KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7405/Human Resources for School Leaders
Department
Educational Leadership
Degree Title (if applicable)
Master of Education
Proposed Effective Date
August 1, 2008
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
X Course Title Change
X Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course
with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part
of a new program. Current catalog information (Section I) is required for each existing course
incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 7405____________________
Course Title _Human Resources for School Leaders_____
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
Candidates examine major areas of school personnel/human resources
management. It provides a comprehensive overview of human resources
administration as it relates to recruitment, selection of highly qualified applicants
(including those who teach English Language Learners), orientation, motivation
and work incentives, pertinent state and federal laws and school district policies,
conflict resolution, evaluation, employee documentation, discipline and dismissal,
and salary and fringe benefits. This course provides skills necessary for school
level administrators to act professionally and ethically in carrying out their
responsibilities in this area.
III.
Justification
This course is designed as one of the courses for the M.Ed. Leadership or
Leadership Add-On Certification in Georgia. Every school leader will be involved
in recruiting, selecting, orienting, and motivating employees. Leaders must be
equipped with the skills necessary to hire highly qualified applicants (including
those who teach English Language Learners). This course provides skills
necessary for school level administrators to act professionally and ethically in
carrying out their responsibilities in this area. The Board of Regents’ Ten Strands
and the Educational Leadership Constituent Council (ELCC) Standards provide a
guiding framework for the contents of this course.
IV.
Additional Information (for New Courses only)
Instructor:
To be determined.
Text(s):
Rebore, Ronald W. (2007). Human resources administration in education: A management
approach. (8th ed.) Boston: Pearson
Seyfarth, John T. (2007). Human resource management for effective schools.
(5th ed.) Boston: Allyn & Bacon
Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the
candidate will be able to:
1. Use techniques such as observation protocols to document that teachers can
demonstrate student achievement of state curriculum standards, differentiated instruction,
strategies to elicit higher order thinking skills, flexible grouping and innovative
strategies.
2. Develop and implement processes and structures that support a pervasively academic
climate within a culture with high expectations for all students and adults.
3. Link individual and organizational goals, performance, and results
4. Identify and address barriers to leader, faculty and staff performance
5. Provide interventions to address underperformance of leaders, faculty and staff
6. Develop and implement a succession plan for continuity and sustained effectiveness of
the organization.
6. Manage operations within the structure of Georgia public education rules, regulations,
and laws and the Georgia Code of Ethics for Educators.
7. Work collaboratively to implement fiscal policies that equitably and adequately
distribute all available resources to support success of all students
8. Develop a budget that aligns resources with data-based instructional priorities
9. Recruit, select and hire highly qualified and effective personnel (including those who
teach English Language Learners).
10. Retain effective personnel by ensuring positive working conditions
11. Organize a school/system that reflects leadership decisions based on legal and ethical
principles to promote educational equity.
12. Recognize and provide culturally-responsive practices to multicultural and ethnic
needs in the organization and the community
13. Model impartiality, sensitivity to student diversity, community norms and values and
ethical considerations in interactions with others
14. Identify and analyze conflict and implement strategies for managing conflict.
Course activities:
Course activities will include, but are not limited to:
1.
2.
3.
4.
V.
Lecture
Student projects
Class exercises
Presentations
5.
6.
7.
8.
Class and group discussions
Reading assignments
Simulations/Case studies/In-basket
Field Experiences
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
*The resources and funding of this course are figured in as part of the budget of the
entire Master of Education Program
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office
of the Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Educational Leadership
COURSE NUMBER
EDL 7405
COURSE TITLE FOR LABEL
Human Resources for School Leaders
CLASS-LAB-CREDIT HOURS
3__________________________________
Approval, Effective Term
August 1, 2008
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N.A.
Learning Support Programs courses which are
required as prerequisites
N.A.
APPROVED:
__________________________________________
Vice President for Academic Affairs or Designee
EDL 7405 Human Resources for School Leaders
Department of Educational Leadership
Kennesaw State University
__________ Semester, 200__
Instructor: (Name)………
(Title)……….
(Address)……….
(Phone)……….
FAX: (770) 423-6910
(E-mail)……….
Class Session:
(Day and Time)………..
(Room Number)……….
Text(s):
Rebore, Ronald W. (2007). Human resources administration in education: A management
approach. (8th ed.) Boston: Pearson
Seyfarth, John T. (2007). Human resource management for effective schools.
(5th ed.) Boston: Allyn & Bacon
Referenced Journals:
NASSP Bulletin; Phi Delta Kappan; Educational Leadership; The Executive Educator; Management
Review; Clearing House; Principal Leadership; Public Personnel Management Journal;
American School Board Journal; School Administrator
Catalog Description:
Prerequisite: Admission M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
Candidates examine major areas of school personnel/human resources management. It
provides a comprehensive overview of human resources administration as it relates to
recruitment, selection of highly qualified applicants (including those who teach English
Language Learners), orientation, motivation and work incentives, pertinent state and
federal laws and school district policies, conflict resolution, evaluation, employee
documentation, discipline and dismissal, and salary and fringe benefits. This course
provides skills necessary for school level administrators to act professionally and
ethically in carrying out their responsibilities in this area.
Purpose/Rationale:
This course is designed as one of the courses for the M.Ed. Leadership or Leadership
Add-On Certification in Georgia. Every school leader will be involved in recruiting,
selecting, orienting, and motivating employees. Leaders must be equipped with the skills
necessary to hire highly qualified applicants (including those who teach English
Language Learners). This course provides skills necessary for school level administrators
to act professionally and ethically in carrying out their responsibilities in this area. The
Board of Regents’ Ten Strands and the Educational Leadership Constituent Council
(ELCC) Standards provide a guiding framework for the contents of this course.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above.
Statement for field-based activities
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and field-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing field-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
leadership experiences, you are encouraged to explore every opportunity to learn by
doing. Approximately 30% of the class assignments will involve field-based activities
which you are required to log-in and provide reflection. Some of the field-based
documentations will serve as artifacts in professional portfolios.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire
ePortfolio account. This web-based application will be used in multiple courses
throughout your program, but you will only need to purchase your account ONE time
since the accounts are good for five years. Accounts must be purchased through the KSU
Bookstore. For additional information on how to purchase the account, the purpose of
Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to
create an organized view of themselves and their educational leadership capabilities.
Each student is expected to create an electronic portfolio demonstrating mastery of the
BOR strands and the PSC/ELCC/NCATE standards. Students are required to upload
assignments from each class in the Educational Leadership program to the Chalk and
Wire portfolio. Each assignment uploaded must be accompanied by a reflection clearly
demonstrating knowledge, application, analysis, and synthesis of the BOR strands and the
PSC/ELCC/NCATE standards.
Course Objectives:
EDL 7405 will provide experience and opportunity for candidates to be able to:
Course
Objective
Use techniques such as
observation protocols to
document that teachers
can demonstrate student
achievement of state
curriculum standards,
differentiated, instruction,
strategies to elicit higher
order thinking skills,
flexible grouping and
innovative strategies.
Develop and implement
processes and structures
that support a pervasively
academic climate within a
culture with high
expectations for all
students and adults.
Course
Contents
Evaluating
employee
performance
Course
Activity or
Assignment
Assessment
Assigned
readings in text;
HR project
rubric
Chapter and
topic
presentations;
Participatio
n rubric
BOR
10
Strands
PSC/NCATE
Standards
2c
2c
2d
HR Project;
Quizzes,
papers,
exam
Professional
readings;
Connecting
student
achievement
to human
resources
management;
Motivation
and school
climate
In basket and
case studies
Professional
Growth
Rubric
Prof. Growth
Plan/
Clinical
Observation
Assigned
readings in text;
Participatio
n rubric
5c
1d
2a
Review of
student
achievement as
related to
teacher
performance;
Composition of
Paper and
presentation
Instructor
evaluation
3a
3c
faculty and staff
to reflect the
school culture
and community
Link individual and
organizational goals,
performance, and results.
Identify and address
barriers to leader, faculty
and staff performance.
Provide interventions to
address underperformance
of leaders, faculty and
staff.
Develop and implement a
succession plan for
continuity and sustained
effectiveness of the
organization.
Evaluating
employee
performance;
Connecting
student
achievement
to human
resources
Management;
Motivation
and school
climate;
Evaluating
performance:
documentatio
n and
dismissal;
Employment
continuity
Assigned
readings in text;
HR project
rubric
Review of
faculty and staff
evaluation
instruments
(state and
district);
Paper and
presentation
s
In-basket and
case studies;
Quizzes and
exams
Literature
review;
Prof.
Growth
Plan/
Clinical
Observation
Analysis of
school and
district
personnel
allotment
formulas;
7b
2c
7f
2d
7g
7l
Participatio
n rubric
Prof. Growth
Plan/
Clinical
Observation
Manage operations within
the structure of Georgia
public education rules,
regulations, and laws and
the Georgia Code of
Ethics for Educators.
Ethical and
legal issues
Assigned
readings in text;
Strategic
planning for
staffing needs
School Board
Policies (G
Section)
Work collaboratively to
implement fiscal policies
that equitably and
adequately distribute all
available resources to
Placement of
employees
PSC Policies
Selection and
GA Code of
Ethics for
Educators
Application
s to HR
project
Quizzes,
papers,
exam
8b
3a
8c
3b
8d
3d
8e
3f
Participatio
n rubric
8f
5a
Instructor
8i
5c
support success of all
students.
Develop a budget that
aligns resources with databased instructional
priorities.
hiring
Employment
continuity
Ethical and
legal issues
Recruit, select and hire
highly qualified and
effective personnel
(including those who
teach English Language
Learners).
Model impartiality,
sensitivity to student
diversity, community
norms and values and
ethical considerations in
interactions with others.
Identify and analyze
conflict and implement
strategies for managing
conflict.
Review of
budget-teacher
allocation
5d
Comparison of
student
achievement
data to hiring
practices
In-basket
activities; best
practices for
recruitment,
selection,
hiring, and
retention
Retain effective personnel
by ensuring positive
working conditions.
Organize a school/system
that reflects leadership
decisions based on legal
and ethical principles to
promote educational
equity.
Recognize and provide
culturally-responsive
practices to multicultural
and ethnic needs in the
organization and the
community.
evaluation
Professional
readings
Selection and
hiring
Assigned
readings in text;
HR project
rubric
Motivation
and school
climate
Composition of
faculty and staff
to reflect school
culture and
community;
Paper and
presentation
Ethical and
legal Issues
Professional
readings;
Evaluating
employee
performance:
review of
faculty and
staff
evaluation
instruments
(state and
district)
Case studies
and in-basket
activities
Participatio
n rubric
10 g
2a
10 i
5a
10 j
Grievance
procedures
Course Outline:
1. Overview of Human Resources Management and Effective Schools
Increased Student Achievement as related to Human Resources
2. Strategic Planning for Staffing Needs
Budgeting for Personnel
Enrollment Projections/Teacher Allocations
Position Descriptions and Requirements
Recruitment
Salary, Compensation and Benefits
3. Selection and Hiring
Evaluating Applicants
Interviewing
Selection Criteria to Meet School Needs
Certification/Licensure
4. Placement of Employees
Equitable distribution of faculty and staff
Orientation and Induction
Mentoring New Employees
5. Motivation and School Climate
Job Satisfaction
Renewing Veteran Teachers
Productive Work Environments
Developing Teacher Leaders
Rewarding Performance
6. Employment Continuity
Teacher Retention
Transfers
Termination and Reduction in Force
7. Evaluating Employee Performance
Supervision/Evaluation of Employees
Employee Documentation and Discipline
Employee Dismissal
Managing Conflict
8. School Board Policies
9. Ethical and Legal Issues
Course activities:
Course activities will include, but are not limited to:
5. Lecture
5. Class and group discussions
6. Student projects
6. Reading assignments
7. Class exercises
7. Simulations/Case studies/In-basket activities
8. Presentations
8. Field experiences
Course requirements:
1. Human Resources Project [PORTFOLIO SUBMISSION]
(30%)
This project requires the candidate to explore, experience or investigate multiple
facets of human resources management as it occurs in local schools. The project
includes a series of 30-35 questions or scenarios which the candidate is expected
to address. Employee recruitment, selection, hiring, retention, supervision/
observation, remediation, evaluation, documentation and dismissal are among the
topics included. While content and format of all projects will be similar, each
project should be unique to the candidate’s situation. Details are provided in a
separate handout.
2. Field Experiences
(30%)
Activities included for the Field Experiences are to be a documented for a
minimum of thirty (30) hours and may include the field experiences listed below.
Select 3-5 activities listed below and log a minimum of 30 hours in completion of
these field experiences.













Review your school district’s new teacher orientation. Determine whether the
orientation program provides recommendations which will assure attendees are
familiar with the district’s expectations related to curriculum and instruction and
operating procedures.
Review your school’s new teacher orientation. Determine whether the orientation
program provides recommendations which will assure attendees are familiar with
the school’s expectations related to curriculum and instruction and operating
procedures.
Attend a job fair and assist your administration in interviewing if appropriate.
With administrative permission, review applications of both certified and
classified applicants.
With administrative permission, sit in on the employment interview of a teacher.
With administrative permission, sit in on the employment interview of a classified
applicant.
Describe the recruitment plan in place in your school district.
Interview an administrator to learn how teacher employment decisions are made.
Interview an administrator to learn how marginal teachers are identified and
remediated.
Read the “G” section of your school board’s policy manual.
Conduct a clinical observation of a teacher on your staff.
Compare your school’s vision with its hiring practices.
With permission, sit in with the administrator as he or she develops the master
schedule for your school. Determine whether teaching assignments appear to be
made according to the school’s vision.








Determine whether your school has a plan to invigorate and retain veteran
teachers.
Summarize your school’s plan for mentoring new teachers.
Interview your principal to learn how he or she deals with disgruntled teachers.
Find out how your principal evaluates non-certified employees at your school.
Investigate what specific accommodations might be needed if a teacher in your
school: lost his or her hearing, vision, or became wheelchair bound.
Make an appointment to review your own personnel file at the central office.
Make a list of its contents.
Interview an administrator to learn how technology has been used in the area of
human resources.
Read your employment contract.
3. Instructional Supervision Assessment (ISA)
(10%)
[PROGRAM ASSESSMENT] [PORTFOLIO SUBMISSION]
Students are required to complete a teacher observation which includes
conducting a pre-conference, developing and/or editing an observation tool,
conducting the observation, providing a written analysis, conducting a postconference, and development of a professional growth plan. More details will be
provided in a separate handout.
4. Chapter or Topic Paper and Presentation
(5%)
Candidates (either individually or with a partner) will write a paper addressing a
significant topic related to human resource management.
5. Abstracts, Quizzes and/or Papers
(5%)
Short quizzes or papers may be assigned. Quizzes and papers may be announced
or unannounced but will always be related to previously presented material. If a
candidate is absent or late and misses the quiz or paper, they cannot be taken for
credit later.
6. Mid-term Examination
(5%)
A multiple choice/short answer test to cover the basic course contents of the first
half of the course.
7. Final Examination
(10%)
A multiple choice/short answer test to cover the basic course contents of the second
half of the course.
8. Class Participation
(5%)
Approximately five percent (5%) of a candidate’s grade will be based upon class participation.
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
Attendance Policy:
The Educational Leadership Program has established class attendance policy as
follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional makeup work.
3. Candidates with more than one class absence will be advised to drop the class.
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate
students will pursue their academic programs in an ethical, professional manner. Any
work that students present in fulfillment of program or course requirements should
represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be subject
to disciplinary action. (from current KSU Student Handbook)
References:
Americans With Disabililties Act 1990, 42 U.S.C.A. § 12101 et seq., (West 1993).
Castetter, W. & Young, I. (2000). The human resource function in educational administration.
(7th ed.) Upper Saddle River, NJ: Pearson
Coastal Human Resources. (1998). Legal and effective interviewing. [Brochure]. Virginia
Beach, VA: Author
Glanz, J. (2006). What every principal should know about operational leadership. Thousand
Oaks, CA: Corwin Press
Hanson, K. (2005). Preparing for educational administration using case analysis. (2nd ed.)
Upper Saddle River, NJ: Pearson
Rebore, Ronald W. (2007). Human resources administration in education: A management
approach. (8th ed.) Boston: Pearson
Seyfarth, J. (2005). Human resource management for effective schools. (4th ed.)
Boston: Allyn & Bacon
Smith, R. (2005). Human resources administration: A school-based perspective. (3rd ed.)
Larchmont, NW: Eye on Education
Public School Administrators involved in course redesign and/or syllabus review:
Dr. Jody Shelton, Executive Director, American Association of School Personnel
Administrators
Dr. Bill McCown, Superintendent of Schools, Gordon County
Mr. Ed Thayer, Principal, Cobb County Schools
Dr. Terry Poor, Principal, Cobb County Schools
Dr. Kathie Elliott, Principal, Cobb County Schools