EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment
Overview
Your Week 2 assignment allows you the opportunity to explore the policies and procedures in
place in your school and district relating to human resources, personnel management, staff
recruitment and hiring, teacher contracts, and teacher mentoring programs.
2010 Lamar University
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EDLD 5345 Human Resource Management
Molly Kresta ET8027
Rubric
Use this rubric to guide your work on the Week 2 Assignment.
Tasks
Accomplished
Proficient
Needs Improvement
No errors in grammar, spelling
or punctuation.
Few errors in grammar,
spelling or punctuation.
Responses lack clarity and
depth and/or multiple errors
in grammar, spelling or
punctuation.
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
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Part 1
Part 2
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Part 5
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EDLD 5345 Human Resource Management
Part 6
Part 7
Part 8
Part 9
2010 Lamar University
Molly Kresta ET8027
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all
aspects of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment,
but failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
3 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 1: Texas Code of Ethics/SBEC Web site Review
The first part of your Week 2 assignment requires you to review Chapter 247 of the Texas
Administrative Code. Chapter 247, titled “Educators’ Code of Ethics,” is included in your
Resources section. Next, go to the State Board for Educator Certification website to find out
how ethical complaints are filed. You will then conduct observations and/or interviews in your
school, and will use the results of those observations/interviews to fill out the “Code of Ethics
Mindwalk” included below.
Access the SBEC website at: http://www.sbec.state.tx.us
In the space below, identify the way that ethical complaints are filed with the State Board for
Educator Certification.
First, the accuser must put the complaint in writing and mail it to the State Board for Educator
Certification to the attention of the Deputy Associate Commissioner. The letter must contain the
following information: name of the accused, detailed account of the alleged misconduct, the
names and addresses of witnesses, and the name and address of the accuser.
Who can file an ethical complaint with the SBEC?
Anyone with a concern regarding an educator in the state of Texas may file a complaint.
2010 Lamar University
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EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 2: Code of Ethics Mind Walk Through Public Schools,
Pre-K-16
Brainstorm a typical day or week in the life of a public school professional working at any grade
level – dealing with students, other staff, parents, and community members. Using your
experiences, including interviews and expertise, think of your entire daily or weekly encounters
with ethical conflicts; see the TAC Chapter 247 Educators’ Code of Ethics resource. Then do
the following:
Review each of the ethical standards under each of the three main areas of Chapter 247 of the
TAC, and identify at least one ethical conflict in each of the three areas of the Code:
Overall professional ethical conduct, practices and performance that may result in a complaint:
Standard 1.7. The educator shall comply with state regulations, written local school board
policies, and other applicable state and federal laws.
School board policies are written for the entire district. What works in a contained, one building
school with elementary children does not necessarily work on a sprawling high school campus
with 17 buildings and outdoor corridors. As an example, or dress code states that no bulky coats
are to be worn in the building. But this is not feasible on our campus. On a cold day, the
students must wear their coats into and out of buildings between classes. And in class, in
certain buildings, they need them. I do not feel I am being unethical, only logical, when allowing
my students to break this rule. But when pictures were posted of students in class out of dress
code, a school board member questioned me asking why I did not follow the rules they set. This
standard requires me to make decisions not in the best interest of the student. I never thought it
could result in a complaint, it never even crossed my mind, until a school board member was
offended that the rules were not being followed.
In reading these Standards, I immediately thought of examples for six of the nine standards.
The example above is the most mundane on the list. This concerns me that we observe breaks
in ethical behavior frequently.
Unethical conduct toward professional colleagues:
On our campus, and throughout our district, the relationships between staff members are mostly
cordial, and where thery are not, they are professional at the least. There are times, though,
when teachers ask favors of each other that are not ethical. Peer pressure is the most usual
form of coercion, and is sometimes effective. This puts the teacher asked in the position of
breaking other ethical standards.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in
order to influence professional decisions or colleagues.
Unethical conduct toward students:
Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any student
or knowingly allow any student to consume alcohol or illegal/unauthorized drugs in the presence
of the educator.
2010 Lamar University
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EDLD 5345 Human Resource Management
Molly Kresta ET8027
Not long after receiving my teaching license, I was invited to a large wedding reception. As I
waited in line at the bar, three of my students walked up, beer in hand, to talk to me. I was
appalled. They were legally drinking (their parents were within eye-sight), but they were
consuming in the presence of me. I know that in this small town, no one is going to lodge a
complaint on these grounds, but it was definitely an ethical dilemma, and I chose to leave. Since
then this has happened numerous times, and I have come to realize that the culture of our
community is not in sync with the ethical standards of the SBEC. I know that the spirit of this
standard is to keep teachers from supplying students with alcohol and drugs. But the letter of
the law states that teachers cannot be in the presence of it. If all the teachers in this community
followed this standard, we would never be able to attend a social function.
Describe the possible consequences of personnel engaging in any of the above ethical conflicts.
Complaints against an educator would follow the chain of command as set by the local district’s
policy. If no satisfaction were gained at the local level, a formal complaint against the educator
could be lodged with the SBEC. If found out of compliance with the code of ethics, the educator
may have restrictions placed on his/her certificate, be issued a written reprimand which
becomes part of the educators’s certification records, be issued a formal but unpublished
censure, have their certificate suspended for a set amount of time, or have their certification
revoked.
Using one of the above conflicts as an example, describe how you would respond to the conflict
as a campus principal.
As in the first example, if a school board member approached me as a principal regarding the
teacher’s disregard of school policy, specifically the dress code, I would explain the reasoning
for the decision, and that I fully supported the teacher’s decision. I would then reiterate the
teacher’s and the campus’ adherence of policy, but that in this specific circumstance, it is not in
the best interest of the students to strictly adhere to the rules. If there was still an issue, I would
take the school board member on a walking tour of the campus, so that they could see firsthand
the issue. I would also point out that students are made to follow the rest of the dress code, with
this one change for our campus.
Alert: Please look in the Resource Section and locate the Mediation Report Form. In Week 5,
you will be asked to report on a mediation based on some type of conflict you may have
identified in this activity.
Week 2 Assignment, Part 3: School District Policies and Procedures
The next portion of your assignment requires you to access the policies and procedures in place
in your district related to human resources and personnel management. During your Week 2
lecture, you reviewed wording from an online personnel policies website from the Beaumont
Independent School District. Learning to access this information is a critical skill for all practicing
campus and district leaders. You will write a brief reflection describing what you learned from
this policy review.
In the space below, enter the web address where your district’s human resources and personnel
policies are located.
http://www.tasb.org/policy/pol/private/241903/
2010 Lamar University
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EDLD 5345 Human Resource Management
Molly Kresta ET8027
Briefly reflect on what you learned in reviewing these policies and procedures.
I did not know that our policies are actually gleaned from the Texas Association of School
Boards. They are in great detail and seem complete. By utilizing such a vast resource, we know
that our policies follow the law. I trust and respect our administration and human resources
person, but in this litigious climate, I’m glad they have this backup.
2010 Lamar University
7 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 4: Personnel Interviews
You are serving as the chair of your school’s teacher interview committee. In the space below,
list seven questions that you should ask the prospective teacher.
1. As a teacher, what you’re your greatest strengths?
2. What do you consider your biggest weakness?
3. Describe the perfect classroom.
4. What is your classroom management style?
5. Describe the perfect principal.
6. Give an example of how you work with others in your department to increase student
success.
7. Do you have any questions for us?
In the space below, list 3-5 questions that you cannot ask the prospective teacher.
1. When did you get married?
2. So, how many children do you have?
3. Didn’t I see you at First Baptish Church last Sunday?
Basically, you cannot ask a question that would elicit a response regarding the candidate’s age,
race, religion, gender, health and physical abilities.
Week 2 Assignment, Part 5: Teacher Contracts
In the space below, identify the types of contracts issued to Texas public school teachers, and
describe their similarities and differences.
Probationary Contract
Probationary contracts are for one year only, but may be renewed as probationary for up to four
additional years (one year term each). New teachers and teachers who require a growth plan
may be put on probationary contract.
Continuing Contract
Continuing contracts have an indefinite duration and last until the teacher resigns, retires, or is
discharged for good cause.
Term Contract
Term contracts cannot exceed five years, but usually are one to two years. These must be
renewed by the school board.
2010 Lamar University
8 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 6: Teacher Recruitment and Retention
For this portion of the assignment, you will conduct an interview with an administrator at your
school regarding strategies for recruiting and retaining high-quality teachers and administrators.
In the space below, describe what you learned in your interview regarding the recruitment and
retention of quality staff at your school.
It was a very interesting interview. I have heard that we do not have a recruiting problem.
People want to work here, therefore we do not have to recruit. But I wondered what this
recruiting process did to ensure the best candidates for the job.
I found out that we just take what we get. When our choir director resigned, we put the opening
on the Region III website. We had two applicants. Luckily one of them was very good. We have
not been so lucky in other areas. I assumed no one was interested, but in reality, we didn’t go
out and search for well-qualified candidates.
Once staff is hired, we do little to keep them content in their job. Our district pays above
average, and it is a nice community, so they feel that is enough. There is no new teacher
orientation. There is no mentor program. There are few staff meetings. New teachers are
encouraged to buddy up with a teacher in their department or who teaches near their room. I
assumed we still had orientation and mentors like we did when I was hired. I will now do a much
better job of making new teachers feel welcome.
As a prospective principal, what did you find out about recruiting high-quality teachers that might
impact your recruitment activities?
To begin recruiting, I would send a campus representive, not the Human Resources Director, to
job fairs at universities. I would also get in touch with the education programs and set up student
teaching assignments. I would hope I would not settle for whoever we get, but work to get a
good candidate.
I would re-instate the new teacher orientation and the mentor program. Also, I would check in
with new teachers on a weekly basis for the first nine weeks to see how they are doing. I would
make sure they feel as if they are part of the campus family.
2010 Lamar University
9 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 7: Article Critique No. 1
Your assigned readings for this week included an issue of the American Association of School
Personnel Administrators’ Best Practices in School Personnel titled “Teacher Recruitment and
Retention.” Critique one article from the journal using the questions provided below.
Identify your article and source using APA citation format (for example, West, G. (2007).
Holding higher education accountable for new teachers. The School Administrator, 65(3), 4647.).
Hodges, D. (2003) Recognition, Appreciation and Fun in the Workplace. American Association
of School Personnel Administrators Best Practices in School Personell: Teacher Recruitment
and Retention, May/June/July (2003), 25-26
Why did you select this article?
Recruitment and retention of teachers is not a problem in our district. We do, however, have
many teachers who are not happy in their position. Many of the teachers in our district
graduated from the district and were raised in town, or their spouses were raised here. Even
with low morale and low job satisfaction, they will not leave the district. We must find ways to
increase job satisfaction for these teachers, and therefore increase job performance.
Briefly summarize key points from the reading.
The article stresses recognition and rewards as the most important reasons people stay in their
jobs. The recognition should not be private, but very public so that everyone – students,
parents, staff – all know of the award. Several interesting awards were listed, including a
personal parking space for a semester and two weeks casual dress. The article said it was
important to give teachers a choice of awards, since not everyone would be excited by the same
thing.
Personnally, my favorite idea in the article was casual Mondays instead of Fridays. It stresses a
positive mood from all on Mondays, which are usually the longest day of the week. I am
interested to know how students would react to positive happy teachers on Monday morning.
Would their attitudes change also?
2010 Lamar University
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EDLD 5345 Human Resource Management
Molly Kresta ET8027
Identify the principal competencies and supporting standards involved or implicated in the
reading, (e.g., Competency 5 and Competency 6, , including the following standard: Analyze the
implications of various factors (e.g., staffing patterns, class scheduling formats, school
organizational structures, student discipline practices) for teaching and learning, (Competency
5); Implement effective, appropriate, and legal strategies for the recruitment, screening,
selection, assignment, induction, development, evaluation, promotion, discipline and dismissal
of campus staff, (Competency 6).
Competency 6: Human Resources Leadership, Management, Professional Development and
Appraisal: The principal knows how to implement, evaluate, and revise a comprehensive
campus professional development plan that addresses staff needs and aligns professional
development with identified goals.
The article focused on supporting teachers and finding ways to increase job satisfaction.
How might you apply what you learned from this reading in your role as an administrator or
educational leader?
The article reminds me of how important it is for everyone to be content in their job. One
negative attitude can affect an entire building. I know there are teachers that I avoid just
because I don’t want to deal with their negativity. These would be the teachers that I slowly and
carefully would work with as an administrator. I would make sure that the list of rewards for
excellence included something they would find enticing. I would also make sure that the
behavior that is being rewarded is something achievable by the entire staff. I would not focus on
TAKS scores, since not everyone teaches a TAKS assessed course. But I could focus on
attendance, since increased attendance correlates to increased success.
A specific idea I would implement, if approved by administration, would be the positive Monday
concept. By starting the week fun, it should flow into the rest of the week.
Additional comments/recommendations.
A few years ago, many of our teachers left for higher paying positions at a school 40 minutes
away. Many of them found that the grass wasn’t greener, but their position in our district was
taken. If we had a more friendly, welcoming district with a focus on staff satisfaction, they may
have never left in the first place.
2010 Lamar University
11 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 8: Article Critique No. 2
Your assigned readings for this week included an issue of the American Association of School
Personnel Administrators’ Best Practices in School Personnel titled “New Teacher Induction
Programs.” Critique one article from the journal using the questions provided below.
Identify your article and source using APA citation format (for example, West, G. (2007).
Holding higher education accountable for new teachers. The School Administrator, 65(3), 4647.).
McGuire, Margaret A., and Cynthia Simpson. "Hand in Hand: An Examination of Mentor
Relationships." Best Practices in School Personnel (2006): 16-18. Print.
Why did you select this article?
The most positive thing about my first year teaching was the mentor assigned to me. Ten years
ago, I entered teaching after twelve years in marketing and human resources. The mentor
assigned to me was a three year veteran, six years my junior. She helped me through that first
year in all the ways listed in the article. Her background is speech with an emphasis on
interpersonal communication, so we spent a lot of time on what students and parents needed
from us and the importance of being empathetic.
After that year, our friendship continued to grow. Even though we are now in different buildings,
we rely on each other to bounce ideas and to vent when necessary. We hold these
conversations in the strictest of confidences and are there to help each other no matter what. I
feel every teacher entering a new district, no matter how long they have been teaching, should
be assigned someone to be available to answer questions and help when needed.
Briefly summarize key points from the reading.
The mentor relationship is extremely beneficial to new teachers. There are questions that are
not answered except by another teacher, and the longer you work in a district, the more you
know who to go to for concerns or help. The article even discusses “hidden rules.” Following
these rules, though unwritten, can make or break a teacher’s reputation.
Another job of the mentor is to move the teacher toward self-reliance. The mentor must not
provide all the answers, but direct the teacher in problem solving strategies. Mentor teachers
must be experienced in their district, be committed to professional growth, and be known for
excellence in teaching and professionalism.
2010 Lamar University
12 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Identify the principal competencies and supporting standards involved or implicated in the
reading, (e.g., Competency 5 and Competency 6, , including the following standard: Analyze the
implications of various factors (e.g., staffing patterns, class scheduling formats, school
organizational structures, student discipline practices) for teaching and learning, (Competency
5); Implement effective, appropriate, and legal strategies for the recruitment, screening,
selection, assignment, induction, development, evaluation, promotion, discipline and dismissal
of campus staff, (Competency 6).
Competency 001 – The Vision of Learner-Centered Leadership and Campus Culture: The
principal knows how to shape campus culture by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the
school community: development of collegial relationships and effective collaboration.
Mentors can be invaluable in the formation of relationship between new teachers and existing
staff. Collaboration is a key ingredient in this relationship.
How might you apply what you learned from this reading in your role as an administrator or
educational leader?
It reminded me of the important role my mentor has played in my role as a teacher. Not just that
year, but in every year since. I would make it my policy to give every new teacher a mentor and
support that relationship.
Additional comments/recommendations.
Some schools have mentor programs for students. The buddy system, where an older student
has a younger buddy, is very effective in helping acclimate young students. This concept could
be used in different grades, or different abilities.
2010 Lamar University
13 of 14
EDLD 5345 Human Resource Management
Molly Kresta ET8027
Week 2 Assignment, Part 9: Mentoring Programs
The next portion of your assignment requires you to access the policies and procedures in place
in your district related to teacher mentoring programs. Once again, you may access this
information from your district’s web page, or contact someone from Human Resources or from
your campus regarding the district and campus mentoring initiative. You will write a brief
reflection describing what you learned from this policy review.
Briefly reflect on what you learned in reviewing these policies and procedures.
We have no policies regarding mentoring, since we do not have a mentoring program. We need
a mentoring program and policies to address it.
E-portfolio assignment:
Complete “Domain I, Competency 3” Course-Embedded Internship Activity Log 2.
Continue to complete and post the portion of this assignment that deals with the review of
Chapter 247 of the Texas Administrative Code, observations and interviews in your school, and
the results of those observations and interviews to complete the Code of Ethics Mind Walk, in
the e-portfolio. All course-embedded and campus-supervised logs must be completed by your
11th course in the program prior to the EDLD 5398 Internship course.
E-portfolio assignment:
Complete “Domain II, Competency 6” Course-Embedded Internship Activity Log 2.
Continue to complete and post the portion of this assignment that deals with your interview of a
school administrator regarding strategies for recruiting and retaining high-quality teachers and
administrators in the e-portfolio. All course-embedded and campus-supervised logs must be
completed by your 11th course in the program prior to the EDLD 5398 Internship course.
E-portfolio assignment:
Complete “Domain II, Competency 6” Course-Embedded Internship Activity Log 3.
Continue to complete and post Part 9 of this assignment in the e-portfolio. All courseembedded and campus-supervised logs must be completed by your 11th course in the program
prior to the EDLD 5398 Internship course.
2010 Lamar University
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