Arkansas Tech University
Center for Leadership and Learning
School Personnel and Business Management
EDLD 7033
Unit Vision
Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a life-long
commitment to impact learners in diverse and evolving learning communities.
Vision
The vision of the Center for Leadership and Learning is to prepare leaders and to build leadership
capacity for a future, which constantly redefines itself.
Mission
The Center for Leadership and Learning mission prepares and develops school leadership teams to work
collaboratively for learner success. The CLL Mission will be accomplished through professional learning
communities, advanced degrees and twenty-first century partnerships.
The Vision and Mission of the Center for Leadership and Learning are aligned with the Vision and
Mission of the College of Education and support the Conceptual Framework. This information can be
accessed at http://www.atu.edu/education/.
I.
Program Affiliation
EDLD 7033 - School Personnel and Business Management
II.
Course Description
Principles, processes and procedures of school personnel management and business management
are probed. Issues and topics investigated include supervision, evaluation, recruitment, staff
development, salary and contractual obligations, attendance accounting, APSCN procedures,
financial accounting, and property accounting.
III.
Instructor Information
IV.
Course Rationale
The graduate course EDLD 7033 is intended to provide an overview of human resource
administration. The concepts, current concerns, and future trends within the framework of the
public schools will be examined, reflecting both their internal and external forces for change and
stability influencing the administration of human resources. This course will be taught from the
perspective of persons with extensive experience in K-12 curriculum analysis, adoption, and
evaluation. Its focus will be on student success in using ELCC and ISLLC Standards for
educational leadership.
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V.
Philosophy/Beliefs
Educational leaders are skilled educators whose practice and decisions integrate theory, research,
and experiential wisdom. Decision-making engages administrators in cycles of thought and
action, based on theoretical, ethical, and professional knowledge.
VI.
Arkansas Licensure Standards (ISLLC, 2008)
Standard 1: An education leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by all stakeholders.
Functions:
A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to indentify goals, assess organizational effectiveness, and
promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans
Standard 2: An education leader promotes the success of every student by advocating, nurturing,
and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.
Functions:
A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivation learning environment for students.
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support
teaching and learning
I. Monitor and evaluate the impact of the instructional program
Standard 3: An education leader promotes the success of every student by ensuring
management of the organization, operation, and resources for a safe, efficient, and effective
learning environment.
. Functions:
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological
resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and
student learning
Standard 4: An education leader promotes the success of every student by collaborating with
faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources.
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Functions:
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural,
social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners
Standard 5: An education leader promotes the success of every student by acting with integrity,
fairness, and in an ethical manner.
Functions:
A. Ensure a system of accountability for every student academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical
behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision making
E. Promote social justice and ensure that individual student needs inform all aspects of
schooling
Standard 6: An education leader promotes the success of every student by understanding,
responding to, and influencing the political, social, economic, legal, and cultural context.
Functions:
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student
learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt
leadership strategies
VII.
ELCC Standards, Course Goals, Objectives, Outcomes, and Topics
The primary goal of this course is to provide future school administrators with an understanding
of the leadership skills needed to design and implement effective curriculum development
programs using the:
ELCC Standards
Standard 1: Graduates are educational leaders who have the knowledge, skills, and abilities to promote
the success of all students by facilitating the development, articulation, implementation, and stewardship
of a shared district vision of learning through the collection and use of data identify district goals, assess
organizational effectiveness, and implement district plans to achieve district goals; promotion of continual
and sustainable district improvement; and evaluation of district progress and revision of district plans
supported by district stakeholders.
Element 1: Candidates understand and can collaboratively develop, articulate, implement, and
steward a shared vision of learning for a school district
Element 2: Candidates understand and can collect and use data to identify district goals, assess
organizational effectiveness, and implement plans to achieve district goals.
Element 3: Candidates understand and can promote continual and sustainable district improvement.
Element 4: Candidates understand and can evaluate district progress and revise district plans
supported by district stakeholder
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Standard 2: Graduates are educational leaders who have the knowledge and ability to sustain a district
culture conducive to collaboration, trust, and a personalized learning environment with high expectations
for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional
district program; developing and supervising the instructional and leadership capacity across the district;
and promoting the most effective and appropriate technologies to support teaching and learning within the
district.
Element 1: Candidates understand and can advocate, nurture, and sustain a district culture and
instructional program conducive to student learning through collaboration, trust and a
personalized learning environment with high expectations for students.
Element 2: Candidates understand and can create and evaluate a comprehensive, rigorous and
coherent curricular and instructional district program.
Element 3: Candidates understand and can develop and supervise the instructional and leadership
capacity across the district
Element 4: Candidates understand and can promote the most effective and appropriate district
technologies to support teaching and learning within the district.
Standard 3: Graduates are educational leaders who have the knowledge and ability to promote the
success of all students by management of the district’s organization, operation and resources through
monitoring and evaluating district management and operational systems; efficiently using human, fiscal
and technological resources within the district; promoting district-level policies and procedures that
protect the welfare and safety of students and staff across the district; developing district capacity for the
distributed leadership; and ensuring that district time focuses on high-quality instruction and student
learning..
Element 1: Candidates understand and can monitor and evaluate district management and
operational systems.
Element 2: Candidates understand and can efficiently use human, fiscal, and technological
resources within the district.
Element 3: Candidates understand and can promote district-level policies and procedures that
protect the welfare and safety of students and staff across the district.
Element 4: Candidates understand and can develop district capacity for distributed leadership.
Element 5: Candidates understand and can ensure that district time focuses on supporting highquality school instruction and student learning.
Standard 4: Graduates are educational leaders who have the knowledge and ability to promote the
success of all students by collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources for the district by collecting and
analyzing information pertinent to improvement of the districts educational environment; promoting an
understanding, appreciation, and use of the community’s diverse cultural, social and intellectual resources
throughout the district; building and sustaining positive district relationships with families and caregivers;
and cultivating productive district relationships with community partners.
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Element 1: Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the district’s educational
environment.
Element 2: Candidates understand and can mobilize community resources by promoting
understanding, appreciation, and use of the community’s diverse cultural, social and intellectual
resources throughout the district.
Element 3: Candidates understand and can respond to community interests and needs by building
and sustaining positive district relationships with families and caregivers.
Element 4: Candidates understand and can respond to community interests and needs by building
and sustaining productive district relationships with community partners.
Standard 5: Graduates are educational leaders who have the knowledge and ability to act with integrity,
fairness and in an ethical manner to ensure a district system of accountability for every student’s
academic and social success by modeling district principles of self-awareness, reflective practice,
transparency and ethical behavior as related to their roles within the district; safeguarding the values of
democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences
of decision making in the district; and promoting social justice within the district to ensure individual
student needs inform all aspects of schooling
Element 1: Candidates understand and can act with integrity and fairness to ensure a district system
of accountability for every student’s academic and social success.
Element 2: Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the district.
Element 3: Candidates understand and can safeguard the values of democracy, equality, and
diversity within the district.
Element 4: Candidates understand and can evaluate the potential moral and legal consequences of
decision making in the district.
Element 5: Candidates understand and can promote social justice within the district to ensure
individual student needs inform all aspects of schooling.
Standard 6: Graduates are educational leaders who have the knowledge and ability to promote the
success of every student by understanding, responding to, and influencing the larger political, social,
economic, legal and cultural context within the district through advocating for district students, families,
and caregivers; acting to influence local, district, state, and national decisions affecting student learning;
and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership
strategies.
Element 1: Candidates understand and can advocate for district students, families, and caregivers.
Element 2: Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a district environment.
Element 3: Candidates understand and can anticipate and assess emerging trends and initiatives in
order to adapt district level leadership strategies.
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A second goal of this course is to provide school administrators with the principles, processes,
and procedures necessary for effective school personnel management, supervision, and staff
development. You will achieve these goals by:
1
Gaining an appreciation that student learning must be the focus of all school
programs and activities. (ELCC 1.1, 2.1, 2.2 ) (ISLLC 1B, 2B, 3E)
2
Acquiring the skills necessary for building positive staff morale through collegiality,
empowerment, and team building. (ELCC 1.3, 2.3) (ISLLC 2A)
3
Developing an understanding of collecting and interpreting data in assessing the
needs and accomplishments of students and faculty. (ELCC 1.2, 1.4, 2.4, 3.2.)
(ISLLC 2008 1A, 1B, 2B, 2F, 4B, 5E)
4
Learning current methods of staff evaluation and the potential of each for promoting
professional growth. (ELCC 2.3, 2.4) (ISLLC 2008 3A)
5
Understanding strategies for determining staffing needs and for effective recruiting,
screening, selecting, placing, transferring, and terminating school personnel. (ELCC
3.1, 3.2, 3.3, 5.4, 6.1.) (ISLLC 2008 3A, 3C, 5A, 5E)
6
Exploring various methods tor facilitating new staff adjustment through systematic
orientation and support. (ELCC 1.3, 2.3, 2.4, 6.1) (ISLLC 4B, 6A, 6B, 6C)
7
Identifying methods for developing and administering personnel policies.
(ELCC 3.1, 3.2, 5.3, 6.1, 6.3) (ISLLC 2008 3A, 3C, 5A, 6A, 6B, 6C)
8
Learning key strategies for fostering professional growth and development. (ELCC
l.3, 2.4)
9
Developing awareness of the legal issues relating to selection, evaluation, teacher fair
dismissal, and other personnel decisions. (ELCC 2.4, 3.l., 3.2., 5.3, 6.l, 6.2) (ISLLC
2008 5C, 6B)
10
Recognizing procedural requirements in the state of Arkansas related to professional
development and staff in-service. (ELCC 2.4, 3.2, 5.3, 6.2) (ISLLC 2008 3A, 3B, 3D)
VIII.
IX.
1
Multicultural Objectives
1
Recognize that one of the greatest strengths of our society is the diversity of the
population and promote the idea that supervision is broad with contributions from all
segments of the society. (ELCC 1.1, 1.5, 2.3, 4.l, 4.1, 4.2, 5.2, 6.1) (ISLLC 2008 4B,
5C, 5E)
2
Recognize and address the unique needs of individuals whose cultural background is
different from the majority who are involved in the educational process. (ELCC 2.1,
2.3. 5.2, 6.1, 6.3) (ISLLC 2008 2C, 4B, 5C, 5E)
Instructional Methods and Activities
Traditional Experiences
Lectures, discussion, guest speakers, videos, written report of interview with a
human resources administrator and collateral readings. Supplemental handouts
on selected topics will be distributed during the course of the semester.
2
Clinical Experiences
Interview role-play, small group problem-solving, simulations, case studies,
student presentations utilizing technology.
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3
Field Experiences (Minimum of 10 hours)
A. Each student will be required to interview two people in two different school
districts. One interview will be with a district that has a human resource person at
the central office; the other interview will be with a person in a smaller district
who has the human resource responsibilities attached to his/her "other duties as
assigned."
B. Principal Interview Process
 Review resumes
 Interview a minimum of 2 candidates
 Draft response letter with decision
X.
Course Requirements:
1. Class attendance for all sessions.
2. Active participation in class discussions.
3. Two significant activities for the semester.
4. Collateral readings. Summarize and react to two articles from two different journals
and/or book chapters, each dealing with a major human resource issue. Each report is
not to exceed two pages, must include interviews with practicing school leaders on
your topic, and must contain a reflective statement about your leadership position on
the subject matched with appropriate ELCC standards. Follow APA form and style.
The schedule of the dates when col1ateral reading, written and oral reports are due
will be distributed in class.
5. Team training activity based on a leadership book. Student teams composed of two or
three class members will be formed. Each team will read a leadership book and will
conduct a 30-minute leadership training for the other students based upon insights
gleaned from the book.
6. Culminating Activity. Details will be provided during the sixth class.
7. A final exam will be given.
XI.
Significant Activities
1
Group Activity: Human Resource Interview
Conduct two interviews. One interview should be with a person who has the primary
responsibilities for human resources/personnel administration in a larger school district.
The other interview should be with a person in a smaller school district that does not have
a human resources/personnel administrator in the school district. Each student should
telephone the interviewees to schedule specific times for the interviews. These interviews
are not to be done with anyone from the institution where the student is or has been
employed.
Submit a four- to five-page typed or word-processed interview summary using APA
style. Student reports should include duties and human resource responsibilities of the
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people interviewed, as well as observations and reflections by the interviewer regarding
the general philosophy of the person being interviewed, the office arrangement, etc. A
fifteen-minute oral presentation utilizing technology will be scheduled for each student to
share interview highlights with the class.
2
XII.
Individual Activity: TBA by Dr. Gunter
Course Schedule, Topics, and Reading Assignments
Session One:
Location:
Topics:
Session Two:
Location:
Topics:
Session Three:
Location:
Topics:
Session Four:
Location:
Topics:
Session Five:
Location:
Topics:
Session Six:
Location:
Topics:
Session Seven:
Location:
Topics:
Session Eight:
Location:
Topics:
ATU Collegiate Center at Ozark
Introduction to the course, educational trends overview, and review
of Course requirements.
Text: Organizational Dimensions, 1-45.
ATU Collegiate Center at Ozark
Human Resource Planning. 46-97
Recruitment, 98-122
Selection, 123-152
Collateral Reading Presentations
ATU Collegiate Center at Ozark
Placement and Induction, 153-175
Staff Development, 176-198
Special Guest Speaker - Dr. Kathleen Cates
Collateral Reading Presentations
ATU Collegiate Center at Ozark
Performance Evaluations, 199-242
Compensation, 243-299
Collateral Reading Presentations
Written and Oral Reports of Human Resources Interviews
ATU Collegiate Center at Ozark
Collective Negotiations, 300-330
Special Guest Speaker - Mr. David Hartz
Written and Oral Reports of H urn an Resources Interviews
ATU Collegiate Center at Ozark
Legal. Ethical, and Policy Issues in Administration of Human
Resources, 331-364
Written and Ora1 Reports of Human Resources Interviews
Team Leadership Presentations
ATU Collegiate Center at Ozark
Business Management Decisions
Special Guest Speaker - Mr. Jeff Stubblefield
Collateral Reading Presentations
ATU Collegiate Center at Ozark
Final Exam/Submission of Culminating Activity
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XIII.
Evaluation, Grade Scale, Class Participation and Attendance
For this course to be successful, it is important that a11 class members participate in the
exchange of ideas, opinions, questions, and information. We can all learn a great deal from
each other and in the process, help make each class session more interesting. Consequently,
you are expected to attend each class session and be prepared to actively participate in class
discussions. In order to be ready you should, prior to class, read the assigned portions in the
assigned text, and review any other supplemental materials. You should be prepared to talk
about and answer questions posed concerning the assigned and supplemental readings.
Occasionally, you will be asked to analyze scenarios and other real world problems faced by
educational administration professionals. In reading the assigned materials and preparing for
each class session, be sure to draw upon your own professional and personal experiences as
they relate to the various issues we examine during the semester. Class participation and
regular attendance is expected of all class members.
If you must miss a class, please notify me in advance by calling my office or leave a message
with my secretary. You are responsible for everything covered in class, any supplemental
materials made available, and for completing any work assigned. It is also your responsibility
to make arrangements with a classmate to get copies of handouts, notes, and assignments if
you must miss a class session.
Grade Scale:
Activities:
1 Class attendance
2 Class participation
3 Significant Group Activity:
Written and oral reports of
Human Resources Administrator Interview
4 Significant Individual Activity:
TBA by Dr. Gunter
5 Collateral readings (2)
6 Team Activity
7 Culminating Activity
8 Final Exam
Total
10%
10%
Points
150
150
20%
300
10%
10%
10%
15%
15%
100%
150
150 (75 each)
150
225
225
1500
The total percentage score you accumulate during the session and the completion of all
course requirements will determine your grade. Final course grades will be assigned
using the distribution listed below.
For a grade of:
"A" At least 90% or 1350 points.
"B" At least 80% or 1200 points.
"C" At least 70% or 1 050 points.
"D" At least 60% or 900 points.
"F" Anything below 60% or 900 points.
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XIV.
Academic Honesty
All forms of academic dishonesty are prohibited. See page 8 of the Arkansas Tech
University Student Handbook for policies against such conduct. Ifthere is any
question, ask before submitting a paper or completing a test that might be
interpreted as cheating or plagiarism.
XV.
XlV. Textbooks and Selected Readings
Rebore, Ronald W. (2007). Human Resources Administration in Education (8th Ed.).
Allyn & Bacon; Needham Heights, MA
Additional reading and supplemental materials as assigned throughout the course.
Partial List of Quality Resources:
1. American School Board Journal
2. Clearing House
3. Educational Administration Quarterly
4. Educational Leadership
5. Human Resource Management
6. HlJTnan Resource Planning
7. Journal of Career Planning & Employment
8. Journal of Educational Administration
9. Monthly Labor Review
10. NASSP Journal
11. Nation's School
12. Personnel
13. Personnel Journal
14. Personnel Management
15. Personnel Psychology
16. Phi Delta Kappan
17. Public Personnel Management
18. School Business Affairs
19. Technology and Learning
20. The Chronicles of Higher Education
21. The School Administrator
22. Training and Development Journal
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