EDLE 6520 Personnel Administration in the Public Schools 1

Educational Leadership Program

Syllabus EDLE 6520 Personnel Administration in the Public Schools

CORE VALUES AND BELIEFS

Graduates will have the knowledge, skills and motivation to:

Lead learning organizations Engage ethically with the community Advocate for diversity, equity and inclusion Develop theory to practice solutions

Locations ONLINE Daily throughout the semester Canvas, https://canvas.unt.edu

ON-CAMPUS Wednesday evenings, 5:30 – 8:20pm UCD 321 1901 Main Street, Dallas, Texas 75201

Dates January 14 – May 8

ON-CAMPUS SESSIONS

Week 1, Jan 14 Week 3, Jan 30 Week 5, Feb 13

Week 7, Feb 27 Week 9, Mar 20 Week 11, Apr 3

Week 13, Apr 17 Week 15, May 1

Instructor Dr. Stephen Waddell

Contact Info Online: Inbox in Canvas Email: stephen.waddell.unt.edu Cell: 817-454-4414 Office Phone: 469-752-8001

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COURSE DESCRIPTION This course will facilitate a discussion and promote an understanding of a school district’s most significant asset — its people. Employee compensation represents 80-85% of the typical district’s annual operating budget. Therefore, it is critical that educational leaders be well- versed in human resource management (HRM). Major components of an HRM system include:

Enrollment projections and staffing allocation

Employee recruitment, selection and induction

Motivation and retention

Performance evaluation and appraisal

Contract administration and employee relations (e.g., investigations, discipline, due process)

Compensation

Collective bargaining will not be addressed due to its status in the state of Texas.

COURSE OBJECTIVES

This course is designed to promote the development of teacher, school, and district leaders who have the knowledge and ability to promote the success of all students. The objectives and outcomes for this course are based on the College of Education Conceptual Framework for Teacher Preparation, as well as the Interstate Leadership Licensure Consortium (ISLLC) Standards and the State of Texas Proficiencies for Administrators (both of which are designed for advanced programs in educational leadership).

ISLLC Standards All six ISLLC standards should be considered while moving through the course work in your program; however, in this course I will ask you to make connections with some standards more than others.

Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Standard 2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

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Proficiencies for Texas Administrators Learner-Centered Leadership Through inspiring leadership, the administrator maximizes learning for all students while maintaining professional ethics and personal integrity. Learner-Centered Climate The administrator establishes a climate of mutual trust and respect that enables all members of the learning community to seek and attain excellence. Learner-Centered Curriculum and Instruction The administrator facilitates the implementation of a sound curriculum and appropriate instructional strategies designed to promote optimal learning for all students. Learner-Centered Professional Development The administrator demonstrates a commitment to student learning through a personal growth plan and fosters the professional development of all staff in the learning community. Equity in Excellence of All Learners The administrator promotes equity in excellence for all by acknowledging, respecting, and responding to diversity among students and staff, while building on shared values and other similarities that bond all people. Learner-Centered Communication The administrator effectively communicates the learning community's vision as well as its policies and successes in interactions with staff, students, parents, community members, and the media.

STUDENT LEARNING OUTCOMES Students should be able to:

Recognize and articulate that all decisions should reflect a focus on student learning

Recognize importance of systems thinking in the decision-making process

Be able to describe the role of the human resources leader as a support for continuous

improvement efforts for a district and its campuses

Identify critical elements when making decisions about employees of educational

institutions

Discuss relationship between selection and management of personnel and:

o Quality learning experiences for all students

o Employing the skills and abilities of the workforce efficiently

o Providing the organization with well-trained and well-motivated employees

o Developing and maintaining a quality of work life

o Communicating HRM policies to all employees

o Maintaining ethical policies and socially-responsible behavior o Managing change to the mutual advantage of individuals, groups, the

organization and the public

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REQUIRED RESOURCES

Text Norton, M. Scott, and Webb, L. Dean. (2013). Human Resources Administration: Personnel Issues and

Needs in Education (6th ed.). Boston, Massachusetts: Pearson Education, Inc. ISBN-10: 0132678098 or ISBN-13: 978-0132678094

Optional Supplementary Materials

APA Manual (6th Edition) – Basic Tutorial

http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

Educator’s Guide to Texas School Law. (Walsh, Kemerer, Maniotis)

Texas Documentation Handbook. (Kemerer and Crain)

Texas School Law Bulletin. (Texas Education Agency)

Texas Legal Digest http://www.legaldigest.com/

Commissioner’s Hearing Decisions

http://ritter.tea.state.tx.us/commissioner/index.html

Texas Association of School Boards (TASB) Policy On Line®: Example – Denton ISD

http://pol.tasb.org/Home/Index/383

Review FERPA for School Officials

http://familypolicy.ed.gov/ferpa-school-officials

Texas Educator Code of Ethics

http://www.coe.tcu.edu/PDFS/UG_applications/TCU%20COE%20Ethics%20F orm-Students.pdf

Review Fair Labor Standards Act

http://www.dol.gov/whd/flsa/

INSTRUCTIONAL DELIVERY AND EXPECTATIONS

This is a blended course, which means it is delivered as a scheduled asynchronous online course (via Canvas) throughout each week, along with a single three-hour traditional on-campus class one evening of approximately every other week. The course is arranged in weekly modules and you and your classmates will find all course overview information and instructions, materials, resources, schedules, assignments, and other course-related components within the weekly modules of the Canvas course. You will participate in activities that are either whole class, partnerships, or individual. You'll be expected to log into the course no less than every other day and, ideally, every day to communicate and collaborate with classmates and instructor.

This course will take on a seminar approach in which you and your classmates will assume a high degree of responsibility for instruction and will be expected to read and research all materials for all online activities and before each on-campus session. It is imperative that each student attend every on-campus session. In the event of an absence, please contact me by email using the Canvas Inbox or your UNT email account, or phone prior to the on-campus session. It is also very important you arrive no later than 5:30pm. At my discretion, your failure to attend, arrive promptly, or remain for the duration of each on-campus session may be reflected in your course grade.

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On-Campus Discussion Agreement

1. Listen actively — respect others when they are talking.

2. Speak from your own experience instead of generalizing. Be conscious of time by adding to rather than repeating a discussion point and do not monopolize discussions.

3. Do not be afraid to respectfully challenge one another by asking questions but refrain from personal attacks — focus on ideas.

4. Participate to the fullest of your ability — community growth depends on the inclusion of every individual voice.

5. The goal is not to agree — it is to gain a deeper understanding from other perspectives.

6. Be conscious of body language and nonverbal responses — they can be as respectful or disrespectful as words.

WEEKLY COURSE SCHEDULE

See Canvas Modules for weekly course work, discussions, and assignments.

Week Dates Topic Assignments Text

1 Jan 16-Jan 22 Introduction to Course

2 Jan 23 - Jan 29 Online Discussion; Bi-Weekly Assignment

Chapter 1, 2

3 Jan 30 - Feb 5 Enrollment Projections and Staffing

Online Discussion Chapter 3

4 Feb 6 – Feb 12 Online Discussion; Bi-Weekly Assignment

Chapter 4, 5

5 Feb 13 – 19 Recruitment, Selection and Induction

Online Discussion Chapter 6

6 Feb 20 – Feb 26 Online Discussion; Bi-Weekly Assignment

7 Feb 27 – Mar 5 Motivation, Retention and Learning Communities

Online Discussion Chapter 7

8 Mar 6 – Mar 19 Online Discussion; Bi-Weekly Assignment

Chapter 10

9 Mar 20 – Mar 26 Evaluation and Assessment Online Discussion 10 Mar 27 – Apr 2 Online Discussion;

Bi-Weekly Assignment Chapter 8

11 Apr 2 – Apr 9 Contracts Online Discussion

12 Apr 10 – Apr 16 Online Discussion; Bi-Weekly Assignment

13 Apr 17 – Apr 23 Compensation

14 Apr 24 – Apr 30 15 May 1 – May 10 Final Projects

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ASSIGNMENTS AND GRADING

The course is organized in Canvas by weekly modules. In the modules, you will find a weekly overview, readings and resources, discussions, and assignments. In the weeks we meet on campus, the weekly module will have a Unit Prep for Next Class Meeting that will inform you of the topic for the next meeting and what you need to do to prepare.

1. Collaborate with classmates in online Weekly Discussions

2. Read the text as assigned for topic knowledge base

3. Participate in online discussion

4. Complete an assignment for each two week unit

5. Participate in class discussion

6. Prepare a Final Project paper and presentation Assignments and Discussions Due Dates Due dates for each assignment and discussion are displayed in several locations:

Within the assigned activity

While viewing item titles within each weekly module

From the Syllabus link on the course menu

From the Assignments link on the course menu You should submit Assignments documents in either Word DOC or PDF format using the Submit Assignment button in each assignment. Grading

A = 90% - 100% of total points available B = 80% - 89% of total points available C = 70% - 79% of total points available

Assignment Points Total Points

1. Discussions (initial post + additional responses) 14 x 10 points each 140

2. Bi-weekly assignments 6 x 10 points each 60

3. On-campus Discussions 6 x 15 points each 90

4. Submission of Final Project Paper 1 x 50 points each 50

5. Presentation of Final Project 1 x 50 points each 50

TOTAL 390

How to Access Grades

See the Grades tool on the course menu for current grades.

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TECHNICAL INFO AND OTHER SUPPORT SERVICES

Minimum Technical Skills Needed Navigating and using basic tools of Canvas Using email and attaching documents Creating, saving, and submitting files in DOC and PDF formats Creating videos

Canvas Information

Info on using Canvas Canvas Student Guide, Video Guides, Canvas Getting Started, Canvas Basics Guide

Computer specs https://community.canvaslms.com/docs/DOC-10721 Supported browsers https://community.canvaslms.com/docs/DOC-10720-67952720329

Student Technical Support After logging into your Canvas course, click the Help icon on the bottom of the Global Navigation menu (the dark column on the left border of your browser window), which provides links to these resources:

Student Helpdesk — See contact details or submit a ticket Online Student Resources Ask Your Instructor a Question — Questions are emailed to your instructor Search the Canvas Guides — Find guides and look up answers

UNT Student Helpdesk Make a note of this information now in case of a situation where you can't login to the course.

Email: helpdesk@unt.edu Phone: 940.565-2324 Site: UIT Help desk Report an Issue

Support Hours Monday-Thursday 8am-midnight Friday 8am-8pm Saturday 9am-5pm Sunday noon-midnight

UNIVERSITY AND TEACHER EDUCATION DEPARTMENTAL POLICY STATEMENTS AND INFORMATION

Incompletes An incomplete is a non-punitive grade given only during the last one-fourth of the semester and only if the student is: 1) passing the course and 2) has a justifiable reason (such as serious illness or death in the family) for not completing work on schedule. An incomplete form must be completed by the student and the instructor that provides: 1) the rationale for the incomplete; 2) the work that must be completed; 3) the date by which the work must be submitted; and 4) the grade the student will receive if the work is not submitted on time. The form is signed by both the student and the faculty member and is forwarded to the department chairperson before grades for the course are submitted.

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Eagle Connect Email

You must check your UNT Eagle Connect email regularly. All official correspondence between UNT and students is conducted via Eagle Connect, and it is every student's responsibility to read Eagle Connect Email regularly. Our Educational Leadership Program also sends reminders about deadlines, etc. through Eagle Connect. If you are not checking this email, you may miss important information.

Virtual Classroom Citizenship The same guidelines that apply to traditional classes should be observed in the virtual classroom environment. Please use proper netiquette when interacting with class members and the professor. Read the Netiquette Guidelines in the How We Communicate section in the Start Here module. Scholarly Expectations and Academic Integrity Work submitted for credit must be original work created by the scholar uniquely for this class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills, excellent written communication skills, and significantly higher quality than work produced at the undergraduate level. Read the information about the University Policy Statements on Ethics and on Academic Integrity later in this syllabus.

Acceptable Student Behavior Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct. Copyright Notice Some or all of the materials on this course website may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies. Additional copyright information may be located at: https://clear.unt.edu/teaching-resources/copyright-guide. Course Evaluation Toward the end of the semester, you will receive a link in your UNT EagleConnect email for the course evaluation. You can also complete the survey at https://my.unt.edu by logging in and selecting SPOT. The Student Perceptions of Teaching (SPOT) is expected for all students of organized classes at UNT. This evaluation provides you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Disabilities Accommodation

“The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see

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the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Barbara Pazey is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays

If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Title IX Services Sexual discrimination, harassment, & assault: UNT is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, stalking, etc. The federal Title IX law makes it clear that violence and harassment based on sex and gender are civil rights violations. UNT’s Dean of Students’ website offers a range of resources to help support survivors, based on their needs: http://deanofstudents.unt.edu/resources. Renee LeClaire McNamara is UNT’s Student Advocate and she can be reached via email at SurvivorAdvocate@unt.edu or by calling the Dean of Students’ office at 940-565-2648. University Mental Health Services UNT recognizes that it is not easy to be a student. The demands for economic, intellectual, social, and emotional stability are often in competition, and it can grow weary. School is one aspect of your busy life, and while it’s important to stay the course, it’s also important to acknowledge when you may need more support. UNT’s Counseling Center, as well as the Student Health and Wellness Center, offer support through counseling, care for your well-being and psychiatric health, workshops for socio-emotional challenges, etc. These services are confidential, and most of these services are covered by your tuition. Feel free to see me for more support on this, call 940-565-2333 and/or refer to the following website: https://speakout.unt.edu/content/mental-health-resources DISTRIBUTED EDUCATION POLICY STATEMENTS IMPORTANT NOTICE FOR F-1 STUDENTS Important Notice for F-1 Students taking Distance Education Courses Federal Regulation To read detailed Immigration and Customs Enforcement regulations for F-1 students taking online courses, please go to the Electronic Code of Federal Regulations website at http://www.ecfr.gov/. The specific portion concerning distance education courses is located at Title 8 CFR 214.2 Paragraph (f)(6)(i)(G). The paragraph reads: (G) For F-1 students enrolled in classes for credit or classroom hours, no more than the equivalent of one class or three credits per session, term, semester, trimester, or quarter may be counted toward the full course of study requirement if the class is taken on-line or through distance education and does not require the student's physical attendance for classes, examination or other purposes integral to completion of the class. An on-line or distance education course is a course that is offered principally through the use of television, audio, or computer transmission including open broadcast, closed circuit, cable, microwave, or satellite, audio conferencing, or computer conferencing. If the F-1 student's course of study is in a language study program, no on-line or distance education classes may be considered to count toward a student's full course of study requirement.

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University of North Texas Compliance To comply with immigration regulations, an F-1 visa holder within the United States may need to engage in an on-campus experiential component for this course. This component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on-campus lecture or lab activity, or other on-campus experience integral to the completion of this course. If such an on-campus activity is required, it is the student’s responsibility to do the following: (1) Submit a written request to the instructor for an on-campus experiential component within one week of the start of the course. (2) Ensure that the activity on campus takes place and the instructor documents it in writing with a notice sent to the International Student and Scholar Services Office. ISSS has a form available that you may use for this purpose. Because the decision may have serious immigration consequences, if a F-1 student is unsure about their need to participate in an on-campus experiential component for this course, they should contact the UNT International Student and Scholar Services Office (telephone 940-565-2195 or email internationaladvising@unt.edu) to get clarification before the one-week deadline.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK The Educator as Agent of Engaged Learning Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Principal as Instructional Leader Competencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world. The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

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Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and

knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess

instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for

development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate

for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and

informally the various cultural heritages, unique endowments, learning styles, interests, and needs of

learners.

5. Professional communication refers to effective interpersonal and professional oral and written

communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued

learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise. A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

APPENDIX Educational Leadership Policy Standards: ISLLC 2008 as adopted by the National Policy Board for Educational Administration (NPBEA)

Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders

Functions:

A. Collaboratively develop and implement a shared vision and mission.

B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning

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C. Create and implement plans to achieve goals

D. Promote continuous and sustainable improvement

E. Monitor and evaluate progress and revise plans

Standard 2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Functions:

A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations

B. Create a comprehensive, rigorous, and coherent curricular program

C. Create a personalized and motivating learning environment for students

D. Supervise instruction

E. Develop assessment and accountability systems to monitor student progress.

F. Develop the instructional and leadership capacity of staff

G. Maximize time spent on quality instruction

H. Promote the use of the most effective and appropriate technologies to support teaching and learning

I. Monitor and evaluate the impact of the instructional program

Standard 3: An education leader promotes the success of every student by ensuring management of the

organization, operation, and resources for a safe, efficient, and effective learning environment.

Functions

A. Monitor and evaluate the management and operational systems

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources

C. Promote and protect the welfare and safety of students and staff

D. Develop the capacity for distributed leadership

E. Ensure teacher and organizational time is focused to support quality instruction and student learning

Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

Functions

A. Collect and analyze data and information pertinent to the educational environment

B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources

C. Build and sustain positive relationships with families and caregivers

D. Build and sustain productive relationships with community partners

Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

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Functions

A. Ensure a system of accountability for every student’s academic and social success

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior

C. Safeguard the values of democracy, equity, and diversity

D. Consider and evaluate the potential moral and legal consequences of decision-making

E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Functions

A. Advocate for children, families, and, caregivers

B. Act to influence local, district, state, and national decisions affecting student learning

C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies