course syllabus nevada school law edu 210 - · pdf filecourse syllabus nevada school law edu...

EDU 210 - NEVADA SCHOOL LAW INSTRUCTOR: NORMAN MAHLBERG

GREAT BASIN COLLEGE Fall 2011

9/19 to 10/14/11 2 Credits

EDU 210 Course Syllabus Fall Semester, 2011

(jreat :lIasin College - .:Jvevadtz Course Syllabus

NEVADA SCHOOL LAW EDU 210 - Section 101- (2 credits)

Fall Semester, 2011

Length of Course: Monday, September 19th through Friday, October 14,2011

Scheduled Class Meetings: Internet Course - meets Online

Official email Address: [email protected]

(for this class you will only need to use your Webcampus email account) Instructor: Norman Mahlberg Office: Elko High School, Elko, NV Office Hours: I do not have office hours. You can contact me by email or telephone & I

will get back to you as soon as possible. Ifyou would like to meet with me in person, please contact to make arrangements. I can be reached during the day at Telephone: (775) 738-7281 My Fax number is 775-753-5227

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Required Textbook: Kops, Gerald C., Flanders, George W., McCord, Robert S., Nevada School Law; Cases,

Materials, & Nevada Constitution, Sixth Edition, Kendall-Hunt, Dubuque, Iowa.

"this text has been expanded to serve as a reference for educators who wish to gain a deeper understanding ofthe background ofthe laws that govern public education in general" (pg. xiii oftext)

Catalog Description: Historical development ofparamount issues in contemporary education. This course emphasizes the legal aspects ofemerging educational patterns. It also meets the state licensure requirement for Nevada School Law.

Instructor Description: This course is designed to acquaint current & prospective educators with the legal aspects ofthe school setting, particularly in the state ofNevada. My primary goal is that you walk away from this class much more equipped to handle the daily happenings in a school environment that have a great potential for landing

mailto:[email protected]

in a courtroom. Having taught this course at Great Basin College for ten years, 1 want to reiterate to you my beliefthat this information will provide you with an understanding ofterminology and legal concepts from which to analyze the decisions being made by you, as a teacher/substitute/assistant, & by the governance structures around you. Whether you agree with existing law or not. .. ifyou are working in a public school setting your world is bound by the legal decisions established by America's & Nevada's governance structures. Many of the foundations aroundyou arose out ofactual court cases.

Course OutcomeslMeasured by Daily Assignments/See Attached Through the process and upon completion of this course, the students will be able to:

#1. demonstrate an understanding of the foundations of legal principles of school governance that function in the United States ofAmerica.

#2. identify the primary elements ofthe federal governance framework that administers & monitors the mandates of school law.

#3. identify the primary elements ofthe Nevada state level of governance that administers & monitors the mandates of school law.

#4. identify the primary elements of the local level of governance (the school district) that administers & monitors the mandates of school law.

#5. develop a practical understanding ofNevada's compulsory attendance law & the enforcement problems associated with this law.

#6. demonstrate an understanding ofhislher school district's rights with regards to their role as his/her employer.

#7. demonstrate an understanding ofhislher own personal rights with regards to hislher role as an employee in a school district.

#8. grasp the importance of students' legal rights & responsibilities within a school environment & develop a philosophy for protecting our students' rights.

#9. analyze the legal specifications for the U.S. Special Education statutes.

# 10. identify and apply the Health and Safety laws which daily impact the school environment.

#11. develop an understanding of liability issues that arise for public school employees & create a plan for preventing such issues from arising.

#12. review relevant cases and legal statutes which affect the Nevada school system.

#13. develop a specific philosophy statement with specific action plans for incorporating key elements of school law into one's professional repertoire.

#14. utilize elements ofHoward Gardner's Theory of Multiple Intelligences as a vehicle for completing assignments in this course.

AssessmentslMeasurements

Each of the daily activities will be worth 20 points each making a total of260 points possible for the completion of this class. See Point Grid for specific breakdown.

Course Design a. The Online Delivery: The delivery of this course is through the Webcampus delivery system. Every student is advised to have attended a Webcampus training at his/her location in order to receive his/her password and in order to become familiar with how exactly to use this format. (If you are very new to this process please seek a Technology expert at your site who can work with you on a one-on-one basis). This is critical if you are going to be able to successfully navigate your way through this course. Ifyou are having any technological problems seek assistance as soon as possible we only have two weeks of instruction. The HELP desk phone number is (775) 753-2167. Please make sure that you know how to access our course materials, print them out, submit your assignments in the dropbox format & read your assignment grades (plus my comments). If you do not know how to do these basic online practices I strongly advise you to seek help immediately. If it seems like "too much" I recommend that you take the IAV format of this course.

b. Integration with Multiple Intelligences: Rather than provide a simple rote-recall delivery of this very complex material, I have decided to create daily activities that you will complete which will demonstrate your mastery of this material. Each of these activities has been integrated with one aspect ofHoward Gardner's Theory ofMultiple Intelligences ... subsequently you will be completing'tasks that might look very different than the typical college assignment. With our limited time my primary aim is that each of you develops a very individual sense of what the law truly means to a classroom educator & what elements of the law are very critical on a daily basis. I also want every one of you to practice learning what could easily be a very dry curriculum with a broader range of assignment delivery. Due to our lack of time, no chat-rooms or discussion boards will be required for this class.

c. The Daily Modules: I have designed this course into daily modules - each module revolves around each of the nine chapters of your text (some chapters will be covered over a 2-day stretch). The final day of class will serve as a summary day. Since a two-credit course is required to include 30 hours of "clock time" I have chosen to design an activity for each daily topic that will require you to invest two hours of time. Plan to spend Y2 an hour reading & studying the material and a little over I Y2 hours additional hour completing your daily activity. DO NOT LET THE FORMAT OF THIS TEXT frighten you om You will not be required to approach it like a law student. However, I do require that you develop a solid base of the primary cases that have impacted our realm. Each activity will be due by midnight on its assigned day. I do request that you submit your work on its assigned day in order that my grading process be kept orderly. (I have opened the dropboxes up one extra day for late papers if needed - for emergencies).

d. Course Schedule:

Days Topic Reading Assignment

Activity Assignment

Monday-Tues. 9119-20111

Introduction to course

Bio Assignment

Wed.-Thurs. 9/21-22111

Legal Principles of U.S. & Framework - Fed. Gov't.

Chapters 1 & 2 Activity #1

Friday-Saturday 9/23-24111

Nevada State Governance

Chapter 3 - part one Activity #2 Extra Credit Question

Sunday-Monday 9/25-26111

Local Governance Chapter 3 - part two Activity #3 Extra Credit Question

Tuesday-Wed. 9/27-28/11

Compulsory Attendance Chapter 4 Activity #4

Thursday-Sun. 9/29-10/2/11

Rights of a School District

Chapter 5 - part one Activity #5

Thursday-Sun. 9/29-10/2111

Rights of an Employee Chapter 5 - part two Activity #6

Monday-Thurs. 10/3-6/11

Students' Rights Chapter 6 - part one Activity #7

Monday-Thurs. 10/3-6111

Students' Rights Chapter 6 - part two Activity #8

Friday-Saturday 10/7-8111

Special Education Law Chapter 7 Activity #9

Sunday-Monday 10/9-10111

Health & Safety Law Chapter 8 Activity # 10

Tuesday-Wed. 10111-12111

Educator Liability Chapter 9 Activity # 11 Bonus Points Possible

Thurs. - Friday 10113-14111

Wrap up Entire Text Philosophy & Action Plan - Activity #12

Great Basin College Official Statements:

I. Disability Access:

"Great Basin College supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie Byrnes) in Elko at (775) 753-2271 at your earliest convenience to request timely and appropriate accommodations."

II. Academic Integrity Policy:

Academic dishonest is defined as an act of deception in which a student claims credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. Academic dishonesty is a violation of the GBC Student Code of Conduct and will not be tolerated in this class. Any evidence of academic dishonesty/plagiarism in this course will result in a failing grade on the assignment and/or a failing grade for the course. Appropriate institutional consequences will also be employed if necessary such as academic probation or suspension. This is a very critical offense. If you are ever uncertain about your use of another person's work (ideas, language, data, etc.) you must come to see me about it.

Acts of academic dishonesty include, but are not limited to the following:

CHEA TING - unauthorized copying or collaborating on a test or assignment, or the use or attempted use of unauthorized materials.

TAMPERING - altering or interfering with evaluation instruments and/or documents.

F ABRICA TION - falsifying experimental data or results, inventing research or laboratory data on results for work not done, or falsely claiming sources not used.

PLAGIARISM - representing someone else's words, ideas, artistry, or data as one's own, including copying another person's work (including published and unpublished material, and material from the Internet) without appropriate referencing, presenting someone else's opinions and theories as one's own, or working jointly on a project, then submitting it as one's own. (I have a computer program that will search your words on the Internet ... so do not make the choice to plagiarize).

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Course Requirements

Writing Standards:

Students will be required to write a variety ofgenres to complete each of the daily activities. College level writing is required. Be sure to proofread your work so that common errors are repaired. Do not rely on Spell-Check since it does not always catch errors. See the activity rubric in order to understand how you will be graded on al1 of the activities. Please submit your work in professional form. They are to be type-written or word-processed. While several ofyour activities are not typical college papers it is still highly recommended that you complete them in a professional format.

Reading Assignments:

Students are expected to stay current on chapter reading assignments.

Exams:

No exams will be required for this class. Grades will be determined based on scores earned on Activity Assignments.

Point Grid

Assignments Points Possible

A. Bio Assignment 20 points

B. Daily Activities on Chapter Topics 12@20 points = 240 points

TOTAL POSSIBLE POINTS FOR COURSE~

260 points

GRADING SCALE - EDUC 210

Level 4

punctuation.

Level 3

Level 2

Levell

247-260 points (95%-100%) = A 234-246 points (90%-94%) =A221-233 points (85%-89%) =B 208-220 points (80%-84%) =B195-207 points (75%-79%) =C 182-194 points (70%-74%) =C156-181 points (60%-69%) =D

Below 156 points =F

Activity Rubric

(18-20 points) (90%-100%)

Presentation is very professional (font, margins, name on paper, etc.) Written text has minimal errors in grammar/sentence structure,

Exemplary level of time & effort are evident. Exemplary level of critical thinking has been demonstrated. Every required element of the assignment is included.

(16-17 points) (80%-89%)

Presentation is fairly professional (font, margins, name on paper, etc.) Written text has limited errors in grammar/sentence structure, punctuation. A fair amount of time & effort are evident. A fair amount of critical thinking has been demonstrated. A majority of the required elements of the assignment are included.

(13-15 points) (650/0-79%)

Presentation is somewhat professional (font, margins, name on paper, etc.) Written text has multiple errors in grammar/sentence structure,

punctuation. Adequate level oftime & effort are evident. Adequate level of critical thinking has been demonstrated. Some of the required elements of the assignment are included.

(below 12 points) (below 60%)

Presentation is not professional (font, margins, name on paper, etc.)

Written text has extensive errors in grammar/sentence structure, punctuation. Little time & effort are evident. Very little critical thinking has been demonstrated. Few of the required elements of the assignment are included.

EDU 210-101 Nevada School Law

Instructor: Norman Mahlberg Fall Semester, 2011

Personal Bio (20 points)

Rationale: In order that I might get to know each of you better (in such a short time unfortunately), I ask that you submit a personal bio on yourself.

Format: Please limit your writing to two pages (double-spaced). I will accept 1-2 pages (some folks are better at summarizing than others). Be sure to use one-inch margins on the toplbottomlsides ofyour papers. Be sure to include your name, the course, the name of the assignment, & the date in the top right-hand corner of your paper. Please imbed your responses to the following questions within your essay.

Information to Include: Are you a pre-service Teacher Education student here at GBC working on a degree? If so, please describe the degree that you are working on & how far along you are in your program (for example, Elementary Education, Secondary Education - include content area, Post-Baccalaureate DegreeElementary or Secondary).

If you already have a degree please describe what area you have earned it in.

If you are a new teacher and/or administrator to the state ofNevada & are meeting the licensing requirement please indicate. Share with me how long you have been here & the name of the school where you are teaching, grade level, etc. Please indicate any other history of actual teaching from other states and/or communities.

If you have been teaching for awhile in Nevada & are updating your skills in School Law please indicate where you teach, for how long, etc.

If you have any other prior experience working with children (thus potential legal situations) please indicate where, your role, etc.

Please indicate what you want to learn about the law in these quick 7 days

what areas are important to you and why.

Other than that .... just tell me about yourself. Include information that you believe to be important about yourself.

Please do not write this bio like a list ... simply talk to me about who you are & somehow imbed your responses to the questions stated above.

Due: Tuesday, September 20th at Midnight.



20 Points

Activity #1-Chapters 1 and 2. Foundation Legal Principles of School Governance in the United States; Federal Governance Framework. Rationale: Chapters I addresses Federal law, sources oflaw, basic civics, federal and Nevada State Constitution. Chapter 2 talks about various federal administrative agencies. The rational of this activity is to understand the interrelation between the Federal and State Levels of government as they apply to education. A key factor in this process is to also understand the role of us as citizens have in understanding and influencing decisions that cover not only education but all aspects of our lives. This may require some checking outside of what the text covers.

Format: This activity will consist of three short answers, minimum of 'l2 page, responses. As a guide your responses will require you to understand more than one mechanism of government/law.

Required Components: Topic I (5 pts.)---What is law and were did it have it's origins? Topic 2 (10 pts)---Describe the meaning and give an example of:

Inherent Power, Implied Power, Reserved Power, Concurrent Power, and Expressed Powers.

Topic 3(5 pts)--- Identify the Federal and State court systems and the area(s) they preside over.

This assignment is due by Midnight on Thursday, September 220d •



Activity #2 - Chapter 3 - Part One: Nevada State Level of Governance A Metaphorical Essay on How Education Decisions are made in Nevada

M.I. =Logica/IMathematica/Nerba/-Linguistic

Rationale: Chapter 3 of our text describes the state level of governance ofpublic education. It is critical for you all to recognize how the state level is "THE" level of decisionmaking for public education in America. I challenge each & every one of you to begin to recognize these state-level "players" and, especially, how they relate to one another. This assignment will require you to write a one-two page essay that puts these "players" into a metaphorical/simile format. Your essay must begin with, "The Nevada state system of

public education functions like a ... (for example) train. The coal that fuels the train is the voters' choices. The engineer is the State Superintendent ofPublic Education, etc. etc.

Be sure to include into your metaphorical explanation the layers noted below. (Try to keep it simple & streamline as much as possible - specific details are not needed ... but do write in complete sentences). If you're not sure how a metaphor works go online or

see your English book for some examples. (You may add a visual if you'd like.)

Format: This essay will be a basic essay that describes the layers ofpublic education in the state ofNevada in a metaphorical context. Be sure to explain the relationship between the different parts ofyour metaphor. (With my example, how does the coal relate to the engineer?)

Required Components:

# 1) The Governor

#2) The State Legislature (Senate & Assembly)

#3) The Legislative Committees noted in chapter

#4) The State Board of Education (include at least 4 Of 8 duties noted in chapter)

#5) The State Superintendent ofPublic Instruction

#5) The Nevada Plan (the funding fonnula for public education)

Extra Credit (10 Pts) Briefly discuss the legislative changes this year that deals with the State Board of Education and State Superintendent of Public Instruction. (You may need to research NRS for this information)

(An additional -note to Chapter 3 ~ please read pages 33-36 to understand how equity of funding is a critical issue in public education in America today. .. should the funding of public education be based in part on property taxes ....and,

if it is, does this inherently create an inequitable system? Does this align to the notions of equality within our U.S. Constitution? ... (Food for thought)

This assignment is due by Midnight, Saturday, September 24th.

EDU210 101 Nevada School Law


Activity #3 - Chapter 3 - Part Two: Local Level of Governance M.L - Logical-MathematicaWisuallSpatial

Rationale: Part Two of Chapter 3 ofour text describes the local level of governance ofpublic education. It is critical for you all to recognize what the specific responsibilities are ofthe local school boards in Nevada. These responsibilities are very well laid out into two distinct areas: #1. their "general powers" and #2. their "specific powers" (the text discusses three ofthese).This activity will require you to demonstrate your understanding of education in Nevada and the interaction between Federal Law and State Law. (Extra points will be given if you can explain and give an example ofthe five powers that all national governments possess) I strongly recommend that you check with sources outside of the class text to provide additional insight to the answers (20 pointslllO points for extra credit question)

Format: This activity will require you to write a paragraph or two explaining the meaning of terminology analogous to law and government. You may need to expand your use of resources beyond what is stated in the class text. Required Components:

# I. Describe the importance of case law.

#2. What is the Supreme law of our nation and how that relates to laws adopted in Nevada? (4 pts.)

#3. What constitutional provision, Federal and State, allows states the opportunity to provide educational services? (4 pts.)

#4. What is meant by "Sphere oflnfluence" and how does this apply to public entities such as school districts? (4 pts.)

#5. Summarize the general and specific powers that local school board possess. (4 pts)

Extra Credit (5 Points): Describe Misfeasance and Malfeasance.

(An additional note to Chapter 3 - part 2: - This chapter also examines the use of the public school for "religious purposes". Make sure that you read this section & understand how this issue "plays out"

in the public schools). Assignment due by Midnight on Monday September 26th •

210-101 Nevada School Law

Instructor: Norman Mahlberg Fall Semester, 201 I

Activity #4 - Chapter 4 - Compulsory Attendance M.L - Logical-MathematicaWerbal-Linguistic

Rationale: Chapter 4 of your text is definitely a lengthy one! Please read the sections regarding the laws about compulsory education & home-schooling, etc. There are many, many critical topics in this chapter. I've chosen one for you to focus on for this activity - a court case. Many individuals who enter the field of education have but a cursory understanding of the Brown v. the Board ofEducation landmark case of 1954. This chapter of the text includes an excerpt from that case. In order to capture a solid understanding of this case please review pages 86-88 & create a summarized case review.

Format: Please create a one-page case review of this landmark case. Set it up in the following manner. (Label at the top - Case Review)

Case Review - Brown v. The Board of Education


#1. What are the facts of this case? (Answers do not need to be long but must include the information asked for)

a. Who are the players involved?

b. What is this case about? Provide a summary in plain English.

c. When did this case take place?

d. Where did the case originate?

e. How is this case relevant to public education in the U.S. today?

#2. What was the final ruling in this case? (in plain English)

#3. Do you perceive that public education in America is "equitable" today? Why/why not?

#4. Do you think the intent of this case has become a reality for much of America today? Why/why not?

Due: Wednesday, September 28th by Midnight



Activities #5 & #6- Teacher BrochurelNewsletter (M.L - Verbal-Linguistic, Visual-Spatial, & Interpersonal)

Chapter 5: Rights of a School DistrictlRights of a Teacher

Rationale: Chapter 5 of your text is incredibly long in depth - again, don't let it scare you! Please read the initial section regarding a school district's legal responsibilities as an employer. Note how their responsibilities are outlined by state statute. The next section of the text looks at all of the legal issues involved with the disciplining of teachers. A very important list regarding reasons for losing one's teaching license (which, by the way is provided by the state ofNevada ... I hope that you are recognizing these relationships) is included on pages 120 & 121. Several key cases follow this list that demonstrate how one's decision-making as an educator might ultimately land one in a courtroom (particularly the Meinhold case, the Konewko case, & the Rust case). The next section of the book points out other rights (per our U.S. Constitution) that individuals have in the workplace called "school". Lastly, this chapter concludes with a discussion ofhow the bargaining process occurs for establishing contracts (i.e. by unions & districts typically) & copyright law. I suggest that you read those two sections on your own & discover how each of these areas plays out in your school district. One section of this chapter that you will need to read very carefully is the section on Sexual Harassment (pages 250-256). This activity is worth 40 points in all.

Format: Part I: Since this is both a visual-spatial and a verbal-linguistic activity a typical set of "paper" requirements is not required. You still, however, must include the "course infonnation" (name, etc.) somewhere within your "teacher brochure". Your task with this activity is to create a "campaign brochure" that infonns teachers with regards to both their "rights" & their "responsibilities" in the school workplace. If you do not know how to create a brochure, feel free to create a newsletter-type document. Do not let your level of expertise on the computer hinder your efforts. You will need to submit this document in two pages with mini-sections that include your main points on the required areas below. Feel free to add graphics/visuals to accentuate your points. How you set up your brochure is your own design. Feel free to submit in landscape or traditional fonnat. You can also complete in several pages if needed. You can use a "theme" if you would like to.

Do not simply take lists from the chapter ... scan most of the chapter & its critical points & create a "training brochure" for new educators.

Part II: Somewhere in your brochure you are to add a section titled "A Thank-you-note to a teacher" where I'd like you to choose one of the educators noted in the three above cases (either Meinhold, Konewko, or Rust) & write them a "thank-you" note about what their case has taught you as an educator. Due: By Midnight Sunday, October 2, 2011.



ACTIVITES # 7 & #8 - Interview with a Student/ Students' R&R Rap

(M,L -Interpersonal, Musical-Rhythmic)

Chapter 6: Students' Rights & Responsibilities

Rationale: Chapter 6 ofyour text examines the legal rights & responsibilities of our students. The most important line for you all to remember per the law is stated on page 288. "it can hardly be argued that neither (your book says "either"- it's incorrect) students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." Students do have rights ... but as the book points out they must be balanced with the needs of the institution. It's a tricky balancing act; one that we must

consistently review with the students, themselves. This merged activity is worth 40 points.

Format: Part I: Your first task for this activity is to interview an actual "student" that you know (yes, you may interview your own child) about hislher perceptions ofwhat hislher rights/responsibilities should be in a school setting. Be sure to take notes during your interview; you will need to include this information into Part II.

Part II: Your second task is to write a Students' R&R rap that includes the actual personal information that your interviewee has provided. You will then include information from this chapter. Somewhere in the song you must include reference to the famous Tinker quote provided above. Ifyou are musicaIly and/or technologically inclined feel free to send me an actual song. Ifnot ... don't worry - all that is required is the words of the rap.


#1. Rap includes information gathered during interview process.

#2. Rap includes information from subtopics of this chapter.

#3. Rap includes reference to the Tinker "schoolhouse gate" quote.

#4. Rap includes a sense of rhythm and/or musical beat.

Due: Thursday, October 6, 2011 by Midnight.



Activity # 9: Summary of IDEA (M.I. - Verbal-LinguisticlLogical Mathematical)

Chapter 7: Special Education Law

Rationale: Chapter 7 ofyour text provides a solid summary of Special Education law. It is critical for all of you to note that when dealing with Special Education in the school setting one is dealing with federal law! Of course, Nevada laws have been created, but the "governing party" responsible for Special Education is at the federal level. The primary law for Special Education is called IDEA - page 364 of your text provides a brief summary. Within this text each element of IDEA is "explained" with the use of actual court cases. This activity will require you to scan these cases & provide a very brief summary ofhow key cases demonstrate the manner in which (IDEA) "plays out" in the real world.

Format: This will be a one-page summary ofIDEA. Divide your paper into six sections-You can create a table or simply divide with borders. At the top of each of these sections provide a heading that includes one ofthe components ofIDEA (all noted below). Beneath your heading provide a brief summary (one short paragraph) ofhow one case in the text demonstrates how that particular component ofIDEA works in the real world. Write in everyday English; write as ifyou are writing for a very broad audience. This activity is worth 20 points.


#1. Six components ofIDEA #1. Zero Reject #2. Nondiscriminatory Screening #3. Free Appropriate Public Education (F APE) #4. Individualized Educational Program (lEP) #5. Least Restrictive Environment (LRE) #6. Due Process Procedures

#2. Summaries of at least one case that highlights the critical points of each of the key elements of IDEA.

Due: Saturday, October 8, 2011 by midnight.

EDU 210-101

Nevada School Law Instructor: Norman Mahlberg

Fall Semester, 201 J Activity # 10: Health & Safety Law Personal Poem

(M.L - Verbal-Linguisticllntrapersonal)

Chapter 8: Health & Safety Laws

Rationale: Chapter 8 ofyour text is fairly brief when compared to others you have mastered. Please read this chapter carefully some critical day-to-day operational issues come up. One of the most important elements of this chapter is child abuse. You, as educators, need to be very clear on your legal responsibility with regards of this law. You also need to be very clear on both the physical and emotional indicators that might appear in one/more of your students. I can personally say that every year that I taught public school I dealt with either one or more of the three types ofchild abuse: physical, sexual, & emotional. It's a very emotional experience for educators. What I want you to do is write a poem to all of your students (that you obviously won't publish) that will describe how you will attend to these indicators & what you will do about it ifyou perceive that they are in danger. The primary materials you will need are on pages 444-446.

Format: You are being asked to write a poem (of any type) that describes your own personal "pledge" to students as to how you plan to "watch for" physical/behavioral indicators of child abuse ... and then, what you will do about it be sure to add your legal role. This activity is worth 20 points.


A piece of creative writing that accomplishes the above.

Due: Monday, October 10,2011 by midnigbt.

EDU210-IOI Nevada School Law

Instructor: Norman Mahlberg Fall Semester, 20J J

Activity #11 - Web Search with Article Analysis (M.l. - Bodily-Kinesthetic, Logical-Mathematical)

Chapter 9: Educator Liability: Torts

Rationale: Chapter 9 ofyour text examines how Tort Law applies to the educational arena. Upon reading this chapter it is critical that you understand how an educator can be held "negligent" under Tort law. Just one small decision (such as having one more cup of coffee thus making you late for your day of "playground duty") could ultimately land you into court for "negligent behavior". This is a part of the law where educators

can use simple strategies for preventing such a scenario.

Format: This activity does fall under the "typical college paper" heading so please use the same format style indicated on the Personal Bio activity. Your task is to conduct research on the web. You are to locate one complete article that discusses a case of "negligence" in the school setting. You will need to cite where you found your source. You will then respond to the following set of questions about the case. (Try to find a case that's not over 10 years old). Note that I have included a "bonus" item for those ofyou who would like to discover the answer to this question. This paper will be 1-2 pages long. Be sure to include responses to all of the questions. This activity is worth 20 points.


#1. Summarize your article in your first paragraph of your analysis: include the name of the article, the author, and relevant background information (i.e. location, the two sides of the case, etc.).

#2. Describe how the case involved a situation of negligence. Define in your own words what constitutes negligent behavior in a school setting. Make sure you connect back to your text (feel free to quote important lines from the text).

#3. Describe your own opinion (based on the facts) as to whether or not the accused educator and/or school district was indeed "negligent" & explain your rationale.

#4. Describe what you have personally learned by reading this article & what behaviors you will take back with you into your own school setting.

Bonus Item: (Not required) Try to contact an administrator in your local school district & inquire about such cases in your district. How has the rate of these cases changed over the past 10 years? (Five possible points)

Assignment Due by Midnight, Wednesday, October 10112/11.


instructor: Norman Mahlberg Fall Semester, 2011

Activity #12: Summary (M.L - Verbal-Linguistic, Logical-Mathematical, Visual-Spatial,

Interpersonal,Intrapersonal)

Personal Philosophy on Incorporating School Law into one's Teaching Repertoire

Rationale: Upon the completion of your personal bio & the 9 chapter activities from the text, your final task is to stop and reflect holistically on the entire content of this course. As a professional educator you will now need to apply this entire week-long experience of theory into your own personal philosophy statement about School Law. Your philosophy statement is required to include a set ofbelief statements that will reflect your

own belief structure that you have developed with regards to incorporating school law into your own teaching repertoire (intrapersonal). You will then be required to make your belief statements come alive with a very specific and proactive set of action plans for how you will actually translate your belief statements into your own professional behaviors (interpersonal). Your philosophy statement is required to be framed with a symbolic visual background. This will add another dimension of symbolic meaning to your document.

Format: Your task is to create a Philosophy document that includes 2 belief statements per each chapter ofthe text. You will then need to match up a very specific action (plan) statement to each of your belief statements. These action statements need to be very specific something you can actually do. You may not include very broad & general statements. Your actions need to be something I could actually observe you doing in a school setting if I walked into your classroom. This entire document needs to be framed with a symbolic background (some of my students have actually hung these up in their classrooms). Make sure that your name, the class, etc. is on the document as well as a title. You may set up your philosophy activity in any style let your creativity be a reflection ofyou as well. You may use 1-2 pages to complete this document. This activity is worth 20 points.


#1. 2 belief statements per each chapter of the text. #2.2 action plans per each chapter ofthe text (these match up to your belief statements). #3. Title, name, etc.

Due: Friday, October 14,2011 by midnight

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