Effective use of human resources and long-range planning relating to recruitment and development at the school/district level will be emphasized. Programs for developing district management personnel as well as school-level personnel will be covered.

To develop understanding and skill in the utilization of the personnel processes of staff selection, supervision, evaluation, and staff development. To critically analyze techniques for accomplishing these personnel processes.

1.  Candidates will have knowledge of components of systems to evaluate all certificated and classified staff. (Cognitive and Social) (CPSEL 2 and 3)

2.  Candidates will be thoroughly familiar with statutes and techniques designed to structure evaluation of teaching and staff effectiveness and be able to implement them. (Cognitive and Social) (CPSEL 2)

3.  Candidates will understand the staff development process of relating evaluation findings to appropriate adult educational strategies. (Cognitive, affective, and Social) (CPSEL 2)

4.  Candidates will master skills that will enable them to collegially plan educational programs for adult learners. (Cognitive, Affective, and Social) (CPSEL 1)

5.  Candidates will learn the means and rationale for integrating organizational goals with specific programs of adult learning and comprehensive programs of staff development. (Cognitive and Social) (CPSEL 4, 5, and 6)

6.  Candidates will learn essential strategies for developing, implementing and evaluating staff development programs. (Cognitive, Affective, and Social) (CPSEL 2)

7.  Candidates will learn a variety of staff utilization patterns which combine the needs and abilities of staff, organizational constraints, and available resources, and understand criteria for elective merit appropriate to address local needs. (Cognitive and Social) (CPSEL 1, 2, 4, and 5)

8.  Candidates will possess the process skills and understand the importance of implementing effective personnel policies. (Affective and Social) (CPSEL 3)

9.  Candidates will be able to implement long and short term procedures necessary for meeting staff needs. (Cognitive, Affective, and Social) (CPSEL 3)

10. Candidates will understand the inevitability of conflict at the school-site and district levels and develop strategies for early identification as well as conflict amelioration, to effectively and fairly conduct personnel grievance hearings. (Affective and Social) (CPSEL 2, 4, and 6)

Waxman, Hersholt and Walberg, Herbert, Effective Teaching: Current Research. Berkeley, Calif.: McCutchan Pub. 1991.

Wise, Arthur; Darling-Hammond, Linda; and Berry, Barnett, Effective Teacher Selection: From Recruitment to Retention. 1700 Main Street, P.O. Box 2138, Santa Monica, Calif. 90406-2138: The Rand Corporation, 1987.

Stankey, Sarah and Popham, W. James (editors), Teacher Evaluation: Six Prescriptions for Success. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1988.

Anderson, Mark E., Evaluating Principals: Strategies to Assess and Enhance Their Performance. Eugene, Oregon: Oregon School Study Council, 1989.

Andrews, Richard and Smith, Wilma, Instructional Leadership: How Principals Make a Difference. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1989.

Bailey, Max A. and Sindelar, Nancy W., "Freedom of Speech and the Incompetent/Competent Teacher," in West's Education Law Reporter, July 9, 1987, pp. 1151-1164.

Barth, Roland, Improving Schools From Within. San Francisco: Jossey-Bass, Publishers, 1991.

Bennett, William, Principal Selection Guide. Washington, D.C.: U.S. Department of Education, 1987.

Brandt, Ronald, "Progress in Evaluating Teaching," an edition of Educational Leadership, Vol. 44, Num. 7, April 1987.

Bridges, Edwin, Problem Based Learning For Administrators. Eugene, Oregon: ERIC Clearinghouse On Educational Management, 1992.

Bridges, Edwin, The Incompetent Teacher. Washington, D.C.: The Falmer Press, 1992.

Centra, John, Determining Faculty Effectiveness. San Francisco: Jossey-Bass Publishers, 1979.

Collins, Hugh, Justice in Dismissal: The Law of Termination of Employment. Oxford: Claredon Press, 1992.

Dill, David, What Teachers Need To Know. San Francisco: Jossey-Bass Publishers, 1990.

Drucker, Peter F., The Effective Executive. New York: HarperCollins, 1967 (particularly chapter 4).

Epstein, Joseph, Masters: Portraits of Great Teachers. New York: Basic Books, Inc., 1981.

Fehl, Noah, The Idea of a University in East and West. Hong Kong: Chung Chi College, 1962.

Finkin, Matthew, The Case for Tenure. Ithaca: Cornell University Press, 1996.

Gage, N.L. (Editor), Handbook of Research on Teaching. Chicago: Rand McNally & Company, 1963.

Gage, N.L. (Editor), Mandated Evaluation of Educators: A Conference on California's Stull Act. Stanford, California: Stanford Center for Research and Development in Teaching, 1973.

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Gall, Meredith and Acheson, Keith, Techniques in the Clinical Supervision of Teachers. New York: Longman, 1987.

Goodlad, John, Teachers For Our Nation's Schools. San Francisco: Jossey-Bass, Inc., 1990.

Goodlad, John; Soder, Roger; and Sirotnik, Kenneth, The Moral Dimensions of Teaching. San Francisco: Jossey-Bass Publishers, 1990.

Gorton, Richard and Snowden, Petra, School Leadership and Administration (Fourth Edition). Madison, Wisconsin: Brown and Benchmark, 1993.

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Hofstadter, Richard, Academic Freedom in the Age of the College. New York: Columbia University Press, 1964.

Hofstadter, Richard and Smith, Wilson (Editors), American Higher Education, A Documentary History (Vol. 1 and 2). Chicago: The University of Chicago Press, 1961.

Houston, W. Robert (Ed.), Handbook of Research on Teacher Education. New York: MacMillan Publishing Company, 1990.

Kelly, Henry, et.al., Technology And The American Economic Transition: Choices For The Future. Washington, D.C.: Office of Technology Assessment, 1988.

Leithwood, Kenneth; Begley, Paul and Cousins, J. Bradley, Developing Expert Leadership For Future Schools. London: The Falmer Press, 1992.

Luehe, F. William and Ehrgott, Richard, Clinical Teaching: Clinical Supervision. Visalia, Calif.: Key Publications, 1976 revised edition.

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McDonough, Matthew and Wolf, W. C., "Testing Teachers: Legal and Psychometric Considerations," in Educational Policy, Vol. 1, Number 2, 1987, pp. 199-213.

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Pechman, Ellen, The Condition of Being An Educator. Raleigh, North Carolina: Public School Forum of North Carolina, 1987.

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What is the "Management and Development of Human Resources?"

Credentialing and Assignment

Administrator Ethics

Developing Learning Communities

Research on Teaching

Teacher Evaluation Procedures

Labor Relations

Counselor Evaluation

Principal Evaluation

Classified Staff Evaluation

Self-renewal and Development

The wisdom, pertinence, clarity, and perceptiveness of class Commentary: 30%

Written project and exercises: 40%

Final Examination:                        30%

A.  Written Project (Complete by the ninth class session)

Personnel projection: (Write a paper on one of the following)

Summarize and critique several such studies.

12. Teacher Selection Project (adapted from Bridges, Edwin, Problem Based Learning) (Note: This could easily be adapted to become a Principal Selection Project.)

The context for creating and maintaining a quality teaching force is taking shape. Most districts will be hiring, rather than laying off, teachers. The supply is not expected to meet the demand, especially in the areas of math, science, and special education. If the pattern of the 60s, the period of the last teacher shortage, repeats itself, nearly half of the newly hired teachers will leave their districts within three years and the teaching profession within seven years. Moreover, the most talented are more likely to leave than the least talented. Those who stay are unlikely to lose their jobs for either marginal or poor performance.

If this is the context, how might administrators seek to create and maintain a quality teaching force? The answer to this important question is multifaceted. Administrators need to mount a comprehensive approach to the problem, one that addresses recruitment, selection, treatment of new hires, and granting tenure. Although this project emphasizes only one aspect of this approach, namely, selection, it is important for the prospective principal to consider these other issues as well.

The effectiveness of any selection process depends in part on the quality of the applicant pool. Hiring mistakes are much more likely when there is a high selection ratio (that is, the organization is forced to hire a relatively high proportion of the applicants). To increase the size and quality of the applicant pool, administrators should treat recruitment as a marketing problem. Marketing specialists identify the consumers' needs (in this instance, the applicant is a potential consumer) and then proceed to show how the product or service (in this instance, the district represents the product or service) will satisfy the consumers' needs. The marketing specialist also realizes that consumers will continue to buy the product or to use the service only if the product or service delivers on its promises.

Once the applicant is hired, the organization needs to create the conditions under which successful performance is likely. The quality of the teacher's performance is affected by several factors. The most obvious determinants are the teacher's competence and motivation. Less obvious, but no less important, are the level of difficulty of the teacher's assignment, the level and type of support that the teacher receives, and the resources that the organization provides the teacher to carry out his/her role.

Unfortunately, most new hires do not teach under conditions that are conducive to success. Compared with the veterans on the staff, the newcomer often has more of everything--more preps, more rooms in which to teach, more students who are viewed as difficult to teach, and more extra-class responsibilities. Newcomers also have relatively fewer organizational resources to meet these demands. Veterans have accumulated instructional materials, supplies, and equipment over the years. They also have inherited resources from colleagues who have retired or moved on to other occupations. To maximize the possibility that newcomers will be effective and find their role satisfying, principals should strive to create more favorable working conditions for new hires. If newcomers are to succeed and to experience job satisfaction, they should receive an assignment with a reasonable level of difficulty, sufficient resources to meet the organization's demands, and ample substantive and social-emotional support. It is the principal's responsibility to create these conditions.

Even if the conditions are conducive to effective performance, the teacher may fail to meet the district's standards of performance. Hiring mistakes are inevitable because there are no fool-proof selection procedures or tools. The probationary period offers the principal an opportunity to identify these hiring mistakes and to verify whether the new comer is a fully competent teacher who deserves tenure. It is virtually impossible for a district to create and maintain a quality teaching force unless these tenure decisions are sound ones.

Few principals relish the thought of having to making a negative tenure decision; they prefer to hire teachers who have the right stuff. Principals are in a much better position to improve their ratio of hits to misses if they are familiar with what research has to say about the reliability and validity of the various selection tools. They also are more likely to make a sound hiring decision if they can overcome the basic human tendency to focus on individual behavior and to ignore the context in which this behavior was observed. . . .

In designing the selection process principals need to realize that they are attempting to predict how an applicant will behave in a particular context. The accuracy of this prediction is likely to be greater if two conditions are met. First, the selection process is structured to elicit the kinds of behavior that one is trying to predict. Second, the context in which the behavior is being observed resembles the context in which the person will subsequently perform. As you read about the soundness of various selection tools and contemplate how you will design your own teacher selection process, bear these two conditions in mind.

Principals also need to realize that the selection process entails a choice by the applicant, as well as the organization. Individuals who are treated poorly during the recruitment and selection phase are apt to decline an offer of employment. To reduce the incidence of backouts, principals should structure the recruitment and selection process in a way that reflects a concern for the individual (for example, prompt and nonbureaucratic responses to inquiries, reasonable speed in making decisions, and timely information about what has happened or is happening with the individual's application). Moreover, the offer of employment should be personalized and exhibit a willingness to assist the individual in making the transition to the school and the community.

Learning Objectives

This project has been designed to provide you with an opportunity to learn about the following issues:

Guiding Questions

Problem

Assume that the Mountain View School District is looking for an English teacher and that you have been appointed to the Selection Committee. One individual will serve as the chair of the selection committee. The tasks of the selection committee are as follows:

*  Create a position announcement and a formal job description explaining the teacher evaluation system and criteria for teaching effectiveness used in the school district.

*  Create an application blank that you will use for this position. This application blank should be legally defensible and should solicit information that you will use in evaluating the suitability of applicants for the position. Attach to the application blank your rationale for the information that you are requesting.

*  Design the interview and work sample that you will use.

District policy requires that selection committees use two methods--a portfolio and an interview. Spell out the details of the procedures your committee will follow when implementing each method and explain why you intend to use these procedures. Be sure that your procedures are legally defensible.

*  Implement your procedures

Use the interview and portfolio requirement that you have designed to choose the person whom you will recommend for the position. I will attempt to find three individuals to volunteer to participate in the selection process as "applicants." I will supply the names and phone numbers of these individuals; you will need to make all the necessary arrangements.

*  Notify each "applicant" of the outcome.

As a condition of participating in this simulation, each volunteer wants to know whether (s)he was selected and what suggestions your committee might have for helping the person to improve.

Product Specifications

Your selection committee is expected to provide a report (not to exceed one page, single spaced) to the Director of Personnel. This report should contain the following:

1.  the recommendation of your committee

2.  an overview of the selection process that you used

3.  a justification for your recommendation

Attach to this report a copy of the application blank (including the rationale behind it) you created, the questions you asked during the interview, the portfolio, and any other materials your committee may have created during the selection process.

You will also be expected to provide each volunteer with the following information: (a) the outcome (Is the person being recommended for the position?) and (b) feedback regarding perceived strengths and areas in need of improvement. This information may be communicated face-to-face or in writing. (If you put the information in writing, provide me with a copy.)

Assessment

When you have finished, please prepare an integrative essay (not to exceed one typewritten, single-spaced page) that reflects what you have learned while completing this project. Also, answer the following questions:

13. One aspect of the "management and development of human resources" involves responding appropriately to the leadership of others. How should principals respond to teacher leadership?

14. The Administrating "Year-round" Schools Project.

Over the past few years, more than a few schools have adopted year-round schedules. Informal conversations with a few of the administrators of these schools suggested that these administrators seem "troubled" by the fact that for portions of the year, though they are on vacation, their school is still operating. The administrators that came to our attention seemed emotionally exhausted. Hence this personnel research: to determine the effects of year-round schooling on administrators.

Initially it would seem that there are a number of components to this study:

B.  Written Exercises (As further explained and assigned in class)

Introduction of Participants

Pre-Course Assessment

What is the "Management and Development of Human Resources?"

Comparing Alternative Developmental Models

Background Papers:

Discussion: "Here I Was A New Teacher"

Senate Bill 435

The Administrator's Assignment Manual

Videotape and Discussion on Credentialing and Assignment

Test on Credentialing and Assignment Practices

Reading: Continue reading Effective Teaching: Current Research.

Assessment Centers (What are they? What does the research say?)

Career Patterns and Career Order

Sex Discrimination

Administrator Ethics

What do we know about teaching?

Presentation of specific research summaries by seminar members.

Sources of Error in Observation

Alternative Teacher Evaluation Prescriptions

Discussion of Classroom Narratives

Staff Supervision Case Study: Teacher Burnout

Post-Observation Case Study

The Principal's Role in the Event of a Strike

Counselor Evaluation

Principal Evaluation Strategies

Institute for Quality in Human Life Seminars

1.  The concept of "Management and Development of Human Resources" as a fundamental educational idea.

4.  Alternative Approaches to the Selection of Educators, along with an examination of the political and educational implications of those alternative approaches.

5.  Typical career patterns

6.  Sensitivity to the Conditions of Teaching and the Problems of Educator Applicants.

10. The concept of a learning community.

11. The concept of a school as a bridge between mainstream and local culture.

"I think the thing I've learned from this course is that a principal needs to learn as much as she can about teachers. You need to know your staff thoroughly, listen and show people you truly care about them. When they realize you are ready to help them realize their goals, you will find a positive and favorable response." --a principal

"...we invoke each others' potential by our willingness to see the essence of each other." -- Peter Senge (in Senge, Peter et al., The Fifth Discipline Fieldbook. New York: Bantam Doubleday Dell Publishing Group, Inc., 1994, p. 4)

1.  The base to any school district planning is the curriculum to be offered. All planners including the Personnel Administrator must have this information. Components of the curriculum program of the future must show:

a.  class size

b.  organization of instruction

c.  facility needs

2.  Staff planning breaks down into areas such as specialists, staffing ratios, paraprofessional ratios, administration, and necessary number of classified staff as determined by job/completion ratios. Other key variables include union contracts, community demands, and standards of service.

3.  Staff deployment is the manner in which present and projected staff are assigned in the district.

a.  Decisions regarding the use of specialists need to be made.

b.  Differentiated staff versus other models should be debated.

c.  Schedules and work load are also variables to be discussed.

4.  Utilizing the above assumptions, the necessary number of human resources can be projected through considering:

a.  enrollments

b.  personnel ratios

c.  staff requirements

d.  recruitment requirements and turnover rates

5.  Once the future staffing needs of the organization are projected, an inventory of current human resources in the organization should be made. This staffing inventory can be made by attendance areas, schools, departments, etc. The data collected on each staff member might be some of the following:

a.  employment dates

b.  training, both academic and non-academic

c.  certification

d.  experience in assignments both in and out of the district

e.  age and possible retirement date

f.  district satisfaction with employee based upon evaluations

g.  qualifications for present position

6.  Once the staffing inventory is complete, short and long range manpower plans can be developed.

Personnel (certification, recruitment, selection, assignment, compensation, collective bargaining processes, formative and summative teacher evaluation, teacher rights, counselor evaluation, administrator evaluation, classified employee evaluation, staff development)