Charter College of Education

Division of Applied and Advanced Studies

                                                            Spring 2005


EDAD 530 Leadership in School Law (4 units):



1.                  Catalog Description:

            This course is designed for prospective school administrators to acquire knowledge and skills in legal issues related to diverse student populations and related school practices; cultural democracy emphasized.


2.         Professional Statements:

            A.  Vision, Mission and Conceptual Framework for Professional Preparation:

            The faculty members of the Charter College of Education have adopted the vision of “Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential” and the mission for the college as “ Through the unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.”  This mission is reflected in this course by: (suggested examples might be the course content and/or performance standards, lecture topics, the textbook chapters, suggested readings, or other statements that may be appropriate for a specific course)

The attached diagram provides the conceptual framework for the vision and mission and supports the preparation of professional educators by the members of the CSULA Charter College of Education faculty.

B.  Statement of Reasonable Accommodation

            The Charter College of Education faculty members fully support the Americans with Disabilities Act (ADA).  The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests accommodation.  The faculty may wish to contact the OSD to verify the presence of a disability and confirm that accommodation is necessary.  The OSD will arrange and provide for the accommodation.

            Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations.

            The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with disability to have an equal opportunity to be successful.


C.  Student Conduct

            Student conduct is viewed as a serious matter by the faculty members of the Charter College of Education.  The Charter School faculty members assume that all students will       conduct themselves as mature citizens of the campus community and will conduct themselves in a manner congruent with university policies and regulations.  Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see student conduct:  rights and responsibilities, and student discipline, CSULA General   Catalog).  Academic honesty is expected of all students in the Charter College, in             accordance with University policy.  There are established university reporting procedures if a student is suspected of committing an academically dishonest act.


D.  Technology

For formal admission to credential, certificate, or Masters Degree programs in the Charter College of Education, each student must:


1.                            Own or have ample access to a computer (ex. in CSULA computer labs, or at home or work)

2.                            Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex. check connections, restart the computer, etc.)

3.                            Have an email account (available free of charge to all CSULA students)

4.                            Have a basic understanding of how to use the internet.


Students should anticipate that their use of these skills will be integrated within courses in their programs.  Students who fail to meet any of the above expectations are strongly advised to take an introductory computers course before they are formally admitted to the Charter College of Education.     


3.                  Student Outcomes – Content Standards and Performance Standards

       The standards for this course are based on Standard 27, Legal and Regulatory

       Application of the Preliminary Administrative Services Credential Program of California Commission on Teacher Credentialing. The goal of this course is to develop an understanding of the legal provisions related to schooling and operational strategies that are ethical and legally defensible.


       Standard 27: Each candidate understands the federal, state and local educational laws, regulations and other policies that govern schools, and knows how to act in accordance with these provisions.


Content Standard #1: To understand the federal, state, and local laws, regulations and other policies that govern schools.


Performance Standards:

1 .a      Understand federal and state constitutional provisions, statutory standards,                     and regulatory applications governing public schools

1 .b      Understand the importance of local rules, procedures, and directives related to schools.

1 .c      Become familiar with landmark court cases affecting school

1 .d      Complete weekly written assignments.

1. e      Participate in collaborative activities during class.




Content Standard #2: To demonstrate skills to analyze legal court documents.


Performance Standards:

2.a       Be able to read and analyze court cases.

2.b       Be able to apply law to factual scenarios.

2.c       Be able to analyze factual scenario using I.R.A.C


Content Standard #3: To demonstrate knowledge and skills of legal application in school settings.


Performance Standards:

3.a       Engage in a legal research, collecting data from real school settings.

3 .b      Prepare a written research report on a legal issue pertinent to school administration..


4.                  Assessment Procedures


       Performance standards are assessed by participation, participation in collaborative groups, written school law case analyses, objective examination and a group research project.



Course Requirement

Due Date









Mid-quarter Exam





Final Exam





I.R.A.C Written Assignments





Group Research Project and Report










All written materials must be typed or computer-printed. Use 1” margin all around, regular (Times New Roman or similar) fonts in size 12, and double-spaced.




Class activities require your faithful attendance. Participation points will be evaluated based on student participation in collaborative groups ONLY WHEN YOU ARE PRESENT IN CLASS. Student collaborative groups will discuss, analyze and report out on pertinent legal issues at every class.  If you will be absent from class, please make arrangements with a colleague for missed instruction and/or handouts. Any absences or excessive tardies or early-departures will affect your participation grade, even if they are part of your official work duties or for family emergencies.


   Participation is evaluated by your work in collaborative groups and your recognition that everyone must do their part to achieve the activity goal. Participation also includes being able to recall information from required reading during class discussion.



Mid-Quarter Exam


         The Mid-Quarter written examination will be administered in class on the fifth class meeting. The examination will consist of approximately 50 objective questions, such as: true/false and multiple guess type questions.  Essay questions will also be part of the exam.


Final Exam


         The Final written examination will be administered in class during finals week. The examination will not be cumulative and will consist of approximately 50 objective questions, such as: true/false and multiple guess type questions.  Essay questions will also be part of the exam.




         During the first 5 classes, students will receive a written description of facts that present potential legal issues. Students will be required to analyze each factual scenario using I.R.A.C., Issue, Rule, Analysis, Conclusion. This is the standard way lawyers are taught to present their written analysis of legal issues to the legal community and it will be taught to the students of this class. There will be 5 required written I.R.A.C assignments for the Quarter plus one optional I.R.A.C. for extra credit.


Group Research Project and Report


         Prepare a 3 to 4 page written research report on a legal issue pertinent to school administration. I must approve the legal issue. Students will make a 15-20 minute presentation to the class. The written report will reflect legal research techniques discussed in Week #3 and consist of observations or involvement in a scenario activity or meeting that constitutes that actual or potential legal issue at your school/office site. You should include references to current laws, bulletins and policies. Students should state how the issue was or could be resolved, who was involved, and what were their roles. Include copies of all written sources. The oral and written report should include: (1) Issue (2) Applicable laws, regulations and policies (3) Your legal analysis (4) Public policy considerations (5) Potential impact on schools (6) Your research methods (7) Your conclusion.


5.                  Grading Procedures:


An “A” represents a high level of performance shown by the depth and complex thinking involved in the evidence used to meet the content standards.  The thought, planning, and originality of the final products will also be considered.

            The work submitted should meet the standards for above average achievement and:

·         show originality and reflect the interest of the learner;

·         show creative, analytic, and/or critical thought;

·         show the result of inquiry, in-depth study, and/or sustained effort.

A “B” represents above average achievement by the submission of evidence used to meet the content standards.  The final products should be well presented.

            The work submitted should meet the standards for average achievement and:

·         be well organized, clearly and accurately presented, and follow the format required for the product chosen (e.g., a paper that is typed, proofread, and follows the APA guidelines in text and reference);

·         be of a substantive nature and show educational value (e.g., a lesson plan that shows clear objectives, evaluation criteria, and modification strategies for reaching specific concepts in an academic area);

·         be received in a timely manner, for example, no more than one product received the week prior to the final day of class.

A “C” represents average achievement by the submission of minimal evidence used to meet the content standards.  The final products should be acceptable.

            The work submitted should:

·         contain the basic information required;

·         communicate the information clearly and legibly;

·         contain spelling, punctuation, and grammar that follows the standards for good English usage;

·         be received on or before the final day of class;

·         cover at least two areas of exceptionality in-depth;

·         show evidence of adding to the knowledge of the learner.



6.                  Required Text(s):

Esssex, Nathan L., (2005).  School Law and the Public Schools, 3d Edition. Boston: Allyn & Bacon.


3.                  Course Schedule:


The reading assignment should be read before the class session indicated and you should be                                       prepared to answer questions on assigned reading material during class (Socratic Method).



EDAD 530 Topic


~,Things to Do




Cesar Chavez Holiday







Sources of Law

Religion and the Public Schools

Ch. 1



Written Assignment






Library Visit (Research)

Religion and the Public Schools (cont.)

Students, the Law and Public Schools




Ch. 3


Written Assignment






Students, the Law and Public Schools (cont.)

Due Process and Student Safety





Written Assignment





School Personnel And School District Liability.

Ch. 6


Written Assignment



Liability and Student Records

Ch. 7


Written Assignment

Mid-Quarter Exam



Teacher Freedoms

Discrimination in Employment

Ch. 8

Ch. 9


Written Assignment

Get approval for group research topic



Recruitment, Tenure, Dismissal and Due Process


Prepare group research project; 4 or 5 students per group




Recruitment, Tenure, Dismissal and Due Process

Ch. 10

Prepare group research project




Final Exam

Group Research Project



Final Exam for 1st hour of class. Then, presentations.



Group Research Project