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DEPARTMENTAL SYLLABUS
EDU 662: Human Resource Development & Management in Education
3 CREDIT HOURS
Bishop Kenny High School
Meeting Dates: 5/5, 5/12, 5/19, 5/26, 6/2, 6/9, 6/16, 6/23
Instructor:
Elaine M. Omann, Ph.D.
Office Hours: By Appointment
Office Phone: 352-588-7484
Cell:
386-983-0057
Fax:
904-272-1477
Email:
elaine.omann@saintleo.edu
Office Hours:
All instructors maintain office hours. A schedule of these hours will be given to
students on the first day of class. Additional times are available by appointment.
Graduation applications must be submitted to the Office of Graduate Studies in
Education two 16 week semesters prior to the anticipated graduation in order to
facilitate degree audit, as explained in the Saint Leo University Catalog. The
deadline for submission to participate in the May commencement is November
1st. To be eligible to participate in the commencement, you must have
completed your degree requirements or have only six (6) credit hours remaining
that MUST be completed by the end of summer semester.
It is the student's responsibility to meet this deadline in order to have a degree
conferred in a timely manner. Additionally, students must submit a passing score
on the FELE, satisfy all University financial obligations, meet the ESOL
requirement, and complete the IAPLAS assessment system for their program, if
applicable. Please contact your academic advisor if you have any questions
about these graduation requirements.
APPLICATION FOR GRADUATION
Please complete and return to Graduate Studies in Education MC2005, Saint
Leo University, PO Box 6665, Saint Leo, FL 33574-6665 or fax to 352.588.8861.
The application can be downloaded from the website, at the bottom of the
following page:
http://www.saintleo.edu/Admissions/Graduate.
Course Description
State, federal, and case law pertaining to human resource management and
development in education are examined in this course. There is a particular
emphasis on using human resources to foster student learning and achievement.
There is a field experience required for the student to acquire practical
experience in applying course content and is built into course assignments.
Prerequisite: Graduate Standing
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Required Textbook:
Young, P.I. (2008). The Human Resource Function in Educational Administration (9th
Edition). Columbus, Ohio: Pearson.
Recommended Texts and Websites:
American Psychological Association. (2010). Publication manual of the American
psychological association (6th ed.). Washington, DC: Author.
Florida Statutes (F.S.) [Access K20 Education Code] Link:
http://www.leg.state.fl.us/Statutes/index.cfm?Mode=View%20Statutes&Submenu=1&Ta
b=statutes&CFID=34364106&CFTOKEN=95172166
Florida Administrative Code (F.A.C.) [aka. State Board Rules] Link:
https://www.flrules.org/gateway/Division.asp?DivID=195
William Cecil Golden Website: http://www.floridaschoolleaders.org/
Please register to use the Florida School Leaders Learning library.
IPLAS Statement
All students are required to upload certain assignments to the Individual Principal
Leadership Assessment System (IPLAS) in Foliotek via the link in the My Saint
Leo Portal. Students must upload required assignments to IPLAS by the
assignment due date listed on the course syllabus/weekly schedule. The IPLAS
system is designed to document student mastery of the Florida Principal
Leadership Standards as required by the Florida Department of Education. All
components of the IPLAS system must be successfully completed prior to
graduation.
Guidelines used in Developing Course Objectives:
Florida Principal Leadership Standards:
Human Resource Development
FELE Competencies & Skills, 5th Edition:
Instructional Leadership
IL Competency 13: Knowledge of managing the learning environment
standard as related to federal law for education and schooling.
13.1 Given a scenario, identify exceptional education entitlements, equal
access for students and staff with disabilities and related rights
under federal statutes.
Operational Leadership
OL Competency 3: Knowledge of human resource development standard as
related to recruitment, selection, induction and retention of staff.
3.1 Given policies for teacher recruitment, selection, induction,
professional development, and retention determine compliance
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With Florida statutes and No Child Left Behind.
3.2 Given an out of field teacher report, identify various methods for
acquiring Florida teacher certification (e.g. highly qualified teachers,
critical shortage, special needs)
3.3 Given a sample of an interview identify violations of federal and state
laws that protect an applicant from job discrimination (e.g. AIDS, civil
rights, Americans with Disabilities act)
OL Competency 4: Knowledge of human resource development standard as
related to performance of assessment procedures.
4.1 Given an instructional assessment instrument, determine
compliance with Florida statutes and State Board regulations
for employee evaluation (management of students, maintenance of
of discipline, knowledge of subject matter, pay for performance, use
of technology, criteria for continuous improvement.
4.2 Given an unsatisfactory performance evaluation, identify the Florida
Statutory requirements to facilitate employee growth (that is the
performance improvement plan, notification of deficiencies,
conference for the record).
4.3 Given an individual development plan, determine compliance with
Florida statutes governing the School Community Professional
Development Act (i.e. requirement to establish and maintain an
Individual Professional Development Plan for each teacher.
OL Competency 5: Knowledge of human resources development standard
as related to managing personnel records.
5.1 Given a sample of content from an employee’s personnel file,
determine compliance with Florida statutes governing personnel files.
5.2 Given public information requests, determine compliance with Florida
statutes governing access to personnel files and records (medical
records, complaints related to investigation, payroll deduction records
Social Security numbers).
OL Competency 6: Knowledge of human resources development standard
as related to process and procedures for discipline, dismissal and nonrenewal
of school employees.
6.1 Given a recommendation to terminate an employee’s contract, identify
the school site administrator’s responsibility regarding termination as
required in Florida statutes (eg. Union contract, professional service
contract, annual contract and continuing contract)
6.2 Given case studies with accompanying documentation, identify and
apply the Standard of Just Cause for any adverse employment
decision as required by Florida statutes (eg. Dismissal, suspension,
demotion, reinstatement)
OL Competency 7: Knowledge of human resource development standard as
related to collective bargaining agreements.
7.1 Given a collective bargaining agreement, identify the role of the
administrator in managing the contract per Florida Statutes (eg.
grievances, school policies, enforcement, and punitive actions related
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to all classifications of school personnel).
OL Competency 8: Knowledge of human resources development standard
as related to data analysis.
8.1 Given school or classroom data, analyze teacher performance over
time.
OL Competency 9: Knowledge of human resources development standard
as related to state law for education and schooling.
9.1 Given a scenario, identify standards and procedures applicable to
state certification, selection, evaluation, discipline, and reappointment
of school district employees.
Saint Leo University Core Values:
Respect: Saint Leo University is an educational enterprise. All of us, individually
and collectively, work hard to ensure that our students develop the character,
learn the skills and assimilate the knowledge essential to become morally
responsible leaders. The success of our University depends upon a
conscientious commitment to our mission, vision and goals.
Course Objectives
Upon completion of this course, the student will:
1. identify and explain policies, procedures, Florida statutes and State Board
rules related to recruitment, selection, induction, assessment and retention
of staff.
2. apply state and federal laws that govern human resource development
including but not limited to: ADA, Exceptional Education entitlements,
Equal Access for students and staff, Civil Rights legislation, and NCLB
3. determine compliance of instructional assessment instruments and
individual performance plans in terms of Florida Statutes and State board
rules and school and classroom data.
4. determine compliance with Florida Statutes in relation to maintenance and
access to personnel files
5. identify the administrator’s role and responsibilities in issues of discipline,
dismissal, non renewal of employees and collective bargaining issues.
6. analyze teacher performance data in terms of human resource
development.
7. act as a morally responsible leader
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Assignments:
1. Compliance Papers: Student (individually) will complete five 1-2 page papers
that identify current policies and procedures in a selected school district,
determine compliance with Florida statutes and NCLB, and determine best
practices (as identified in a minimum of 2 research journals) applicable to
recruitment and selection, induction/orientation, professional development,
performance appraisal, and collective bargaining agreement (see # 6) (OL3.1
and 9.1). 25 points each
2. Human Resource Development Plan: Students, working in a group and
utilizing the “best practices” research from the compliance papers, will develop a
comprehensive plan that has policies and procedures for recruitment/selection,
induction/orientation, professional development, performance appraisal, and
retention that are in compliance with state and federal laws and reflect “best
practices” research. Do not copy the policies of existing districts. (OL3.1 and 9.1;
IPLAS 6.1) 100 –points (Will be uploaded into IAPLAS)
3. Interview Guide: Student (individually) will create an interview guide for a
teaching position in a school (attach job description and a summary of the
school’s demographics) based on one of the models of interviewing. 60 points
Each student will select a peer and exchange interview guides. Each student will
critique a peer’s interview guide for potential violations of federal and state laws,
the quality of the questions in relation to the job description, and how well it
supports the model selected.(OL3.3 and 9.1) 40 points
4. Assessment Presentation: Part 1: select an instructional assessment
instrument (teacher performance appraisal). Analyze it in terms of strengths and
weaknesses in relation to federal law, state statute and best practices in
performance appraisal. (25 points)
Part II: Given a completed instructional assessment instrument and student
performance data, identify areas of concern of teacher performance based on the
data provided. Create a NEAT letter and develop a performance improvement
plan. (OL 4.1, 4.2, 4.3, 8.1, and 9.1; IPLAS 6.2) 50 points (Will be uploaded into
IAPLAS)
5. Collective Bargaining Agreement: The student will review a district’s
collective bargaining agreement and determine compliance with Florida statutes
and rules. In addition, the student will discuss the role and responsibility of the
administrator in managing the contract including but not limited to, grievances,
school policies, enforcement and punitive action. The student will identify best
practices in collective bargaining. (This is one of the Compliance papers)(OL7.1;
IPLAS 6.3) (25 points)(Will be uploaded into IAPLAS)
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6. Discussion questions/cases and peer responses: The student will create
an original response to the weekly question or case study provided that will allow
the student to apply knowledge gained from the week’s readings and help the
student gain a deeper understanding of the content. (25 points each week)
A. Out of field teaching report: Given a report, identify and explain
various methods for acquiring Florida teacher certification (e.g. highly
qualified teachers, critical shortage areas, and special needs) (OL3.2) 25
points
B. ADA/ESE Activity: Case study: Student will identify exceptional
education entitlements, equal access for students and staff with disabilities
and related rights under federal statutes. (IL 13.1) (25 points)
C. Personnel File Activity: Given a sample of a teacher personnel file,
the student will determine if the file’s content and access to it (public
information requests) are in compliance with Florida statutes. (OL 5.1 and
5.2) (25 points- included in discussion points)
D. Other discussion questions are located in the weekly modules.
7. W.C. Golden Modules: Student will complete the Leading the HR
Development indicated in the syllabus. The pre and post tests- scores must be
reported. (25 points ). I strongly recommend that you use a separate notebook
for all the activities in these modules. This will be something that you will review
often as the quality of the information in these modules is quite good.
Note: The above are brief descriptions of the assignments for the course.
Additional information along with a rubric will be provided within the
course to assist in completion of the assignments.
COURSE EXPECTATIONS:
Discussion Postings
Individual students must post one response to the weekly case/discussion. Initial
responses are to be posted to the appropriate week’s discussion.
A competent response is 3-4 paragraphs which summarizes the relevant professional
and research literature and shows careful, thorough logical analysis. The concluding
paragraph ties together analysis from prior paragraphs and reaches a research-based
conclusion. The competent response is between 250-300 words and utilizes at least 2
references. Text reference citations and those in the reference list fully conform to the
APA style manual (5th ed.). When posting a response, the associated text box will have a
subject line. In the subject line text box, insert your last name and the word “Response.”
Do not post responses as an attached file.
Initial response will earn points as follows: full credit if it meets criteria defined above,
partial credit if missing one criterion or no points if late or unsatisfactory. Ensure
compliance with the following don’ts; (1) don’t cite Wikipedia, or any similar internet site;
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(2) don’t cut-and-paste long lists into your post; (3) don’t post opinions; (4) don’t make
logic leaps, e.g., make general claims from limited evidence; (5) offer platitudes or
general, vague comments in place of sound thorough analysis; (6) don’t submit
grammatically incorrect or unreadable posts; and (7) don’t cite URL’s as text references.
Peer Discussion Response Comments: Students will comment on two other student’s
initial discussion response or comment. When posting a comment, the associated text
box will have a subject line. In the subject line text box, insert your last name, and
“Comment on XXXXXX’s Response.
A competent peer response critiques a response in such a manner as to (1) identify and
correct faulty reasoning, (2) support a response, citing additional evidence; (3) extend a
response by citing additional evidence or perspective; or (4) dispute a response by citing
other evidence with a contrasting perspective. The competent comment is between 75125 words and utilizes at least 1 reference. Text reference citations and those in the
reference list fully conform to the APA style manual (5th ed.). Comments must comply
with the “Don’ts” presented above. Peer responses will earn points as follows: full credit
if it meets criteria defined above, partial credit if missing one criterion or no points if late
or unsatisfactory. Do not post comments as an attached file.
Grading Criteria
The student will be evaluated using both formative and summative evaluation
methodologies. A qualitative assessment approach will be the basis for all
evaluation.
Grading Scale
Letter grades will be assigned based on the assessment described. The grading
scale is delineated as follows:
Compliance Papers
Discussion/cases and Responses
Human Resource Development Plan
Interview Guide and Critique
Assessment Presentation
W.C.G. Modules
Personnel File Activity
125 points
200 points
100 points
100 points
75 points
25 points
points included in discussion
650 points
TOTAL POINTS
points
95-100 percent
90-94 percent
86-89 percent
83-85 percent
A
AB+
B
80-82 percent
75-79 percent
≤ 74 percent
BC
F
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ADA Policy
Students with disabilities who may need academic accommodation(s), should
contact Joanne MacEachran in SAB, Room 207, or email
joanne.maceachran@saintleo.edu, or call (352) 588-8464.
Attendance Policy
Students are expected to participate in a timely manner by attending face-to-face
classes and meeting posting and submission deadlines online; failure to do so to
the professor’s satisfaction may result in a loss of up to one full letter grade from
the earned course final mark. Work teams are strongly encouraged; students are
expected to attend work team meetings, chat sessions, and participate in
discussions.
Late Work Policy
Generally, late work will not be accepted for credit. In extreme circumstances the
instructor may accept late work with a penalty if the student provides appropriate
documentation (for example, copies of hospital admission paperwork). No work
will be accepted after the end of the course unless arrangements have been
made in advance.
Academic Honesty
The Academic Honor Code is published in its entirety in the Saint Leo University
Catalog. The first paragraph is quoted below.
As members of an academic community that places a high value on truth
and the pursuit of knowledge, Saint Leo University students are expected
to be honest in every phase of their academic life and present as their own
work only that which is genuinely theirs. Unless otherwise specified by the
professor, students must complete homework assignments by themselves
(or if on a team assignment, with only their team members). If they
receive outside assistance of any kind, they are expected to cite the
source and indicate the extent of the assistance. Each student has the
responsibility to maintain the highest standards of academic integrity and
to refrain from cheating, plagiarism or any other forms of academic
dishonesty.
Cannon Memorial Library On-site Resources
Library Services
Librarians are available during reference hours to answer questions concerning research
strategies, database searching, locating specific materials, and interlibrary loan (ILL).
Contact Elana Karshmer (elana.karshmer@saintleo.edu) to arrange on-site
library/research instruction for your class.
Cannon Memorial Library—MC2128
352-588-8258 (Main #)
33701 State Road 52
352-588-8259 (fax)
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Saint Leo, FL 33574-6665
352-588-8477 (Reference Desk)
352-588-8476 (Circulation)
Cannon Memorial Library
The library also provides an 800 number and an email address for general reference
services: 1-800-359-5945 or reference.desk@saintleo.edu.
Reference Hours
Monday – Thursday 9am-10pm
Friday
9am-6pm
Saturday
10am-6pm
Sunday
10pm-6pm
Online Catalog, “LeoCat” (All books & media)
Click on Library Catalog (LeoCat) on the Cannon Memorial Library website
(http://www.saintleo.edu/library). Simple search choices are: title, author, keyword,
subject, or journal title. Use advanced searching to set limits or expand your search
choices. To borrow books from Cannon Memorial and have them shipped to you, use the
Interlibrary Loan and Document Delivery link, complete the online request form, and
submit it.
Saint Leo Library Online Resources
http://www.saintleo.edu/library
Saint Leo provides its own array of online databases and resources supporting online
courses as well as Continuing Education classes. The following databases are available
to Saint Leo students and faculty. Use the Online Library Resources link on the Library
webpage and select Databases. You’ll be taken to the ID Validation screen (if you’re not
already in the portal) where you enter your email address and email password to gain
access. Once you’re logged in you can go back and reselect any of our databases without
ever having to log in again.
CQ Researcher
Quarterly)
EBSCO
Business Source
(In-depth topical analysis by Congressional
(Comprehensive all-subject database, includes
Premier, Academic Source Premier, ERIC, ATLA)
LexisNexis
(Comprehensive all-subject resource, includes newspapers)
Literature Resource Center (Comprehensive source for literary topics, includes Twayne
Authors)
Newsbank: America’s Newspapers (625 U.S. newspapers)
ProQuest
(Comprehensive all-subject database, includes ABI/Inform
Global)
PsycINFO
(APA abstracts and indexing for psychology subjects)
Westlaw
(Comprehensive legal resource)
Wilson
(Includes Education, Science, Humanities, &
Business indexes)
Local Area Library Resources
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Almost all public library systems offer free borrowing privileges to local community members, as
well as free access to their online databases, including access from your home. The key is obtaining a
library card. Check with your local library to find out how to get a borrower’s card.
Additionally, through a reciprocal agreement, university campus students have borrowing privileges
at the University of South Florida. Be sure to bring a current Saint Leo student ID card and proof of
current enrollment with you, if you want to borrow USF library books.
Weekly Schedule
Week/Unit
Topics and Readings
1
Federal laws impacting education:
ADA, IDEA, NCLB
Florida Statutes, State Board
Rules and local School Board
Policies
Review:
Florida Statutes (F.S.) [Access K20
Education Code] Link:
http://www.leg.state.fl.us/Statutes/ind
ex.cfm?Mode=View%20Statutes&Su
bmenu=1&Tab=statutes&CFID=343
64106&CFTOKEN=95172166
Florida Administrative Code (F.A.C.)
[aka. State Board Rules] Link:
https://www.flrules.org/gateway/Divis
ion.asp?DivID=195
Assignments Due at the
beginning of class
Read:
Young Text: Chapter 1
Review websites listed
Discussion Question and Peer
Responses #1a: Student will
identify exceptional education
entitlements, equal access for
students and staff with disabilities
and related rights under federal
statutes.
Second discussion question #1b:
Why does an administrator need to
be a morally responsible leader?
No Child Left Behind
www.ed.gov/nclb/landing.jhtml
IDEA
idea.ed.gov
ADA
www.usdoj.gov/crt/ada/adahom1.htm
2
Recruitment:
 Using a strategic plan
 Recruitment policies and
procedures
 Incentives
www.teachinflorida.com
Begin WCG Module: Leading
Human Resource Development
Read: Chapter 4- Recruitment
Discussion Question and Peer
Responses #2: Case study, p 126.
WCG #1- Leading the HR
Development- pretest due
Tuesday, 7pm
Post test due no later than Week 4,
Saturday, 11:30pm.
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Selection:
 Components of the selection
process
 Specific predictors of teacher
success
 Legal and practical
considerations of the
selection process
 Designing the interview
Select and review two journal
articles such as:
p. 171 of text:
Young, I & Prince, A. (1999)
Young, I & Delli, D. (2002)
Read Chapter 5- Selection
Compliance paper 1 :
Review your district’s policies on
recruitment/selection and
determine compliance with Florida
Statutes and NCLB, EEO and
Affirmative Action and review a
minimum of 2 peer reviewed journal
articles that discuss “best
practices”. .
Create an interview guide for a
teaching position in your school
(attach job description) based on
one of the models of interviewing.
Discussion Questions and Peers
Responses #3: Case study, p. 169
4
Induction/ Orientation/ Mentoring
 Organizational culture
 Goals
 Policies
 Managing and Assessing the
process
WCG- Supporting Teachers though
Coaching, Mentoring and
Supporting- Optional
5
Professional Development
 Identifying needs of teachers
based on data analysis
 Developing a strategic
program
 Implementing and assessing
the program
 School Community
Professional Development
Act (F.S. 1012.98) Individual Professional
Development Plan
Read: Chapter 6
Post test for Leading the HR
Development is due.
Compliance paper 2:
Review your district’s policies on
induction and determine
compliance with Florida Statutes
and NCLB and review a minimum
of 2 peer reviewed journal articles
that discuss “best practices”.
.
Discussion Questions and Peer
Responses #4: Case Study p. 202
Read Chapter 10
Review the following:
www.fldoe.org/eias/dataweb/rech/c
ommunity.pdf
www.azed.gov/technology/downloa
ds/highqualityprofessionaldevelopm
ent.pdf
Compliance paper 3: Using the
individual development plan form
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Certification
 Methods of certification
 Out of field teachers
 Critical shortage areas
 Highly qualified
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from your district, determine
compliance with Florida statutes
governing the School Community
Professional Development Act and
the administrator’s role in managing
the plan. Review your district’s
policies on induction and determine
compliance with Florida Statutes
and NCLB and review a minimum
of 2 peer reviewed journal articles
that discuss “best practices”.
*********************************
Review the following:
www.fldoe.org/profdev/approval.asp
(Certification pathways, alternative
certification)
www.teachinflorida.com/preparation
FS 1004.04 and 1004.85
Rule 6A-5.066
Discussion Question and Peer
Responses #5: Given an out of field
teaching report, identify and explain
various methods for acquiring
Florida teacher certification
6
Performance Assessment
 Purpose of assessment
 Models of assessment
 Decision making in terms of
assessment (NEAT
procedure, performance
improvement plan, Individual
Professional Development
Plan, and Just Cause
Read Chapter 7
.
Assessment Presentation Part II:
Identify areas of concern of teacher
performance based on test scores
reported and the assessment
instrument. Develop a NEAT letter
and a performance improvement
plan.
Assessment Presentation: Part1:
Select an instructional assessment
instrument to evaluate a teacher’s
performance. Analyze it in terms of
its strengths and weaknesses in
relation to state and federal law and
best practices.
Discussion Questions and
Response #6: Case Study p 239
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Retention
 Administrative processes
 Employee Assistance
programs
 Entitlements
 Issues with continuity
 School culture and its
strategic implications on
retention
Personnel issues



Compliance with statutes
Public information requests
Equal access for students and
staff with disabilities
Read Chapter 9
Compliance paper 4:
Review your district’s policies on
performance appraisal and
retention and determine
compliance with Florida Statutes
and NCLB Review your district’s
policies on induction and determine
compliance with Florida Statutes
and NCLB and review a minimum
of 2 peer reviewed journal articles
that discuss “best practices”.
Discussion Question #7:
Personnel File Activity:
Given a sample of a personnel file,
the student will determine if the
file’s content and access to it
(public information requests) are in
compliance with Florida statutes
.
Human Resource Development
Plan: Students, in a group, will
develop a comprehensive plan that
has polices and procedures for
recruitment/selection,
induction/orientation, professional
development, performance
appraisal and retention that are in
compliance with state and federal
law and reflect “best practices”
research.
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Collective Bargaining and Unionism
 Regulations in relation to
bargaining
 Collective Bargaining
process
 Grievance Procedures
 Historical Perspective
Read: Chapter 11
Compliance paper 5:
Review your district’s collective
bargaining agreement and
determine compliance with Florida
Statutes and NCLB and the
administrator’s role in managing the
contract.
Discussion Questions and Peer
Response #8: Case study p.393
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Standards, Course Objectives, Topics/Activities, and Assessments
Course Title & Number:
EDU 662: Human Resource Development & Management in Education
Faculty who teach this course (full-time, adjunct):
Dr. Sharyn Disabato, Dr. Karen Hahn, Dr. Chuck Hale, and Dr. John Smith
Teaching Strategies Used:
Cooperative Learning, Discussions, Teaching Cases, Web Exploration, Lecture and Reading, and
Independent Activities
Standards
FPLS- HRD
FELE- OL
3.1, 8.1,9.1
Course Objectives
1.Students will identify and
explain policies,
procedures, Florida
Statutes and State Board
Rules related to
recruitment, selection,
induction, assessment and
retention of staff
Topics/Activities
Selection:
 Components of the
selection process
 Specific predictors of
teacher success
 Legal and practical
considerations of the
selection process
 Designing the interview
Recruitment:
 Using a strategic plan
 Recruitment policies
and
procedures
 Incentives
Induction/ Orientation/
Mentoring
 Organizational culture
 Goals
 Policies
Managing and Assessing
the process
Performance Assessment
 Purpose of assessment
 Models of assessment
Decision making in terms of
assessment (NEAT
procedure, performance
improvement plan,
Individual Professional
Development Plan
Retention
 Administrative
processes
 Employee Assistance
programs
 Entitlements
 Issues with continuity
 School culture and its
strategic implications
on retention
Assignments
Discussion Questions and
Response
Compliance Papers
Case Studies
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FPLS- HRD
FELE- IL 13.1
and OL 3.1
FPLS- HRD
FELE-OL 4.1,
OL 4.2, OL
4.3, and OL
8.1
FPLS- HRD
FELE—OL
5.1 and OL
5.2
FPLS- HRD
FELE- OL
6.1, OL 6.2,
and OL 7.1
FPLS- HRD
FELE- 8.1
2.Students will apply state
and federal laws that
govern human resource
development including, but
not limited to ADA,
Exceptional Education
entitlements, equal access
for students and staff. Civil
rights legislation and NCLB.
3. Students will determine
compliance of instructional
assessment instruments
and individual performance
plans in terms of Florida
Statutes and State board
rules and school and
classroom data
4. Students will use
determine compliance with
Florida statutes in relation
to maintenance and access
to personnel files.
5. Students will identify the
administrator’s role and
responsibilities in issues of
discipline, dismissal, non
renewal of employees and
collective bargaining
issues.
6. Students will analyze
teacher performance data
in terms of human resource
development.
EDU 662 K2JW3
2010SU1
Federal laws impacting
education: ADA, IDEA, NCLB
Florida Statutes, State Board
Rules and local School Board
Policies
Discussion Questions and
Response ADA case study
Equal access for students and
staff with disabilities
Performance Assessment
 Purpose of assessment
 Models of assessment
Decision making in terms of
assessment (NEAT procedure,
performance improvement plan,
Individual Professional
Development Plan
Personnel issues
 Compliance with
statutes
 Public information
requests
Equal access for students and
staff with disabilities
Performance Assessment
 Purpose of assessment
 Models of assessment
Decision making in terms of
assessment (NEAT procedure,
performance improvement plan,
Individual Professional, Just
Cause, Development Plan
Collective Bargaining and
Unionism
 Regulations in relation
to bargaining
 Collective Bargaining
process
 Grievance Procedures
Historical Perspective
Professional Development
 Identifying needs of
teachers based on data
analysis
 Developing a strategic
program
 Implementing and
assessing the program
 School Community
Professional
Development Act (F.S.
1012.98) - Individual
Professional
Development Plan
Discussion Questions and
Response- Case study
Assessment Preparation
Termination Activity
Compliance paper
Personnel File Activity
Discussion Questions and
Response
Termination Activity
Compliance paper
Assessment Presentation
15
Saint Leo University
Rev. 02/10
SLU ValueRespect
EDU 662 K2JW3
2010SU1
7. Students will identify
actions of a morally
responsible leader
Role of the administrator
Discussion Questions and
Response cases- role and
responsibility of
administrator
RUBRICS
Assessment Presentation Scoring Rubric EDU 662
Name _______________________________________
Date Completed_____________
Each student will review a completed instructional assessment and student performance data to determine compliance
with federal, state statute and rule. The student be given a performance appraisal form and will identify areas of
concern with the teacher performance and create a NEAT letter and develop a performance improvement plan.
Rating:
Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.
Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to an F (< 74%). Performance is weak; the skills or standards are not sufficiently demonstrated at
this time.
0 This criterion is missing or not in evidence.
Ratings
Criteria
Determined compliance of the instructional
assessment instrument and the Performance
Improvement Plan with state and federal laws (OL
4.1 and 4.3).
Identifies area of concern of the teacher
performance based on data provided (OL8.1)
Novice
Basic
Proficient
Exceptional
1 – 14.9
15 – 16.5
16.6 – 18.9
19 - 20
1 – 14.9
15 – 16.5
16.6 – 18.9
19 - 20
Create a NEAT letter based on the deficiencies
identified (OL 4.2)
1 – 14.9
15 – 16.5
16.6 – 18.9
19 - 20
Create a Performance Improvement Plan based on
the information provided to improve student
achievement. (IAPAS 6.2, OL 4.2 and 4.3)
Follows polices and procedures for performance
appraisal, discipline and reappointment. (OL 9.1)
1 – 14.9
15 – 16.5
16.6 – 18.9
19 - 20
1 – 14.9
15 – 16.5
16.6 – 18.9
19 - 20
Comments:
0
Total ____ of 100
16
Saint Leo University
Rev. 02/10
EDU 662 K2JW3
2010SU1
Compliance Paper Scoring Rubric EDU 662
Name _______________________________________
Date Completed_____________
Each student will create and submit a 1-2 page paper that identifies policies and procedures applicable to recruitment,
selection, indication, evaluation (performance appraisal), retention and collective bargaining agreement and critiques
these policies in relation to research-based “best practices” and determine compliance with Florida statutes and NCLB.
Rating:
Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.
Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to an F (< 74%). Performance is weak; the skills or standards are not sufficiently demonstrated at
this time.
0 This criterion is missing or not in evidence.
Criteria
Identifies standards, policies and procedures in relation to
recruitment, selection, professional development,
evaluation, discipline and reappointment (OL 9.1)
Critiques policies and procedures in relation to Florida
statutes and No Child Left Behind (OL 3.1)
Critiques policies and procedures in relation to researchbased best practices (minimum of 2 peer reviewed
journals)
Comments:
Ratings
0
Novice
Basic
Proficient
1 – 5.9
6 – 6.5
6.6 – 7.5
Exceptional
7.6 - 8
1 – 5.9
6 – 6.5
6.6 – 7.5
7.6 - 8
1 – 6.7
6.8 –7.4
7.5 – 8.4
8.5 -9
Total ____ of 25
17
Saint Leo University
Rev. 02/10
EDU 662 K2JW3
2010SU1
Human Resource Development Plan Scoring Rubric EDU 662
Name _______________________________________
Date Completed_____________
Students, working in groups of 3-4, will create and submit a comprehensive human resource development plan that
identifies policies and procedures for recruitment, selection, indication, professional development, performance
appraisal(including discipline), and retention that are in compliance with federal and state laws and reflect researchbased “best practices”.
Rating:
Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.
Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to an F (< 74%). Performance is weak; the skills or standards are not sufficiently demonstrated at
this time.
0 This criterion is missing or not in evidence.
Ratings
Criteria
Identifies standards, policies and procedures in relation to
recruitment,/selection, induction/orientation, professional
development, performance appraisal, and retention (OL
9.1)
Demonstrates compliance with Florida statutes and
Federal law such as No Child Left Behind (OL 3.1)
(IPLAS 6.1)
Based on research-based best practices (minimum of 6
peer reviewed journals)
Novice
Basic
Proficient
Exceptional
1 – 14.9
15 – 16.5
16.6 -18.9
19 - 20
1 – 14.9
15 – 16.5
16.6 -18.9
19 - 20
1 – 14.9
15 – 16.5
16.6 -18.9
19 - 20
Plan demonstrates critical and creative thinking.
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5 - 10
Evidence of effective written communication and
organization
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5 -10
Comments:
0
Total ____ of 100
18
Saint Leo University
Rev. 02/10
EDU 662 K2JW3
2010SU1
Interview Guide Scoring Rubric EDU 662
Name _______________________________________
Date Completed_____________
Each student will create an interview guide for a selected teaching position. A job description of the teaching position
and a summary of the school demographics must be included. The interview guide must be based on a research
based interview method.
Rating:
Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.
Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to an F (< 74%). Performance is weak; the skills or standards are not sufficiently demonstrated at
this time.
0 This criterion is missing or not in evidence.
Ratings
Criteria
Interview questions are appropriate for the position
and are job related
Interview questions adhere to interview system
Novice
Basic
Proficient
Exceptional
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5 - 10
1 – 7.4
7.5- 8.2
8.3 – 9.4
9.5 - 10
Interview questions are non discriminatory and are in
compliance with state and federal law (OL 3.3).
1 – 7.4
7.5 –8.2
8.3 – 9.4
9.5 -10
Selection system is appropriate and is in compliance
with state law (9.1).
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5-10
Questions demonstrate respect to the applicant
(SLU value)
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5 -10
Structured interview is utilized (behavioral or
situational).
1 – 7.4
7.5 – 8.2
8.3 – 9.4
9.5 -10
Comments:
0
Total ____ of 60
19
Saint Leo University
Rev. 02/10
EDU 662 K2JW3
2010SU1
Critique of Interview Guide Scoring Rubric EDU 662
Name__________________________
Date_______________
Each student will select a peer and exchange interview guides. Each student will critique a peer’s interview guide for potential
violations of federal and state laws, the quality of the questions in relation to the job description, and how well it supports the model
selected.(OL3.3 and 9.1) 40 points
Rating:
Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.
Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to an F (< 74%). Performance is weak; the skills or standards are not sufficiently demonstrated at
this time.
0 This criterion is missing or not in evidence.
Criteria
Provided effective feedback of compliance with state
and federal laws
Provided effective feedback on how well the
questions meet the model thus supporting the hiring
decisions
Provided feedback on how well the questions meet
the requirements of the position
0
Novice
Basic
Proficient
Excellent
1- 7.4
7.5- 8.2
8.3- 9.4
9.5- 10
1- 11.4
11.5 – 12.4
12.5- 14.4
14.5- 15
1 – 11.4`
11.5 – 12.4
12.5 – 14.4
14.5 - 15
___ of 40
20