School+Policy+and+Regulations+Syllabus

 ** Felician College ** ** Rutherford Campus ** ** Rutherford, New Jersey ** ** Course Syllabus ** ** ED 645 MS – Graduate ** ** School Policy and Regulations **


 * Semester: ** **Spring 2016 Professor: Dr. James Pedersen**
 * Day/Time/: Thursday, 5:45-8:15 Room: Sammartino Hall, Room 27 **
 * Office Phone: 732-713-4508 Email: jamesmpedersen1@gmail.com **
 * Office Hours: By appointment only Site: http://feliciancollege.wikispaces.com/ **

The School of Education strives to prepare teachers who:
 * College Mission: ** Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
 * School of Education Mission: ** The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
 * Know and understand the New Jersey Professional Teaching Standards;
 * Value and are committed to the tenets of these standards; and
 * Actively engage in applying the intent of these standards within their learning communities.

This course assists leadership candidates in understanding, responding to, and influencing the social, economic, and political environments of the school through effective policy analysis and improved decision-making skills. It is designed to provide an in-depth understanding of the various contexts within which a school and a school system are based which affect educators and their ability to deliver quality education. It is also designed to provide a theoretical basis for understanding group and organizational dynamics, including local, state and federal, that impede effectively carrying out the educational mission. Skills in organizational diagnosis are developed. Models of organizational change are also discussed and critiqued. In addition, class members will be encouraged to share their experiences in the organizations in which they practice and to apply course theories to the explanation of and solution of current problems. Students will be able to: ISLLC: 3,6 NJPSSL: 3,6 NJPST: 7 ISLLC: 2,3,5,6 NJPSSL: 1,2,3,6 NJPST: 1,3 ISLLC: 1,2,3,4,6 NJPSSL: 1,2,3,4,6 NJPST: 3,7 ISLLC: 1,2,3,4,5,6 NJPSSL: 1,2,3,6 NJPST: 3,4,5,7 ISLLC: 1,2,3,5,6 NJPSSL: 1,6 NJPST: 1,3,4,5,7 ISLLC: 3,6 NJPSSL: 2,6 NJPST: ISLLC: 1,2,3 NJPSSL: 1,2,6 NJPST: 1,3,5,7 Fowler, Francis. //Policy Studies for Educational Leaders**:** An Introduction//, 3rd Edition. New Jersey: Pearson-Prentice Hall. 2009. American Psychological Association. (2010). //Publication manual of the American Psychological Association// (6th ed.)Washington, DC: Author. Pedersen, J. (2015). //Summer versus School: The Possibilities of the Year-Round School.// Lanham, Maryland: Rowman and Littlefield Education.
 * __ Course Description: __**
 * Course Goals and Objectives ** :
 * 1)  understand the major theories of educational policymaking and the social and political implications that these policies address
 * 1)  understand the process of implementing federal and state policies suc cessfully at the local level
 * 1)  can diagnose problems that may impede policy implementation at the local level
 * 1)  learns the critical elements of policy evaluation and can effectively analyze long term and short term results regarding policy decisions
 * 1)  demonstrates understanding of the NCLB Act and the impact this policy has made on all levels of local school accountability and decision making
 * 1)  understands the levels of governance structures that affect education and the influences each hold over the local districts in matters of finance / equity and curricula
 * 1)  is knowledgeable of the ramifications of high stakes testing and the need for improved policies regarding curriculum, standards and test result accountability
 * __ Textbooks: __**
 * __ Suggested Reading: __**
 * __ Course Expectations: __**

Students will complete the following assignments: Design and present an electronic teacher recruitment packet for the following positions and present to the class: Critical to the packet will be the inclusion of the following: · all local /state district policies to be met by candidate · documentation to be submitted by each candidate based on NCLB-highly qualified requirements · an overview of the district’s standardized assessment scores for the past two years with areas of weaknesses indicated With this data analysis should be a list of questions for the candidate to answer as to how they would address district needs. All curriculum answers must be driven by NJCCCS for that particular grade level / job opening. · district policies regarding affirmative action, hiring practices, and any other pertinent policy information needed to attract high level candidates. · interview with a principal or school administrator as to how the interview process is handled at the school level Students will select a policy from two New Jersey school districts to compare and contrast. Students should analyze how the policy reflects the goals and mission of the districts and present to the class. Areas for consideration are content, omissions, rules, regulations and disciplinary actions. Some suggested topics may be: homework, school volunteers, professional development, promotion, retention, grading, use of computers for students / staff, dress codes. Students will attend a local board meeting and will submit a 3 page typed summary of items included on the agenda. Special attention should be addressed to items that referred to district policy decisions. Students will submit a two page analyzing the effectiveness a current school policy of their choice. Each student will be assigned a chapter from the text to present to the class. The presentation should include a summary of the chapter’s salient points as well as insights and opportunities to create group discussions.
 * 1) ** Electronic Teacher Recruitment Packet **
 * 1) ** Comparative Policy Presentation  **
 * 1) ** Midterm & Final **
 * 2) ** Board Meeting **
 * 1) ** Policy Analysis Paper **
 * 1) ** Chapter presentations **

__ Evaluation of Classroom Participation: __ Evaluation of classroom participation is based on a two-point scale: Active Participation - 2 points/session Tardy for Class/Participated - 1 point/session Absent/Did Not Participate - 0 points/session __ Civility Policy Statement: __ Mutual respect is key to the development of a community of learners. Therefore, we at Felician College, in the spirit of St. Francis, value the dignity of each person by: Recruitment Project 20% of final grade Comparative Policy Paper 20% of final grade Midterm & Final 20% for each exam Board Meeting Report 15% of final grade Policy Analysis 15% of final grade Chapter Presentations 10% of final grade GRADING OF ASSIGNMENTS It is imperative that assignments be written using correct grammar and free of all spelling errors. Your ability to write and communicate with others will be central to the impression others hold of you as a professional. Your writing must be jargon free. Colloquial expressions will not be accepted. All written assignments will be assessed following the criteria stated below. Note: The Felician College grading system includes plusses and minuses based on a point scale. The professor reserves the right to issue a plus or minus based on the consistency of work. For instance, if a paper waivers between an A or B, it will be scored as either A- or B+ depending on the quality of thought. ** Final Grading System **
 * Course Policies and Procedures: ** Students will be expected to attend class once a week and complete assigned readings. As active participants in the class, students will be expected to respond to discussions and/or classroom activities, including problem-solving activities. Quality responses will reflect insights from assigned readings and further independent research. Students are encouraged to raise questions, as well as to respond to those raised by the professor or other students. The format of the course is professional dialogue through which participants assume responsibility for the growth and development of all members of the class. Responses should demonstrate an ability to analyze, synthesize and evaluate key issues.
 * Using respectful language
 * Patiently listening and hearing as we want to be heard
 * Behaving in a truly Franciscan manner of patience and peace
 * __ Grading/Course Evaluation __**__ : __ Students are required to maintain a portfolio containing written and graphic examples of work submitted throughout the semester. Please remember that it is critical that you save your work to a disk, thus beginning to create or continuing to develop a professional electronic portfolio. Hard copies should also be kept creating your written portfolio. The following assessment items are examples of the different types of work that may be contained in the portfolio for the purpose of assisting the student in evaluating his/her mastery of course objectives: research paper, reflections, reaction papers, and sample schedule completed. These different components are described below. The dates for submission can be found on the course calendar Grading Criteria
 * Grading Scale – Individual Assignments **
 * A ** – is an indicator that the responses to the assignments demonstrated analysis, synthesis and evaluation of key issues. Specific responses are made to current educational research and its implications to the teacher’s goals, activities, and assessment techniques. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * B ** – indicates that the responses to the assignments were adequate. There were indicators of recall, with some thought and analysis of the research. Specific references were made to the theories of leading educational researchers and applications to the classroom. All appropriate rules regarding the use of thoughts and ideas of others have been followed.
 * C ** – indicates that the responses to the assignments were minimal. There were indicators of recall without reflection on the research. There is little or no application to the Core Content Standards or other areas of the curriculum. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * D ** – indicates that the responses to the assignments were incomplete or unclear. There were indicators of recall, however, no thought is given to nor analysis of the research is done. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * F ** – There is evidence of plagiarism or other forms of Honor Code violations.
 * ** Grade ** ||  ** Rubric Description **  ||  ** Numerical Equivalent **  ||  ** Quality Points **  ||
 * A  ||   Exceeds Expectations   ||   95 - 100   ||   4.000   ||
 * A-  ||^   ||   90 - 94   ||   3.670   ||
 * B+  ||   Meets Expectations   ||   87 - 89   ||   3.333   ||
 * B  ||^   ||   83 - 86   ||   3.000   ||
 * B-  ||   Does Not Meet Expectations   ||   80 - 82   ||   2.670   ||
 * C+  ||^   ||   77 - 79   ||   2.333   ||
 * C  ||^   ||   70 - 76   ||   2.000   ||
 * D  ||^   ||   65 - 69   ||   1.000   ||
 * F  ||^   ||   64 or below   ||   0.000   ||
 * FA  ||^   ||   Failure due to n on-attendance   ||   0.000   ||

__ Attendance: __ Students are expected to attend all classes. In cases of illness, emergencies or professional obligations, students are to notify the professor prior to missing the class. If this is not possible, please call as soon as you can. Class participation is correlated to class attendance. __ Plagiarism: __ Please note that plagiarism simply will not be tolerated. Any student who violates this policy will be notified in writing and referred to the Academic Dean as well as the Honors Council. __ Honor Code: __ The School of Education expects ALL students to comply with Felician College’s Honor Code as reprinted below. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to current and future teachers as you hold/will hold the same expectations of your students. __ Grade Appeal: __ Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures. = = = Please Note: Special Student Needs or Handicap Conditions: =

Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.  **// Felician College //** // Rutherford Campus // // 223 Montross Avenue // // Rutherford, NJ 07070 // ** ED 645 MS – Graduate ** ** School Policy and Regulations ** ** (3 Credits) ** ** The Honor Pledge ** I pledge my honor that I have neither given nor received inappropriate aid on this examination/paper and that, unless otherwise cited, all the thoughts and ideas expressed in the paper are my own.   Your Signature/Date  ** C ourse Calendar** 1/14/16 Introduction to course, syllabus, Chap. 1  Textbook, requirements Chapter 1 Policy-What It is and Where it Comes From 1/21/16 Power and Education Policy Chap.2 1/28/16 The Economy and Demographics Chap. 3 2/4/16 The Political System and Political Culture Chap. 4 2/11/16 Values and Ideology Chap. 5  2/18/16 The Major Education Policy Actors Chap. 6 Reflection Piece 2/25/16 Issue Definition and Agenda Setting Chap. 7 3/3/16 Financial Issues and Policy Formation Chap. 8  3/10/16 Spring Break 3/17/16 Mid Term 3/24/16 Easter Break 3/31/16 Policy Instruments and Cost Effectiveness Chap. 9 Board Report 4/7/16 Policy Implementation Chap. 10 4/14/16 Policy Evaluation Chap. 11 Policy Comparison Report 4/23/16 Educational Policy in U. S. Chap. 12  4/28/16 **Presentations Due** 5/5/16 Final Exam This is a “Tentative Calendar of Events” that is subject to change. It is the responsibility of the student to attend class to be aware of all changes. //Additional assignments may be added.//  Class/On-Line Participation Rubric Student’s Name: _________________________________________________________________ **4 ** ||  **Meets Expectations ** **3 ** ||  **Does Not Meet Expectations ** **2 - 1 ** || **Overall: ** ||  · uses readings to support points;  · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often articulates "fit" of readings with topic at hand <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">demonstrates excellent understanding of readings and class material || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view and responds appropriately to other students <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">participates in a timely manner <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">fully addresses questions and prompts <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes original and insightful contributions || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">acts appropriately during all case studies; <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">responds frequently to questions; <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes regular use of online resources || || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always arrives on time; · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often solicits instructors' perspective outside class || || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent or late for class **  || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates excellent understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally cites and applies readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">sometimes uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> occasionally articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates acceptable understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to cite or apply readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates poor understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">unable to cite or apply readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">cannot use readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> cannot articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates little or no understand of readings and class material || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often cites and applies readings;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom discussions and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * always a willing participant, responds frequently to questions;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom learning activities and/or online resources ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always a willing participant;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: **
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Demonstration of professional attitude and de<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">m eanor and/or online(threaded) discussions **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always demonstrates commitment through thorough preparation;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: **
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Criterion ** ||||||||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Quality **  ||
 * ^  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">1 **  ||^   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often cites and applies readings;

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom discussions and/or online(threaded) discussions ** || <span style="line-height: 115%; margin-bottom: 10.0pt; margin-left: 17.3pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l23 level1 lfo20; text-indent: -.25in;"> · always a willing participant, responds frequently to questions; · routinely volunteers point of view <span style="font-family: Calibri,sans-serif; font-size: 8pt;">and responds appropriately to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">participates in a timely manner · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">fully addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes original and insightful contributions <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant, responds occasionally to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view and responds to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">usually addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely makes original and insightful contributions ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, rarely able to respond to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely volunteers point of view or responds to other students. · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Inadequately addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Makes no original or insightful contributions ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, never able to respond to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view or responds to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">regularly misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">doesn’t typically address questions and prompts appropriately · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">no original contributions or insights || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom learning activities and/or **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always a willing participant; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during all case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds frequently to questions; routinely volunteers point of view <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes regular use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds occasionally to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, occasionally acts inappropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to respond to direct questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes inadequate use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, often acts inappropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never able to respond to direct questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">seldom uses online resources || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not use online resources || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always arrives on time; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> often solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely unprepared; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often unprepared; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely prepared; often arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never solicits instructors' perspective outside class || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Demonstration of professional attitude and demeanor and/or online(threaded) discussions **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always demonstrates commitment through thorough preparation;

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Reflective Writing Rubric Students Name: _________________________________________________________________ Response Relationship ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || Depth of Reflection <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · It shows obvious personal awareness and a heightened appreciation for personal reflection. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Sentences are strong and expressive with varied structure. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Consistent and appropriate tone and word choice is used throughout the essay. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · Transitions are appropriate and add to the effectiveness of the essay. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · It contains an engaging and interesting point about the comparison or contrast of the subjects. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> ** 4 **  ||  ** Meets Expectations ** ** 3 **  ||||||||  ** Does Not Meet Expectations **   || Response Relationship ||   ·   Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a thoughtful understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a basic understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a limited understanding of the writing prompt and the subject matter. ||||  ·   Demonstrates little or no understanding of the writing prompt and the subject matter. ||  ·   It shows obvious personal awareness and a heightened appreciation for personal reflection. ||  ·   Response is thoughtful. ·  It shows personal awareness and a appreciation for personal reflection. ||  ·   Response is thoughtful and reflective. ||  ·   Response shows some depth of thought and reflection. ||||  ·   Response is very shallow without obvious depth of thought. ||  ·   Sentences are strong and expressive with varied structure. ·  Consistent and appropriate tone and word choice is used throughout the essay. ·  Transitions are appropriate and add to the effectiveness of the essay. ||  ·   Writing is clear and sentences have varied structure. ·  There is consistent tone and word choice is appropriate with fairly good use of transitions to guide the reader. ||  ·   Writing is clear and sentences have varied structure. ·  There is consistent tone and word choice is appropriate. ·  While transitions are present they do not add to the overall effectiveness of the essay. ||  ·   Writing is clear but sentences lack variety. ·  The tone is inconsistent and word choice, while adequate, could be better. ·  Transitions are inappropriate. ||||  ·   Writing is confusing and hard to follow. ·  It contains fragments and/or run-on sentences. ·  The tone and purpose is inconsistent and difficult to determine. ·  Transitions are missing. ||  ·   It contains an engaging and interesting point about the comparison or contrast of the subjects. ||  ·   The concluding paragraph unifies the essay around the subjects and the point used for comparison or contrast, but it is not very engaging or interesting. ||  ·   The concluding paragraph makes a point about the subjects for comparison or contrast, but it does not unify or "wrap up" the essay effectively. ||  ·   The concluding paragraph is not related to the remainder of the essay. ||||  ·   There is no conclusion evident in the essay. ||
 * Prompt/
 * ·  Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter.    ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Response is deeply thoughtful. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Mechanics <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · No errors in punctuation, spelling, grammar, or capitalization.  <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Sentence/ Paragraph Flow <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Writing is smooth, skillful and coherent. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Conclusion <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Criteria   ||  ** Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||||  ** 1 **  ||   ||
 * Prompt/
 * Depth of Reflection ||   ·   Response is deeply thoughtful.
 * Mechanics ||   ·   No errors in punctuation, spelling, grammar, or capitalization.   ||   ·   A few errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay.   ||   ·   A few errors in punctuation, spelling, grammar, or capitalization that, while distracting, the meaning and intent of the essay can still be discerned.   ||   ·   Several errors in punctuation, spelling, grammar, or capitalization that, while quite distracting, the meaning and intent of the essay can still be discerned.   ||||   ·   Major errors in punctuation, spelling, grammar, or capitalization. The writing is unacceptable at the graduate level.    ||
 * Sentence/ Paragraph Flow ||   ·   Writing is smooth, skillful and coherent.
 * Conclusion ||   ·   The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Rubric - Research Paper **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Purpose and Focus **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence of distinctive voice and/or appropriate tone <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Development of Ideas **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence analysis, reflection and insight <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Organization **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Sentence Structure **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Language **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Grammar and Formatting **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References & Citations **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 10pt;">
 * //<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 10pt;">Student's Name: ____________________________________________________________________________________________ //**
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Establishes and maintains clear purpose and focus; <span style="font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Depth and complexity of ideas supported by rich, engaging and/or pertinent details; <span style="font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Use of references indicate substantial research <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Careful and/or suitable organization <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Variety of sentence structure and length <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Precise and/or rich language <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">No errors in grammar or format <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">All citations and references followed correct APA format. <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **

|| **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Performance Element **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;"> **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">3 ** ||||||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does Not Meet Expectations **  || · Evidence of distinctive voice and/or appropriate tone ||  · Focused on a purpose; · Evidence of voice and/or suitable tone ||  · An attempt to establish and maintain purpose and communicate with the audience  ||  · Limited awareness of audience and/or purpose  ||  · Awareness of audience and/or purpose lacking. || · Evidence analysis, reflection and insight  ||  · Depth of idea development supported by elaborated, relevant details  ||  · Depth of idea development supported by relevant details  ||  · Unelaborated idea development; · Unelaborated and/or repetitious details ||  · Minimal idea development, limited and/or unrelated details  || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> ** Portfolio Components ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Articles <span style="font-family: Arial,sans-serif; font-size: 10pt;">Reading Project || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Current Policies, Change Theory <span style="font-family: Arial,sans-serif; font-size: 10pt;">Written responses || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Implementation of policies as district/school level || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of School Disciplinary Code ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">1 **  ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Purpose and Focus **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Establishes and maintains clear purpose and focus;
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Development of Ideas **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Use of references indicate substantial research  ||  · Use of references indicate ample research  ||  · Use of references indicate some effort at research  ||  · Some references  ||  · Few references  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Organization **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Careful and/or suitable organization  ||  · Logical organization  ||||  · Lapses in focus and/or coherence  ||  · Random or weak organization  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Sentence Structure **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Variety of sentence structure and length  ||  · Controlled and varied sentence structure  ||||  · Simplistic and/or awkward sentence structure  ||  · Incorrect or lack of topic and/or ineffective wording and/or sentence structure  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Language **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Precise and/or rich language  ||  · Acceptable, effective language  ||||  · Simplistic and/or imprecise language  ||  · Incorrect and/or ineffective wording and/or sentence structure  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Grammar and Formatting **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · No errors in grammar or format   ||  · Few errors in grammar or format relative to length and complexity  ||  · A few errors in grammar and/or format that do not interfere with communication  ||  · Some errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)  ||  · Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References & Citations ** ||  · All citations and references followed correct APA format.  ||  · Few errors were found in APA formatting of citations and references  ||||  · Some errors were found in APA formatting of citations and references  ||  · APA citations and references were not adhered to.  ||
 * ISSLC STANDARD **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">EDU 645 MS: School Policy and Regulations || #   Visionary Leadership   ||
 * ^  || #   Instructional Leadership   ||
 * ^  || #   Organizational Leadership   ||
 * ^  || #   Collaborative Leadership   ||
 * ^  || #   Ethical Leadership   ||
 * ^  || #   Political Leadership   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Course # & Title   ||   <span style="font-family: Arial,sans-serif; font-size: 10pt;">ISLLC Standard    ||   <span style="font-family: Arial,sans-serif; font-size: 10pt;">Artifact
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">EDU 645 MS: School Policy and Regulations   || #   Visionary Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Case Study
 * ^  || #   Instructional Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Articles
 * ^  || #   Organizational Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Policy & Regulation in Today's Society
 * ^  || #   Collaborative Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Class discussion/in-class assessments  ||
 * ^  || #   Ethical Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Opinion Paper  ||
 * ^  || #   Political Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Readings

** REFERENCES ** // Access: Education Finance litigation, School Funding Policy and Advocacy. ( // n.d//).// “State by    State.” Online //[].// Alexander, Kern, & Alexander, M.D. (2011) //American Public School Law. Cengage Learning.// Carnoy, Martin, Richard Elmore, and Leslie Santee Siskin, eds. //The New Accountability: High Schools and High Stakes Testing//. New York: RoutledgeFalmer, 2003. Christopher Dunn, //The Looming Judicial Confrontation Over Educational Reform,// N.Y.L.J. (July 12, 2004), []. “Disagreeing over Dress: Can Schools Restrict Student Expression because It Conflicts with the Values They Want To Instill?” American School Board Journal 188, 1 (January 2001)16-17, 55. [|EJ 621 296]. // Education and Law Journal. // Utah: Brighman Young University. Essex, Nathan (2010). Teacher's Pocket Guide to School Law, A, 2/E. Allyn & Bacon, 2011.

Farkas, George L., and L. Shane Hall. "Can Title I Attain Its Goal?" //Brookings Papers on Education Policy//. ed. Diane Ravitch. Washington, DC: Brookings Institution, 2000. Fuhrman, Susan H. and Richard Elmore, eds. //Redesigning Accountability Systems for Education//. New York: Teachers College Press, 2005. Goertz, Margaret E., Mark C. Duffy, and Kerstin Carlson Le Floch. //Assessment and Accountability// // Systems in the 50 States, 1999-2000 //. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001. Herman, Joan L. and Edward H. Haertel, eds. //Uses and Misuses of Data for Educational Accountability and Improvement.// Chicago, IL: National Society for the Study of Education, 2005.Imber, Michael, and Tyll van Geel (2010) //Law and Education,// 4th ed. New York: Routledge Herrington, Carolyn, and Francis Fowler. "Rethinking the State and Federal Role in Educational Governance." in //American Educational Governance on Trial: Change and Challenges, 102nd Yearbook of the National Society for the Study of Education.// eds. William Lowe Boyd, and Debra Miretzky. Chicago, IL: University of Chicago Press, 2003. Jones, M. Gail. //The Unintended Consequences of High-Stakes Testing//. Lanham, MD: Rowman & Littlefield, 2003. Kohn, Alfie. //The Case Against Standardized Testing: Raising the Scores, Ruining the Schools//. Portsmouth, NH: Heinemann, 2000. LaMorte, Michael W., (2005). //School Law: Cases and Concepts,//8th ed., Boston: Pearson. Lukemeyer, Anna (2003). //Courts as Policymakers: School Finance Reform Litigation// LFB Scholarly Publishing. McCarthy, Martha, Nedla Cambron-McCabe. (2008) //Public School Law: teachers’ and// // Students’ Rights, // 6th ed., Boston: Pearson. Meier, Deborah, and George Wood, eds. //Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools//. Boston, MA: Beacon Press, 2004. O'Day, Jennifer A. "Complexity, Accountability, and School Improvement." //Harvard Educational Review// 72, no. 3 (2002): 293-329. Oyez. US Supreme Court Recordings. www.**oyez**.org Peterson, Paul E., and Martin R. West, eds. //No Child Left Behind? The Politics and Practices of School Accountability//. Washington, DC: Brookings Institution Press, 2003. Russo, Charles J., (2009) //The Yearbook of Education Law.// Dayton, Ohio: Education Law Association. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 5.0pt; text-indent: -.5in;"> “School Uniforms Redux.” American School Board Journal 189, 3 (March 2002): 38-39, 47. **[|EJ 642 944].** Welner, Kevin Grant. //Legal Rights, Local Wrongs: When Community Control Collides With Educational Equity//. Albany, NY: State University of New York Press, 2001. ** WEBSITES ** follow almost any state or federal court in the country and receive an automatic newsletter with case citation and full decision. There is no cost to subscribe. <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey School Search Policy Manual **- [] -** <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey Court System Website - [] - <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · State Constitution and statutes - **[|http://www.njleg.state.nj.us]** · The Legal Information Institute of Cornell Law School law.cornell.edu provides automatic email newsletter of U.S. Supreme Court decisions with minutes after they are decided. The service operates during the Supreme Court term but you may access it and sign up for its services at any time. · The Supreme Court’s website - [|www.supremecourtus.gov] · The U.S. House of Representatives Internet Law Library - [|www.law.house.gov] · U.S. Department of Education – [|http://www.ed.gov]. · U.S. Federal Judiciary site - [|www.uscourts.gov] <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · US Supreme Court voice recordings **- [|http://www.oyes.org]**
 * American Enterprise Institute – [|http://www.aei.org]
 * Brookings Institution – [|http://www.brook.edu]
 * Commissioner of Education, State Board of Education, State Board of Examiners, School Ethics Commission, after July 1, 1997 - **http://www.state.nj us/njed/legal/index.htm**
 * Court decisions as well as decisions of the Office of Administrative Law, NJ Supreme Court and Appellate Division. **- []**
 * Fedlaw – links to federal laws and regulations – 61 categories of laws. If you wish to look up full text of copyright law, FERPA, or IDEA, here is the place to go. - [|http://www.legal.gsa.gov] =
 * Findlaw - **http://www. Findlaw.com** - provides access to most federal circuit court and U.S. Supreme Court decisions. Findlaw Newsletter Subscription Center will permit you to

<span style="margin-left: .5in; mso-list: l30 level1 lfo36; tab-stops: list .5in; text-align: justify; text-indent: -.25in;"> 1. __ Student Portfolio Competencies: __ Students are required to maintain an electronic portfolio containing written and graphic examples of work submitted throughout the course/semester. Please remember that it is critical that you save your work to a CD or memory stick, thus creating or continuing to develop a professional electronic portfolio. Hard copies should also be kept, creating your written portfolio. The following assessment items are examples of the different types of work that may be contained in the portfolio for the purpose of assisting the student in evaluating his/her mastery of course objectives: · Reports, presentations, case studies, etc. · Websites used for research · Websites of interest related to the course In an effort to provide experiences linked to Educational Leadership coursework, students are expected to maintain a portfolio of their coursework as an assessment component. This portfolio will include all written/performance activities which are aligned with the //School Policy and Regulations// coursework. The portfolio is a record of the student’s achievement of Accomplished Practices and/or specific program competencies acquired during the course. Specific course goals and/or objectives are marked to indicate that they are related to the Accomplished Practices and/or the specific program competencies. All assignments and activities are recommended for inclusion in the portfolio. The student’s portfolio will be submitted to the professor on CD at the end of the course. //Maintaining the portfolio is the responsibility of the student//. *Refer to Course Competencies Related to NJ Professional Development Standards for School Leaders (http://www.nj.gov/education/profdev/profstand/standards.pdf)

**REFERENCES** //Access: Education Finance litigation, School Funding Policy and Advocacy. (//n.d//).// “State by State.” Online //[].//

Alexander, Kern, & Alexander, M.D. (2011) //American Public School Law. Cengage Learning.//

Carnoy, Martin, Richard Elmore, and Leslie Santee Siskin, eds. //The New Accountability: High Schools and High Stakes Testing//. New York: RoutledgeFalmer, 2003.

Christopher Dunn, //The Looming Judicial Confrontation Over Educational Reform,// N.Y.L.J. (July 12, 2004), []. “Disagreeing over Dress: Can Schools Restrict Student Expression because It Conflicts with the Values They Want To Instill?” American School Board Journal 188, 1 (January 2001): 16-17, 55. [|EJ 621 296]. //Education and Law Journal.// Utah: Brighman Young University.

Essex, Nathan (2010). Teacher's Pocket Guide to School Law, A, 2/E. Allyn & Bacon, 2011.

Farkas, George L., and L. Shane Hall. "Can Title I Attain Its Goal?" //Brookings Papers on Education Policy//. ed. Diane Ravitch. Washington, DC: Brookings Institution, 2000.

Fuhrman, Susan H. and Richard Elmore, eds. //Redesigning Accountability Systems for Education//. New York: Teachers College Press, 2005.

Goertz, Margaret E., Mark C. Duffy, and Kerstin Carlson Le Floch. //Assessment and Accountability// //Systems in the 50 States, 1999-2000//. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

Herman, Joan L. and Edward H. Haertel, eds. //Uses and Misuses of Data for Educational// //Accountability and Improvement.// Chicago, IL: National Society for the Study of Education, 2005.Imber, Michael, and Tyll van Geel (2010) //Law and Education,// 4th ed. New York: Routledge

Herrington, Carolyn, and Francis Fowler. "Rethinking the State and Federal Role in Educational Governance." in //American Educational Governance on Trial: Change and Challenges, 102nd Yearbook of the National Society for the Study of Education.// eds. William Lowe Boyd, and Debra Miretzky. Chicago, IL: University of Chicago Press, 2003.

Jones, M. Gail. //The Unintended Consequences of High-Stakes Testing//. Lanham, MD: Rowman & Littlefield, 2003.

Kohn, Alfie. //The Case Against Standardized Testing: Raising the Scores, Ruining the Schools//. Portsmouth, NH: Heinemann, 2000.

LaMorte, Michael W., (2005). //School Law: Cases and Concepts,//8th ed., Boston: Pearson.

Lukemeyer, Anna (2003). //Courts as Policymakers: School Finance Reform Litigation// LFB Scholarly Publishing.

McCarthy, Martha, Nedla Cambron-McCabe. (2008) //Public School Law: teachers’ and// //Students’ Rights,// 6th ed., Boston:Pearson.

Meier, Deborah, and George Wood, eds. //Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools//. Boston, MA: Beacon Press, 2004.

O'Day, Jennifer A. "Complexity, Accountability, and School Improvement." //Harvard Educational Review// 72, no. 3 (2002): 293-329.

Oyez. US Supreme Court Recordings. www.**oyez**.org

Peterson, Paul E., and Martin R. West, eds. //No Child Left Behind? The Politics and Practices of School Accountability//. Washington, DC: Brookings Institution Press, 2003.

Russo, Charles J., (2009) //The Yearbook of Education Law.// Dayton, Ohio: Education Law Association. “School Uniforms Redux.” American School Board Journal 189, 3 (March 2002): 38-39, 47. **[|EJ 642 944].** Welner, Kevin Grant. //Legal Rights, Local Wrongs: When Community Control Collides With Educational Equity//. Albany, NY: State University of New York Press, 2001.

**WEBSITES**

follow almost any state or federal court in the country and receive an automatic newsletter with case citation and full decision. There is no cost to subscribe. <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey School Search Policy Manual **- [] -** <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey Court System Website - [] - <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · State Constitution and statutes - **[|http://www.njleg.state.nj.us]** · The Legal Information Institute of Cornell Law School law.cornell.edu provides automatic email newsletter of U.S. Supreme Court decisions with minutes after they are decided. The service operates during the Supreme Court term but you may access it and sign up for its services at any time. · The Supreme Court’s website - [|www.supremecourtus.gov] · The U.S. House of Representatives Internet Law Library - [|www.law.house.gov] · U.S. Department of Education – [|http://www.ed.gov]. · U.S. Federal Judiciary site - [|www.uscourts.gov] <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · US Supreme Court voice recordings **- [|http://www.oyes.org]**
 * American Enterprise Institute – [|http://www.aei.org]
 * Brookings Institution – [|http://www.brook.edu]
 * Commissioner of Education, State Board of Education, State Board of Examiners, School Ethics Commission, after July 1, 1997 - **http://www.state.nj us/njed/legal/index.htm**
 * Court decisions as well as decisions of the Office of Administrative Law, NJ Supreme Court and Appellate Division. **- []**
 * Fedlaw – links to federal laws and regulations – 61 categories of laws. If you wish to look up full text of copyright law, FERPA, or IDEA, here is the place to go. - [|http://www.legal.gsa.gov] =
 * Findlaw - **http://www. Findlaw.com** - provides access to most federal circuit court and U.S. Supreme Court decisions. Findlaw Newsletter Subscription Center will permit you to

** Rutherford Campus ** ** Rutherford, New Jersey ** ** Course Syllabus ** ** ED 645 MS – Graduate ** ** School Policy and Regulations **
 * Felician College **


 * Semester: ** **Spring 2016 Professor: Dr. James Pedersen**
 * Day/Time/: Thursday, 5:45-8:15 Room: Sammartino Hall, Room 27 **
 * Office Phone: 732-713-4508 Email: jamesmpedersen1@gmail.com **
 * Office Hours: By appointment only Site: http://feliciancollege.wikispaces.com/ **

The School of Education strives to prepare teachers who:
 * College Mission: ** Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
 * School of Education Mission: ** The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
 * Know and understand the New Jersey Professional Teaching Standards;
 * Value and are committed to the tenets of these standards; and
 * Actively engage in applying the intent of these standards within their learning communities.

This course assists leadership candidates in understanding, responding to, and influencing the social, economic, and political environments of the school through effective policy analysis and improved decision-making skills. It is designed to provide an in-depth understanding of the various contexts within which a school and a school system are based which affect educators and their ability to deliver quality education. It is also designed to provide a theoretical basis for understanding group and organizational dynamics, including local, state and federal, that impede effectively carrying out the educational mission. Skills in organizational diagnosis are developed. Models of organizational change are also discussed and critiqued. In addition, class members will be encouraged to share their experiences in the organizations in which they practice and to apply course theories to the explanation of and solution of current problems. Students will be able to: ISLLC: 3,6 NJPSSL: 3,6 NJPST: 7 ISLLC: 2,3,5,6 NJPSSL: 1,2,3,6 NJPST: 1,3 ISLLC: 1,2,3,4,6 NJPSSL: 1,2,3,4,6 NJPST: 3,7 ISLLC: 1,2,3,4,5,6 NJPSSL: 1,2,3,6 NJPST: 3,4,5,7 ISLLC: 1,2,3,5,6 NJPSSL: 1,6 NJPST: 1,3,4,5,7 ISLLC: 3,6 NJPSSL: 2,6 NJPST: ISLLC: 1,2,3 NJPSSL: 1,2,6 NJPST: 1,3,5,7 Fowler, Francis. //Policy Studies for Educational Leaders**:** An Introduction//, 3rd Edition. New Jersey: Pearson-Prentice Hall. 2009. American Psychological Association. (2010). //Publication manual of the American Psychological Association// (6th ed.)Washington, DC: Author. Pedersen, J. (2015). //Summer versus School: The Possibilities of the Year-Round School.// Lanham, Maryland: Rowman and Littlefield Education.
 * __ Course Description: __**
 * Course Goals and Objectives ** :
 * 1)  understand the major theories of educational policymaking and the social and political implications that these policies address
 * 1)  understand the process of implementing federal and state policies suc cessfully at the local level
 * 1)  can diagnose problems that may impede policy implementation at the local level
 * 1)  learns the critical elements of policy evaluation and can effectively analyze long term and short term results regarding policy decisions
 * 1)  demonstrates understanding of the NCLB Act and the impact this policy has made on all levels of local school accountability and decision making
 * 1)  understands the levels of governance structures that affect education and the influences each hold over the local districts in matters of finance / equity and curricula
 * 1)  is knowledgeable of the ramifications of high stakes testing and the need for improved policies regarding curriculum, standards and test result accountability
 * __ Textbooks: __**
 * __ Suggested Reading: __**
 * __ Course Expectations: __**

Students will complete the following assignments: Design and present an electronic teacher recruitment packet for the following positions and present to the class: Critical to the packet will be the inclusion of the following: · all local /state district policies to be met by candidate · documentation to be submitted by each candidate based on NCLB-highly qualified requirements · an overview of the district’s standardized assessment scores for the past two years with areas of weaknesses indicated With this data analysis should be a list of questions for the candidate to answer as to how they would address district needs. All curriculum answers must be driven by NJCCCS for that particular grade level / job opening. · district policies regarding affirmative action, hiring practices, and any other pertinent policy information needed to attract high level candidates. · interview with a principal or school administrator as to how the interview process is handled at the school level Students will select a policy from two New Jersey school districts to compare and contrast. Students should analyze how the policy reflects the goals and mission of the districts and present to the class. Areas for consideration are content, omissions, rules, regulations and disciplinary actions. Some suggested topics may be: homework, school volunteers, professional development, promotion, retention, grading, use of computers for students / staff, dress codes. Students will attend a local board meeting and will submit a 3 page typed summary of items included on the agenda. Special attention should be addressed to items that referred to district policy decisions. Students will submit a two page analyzing the effectiveness a current school policy of their choice. Each student will be assigned a chapter from the text to present to the class. The presentation should include a summary of the chapter’s salient points as well as insights and opportunities to create group discussions.
 * 1) ** Electronic Teacher Recruitment Packet **
 * 1) ** Comparative Policy Presentation  **
 * 1) ** Midterm & Final **
 * 2) ** Board Meeting **
 * 1) ** Policy Analysis Paper **
 * 1) ** Chapter presentations **

__ Evaluation of Classroom Participation: __ Evaluation of classroom participation is based on a two-point scale: Active Participation - 2 points/session Tardy for Class/Participated - 1 point/session Absent/Did Not Participate - 0 points/session __ Civility Policy Statement: __ Mutual respect is key to the development of a community of learners. Therefore, we at Felician College, in the spirit of St. Francis, value the dignity of each person by: Recruitment Project 20% of final grade Comparative Policy Paper 20% of final grade Midterm & Final 20% for each exam Board Meeting Report 15% of final grade Policy Analysis 15% of final grade Chapter Presentations 10% of final grade GRADING OF ASSIGNMENTS It is imperative that assignments be written using correct grammar and free of all spelling errors. Your ability to write and communicate with others will be central to the impression others hold of you as a professional. Your writing must be jargon free. Colloquial expressions will not be accepted. All written assignments will be assessed following the criteria stated below. Note: The Felician College grading system includes plusses and minuses based on a point scale. The professor reserves the right to issue a plus or minus based on the consistency of work. For instance, if a paper waivers between an A or B, it will be scored as either A- or B+ depending on the quality of thought. ** Final Grading System **
 * Course Policies and Procedures: ** Students will be expected to attend class once a week and complete assigned readings. As active participants in the class, students will be expected to respond to discussions and/or classroom activities, including problem-solving activities. Quality responses will reflect insights from assigned readings and further independent research. Students are encouraged to raise questions, as well as to respond to those raised by the professor or other students. The format of the course is professional dialogue through which participants assume responsibility for the growth and development of all members of the class. Responses should demonstrate an ability to analyze, synthesize and evaluate key issues.
 * Using respectful language
 * Patiently listening and hearing as we want to be heard
 * Behaving in a truly Franciscan manner of patience and peace
 * __ Grading/Course Evaluation __**__ : __ Students are required to maintain a portfolio containing written and graphic examples of work submitted throughout the semester. Please remember that it is critical that you save your work to a disk, thus beginning to create or continuing to develop a professional electronic portfolio. Hard copies should also be kept creating your written portfolio. The following assessment items are examples of the different types of work that may be contained in the portfolio for the purpose of assisting the student in evaluating his/her mastery of course objectives: research paper, reflections, reaction papers, and sample schedule completed. These different components are described below. The dates for submission can be found on the course calendar Grading Criteria
 * Grading Scale – Individual Assignments **
 * A ** – is an indicator that the responses to the assignments demonstrated analysis, synthesis and evaluation of key issues. Specific responses are made to current educational research and its implications to the teacher’s goals, activities, and assessment techniques. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * B ** – indicates that the responses to the assignments were adequate. There were indicators of recall, with some thought and analysis of the research. Specific references were made to the theories of leading educational researchers and applications to the classroom. All appropriate rules regarding the use of thoughts and ideas of others have been followed.
 * C ** – indicates that the responses to the assignments were minimal. There were indicators of recall without reflection on the research. There is little or no application to the Core Content Standards or other areas of the curriculum. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * D ** – indicates that the responses to the assignments were incomplete or unclear. There were indicators of recall, however, no thought is given to nor analysis of the research is done. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
 * F ** – There is evidence of plagiarism or other forms of Honor Code violations.
 * ** Grade ** ||  ** Rubric Description **  ||  ** Numerical Equivalent **  ||  ** Quality Points **  ||
 * A  ||   Exceeds Expectations   ||   95 - 100   ||   4.000   ||
 * A-  ||^   ||   90 - 94   ||   3.670   ||
 * B+  ||   Meets Expectations   ||   87 - 89   ||   3.333   ||
 * B  ||^   ||   83 - 86   ||   3.000   ||
 * B-  ||   Does Not Meet Expectations   ||   80 - 82   ||   2.670   ||
 * C+  ||^   ||   77 - 79   ||   2.333   ||
 * C  ||^   ||   70 - 76   ||   2.000   ||
 * D  ||^   ||   65 - 69   ||   1.000   ||
 * F  ||^   ||   64 or below   ||   0.000   ||
 * FA  ||^   ||   Failure due to n on-attendance   ||   0.000   ||

__ Attendance: __ Students are expected to attend all classes. In cases of illness, emergencies or professional obligations, students are to notify the professor prior to missing the class. If this is not possible, please call as soon as you can. Class participation is correlated to class attendance. __ Plagiarism: __ Please note that plagiarism simply will not be tolerated. Any student who violates this policy will be notified in writing and referred to the Academic Dean as well as the Honors Council. __ Honor Code: __ The School of Education expects ALL students to comply with Felician College’s Honor Code as reprinted below. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to current and future teachers as you hold/will hold the same expectations of your students. __ Grade Appeal: __ Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures. = = = Please Note: Special Student Needs or Handicap Conditions: =

<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> **// Felician College //** // Rutherford Campus // // 223 Montross Avenue // // Rutherford, NJ 07070 // ** ED 645 MS – Graduate ** ** School Policy and Regulations ** ** (3 Credits) ** ** The Honor Pledge ** I pledge my honor that I have neither given nor received inappropriate aid on this examination/paper and that, unless otherwise cited, all the thoughts and ideas expressed in the paper are my own. <span style="border-bottom: solid windowtext 1.5pt; border: none; display: block; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;"> <span style="border: none; mso-border-bottom-alt: solid windowtext 1.5pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in; text-align: center;"> Your Signature/Date <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> ** C ourse Calendar** 1/14/16 Introduction to course, syllabus, Chap. 1  Textbook, requirements Chapter 1 Policy-What It is and Where it Comes From 1/21/16 Power and Education Policy Chap.2 1/28/16 The Economy and Demographics Chap. 3 2/4/16 The Political System and Political Culture Chap. 4 2/11/16 Values and Ideology Chap. 5  2/18/16 The Major Education Policy Actors Chap. 6 Reflection Piece 2/25/16 Issue Definition and Agenda Setting Chap. 7 3/3/16 Financial Issues and Policy Formation Chap. 8  3/10/16 Spring Break 3/17/16 Mid Term 3/24/16 Easter Break 3/31/16 Policy Instruments and Cost Effectiveness Chap. 9 Board Report 4/7/16 Policy Implementation Chap. 10 4/14/16 Policy Evaluation Chap. 11 Policy Comparison Report 4/23/16 Educational Policy in U. S. Chap. 12  4/28/16 **Presentations Due** 5/5/16 Final Exam This is a “Tentative Calendar of Events” that is subject to change. It is the responsibility of the student to attend class to be aware of all changes. //Additional assignments may be added.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Class/On-Line Participation Rubric Student’s Name: _________________________________________________________________ **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">uses readings to support points; <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often articulates "fit" of readings with topic at hand <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">demonstrates excellent understanding of readings and class material || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view and responds appropriately to other students <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">participates in a timely manner <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">fully addresses questions and prompts <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l35 level1 lfo23; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes original and insightful contributions || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">acts appropriately during all case studies; <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">responds frequently to questions; <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes regular use of online resources || || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always arrives on time; · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often solicits instructors' perspective outside class || || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent or late for class **  || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates excellent understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally cites and applies readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">sometimes uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> occasionally articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates acceptable understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to cite or apply readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely uses readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates poor understanding of readings and class material ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">unable to cite or apply readings; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">cannot use readings to support points; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> cannot articulates "fit" of readings with topic at hand · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates little or no understand of readings and class material || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often cites and applies readings;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom discussions and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * always a willing participant, responds frequently to questions;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom learning activities and/or online resources ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l6 level1 lfo24; text-indent: -.25in;"> · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always a willing participant;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: **
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Demonstration of professional attitude and de<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">m eanor and/or online(threaded) discussions **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * · <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always demonstrates commitment through thorough preparation;
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: **
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Criterion ** ||||||||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Quality **  ||
 * ^  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">1 **  ||^   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often cites and applies readings;

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom discussions and/or online(threaded) discussions ** || <span style="line-height: 115%; margin-bottom: 10.0pt; margin-left: 17.3pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l23 level1 lfo20; text-indent: -.25in;"> · always a willing participant, responds frequently to questions; · routinely volunteers point of view <span style="font-family: Calibri,sans-serif; font-size: 8pt;">and responds appropriately to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">participates in a timely manner · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">fully addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes original and insightful contributions <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant, responds occasionally to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view and responds to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">usually addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely makes original and insightful contributions ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, rarely able to respond to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely volunteers point of view or responds to other students. · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Inadequately addresses questions and prompts · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Makes no original or insightful contributions ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, never able to respond to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view or responds to other students · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">regularly misses discussion deadlines · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">doesn’t typically address questions and prompts appropriately · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">no original contributions or insights || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom learning activities and/or **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always a willing participant; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during all case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds frequently to questions; routinely volunteers point of view <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes regular use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds occasionally to questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, occasionally acts inappropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to respond to direct questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes inadequate use of online resources ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, often acts inappropriately during case studies; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never able to respond to direct questions; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">seldom uses online resources || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not use online resources || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always arrives on time; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> often solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely unprepared; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often unprepared; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely solicits instructors' perspective outside class ||  · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely prepared; often arrives late; · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never solicits instructors' perspective outside class || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Demonstration of professional attitude and demeanor and/or online(threaded) discussions **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || · <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always demonstrates commitment through thorough preparation;

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Reflective Writing Rubric Students Name: _________________________________________________________________ Response Relationship ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || Depth of Reflection <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · It shows obvious personal awareness and a heightened appreciation for personal reflection. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Sentences are strong and expressive with varied structure. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Consistent and appropriate tone and word choice is used throughout the essay. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · Transitions are appropriate and add to the effectiveness of the essay. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · It contains an engaging and interesting point about the comparison or contrast of the subjects. <span style="font-family: Calibri,sans-serif; font-size: 10pt;"> || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> ** 4 **  ||  ** Meets Expectations ** ** 3 **  ||||||||  ** Does Not Meet Expectations **   || Response Relationship ||   ·   Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a thoughtful understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a basic understanding of the writing prompt and the subject matter. ||  ·   Demonstrates a limited understanding of the writing prompt and the subject matter. ||||  ·   Demonstrates little or no understanding of the writing prompt and the subject matter. ||  ·   It shows obvious personal awareness and a heightened appreciation for personal reflection. ||  ·   Response is thoughtful. ·  It shows personal awareness and a appreciation for personal reflection. ||  ·   Response is thoughtful and reflective. ||  ·   Response shows some depth of thought and reflection. ||||  ·   Response is very shallow without obvious depth of thought. ||  ·   Sentences are strong and expressive with varied structure. ·  Consistent and appropriate tone and word choice is used throughout the essay. ·  Transitions are appropriate and add to the effectiveness of the essay. ||  ·   Writing is clear and sentences have varied structure. ·  There is consistent tone and word choice is appropriate with fairly good use of transitions to guide the reader. ||  ·   Writing is clear and sentences have varied structure. ·  There is consistent tone and word choice is appropriate. ·  While transitions are present they do not add to the overall effectiveness of the essay. ||  ·   Writing is clear but sentences lack variety. ·  The tone is inconsistent and word choice, while adequate, could be better. ·  Transitions are inappropriate. ||||  ·   Writing is confusing and hard to follow. ·  It contains fragments and/or run-on sentences. ·  The tone and purpose is inconsistent and difficult to determine. ·  Transitions are missing. ||  ·   It contains an engaging and interesting point about the comparison or contrast of the subjects. ||  ·   The concluding paragraph unifies the essay around the subjects and the point used for comparison or contrast, but it is not very engaging or interesting. ||  ·   The concluding paragraph makes a point about the subjects for comparison or contrast, but it does not unify or "wrap up" the essay effectively. ||  ·   The concluding paragraph is not related to the remainder of the essay. ||||  ·   There is no conclusion evident in the essay. ||
 * Prompt/
 * ·  Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter.    ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Response is deeply thoughtful. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Mechanics <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> · No errors in punctuation, spelling, grammar, or capitalization.  <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Sentence/ Paragraph Flow <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   Writing is smooth, skillful and coherent. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Conclusion <span style="font-family: Calibri,sans-serif; font-size: 10pt;">  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo25; text-indent: -.25in;"> ·   The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast. <span style="font-family: Calibri,sans-serif; font-size: 10pt;">
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Criteria   ||  ** Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||||  ** 1 **  ||   ||
 * Prompt/
 * Depth of Reflection ||   ·   Response is deeply thoughtful.
 * Mechanics ||   ·   No errors in punctuation, spelling, grammar, or capitalization.   ||   ·   A few errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay.   ||   ·   A few errors in punctuation, spelling, grammar, or capitalization that, while distracting, the meaning and intent of the essay can still be discerned.   ||   ·   Several errors in punctuation, spelling, grammar, or capitalization that, while quite distracting, the meaning and intent of the essay can still be discerned.   ||||   ·   Major errors in punctuation, spelling, grammar, or capitalization. The writing is unacceptable at the graduate level.    ||
 * Sentence/ Paragraph Flow ||   ·   Writing is smooth, skillful and coherent.
 * Conclusion ||   ·   The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Rubric - Research Paper **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Purpose and Focus **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence of distinctive voice and/or appropriate tone <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Development of Ideas **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence analysis, reflection and insight <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Organization **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Sentence Structure **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Language **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Grammar and Formatting **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References & Citations **<span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"> || <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 10pt;">
 * //<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 10pt;">Student's Name: ____________________________________________________________________________________________ //**
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Establishes and maintains clear purpose and focus; <span style="font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Depth and complexity of ideas supported by rich, engaging and/or pertinent details; <span style="font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Use of references indicate substantial research <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Careful and/or suitable organization <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Variety of sentence structure and length <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Precise and/or rich language <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">No errors in grammar or format <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l34 level1 lfo17; text-indent: -.25in;"> · <span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">All citations and references followed correct APA format. <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> ||
 * <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;">**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **

|| **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Performance Element **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;"> **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">3 ** ||||||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does Not Meet Expectations **  || · Evidence of distinctive voice and/or appropriate tone ||  · Focused on a purpose; · Evidence of voice and/or suitable tone ||  · An attempt to establish and maintain purpose and communicate with the audience  ||  · Limited awareness of audience and/or purpose  ||  · Awareness of audience and/or purpose lacking. || · Evidence analysis, reflection and insight  ||  · Depth of idea development supported by elaborated, relevant details  ||  · Depth of idea development supported by relevant details  ||  · Unelaborated idea development; · Unelaborated and/or repetitious details ||  · Minimal idea development, limited and/or unrelated details  || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> ** Portfolio Components ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Articles <span style="font-family: Arial,sans-serif; font-size: 10pt;">Reading Project || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Current Policies, Change Theory <span style="font-family: Arial,sans-serif; font-size: 10pt;">Written responses || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Implementation of policies as district/school level || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of School Disciplinary Code ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">1 **  ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Purpose and Focus **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Establishes and maintains clear purpose and focus;
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Development of Ideas **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Use of references indicate substantial research  ||  · Use of references indicate ample research  ||  · Use of references indicate some effort at research  ||  · Some references  ||  · Few references  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Organization **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Careful and/or suitable organization  ||  · Logical organization  ||||  · Lapses in focus and/or coherence  ||  · Random or weak organization  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Sentence Structure **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Variety of sentence structure and length  ||  · Controlled and varied sentence structure  ||||  · Simplistic and/or awkward sentence structure  ||  · Incorrect or lack of topic and/or ineffective wording and/or sentence structure  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Language **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · Precise and/or rich language  ||  · Acceptable, effective language  ||||  · Simplistic and/or imprecise language  ||  · Incorrect and/or ineffective wording and/or sentence structure  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Grammar and Formatting **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">  ||  · No errors in grammar or format   ||  · Few errors in grammar or format relative to length and complexity  ||  · A few errors in grammar and/or format that do not interfere with communication  ||  · Some errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)  ||  · Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)  ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References & Citations ** ||  · All citations and references followed correct APA format.  ||  · Few errors were found in APA formatting of citations and references  ||||  · Some errors were found in APA formatting of citations and references  ||  · APA citations and references were not adhered to.  ||
 * ISSLC STANDARD **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">EDU 645 MS: School Policy and Regulations || #   Visionary Leadership   ||
 * ^  || #   Instructional Leadership   ||
 * ^  || #   Organizational Leadership   ||
 * ^  || #   Collaborative Leadership   ||
 * ^  || #   Ethical Leadership   ||
 * ^  || #   Political Leadership   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Course # & Title   ||   <span style="font-family: Arial,sans-serif; font-size: 10pt;">ISLLC Standard    ||   <span style="font-family: Arial,sans-serif; font-size: 10pt;">Artifact
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">EDU 645 MS: School Policy and Regulations   || #   Visionary Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Case Study
 * ^  || #   Instructional Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Articles
 * ^  || #   Organizational Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Policy & Regulation in Today's Society
 * ^  || #   Collaborative Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Class discussion/in-class assessments  ||
 * ^  || #   Ethical Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Opinion Paper  ||
 * ^  || #   Political Leadership   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analysis of Readings

** REFERENCES ** // Access: Education Finance litigation, School Funding Policy and Advocacy. ( // n.d//).// “State by    State.” Online //[].// Alexander, Kern, & Alexander, M.D. (2011) //American Public School Law. Cengage Learning.// Carnoy, Martin, Richard Elmore, and Leslie Santee Siskin, eds. //The New Accountability: High Schools and High Stakes Testing//. New York: RoutledgeFalmer, 2003. Christopher Dunn, //The Looming Judicial Confrontation Over Educational Reform,// N.Y.L.J. (July 12, 2004), []. “Disagreeing over Dress: Can Schools Restrict Student Expression because It Conflicts with the Values They Want To Instill?” American School Board Journal 188, 1 (January 2001)16-17, 55. [|EJ 621 296]. // Education and Law Journal. // Utah: Brighman Young University. Essex, Nathan (2010). Teacher's Pocket Guide to School Law, A, 2/E. Allyn & Bacon, 2011.

Farkas, George L., and L. Shane Hall. "Can Title I Attain Its Goal?" //Brookings Papers on Education Policy//. ed. Diane Ravitch. Washington, DC: Brookings Institution, 2000. Fuhrman, Susan H. and Richard Elmore, eds. //Redesigning Accountability Systems for Education//. New York: Teachers College Press, 2005. Goertz, Margaret E., Mark C. Duffy, and Kerstin Carlson Le Floch. //Assessment and Accountability// // Systems in the 50 States, 1999-2000 //. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001. Herman, Joan L. and Edward H. Haertel, eds. //Uses and Misuses of Data for Educational Accountability and Improvement.// Chicago, IL: National Society for the Study of Education, 2005.Imber, Michael, and Tyll van Geel (2010) //Law and Education,// 4th ed. New York: Routledge Herrington, Carolyn, and Francis Fowler. "Rethinking the State and Federal Role in Educational Governance." in //American Educational Governance on Trial: Change and Challenges, 102nd Yearbook of the National Society for the Study of Education.// eds. William Lowe Boyd, and Debra Miretzky. Chicago, IL: University of Chicago Press, 2003. Jones, M. Gail. //The Unintended Consequences of High-Stakes Testing//. Lanham, MD: Rowman & Littlefield, 2003. Kohn, Alfie. //The Case Against Standardized Testing: Raising the Scores, Ruining the Schools//. Portsmouth, NH: Heinemann, 2000. LaMorte, Michael W., (2005). //School Law: Cases and Concepts,//8th ed., Boston: Pearson. Lukemeyer, Anna (2003). //Courts as Policymakers: School Finance Reform Litigation// LFB Scholarly Publishing. McCarthy, Martha, Nedla Cambron-McCabe. (2008) //Public School Law: teachers’ and// // Students’ Rights, // 6th ed., Boston: Pearson. Meier, Deborah, and George Wood, eds. //Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools//. Boston, MA: Beacon Press, 2004. O'Day, Jennifer A. "Complexity, Accountability, and School Improvement." //Harvard Educational Review// 72, no. 3 (2002): 293-329. Oyez. US Supreme Court Recordings. www.**oyez**.org Peterson, Paul E., and Martin R. West, eds. //No Child Left Behind? The Politics and Practices of School Accountability//. Washington, DC: Brookings Institution Press, 2003. Russo, Charles J., (2009) //The Yearbook of Education Law.// Dayton, Ohio: Education Law Association. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 5.0pt; text-indent: -.5in;"> “School Uniforms Redux.” American School Board Journal 189, 3 (March 2002): 38-39, 47. **[|EJ 642 944].** Welner, Kevin Grant. //Legal Rights, Local Wrongs: When Community Control Collides With Educational Equity//. Albany, NY: State University of New York Press, 2001. ** WEBSITES ** follow almost any state or federal court in the country and receive an automatic newsletter with case citation and full decision. There is no cost to subscribe. <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey School Search Policy Manual **- [] -** <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · New Jersey Court System Website - [] - <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · State Constitution and statutes - **[|http://www.njleg.state.nj.us]** · The Legal Information Institute of Cornell Law School law.cornell.edu provides automatic email newsletter of U.S. Supreme Court decisions with minutes after they are decided. The service operates during the Supreme Court term but you may access it and sign up for its services at any time. · The Supreme Court’s website - [|www.supremecourtus.gov] · The U.S. House of Representatives Internet Law Library - [|www.law.house.gov] · U.S. Department of Education – [|http://www.ed.gov]. · U.S. Federal Judiciary site - [|www.uscourts.gov] <span style="margin-left: 38.5pt; mso-layout-grid-align: none; mso-list: l27 level1 lfo35; text-autospace: none; text-indent: -.25in;"> · US Supreme Court voice recordings **- [|http://www.oyes.org]**
 * American Enterprise Institute – [|http://www.aei.org]
 * Brookings Institution – [|http://www.brook.edu]
 * Commissioner of Education, State Board of Education, State Board of Examiners, School Ethics Commission, after July 1, 1997 - **http://www.state.nj us/njed/legal/index.htm**
 * Court decisions as well as decisions of the Office of Administrative Law, NJ Supreme Court and Appellate Division. **- []**
 * Fedlaw – links to federal laws and regulations – 61 categories of laws. If you wish to look up full text of copyright law, FERPA, or IDEA, here is the place to go. - [|http://www.legal.gsa.gov] =
 * Findlaw - **http://www. Findlaw.com** - provides access to most federal circuit court and U.S. Supreme Court decisions. Findlaw Newsletter Subscription Center will permit you to

<span style="margin-left: .5in; mso-list: l30 level1 lfo36; tab-stops: list .5in; text-align: justify; text-indent: -.25in;"> 1. __ Student Portfolio Competencies: __ Students are required to maintain an electronic portfolio containing written and graphic examples of work submitted throughout the course/semester. Please remember that it is critical that you save your work to a CD or memory stick, thus creating or continuing to develop a professional electronic portfolio. Hard copies should also be kept, creating your written portfolio. The following assessment items are examples of the different types of work that may be contained in the portfolio for the purpose of assisting the student in evaluating his/her mastery of course objectives: · Reports, presentations, case studies, etc. · Websites used for research · Websites of interest related to the course In an effort to provide experiences linked to Educational Leadership coursework, students are expected to maintain a portfolio of their coursework as an assessment component. This portfolio will include all written/performance activities which are aligned with the //School Policy and Regulations// coursework. The portfolio is a record of the student’s achievement of Accomplished Practices and/or specific program competencies acquired during the course. Specific course goals and/or objectives are marked to indicate that they are related to the Accomplished Practices and/or the specific program competencies. All assignments and activities are recommended for inclusion in the portfolio. The student’s portfolio will be submitted to the professor on CD at the end of the course. //Maintaining the portfolio is the responsibility of the student//. *Refer to Course Competencies Related to NJ Professional Development Standards for School Leaders (http://www.nj.gov/education/profdev/profstand/standards.pdf)

**REFERENCES** //Access: Education Finance litigation, School Funding Policy and Advocacy. (//n.d//).// “State by State.” Online //[].//

Alexander, Kern, & Alexander, M.D. (2011) //American Public School Law. Cengage Learning.//

Carnoy, Martin, Richard Elmore, and Leslie Santee Siskin, eds. //The New Accountability: High Schools and High Stakes Testing//. New York: RoutledgeFalmer, 2003.

Christopher Dunn, //The Looming Judicial Confrontation Over Educational Reform,// N.Y.L.J. (July 12, 2004), []. “Disagreeing over Dress: Can Schools Restrict Student Expression because It Conflicts with the Values They Want To Instill?” American School Board Journal 188, 1 (January 2001): 16-17, 55. [|EJ 621 296]. //Education and Law Journal.// Utah: Brighman Young University.

Essex, Nathan (2010). Teacher's Pocket Guide to School Law, A, 2/E. Allyn & Bacon, 2011.

Farkas, George L., and L. Shane Hall. "Can Title I Attain Its Goal?" //Brookings Papers on Education Policy//. ed. Diane Ravitch. Washington, DC: Brookings Institution, 2000.

Fuhrman, Susan H. and Richard Elmore, eds. //Redesigning Accountability Systems for Education//. New York: Teachers College Press, 2005.

Goertz, Margaret E., Mark C. Duffy, and Kerstin Carlson Le Floch. //Assessment and Accountability// //Systems in the 50 States, 1999-2000//. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2001.

Herman, Joan L. and Edward H. Haertel, eds. //Uses and Misuses of Data for Educational// //Accountability and Improvement.// Chicago, IL: National Society for the Study of Education, 2005.Imber, Michael, and Tyll van Geel (2010) //Law and Education,// 4th ed. New York: Routledge

Herrington, Carolyn, and Francis Fowler. "Rethinking the State and Federal Role in Educational Governance." in //American Educational Governance on Trial: Change and Challenges, 102nd Yearbook of the National Society for the Study of Education.// eds. William Lowe Boyd, and Debra Miretzky. Chicago, IL: University of Chicago Press, 2003.

Jones, M. Gail. //The Unintended Consequences of High-Stakes Testing//. Lanham, MD: Rowman & Littlefield, 2003.

Kohn, Alfie. //The Case Against Standardized Testing: Raising the Scores, Ruining the Schools//. Portsmouth, NH: Heinemann, 2000.

LaMorte, Michael W., (2005). //School Law: Cases and Concepts,//8th ed., Boston: Pearson.

Lukemeyer, Anna (2003). //Courts as Policymakers: School Finance Reform Litigation// LFB Scholarly Publishing.

McCarthy, Martha, Nedla Cambron-McCabe. (2008) //Public School Law: teachers’ and// //Students’ Rights,// 6th ed., Boston:Pearson.

Meier, Deborah, and George Wood, eds. //Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools//. Boston, MA: Beacon Press, 2004.

O'Day, Jennifer A. "Complexity, Accountability, and School Improvement." //Harvard Educational Review// 72, no. 3 (2002): 293-329.

Oyez. US Supreme Court Recordings. www.**oyez**.org

Peterson, Paul E., and Martin R. West, eds. //No Child Left Behind? The Politics and Practices of School Accountability//. Washington, DC: Brookings Institution Press, 2003.

Russo, Charles J., (2009) //The Yearbook of Education Law.// Dayton, Ohio: Education Law Association. “School Uniforms Redux.” American School Board Journal 189, 3 (March 2002): 38-39, 47. **[|EJ 642 944].** Welner, Kevin Grant. //Legal Rights, Local Wrongs: When Community Control Collides With Educational Equity//. Albany, NY: State University of New York Press, 2001.

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