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EdS Program
I.
COURSE: EDL 8850 Managing Human Resources
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text:
Norton, M. Scott. (2008). Human resources administration for educational leaders. Los
Angeles, CA: Sage Publication.
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
This module is designed to develop leaders who understand the significance of sound and
efficient decision making as it impacts the performance of school and system employees, the
fiscal resources of the school district, and most importantly, the increased academic
achievement of all students within the district.
VI.
JUSTIFICATION
The residency module is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in
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2006, Spillane rejected the commonly held notion that leadership was either the act of a heroic
individual or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools” (p.
3).
Because this understanding is essential to improving schools in Georgia (see Georgia Leadership
Institute for School Improvement – GLISI – at www.galeaders.org), this residency module is
required of all members of the EdS/EdD cohort in Educational Leadership. The residency module is
taught by faculty with expertise in school leadership, collaboration, and diversity. Topics are
presented in an integrated manner, such that school transformation is seen as whole school reform
initiative where performance-based practice is the hallmark (Leithwood, Day, Sammons, Harris, &
Hopkins, 2006) and the tenets of Distributed School Leadership Practice (Spillane, 2006), therefore,
are embedded within all activities.
Program design supports team building and connections among school districts (building and
system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing expertise
in teaching, learning, and leadership within the EdS and EdD program. It is anticipated that
participants will mirror this expectation in their future organizational settings. Residency module
activities are problem-based and assist individuals in developing an internal focus and disposition to
meet the challenges and opportunities within leadership practice in their respective career paths and
organizational settings
Managing Human Resources
This residency module is based upon the precepts of M. Scott Norton who contends in his text,
Human Resources Administration for Educational Leaders (2008), that every school leader is, to
one degree or another, a human resources administrator. Further, this module is designed to
address the concept that human resources administration is a shared responsibility between
district and local school leaders, with the focus of human resource management becoming
divergent into two directions: toward the local school where emphasis must be placed on
increased student academic achievement within a school, and toward the district level, where the
emphasis is on increased academic performance in all schools. Recognizing the importance of
practice in skill and content acquisition, activities have been developed to afford the candidate a
gateway to experience real world human resource administration at either the local or district
level.
Whether the practice of human resource administration is approached from the local school or
district level, it is acknowledged that “effective personnel practices are prerequisite to bringing
about improved student learning, and all decisions …should be made with that outcome in
mind,” (Seyfarth, 2005, p.1). School leaders must have the knowledge and skills to recruit,
develop, motivate, retain or dismiss employees as an integral part of the school system’s mission
(Castetter, 2000), and each facet of these responsibilities depends upon the school leader making
informed, legal decisions. Recognizing that the largest segment of a school system’s budget
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(more than 80%) is allocated for salary and benefits (Norton, 2008), it is incumbent upon every
school leader to understand the significance of sound and efficient decision making as it impacts
the on the performance of employees, the fiscal resources of the school district, but most
importantly, the increased academic achievement of all students within the district.
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
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 at the educational specialist and doctoral level develop into leaders for learning
and 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 program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the program, candidates
will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and they will develop
the confidence to design multimedia instructional materials, and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the educational specialist and doctoral program.
The members of each cohort will be linked in a similar way as they move through the program.
The emerging technologies will be utilized with the parallel expectation that participants
demonstrate a high degree of technological literacy in retrieving and sharing information and
resources.
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Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Educational Specialist
and Doctorate of Education program in the Bagwell College of Education reflect the unique
aspects of this degree. Collaboratively developed by faculty from across the university and in
consultation with community/school partners, these outcomes and proficiencies delineate the
high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects
of knowledge, skills, and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning and Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
The Professional Teacher Education Unit prepares school leaders who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making decisions that foster the success of all learners. As a result of
the satisfactory fulfillment of the requirements of these courses, participants will
demonstrate outcomes that embody the constructs of DSLP, the ten BOR Performance
Strands, the ELCC standards, the PSC standards for Residency, and the roles
recommended by Georgia’s Leadership Institute for School Improvement (GLISI). As
this course is outcomes-driven, successful individuals must provide evidence of meeting
the following complementary PTEU EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement, and increased learning for all students.
2. Implements sustainable educational change and process improvement.
3. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decisionmaking for the improvement of schools and learning.
5. Builds collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity
8. Exercises professionalism and ethical practice.
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**Residency/Performance-Based structure meets Standard 7 for ELCC and PSC
http://www.gapsc.com/Rules/Current/EducatorPreparation/index.asp
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
EDL Course Objectives (KSD)
1. Demonstrate the ability to optimize learning
environments for all students by applying
appropriate models and principles of
organizational development and management of
human resources
KS
2. Demonstrate ability to advocate for students
or employees with special or exceptions needs
combining impartiality & sensitivity to diversity,
with an ethical consideration in all interactions
with others
KSD
3. Demonstrate ability to organize district
personnel based on indicators of equity,
effectiveness, and efficiency and can apply legal
principles as they impact documentation and
dismissal procedures
KS
4. Use problem-solving skills and knowledge of
strategic, long-range, and operational planning
(including applications of technology) in the
effective, legal, and equitable organization and
management of human resource allocation and
placement that focuses on enhanced teaching and
learning
KS
5. Demonstrate ability to involve staff in
conducting operations and setting priorities using
appropriate and effective needs assessment
research-based data, and group process skills to
build consensus, communicate, and resolve
conflicts in order to align human resource
potential with the organizational vision
KSD
6. Act as informed consumers of educational
theory and concepts appropriate to school
context and demonstrates ability to effectively
and equitably apply best practices, lead others to
utilize research-based knowledge of learning,
teaching, student development and data driven
decision-making to improve learning for all
students
KS
EdS/EdD
GLISI Leader
PTEU
Roles
Performance
Outcomes
ELCC/
PSC
Standards
BOR
Strands
3
8
5
8
3
8
3
8
3
8
Operations
1, 3
Process
Improvement
Operation
6
Process
Improvement
Relationship
Operations
8
Process
Improvement
1, 2, 3
Operations
Process
Improvement
Operations
5, 7
Process
Improvement
5
Data Analysis
Relationship
1, 5
Operations
8
6
Process
Improvement
4
Data Analysis
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7. Demonstrate ability to facilitate and involve
district personnel in setting priorities which
maximize ownership and accountability and
develop faculty, parent, and community
collaboration skills to positively affect student
learning
KSD
8. Develop and implement personal professional
growth plans that reflect commitment to lifelong learning.
(KSD)
IX.
Operations
5
4
Process
Improvement
8
5
Relationship
7
Change
2
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COURSE REQUIREMENTS AND ASSIGNMENTS:
The Residency Module Structure:
This is one of six modules which together comprise 18 of the 33 credit hours in the Educational
Leadership strand of the EdS program in Leadership for Learning. Each module requires a
minimum of 120 contact hours for three credit hours of residency developed to comply with the
PSC Educator Preparation Rules 505.03-.01. and 505.3-.58 (Standard 7). Rule 505.3-.58, in
particular, mandates that more than 50% of total program requirements be completed in a
school/system performance-based structure. Specifically the Rule states, “Candidates participate
in performance-based activities that provide significant opportunities for candidates to synthesize
and apply the knowledge and practice and develop the skills identified in core knowledge
standards through substantial, sustained, standards-based work in real settings, planned and
guided cooperatively by the institution and school district personnel and with assessment the
responsibility of the institutions.” In short, performance-base is defined as “real work, in real
time, in the real school working environment” (GLISI, 2008). With the exception of at least three
on-campus seminars module activities and requirements will be completed at the school/system
sites. In accordance with the PSC rule, the Candidate’s activities will be developed, monitored,
and assessed by the Beginning Leader Candidate Support Team (BLCST). As a part of the
performance-based leadership program, the BLCST will develop an Individualized Induction
Plan to define which artifacts and performances will be used as evidence to address the PSC
Leadership Standards/Elements 1-6 (PSC Educator Preparation Rules 505.03-.01. and 505.3.58). In further compliance with the PSC rules, the module activities were developed in
collaboration with partner schools and districts to ensure that activities reflect work in “real
settings.”
The Individualized Induction Plan:
Requirements for the plan will be agreed upon by the team, including the Beginning Leader
Candidate, at the beginning of the residency. This plan will guide the residency and should
provide the Beginning Leader Candidate with substantial responsibility that increases over time
and in complexity and involves direct interaction with appropriate staff, students, parents, and
community leaders (GLISI Module for Developing a Performer Path Plan Mapping Exemplary
Performances may be used for guidance).
The Individualized Induction Plan should:
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be based on Leadership Standards/Elements 1-6 and demonstrated in a way that
quality performance can be objectively assessed;
include a timeline that reflects time and responsibility and that evidences completion
of all performances as required by the end of the residency;
clearly describe for the Beginning Leader Candidate how performance will be
assessed and at what points in the program assessments will occur;
include description, evidence, and artifacts sufficient to evaluate the performance;
address substantive issues that have already been empirically determined as important
or that are determined by the Beginning Leader Candidate based on real world data;
and
assure that activities occur in multiple settings and require interaction with
appropriate educators, parents, and community organizations such as social service
groups, local businesses, community organizations, and parent groups.
Assessment of the Beginning Leader Candidates should:
 include specific criteria to assure performance on Standards/Elements 1-6 including
both quantitative and qualitative measures;
 include descriptions of formative and summative assessments , and remediation, as
needed;
 reflect on performance-based responsibilities that continue to increase with
complexity and job-embedded performances (where reasonable); and
 assign responsibilities for assuring assessments are completed and feedback given,
as appropriate.
Building level or system level residency
Residency requirements must be completed at the building or system level depending
upon the position held, and must fully demonstrate mastery of the required Leadership
Standards. Elements from the ELCC/PSC standards address specific context for meeting
the standards. The Beginning Leader Candidate Support Team will determine the extent
to which activities will be adapted to the building level, the system level, or both.
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate
knowledge and skills required for building level educational leaders by demonstrating
performance proficiency of the standards and elements listed in the document, Standards,
Elements, and Indicators for the Preparation of Georgia Educational Leaders.
Candidates who are assigned to system level leadership positions will demonstrate
proficiency in the standards and elements listed in Standards, Elements, and Indicators
for the Preparation of Georgia Educational Leaders for system level leaders.
Candidates may add the other leadership area (building or system) by completing the
program requirements for a position in the other area. Only the standards and elements
that specifically pertain to the area not previously completed (building or system level)
are required for adding the other program.
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Supervised Residency
The Candidate’s residency will be supervised by a Beginning Leader Candidate Support Team
(BLCST). The BLCST will be comprised of the candidate, the university supervisor, a trained
and qualified coach, and a mentor from the building level or system level. The team will meet at
least three times during the entire residency period (during the course of the six residency
modules), create the candidate’s Individual Induction Plan, establish observation experiences,
examine the candidate’s portfolio, evaluate progress and establish areas of need, and determine if
the residency requirements have been satisfactorily met. In addition to the initial BLCST
meeting, the candidate and the coach will participate in at least 4 coaching sessions during the
six module span of the six module residency. In addition to the initial BLCST meeting, the
building level or system level mentor will guide the beginning leader to apply the knowledge and
skills specified in the induction plan by directly observing the candidate’s performance on-site
followed by feedback for a total of 36 contact hours over the duration of the program.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The coaching is conducted through one-on-one and group interactions,
driven by evidence/data from multiple perspectives, and is based on mutual trust and respect.
(GSAEC Guidelines for Graduate Academic Programs in Executive Coaching.
http://www.gsaec.org/curriculum.html )
Leader (Candidate) – An individual candidate in the program who has the potential to make a
significant contribution to the mission and purpose of the organization.
http://www.gsaec.org/curriculum.html
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader (Whitmore, 2005). The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Mentor – An individual who is in a professional relationship with the candidate in the same
organization and is considered an expert in the field of study and provides guidance, knowledge,
opportunities to lead, and advice on an ongoing and regular basis through the program of study.
The mentor serves as a part of the team that oversees the development of the candidate and
evaluates his/her performance.
University supervisor – A Kennesaw State university instructor who is responsible for
coordinating and supervising the candidate’s overall experiences during the module. The
supervisor will work with the Beginning Leadership Candidate’s Support Team in developing a
professional residency plan to suit the candidate’s professional needs. The university supervisor
negotiates final approval of the candidate’s activities and experiences at the school/district level
and provides the final assessment for the program requirements in each individual module.
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Portfolio and Capstone Experience.
The candidate will develop a portfolio containing artifacts that address skills, knowledge, and
dispositions in alignment with the six PSC standards described in the PSC Educator Preparation
Rule 505.3-.58. The portfolio will describe how the candidate has met specific criteria set out in
the PSC rule (qualitative and quantitative) and include descriptions of formative and summative
assessments and reflections on performance-based responsibilities that increase with complexity
and job-embedded performances. The candidate will complete a capstone research project that
will be presented to the Professional Teaching Unit.
Instructional Methodology:
The candidates and university supervisor will use WebCT Vista for communication and course
management. Candidates should check daily for postings, mail, and announcements.
Instructional methods may include, but are not limited to:
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Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
In-Field Performance-Based Activities Designated by the University for
Alls (45%)
Assignments will be determined in collaboration with the sponsoring school/system. A minimum
of 45% of total assignments will be determined by the university and will include but are not
limited to:
Attendance and Participation: Attendance with participation in all university and
school/system based activities is required for successful completion of module activities.
Seminars: Students will be required to attend a minimum of three (3) seminars. The purpose of
the seminars is to provide a value-added component to the residency. The seminars will be
structured to meet student needs. Possible topics include
 Employment, law, and ethics
 Making data-driven decisions
 Public relations for local school leaders
 Working with marginal teachers
Reflective Journal: Using “reflect-in” and “reflect-on” strategies, candidates will maintain a
weekly journal reflecting on their experiences and learning (Schon, 1991).
Theoretical Framework Support:
Assessment:
Course Objectives:
Schön, D. A. (1991). The reflective turn: Case studies in
and on educational practice.
Holistic
All objectives
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Portfolio: Candidates will develop and maintain a portfolio for the entire EdS program. Each
term, the candidate will submit one artifact from the University assignments and one from the
School/System assignments to the university’s electronic Chalk & Wire portfolio management
system.
Theoretical Framework Support:
Assessment:
Course Objectives:
GLISI Guidelines
Holistic
All objectives
Required Activities:

Analysis of Recruiting Practices Project: Examine the various teacher recruitment
programs in the nation and this state and develop a set of “best practices” for use in your
school district that include considerations for attracting teachers who represent diverse
populations, teachers who have experience with diverse students, and teachers who have
acquired understandings about culturally responsive practice. (Building or System
Level):This is a Chalk & Wire Activity.
Specifically address the following
a. Contact a human resources administrator in a large urban district, a small rural
district, or a suburban district. Interview the person responsible for that district’s
teacher recruitment. Write a report of how each district molds the recruitment
plan to attract teachers who are most likely to succeed in that particular district.
Consider how the district addresses diversity needs.
b. Survey the teachers new to your school within the last five years to learn whether
they came to your school as a result of recruitment efforts by the local school or
from district recruitment fairs or as a result of other factors. From your findings,
develop ways local school administrators could enhance their recruitment efforts
to attract and retain effective teachers.
c. Conference with your principal to identify the particular teaching areas needed for
recruitment to your school. Develop a plan to recruit teachers specifically for your
school.
Theoretical Framework Support:
Assessment:
Course Objectives:
Amrein-Beardsley (2007);
Castetter (2000); Guarino, Santibanez, & Dailey (2006);
Norton (2008); Smith (2005);
Traaen (2008); State and Local School Board Policy
Manual. GLISI Performance Modules; GLISI Competency
Models.
Rubric
1-7
Strategic Human Resource Planning Project: Identify key components of strategic human
resources planning including communities and families which advance the goals of improved
personal growth through staff development, organizational climate, and increased student
achievement. (Building or System Level.) This is a Chalk & Wire activity.
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Interview a human resources administrator to learn about the district’s succession plan for
administrators at both the school and district level.
Review staffing plans at your school. Identify the factors which influence your school’s
principal as he or she places teachers. Discuss how the principal’s decisions contribute to
the effective management of the school, focusing on decisions which impact student
safety, increased achievement, diversity, fiscal and material responsibility, and the overall
effective management of the school. (Building Level)
Review your school’s performance evaluation plans for both classified and certified
employees. Explain how these evaluations become a part of the processes used to
improve the performance of employees and the achievement of students.(Building Level)
Review the job descriptions for both certified and non-certified positions (by job type) in
your school. Identify areas where job descriptions and actual job requirements are
inconsistent. Update each job description and prepare a report suitable for presentation to
your principal or director of human resources, focusing on needed changes in job
descriptions which would improve employee performance and accountability. Describe
family and community resources that support staff in delivering quality instruction
(Building Level)
Select two school districts in this geographical area and describe the evolutionary stages
experienced by each district in the last 25 years. Interview a school district professional
who has (or previously held) a position or responsibility related to forecasting student
enrollment. Based on the information you learn, devise a plan to forecast the student
enrollment in each district in the next five years. Explain the implications of the
projected student enrollment in terms of numbers and educational needs that must be
addressed by human resources. (System Level)
Theoretical Framework Support:
Assessment:
Course Objectives:
Calgan (2005); Darling-Hammond (2001); Norton (2008);
Seyfarth (2005); Stronge & Tucker (2003); Quinn (2005);
Local School Board Policy Manuals; GLISI Performance
Modules; GLISI Competency Models.
Rubric
1-7
Developing Recruitment Plans Project:
 Review compensation packages available to teachers new to the district and note whether
a differentiated salary exists for certain categories of new hires. Through interviews,
literature reviews, or by conducting a study, make a determination as to whether such
differentiated salary contributes to teacher satisfaction and retention. Calculate the cost
associated with the replacement of a teacher in a school district taking into consideration
the expenses of recruitment, interviewing, selecting and hiring. (Building or System
Level)
 If possible, arrange to accompany a school district recruiter to a large recruitment fair
scheduled in an area outside your district.
 Calculate the cost associated with the replacement of a teacher in a school district taking
into consideration the expenses of recruitment, interviewing, selecting and hiring
(Building or System Level)
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Select one “hard to fill position” as identified by your school district. Develop a Teacher
Incentive Package your district could use to recruit such an individual (e.g. Title I)
(Building or System Level)
Develop an Exit Interview Survey for teachers who leave the district. With permission,
administer the survey and determine whether the survey instrument identifies major
issues that are relevant to the “leavers” as well as the school district. (Building or System
Level)
Theoretical Framework Support:
Assessment:
Course Objectives:
Amrein-Beardsley (2007);
Castetter (2000); Guarino, Santibanez, & Dailey (2006);
Norton (2008); Smith (2005);
Traaen (2008); State and Local School Board Policy
Manual. GLISI Performance Modules; GLISI Competency
Models.
Rubric
1-7
Choice Activity (Select One)
Employment Process Project: Investigate ways to improve the employment process of teachers
at both the district and local school level which would improve the selection and retention of
highly qualified teachers.
 Outline the steps taken by your principal when a vacancy occurs in your school. Analyze
the process to identify steps in the selection process of teachers which align with the
school’s improvement plan. (Building Level)
 Examine the employment process followed by human resources administrators in your
school district. From this, create a flow chart, visual map, or other similar representation
to detail the sequence of events. Follow-up with a similar examination of the processes
followed within your school. Compare both procedures and highlight areas where there
may be opportunity to improve the process and make it less likely for weak candidates to
be employed. Redesign both charts to correct these flaws. (Building or System Level)
 Create a promotional package for a highly competitive Job Fair.(Building or System
Level)
 Examine a case study in which a teacher is ultimately dismissed for incompetence.
Throughout the case study, cite instances which demonstrate the teacher’s incompetence,
and provide examples of appropriate administrative assistance and/or response in each
series of events. Assume, as a part of the case study, that the teacher has filed a
grievance. (Building or System Level)
Theoretical Framework Support:
Assessment:
Course Objectives:
Clement (2002); Coppola, Scricca, and Connors (2004);
Gittens (2004); Permuth & Egley (2002); Rebore (2007);
Simmons (2005); Stronge & Hindman (2003)Trimble
(2001); State and Local School Board Policy Manual;
GLISI Performance Modules; GLISI Competency Models.
Rubric
1, 3, 4, 5
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Compensation Programs Project: Conduct a study to learn how compensation programs for
both certified and classified employees are developed and identify aspects which impact pay
structure and by extension become a factor in the employment and retention of highly qualified
professionals who can meet the school district’s goals and objectives.
 Develop guidelines to be used when comparing the philosophical value of a position as
compared actual compensation. Make comparisons with other occupations in which the
educational preparation is similar and suggest changes, if indicated. Include budgetary
considerations in your response. (System Level)
 Conduct a study in your school to learn how compensation programs for both certified
and classified employees become a factor in the continuous improvement of student
achievement. (Building Level)
 Evaluate your school district’s salary schedule for various categories of employees, both
classified and certified. Determine where there are areas of uneven salary distribution
and develop arguments for and against this practice. (System Level)
Theoretical Framework Support:
Assessment:
Course Objectives:
Baden & Kelley (2002); Castetter (2000); Goldhaber &
Eide (2003); Norton (2008); Seyfarth (2005);
State and Local School Board Policy Manuals; GLISI
Performance Modules; GLISI Competency Models.
Rubric
1, 3, 4, 5
In-Field Performance-Based Requirements Designated by the School/System for Each
Individual Candidate Based on a Diagnosis of Needs (55%)
In compliance with PSC Educator Preparation Rules 505.3-.58 (Standard 7) that the learning of
beginning leaders should be contextually based and guided by real school environments, a
minimum of 55% of activities will be identified in collaboration between the university and the
school/district and will be based on a diagnosis of the candidate’s needs using the GLISI
Competency Models and/or other sources of job-embedded needs.
Other Activities: As determined by School/System in collaboration with the University.
Theoretical Framework Support:
Assessment:
Objectives:
X.
Leader Performance and Supply Performance
Support: Competency Models SREB (2007); GLISI
Performance Modules; GLISI Competency Models.
Holistic
As determined through diagnosis by BLCST
EVALUATION AND GRADING:
Evaluation:
University Assignments
School/System Assignments
45%
55%
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Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proof read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH
MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, the university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
developing dispositions of ethics, character and leadership. This development is unique to each
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation for sessions, level of participation, individual and group
projects/reports individual conferences, and the capstone product for the educational specialist
seminar.
Every effort will be made by the university supervisor and school mentor to be fair and
equitable in the assignment of grades through multiple processes noted above. In the final
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
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EDL Concentration for EdS
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Beginning of *Seminar: (Required
Term
for continual
enrollment)
Introduction to
Residency Module
TBA and as
Needed
Meetings, observations,
and conferences
Mid-Term
*Seminar: Reviewing
progress
End of
Term
15
GLISI PerformanceBased Modules
*Seminar: Debriefing
Assignment Due
Readings as
assigned
Progress Reports
on Projects
All Assignments
Due
Participants
All members of the Beginning
Leader Candidate Support
Team (BLCST)
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
*Seminars are not included in the minimum 120 contact hours of performance-based
activity for the Residency Module.
XII.
POLICIES
Diversity: 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 there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
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core organizational value and its use as a resource will give direction to the activities of the
educational specialist/doctoral seminar and of the entire EdS/EdD program. Consideration will
be given to diversity in developing the membership of the cohorts in the interest of ensuring that
the collaborative cohort experience contributes to the development of such personal and
organizational core values.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this module is related to providing peer
reviews and feedback to your colleagues regarding assignments; participating and interacting in
activities; collaborating and working equitably with colleagues; and treating colleagues and the
professor/supervisor with respect both in and out of seminars. Furthermore, responding
effectively and appropriately to feedback from your peers and the professor/supervisor is
another measure of your professionalism. Please be prepared by bringing all materials and
readings to meetings and seminars. All readings assignments must be completed prior to
meetings and seminars. We depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor/supervisor.
Using technology during seminar (laptops, cell phones, etc.) to check personal e-mail or engage
in activities not associated with content is not acceptable and will likely result in a reduction of
participation points. Engaging in personal conversations while professor/supervisor or groups
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17
are presenting is not acceptable and will likely result in a reduction of participation points. A
break will be provided for snacks and personal use of technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Amrein-Beardsleyk, A. (2007). Recruiting expert teachers into hard-to-staff schools. Phi Delta
Kappan, 89(1), 64-67.
Colgan, C. (2005). Developing future leaders. American School Board Journal,4,1.
Castetter, W.B., & Young, I.P. (2000). The human resource function in educational
administration (7th ed.). Upper Saddle River, NJ: Merrill.
Clement, M.C. (2002). Help wanted: How to hire the best teachers. Principal Leadership, 3(1),
16-21.
Coppola, A. J., Scricca, D. B., & Connors, G. E. (2004). You’re hired! Principal
Leadership,4(8), 47-52.
Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership,
58(8), 12-17.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
Gittens, N. (2004). Working effectively with your school district’s attorney. Principal
Leadership 5(4), 59-61.
Glanz, J. (2006). What every principal should know about operational leadership. In J.Glanz
(series author), What every principal should know about. Thousand Oaks, CA: Corwin
Press.
Goldhaber, D. D. & Eide, E. R., (2003). Teacher compensation and teacher quality (series
authors), Concerns in education. Arlington, VA: Educational Research Service.
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GSAEC Guidelines for Graduate Academic Programs in Executive Coaching. Retrieved July 17,
2008 , from http://www.gsaec.org/curriculum.html.
Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A
review of the recent empirical literature. Review of Educational Research, 76(2), 171208.
Hall, D. T., Otazo, K .L., & Hollenbeck, G. P. (1999). Behind closed doors: What really
happens in executive coaching. Organizational Dynamics, 27, 39-53.
Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan 84(9), 693-700.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Norton, M.S., (2008). Human resources administration for educational leaders. Thousand Oaks,
CA: Sage Publications.
Odden, A., & Kelley, C. (2002). Paying teachers for what they know and do. Thousand Oaks,
CA: Sage Publications.
Permuth, S., & Egley, R., (2002). Letting teachers go – legally. Principal Leadership 3(1),
22-25.
Quinn, T., (2005). Plan to succeed. American School Board Journal, 4,46-49.
Rebore, R. (2007). Human resourses administration in education: A management approach.
(8th ed.). Boston: Pearson.
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University. instruction.
Seyfarth, J., (2005). Human resource management for effective schools. (4th ed.). Boston:
Pearson.
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Simmons, B.J., (2005). Recruiting teachers for rural schools. Principal Leadership, 5(5), 48-52.
Smith, R., (2005). Human resources administration: A school-based perspective. (3rd ed.)
Larchmont, NY: Eye on Education.
Spillane, J., Diamond., J., & Jita, J. (2003). Leading instruction: the distribution of leadership for
instruction. Journal of Curriculum Studies, 35(5), 533-543.
Stronge, J, & Hindman, J. (2003). Hiring the best teachers. Educational Leadership, 60(8),
48-52.
Stronge, J. & Tucker, P. (2003). Handbook on educational specialist evaluation: Assessing and
improving performance. Larchmont, NY: Eye on Education.
Southern Regional Education Board (2007). SREB Leadership Curriculum Modules. Atlanta,
GA: SREB.
Sue-Chan, C. and Latham, G.P. (2004). The relative effectiveness of external, peer, and
self-coaches. Applied Psychology: An International Review, 53 (2), 260-278.
Traaen, T. J. (2008). Demonstrated strategies for successful recruitment and retention of high
performing talent. Best Practices in School Personnel, May/June/July, 10-12.
Trimble, S. (2001). The teacher applicant pool: What top administrators seek. Principal
Leadership, 12(7), 44-47.
Whitmore, J. (2005). Coaching for performance. London: Nicholas Brealey Publishing.
Websites:
http://www.aare.edu.au/03pap/mul03491.pdf
http://www.balancedcurriculum.com/book.htm
http://www.doe.k12.ga.us/
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdf
http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
http://www2.bc.edu/~hargrean/docs/seven_principles.pdf
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