Online Course Syllabus EDAD 6303: School Law Spring 2015 School of Education and Behavioral Sciences

Transcription

1 Course Information Course Description Online Course Syllabus EDAD 6303: School Law Spring 2015 School of Education and Behavioral Sciences Legal basis of education at national, state, and local levels. Major court decisions affecting organization and administration of public and private schools. Legal rights and responsibilities of school administrators and other school personnel. Course Sequence in Curriculum and Prerequisite Information EDAD 6303: School Law is a required course for completion of a degree in educational administration and will prepare the student for passing the TExES exam for the Texas Standard Principal Certificate. There is no course prerequisite for this course other than admission to the M.Ed. program. Instructor Information Name: Dr. Dina Flores-Mejorado, Assistant Professor dflores@hbu.edu Office Phone: (281) Physical Office Location: Hinton 327 Learning Resources Course Text(s): All electronic correspondence with the instructor in online courses will be done through the university learning management system (Moodle). La Morte, Michael W., School Law Cases and Concepts, 10 th Edition, Allyn and Bacon, ISBN-13: ISBN-10: Supplementary Text(s): Walsh, J. (2005). The Educator's Guide to Texas School Law: Seventh Edition, Austin: The University of Texas Press. ISBN: Ordering Textbooks Online: Other Required Items Include: Access to an Internet connection (high-speed ideal) An HBU account EDAD 6303: School Law Page 1 of 16

2 A computer that meets the following minimum requirements: Hardware or Software Component Recommendation Operating System Windows XP or Mac OS 10.6 (or higher) Memory 2 GB CPU 2 GHz Free Disk Space 256 MB or more Browser Mozilla Firefox 14 or higher (IE or Safari 5+ will also work) Browser Settings Java, Java Script, and cookies enabled; pop-up blocker disabled Internet Connection DSL or broadband strongly recommended (1.5m or greater will work) Productivity Software Microsoft Office (OpenOffice is a free alternative) Relation to the Mission of the University The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, Jesus Christ is Lord. In relation to the stated goals and purpose of the university, this course will provide learning experiences and opportunities for graduate students to become reflective future educational administrators as they develop in academic and professional accomplishments in a Christian atmosphere. The learning experiences in the courses throughout the School of Education graduate program support the Ten Pillars, especially: Pillar I: Build on the Classics Pillar III: Embrace the Challenge of Christian Graduate Education Pillar V: Increase Our Cultural Impact Through Our Faculty Pillar VI: Renew Our Campus, Renew Our Community Pillar IX: Cultivate a Strong Global Focus EDAD 6303: School Law Page 2 of 16

3 Relation to College Goals and Purposes The mission of the College of Education and Behavioral Sciences is to prepare students to be effective citizens and professional educators, administrators, counselors, and researchers who reflect Christ in their work and service. To accomplish this mission, we will provide students with the following: the courses and mentoring necessary for a solid pedagogical grounding in their discipline; essential learning experiences that will provide opportunities to develop both knowledge and wisdom; and an understanding of their Christian mission and calling to influence individuals and the larger society. In accordance with Houston Baptist University s purpose this course endeavors to: 1) Provide a supportive atmosphere for students from all backgrounds which fosters intellectual and social interaction in the learning process. 2) Encourage academic excellence, freedom, and objectivity. 3) Promote the development of critical and creative thinking, compassion, responsibility, and continuing interest in learning. Relation to Departmental Goals and Purposes The goal of the Department of Educational Leadership and Counseling is to train students to become knowledgeable, competent, ethical professionals in their fields who are able to bring Christian ethics, values, and worldview to their workplaces. To this end, our goal is to provide learning experiences that: include course work that meets or exceeds the state standards for academic knowledge in each discipline; offer opportunities to develop levels of skills necessary for entering the professional arena and performing with excellence; emphasize critical thinking, utilization of resources, the ability to work independently and cooperatively; and impart the importance of professionalism, integrity, values-centered work, and lifelong learning and development. Given that Houston Baptist University is founded on Christian principles and values, this course is taught in a manner that encourages honesty and accountability. Open inquiry and the integration of scholarship, service, and spirituality will be supported in this course. Learning Outcomes Overview/ Purpose of the Course This course is one of the courses in the Principal Preparation Program and is designed to provide the student an overview and understanding of school law and how it impacts the daily EDAD 6303: School Law Page 3 of 16

4 operation of the school and district. This application will utilize class discussion, role playing, research, and self-assessment. In accordance with the university purpose (including its commitment to academic excellence, the Christian faith, personal growth, respect for all persons, a sense of community, and career preparation), this course endeavors to: 1. Provide a supportive atmosphere for students from all backgrounds, which fosters intellectual and social interaction in the teaching-learning processes. 2. Encourage academic excellence, freedom, and objectivity. 3. Promote the development of critical and creative thinking, compassion, responsibility, and continuing interest in learning. Course Objectives Upon completion of this course, students should be able to: 1. Describe the federal and state judicial systems and understand their importance in the area of school law. 2. Identify the key legal issues related to schools, administration, learning, and teaching. 3. Recognize and describe constitutional principles as they apply to and affect educational institutions, students, and employees. 4. Explain the general principles of law and the past and present trends of court decisions from both a national and state perspective. 5. Analyze legal issues related to schools in order to obtain a current knowledge of applicable laws. 6. Evaluate when assistance is needed when confronted with a situation that has legal implications and have knowledge of the appropriate steps to take. Technology Objectives TEA Technology Standards are incorporated into this course. For a complete listing of the standards, please go to: This site lists the standards for Technology Applications (All Beginning Teachers) NOTE: These Technology Application standards are expected of ALL beginning teachers and will be incorporated into the new TExES for Pedagogy and Professional Responsibilities at each certification level. There is also a list for Technology Applications (EC Grade 12) at this site. Following the completion of the course, the student will be able to: 1. Access appropriate websites to identify resources for teaching and learning. 2. Use and Blackboard (HBU systems) to communicate, interact, and submit course work. 3. Use technology to produce teaching and learning documents, including assignments for the course. 4. Create a PowerPoint that may include narration and recorded sound. EDAD 6303: School Law Page 4 of 16

5 Writing and Oral Objectives Each student is expected to be able to write and speak coherently, logically, and correctly in formal Standard English during all class interactions, tasks, and assignments. Specific rubrics are provided for major papers and presentations. School of Education Requirements TExES Standards The course learning objectives acquired through the experiences in this course support state and national standards, including the TEA Standards for Pedagogy and Professional Responsibilities, the International Dyslexia Association (IDA) Standards for Reading, and Requirements of the Texas Administrative Code 9 (TAC ) and H.B Appropriate grade level TEA guidelines and TEKS are also included as part of this course. A matrix at the end of this document indicates the TAC and H.B.2012 requirements addressed. A list of specific TExES competencies and International Dyslexia Association (IDA) Reading Standards for this course are presented below. A complete listing of Standards for all certifications including knowledge and skills statements may be found at: The following TExES Principal Standards and Competencies are addressed in part or in full in this course: (a) Principal Certificate Standards: The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and course work and by the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Principal Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by of this title (relating to Requirements to Renew the Standard Principal Certificate). (b) Learner-Centered Values and Ethics of Leadership: A principal is an educational leader who promotes the success of all students by acting with integrity and fairness and in an ethical manner. (c) Learner-Centered Leadership and Campus Culture: A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (d) Learner-Centered Human Resources Leadership and Management: A principal is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for EDAD 6303: School Law Page 5 of 16

6 supervision and staff development, and applies the legal requirements for personnel management. (e) Learner-Centered Communications and Community Relations: A principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (f) Learner-Centered Organizational Leadership and Management: A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. (g) Learner-Centered Curriculum Planning and Development: A principal is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. (h) Learner-Centered Instructional Leadership and Management: A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth. DOMAIN I SCHOOL COMMUNITY LEADERSHIP* Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. Competency 003: The principal knows how to act with integrity, fairness, and in an ethical and legal manner. DOMAIN II INSTRUCTIONAL LEADERSHIP Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. Competency 007: The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment. DOMAIN III ADMINISTRATIVE LEADERSHIP Competency 008: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. EDAD 6303: School Law Page 6 of 16

7 Competency 009: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. IDA Standards. The following International Dyslexia Association (IDA) Reading Standards are addressed in part or in full in this course: Knowledge Component C. Knowledge of Dyslexia and Other Learning Disorders Topical Outline 1. Recognize scientifically accepted characteristics of individuals with poor word recognition (e.g., overdependence on context to aid word recognition; inaccurate nonword reading) (Level 1). 2. Identify the distinguishing characteristics of dyslexia and related reading and learning disabilities (including developmental language comprehension disorder, attention deficit hyperactivity disorder, disorders of written expression or dysgraphia, mathematics learning disorder, nonverbal learning disorders, etc.). Week/Module Topic(s) covered 1 Introduction and Overview of the Course Chapter 1: Sources of Law & the Courts (LM) Chapter 2: Schools & the State (LM) & Chapter 1: Overview, School Parent Rights (W) Chapter 3: Students & the Law-Part I (pgs C.) (LM) & Chapter 2: Students (W) 2 Chapter 3: Students & the Law-Part II (pgs. 124IV.-157) (LM) & Chapter 8: Student Discipline (W) Chapter 4: Teachers & the Law-Part 1 (pgs ) (LM) & Chapter 4: Employment Relationship (W) Chapter 4: Teachers & the Law-Part II (pgs. 194 B. 228) (LM) & Chapter 5: Personnel Issues (W) 3 Chapter 5: School Desegregation (LM) & Chapter 6: Expression and Associational Rights (W) Chapter 6: Individuals with Disabilities (LM) & Chapter 3: Special Education (W) Chapter 7: School Finance/School Choice-Part I (pgs ) (LM) & Chapter 7: Religion in the Schools (W) 4 Chapter 7: School Finance/School Choice-Part II (pgs. 303 F.-325) (LM) Chapter 9: Privacy Issues (W) Chapter 8: Educator and School District Liability (LM) & Chapter 10: Legal Liability (W) The content of this outline and the attached schedule are subject to change at the discretion of the professor. EDAD 6303: School Law Page 7 of 16

8 Teaching Strategies This course is delivered completely online. You do not have to physically attend class at regular times; however, there are participation guidelines. You must meet due dates and deadlines for readings, assignments, online discussions, online reviews, and online exams. Communication will be through announcements, news forum posts, Blackboard, and learning management system (LMS) internal messaging tools (Moodle ing for fully online courses). Course delivery strategies include the following methods of instruction: Assessment of Learning Course Requirements The following will be required: Grade Distribution Interactive lecture, discussion, and reading Small group, individual activities, and projects Designing and implementing learning activities Use of media, technology, and online interactive access Literature research, review, and presentation 1. active participation in class discussion, reviews, and other assessments, homework, small and large group work, group forums, professional learning, and activities, tasks, research, and news articles as assigned that may include, but is not limited to, the learning tasks listed in this syllabus; 2. review of legal cases and a written report; 3. study of assigned readings of the textbooks and selected handouts; 4. a professional legal issue paper; and, 5. a midterm exam and a final examination. Assignment Correlated Objectives, Knowledge, Skills Grade Value Group Discussion Forums, Quizzes, & Participation 1, 2, 3, 4, 5, 6 15% Case Analysis of Court Decision/s 1, 2, 3, 4, 5, 6 20% Major Legal Issue Paper 1, 2, 3, 4, 5, 6 20% Current Administrator Interview 1, 2, 3, 4, 5, 6 15% Review & Reflect on (2) Current News Articles 1, 2, 3, 4, 5, 6 10% Midterm Exam 1, 2, 3, 4, 5, 6 10% EDAD 6303: School Law Page 8 of 16

9 Assignment Correlated Objectives, Knowledge, Skills Grade Value Final Exam 1, 2, 3, 4, 5, 6 10% Total for course 100% Grading Standards Grade Grade points per semester hour A 94 and above 4 A B B B C C C I F 69 and below 0.00 W Student Appraisal Students will complete faculty appraisal forms as regularly administered by the University. Extra Help Help IS available! While this is an online course, each of you has ample opportunity to obtain assistance if you need it. My contact information is listed at the top of this syllabus and I encourage you to ask me questions. You may also submit questions on the Contact the Professor forum on the Home Menu. Please do not wait until the day before the test to ask for help. EDAD 6303: School Law Page 9 of 16

10 Class Policies Absence and Tardy Policies Regular attendance in class is important for student success. In the on-line classroom environment, attendance is documented through classroom participation (see class participation) and follows the same policy set forth by HBU. Professors may apply additional attendance policies as appropriate to individual courses, so make sure you read your class syllabi. Likewise, the college or school may also apply additional attendance requirements as necessary. If a waiver is provided, the student is responsible for any work missed and should be aware that it is in some cases not possible to make up missed assignments. Please see the catalog currently in use for the university s policy on classroom absences caused in the course of student representation of the university, such as athletics, chorale, and mock trial activities. Academic Integrity Statement Academic integrity includes adhering to academic standards for the use of any source materials for assigned work. The use of any amount of unattributed source material in an assignment (i.e., as if it were the student s own writing) is plagiarism and is a serious failure of academic integrity. Plagiarism will result in failure on the assignment and may also result in failure for the entire course. The misuse of source material also includes accidental plagiarism, such as inadequate paraphrasing of referenced material, even if cited; lack of citations; or careless citation (i.e., failure to cite source material in such a way that it can be referenced by the reader). Whether deliberate or accidental, this will result in a lowered grade on the assignment and may also result in either failure on the assignment or for the entire course, especially if repeated. If you have any questions or are unsure about how to cite correctly, ask your professor; this is a normal and expected part of the learning process. He or she will be glad to help. Houston Baptist University has also contracted with an identity-verification company to protect the integrity of online courses. Students may be asked to confirm their identity at various times during the course, and the University reserves the right to request additional verification from any student at any time during the course. Please see the Course Catalog for details on the University s policy on academic integrity. Continued attendance in this class indicates agreement with the following: 1. I have read and understood the syllabus for this class. I understand that the content of this syllabus is subject to change at the discretion of the professor. 2. I understand that Houston Baptist University may request additional verification of the identity of online students. 3. I understand that plagiarism (accidental or deliberate) on any assignment will result in a lowered grade, failure for that assignment, and possible failure for the entire course. 4. I will seek assistance from the professor if I am unclear on proper citation practices. 5. I promise to uphold the Code of Academic Integrity at Houston Baptist University and will not tolerate its violation by others. EDAD 6303: School Law Page 10 of 16

11 Classroom Behavior Expectations The classroom environment is to be conducive to learning and is under the authority of the instructor. In order to assure that all students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom, use proper netiquette, and show appropriate respect for the instructor and other students in on-line discussions and forums. Inappropriate behavior toward the instructor may result in a directive to the offending student withdrawal from course. Class Participation This is a 100% online class. We will not meet face-to-face. Class weeks begin each Monday. If participants do not log in to the course shell by noon on Wednesday the first week of class, the facilitator will cancel their enrollment and fill these vacancies with students on the waiting list. Participants must post weekly group responses to the discussion forum question and respond to classmates posts if clarification is needed. The facilitator has provided a rubric to illustrate appropriate forum posting. While you are welcome to continue discussions after the weekly module ends, the facilitator will not grade posts submitted after 11:55 p.m. Central time on Sundays. Early Alert As an instructor, I am committed to your success, not only in this class, but in all aspects of HBU life. To ensure that every student takes full advantage of the educational and learning opportunities, HBU has implemented an Academic Early Alert Referral System (EARS). If I think you would benefit from some of these special programs or services available to you, I will make the appropriate referral. You, in turn, will be expected to take advantage of the help offered to you. Policy All university and class communication will be sent to your HBU account through the university Learning Management System (Blackboard). You are responsible for checking this frequently. If you choose, you may reroute your HBU to another address. Your correspondence should be in a professional format with correct spelling, capitalization, and grammar. Grievance Procedures The Academic Grievance Policy may be found in the catalog currently in use, in the Academic section of the HBU Forms section of the HBU Portal, and on the Registrar s page on the HBU Website. Incomplete Grades Only the dean of the college or school may grant incompletes and only to students who have a major documented emergency in the last few days of a semester. Students with excessive absences or lack of participation in on-line activities, which may result in failing the course, will not be allowed to take the final exam nor be eligible to receive an incomplete. Any student requesting an incomplete grade due to the aforementioned criteria should contact his/her course instructor ( through LMS to schedule phone or virtual meeting time). All requests for an incomplete grade are made by the course instructor to the dean of the college. EDAD 6303: School Law Page 11 of 16

12 Late Work All assignments must be completed by the Sunday of the week that they are assigned. Assignments will close at 11:55PM Sunday night. Work may be submitted late ONLY (with proper documentation for illness or other emergency situations) within the following TWO calendar days, including weekends, for a maximum grade value of 80. No work will be accepted after that deadline passes. As professionals it is imperative to complete responsibilities and tasks in a timely, effective manner Learning Disabilities/Academic Accommodations Houston Baptist University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Any student who needs learning accommodations should inform the professor immediately at the beginning of the semester that he/she will be requesting accommodations. In order to request and establish academic accommodations, the student should contact the Coordinator for Learning Disability Services at 504@hbu.edu to schedule an appointment to discuss and request academic accommodation services. Academic Accommodations must be applied for and written each semester. If academic accommodations are approved, a Letter of Accommodations will then be sent to the professor(s).please refer to the website, for all accommodation policies and procedures. HBU is committed to providing instruction to participants who have disabilities in the on-line environment. If you have a disability that makes it difficult to successfully complete the activities in this on-line course, please contact training@learninghouse.com to discuss appropriate accommodations. Missed Tests All the tests will open on Friday at 12:05AM and close at 11:55PM on Sunday. Make-up tests will be given ONLY (with proper documentation) for illness or other emergency situations. A make-up test will be written by the professor and will be given at a time mutually agreed upon by both the professor and student. Any unexcused absence on the test day will result in a grade of zero for the particular test with no opportunity for a make-up test. Netiquette Effective written communication is an important part of online learning. In a face-to-face classroom, body language, verbal responses, and questions help the facilitator and participants communicate with each other. In an online environment, however, misunderstandings can easily occur when participants do not follow basic rules of netiquette (online etiquette). Therefore, please use the following guidelines when communicating in this course: Please use ONLY the internal LMS messaging feature, not , when communicating with your Professor. Do not use all capital letters in online communication, as doing so indicates you are yelling. Limited use of capitalized words is acceptable when you need to emphasize a point. Use a descriptive subject line in forum posts. You may use emoticons in the forums, chats, and messages. Examples: o :) = happy EDAD 6303: School Law Page 12 of 16

13 o :( = sad o ;) = wink; sometimes used to show sarcasm Derogatory comments, ranting, and vulgar language are not acceptable in any form of communication in this course. Please keep in mind that something considered offensive may be unintentional. If you are concerned about something that appears unacceptable, please inform your instructor. Hints for Successfully Completing the Course Remember to Log-on. Very few students are capable of learning this course s content on their own. VERY FEW. Do not assume that you are one of them. Make sure that you are regularly logging into our class and participating in our courses activities. Keep up with the information. Ideally, the text pages should be read the same day as the lecture or the day before or after. You should take notes on the text, read my lecture, and then review all notes again for each chapter, before you begin to study. Under no circumstances should you wait until the night before the exam to read the text. Reading the text regularly will help reinforce what you learn and prepare you to correctly answer exam questions on information covered in the book. However, reading is not studying. So many times we read something and our eyes just skim over the words, and by the time we get to the end of the paragraph we have no idea what we just read. Studying is not like reading; studying should be active and you should be quizzing yourself or using a study buddy to help quiz yourself. Seek help. It is your job to get a B or better in this class, and my job to help you do so. I can help you take better notes, learn effectively from your notes, devise effective study strategies, etc. Please contact me if you have questions or concerns. Do not wait until you have failed the 1st exam to seek help. Do not ask me if you can write a paper in order to salvage your grade. Course Outline Lesson 1 Topics Resources Assignments Chapters La Morte & Walsh Chapters 1 through 3 (LM) PowerPoint Lectures Chapters 1, 2, & 8 (W) PowerPoint Lectures Internet Resources Glossary and Flashcards Reading and Video Assignments Discussion Forum Weekly Current News Article Case Analysis Assignment EDAD 6303: School Law Page 13 of 16

14 Lesson 2 Topics Resources Assignments Chapters La Morte & Walsh Chapters 3 and 4 (LM) PowerPoint Lectures Chapters 4 & 5 (W) PowerPoint Lectures Internet Resources Glossary and Flashcards Jeopardy Review Reading and Video Assignments Discussion Forum Exam #1 Lesson 3 Topics Resources Assignments Chapters La Morte & Walsh Chapters 5, 6, & 7 (LM) PowerPoint Lectures Chapters 6, 3, & 7 (W) PowerPoint Lectures Internet Resources Glossary and Flashcards Reading and Video Assignments Discussion Forum Weekly Current News Article Current Administrator Interview Assignment Lesson 4 Topics Resources Assignments Chapters La Morte & Walsh Chapters 7 & 8 (LM) PowerPoint Lectures Chapters 9 & 10 (W) PowerPoint Lectures Internet Resources Glossary and Flashcards Jeopardy Review Reading and Video Assignments Discussion Forum Major Legal Issue Paper Final Exam The content of this outline and the attached schedule are subject to change at the discretion of the professor. EDAD 6303: School Law Page 14 of 16

15 Course Correlation to Pedagogy and Professional Responsibilities and TAC * PPR Standard Curriculum Topic TAC Essential Components: Additional Information Learning Experienc es, Products &/or Assessme nts I, III 1.Reading Instruction : A variety of theories and methods appropriate for teaching these five essential components of reading instruction. 1. Text Structure (organization) 2. Vocabulary teaching strategies 3. Identifying the word (root, prefix, suffix) 4. Fluency basic teaching strategies 5. Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations ) II, IV 2. Code of Ethics Texas Educators Code of Ethics TAC Ethics videos: WFeMtxaBMvC I, II, III 3. Child Development A variety of theories for child development. I, II, III, 4. Motivation A variety of theories & methods appropriate for teaching motivation. I, II, III 5. Learning Theories A variety of learning theories I, III 6. TEKS Organization, state.tx.us/teks/ click on Testing/ Accountability, click on Texas Essential Knowledge and I, III 7. Content TEKS Skills for much more information. I, II, IV 8. State Assessment of Students & STAAR:Testing, Requirements, responsibilities, scoring, analysis & use of results I, II, III I, III II, IV I, II, III, IV III, IV 9. Curriculum Development & Lesson Planning 10. Classroom Assessment and Diagnosing Learning Needs 11. Classroom Management 12. Special Populations ELPS English Language Proficiencies html National Assoc. for Gifted Children Teacher Knowledge and Skills TEA website resources Parent Conferencing and Communication Skills A ariety of theories & methods appropriate for teaching curriculum development & lesson planning. A variety of theories & methods appropriate for teaching formative assessment to diagnose learning needs & other types of classroom assessment. A variety of theories & methods appropriate for teaching classroom management. A. ESL/ Bilingual /ELPS : Learning strategies, Listening,Speaking, Reading & Writing B. G/T: Learner characteristics and development, Instructional strategies, Socio-cultural influences & Identifying GT C. Special Education: Acronyms/Terms, Modifications/ Accommodations,Inclusion, Parent Involvement, Discipline & Mental or emotion disorders including: characteristics of the most prevalent mental or emotional disorders among children, identification of mental or emotional disorders, effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and support, and notice and referral to a parent or guardian of a student with a mental or emotional disorder so that the parent or guardian may take appropriate action such as seeking mental health services. A variety of theories and methods appropriate for teaching communication skills & parent conferencing. EDAD 6303: School Law Page 15 of 16

16 PPR Standard Curriculum Topic TAC Essential Components: Additional Information Learning Experienc es, Products &/or Assessme nts I, III 14. Instructional Technology est/edstancertfieldlevl.asp I, III, IV 15.Pedagogy/ Instructional Strategies I, II, III, IV 16. Differentiated Instruction SBEC Technology Standards for All Teachers 1. Tech terms, concepts, data input strategies and ethical practices to make informed decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology TEKS for students. A variety of instructional strategies suitable for all classrooms & for specific subjects and content. A variety of instructional strategies suitable for differentiating instruction. IV 17. Certification Test Preparatio (6 clock hrs required) Testing study guides, standards, frameworks, competencies, practice tests I, Dyslexia: Detection and education of students with dyslexia [TAC RULE (4)] TAC & H.B Requirements 1. Characteristics of dyslexia 2. Identification of dyslexia 3. Effective, multisensory strategies for teaching students with dyslexia Dyslexia Informational Power Point (PDF, 2.45 MB, outside source) Dyslexia Handbook - English IV Legal & Employment Issues Contract abandonment & the effect of supply & demand forces on the educator workforce in TX (including difficulty of getting jobs in the I 35 Corridor from Dallas/Ft Worth to San Antonio) Status of HBU program Pass rates & accreditation status IV Teacher & principal evaluation PDAS:: PDAS,:the purpose & process, what is evaluated, what the evaluation instrument look like, how could you can appeal,: the PDAS Teacher Manual which is required to be given to all teachers. I,II,III,IV Skills & Expectations of Educators The skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for students in Texas Person Responsible for Developing Syllabus Dr. Dina Flores-Mejorado January, 2015 Instructor s Signature Date EDAD 6303: School Law Page 16 of 16