COURSE INTRODUCTION

The courses offered by the Department of Educational Leadership provide students with the knowledge, skill, attitudes and understandings necessary to exercise creative leadership in a diverse and ever-changing professional environment. This course is devoted to a consideration of personnel theory and practice in professional education. Content is drawn from several areas of scholarly concern. Generic human resources concepts applicable in a variety of organizational settings are discussed and analyzed.

ISSLC STANDARDS ADDRESSED

v Standard #1 The educational leader promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.

v Standard #2 The educational leaders promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

v Standard #3 The educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

KNOWLEDGE

Ø Theories and models of organization and principles of organizational development

Ø Principles and issues relating to school safety and security;

Ø The law as related to educational personnel

Ø Applied motivational theories

Ø School cultures

Ø Adult learning and professional development models

Ø Human resources management and development

DISPOSITIONS

The course will promote administrator understanding of and commitment to

v Exercise of managerial decision-making processes that enhance teaching and learning

v Use of appropriate legal means to protect students and teachers

v Provision of a safe and supportive learning environment

v Operation of a school as an integral part of the larger community

v Doing work required for high levels of personal and organizational performance

v Professional development as an integral part of school improvement

PERFORMANCE (SKILLS)

Through participation in one or more human resources-oriented Problem Based Learning exercises; conduct of oral history interviews with retired principals or preparation of a paper based on individual topical research; participation in one or more mock bargaining exercises; class lectures; classroom discussions; reflective journaling: and case studies, students are expected to demonstrate their ability to:

v Identify, select and employ various staff supervisory and evaluation models

v Conceptualize operational plans and procedures designed to address school vision and goals and to determine their effectiveness

v Conceptualize procedures for insuring that financial, human, and material resources are aligned with the goals of the school

v Demonstrate an understanding of the personnel policies, laws and regulations enacted by local, state and federal authorities

v Demonstrate that their staff and students feel valued and important

v Provide evidence of skill in recognizing and celebrating staff and student accomplishments

v Demonstrate ability to conduct school culture and climate assessment

v Demonstrate commitment to treatment of all persons fairly, equitably, and with dignity and respect.

v Demonstrate sensitivity to need to craft school environment that is responsive to needs of staff, students and families

v Show how professional development activities promote high quality student learning

v Demonstrate ability to guide in development of collaborative skills

RESULTS

Upon completion of the course, it is expected that students will:

v Be capable of carrying out entry level functions associated with personnel management.

v Demonstrate ability to conceptualize operational procedures and plans addressing both school vision and goals.

v Show ability to negotiate effectively both interpersonally and in organizational settings.

v Successfully apply leadership skills as set forth during the course.

Course Topics: Readings

Week I. Introduction to Personnel Management Seyfarth

Introduction to PBL Exercise Ch. 1

Week II. Management of School Personnel Chs.2,3

Planning In Personnel Administration

Oral data collection and analysis

Week III. Selection of Teaching Personnel Chs. 3,4

Week IV. Selection of Administrators & Support Staff Ch. 5

Week V. Motivation Theory Ch. 6

**Submit Online searching exercise**

Week VI. Induction of New Personnel Ch. 7

Week VII. Staff Development Ch. 8

Week VIII. Personnel Evaluation Ch. 9

Week IX. Compensation Policy Ch. 10

Week X. *** Submit PBL Reports—Oral & Written

Week XI. Legal Issues in Education Ch. 12

Week XII. Collective Bargaining Ch. 13

**Final Exam issued**

Week XIII. Termination and Discipline Ch. 15

Week XIV. ***Term Project Oral Reports**

***Final Examination submitted**

Textbook:

John T. Seyfarth, (2002) Human Resources Management for Effective Schools. (Third Ed.) Boston: Allyn and Bacon.

Course Requirements:

Students are expected to attend all classes unless excused by the instructor.

Students are expected to read all assigned materials and to come to class prepared to discuss them, both within small groups and with the class at large.

Students will complete an online searching exercise relating to administration of personnel.

Students will participate in a graded personnel-related Problem Based Learning Exercise.

Students will complete a final exam.

Students will be expected to prepare a term project of substantial nature. This may take the form of a research-based term paper of not less than 20 textual pages, typewritten and double spaced. A bibliography is required. The APA, Turabian, or Chicago style formatsare acceptable. Such papers are to embody a substantial review of the literature in an appropriate area of administrative theory. Check with the professor for subject approval prior to undertaking this assignment. In addition, students will be expected to submit an outline of the paper.

OR

As an alternative, students may prepare a term project involving the selection and interview of a retired public school principal on a variety of topics related to administration in general and personnel administration in particular. Students undertaking such projects will be expected to submit the audio tapes of the interview, which shall be at least one hour and not more than two hours in length, plus a complete, typed transcript of the interview on a 3 1/2" floppy disk, and a hard copy of the text. Microsoft Word or WordPerfect are the software packages employed in these projects. Students will prepare a brief paper on personnel issues considered during their investigation. (A question set will be made available for student use.)

Grading Procedures

Class participation/discussions/presentations 50

Online searching exercise 50

Problem Based Learning Activity 200

Term Project 100

Final Examination 100

Total Points 500

Assignment of Grades

A total of 500 points may be earned during the semester. Grading scale follows.

A = 97% C+ = 70%

A- = 92% C = 65%

B+ = 86% D = 60%

B = 80% F = below 60%

B- = 75%

DISABILITY RESOURCE CENTER

If you have a documented disability that may require assistance, you will need to go to the disability Resource Center (DRC) for coordination in your academic accommodations. The DRC is located in the Reynolds Students Services Complex, room 137. The DRC phone number is 895-0866 or TDD 895-0652.

ACADEMIC INTEGRITY

UNLV and its College of Education demand a high level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments are subject to disciplinary sanction. Procedural steps for dealing with academic integrity are delineated in the Handbook of Regulations Governing Probation and Suspension Within The College of Education. This publication may be found in the curriculum Materials Library (CML – CEB 101), the Department of Educational Leadership (CEB 320), or the Office of the Dean of the College Education (CEB 301).

Religious Holidays

It is UNLV’s policy to givd students who miss class because of the observance of religious holidays the opportunity to make up missed work. Students are responsible for notifying the instructor no later than the last day of registration for the semester or summer term of plans to observe such holidays.