EDUC 628

LONGWOOD UNIVERSITY

EDUCATION 628

SCHOOL PERSONNEL ADMINISTRATION

________________________________________________

Faculty:

Office:

Phone: e-mail:

_______________________________________________

TEXT

Smith, R.E., (2005) Human Resources Administration: A School-Based

Perspective. (3 rd

Ed.) Larchmont, New York: Eye on Education

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COURSE DESCRIPTION

A study of the problems, techniques and strategies associated with staff-personnel relationships in educational organizations.

COURSE OVERVIEW

The purpose of this course is to assist educators to become reflective instructional leaders in understanding the theory and practice of personnel functions in public schools.

The role of the importance of leadership and organization will be explored relative to the role of human resources function in the effectiveness of the educational program.

Emphasis will be placed on recruitment, selection, induction, retention and professional development of professional and support staff. Students will critically analyze current challenges and issues relative to personnel administration. Students will receive a broad understanding of the multiple roles associated with the human resources administrator

Students should be able to develop an administrative portfolio that demonstrates an understanding of the concepts and practices relative to personnel administrator.

Through this course candidates are to enhance their content and skill knowledge in

Educational Leadership in response to the NCATE ISLLC Standards. Candidates will also be expected to develop and demonstrate appropriate leadership skills according to the Conceptual Framework Standards.

The Following ISLLC – ELCC Standards are required for all Educational

Leadership candidates:

Cd/docED628syllspr08

Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive district and school culture, providing effective instructional programs, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources of a district in a way that promotes a safe, efficient, and effective learning environment.

Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families, and other community members, responding to diverse community interests, and needs, and mobilizing community resources.

Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

It is the intent of the Educational Leadership program to prepare administrators and supervisors to function effectively in various roles in the schools, including assisting and empowering SCHOOL LEADERS AS REFLECTIVE LEADERS who excel in the following areas specified in the NCATE Model. The following are the

Conceptual Framework that candidates are to develop and demonstrate.

I. Content Knowledge

II. Planning

III. Learning Climate

IV. Implementation and Management

V. Evaluation/Assessment

VI. Communications

VII. Technology

VIII. Diversity

IX. Professional Disposition

In this course candidates should meet the following objectives in relationship to the

ISLLC/ELCC and Conceptual Framework Standards.


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School Personnel Administration

Knowledge Objectives:

As a result of this course candidates should be able to:

1. manage decisions that ensure successful teaching and learning including, human

resources management and development, theories of motivation, change in school

culture, innovation and creativity, conflict resolution, adult learning, and

professional development. (ELCC 3.0, 4.0, 5.0; CF I, III,V,VIII)

2. use technology to support the management functions of the school. (ELCC 2.0,

3.0; CF I, VI,VII)

3. integration of technology to support communication efforts. (ELCC 3.0, 5.0, 6.0;

CF III, IV, VII)

4. integration of high quality, content rich, job imbedded, professional learning that

respects the contribution of all faculty and staff members in building a diverse

professional learning community (ELCC 3.0, 4.0, 5.0, 6.0; CF I, II, III, IV, VI,

VIII)

3. identify and understand the key functions of personnel administration and the role

of the building-level and central office administrator in each of these functions.

(ELCC 1.0, 3.0, 5.0, 6.0; CF I, III, IV, VI)

4.

understand the role that the human resources function plays in the effective realization of the educational roles and objectives of a school district. (ELCC 1.0,

2.0, 3.0, 4.0; CF I, III, V, VIII)

5.

analyze current policies, issues, trends, and practices in personnel administration.

(ELCC 1.0, 3.0: CF I, II, IV)

6.

design and implement basics human resources activities, which may be used in actual practice. (ELCC 1.0, 3.0; CF II, IV)

7.

identify literature in the field of personnel administration. (ELCC 3.0; CF I)

Skills:

1.

Demonstrate the skills required to select, maintain and dismiss school personnel.

(ELCC 2.0, 3.0, 5.0,6.0; CF I, II, III, IV, VIII)

2.

Demonstrate the ability to apply administrative leadership skills to school personnel. (ELCC 2.0, 3.0, 5.0, 6.0; CF I, II, III, IV, VIII)

Disposition:

1.

Demonstrate an appreciation for the working relationships of school personnel.

(ELCC 2.0, 3.0; CF IX)

2.

Demonstrate a commitment to the application of personnel management in the education profession. (ELCC 2.0, 3.0; CF IX)


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Non-Content Objectives and Competencies:

1.

Use appropriate written communication skills. (CF VI, IX)

2.

Use appropriate verbal communications in terms of focus and frequency of expression and appropriate listening skills. (CF VI, IX)

3.

Use appropriate social skills by monitoring their own behavior in terms of rules and social conduct, hygiene and dress. CF IX)

4.

Use appropriate communication skills in formal and simulated presentations. (CF

IX)

COURSE OUTLINE

1.

Human Resources Administration a.

Definition of Human Resources Administration b.

Critical Elements of Human Resources Administration c.

The impact No Child Left Behind has on Human Resources

Administration

2.

Strategic Planning for Human Resources Administration a.

Using available resources b.

Using census and trend data c.

Developing a strategic plan.

3.

Recruitment a.

Position announcements b.

Recruitment portfolio – folders c.

The ethics of recruiting d.

Ongoing v. at need recruitment e.

Recruiting for low incidence areas f.

Recruitment competition

4.

Selection a.

The application process b.

Interview process c.

Conducting interviews d.

Reference/Background checks

5.

Induction/Retention a.

Strategies for first year employees b.

Strategies for non-tenure employees c.

Strategies for tenure employees

6.

Supervision and Evaluation


a.

Pre-observation b.

Observations c.

Post-observation d.

Self developed goals

7.

Assisting the Marginal Employee a.

Creating and monitoring improvement plans b.

Developing an improvement plan team

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8.

Dismissing Personnel a.

Procedural safeguards b.

Data collection c.

Preparing for a dismissal hearing.

9.

Personnel Benefit Packets a.

Types of fringe benefits to offer b.

Cost factors associated with fringe packets

10.

Legal Issues in Human Resources Administration a.

Virginia State Codes b.

VEA impact c.

Discriminatory v. non-discriminatory practices.

11.

Technology and Human Resources a.

Personnel management system

12.

The Future of Human Resources Administration a.

Certified educator v. non-traditional educator b.

Troops to teach c.

Teacher morale

GRADING

Weighting of grades will be based upon the following scale:

Research Project

Administrative Portfolio

Article Summaries

Principal Interview

Policy Comparison

25 Points

25 Points

20 Points

10 Points

10 Points


Employment Web-Site Review 5 Points

Class Attendance & Participation 5 Points

Total 100 Points

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GRADING SCALE

The final course grade will be based on the following point scale:

90 –100 A

80 – 89

70 – 79

B

C

Below 70 F

Late work will be downgraded.

Opportunities to make up work for an improved grade will be open to all students.

ATTENDANCE POLICY

Students are expected to attend all classes. Students who have more then two absences may have their course grade lowered by one letter per absence in excess of two.

ACCOMMODATIONS

Ant student requiring accommodations should inform the instructor and appropriate arrangements will be made.

HONOR CODE

All written work submitted fro this class must be pledged with the Longwood

Honor Code. Students must write, in their own handwriting, “ I have neither given nor received help on this work nor am I aware of any infraction of the Honor Code

.” (signed)

CLASS SCHEDULE

Week 1:

1/14

Course Overview/Requirements/Introductions

The Leadership Roles within the School Organization


The Role of No Child Left Behind

For next class

Read Smith, Chapters 1 & 2

Bring the following to the next class:

(Students from the same school district can work collectively to bring materials to class)

Mission/Vision statement for your school district

Goals and Objectives for your school district

School district enrollment data

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Employment numbers for the district

Administrators

Teachers

Support Staff

Week 2

1/28

Strategic Planning in Human Resource Administration

Discuss staffing configurations

Discuss staffing as it relates to school districts mission & goals

Discuss five/ten year staffing plans

For next week:

Read Smith, Chapter 3


Personnel recruitment packet

Job descriptions for employees

Week 3

2/4

ON-LINE Recruitment

Discuss recruitment packets

Discuss job descriptions for generalities and specifics

Review Employment Web Sites

Discuss Articles

Turn in Article 1

For next week:


Week 4

2/11

Bring the following to class:

Interview protocol/forms

Selection of Staff

Discuss protocol/forms

Discuss principal interviews

Discuss Articles



Turn in Principal Interviews

Week 5

For next week:


Review mentoring policies and procedures

Review mentoring forms

2/18

ON-LINE - Staff Orientation – Induction

Discuss beginning staff orientation

Discuss new to the district staff orientation

Discuss mentoring programs

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For next week:


Week 6:

2/25

Bring in the following to class:

Staff evaluation policies and procedures (handbook)

Staff evaluation forms

ON-LINE Supervision and Evaluation of Staff

Discuss professional and services evaluations

Discuss Tenure v Non-Tenure employee evaluations

Discuss Articles

Turn in Article 3

Week 7:

3/3

For next class:


Bring to the next class:

Staff improvement policies and procedures

Staff improvement forms

The Marginal Teacher

Discuss improvement plans and timelines

Discuss improvement plan evaluations

Discuss Articles


Week 8:

For next class:



Review staff development policies and procedures

Review staff development plans for school year

ON-LINE - Staff Development


3/17 Discuss staff development as it relates to mission and goals

For next week:



Review teacher association organizational structure

Review support personnel organizational structure

Review collective bargaining information

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Week 9:

3/24

ON-LINE - Collective Bargaining and Contract Management

Discuss collective bargaining

Discuss contract negotiations

For next week:


Bring the following to next class:

School districts dismissal policies and procedures

School districts ADA policies

School districts Family Leave policies

Week 10: Legal Issues

3/31 Discuss employee protections

Discuss dismissal procedures

Discuss approving and denying leaves of absence

Discuss discriminatory employment practices

Discuss employee discipline

Discuss employee issues that are board of education only

And issues that are criminal offenses

Discuss Articles

Turn in Article 5 & 6

For next week

Review school districts personnel management policy

Week 11: ON-LINE - Technology and Human Resources

4/7 Discuss personnel management systems

Discuss reporting systems – state and FBI

Discuss how student and personnel data is used for

System-wide decisions


Week 12: Multiple Roles of Human Resource Administrator

4/14 Discuss benefit packets for employees

Discuss retirement planning

Discuss Articles


For next class:

Read Smith Chapter 11

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Week 13: Future Trends in Human Resources

4/21 Discuss increased demands on selection of personnel

Discuss impact of competitive salaries on personnel

Discuss incentive programs for employees

Project Presentations


Turn in Administrative Portfolio

Turn in Policy Comparison

Turn in Web-Site Review

Turn in Projects

COURSE ASSIGNMENTS

Students will be required to complete class assignments according to the specified

Project timelines. All work should be submitted in Word, double-spaced with a 12 point

Arial font.

25 Points

Students are required to conduct a research project/paper for this class. The final product should be approximately six – eight (6-8) pages in length excluding the bibliographic information and appendices. The project will be developed in conjunction with the instructor in an area that will be of benefit to the student or their school system in personnel management. The project should focus on collaborative strategies used with faculty to support a diverse school population. Research should also address strategies to building a diverse professional learning community. See Research Rubric

Administrative Portfolio 25 Points

Students will accumulate a collection of useful materials related to personnel administration throughout the course. Students will submit materials in a binder or electronically in the following order:

Strategic Plan Projection Chart

Recruitment Portfolio


Interview Protocol

Benefit Packets

Mentoring Guidelines

Evaluation Summary

Improvement Plan

Staffing Ratio as they relate to Mission Statements

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Principal Interview 10 Points

Students will interview a principal to determine the scope of the personnel responsibilities of the individual and to gain his/her perspective on the personnel function. Students should interview the principal in regards to selection, maintaining and retaining personnel. Interviews should also address issues related to staff morale, staff cooperativeness, and staff competitiveness. Interview will also address how technology is used in the management of the school.

Journal Articles 20 Points

Students will read and summarize 10 current articles (2004 - 2009) that are of interest to the student and are related to the class. The readings should come from professional literature related to the areas of school personnel that are discussed in class.

Each summary should be one double-spaced page. Half of the page should be a summary of the article. The other half should contain your thoughts and reactions to the article based on class discussion and personal experiences. The article summaries should be turned in as required. Each article should be referenced and a copy of the article attached.

Policy Comparison 5 Points

Students will compare and contrast a selected personnel policy from two different school districts and will present a critical analysis of the policies to the class.

Employment Web-Site Review 5 Points


Students will compare and contrast a minimum of three employment web sites.

Students will submit a review of the strengths and weaknesses of each web site.

Attendance and Participation 5 Points

Students are expected to attend all class sessions, read chapters and other assigned readings, participate in class discussions, present required assignments and projects in a professional manner, and submit all assignments on time.

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Bibliography

Clement, M.C. (2000). Essentials for principals: How to interview, hire, and retain highquality new teachers. Alexandria, VA: National Association of Elementary School

Principals.

Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Josey-Bass.

Hanson, K. L. (2001). Preparing for educational administration using case analysis.

Upper Saddle River, NJ: Prentice-Hall.

Kirschmann, R.E. (1996). Education administration: A collection of case studies.

Englewood Cliffs, NJ: Prentice-Hall,

Rebore, R.W. (2201). Human Resources administration in education: A management approach. (6 th

ed.). Needham Heights, MA: Allyn and Bacon.

Stronge, J.H. (2002). Qualities of effective teachers. Alexandria, VA: Association for

Supervision and Curriculum Development.

Temes, P.S. (2002). Against school reform (and in praise of great teaching): Getting beyond endless testing, regimentation, and reform in out schools. Chicago: Ivan R. Dee.

Whitaker, T. (1999). Dealing with difficult teachers. Larchmont, NY: Eye on Education.

Whitaker, T., Whitaker, B. and Lumpa, D. (2000). Motivating and inspiring teachers: The educational leader’s guide for building staff morale. Larchmont, NY: Eye on Education.


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Graduate School Enrollment

Prospective applicants are allowed to enroll in up to six credit hours (2 courses) prior to being admitted to a degree or licensure only program and have those hours apply to the admitted program. Students should submit an Application for Graduate Admission promptly to avoid having course work in excess of the six credit hours not apply once admitted. Application materials are available by contacting the Office of Graduate

Studies (434-395-2707 or graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm

.

FIELD EXPERIENCES for THE INTERNSHIP

Longwood University is strongly committed to field placements as an essential component of its graduate program in Educational Leadership. Students are expected to engage in appropriate practical applications of their course work throughout the entire program. Thus, field experiences have been carefully integrated throughout the graduate program. Students will be given specific assignments within each course to enable them to have developmentally appropriate opportunities to participate in many different school and school related leadership responsibilities. The goals, policies, and procedures, which govern the host institutions will serve as the controlling factor for all student and for their designated responsibilities. Schools and agencies therewith associated are urged to provide duties and assignments which will strengthen, complement, and assist the students in completion of their graduate program in Educational Leadership.

On-site experiences enable students to acquire a COMPREHENSIVE view of the operation of public education. Opportunities to participate in problem solving and decision-making processes in actual school and school leadership related settings reinforce knowledge gained from course work and theoretical study.


Students must complete the official log of hours (signed by the appropriate certifying individuals) and an Executive Summary reflecting upon the designated field experiences associated with each course. Students are responsible for maintaining a portfolio containing this information plus the evaluation rubric for each assignment throughout the entire program of studies. Furthermore, field work must occur in multiple diverse settings. It is imperative that Educational Leadership students spend time at the elementary, middle and secondary levels, as well as the Central Office. Proof of involvement with special needs, multicultural, disadvantaged, and other populations both within schools and in public and private settings is required.

A

Dr. Gerry R. Sokol

Evaluation Rubric for Course Papers

GRADES

B C D Failure Content

Areas

Subject

Matter

- Specific

Concrete

substantial

Relevant

Information

- Well

developed

thoughts

- Demonstrates

accurate

understanding

-Most paragraphs

Detailed were

- Remained on

Subject

- Use of specific, detailed, concrete

Used some relevant information

- Relates to the subject

-

Demonstrates some knowledge of

Project lacks consistent specificity

- Details to the subject are lacking

- Project does not directly related to topic

- Lack of conclusions drawn

- Fair

- Contains much narrative

- Lack supportive references

- Subject matter loosely connected

- Vague and general

- Possible misinformation

- Subject matter not covered

- Details missing

- Little or no factual information provided

-In- complete work

- Directions not followed

Research

Design

- Would solicit

discussion

- Used multiple

references

- Correct

references use

in text

- Correct

Bibliography

Usage subject

- Uses some reference

- Few errors

in

references

- Majority of

Bibliography

is

correct knowledge of subject

- Uses few references

- Citing of references is not consistent or incorrect

Bibliography usage is in-

- Reference usage incorrect

- Lacks

reference

- Lacks a thorough bibliography

-

- No reference cited

- No or incorrect bibliography


- Avoids unsubstantiated

claims

Grammar -No specific

errors

- Sentences/

paragraph

flowed

together

- Readable &

Understandable

- Some grammatical errors noted

- Majority of

sentences

are

connected consistent

-Several instances of many spelling and grammar errors.

- Paragraph construction problems

- Multiple spelling and grammar errors

- Sentences and paragraph disconnected

Multiple spelling and grammar errors

- Sentences poorly constructed


EDUC 628

FIELD EXPERIENCES for THE INTERNSHIP

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FIELD EXPERIENCES for THE INTERNSHIP

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