Florida Educational Leadership Standard 9: Human Resource Development
Florida Educational Leadership Standards
Standard 9: Human Resource Development
Standard 8: Human Resource Development – High Performing Leaders recruit, select, nurture,
and where appropriate, retain effective personnel, develop mentor and partnership programs,
and design and implement comprehensive professional growth plan for all staff – paid and
volunteer.
Knowledge
I have the knowledge and understanding of:
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Human resources management and development
Teacher recruitment, selection and induction
Clinical education techniques
A variety of criteria for effectively assessing staff performance
Legal and ethical issues related to human resource development
Collective bargaining
Dispositions
I believe in, value and am committed to:
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Insuring the success of all beginning teachers
Recruiting, hiring and maintaining a staff that reflects the diversity in the student
population
Developing teacher leaders
Developing procedures to insure the ethical treatment of all staff
Continual improvement of staff effectiveness
Skills
Throughout my internship experience and coursework at FGCU I have learned and evidenced
through integrated essays and artifacts the following list. As an administrator I will facilitate
processes and engage in activities ensuring that:
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Florida Educational Leadership Standard 9: Human Resource Development
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School-wide and individual staff development plans are aligned with school goals and
based on current best practices
A school-wide staff development plan meets the needs of returning teachers and new
hires
A variety of supervisory and evaluation models is employed
At risk students receive instruction for those teachers who can most help them achieve
success
New teachers are provided mentoring programs to insure their success
Collective bargaining and other contractual agreements related to the school are
effectively managed
Human resource function support the attainment of school goals
Confidentiality and privacy of school records are maintained.
Florida Educational Leadership Standard 9: Human Resource Development
School leaders foster on-going school improvement, centered on student learning, by
building human capital. This practice is human resource development. An essential duty of
school administrators is to insure that well-qualified personnel are in every classroom. The
quality and effectiveness of personnel is maintained by administrators through teacher
recruitment, selection, support, and retention (Florida Department of Education, 2006).
According to data collected by the National Education Organization twenty percent of newly
hired teachers will leave the teaching profession in three years. Nearly fifty percent of new
hires in urban districts leave within the first five years. In 2004 it was projected that nearly one
million veteran teachers would retire within the next decade. This, paired with rising
enrollment, would result in an approximate need of two million new teachers to entering the
education profession. Teacher turnover is a costly to districts, as the monies put into the
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professional development of the leaving teacher is lost, resulting in new expenses of the
replacement teacher. Recruiting teachers and retaining them in the profession is a key role for
administrators. Research has indicated that a teacher’s decision to stay within a school is
largely dependent on the principal and his/her leadership at the school (FLDOE, 2006).
As an additional note, given the recent status of the economy, further research into new
teacher projections may bear different results in 2009. When I moved to Florida to pursue a
career in teaching in 2003 the opportunities for employment were plentiful. Today there are
mass teacher lay-offs occurring around the country, and many are fearful for their jobs. Where
did the students go? Did districts over hire?
Certain methods of recruitment will produce the best candidates for particular job
vacancies. An internal search is one method in which candidates are sought out within the
organization. In smaller districts this has not been a traditional method of recruitment due to
the small number of job categories. However, larger districts and more urban areas, given their
multitude of services may benefit from internal recruitment. Teacher aids and substitute
teachers may be promoted to full time teachers, and classroom teachers with the necessary
qualifications may move into administration (Rebore, 2001).
As part of my practicum for educational leadership, I was part of a team of interviewers at
the Collier County Public Schools annual instructional transfer fair. The transfer fair gives
current CCPS employees an opportunity to interview with school of their choice in which they
may be interested in obtaining a position. All schools are required to grant each candidate and
interview if they have properly registered for the transfer fair. At the time of the transfer fair,
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principals still did not have staffing allocations for the 2009-2010 school year. Principals were
instructed to conduct the candidate interview, but not offer any positions at this time. When
staffing information was available, the principals can look back on their potential candidates
from the interview and offer a position or they may choose to keep recruiting. This was a
valuable leadership experience for me as I was able to act in an administrative capacity. As I
experienced this process, I found that the leading factor contributing to my interpretations of
the candidates was the beliefs and values of the candidates the revealed themselves through
interview questions. If their beliefs and values were shared by our organization, then I was
inclined to recommend the candidates to my administrators as potential hires.
Additional methods of teacher recruitment include referrals from current employees when
a vacancy occurs. Employment agencies, colleges and universities, professional organizations,
and recruiting on the internet are other methods of teacher recruitment (Rebore, 2001).
Different districts have varying procedures for teacher hiring. It has been my experience in
Florida, as the school districts here are very large, that perspective employees must first apply
through the district. A series of tasks including an on-line application, supplying evidence of
teacher certification, as well as a Gallup Poll Teacher Insight assessment must be completed in
Collier County. After review, the perspective employee is cleared for interviews and then must
seek out or be sought for vacant positions in order to be hired.
The selection of employees is a process of steps that aims to hire individuals who will be
successful in a particular position. Rebore outlines ten steps in the selection process: (1) write
the job description, (2) establish the selection criteria, (3) write the vacancy announcement and
Florida Educational Leadership Standard 9: Human Resource Development
advertise the position, (4) receive applications, (5) select the candidates to be interviewed, (6)
interview candidates, (7) check references and credentials, (8) select the best candidate, (9)
implement the job offer and acceptance, and (10) notify unsuccessful candidates (Rebore,
2001).
After much study of school culture and climate as well as my own experience as an
interviewer, I would add that when engaging in the selection process of staff, administrators
should be looking for characteristics in the individual candidates that will coincide with the
school’s vision, norm, beliefs, and values. For example, if the culture at School A is one of high
collaboration, team teaching is common place, and inclusive education is an expectation, then
administrators are going to want to choose someone who shared those values. A teacher
prefers to plan independently may not be a good fit for School A.
Following the selection of staff is placement in position. From there, an effective
administrator will take on the role of nurturing the new teacher. New teaching induction
programs, paired with the right system of support can help new teachers grow into their jobs.
New teachers often face an overwhelming whirl-wind of expectations and experiences during
their first year teaching. They must make quick decisions about classroom management. They
must figure out what to teach and which resources to use, how to pace their lessons, and how
to engage student with varied abilities and interests (Kardos, 2005).
Overwhelming research indicates that having effective teachers in the classroom has a
positive impact on student learning. In order for new teachers to develop into effective and
successful teachers, they will need support from the school and district. Good induction
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programs not only ease the transition and increase the chances that beginning teachers will
have early success with their students, but also provides constructive learning opportunities
critical to teachers’ ongoing development. Teachers that are provided the following supports
through induction programs are less likely to leave their schools at the end of their first year: a
mentor in the same field, common planning time with other teachers, and participation in an
external network of teachers. Induction programs need full financial support as well as the
support of district leaders and principals to assure that time and space is provided for new
teacher to meet with qualified, trained, and compensated mentors. These supports must be
provided in a manner that is flexible enough to respond to the new teachers’ emerging needs.
New teachers are most successful when embedded in a learning community whose culture
supports teacher learning and development (Kardos, 2005). In the course Human Resource
Development I reviewed the book Teachers Mentoring Teachers, my reflections on the book are
here
Artifact 9- 1 Book
Review Teachers Mentor Teachers.docx
.
School improvement, focused on student learning, is the ultimate goal of human resource
development. Three key components of school improvement in relation to human resource
development that are intrinsically linked are professional development, staff development, and
organizational development (FLDOE, 2006).
Professional development is the ongoing learning by educators to improve their own
knowledge and skills. Professional development is an absolute must for teachers who engage
in classroom instruction, school and district employees and teams engaged in comprehensive,
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ongoing improvement, and school principals and assistant principals who strive to be
instructional leaders (FLDOE, 2006).
Staff development is the ongoing learning of an organization or learning community. In
recent decades, staff development has undergone a full circle transformation. In the past, staff
development was provided in a top-down manner in which individuals received information
through a presentation of content by an expert in the field. Staff development has evolved to
become learner-centered and results driven. Staff development now occurs within the learning
environment as a routine systematic process (FLDOE, 2006).
Staff development can be viewed in three parts: context (the where), process (the how),
and content (the what). Staff development context refers to the environment in which staff
development occurs. One model that has evolved as a way of support the change in staff
development is that of professional learning communities (PLC’s). Professional learning
communities strive to develop collaborative work cultures for teachers. PLC’s are based on two
assumptions; the first that knowledge is present and available in the lived experiences of
teachers and is best understood through critical reflection with those who share the same
experiences. The second, that actively involving teacher in PLCs will increase their professional
knowledge and student learning (Vescio, Ross, & Adams, 2006).
School principals play a role in the staff development process as an instructional leader who
understands the issues surrounding instruction and can be referred to as a resource for
teachers. Principals can facilitate professional learning communities through action planning,
encouraging reflective practice, and scheduling time for teacher to collaborate. Administrators
Florida Educational Leadership Standard 9: Human Resource Development
model collaborative relationships and show support for the process through shared authority
and decision making as well as encouragement and empowerment of instructional staff in
leadership development. Principals also support staff development through the allocation of
resources by ensuring that staff development is addressed in the school budget (FLDOE, 2006).
The process of staff development in this new era of learner-centered and results-driven
learning communities is guided by data driven planning. Student performance goals, set by
state standards and school improvement plans, are the basis for data driven planning.
Collecting meaningful data related to performance goals, analyzing for trends, and interpreting
for interventions and instructional strategies is the basis for data driven planning. Utilizing
current educational research on learning and instruction is a good practice to consider when
making decision (FLDOE, 2006).
School administrators must also consider adult learning strategies when planning for staff
development. To facilitate understanding and transfer to classroom strategies, staff
development must provide interaction with the new knowledge and skills through, practice
with active learning approaches, and time to analyze and reflect on their learning.
Collaboration between staff is also essential, as staff work together to analyze and influence
teaching strategies and methodologies to improve instruction and meet student performance
goals (FLDOE, 2006).
Content of staff development is the final component. When planning for staff
development, the programs of event to be presented must include perspective, best practices,
family and community involvement (FLDOE, 2006).
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Florida Educational Leadership Standard 9: Human Resource Development
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In the course Human Resource Development, I participated in a series of field-based clinical
education cycles which centered on the professional development of a teacher. These cycles
included a pre-conference with the teacher, observation with data collection, and a postconference to reflect on the data and use it as a means of professional improvement to
increase student learning outcomes. The following artifacts are components of this project
Artifact 9-2A
Artifact 9-2B Conf
Observation Data.docx Planning Guide.docx
,
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A final step in the staff development process is evaluation on behalf of the principal and
organization. This can be done through a variety of ways. Three techniques that can be utilized
include self-assessment, objective assessments, and observation. Self-assessment allows the
participants of the staff development to evaluate their own knowledge. This can be done
through survey or interviews and will give insight into the teachers understanding and transfer
to the classroom. Objective assessments involve evaluation the goals and strategies of the
implementation plan through documentation and evaluative tasks. Observation of the staff
development initiative in action is another method of evaluation. This can be done through
formative assessments, or through the application of classroom walk-throughs where gaining a
snapshot perspective of the learning environment is the goal (FLDOE, 2006).
Organizational development is the third pillar of school improvement through human
resource development. Organizations are viewed through a systems theory where all systems
are inextricably linked. A change in one system will unquestionably result in a change in
another. Administrators, as organizational leaders, must continuously work to improve the
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policies, procedures, communication, and decision making strategies in order to support the
goals and objectives and attain the vision of an organization (FLDOE, 2006).
In the course Principles of Educational Leadership, I participated in a group problem-based
learning activity which required the group to develop a strategy for school reform of a fictional
school district using a current model of practice. This project entails the three pillars of school
improvement through human resource development: professional development, staff
development, and organizational development.
Artifact 9- 3 School
Reform Plan.docx
All inclusive to building human capital and school improvement, is the need for employees
committed to the shared vision of the organization. Motivational theory such as Maslow’s
hierarch of needs or Herzberg’s two-factor theory of motivation tell us that satisfaction in one’s
job will increase the motivation and commitment one feels for the organization of which they
are a part of. Satisfaction in one’s job can depend on many factors particularly leadership of
the organization, but there are also more tangible factors that relate the one’s own security
such as pay, benefits, seniority, retirement plan, policy for evaluation protection, and concepts
such as “due process” and “fairness” (Owens & Valesky, 2007).
Collective negotiations are a generally accepted part of American education and many
states have collective bargaining laws. Negotiated items are often personnel considerations
such as salaries, benefits, and working conditions. The underlying consideration in collective
negotiations is participation in the decision-making process, much like our own democratic
society in which we live. Human resource expenses make up nearly 80% of school budgets, so
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one can see how virtually all aspects of education can be influenced in one way or another by
collective bargaining. Collective negotiations can be a sensitive topic for many school personnel
as it is a sensitive issue. It is important for teachers, administrators, and school board member
to take a positive approach towards negotiations and work towards a “win, win” scenario
where both the teachers and the school district gain (Rebore, 2001).
In the educational leadership course Human Resources Development, I participated in an
interview with a school district administrator. I asked questions regarding the collective
bargaining processes in Collier County Public Schools. The results of that interview are here as
Artifact 9-4
Administrator Interview.docx
.
There are many factors in producing effective schools, but administrators must be mindful
that research has shown that an effective teacher can have enormous impact on student
learning. An understanding of this and a commitment to school improvement, makes a strong
case for human resource development in schools.
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References
Florida Department of Education. (2006). Florida school leaders: The William Cecil Golden
school leadership development program. https://www.floridaschoolleaders.org/
Kardos, S.M. (2005). Recruiting, retaining, and supporting highly qualified teachers (C. Chaunce,
Ed.). Cambridge, MA: Harvard Education Press.
Owens, R.G. & Valesky, T.C. (2007). Organizational behavior in education: Adaptive leadership
and school reform (9th ed). Needham Heights, MA: Allyn and Bacon
Rebore, R.W. (2001). Human resources administration in education: a management approach
(6th Ed.). Needham Heights, MA: Allyn & Bacon.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional
learning communities on teaching practice and student learning. Teaching and Teacher
Education: An International Journal of Research and Studies, 24(1), 80-91.