Management of Administrative Personnel
EDL 622
Department of Educational Studies
Educational Leadership Program
Western Illinois University
Rene J. Noppe, Jr.
Assistant Professor
Department of Educational Leadership
Room 2121
Riverfront Campus
Work:
309-762-9481 Ext. 62248
Cell:
309-235-2899 (Preferred)
E-mail:
R-Noppe@wiu.edu
Office Hours: T & Th 12:00 pm - 3:00pm
TBA After classes
Course Description
EDL 622: Management of Administrative Personnel. (3 Sem. Hrs.) Selection, development,
and appraisal of school administrators and supervisors
Purpose
Research indicates that next to classroom teachers, the principal has the most impact
on student achievement. The hiring, development, and appraisal of building
administrators is of crucial importance to the success of the district and the
enhancement of student achievement. A major role of the superintendent is to hire and
develop effective principals; the success of the school district is at stake.
Objectives
The student will:
1. Share and evaluate documents currently used by districts for principal
application, selection criteria, interviewing, hiring, and mentoring, as well as
principal discipline and termination. (Activity 1)
2. Identify a variety of leadership traits (i.e. selection criteria) that are essential
for effective building administrators (Activity 2)
3. Develop a “bank” of interview questions that address the essential leadership
traits and comply with state and federal law (Activity 3)
4. Identify criteria for the assessment of cover letters and resumes (Activity 4)
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5. Demonstrate interviewing skills by conducting interviews of two principal
candidates, evaluate answers, and provide feedback to the candidates
(Activity 5)
6. Demonstrate networking skills in resolving remediable or non-remediable
issues (scenarios) concerning principals and supervisory staff (Activity 6)
7. Develop your professional growth plan as a new Superintendent for the
improvement of teaching and learning in the district (Activity 7)
8. Report on current information concerning leadership (Activity 8)
Required Texts and Reading
Peaks and Valleys (2009)
Author: Spencer Johnson, M.D.
Publisher: Atria, A Division of Simon & Schuster, Inc.
ISBN: 13-978-1-4391-0325-8
ISBN: 10
1-4391-0325-9
Amazon
$3.99
The Daily Disciplines of Leadership: How to Improve Student Achievement, Staff
Motivation, and Personal Organization (2002)
Amazon
$20.25
Author: Douglas B. Reeves
Publisher: Josey-Bass
ISBN: 13 978-7879-8767-1 (Paperback)
Additional Reading
Required Reading located at WesternOnline 622 Required Articles Folder.
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Additional Resources
IL Principals’ Association
http://www.ilprincipalmentoring.org/
In addition to the information on mentoring, this site has a variety of useful information.
School Administrators of Iowa
http://www.sai-iowa.org/mentoring/
This site has information on mentoring and also on hiring principals
Click on the Leadership tab on the left margin to find a variety of useful information.
IL Performance Evaluation Council (PEAC)
http://www.isbe.net/PEAC/default.htm
This site has a variety of information on both teacher and principal evaluation in Illinois
and from some other sources.
Growth Through Learning, Illinois
http://www.growththroughlearningillinois.org/
This site has information for teacher & principal evaluation training
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Calendar of Topics (Tentative)
Date
Saturday
Day 1 am
Saturday
Day 1 pm
Sunday
Day 2 am
Sunday
Day 2 pm
Saturday
Day 3 am
Saturday
Day 3 pm
Topics
Due
Introduction / Syllabus Review / Handouts
Syllabus
Objective 1 (Activity 1)
Objective 2 (Activity 2)
Noppe Readings 1 & 4 & 11
Objective 3 (Activity 3)
District materials
Selection Criteria
Required Articles
Note 1
Note 2
Westernonline
Interview
Questions
Cover Letter &
Resumes
Note 3
Interview: Principal
Candidates
Interview: Principal
Candidates
Personnel
Scenarios
Plan for Improving
Teaching &
Learning
Required Articles
Presentation Text
Chapter Assigned
Note 5
Objective 4 (Activity 4)
Objective 5 (Activity 5)
Objective 5 (Activity 5)
Objective 6 (Activity 6)
Sunday
Day 4 am
Readings
Objective 7 (Activity 7)
Noppe Readings 5, 6, 7, 8
Sunday
Day 4 pm
Objective 8 (Activity 8)
Saturday
Day 5 am
Saturday
Day 5 pm
Scenario Reports
Scenario Folder
Noppe Readings 9 & 10
Required Articles
Sunday
Day 6 am
Sunday
Day 6 pm
PowerPoint presentations
Reeves Text
PowerPoint presentations
Reeves Text
See
Note 4
Note 5
Note 6
Note 7
Westernonline
Note 8
Westernonline
Required Readings Folder: Articles will be used in the calendar above as time
permits
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NOTES
NOTE 1: Please bring only what your district already has…no need to invent.
1. A copy of the personnel section of the board policy manual and/or the
contract. (Areas of particular interest include; hiring, discipline, termination,
sexual harassment, mentoring, employee assistance plan, supervision,
evaluation, and benefits.)
2. A copy of the job descriptions for principals in your district.
3. A copy of your principal and supervisor application forms.
4. Sample questions used in your district interviewing process for administrators
5. Other documentation associated with recruitment, selection, placement,
induction, and mentoring of administrative personnel.
GROUP: Report on positives and negatives of current district materials.
NOTE 2: Principal Selection Criteria Folder on WesternOnline 622.
1. Read the 4 articles. Discuss positives and negatives of the sample selection
criteria.
2. GROUP: Develop a Principal Selection Criteria.
NOTE 3: Principal Interview Questions Folder on WesternOnline 622.
1. Read the samples. Discuss positives and negatives of the sample questions.
2. GROUP: Develop a Principal Interview “Bank” of Questions.
NOTE 4: GROUP: Develop a criteria to use in the first analysis of a principal application
Resume and Cover Letter.
NOTE 5: The Activity 3 Principal Interview Bank of Questions will be used for the
interviews.
GROUP: Interview candidate, evaluate responses, demeanor, dress and
anything else of candidate and make suggestions for improvement, if needed,
to the candidate.
REPEAT with a second candidate.
NOTE 6: Scenarios Folder on WesternOnline 622 We will discuss the 10 in RED. I will
provide additional information for those ten.
GROUP: Collectively (i.e. mock networking) address / resolve the situations
and report to class. (E.G. remediation plan, recommendation of employment
termination, employee assistance etc.)
NOTE 7: Review course materials as well as district materials.
GROUP: Develop a plan that will involve the superintendent in the
Improvement of teaching and learning. For example, include school and
classroom visits, a review of artifacts, an analysis of data and other factors.
Use strategies such as observation and collaborative reflection to create a
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comprehensive professional growth plan.
NOTE 8: Text…The Daily Disciplines of Leadership.
Group: Prepare a PowerPoint presentation on an assigned chapter.
Assessment
Grades for this course are determined by scores on the five assessment activities listed in the
table below. The total of the scores is 150 points.
Activity
1. Group Report
Points
10
2. Principal
Selection
Criteria
3. Principal
Interview
Questions
4. Analysis of
Resume &
Cover Letter
5. Candidate
Interview
10
6. Scenarios
FINAL
7. Superintendent
Plan for T. & L.
8. Text Chapter
9. Participation
10
Notes
Use district materials to share, evaluate and critique current
processes in place. Good, bad, ugly on 1 sheet.
See Activity 1, Note 1
Read related articles and develop a criteria. Bullet on 1 sheet.
See Activity 2, Note 2
20
Read related articles and develop your bank of questions.
See Activity 3, Note 3
10
What do you want to see up front?
30
Interview, evaluate, recommendations for each candidate.
See Activity 5, Note 5
Collectively (network) responses to each problem.
See Activity 6, Note 6
Collectively devise a “plan of attack” for the Supt. To improve T.
& L. See Activity 7, Note 7
Collectively do a PowerPoint for an assigned chapter
Points awarded at instructor discretion for class participation in
reporting out Group or Individual work.
10
20
30
Grading
Points
150-143
142-135
136-128
127-120
119-0
Grade
A
B
C
D
F
Notes
100%-95%
94%-90%
89%-85%
84%-80%
79%-0%
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Policies and Expectations
Attendance
A 600-level student who is absent for more than 50% of a scheduled day of a Weekend Academy class
will be assigned a grade of incomplete (I) by the instructor and must make up the appropriate day in its
entirety the next time the course is offered in order to change the Incomplete to a letter grade. If a student
is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his or her
discretion, either exclude the student from attending the class or award an incomplete under this
attendance policy.
If a 600-level student is absent for more than 50% of a scheduled day of a weekend academy, the
instructor may assign an Incomplete (I) and require that the student make up the appropriate day the next
time the course is offered. Under rare circumstances, the instructor may elect to assign the student
additional activities to demonstrate that the student has accomplished the course outcomes missed in
class. If this option is chosen, then in advance of completion, the instructor will report to the Chair the
name of the student, time missed, and a summary of the work assigned as make up.
Incomplete Grade for Missing Course Requirements
An incomplete grade may be given only when a student, due to circumstances beyond his or her control,
is unable to complete course requirements within the official limits of the term. The instructor may allow
additional time for completion of the requirements after consideration of a written petition from the student
to the instructor. The petition must include what the student will do to complete the requirement and the
expected date of completion of the incomplete requirements.
Academic Accommodations
In accordance with University policy and the Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who notifies the instructor of the need for an
accommodation. For the instructor to provide the proper accommodation(s) you must obtain
documentation of the need for an accommodation through Disability Support Services and provide it to
the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention,
as he/she is not legally permitted to inquire about such particular needs of students. Students who may
require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor
as to the most appropriate procedures to follow in such an emergency. Contact Disability Support
Services at 298-2512 for additional services.
WIU Academic Dishonesty Policy
The University can best function and accomplish its objectives in an atmosphere where high ethical
standards prevail. For this reason, and to insure that the academic work of all students will be fairly
evaluated, the University strongly condemns academic dishonesty. The most prevalent forms of academic
dishonesty are cheating and plagiarism. Dishonesty of any kind with respect to examinations, course
assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It
is the responsibility of the student to not only abstain from cheating, but also to avoid making it possible
for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as the
student he or she assists.
The submission of the work of someone else as one's own constitutes plagiarism. Academic honesty
requires that ideas or materials taken from another course for use as a course paper or project be fully
acknowledged. Plagiarism is a very serious offense in whatever form it may appear, be it submission of
an entire article falsely represented as the student's own, the inclusion within a piece of the student's
writing of an idea for which the student does not provide sufficient documentation, or the inclusion of a
documented idea not sufficiently assimilated into the student's language and style.
Academic Integrity
The link to the WIU Student Academic Integrity policy is: http://www.wiu.edu/policies/acintegrity.php.
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Vision and Mission Statements
Teacher and Professional Education Program vision statement
Our graduates will be empowered educational professionals deeply committed to
continuous learning and the empowerment of all learners.
Department of Educational Leadership vision statement
To be one of the premiere educational leadership programs in the nation.
Teacher and Professional Education Program mission statement
The WIU Teacher and Professional Education Program empowers candidates to
become educational practitioners who engage in informed action that is grounded in
knowledge and reflection; who are deeply committed to the highest standards of
professional practice; who are able to adapt to emerging social, economic, and cultural
landscapes; who are skilled in the use of technological tools that promote teaching and
learning; and who are committed to empowering all learners.
Department of Educational Leadership mission statement
We will:
Recruit a capable, diverse student body.
Focus on continuous improvement of our programs.
Create a more meaningful clinical internship.
Establish a series of knowledge and application assessments.
Cultivate effective internal and external relationships.
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