03.24.09
EdS Concentration in traditional EDL
EDL 8750
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name: EDL 8750: Managing Human Resources/Educational
Leadership Concentration in the Educational Specialist for Leadership for Learning
Department: Educational Leadership
Degree Title (if applicable): EdS in Leadership for Learning
Proposed Effective Date: January 2010
Check one or more of the following and complete the appropriate sections:
xxx New Course Proposal
Course Title Change
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
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Department Chair
Date
College Curriculum Committee
Date
College Dean
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GPCC Chair
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Dean, Graduate College
Date
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Approved
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President
Date
03.24.09
EdS Concentration in traditional EDL
EDL 8750
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 8750
Course Title: Managing Human Resources
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements)
This course addresses personnel and human resource issues from a problem solving
perspective. Candidates research personnel issues as they may occur within the context
of local school and district operations. Activities which provide experience in human
resource arenas that emerge from societal, cultural and legal issues comprise a significant
portion of the course requirements. This course provides a solid and beneficial body of
knowledge for principals in training while acknowledging that contemporary society
continues to profoundly influence the manner in which the practice of human resources is
exercised in school districts. Further, the course seeks 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. This
course is non-performance based.
III.
Justification
This course 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 course
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
03.24.09
EdS Concentration in traditional EDL
EDL 8750
in all schools. Activities have been developed to afford the candidate exposure to the
dilemmas of 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.
IV.
Additional Information (for New Courses only)
Instructor:
TBA
Text:
Norton, M. Scott. (2008). Human resources administration for educational leaders. Los
Angeles, CA: Sage Publication.
Sorenson, R., and Goldsmith, L. (2009). The principal’s guide to managing school
personnel. Thousand Oaks, CA: Corwin Press.
Webb, L. and Norton, S. (2009). Human resources administration: Personnel issues and
needs in education (5th ed.). Allyn & Bacon.
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
Objectives:
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.
2. Demonstrate ability to advocate for students or employees with special or exceptions
needs combining impartiality and sensitivity to diversity, with an ethical consideration in
all interactions with others.
3. Demonstrate knowledge to organize district personnel based on indicators of equity,
effectiveness, and efficiency and can apply legal principles as they impact documentation
and dismissal procedures.
4. Display 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.
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EDL 8750
5. Possess 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.
6. Act as informed consumers of educational theory and concepts appropriate to school
context, and demonstrate 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.
7. Demonstrate knowledge to involve district personnel in setting priorities which maximize
ownership and accountability and develop faculty, parent, and community collaboration
skills to positively affect student learning.
8. Develop and implement personal professional growth plans that reflect commitment to
life-long learning.
Instructional Method





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
Method of Evaluation
Dispositions Rubric
Activities Rubrics (Holistic and Analytic)
V.
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
n/a
n/a
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.
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EdS Concentration in traditional EDL
EDL 8750
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 8750
Managing Human Resources
3 hours
January 2010
Regular
n/a
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
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EdS Concentration in traditional EDL
EDL 8750
VII Attach Syllabus
EdS Program
I.
COURSE: EDL 8750 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.
Sorenson, R., and Goldsmith, L. (2009). The principal’s guide to managing school personnel.
Thousand Oaks, CA: Corwin Press.
Webb, L. and Norton, S. (2009). Human resources administration: Personnel issues and needs
in education (5th ed.). Allyn & Bacon.
Supplemental Readings:
Readings as assigned
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EDL 8750
V.
COURSE CATALOG DESCRIPTION
This course addresses personnel and human resource issues from a problem solving perspective.
Candidates research personnel issues as they may occur within the context of local school and
district operations. Activities which provide experience in human resource arenas that emerge
from societal, cultural and legal issues comprise a significant portion of the course requirements.
This course provides a solid and beneficial body of knowledge for principals in training while
acknowledging that contemporary society continues to profoundly influence the manner in
which the practice of human resources is exercised in school districts. Further, the course seeks
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. This course is non-performance based.
VI.
JUSTIFICATION
The course is framed within Distributed School Leadership Practice (DSLP), of which one of the
leading authors is James Spillane of Northwestern University in Chicago, Illinois. Early in
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 course is required of all
members of the EdS/EdD cohort in Educational Leadership. The course 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 (Leithwood, Day,
Sammons, Harris, & Hopkins, 2006) and therefore, the tenets of Distributed School Leadership
Practice (Spillane, 2006) 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. Course 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.
03.24.09
EdS Concentration in traditional EDL
EDL 8750
Managing Human Resources
This course 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 course 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
(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 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 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.
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EDL 8750
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. 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 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.
Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the 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, 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.
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EDL 8750
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.
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 needs or exceptions,
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
EdS/EdD
GLISI Leader
PTEU
Roles
Performance
Outcomes
ELCC
Standards
BOR
Strands
3
8
1, 4, 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
Data Analysis
Relationship
5
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EDL 8750
6. Act as informed consumers of educational
theory and concepts appropriate to school
context and demonstrate 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
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.
1, 5
Operations
8
6
Process
Improvement
4
Data Analysis
Operations
5
4
Process
Improvement
8
5
Relationship
7
Change
2
7
COURSE REQUIREMENTS AND ASSIGNMENTS:
Attendance and Participation: Class attendance and participation in all university and
school/system based activities are required for successful completion of the course.
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
1. Analysis of Recruiting Practices Project
The activities listed below will allow the candidate to examine the various teacher recruitment
programs in the nation and state and to become knowledgeable of “best practices” being used in
school districts. The candidate will develop the skills and dispositions needed to develop
recruitment programs that include provisions for attracting teachers who represent diverse
populations and who have the experience and understanding to demonstrate culturally responsive
practice. (Field Experience Activity)
Specifically address the following:
 Contact a human resources administrator in a large urban district, a small rural district,
and a suburban district. Interview someone in that office who is involved in 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 and multiculturalism.
03.24.09
EdS Concentration in traditional EDL
EDL 8750






Prepare a paper with recommendations which could be used by your principal or other
district leaders that would be useful in evaluating recruitment practices in your school or
school district.
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, create a report to
summarize your findings.
Confer 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.
Align your district’s recruitment plan with the district’s vision for school improvement.
Describe procedures used by your district to mobilize community resources to assist in
recruiting teachers.
If possible, arrange to accompany a school district recruiter to a large recruitment fair
scheduled in an area outside your district. Keep a journal of your experience.
Create a promotional brochure for a highly competitive Job Fair.
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
2. Developing Recruitment Plans Project
The development of a recruitment plan will allow the candidate to gain experience in the
planning, funding, and implementing of recruitment plans that are designed to attract qualified,
motivated, visionary and professionally mature employees to the school district. The activities
which follow will provide a springboard for growth in this area.
 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.
 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 (for example,
Physics, Speech Pathologist, or Title I).
 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.
Theoretical Framework Support:
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.
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EdS Concentration in traditional EDL
EDL 8750
Assessment:
Course Objectives:
Rubric
1-7
3. Strategic Human Resource Planning Project
This series of activities is designed to offer experiences in areas of human resources planning
that improve the candidate’s knowledge, skills and dispositions in the areas of planning to
include succession, employee placement, and employee performance. (Field Experience
Activity)
 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.
 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.
 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
 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.
Describe family and community resources that support staff in delivering quality
instruction .
 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 personnel and student educational needs that
must be addressed by human resources.
Theoretical Framework Support:
Assessment:
Course Objectives:
Calgan (2005); Darling-Hammond (2001); Norton (2008);
Reeves, D. (2004); Seyfarth (2005); Stronge & Tucker
(2003); Quinn (2005); Local School Board Policy Manuals;
GLISI Performance Modules; GLISI Competency Models.
Rubric
1-7
4. Employment Process Project
This project examines the overall employment picture, giving candidates a broad understanding
of the processes in place to support the employment of the best available candidates.
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EDL 8750




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.
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.
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.
Theoretical Framework Support:
Assessment:
Course Objectives:
Clement (2002); Coppola, Scricca, and Connors (2004);
Gittens (2004); Lawrence, C., & Vachon, M. 2003):
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
5. Compensation Programs Project
This project is intended to familiarize the candidate with the significance of compensation for
employees as it applies to teacher satisfaction, increased student achievement, and employee
retention. (Field Experience Activity)
 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 to 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.
 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.
 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.
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EDL 8750

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.
Theoretical Framework Support:
Assessment:
Course Objectives:
Baden & Kelley (2002); Castetter (2000); Elder (2004);
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
6. Reduction in Force Project
This project has contemporary applications that relate to personnel and budgeting in times of
economic down turn. Prospective school leaders must have a strong understanding of how
Reduction in Force Policies impact at the district and local school levels. Legalities, fairness,
and ethical considerations are essential.

Examine your school district’s Reduction in Force Policy. Write a narrative
explaining when a RIF policy is needed and how it is applied to impacted employees.

Explain your school district’s policies and practices related to moving surplus
teachers from one school to another within the district.

Explain your school district’s “recall” to duty following a reduction in force.
Theoretical Framework Support:
Assessment:
Objectives:
Leader Performance and Supply Performance
Support: Competency Models SREB (2007); GLISI
Performance Modules; GLISI Competency Models.
Holistic
1, 3, 4
7. Teacher Retention Project
The candidate will examine literature and research to identify factors that impact teacher
retention.
Specifically address these factors:
 Recruitment policies
 Salary and differentiated
 Induction and orientation practices
 Mentoring
 School climate
 School demographics and student population
 Professional growth opportunities for employees
Theoretical Framework Support:
Leader Performance and Supply Performance
Support: Competency Models SREB (2007); GLISI
Performance Modules; GLISI Competency Models.
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Assessment:
Objectives:
Holistic
1, 3, 4
8. Faculty Handbook Project
Because the faculty handbook often serves as “ground zero” when setting expectations for
teacher performance, it is important that this document be current, accurate, and enforceable.
Examination of an existing handbook can afford the candidate an opportunity to analyze and
strengthen the document to the advantage of both faculty and administration.
 Examine your school’s faculty handbook section which addresses teacher attendance,
reporting times, dress code, sign-in/sign out procedures, and expectations regarding
attendance at after hours school activities (open house, PTA, conferences, extra-curricular
events, etc.). Highlight areas that need to be updated, deleted, or clarified. Create a revised
section(s) suitable for inclusion in the existing handbook.
 Examine your school’s faculty handbook section which addresses instructional
responsibilities. Determine whether this section provides sufficient direction for instructional
planning, standards implementation, required reporting, homework policies, student
evaluation, etc. Highlight areas that need to be updated, deleted, or clarified. Create a revised
section(s) suitable for inclusion in the existing handbook.
Theoretical Framework Support:
Assessment:
Objectives:
X.
Leader Performance and Supply Performance
Support: Competency Models SREB (2007); GLISI
Performance Modules; GLISI Competency Models.
Holistic
All objectives
EVALUATION AND GRADING:
Evaluation:
Course Assignments
Attendance & Participation*
80%
20%
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
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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).
XI.
TENTATIVE COURSE OUTLINE
Date
1st week
2nd week
3rd week
4th week
5th week
6th week
7th week
8th week
XII.
Topic
Employment and School District Vision
Human Resource Planning Process
Maximizing Human Potential: Job Descriptions, Employee Satisfaction,
& Retention
Legal World of Human Resources
Compensation Processes
Performance Evaluation
Rise and Fall of School Districts: Politics, Public Relations and the
Economy
Last class
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,
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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
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 course 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.
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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
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.
Elder, C., (2004). Dismissal doesn’t have to be difficult: What every administrator and
supervisor should know. Lanham, MD: Scarecrow Education.
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.
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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.
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.
Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan 84(9), 693-700.
Lawrence, C., & Vachon, M. (2003). How to handle staff misconduct: A practical guide for
school principals and supervisors. Thousand Oaks, CA: Corwin Press.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. ( 2nd ed.)
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 resources administration in education: A management approach.
(8th ed.). Boston: Pearson.
Reeves, D. (2004). Assessing educational leaders. Thousand Oaks, CA: Corwin Press.
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University.
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Seyfarth, J., (2005). Human resource management for effective schools. (4th ed.). Boston:
Pearson.
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.
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.
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