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VITERBO UNIVERSITY COURSE #758

HUMAN RESOURCES DEVELOPMENT
OR HUMAN RESOURCES FOR STUDENT ACHIEVEMENT

INSTRUCTOR: BRADFORD G. SARON Work: saron@cashton.k12.wi.us Home: #608-790-7314 Work: #608-654-5131 ext. 201 Text: Human Resources Administration, by Richard E. Smith Course Outcomes: To understand the . . . 1) principal as an instructional and management leader; 2) importance of human resources and human resources development; 3) statutory responsibilities of school districts and principals; 4) collective bargaining implications for school districts and principals; 5) supervision and evaluation of staff; and 6) factors involved in employee compensation.

Course Activities: 1. Completion and submission of all assignments by the next class meeting unless otherwise specified. 2. Completion of additional work that may be assigned. 3. Participation in group activities, such as simulated collective bargaining. 4. Participation in case studies both individually and as group work as assigned. 5. Thoughtful and thorough writing and dialogue on Blackboad Discussion Board. 6. Completion of portfolio development for listed standards. Grading: The grading system used is A, AB, B, BC, C, D, and F. The course grade is determined by the quality of the work submitted and submitting the work promptly by the designated dates, participation in class discussion and activities including simulations and case studies, class attendance, the final test, and completed portfolio. My definition of ³Thoughtfully´: To complete an action in a way that indicates critical thinking via analysis, comparison, contracts, cause and/or effect, extended definition, synthesis, etc. Standards Assessed: As attached

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Tentative Daily Agendas
Monday, July 26, 2010± 8:00 a.m. to 4:30 p.m. y y y y y y Case study introduction, overview of class, assignments Introduction to Netvibes Overview of standards: http://dpi.wi.gov/tepdl/standadm.html Web 2.0 Resources: http://cogdogroo.wikispaces.com/StoryTools Communicating Vision, Mission, and moral purpose Hiring of Staff (Chapter 4-Selection) 1. Job Descriptions 2. Postings 3. Applications 4. Screening Applications 5. Preparing, Conducting, and Evaluating Interviews 6. Legal Implications 7. Selecting the ³Best Candidate´ 8. After the Selection

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Wisconsin Fair Employment Law Brochures #1 ³Avoiding Loaded Interview Questions´ http://www.dwd.wi.gov/dwd/publications/erd/pdf/erd_4825_pweb.pdf #2 ³Harassment in the Work Place´ http://www.dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7334_pweb.pdf #3 ³Pregnancy, Employment and the Law´ http://dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7550_pweb.pdf #4 ³Persons with Disabilities on the Job´ http://dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7899_pweb.pdf

y Case Study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Assignments: 1. Write your job description. 2. Write principal¶s job description. 3. Prepare for conducting an interview, group activity: Develop a series of 10-15 questions for a teacher interview and create a date specific timeline demonstrating the process, from job description development to new staff orientation day. 4. Human Resources Administration Overview: Read Chapter 1 ± Introducing Human Resources Administration. Answer Comprehension Questions 1 and 2 on page 14 and
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post responses to discussion board, and thoughtfully respond to at least two other class members¶ postings. Tuesday, July 27, 2010 ± 8:00 a.m. to 4:30 p.m. y Review previous class session. y y y Netvibes, Current Events, Leadership Theme Discussion Conduct and Critique Interviews Staff Development 1. New Teacher Orientation 2. Continuing Staff Development 3. Modeling Lifelong Learning 4. Making Effective Use of Staff Meetings, Staff Development Days 5. Safety Plans and Procedures 6. Preventing Workplace Violence Supervision and Evaluation of Staff 1. Supervision of Instruction 2. Motivation Modeling 3. Personnel Policies 4. Staff Evaluations, Job Descriptions, Expectations a. Teachers b. Teacher Assistants c. Secretaries d. Custodians e. Cooks f. Substitutes g. Co-Curricular 5. Review, Discuss Class Member Observations Staff Discipline 1. Employee Rights and Obligations 2. District Rights and Obligations 3. Probation 4. Just Cause 5. Termination, Non-Renewal 6. Grievance Procedure 7. Arbitration Procedure 8. Wisconsin Employment Relations Commission Case Study-Support Plan for a teacher who is failing

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Assignments: 1. Human Resources Administration, Read Chapter 6 ±Answer Comprehension Questions 1 thru 4 on page 188 and post responses to discussion board, respond to at least two other class members¶ postings OR complete extended activity question 1 (within the framework of your district¶s existing evaluation system). For option 1, the compare/contrast element must be one page, double spaced, 12 point size, Times New Roman. 3. Outline Human Resources Administrator, Chapter 9 in no more than two pages. Wednesday, July 28, 2010 ± 8:00 a.m. to 4:30 p.m. ONLINE DAY THRU BLACKBOARD & INDIVIDUAL WORKTIME Netvibes, Current Events, Leadership Theme Discussion y Review Teachers Collective Bargaining Agreement from your District and find the following (bring these to class for discussion): 1. The number of days employed. 2. The number of paid holidays. 3. Length of the probationary period. 4. Length of the workday. 5. Breakdown of the work day (face to face time vs. prep time).. 6. Eligible reasons for taking a day off during the school year. 7. How teacher transfers are made to another position in the district. 8. Lay off deadlines. 9. Penalty for breaking a contract and when it applies. 10. Steps in the grievance process. On Blackboard, respond to the following prompt and thoughtfully respond to at least two other class members¶ postings: Of the ten collective agreement elements that you have just researched, which is the most difficult to manage, implement, and/or approve/reject? What factors make it so difficult? How could principal planning and execution affect the effectiveness of the clause or rule? School Law, Employment Law 1. Wisconsin Statutes http://www.legis.state.wi.us/rsb/Statutes.html #1 Chapter 111 ± Employment Relations #2 Chapter 115 ± State Superintendent; General Classifications and Definitions; Children with Disabilities #3 Chapter 118 ± General School Operations #4 Chapter 120 ± School District Government Read all four Statute Chapters. Choose one of the four to summarize via any Web 2.0 tool. For the other three, be prepared to produce evidence of reading through text interaction.

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Prepare for a negotiations activity by completing the following: o Distinguish five elements within your district¶s master agreement that you would like to see changed (from the union perspective). Write a justification paragraph for each of the elements. o Write rebuttal statements for each of the five elements (from the School District perspective) challenging each element¶s importance and necessity. o Please have this word processed, TNR, 12 pnt size, double spaced.

Thursday, July 29, 2010 ± 8:00 a.m. to 4:30 p.m. -- Review previous class session. Netvibes, Current Events, Leadership Theme Discussion y Collective Bargaining 1. Review, Critique Contracts from Management, Union Positions Conduct Sample Negotiations Discuss, Critique Negotiations Process Contract Management 1. Legal Implications 2. Statute, Contract, Policy 3. Personnel Records Case Study Employee Compensation 1. Budgeting 2. Review Salary schedules from several districts (please bring the material from your district to share) 3. Review fringe benefits packages (please bring the material from your district to share) 4. Discuss leave requirements Employee Resignation and Retirement 1. Legal Implications Communications, Working with People

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y Case Study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Assignments: 1. Reflect on what has been covered in this class. In what ways does the framework of negotiations interface with student performance and district vision/purpose? Post a one page Opinion/Editorial to Blackboard explaining the relationship between these two entities, thoughtfully respond to two classmates¶ postings.

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2. Post to discussion board ways that a Principal can recognize and show employees they are valued, thoughtfully respond to at least two other class member¶s posting. 3. Finalize portfolio for the seven listed standards. Hand in paper copy during last day, if possible, with submission by email no later than August 18, 2010. Note: Discuss the topics covered in this course as they relate to the standards; for example, discuss what you learned about how and why an administrator meets the standard. Friday, July 30, 2010 ± 7:00 a.m. to 4:00 p.m. -- Review previous class session. Netvibes, Current Events, Leadership/Management Theme Discussion y y y y y Final Discussion on Leadership Themes Laws of Leadership Ethical Decisions Personnel Life, Style, Modeling Human Resources Development and Wisconsin Administrator Standards

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ADMINISTRATIVE STANDARDS ADMINISTRATOR STANDARDS PI 34.03 To receive a license in a school administrator category under s. PI 34.32, an applicant shall complete an approved program in school administration and demonstrate proficient performance in the knowledge, skills, and dispositions under all of the following standards: 1) The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The administrator acts with integrity, fairness, and in an ethical manner. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schoolings.

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July 15, 2010

Name ______________________ Cohort _______________
Location & Year

Total Points ________ Grade ______________

Scoring Sheet for Portfolio Development and Assessment of Student Work ± 758 Human Resources
(Refer to the Companion Rubric) HD ± High Degree of Development - 4 SD ± Some Degree of Development - 3 LD ± Low Degree of Development -2 ND ± No Development ± 0

Standard 3 ± The Administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning environment. (The Standard is also known as, ³The Culture of Teaching and Learning´.)

S3f) Legal Issues ± State/Employment, Staffing from a District Perspective, Contracts (understanding systems restrictions & operate within them) HD SD LD ND Reflection Comment _____________________________________________________________________

S3g) Employment ± Recruiting, Hiring, Communications-Working with People, Responsibility & Contributions, Diversity HD SD LD ND

Reflection Comment _____________________________________________________________________

S3h) Understanding Instructional Leadership ± Staff Evaluation, Mentoring, Staff Development, Probation, Discipline, Recognition, Resignation, Retirement, HD SD LD ND

Reflection Comment _____________________________________________________________________ Standard 4 ± The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. (The Standard is also known as, ³The Management of Learning´.) S4g) Management Theory ± Classical Management Theory, Human Relations, Organizational Behavior (Enhance Positive & Minimize Negative), Movement, Human Resources Management HD SD LD ND

Reflection Comment _____________________________________________________________________

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Standard 6 ± The Administrator acts with integrity, fairness, and in an ethical manner. (The Standard is also known as, ³Integrity, Fairness, and Ethics in Learning´.)

S6g) Educability of All ± Special Education, Ethnic & Economic Diversity HD SD LD ND Reflection Comment _____________________________________________________________________

S6h) Employee Relations ± Dignity, Respect, Legal & Contractual, Job Responsibilities, Conflict Resolution both formal & informal, Wellness HD SD LD ND Reflection Comment _____________________________________________________________________

Standard 7 The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling. (The Standard is also known as: ³The Political, Social, Economic, Legal, and Cultural Context of Learning.´)

S7e) Contract Management± Federal, State, Local, Contractual, Equitable, Dignity, Respect, Discipline, Just Cause, Grievance, Arbitration, Lawsuits (communication with parents, supervisors, political leaders) HD SD LD ND Reflection Comment _____________________________________________________________________

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Rubric for Course 758 Human Resources Development
Standards S3f) Legal Issues y State/Employment Perspective y Staff from a District Perspective y Contracts S3g) Employment Practices y Recruiting y Hiring y Employment y CommunicationsWorking with People y Responsibility & Contributions y Diversity S3h) Understanding Instructional Leadership y Staff Evaluation y Mentoring y Staff Development y Probation y Discipline ± Progressive y Recognition y Resignation y Retirement S4g) Management Theory y Classical Management y Human Relations y Organizational Behavior Movement y Human Resource Management S6f) Justice and Fairness y Justice/fairness for all y Discrimination y Harassment y Cultural Awareness S6g) Employee Relations y Dignity y Respect y Legal & Contractual y Job Responsibilities y Wellness y EAP y Conflict Resolution both formal and informal S7e) Contract Management y Federal y State y Local y Contractual High Degree -4 A good understanding of laws, polices and the contract that influence the do¶s and don¶t in K12 education. Some Degree-3 An understanding is present in regard to the laws, policies and the contract but needs clarity and/or detail The student has a general understanding of the process from start to finish but lacks some clarity ± needs to detail ± may have neglected a step in the process The student for the most part is knowledgeable of the process of continuous improvement ± has a pretty clear picture of the process that needs to be followed for correction Students demonstrate an understanding but the detail and depth of understanding is average. Student has an understanding and some knowledge but it lacks depth and/or details Understands the legal and contractual sides of employment & uses present day Human Resources Management theories but lacks a little depth and/or thoughtless The understanding and knowledge is present but may lack a little clarity or maybe in places Low Degree-2 The student shows some insights into the do¶s and don¶t of the process but needs to demonstrate a better grip on the subject No Development-0 Really quite sketchy ± lacks depth, detail, clarity and even a clear overview

The student demonstrates a solid understanding of the hiring procedure from recruitment, through the interview to starting and then growing in a position

The student only partially demonstrates a clear understanding and/or knowledge of the process from start to finish

Limited to no quality to the explanation of the process and/or lacks a comprehensive overview of most of the process

The student has a good understanding of the process of providing the support needed to continuously improve your work force. If corrections are needed, knowledge of the process is clear

The student may generally understand the process of maintaining a quality work force but does not have a complete picture and/or lack a certain depth of understanding.

The student has only a vague understanding or has only limited knowledge of the process needed to maintain a district work force and/or how to take correction action Limited understanding of the different theories is evidenced by the student

Students demonstrates a good understanding that Management has evolved over the years and continues to evolve

Significant aspects about the different management theory is lacking - needs clarity and/or further explanation

Student demonstrates a good understanding & knowledge of the district responsibility in regard to special education , & diversity The student has demonstrated a good understanding of legal, contractual sides of employment & uses present day Human Resource Management theories

Student has a general sense of all three concepts but it is limited and only partially demonstrated Understands the concept in general but it lacks insight, depth and/or clarity. Articulation of main concepts is missing or much to general.

Very vague understand ± sketchy over view ± lacks significant amount of detail Limited to no information presented to be able to make a judgment in regard to his/her understanding in regard to legal and contractual employment.

A good knowledge base and a solid understanding of the legal nature of employment in the K-

The understanding and knowledge was really quite sketchy ± needs for clarity and depth. The skeleton possibly was

Little to no evidence of a clear understanding of the process involved in regard to the legal 10

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Equitable Dignity Respect Discipline Just Cause Grievance Arbitration Lawsuits

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it lacks a little detail.

shaped correctly but the body needed the organs to function.

nature of employment

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