Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
LEED 6906
3/12/2010
2. Date:
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#
to
#
4.
Method(s) of delivery (check all boxes that apply for both current/proposed and
expected future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
Expected
Future Delivery
Method(s):
X
On-campus (face to face)
X
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered
online)
X
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new
course or course revision or course renumbering:
The NC Dept of Public Instruction has called for the revisioning of Master of School
Administration (MSA) programs to align with new state standards for the preparation of
school leaders. UNC GA has instituted a parallel process for the reauthorization of MSA
programs. The multiple course topics and assignments will help students understand
theories, research and strategies associated with teacher development, empowerment and
retention. Students must also understand the process of recruitment, hiring, placing,
mentoring, and evaluating of teachers and staff. The Graduate faculty of Educational
Leadership determined that a new course would best address this theme and demonstrate
“proficiency” in all required areas of the new North Carolina School Executive
Standards: Pre-service Candidates Standards 1d1, 1d2, 3a1, 3a2, 3d1, 4a1, 4b1
6. Course description exactly as it should appear in the next catalog:
LEED 6906. Human Resource Leadership for Professional Growth (3) (SL) P:
Admission to MSA program. Effective recruitment, placement, induction, mentoring,
evaluation, development, and empowerment of teachers and staff.
Revised 10/19/11
7. If this is a course revision, briefly describe the requested change:
N/A
N/A
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours 2
Weekly OR 28
Per Term Credit Hours
Lab
Weekly OR
Per Term Credit Hours
Studio
Weekly OR
Per Term Credit Hours
Practicum
Weekly OR
Per Term Credit Hours
Internship
Weekly OR
Per Term Credit Hours
Other (e.g., independent study) Please explain. Service learning field
2
s.h.
s.h.
s.h.
s.h.
s.h.
1
experience 14 hours per term
Total Credit Hours
3
10. Anticipated annual student enrollment: 25
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
MSA/Educational Leadership 176
Changes in Degree Hours
N/A
12. Overlapping or duplication with affected units or programs:
X
Not applicable
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher
education):
Not applicable
X
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
Not applicable
X
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
X Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
Revised 10/19/11
s.h.
c. Library
X Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and
an estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a
brief explanation and an estimate for the cost of acquisition):
e. ITCS resources
X ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
Required:
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). Supervision and
instructional leadership: A developmental approach (8th ed.). Boston: Allyn
and Bacon. ISBN 0205489532
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will be able to:
 Understand and apply law and policy related to human resource leadership
 Understand and apply adult learning theory and teacher development
 Plan and evaluate professional development for teachers
 Develop a personal code of ethics for working with teachers and staff, including
a plan for how teacher leaders would be used in making decisions
 Apply concepts of developmental supervision to improve instruction
 Identify annual targets for human resource leadership in the school setting and
develop a strategic plan for meeting those targets during the school year
 Develop strategies for recruiting and hiring teachers
 Evaluate and suggest strategies to improve induction, coaching, and mentoring
programs
 Use computers, video, hyper media, software and other emerging technologies
in human resource management and development.
Revised 10/19/11


Identify strategies for building a sense of efficacy and empowerment among
staff
Identify strategies for developing a sense of well being among staff, students
and parents/guardians
c. Course topic outline
 Human resource function in education: recruitment, selection, induction,
development, performance appraisal, compensation and benefits.
 Legal issues in human resource leadership (including hiring, selection,
dismissal, collective bargaining, diversity, contracts)
 Developmental supervision for instructional improvement
 Developing teacher leadership
 Creating school environments and working conditions to support school
improvement
 Evaluating professional development models
 Using teacher and staff appraisal systems to improve student learning
 Creating and sustaining professional learning communities
Working with principals, other administrators, school improvement teams, teachers,
staff, and other members of the school community to complete a teacher empowerment
and leadership project. The framework of action for the project will include: gathering
data; identifying area/s of need; developing and implementing an action plan/s; and the
evaluation and reflection on the plan’s impact on school and district improvement.
d. List of course assignment, weighting of each assignment, and grading/evaluation
system for determining a grade
COURSE EVALUATION
Class and Online Participation
Service Leadership Project (SLP)
(Written Report: 20%)
(PowerPoint Presentation: 15%)
Leadership Development Journal
Research Papers
Final Exam
GRADING/EVALUATION SCALE
A= 90-100%
B= 80-89%
C= 70-79%
F= 0-69%
Revised 10/19/11
15%
35%
15%
30%
5%