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Florida Agricultural and Mechanical University

Professional Education Unit

Tallahassee, Florida 32307

COURSE SYLLABUS

Course Number: EDA 5222

Prerequisite(s): None

Course Title: Personnel Administration in Education

Course Credit: 3 semester hours Course Hours: 3 per week

College: Education

Department: Educational Leadership

and Human Services

Required Text(s):

Young, I. Phillip. (2008). The Human Resource Function

in Educational Administration. Upper Saddle River, NJ:

Pearson Education, Inc.

Course Requirement: TaskStream. All students are

required to purchase TaskStream for their TaskStream

e-portfolio. (Mandatory)

The TaskStream Enrollment Code is 6M6FK3.

Course Requirement: William Cecil Golden Website:

http://www.floridaschoolleaders.org/ Students are

required to register on the School Leaders website.

Course Website: There is an accompanying website for

this course. You may access this website through

http://famu.blackboard.com. The information contained

in this syllabus is contained on the website as a reference.

Supplies: APA Manual, 6th

Edition

Faculty Name: Dr. Lavetta Henderson

Term and Year: Spring 2011

Place and Time: 444 Gamble Street, Room 100A

Tuesday 5:30 - 8:30

Office Location: Dr. Henderson

444 Gamble Street,

Bldg. 62, Room 204

Telephone: 850-561-2792

e-mail: [email protected]

Office

Hours

Monday

By Appt.

Tuesday

1:00 – 3:00 pm

Wednesday

By Appt.

Thursday

10:00 am – 12 Noon

Friday

By Appt.

Saturday

http://www.floridaschoolleaders.org/

http://famu.blackboard.com/

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Course Description

An in-depth examination of the major components of Human Resources Administration

and their relationship to effective leadership and schools. Particular attention is devoted

to strategic planning, recruitment, selection, induction, supervision, staff development,

collective bargaining, technology, and legal issues in personnel administration.

Course Purpose

This course is designed to prepare candidates with the human resource knowledge and

skills to provide effective leadership in 21st century public schools.

Conceptual Framework

The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M

University is an integrated approach to providing educational experiences that result in

exemplary professional educators. The Framework is comprised of six themes with the

mission of developing high quality classroom teachers, administrators and support

personnel. The term ―exemplary‖ refers to the kind of graduates the PEU strives to

produce. The figure below provides a diagram of the Exemplary Professional Conceptual

Framework:

DIVERSITY

•CF 1

•Through this focal area, the FAMU professional education candidate will:

CF:

1.1 (K)

Understand diverse backgrounds of

individuals.

ELCC:

5.2

TECHNOLOGY

•CF 2


3

CF:

2.4 (K)

Understand fundamental concepts in

technology.

ELCC:

3.3a

CF:

2.5 (S)

Use fundamental concepts in

technology.

ELCC:

3.3a

VALUES

•CF3


CF:

3.1 (S)

Work with colleagues in a

professional manner.

ELCC:

5.1a,

5.2a

PROFESSIONALISM

CF 5

Through this focal area, the FAMU professional education candidate will:

CF:

5.1 (K)

Know the content. ELCC:

3.1a,

3.3a,

5.3a

FPLS:

9.1, 9.2,

9.3, 9.4,

9.5

FELE:

2.3.1,

2.3.2,

2.3.3,

2.4.1,

2.4.2,

2.4.3

2.5.1,

2.5.2,

2.6.1,

2.6.2,

2.7.1,

2.8.1

2.9.1

2.10.1

CF:

5.3 (D)

Demonstrate commitment to

professional growth & development

URBAN/RURAL EDUCATION

•CF6


CF:

6.2 (S,D)

Be able to work in school settings

that focus on rural/urban context

with opportunities and challenges

that these environments provide.

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Overall Goals of the Course

This course will provide the candidates with experiences in the area of personnel

administration in education. Candidates will become knowledgeable of the personnel

function as it pertains to public school education and administration. The course will

provide candidates with an understanding of the human resource processes of

recruitment, selection, orientation, performance appraisal, compensation, employment

continuity, development, and unionism and collective bargaining.

Specific Behavioral Objectives

Candidates will be able to:

1. Demonstrate an understanding of Human Resource Administration.

2. Demonstrate an understanding of the planning, recruitment and selection processes of

school district personnel.

3. Demonstrate an understanding of actions that make the induction process more

significant to the teacher.

4. Demonstrate an increased awareness of the legal aspects of Human Resources

Administration.

5. Demonstrate an understanding of the objectives, administration, and legal parameters

of the collective bargaining process.

6. Demonstrate an understanding of the various concepts of staff development and human

motivation.

7. Demonstrate knowledge of performance appraisal procedures for school district

personnel and standard practice and the benefits of such a program.

8. Demonstrate knowledge of the use of materials found in personnel files and laws

governing the maintenance of employee records.

9. Demonstrates an understanding of professional ethics, guidelines for disciplinary

action and the due process procedures associated with such action.

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Standard Crosswalk

Assignment Behavioral Objectives FELE

Subtests

Professional

Organizations

ELCC

FPLS PEU

Conceptual

Framework

Critical Task 1

Principal Interview

1. Demonstrate an

understanding of the

planning, recruitment,

and selection processes

of school district

personnel.

2.3, 2.4,

2.5, 2.6,

2.7, 2.8,

2.9, 2.10

3.1.b, 3.1.c,

3.2.a, 3.3.a,

5.1.a, 5.2.a,

5.3.a

9.1,

9.2,

9.3,

9.4,

9.5

1.1, 2.4, 2.5,

3.1, 5.1, 5.3,

6.2

Critical Task 2

Personnel Director

Interview

1. Demonstrate an

understanding of

Human Resource

Administration.

2. Demonstrate an


planning, recruitment,

and selection processes

of school district

personnel.

3. Demonstrate an

increased awareness of

the legal aspects of

Human Resources

Administration.

4. Demonstrate

knowledge of the use

of materials found in

personnel files and

laws governing the

maintenance of

employee records.

5. Demonstrates an

understanding of

professional ethics,

guidelines for

disciplinary action and

the due process

procedures associated

with such action.

2.3, 2.4,

2.5, 2.6,

2.7, 2.8,

2.9, 2.10

3.1.b, 3.1.c,

3.2.a, 3.3.a,

5.1.a, 5.2.a,

5.3.a

9.1,

9.2,

9.3,

9.4,

9.5

1.1, 2.4, 2.5,

3.1, 5.1, 5.3,

6.2

Critical Task 3

Collective Bargaining

Agreement

Assessment Analysis

1. Demonstrate an


objectives,

administration, and

2.3, 2.4,

2.5, 2.6,

2.7, 2.8,

2.9, 2.10

3.1.b, 3.1.c,

3.2.a, 3.3.a,

5.1.a, 5.2.a,

5.3.a

9.1,

9.2,

9.3,

9.4,

1.1, 2.4, 2.5,

3.1, 5.1, 5.3,

6.2

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legal parameters of the

collective bargaining

process.

9.5

William Cecil Golden Florida School Leadership Program

This program is aligned to Florida’s Principal Leadership Standards and includes web-

based resources to support an ongoing culture of continuous school improvement that can

be used by all school districts and schools. Students are encouraged to explore this site

and use the resources. Some assignments in this course include resources from this web-

site.

National and State Standards Addressed in the Course

Professional Organization/Learned Society Standards

Educational Leadership Constituent Consortium (ELCC) Standards for Advanced

Programs in Educational Leadership for Principals, Superintendents, Curriculum

Directors, and Supervisors (National Policy Board for Education Administration)

ELCC - Standards for Advanced Programs in Educational Leadership for Principals,

Superintendents, Curriculum Directors, and Supervisors.

Standard 3.0—Candidates who complete the program are educational leaders who have

the knowledge and ability to promote the success of all students by managing the

organization, operations, and resources in a way that promotes a safe, efficient, and

effective learning environment.

Element Standards for School Building Leadership

3.1 Manage the Organization b. Candidates develop plans of action for

focusing fiscal, human, and material

resources, giving priority to student learning,

safety, curriculum and instruction.

c. Candidates demonstrate an ability to manage

time effectively and deploy financial and

human resources in ways that promote student

achievement.

3.2 Manage Operations a. Candidates demonstrate the ability to involve

staff in conducting operations and setting

priorities using appropriate and effective

needs assessment, research-based data, and

group process skills to build consensus,

communicate, and resolve conflicts in order to

align resources with the organizational vision.

3.3 Manage Resources a. Candidates use problem-solving skills and

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knowledge of strategic, long-range, and

operational planning (including applications

of technology) in the effective, legal, and

equitable use of fiscal, human, and material

resource allocation and alignment that focuses

on teaching and learning.

ELCC – Standards for Advanced Programs in Educational Leadership for Principals,

Superintendents, Curriculum Directors, and Supervisors.

Standard 5.0—Candidates who complete the program are educational leaders who have

the knowledge and ability to promote the success of all students by acting with integrity,

fairly, and in an ethical manner.

Element Standards for School Building Leadership

5.1 Acts with Integrity a. Candidates demonstrate a respect for the

rights of others with regard to confidentiality

and dignity and engage in honest interactions.

5.2 Acts Fairly a. Candidates demonstrate the ability to combine

impartiality, sensitivity to student diversity,

and ethical considerations in their interactions

with others.

5.3 Acts Ethically a. Candidates make and explain decisions based

upon ethical and legal principles.

Florida Educational Leadership Examination (FELE) Competencies and Skills

Florida Educational Leadership Examination (Core Skills) Personnel (Human Resources)

FELE Subtest #2 Operational

Leadership

Competencies & Skills

3. Knowledge of human resource

development standard as related to

recruitment, selection, induction,

and retention of staff

1. Given polices for teacher recruitment,

selection, induction, professional

development, and retention, determine

compliance with Florida Statues and No

Child Left Behind legislation.

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. 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

Disability Act).

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performance assessment procedures

1. Given an instructional assessment instrument,

determine compliance with Florida Statutes

and State Board regulations for employee

evaluation (i.e., management of students,

maintenance of discipline, knowledge of

subject matter, pay for performance, use of

technology, and criteria for continual

improvement).

2. Given an unsatisfactory performance

evaluation, identify the Florida statutory

requirements to facilitate employee growth

(i.e., the performance improvement plan,

notification of deficiencies, conference for the

record).

3. Given an individual professional 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).



managing personnel records

1. Given a sample of content from an

employer’s personnel file, determine

compliance with Florida Statutes governing

personnel files.

2. Given public information requests, determine

compliance with Florida Statutes governing

access to personnel files and records (e.g.,

medical records, complaints related to

investigation, payroll deduction records,

Social Security numbers).



processes and procedures for

discipline, dismissal, and

nonrenewal of school employees

1. Given a recommendation to terminate an

employee’s contract, identify the school site

administrator’s responsibilities regarding

termination as required in Florida Statutes

(e.g., union contract, professional service

contract, annual contract, continuing

contract).

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 (e.g., dismissal, suspension,

demotion, reinstatement).



1. Given a collective bargaining agreement,

identify the role of the administrator in

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collective bargaining agreements managing the contract per Florida Statutes

(e.g., grievances, school policies,

enforcement, and punitive actions related to

all classifications of school personnel).



data analysis

1. Given school or classroom data, analyze

teacher performance over time.



State law for education and

schooling

1. Given a scenario, identify standards and

procedures applicable to State certification,

selection, evaluation, discipline, and

reappointment of school district employees.

10. Knowledge of ethical leadership

standard as related to ethical

conduct

1. Given the Code of Ethics of the Education

Profession in Florida, identify violations of

ethical conduct as stated in Florida Statutes

(e.g., conviction of a crime involving moral

turpitude; gross insubordination; misconduct

in office; neglect of obligations to students,

public, school personnel).

Florida Principal Leadership Standards (FPLS) and Program Indicators (FAMU)

Florida Principal Leadership Standard Program Indicator

9.0 Human Resource Development –

High Performing Leaders recruit,

select, nurture and, where appropriate,

retain effective personnel, develop

mentor and partnership programs, and

design and implement comprehensive

professional growth plans for all staff –

paid and volunteer.

9.1 Demonstrates an understanding of the

major aspects of the Human Resource

Function (recruitment, selection,

induction, appraisal, compensation,

employment continuity, development,

and collective bargaining).

9.2 Demonstrates an understanding of the

Human Resource Function in the

operation of the district and school.

9.3 Recognizes that the Human Resource

Function exists to achieve district and

school goals.

9.4 Demonstrates an understanding of

collective bargaining and its contractual

features.

9.5 Understands the legal parameters for

the operation of the Human Resource

Function.

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Florida Agriculture and Mechanical University Professional Education Unit (PEU)

Conceptual Frameworks Standards

Area Indicator

1.0 Diversity 1. Demonstrate understanding of diverse

backgrounds of individuals

2.0 Technology 4. Understands fundamental concepts in

Technology

5. Use fundamental concepts in technology

3.0 Values 1. Work with colleagues in a professional

manner

5.0 Professionalism 1. Know the content

3. Demonstrate commitment to

professional growth & development

6.0 Urban and Rural Education 2. Demonstrate the ability to work in

school settings that focus on rural/urban

context with opportunities and

challenges that these opportunities

provide

Topical Outline

Disclaimer: This is a tentative course syllabus and the instructor reserves the right to

make changes and modifications.

Week 1 1/04/11 Introductions/Course Overview/Course

Syllabus/Requirements

Week 2 1/11/11 Chapter 1 The Human Resource Function

Chapter 2 Information Systems and Enrollment

Projections

Week 3 1/18/11 Chapter 3 Strategic Planning and Staffing

Week 4 1/25/11 Article Summary/Critique/Presentation Due

Week 5 2/01/11 Chapter 4 Recruitment

William Cecil Golden Leadership Module:

Leading Human Resource Development

Due

Week 6 2/08/11 Chapter 5 Selection

Week 7 2/15/11 Chapter 6 Orientation

Interview with Personnel Director Due

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(TaskStream Artifact)

Week 8 2/22/11 Midterm Exam

Week 9 3/01/11 Chapter 7 Performance Appraisal

Week 10 3/08/11 Spring Break

Week 11 3/15/11 Chapter 8 Compensation

Week 12 3/22/11 Chapter 9 Employment Continuity

Interview with Principal Due


Week 13 3/29/11 Chapter 10 Development

Field Experience: Data Analysis and Teacher

Performance Due

Week 14 4/05/11 Chapter 11 Unionism and Collective Bargaining

Week 15 4/12/11 Legal Aspects of Human Resources Administration

Resume and Interview Protocol Review/

Evaluation

Collective Bargaining Agreement Analysis Due


Week 16 4/19/11 Course Wrap-up

Field Experience: Personnel Selection Interview

Process Due

Week 17 4/26/11 Final Exam

Note: This is a tentative course outline and subject to change by the instructor. Course

requirements are also subject to change.

Teaching Methods

A. Instructor and other Educators’ Presentations

B. Individual presentations

C. Group Presentations

D. Instructor/Student Interactions

E. Readings

F. Field Experiences

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Important Concepts, Principles, and People Discussed in this Course

Staffing Ratio Instructional Non-instructional Recruitment Retention

Appraisal Tenure Induction Orientation Compensation

Selection Job Description Job Analysis Discrimination Credentials

Screening Decisions Employment Decisions Application Shaping Merit

Portfolios Evaluation Termination Entitlements Retirement

Employment Continuity Grievance Benefits Employee Assistance Transfer

Reassignment Development Staff Development Negotiations Mediation

Sick Leave At-Will Employees Socialization Due Process Head Count

Skill Obsolescence Strike Impasse Open Shops Good Faith

Contract Turnover Ethics Strategic Planning Master Agreement

Reference Check ADA

Course Evaluation

Evaluation in the course will be based on professional attitude, class attendance, class

participation, written and oral assignments, readings, on-line assignments, examinations,

and projects. The quality of the work you submit counts in the consideration of your

grades. Grades are determined by the quality of student performance.

Grading

Grading A=100-90 B=89-80 C=79-70 D=69-60 F=Below 60

Scale

Grading F=Favorable A=Acceptable M=Marginal U=Unsatisfactory

Rubric

Favorable performance is exemplified in activity(ies), product(s), response(s) that

exceed or meet established criteria, which demonstrates candidates’ acquisition of

knowledge, skills, and dispositions relative to institutional, national, state, and program

standards. A favorable performance designation is assigned to products, which

demonstrate a significant presence of (a) higher order thinking skills, analysis, synthesis,

and evaluation, (b) mastery of a specific writing style, American Psychological

Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical

construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant

understanding and use of theory and blending of theory with practice. Products meeting

these criteria will be determined as ―F‖ (Favorable) products and assigned a numerical

score in the range of 90-100.

Acceptable performance is exemplified in activity(ies), product(s), response(s) that

approach or approximate established criteria, which demonstrate candidates’ acquisition

of knowledge, skills, and dispositions relative to institutional, national, state, and program

standards, but does not meet the criteria for favorable designation. An Acceptable

performance designation is assigned to products, which demonstrate vague attempts at

including (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery

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of a specific writing style, American Psychological Association, (c) continuity of ideas

within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and

word selection, (e) creativity, and (f) a significant understanding and use of theory and

blending theory with practice. Products meeting these criteria will be determined as ―A‖

(Acceptable) products and assigned a numerical score in the range of 80-89.

Marginal performance is exemplified in activity(ies), product(s), response(s) that do not

exceed, meet, or approach or proximate established criteria, which demonstrate

candidates’ acquisition of knowledge, skills, and dispositions relative to institutional,

national, state, and program standards. A Marginal performance designation is assigned

to products, which demonstrate minimal inclusion of (a) higher order thinking skills,

analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American

Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate

grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f)

a significant understanding and use of theory and blending of theory with practice.

Products meeting these criteria will be determined as ―M‖ (Marginal) products and

assigned a numerical score in the range of 70-79.

Unacceptable performance is exemplified in activity(ies), product(s), response(s) that do

not exceed, meet, or approach or proximate established criteria, which demonstrate

candidates’ acquisition of knowledge, skills, and dispositions relative to institutional,

national, state, and program standards. An Unacceptable performance designation is

assigned to products which demonstrate a lack of (a) higher order thinking skills,

analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American

Psychological Association, (c) continuity of ideas within paragraphs, and (d) appropriate

grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f)

a significant understanding and use of theory and blending theory with practice. Products

meeting these criteria will be determined as ―U‖ (Unacceptable) products and assigned a

numerical score in the range of 60-69.

Assessments/Assignments

Assignments have been coded to specific competencies and skills determined by the

Educational Leadership Constituent Consortium = ELCC, Florida Educational

Leadership Examination Competencies and Skills – 2008 = FELE C&S, Florida Principal

Leadership Standards = FPLS, and the Professional Education Unit Conceptual

Framework Standards = CF. Grades in the course are based on satisfactory performance

on several assessment measures. The quality of your work and the products you submit

counts. Your work should always reflect substantial investment of time and reflection. It

should be of superior quality. Grades in this course will be based on the following

assignments:

. All students are expected to maintain absolute integrity and a high standard of

individual honor in academic work as defined in the Florida A&M University Graduate

Code of Student Conduct.

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. Preparation for and participation in discussions and activities is an integral part of this

course and is subject to individual, group, and instructor evaluations as part of the final

grade.

. Assigned Readings are the responsibility of each student (textbooks, professional

journals, websites).

. Assignments

. Exams

1. Critical Task 1 Interview with School Principal.

The following constitute topics of discussion for the interview: Recruiting, Selecting,

Induction; Interviewing, Personnel files, Staff Development, Incentives, Performance

Appraisal, Discipline, Dismissal, and Renewal and Non-renewal of employees;

Collective Bargaining, and Discrimination. The interview protocol is as follows:

1. Outline the procedures that you follow when seeking to fill a teacher vacancy

that has occurred in the school’s faculty.

2. To what extent are you involved in the district’s recruitment and selection of

teachers and administrators?

3. Identify a few of the competencies and skills that you look to observe in

teachers applying to fill a vacancy in this school’s teaching staff.

4. How much value (with regard to the selection process) do you place on an

applicant’s (a) letters of reference, (b) academic transcripts, and

(c) professional portfolio?

5. Does the fact that an applicant is certified in multiple areas increase the

probability of you selecting him or her to fill a teacher vacancy in the school

building?

6. To what extent does relationship to a well known and respected individual in

the community influence your recommendation of an applicant to fill a

teacher vacancy in this school building?

7. Do you prefer an individual one-to-one interview process to fill a teacher

vacancy or an applicant interview conducted by a panel (committee) of

educators?

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8. What federal or state legislation are you aware of that impacts the recruitment

and selection process used to fill a teacher vacancy?

9. Do you have a personal set of criteria that you use to predict whether an

applicant for a teacher vacancy will be successful?

10. How difficult is it for you to fill teacher vacancies that occur in this school?

11. Are you satisfied with the professional quality of applicants who have applied

for and been employed in this building recently?

12. What changes, if any, would you recommend this school district implement to

improve the teacher recruitment and selection process?

13. How can school principals use the teacher selection process to improve

curriculum and increase student achievement?

This course requirement is to be uploaded to College TaskStream. The Critical Task 1

Rubric is located in TaskStream in Course Documents. PEU CF 1.1, 2.4, 2.5, 3.1, 5.1,

5.3, 6.2/FPLS 9.1, 9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c, 3.2a, 3.3a, 5.1a, 5.2a, 5.3a/ FELE

Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

2. Critical Task 2 Interview with Personnel Director

The candidate should identify a school district Personnel Director for the interview.

The interview protocol for this interview is as follows:

1. Please describe your perspective of the relationship between the Personnel

Director, the Human Resource Function and the goals and objectives of the

organization.

2. What are some of the day-to-day activities of the Personnel Director?

3. What are the areas of responsibility within the organization that are in the

purview of the Personnel Director?

4. To what extent must a Personnel Director be familiar with policies, regulations,

and state and federal law?

5. What specific competencies and skills are required in the performance of duty

for the position of Personnel Director?

6. Discuss some of the most challenging aspects of the Personnel Director

position.

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7. From a personal perspective, what activities in the Human Resource Function

generate the most emotional involvement?

8. Discuss employee disciplinary action procedures in relation to the organization.

9. Discuss the role of the Personnel Director in the recruitment, induction, and

retention of employees.

10. Discuss aspects of personnel records and confidentiality of employees.

11. How can the districts recruitment, interview, and selection process improve

student academic achievement?




Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

3. Critical Task 3 Collective Bargaining Agreement Analysis.

The candidate should obtain a school district’s collective bargaining agreement.

Write a 5-7 page narrative assessment of the agreement based upon the following (you

can include other elements of the agreement):

a. parties to the agreement

b. period of time covered by the agreement

c. terms of the agreement

d. definitions

e. format

f. rights of the parties

g. discipline

h. grievance procedures

i. bargaining

j. class size

k. leave

l. transfers, vacancies, reassignment

m. teacher appraisal

n. compensation

o. salary schedule (steps)

p. supplements

q. holidays

r. work day and year



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Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

4. Resume Review.

Obtain a professional resume’ (School Principal). Review the resume and write a

descriptive narrative (5-7 pages). PEU CF 1.1, 2.4, 2.5, 3.1, 5.1, 5.3, 6.2/FPLS 9.1,

9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c, 3.2a, 3.3a, 5.1a, 5.2a, 5.3a/ FELE Subtest 2.3,

2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

This course requirement is to be uploaded to College TaskStream. PEU CF 1.1, 2.4,

2.5, 3.1, 5.1, 5.3, 6.2/FPLS 9.1, 9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c, 3.2a, 3.3a, 5.1a,

5.2a, 5.3a/ FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

5. Interview Protocol

You are a member of the Principal Interview Committee. Construct a protocol (set of

questions) to be used in the interview process (10-12- questions). This course

requirement is to be uploaded to College TaskStream. PEU CF 1.1, 2.4, 2.5, 3.1, 5.1,

5.3, 6.2/FPLS 9.1, 9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c, 3.2a, 3.3a, 5.1a, 5.2a, 5.3a/

FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

6. Article Summary/Critique/Presentation. Access a peer reviewed or refereed journal for

an article with content on personnel administration in education. The article should be

substantial in substance, more than 10 pages. Search for articles related to the

following topics: Recruiting, Selecting, Induction; Interviewing, Personnel files, Staff

Development, Incentives, Performance Appraisal, Discipline, Dismissal, and Renewal

and Non-renewal of employees; Collective bargaining, and Discrimination. You can

suggest additional topics for this requirement. Please review with the Professor.

Prepare a written Critique of your selected article using 6th

edition APA style. A copy

of the selected article should be attached with the Critique.

Minimally, include the following items in your Critique:

Your Name

Course Number, Course Title, Semester

Introduction

Title of Article

Bibliographic Citation (Use 6th

edition APA format)

One or two sentences summarizing what this article is about

Body/Supporting Paragraphs

A summary of the article in your own words

Critically evaluate the article. What you thought about the article.

What is (are) the author’s premise(s)?

Who is the targeted audience for this article?

Did it have scientific merit (Did it contribute to the knowledge base?)

18

Does it have a research base? Is the research base timely (10 years or less)?

How did the author(s) support the ideas presented?

What is the author’s bias? Are opposing arguments addressed competently?

How well was the article written?

Problems identified with the article

Benefits contributed by the author

What useful practical skills or competencies did you identify (if

delineated)?

How will you incorporate the information you read in the article into your

life or do you reject it? Why? You may agree with some points and

disagree with other points.

Implications for additional research

Prepare a 10-12 minute PowerPoint presentation on your critiqued article.

Each candidate should provide to the professor at least one day prior to the

assignment due date via email, the following items:

1) the written Article Summary/Critique,

2) the PowerPoint presentation on your Article Summary/Critique,

3) the presentation outline for the other candidates in the class, and

4) a copy of the article used for this assignment (if electronic version is not

possible, bring the professor’s copy to class on the assignment due date).

Your assignment grade will be based on (1) the quality of your written

summary/critique of the article and (2) the quality of your presentation

to the class.

PEU CF 1.1, 2.4, 2.5, 3.1, 5.1, 5.3, 6.2/FPLS 9.1, 9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c,

3.2a, 3.3a, 5.1a, 5.2a, 5.3a/ FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

7. Midterm Exam.

Exam will include Chapters 1-6 and course content. PEU CF 1.1, 2.4, 2.5, 3.1, 5.1,


FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

8. Final Exam.

Exam will include Chapters 7-11 and course content. PEU CF 1.1, 2.4, 2.5, 3.1, 5.1,


FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

19

9. Class Participation/Online Assignments

During the course of the semester, the candidates will be given various assignments

and quizzes. Students are expected to participate in class discussions and activities.

In addition, all candidates must acquire a password/login to the following

website: www.FloridaSchoolLeaders.org. Candidates will access the William Cecil

Golden Leadership Website and complete training module (a) Leading Human

Resource Development. Candidates should submit to the EDA 5222 course instructor,

a copy of the following from the Module Leading Human Resource Development:

1) Copy of your Module Pre-Test results, 2) Copy of your Module Post-Test results,

and 3) Your Personal Reflections on the Module in terms of the Florida Principal

Leadership Standards and the Florida A & M University PEU Conceptual Framework

Standards.

PEU CF 1.1, 2.4, 2.5, 3.1, 5.1, 5.3, 6.2/FPLS 9.1, 9.2, 9.3, 9.4, 9.5 /ELCC 3.1b, 3.1c,

3.2a, 3.3a, 5.1a, 5.2a, 5.3a/ FELE Subtest 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10.

Documents must be written with clarity and preciseness. All written documents must

conform to 6th

edition APA writing style. Document must be free of substantial

grammatical errors.

TaskStream: All specified assignments must be completed in TaskStream.

Course Policies

All assignments submitted for consideration of a grade are to be word processed and are

due on the date and time specified in the syllabus or by course professor. A substantial

penalty (20%) will be assessed for all assignments not turned in on the specified date and

time. Additional penalties will continue for each week that assignment is not submitted.

Plagiarism is unethical and unacceptable. Essays, papers, tests and other similar

requirements must be the work of the student submitting them. When direct quotations

are used, they must be indicated, and when ideas of another are incorporated in the body

of an assignment they must be appropriately acknowledge. APA style should be utilized

for papers assigned for grading purposes. Supervisory responsibilities for teachers and

administrators are a part of public education.

Punctuality is a positive characteristic of teachers and administrators and desired

behavior in schools and this class. Students are expected to be punctual (on time) and

attend all classes and contribute to the learning process. Class attendance will be taken

each class period. Students tardy for class three times will result in an absence. Two

absences will result in a letter grade reduction for the semester. Consultation with course

professor needs to occur if a student is absent more than two class meetings. The course

grade will be negatively impacted if a student exceeds three unexcused absences.

http://www.floridaschoolleaders.org/

20

Cell phones, Blackberries, and PDAs should be turned off or placed on vibrate during the

entire class period.

Dispositions: As a component of student assessment, the College of Education has

instituted a system for monitoring the professional dispositions: Professionalism,

Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective

Behavior. If a problem arises during the semester, a disposition feedback form may be

completed by an instructor or school personnel and turned in to the student’s

department chair. The severity of the behavioral deficiency will influence the

chairperson’s handling of the situation. (See Assessment Instrument for Dispositions

and Disposition Feedback Form for more detailed information. This policy includes

provisions for professional dress, attendance, punctuality, use of cell phones, etc.).

Advanced Level Student Professional Dispositions

Advanced Level Student Professional

Dispositions

Indicators

Professional Behavior a. is punctual and regularly attends class

b. has a positive disposition (possesses

congenial interpersonal skills; is patient,

resilient, optimistic and approachable)

c. presents oneself in a professional manner

both in demeanor and appearance

d. handles feelings appropriately

(emotional management)

e. maintains integrity and high professional

standards

f. works in a reliable, dependable manner,

utilizing initiative

g. seeks opportunities for professional

development and actively participates in

professional organizations

h. demonstrates the appropriate use of

personal technology during class

i. demonstrates academic honesty

Effective Communication a. communicates effectively in a

professional manner using standard

English language and appropriate tone for

the situation

b. is highly sensitive to what to do or say in

order to maintain good relations with

others and acts accordingly

c. is willing to share information and ideas

in a mutually respectful manner

d. utilizes and models active listening and

21

appropriate feedback skills

Professional Practice a. is curious, willing to experiment with

new ideas and techniques, and is

receptive to change

b. analyzes and evaluates concepts and

clinical practices

c. experiments, evaluates, and initiates

innovative practices

d. demonstrates a willingness to review and

analyze research and/or conduct research

on his/her own

e. recognizes the individual differences that

distinguish his/her students from one

another and takes into account these

differences in behavior of students

f. is respectful, tolerant, and responsive to

the cultural and family differences,

including special needs, which students

and colleagues bring to the learning

environment

g. continually deepens knowledge of

practice and student learning

h. understands the roles of assessment,

including the roles of standards and

outcomes in assessment

Systematic Thinking a. critically examines his/her practice on a

regular basis to deepen knowledge,

expand his/her repertoire of skills, and

incorporate findings into practice

b. thinks critically before responding to

unforeseen circumstances and modifies

his/her actions as a result

c. thinks critically about how to best

manage, apply, and integrate technology

into his/her everyday practice

d. conducts self assessment through

reflection in problem solving

Policy Statement on Non-Discrimination: It is the policy of Florida Agricultural and

Mechanical University to assure that each member of the University community be

permitted to work or attend classes in an environment free from any form of

discrimination including race, religion, color, age, disability, sex, marital status, national

origin, veteran status and sexual harassment as prohibited by state and federal statutes.

This shall include applicants for admission to the University and employment.

22

Academic Honor Policy: The University’s Academic Honor Policy is located in the

FANG Student Handbook, under the Student Code of Conduct.

ADA Compliance: To comply with the provisions of the Americans with Disabilities

Act (ADA), please advise instructor of accommodations required to insure participation

in this course. Documentation of disability is required and should be submitted to the

Learning Development and Evaluation Center (LDEC). For additional information

please contact the LDEC at (850) 599-3180.

Tentative Course Calendar

Included in the Topical Calendar.

References

Alexander, K., & Salmon, R. G. (1995). Public school finance. Boston: Allyn and Bacon.

Allen, R., & Keavany, T. (1986). Contemporary Labor Relations: Reading, MA: Addison-Wesley.

American Psychological Association (1995). Publication Manual of the American Psychological

Association.Washington, DC: American Psychological Association.

Anderson, J. (1995). Courageous teaching: Creating a caring community in the classroom.

Thousand Oaks, CA: Corwin Press.

Arthur, M. et al. (1989). Handbook for Career Theory. Cambridge: Cambridge University Press.

Canady, R. & Rettig, M. D. (1995). Block scheduling: A catalyst for change In high school scheduling.

Princeton, NJ: Eye on Education.

Cascio, W. (1987). Costing Human Resources: The Financial Impact of Behavior in Organizations.

2nd Edition, Boston: Kent Publishing.

Clegg, S. R., Hardy, C., & Nord, W. R. (1996). Handbook of organizational Studies.

Thousand Oaks, CA: SAGE Publications.

Castetter, W. (1996). The Human Resource Function in Educational Administration. 6th Edition.

23

Englewood Cliffs, NJ.: Merrill.

Cullar, W. (1998). FASA education handbook. Tallahassee, FL: CMD Publications.

Florida. (1991). Florida Statutes.

Florida Department of Education. (1993). State Board of Education Rules.

Globerson, S. (1985). Performance Criteria and Incentive Systems. Amsterdam: Elsevier.

Griggs, G. S. (2000). Assessing and training secondary school Administrators. Thousand Oaks,

CA: Corwin Press, Inc.

Hitt, M., Middlemist, R. & Mathis, R (1989). Management Concepts and Effective Practice.

St. Paul, MN: West Publishing Company.

Hughes, L. W. (1999). The principal as leader. 2nd

Edition. Upper Saddle River, NJ:

Prentice-Hall, Inc.

Kirschman, R. E. (1996). Educational administration: A collection of case Studies. Englewood Cliffs,

NJ: Prentice Hall.

Kochan, T., Katz, H., & McKersie R. (1986). The Transformation of American Industrial Relations,

Boston: Little Brown.

Miner, J. & Miner, M. (1985). Personnel and Industrial Relations, 4th Edition, New York, NY:

Macmillian Publishing Company.

Moore, P. (1985). Public Personnel Management. Lexington, MA: Lexington Books.

Owens, R. G. (1998). Organizational behavior. 6th

Edition. Needham Heights, MA: Allyn and Bacon.

Smith, R. (1998). Human Resources Administration: A School-Based Perspective. Larchmont, NY:

Eye On Education, Inc.

Seyfarth, J. T. (1999). The principal: New leadership for new challenges. Upper Saddle River, NJ:

Prentice Hall.

24

Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching. Thousand Oaks, CA:

Corwin Press, Inc.

Bruer, J. (1993). Schools for Thought. Cambridge, MA: MIT Press.

Danielson, Charlotte. (1996). Enhancing Professional Practice: A Framework for

Teaching. Alexandria, VA: Association for Supervision and Curriculum

Development.

Joyce, B. & Calhoun, E. (1996). Learning Experiences in School Renewal: An

Exploration of Five Successful Programs. Eugene, OR: ERIC Clearinghouse of

Educational Management.

Murphy, J. & Louis, K.S. (1994). Reshaping the Principalship: Insights from

Transformational Change Efforts. Newbury Park, CA: Corwin Press.

Newman, F. & Wehlage, G. (1995). Successful School Restructuring. Madison, WI:

Wisconsin Center for Educational Research, Center of Organization and

Restructuring of Schools.

Ravitch, D. (1995). National Standards in American Education. Washington, D.C.:

Brookings Institute.

Rothman, R. (1995). Measuring Up. San Francisco, Jossey-Bass.

Rothstein, R. (1998). The Way We Were? The Myths and Realities of America's Student.

Slavin, R. & Olatokunbo, F. (1998). Show Me the Evidence! Thousand Oaks, CA:

Corwin Press.

Spring, J. (7th Edition, 1995). American Education. New York: McGraw Hill.

Stringfield, S.; Ross, S.; Smith, L. (1996). Bold Plans for Restructuring: The New

American Schools Designs. Mahwah, NJ: Lawrence Erlbaum Press.

25

Wohlstetter, P.; VanKirk, A.; Robertson, P.; & Mohrman, S. (1997). Successful School-

Based Management. Alexandria, VA: Association for Supervision and Curriculum

Development.

Zemelman, Steven; Daniels, Harvey; Hyde, Arthur. (Second Edition, 1998). Best

Practice: NewStandards for Teaching and Learning in America's Schools.

Portsmouth, NH: Heinemann

RESERVE THE RIGHT TO CHANGE

THIS SYLLABUS AT ANY TIME

26

Field Experiences

Educational Leadership Master’s Degree Program Course Field Experience(s) Log

Professor: Lavetta Henderson Semester: Spring 2011

Course Standard(s):

ELCC/FPLS/FELE

Competencies and

Skills

Description of Field Experience(s) Related to

Curriculum Improvement and Student Achievement

Duration of

Field

Experience

(Hours)

Assessment

Rubric

F=4, A=3

M=2, U=1

EDA

5222

ELCC 3.1 b, 3.1c,

3.2 a, 3.3a, 5.1a, 5.2a,

5.3a/

FPLS 9.1, 9.2, 9.3,

9.4, 9.5/

FELE C&S 2.3,

2.4, 2.5, 2.6, 2.7, 2.8,

2.9, 2.10,

CF 1.1, 2.4, 2.5, 3.1,

5.1, 5.3, 6.2/

Interview with Personnel Director

1. Please describe your perspective of the relationship

between the Personnel Director, the Human Resource

Function and the goals and objectives of the

organization.

2. What are some of the day-to-day activities of the

Personnel Director?

3. What are the areas of responsibility within the

organization that are in the purview of the

Personnel Director?

4. To what extent must a Personnel Director be

familiar with policies, regulations, and state

and federal law?

5. What specific competencies and skills are required in

the performance of duty for the position of Personnel

Director?

6. Discuss some of the most challenging aspects

of the Personnel Director position.

7. From a personal perspective, what activities in

the Human Resource Function generate the

most emotional involvement?

8. Discuss employee disciplinary action

procedures in relation to the organization.

9. Discuss the role of the Personnel Director in

The recruitment, induction, and retention of

employees.

10. Discuss aspects of personnel records and

confidentiality of employees.

11. How can the districts recruitment, interview,

and selection process improve student

academic achievement?

Personnel Selection Interview and Data Analysis

1. Participate in the personnel selection interview

12 hours Written Narrative

reflecting

responses to

interview protocol

and candidate’s

reflection on

curriculum

improvement and

student

achievement.

Submit the

following field

experience

documentation as

evidence of FPLS

and FELE

competency and

skill acquisition:

1. Personnel

Director

Interview

Narrative and

Reflection

2. Personnel

selection

interview

Narrative and

Reflection

3. Data analysis

chart showing

student

achievement and

summary of

teacher’s

performance

over time,

Reflection

4. Principal

Interview

Narrative and

27

process.

2. Contact a school principal to obtain students’ FCAT

scores in reading, writing, or mathematics in a class

for consecutive years. Analyze the score data to

document teacher performance over time.

Reflection

EDA

5522

Interview with Principal

1. Outline the procedures that you follow when

seeking to fill a teacher vacancy that has

occurred in the school’s faculty.

2. To what extent are you involved in the district’s

recruitment and selection of teachers and

administrators?

3. Identify a few of the competencies and skills

that you look to observe in teachers applying

to fill a vacancy in this school’s teaching staff.

4. How much value (with regard to the selection

process) do you place on an applicant’s (a)

letters of reference, (b) academic transcripts,

and (c) professional portfolio?

5. Does the fact that an applicant is certified in

multiple areas increase the probability of you

selecting him or her to fill a teacher vacancy

in the school building?

6. To what extent does relationship to a well known and

respected individual in the community influence your

recommendation of an applicant to fill a teacher

vacancy in this school building?

7. Do you prefer an individual one-to-one interview

process to fill a teacher vacancy or an applicant

interview conducted by a panel (committee) of

educators?

8. What federal or state legislation are you aware of that

impacts the recruitment and selection process used to

fill a teacher vacancy?

9. Do you have a personal set of criteria that you use to

predict whether an applicant for a teacher vacancy

will be successful?

10. How difficult is it for you to fill teacher vacancies

that occur in this school?

11. Are you satisfied with the professional quality of

applicants who have applied for and been employed

in this building recently?

12. What changes, if any, would you recommend this

.

28

school district implement to improve the teacher

recruitment and selection process?

13. How can school principals use the teacher selection

process to improve curriculum and increase student

achievement?