schools

More information

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

More information

Syllabus for Educational Psychology EDUC 300B

Syllabus for Educational Psychology EDUC 300B Syllabus for Educational Psychology EDUC 300B Term: Fall 2015 Course Number: EDUC 300 B Course Title: Educational Psychology Instructor: Bruce Wisowaty Office: Room 500 Office Phone: 219-473-4264 Cell

More information

Georgia Regents University College of Education Department of Teacher Education. EDTD 7950A Advanced Topics in Content Area

Georgia Regents University College of Education Department of Teacher Education. EDTD 7950A Advanced Topics in Content Area Georgia Regents University College of Education Department of Teacher Education EDTD 7950A Advanced Topics in Content Area Instructor: Barry Thompson, Ph. D. Phone: 706-729-2495 Office: UH 378 Email: bthompson1@gru.edu

More information

Curriculum, Instruction, and Professional Development EDS

Curriculum, Instruction, and Professional Development EDS Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description

More information

Psychology as a Human Science Psychology 2010 Psychology Department University of West Georgia Fall 2014

Psychology as a Human Science Psychology 2010 Psychology Department University of West Georgia Fall 2014 Psychology as a Human Science Psychology 2010 Psychology Department University of West Georgia Fall 2014 Instructor: Dr. Krystal Perkins, Ph.D. Office: Melson, 107 Phone: (678) 839-0614 E-mail: email me

More information

University of Arkansas at Little Rock School of Social Work Bachelor of Social Work Program. Pre-req: none Office phone: (501) 569-8465

University of Arkansas at Little Rock School of Social Work Bachelor of Social Work Program. Pre-req: none Office phone: (501) 569-8465 University of Arkansas at Little Rock School of Social Work Bachelor of Social Work Program Course Info Course title: Introduction to Social Work Course #: 1301 (01) (3 credits) Instructor Info Instructor:

More information

The IIA Global Internal Audit Competency Framework

The IIA Global Internal Audit Competency Framework About The IIA Global Internal Audit Competency Framework The IIA Global Internal Audit Competency Framework (the Framework) is a tool that defines the competencies needed to meet the requirements of the

More information

Designing and Implementing Programs for Children and Young Adults

Designing and Implementing Programs for Children and Young Adults Course Syllabus LI857XI/XJ Designing and Implementing Programs for Children and Young Adults Fall Semester 2014 Faculty: Janet Capps, Ph.D. E-mail: jcapps1@emporia.edu Primary Phone: (620) 341-5344 Online

More information

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY Name of Institution Dates/Year of the Onsite Visit Insert Name(s) of Unit Head/Author(s) NCATE IR Template for Continuing

More information

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership 1 Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership A. Course Title: EDL 7633 Curriculum Alignment and Assessment B. Catalog Description: This

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

GEORGE MASON UNIVERSITY GRADUATE SCHOOL OF EDUCATION FOUNDATIONS OF EDUCATION LEADERSHIP: ECONOMICS AND LEADERSHIP EDLE 803 (3 Credits) Spring 2005

GEORGE MASON UNIVERSITY GRADUATE SCHOOL OF EDUCATION FOUNDATIONS OF EDUCATION LEADERSHIP: ECONOMICS AND LEADERSHIP EDLE 803 (3 Credits) Spring 2005 GEORGE MASON UNIVERSITY GRADUATE SCHOOL OF EDUCATION FOUNDATIONS OF EDUCATION LEADERSHIP: ECONOMICS AND LEADERSHIP EDLE 803 (3 Credits) Spring 2005 Instructor: Scott C. Bauer Phone: 703-993-3775 Fax: 703-993-3643

More information

SOUTHEAST MISSOURI STATE UNIVERSITY

SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, & Special Education Course No.: CE 605 Course: Issues and Trends in Early Childhood Education Revised: Fall 2009 The Teacher

More information

Northern Kentucky University College of Education and Human Services EDA 649 School System Administration 3 credit hours

Northern Kentucky University College of Education and Human Services EDA 649 School System Administration 3 credit hours Northern Kentucky University College of Education and Human Services EDA 649 School System Administration 3 credit hours Committed to the Development of All Learners is the theme that undergirds the Conceptual

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards: EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: District Level For institutions undergoing NCATE Accreditation and ELCC Program Review For Advanced Programs at the Master, Specialist, or Doctoral

More information

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 675 Teaching Methods in Social Work (2 credits)

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 675 Teaching Methods in Social Work (2 credits) SWK 675 Fall 2015 The University of Tennessee College of Social Work Ph.D. Program Fall 2015 Social Work 675 Teaching Methods in Social Work (2 credits) Instructor: Matthew T. Theriot, Ph.D. Time: M 1:25-3:20pm

More information

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles

More information

Organization and Human Resources Management 3 credits EDL 845

Organization and Human Resources Management 3 credits EDL 845 Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Organization and Human Resources Management 3 credits EDL 845 Course Description The

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

TEACHER CERTIFICATION STUDY GUIDE THE LIBRARY MEDIA PROGRAM

TEACHER CERTIFICATION STUDY GUIDE THE LIBRARY MEDIA PROGRAM Table of Contents pg. SUBAREA I. THE LIBRARY MEDIA PROGRAM COMPETENCY 0001 UNDERSTAND THE ROLE OF THE LIBRARY MEDIA PROGRAM AND ITS RELATIONSHIP TO THE TOTAL SCHOOL PROGRAM...1 Skill 1.1 Skill 1.2 Skill

More information

*Performance Expectations, Elements and Indicators

*Performance Expectations, Elements and Indicators C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900

More information

Indiana University Southeast School of Education. Educational Leadership A695 Practicum Manual

Indiana University Southeast School of Education. Educational Leadership A695 Practicum Manual Indiana University Southeast School of Education Educational Leadership A695 Practicum Manual Effective for Candidates Enrolled During Fall 0-Spring 0 Overview of A695: Practicum in Educational Leadership

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

Psychology 4978: Clinical Psychology Capstone (Section 1) Fall 2015

Psychology 4978: Clinical Psychology Capstone (Section 1) Fall 2015 Psychology 4978: Clinical Psychology Capstone (Section 1) Fall 2015 Instructor: Julianne Gray Ludlam, Ph.D. Class Location: McAlester 101 Class Time: T/Th, 9:30 AM 10:45 AM CST Office Location: McAlester

More information

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience The culminating experience for the Masters of Education degree with

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure

More information

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University Internship Manual Educational Specialist (EdS) Florida Gulf Coast University 2 Table of Contents The College of Education Vision... 3 The College of Education Mission... 3 Purpose of the Internship...

More information

2) Rationale What student and/or future professional education/licensure needs will this proposal address?

2) Rationale What student and/or future professional education/licensure needs will this proposal address? 05.46 PROPOSED NEW PROGRAM FOR GIFTED AND TALENTED LICENSE ADDITION March 29, 2005 1) Change/Program Description Describe succinctly the change/program being proposed. The state of Indiana no longer is

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

TEXTBOOK. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

TEXTBOOK. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. PROFESSIONAL COUNSELING PROGRAM Middle Tennessee State University 1301 East Main Street Murfreesboro, TN 37132 http://www.mtsu.edu/edu_leadership/professional_counseling/ COUN 6230 LEGAL AND ETHICS ISSUES

More information

Program Course Information:

Program Course Information: EDUC 706/Leadership and Collaboration in School Counseling Summer 2013 Syllabus Online and CCEE 100 June 20, 2013 July 23, 2013 Tuesdays and Thursdays 6:00-8:50 Program Course Information: PROGRAM: School

More information

University of North Alabama College of Education and Human Sciences Course Syllabus

University of North Alabama College of Education and Human Sciences Course Syllabus Course Title: IL 709 Applied Research II Credit Hours: 3 Instructor: Office: Phone: Email: Office Hours: University of North Alabama College of Education and Human Sciences Course Syllabus (Note: Occasionally

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

College/University _University of Detroit Mercy Code: CD

College/University _University of Detroit Mercy Code: CD College/University _University of Detroit Mercy Code: CD Source of Guidelines/Standards: Michigan State Board of Education, Jan 2002 Program/Subject Area: Political Science Note: Michigan Test for Teacher

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120

Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120 Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120 Instructor: Tess Manley, M.Ed Office: Modoc 102 Phone: (530) 898-4761 Email: tmanley@csuchico.edu;

More information

Critical Analysis of Systemic Inequity: Social Justice Education 3 credits EDL 820

Critical Analysis of Systemic Inequity: Social Justice Education 3 credits EDL 820 Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Critical Analysis of Systemic Inequity: Social Justice Education 3 credits EDL 820 Course

More information

BAKER COLLEGE SCHOOL OF NURSING

BAKER COLLEGE SCHOOL OF NURSING BAKER COLLEGE SCHOOL OF NURSING Graduate Nursing Handbook OVERVIEW MISSION, PHILOSOPHY AND PROGRAM OUTCOMES School of Nursing Mission The mission of the Baker College School of Nursing is to prepare graduates

More information

PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs

PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs Diversity & Inclusiveness to work in diverse settings to promote

More information

Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours

Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours "Committed to the Development of All Learners" Committed to the Development of All Learners is

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010 THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010 Instructor: Beverly J. Hearn, Ed.D Office: 227 Gooch Hall Phone:

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership 1 Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership Instructor: Phone Office E-mail Mailbox Location -

More information

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...

More information

MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961

MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Summer I, 2011 MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Course description: Participants will examine the theories

More information

Dissertation Seminar III: Data Collection 3 credits EDL 867

Dissertation Seminar III: Data Collection 3 credits EDL 867 Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Dissertation Seminar III: Data Collection 3 credits EDL 867 Course Description This course

More information

Educational Leadership: Human Resource Administration

Educational Leadership: Human Resource Administration Course Description This course provides a survey of the principal aspects of human resource administration for aspiring or current educational leaders. Topics covered include an overview of the history

More information

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities

More information

University of Texas at San Antonio English 2413: Technical Writing Fall 2011

University of Texas at San Antonio English 2413: Technical Writing Fall 2011 University of Texas at San Antonio English 2413: Technical Writing Fall 2011 Instructor: Kristina Gutierrez Office Hours: MW 9:30am -10:30am or by appointment Office location: MB 2.308 Email: Kristina.Gutierrez@utsa.edu

More information

SOUTHEAST MISSOURI STATE UNIVERSITY

SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, and Special Education Course No. CE 614 Course: Family / School Partnerships in Early Childhood Revised: Spring 2012 and

More information

Current Issues in School Leadership 3 credits EDL 827

Current Issues in School Leadership 3 credits EDL 827 Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Current Issues in School Leadership 3 credits EDL 827 Course Description This course

More information

Master of Arts in Teaching (M.A.T.) Application Forms Packet

Master of Arts in Teaching (M.A.T.) Application Forms Packet Master of Arts in Teaching (M.A.T.) Application Forms Packet As a part of the application process for admission to the M.A.T. program at the Graduate School of the College of Charleston, we request that

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

TEAC Quality Principles for Educational Leadership

TEAC Quality Principles for Educational Leadership TEAC Quality Principles for Educational Leadership Faculty members seeking TEAC accreditation for their programs in educational leadership must affirm that their goal is to prepare competent, caring, and

More information

How To Teach Power And Politics In Educational Leadership

How To Teach Power And Politics In Educational Leadership Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Power and Politics in Educational Leadership 3 credits EDL 823 Course Description This

More information

Introduction to Educational Psychology AEDP235. Spring 2012. A. AEDP 235 Introduction to Educational Psychology (3)

Introduction to Educational Psychology AEDP235. Spring 2012. A. AEDP 235 Introduction to Educational Psychology (3) Introduction to Educational Psychology AEDP235 Spring 2012 Instructor: David Lewis, MA, NCSP, LPES Email: lewisdr@mail.sc.edu Telephone Home 803-259-7668 Office 803-625-5008 Office Hours by appointment

More information

University of North Texas at Dallas Spring 2014 SYLLABUS

University of North Texas at Dallas Spring 2014 SYLLABUS University of North Texas at Dallas Spring 2014 SYLLABUS MGMT 5710D.090, HUMAN RESOURCE MANAGEMENT SEMINAR 3 CREDIT HOURS Department of Management Division of Urban and Professional Studies Instructor

More information

QATAR UNIVERSITY COLLEGE OF EDUCATION COURSE NUMBER: EDUC 315 COURSE TITLE: CHILD DEVELOPMENT YEAR AND SEMESTER: CLASS MEETING TIME/LOCATION:

QATAR UNIVERSITY COLLEGE OF EDUCATION COURSE NUMBER: EDUC 315 COURSE TITLE: CHILD DEVELOPMENT YEAR AND SEMESTER: CLASS MEETING TIME/LOCATION: INSTRUCTOR: EMAIL: OFFICE NUMBER: SEMESTER AND YEAR OFFICE HOURS: PHONE: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching,

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Criminal Justice Internship Handbook CRJU 3398

Criminal Justice Internship Handbook CRJU 3398 Criminal Justice Internship Handbook CRJU 3398 Department of Sociology and Criminal Justice Contact: Prof. Peter Fenton Office Phone 470 578-2292 pfenton@kennesaw.edu PREPARING FOR YOUR INTERNSHIP Read

More information

[PROFESSIONAL DEVELOPMENT] [TECHNOLOGY] [BUDGETING]

[PROFESSIONAL DEVELOPMENT] [TECHNOLOGY] [BUDGETING] Master s in School Administration (MSA) Program EDUC 731.961 Problems in Educational Administration II 45 semester hours (3 graduate credits) Problems in Educational Administration II Course Description

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Salem International University School of Education 2013-2014 Educational Leadership Program Handbook

Salem International University School of Education 2013-2014 Educational Leadership Program Handbook Salem International University School of Education 2013-2014 Educational Leadership Program Handbook An Educational Leadership Constituent Council (ELCC) Nationally Recognized Program SIU Educational Leadership

More information

COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY

COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early Childhood, Special Education Course No. : EX 305 Course: Teaching Strategies and Career Awareness for Adolescents with

More information