Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page. Syllabus-PDF
Course Purpose
This course is intended to familiarize students with the U.S. legal system, its relationship to the governance and administration of schools, case, and statutory law all of which is intended to assist students in their development of knowledge the skills to effectively identify legal issues within the educational environment. Students will be expected to apply their knowledge of education law to the implementation and development of school practices.
The course is designed to expose students to necessary legal knowledge and related insights as aspiring school leaders. School leaders must be knowledgeable of the legal aspects associated with their profession. An awareness of these legal parameters is essential for planning and working with students and staff. The course will provide students with experience carrying out legal research. Competencies are built on the NPBEA (2018) National Educational Leadership Preparation (NELP) Program Standards - Building Level.
Course Prerequisites
Graduate Standing
Course Materials
- Essex, N. L., (2016). School law and the public schools: A practical guide for educational leaders (6th). Pearson.
Program Area Mission
The mission of the Educational Administration, Curriculum and Supervision (EACS) program area is to promote critical inquiry that addresses important issues related to teaching, learning, and leadership in order that service and collaboration among colleagues and the professional communities may be enhanced.
Relationship to Program Area Philosophy
This course is intended to initiate discourse into the complex nature of school leadership and the law. School leaders must be knowledgeable of leadership and associated laws within their profession. The awareness of these aspects is crucial for planning and working with teachers, students, and staff. This course is designed to provide students with knowledge of administrative hierarchy and the U.S. legal system as it functions with schools.
College of Education Mission
The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research, and service in a multicultural society.
EACS Mission
The education and the law course is aligned with the Educational Administration, Curriculum and Supervision (EACS) area beliefs that PK-12 schools are complex organizations that need leaders who understand: 1) the theoretical and conceptual aspects of schools, their people, and programs for both children and adults; 2) the technical knowledge of the content areas and areas of specialization found within the EACS knowledge bases; 3) the integration of theory, research, and practice as a means of grounding new best practices.
The curriculum presented in this course is under-girded by a dynamic knowledge base that reflects current and recommended practices as examined through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and refining program area offerings. The education and the law curriculum is vertically and horizontally articulated, allowing students the opportunity to study both the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research - both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the conceptual and philosophical bases of continuing education as students develop specified competencies.
The EACS faculty recognize the unique learning needs of our adult students. Accordingly, the faculty encourage learning through the utilization of a variety of instructional approaches (e.g., discussion, critical writing, simulation, site visitations, and informal assessment to engage students in learning. Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as NELP, NPBEA, and UCEA.
Within these accepted but evolving knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practica. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger context.
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Weekly Discussion | 10 points X 8 week | 80 |
| Weekly Quizzes | 10 points X 8 week | 80 |
| Assignment 1: Case Law Brief | Prepare carefully articulated and thoroughly researched briefs on cases pertaining to the course material and assigned reading | 65 |
| Assignment 2: Case Law Brief | Prepare carefully articulated and thoroughly researched briefs on cases pertaining to the course material and assigned reading | 65 |
| Assignment 3: Legal Summary and Policy Proposal Recommendation Paper | As a competency in this area develop a legal summary and policy proposal for a PK-12 educational entity. | 160 |
| Assignment 4: Hypothetical Analysis | Identify one (1) substantive hypothetical from the course textbook. | 50 |
| Total | 500 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Assignments 1 & 2: Case Law Briefs
Prepare two carefully articulated and thoroughly researched briefs on cases pertaining to the course material and assigned reading. Do not copy or otherwise plagiarize the brief. The Case Law Brief assignments should be your work in your words. Each brief should be a one-page, single-spaced paper (Times New Roman 12-point font, one-inch margins) summarizing the case using the format below with at least one paragraph within the conclusion discussing the impact of the case - the decision of the case and its relevance to school administration. Focus on higher court decisions at the appellate level that are relatively recent.
Assignment 3: Legal Summary and Policy Proposal Recommendation Paper
As a future or incumbent administrator, it will be important to make informed decisions and clearly communicate official positions about current legal issues. To do so, one must look to and learn from past cases and decisions, as well as relevant statutes and other sources. As a competency in this area develop a legal summary and policy proposal for a PK-12 educational entity.
Assignment 4: Hypothetical Analysis
Identify one (1) substantive hypothetical from the course textbook. A hypothetical is a fictitious scenario of a real-life, contemporary, potential problem of practice. At the end of each chapter of the Essex text there are several hypotheticals to choose from. These hypotheticals are called Case Studies. Deal with the hypothetical [Case Study] by thoroughly answering the discussion questions.
Course Policies
Course Conduct and Engagement
This is a graduate class, and all students are expected to engage with each other through discussion work in a timely, effective, and civil manner. The expectation is that you will support each other’s ideas and interpretations in ways that contribute to learning and reflection.
Direct communication with the instructor is encouraged by using the frick@ou.edu email address rather than the Canvas LMS system.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).
Adjustments for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your instructor as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Required Policies for Students On Campus
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in the innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional information about severe weather preparedness is available through the Department of Campus Safety's Emergency Management Division.
OU-Norman Campus: Tornado Refuge Protocol
Severe Weather Preparedness Video
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:
- Leave the building. Do not use the elevators.
- Know at least two building exits.
- Assist those who may need help.
- Proceed to the emergency assembly area.
- Once safely outside, Notify first responders of anyone who may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|