EDL 502 - Leadership for Human Resource Development in the Schools

Cliff Donn (Cliff to you)

Fall 2008 - St. Mary's Hall 123

Reilly Hall 416, 445-4484



TOPICS: This course is about the processes by which school districts can recruit, select, acculturate, develop, evaluate, compensate and retain the personnel necessary to accomplish their educational objectives. While all categories of school personnel, both professional and non-professional, will be discussed, the emphasis will be on teaching staff. The objective of the class is not to provide canned formulas or "correct" answers. Rather, students will become familiar with a variety of alternative approaches and with the arguments for and against these alternatives.

Students have opportunities to research and practice problem solving and leadership skills as applied to human resources. Classes promote the sharing of professional expertise. However, because of the sensitive nature of personnel issues, experiences are shared without identifying schools or individuals. Class discussions of specific school problems are not to be shared in discussions outside of class.

SOURCES: The basic text for this course is The Human Resource Function in Educational Administration, 9th edition, I. Phillip Young. You will be reading some of this book on virtually every topic we cover. In addition, there will be sections of other books and articles from a variety of journals on reserve at the library, and most of these will be available to you electronically. The majority of the journal articles will come from Educational Leadership

REQUIREMENTS: All students in EDL 502 will be required to take a final examination at 6:00 p.m. on Monday, December 8. In addition, each student will participate in a debate (possibly more than one) on a major controversy in school human resource development. More information will be provided. Other assignments and requirements will be discussed with the class and decided during the first several weeks of the class. This discussion will include the weighting of each component in terms of the course grade. In order to pass the course all assignments must be completed and all must be submitted when due.

You should not take this class unless you expect to be able to attend all class sessions. If you miss class, it is your responsibility to get notes, any materials that were distributed, etc. Any class you miss involves missing an entire week of material. This is a major loss in terms of your mastery of the course. We understand that you have many important claims on your time including professional obligations. It is up to you to decide on your priorities. However, you cannot receive a passing grade in the course without mastering the material and this cannot be done with a significant number of absences, no matter how valid the justification so you cannot receive a passing grade in the course if you miss several classes. In addition, for any absences beyond the first, regardless of the reason, you will be assigned a paper of five to six pages on the reading material assigned for that week. This assignment is explained in greater detail on the course home page.

CELL PHONES: Cell phones must be turned off (not set on vibrate) during class. If an emergency necessitates that your phone be kept on for a particular day, please consult the instructor at the beginning of class.

DISABILITY: If you have a documented disability and wish to discuss accommodation, please contact the instructor during the first two weeks of the course.

SCHEDULE: This schedule of topics and activities is tentative and may be altered in the first few weeks of the semester depending on the decisions the class makes about assignments and requirements.

Class Topics and Activities



1. Introduction/Definitions/Discussion of Course Requirements

August 25

2. Planning and Human Resource Information/Discussion of Course Requirements

September 8

3. Recruitment and Selection

September 15

4. Induction and Development

September 22

5. Debate 1 - Affirmative Action in Recruitment, Selection and Promotion

September 29

6. Performance Appraisal

October 6

7. Compensation

October 20

8. Debate 2 - Merit Pay for Teaching Staff

October 27

9. Employment Continuity/Tenure/Discipline

November 3

10. Debate 3 - Tenure for Teachers

November 10

11. Unionism and Collective Bargaining

November 17

12. Debate 4 - Public Schools and the Right to Strike

November 24

13. Conclusions/Review/Course Evaluation

December 1

14. Final Examination

December 8 (6:00 p.m.)



WHAT I EXPECT FROM YOU:  I expect that you will come to class each day on time, having done the reading assignment and that you will be prepared to participate by asking and answering questions and by expressing your opinions. I expect that you will ask questions about anything you don't understand or with which you disagree. I expect that assignments will be done and turned in on time, that they will reflect the best work you can do and that they will reflect only your own work. I expect that you will contact me if you are having any problems in the course or if you are having personal problems which may affect your performance in the course. Overall, I expect you to work hard at getting the most out of this course that you possibly can.

WHAT YOU CAN EXPECT FROM ME:  You can expect that I shall come to class on time each day having thought about and prepared the material. You can expect that I shall answer your questions to the best of my ability and that your opinions will be heard with respect. You can expect that your assignments and exams will be graded carefully and returned in a timely manner and that you will be given an explanation of why you receive the grades you receive. You can expect that I shall make time to see you if you need to see me and that I shall keep regular office hours.

WHAT WE SHOULD EXPECT FROM EACH OTHER:  A serious commitment to learning and a serious effort toward that end.

OUTCOMES: At the end of this course, the successful student will be familiar with the basic concepts related to human resource management in the school environment. The student will be familiar with commonly used tools and their limitations and will be able to explain both the tools and limitations and will be familiar with the information and data required to make human resource decisions and will know how to find those data. The student will be familiar with major controversies in the field and will be able to articulate the basic arguments on both sides of those controversies.


1. Introduction

  • Young, chap. 1, "The Human Resource Function"

2. Planning and Human Resource Information

  • Young, chaps. 2 & 3, "Information Systems and Enrollment Projections" and "Strategic Planning and Staffing"
  • Michael Fullan, "The Change Leader," Educational Leadership, May 2002


  • Barbara Kohm, "Improving Faculty Conversations," Educational Leadership, May 2002
  • Dan Caterinicchia, "Safeguarding HR Information," HRMagazine, Nov. 2005

3. Recruitment and Selection

  • Young, chaps. 4 & 5, "Recruitment" and "Selection"
  • James H. Stronge and Jennifer L. Hindman, "Hiring the Best Teachers," Educational Leadership, May 2003


  • Terry B. Grier and Amy A. Holcombe, "Mission Possible," Educational Leadership, April 2008
  • Susan F. Wells, "Ground Rules on Background Checks, HRMagazine, February 2008
  • Jennifer Taylor Arnold, "Getting Facts Fast," HRMagazine, February 2008
  • John M. Phillips, Mary Pomerantz and Stanley M. Gully, "Plugging the Boomer Drain," HRMagazine, December 2007
  • Richard M. Ingersoll and Thomas M. Smith, "The Wrong Solution to the Teacher Shortage," Educational Leadership, May 2003
  • Kati Haycock, "Toward a Fair Distribution of Teacher Talent," Educational Leadership, December 2002/January 2003
  • Paul Winter, et al., "An Experimental Approach to Evaluating the Viability of Potential Applicants for Assistant Principal Vacancies," Journal of Personnel Evaluation in Education, Dec.2003
  • Marge Scherer, "The Right New Teachers," Educational Leadership, May 2005
  • Pete Pilsbury, "Only the Best: Hiring Outstanding Teachers," Leadership, Nov.-Dec. 2005
  • Nathan L. Essex, "The Legal Toll of Candor in Personnel Recommendations," School Administrator, October 2005
  • Michael Barrier, "Should Looks Count," HRMagazine, Sept. 2004
  • Janet Stites, "Equal Pay for the Sexes," HRMagazine, May 2005
  • Thomas R. Hoerr, "Finding the Right Teachers," Educational Leadership, May 2006

4. Induction and Development

  • Young, chaps. 6 & 10, "Orientation" and "Development"
  • Linda Gilbert, "What Helps Beginning Teachers," Educational Leadership, May 2005
  • John H. Holloway, "Linking Professional Development to Student Learning," Educational Leadership, Nov. 2003


  • H. Jerome Freiberg, "Essential Skills for New Teachers," Educational Leadership, March 2002
  • Kiran Thakur and Niloufer Aga, "A Time to Rethink," Educational Leadership, March 2002
  • Harry K. Wong, "Induction: The Best Form of Professional Development" Educational Leadership, March 2002
  • Thomas R. Guskey, "Does It Make a Difference? Evaluation Professional Development," Educational Leadership, March 2002
  • Cynthia Simm Millinger, "Helping New Teachers Cope," Educational Leadership, May 2004
  • Samuel Miller et al., "Preparing Teachers for High Poverty Schools," Educational Leadership, May 2005
  • Justine C. Salvo et al., "Surviving Day One...and Beyond," Educational Leadership, May 2005
  • Andrew J. Wayne et al., "Improving Teacher Induction," Educational Leadership, May 2005
  • Edwin G. Ralph, "Mentoring Beginning Teachers: Findings from Contextual Supervision," Journal of Personnel Evaluation in Education, Sept. 2002
  • Maria Assucao Flores, "The Impact of School Culture and Leadership on New Teachers' Learning in the Workplace," International Journal of Leadership in Education, Oct.-Dec. 2004
  • James Hoffman and Howard Johnston, "Professional Development for Principals, by Principals," Leadership, May-June 2005
  • Kathryn Tyler, "Promoting the Teacher Within," HR Magazine, October 2005

6. Performance Appraisal

  • Young, chap. 7, "Performance Appraisal"
  • Robert Gratton, "Teacher Appraisal: A Lesson in Confusion over Purpose," The International Journal of Educational Management, V.18, Issues 4/5, 2004


  • Jennifer Goldstein and Pedro A. Noguera, "A Thoughtful Approach to Teacher Evaluation," Educational Leadership, March 2006
  • Jerry Horgen, "Assessing Teacher Competency," School Administrator, December 2007
  • Chad D. Ellett and Charles Teddlie, "Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectives from the USA," Journal of Personnel Evaluation in Education, March 2003
  • Alan Ping Yan Chow et al., "Teachers' Perceptions of Appraiser-Appraisee Relationships," Journal of Personnel Evaluation in Education, June 2002
  • Brad A. Chambers and Neal Schmitt, "Inequality in the Performance Evaluation Process: How You Rate Me Affects How I Rate You," Journal of Personnel Evaluation in Education, June 2002
  • Kenneth D. Peterson et al., "Ethical Considerations for Teachers in the Evaluation of Other Teachers," Journal of Personnel Evaluation in Education, December 2002
  • Christina Amsterdam et al., "A Collaborative Approach to the Development and Validation of a Principal Evaluation System: A Case Study," Journal of Personnel Evaluation in Education, Sept. 2003
  • Ellizabeth Holtzapple, "Criterion-Related Validity Evidenc for a Standards-Based Teacher Evaluation System," Journal of Personnel Evaluation in Education, Sept. 2003
  • Douglas B. Reeves, "Evlauating Administrators," Educational Leadership, April 2004
  • Raymond L. Calabrese et al., "Teachers and Principals Perceptions of the Summative Evaluation Conference: an Examination of Model I theories-in-use," The International Journal of Educational Management, V.18, Issues 2/3, 2004

7. Compensation

  • Young, chap. 8, "Compensation"
  • Linda C. Morice and James E. Murray, "Compensation and Teacher Retention: A Success Story," Educational Leadership, May 2003


  • Susan F. Wells, "Finding Wellness's Return on Investment," HRMagazine, June 2008
  • Adam E. Nir and Melly Naphcha, "Teachers' Salaries in Public Education: Between Myth and Fact," The International Journal of Educational Management, V. 21, Issue 4, 2007
  • Michael Jackson, "`Great Classroom Teaching' and More: Awards for Outstanding Teaching Evaluated," The International Journal of Educational Management, V. 20, Issue 4, 2006
  • Richard Rothstein, "Is the Private Sector a Model for Merit Pay," School Administrator, December 2005
  • Susan F. Wells, "No Results, No Raise," HRMagazine, May 2005
  • Susan Ladika, "Decompressing Pay," HRMagazine, Dec. 2005
  • Johnson, "Merit Pay for Teachers: A Poor Prescription for Reform," Harvard Educational Review, V.54, N.2, May 1984

9. Employment Continuity, Tenure and Discipline

  • Young, chap. 9, "Employment Continuity
  • Wei-Cheng J. Mau, Randy Ellsworth and Donna Hawley, "Job Satisfaction and Career Persistence of Beginning Teachers," The International Journal of Educational Management, V. 22, Issue 1, 2008
  • Krantz-Kent, "Teachers' Work Patterns: When, Where and How Much Do U.S. Teachers Work?" Monthly Labor Review, March 2008


  • Kati Haycock and Candace Crawford, "Closing the Teacher Quality Gap," Educational Leadership, April 2008
  • George Odhiambo, "Elusive Search for Quality Education:The Case of Quality Assurance and Teacher Accountability," The International Journal of Educational Management, V. 22, Issue 5, 2008
  • John J. De Nobile and John McCormick, "Job Satisfaction of Catholic Primary School Staff: a Study of Biographical Differences," The International Journal of Educational Management, V. 22, Issue 2, 2008
  • Joanne Rooney, "Teacher Supervision: If It Ain't Working...." Educational Leadership, November 2005
  • Eliezer Yariv and Marianne Coleman, "Managing `Challenging' Teachers," The International Journal of Educational Management, V. 19, Issue 4, 2005
  • Linda Darling-Hammond, "Keeping Good Teachers: Why It Matters, What Leaders Can Do," Educational Leadership, May 2003
  • Kathleen F. Grove, "The Invisible Role of the Central Office," Educational Leadership, May 2002
  • Sandra L. Harris and Sandra Lowery, "A View from the Classroom," Educational Leadership, May 2002
  • Linda Lambert, "A Framework for Shared Leadership," Educational Leadership, May 2002
  • Susan Moore Johnson and Sarah E. Birkeland, "The Schools That Teachers Choose," Educational Leadership, May 2003
  • Thomas R. Hoerr, "Faculty Meetings Can Be Worthwhile," Educational Leadership, October 2005
  • Richard Fossey and Douglas R. Davis, "Downs v. Los Angeles Unified School District: The Case of the Anti-Gay Teacher," Journal of Personnel Evaluation in Education, Sept. 2003
  • Wayne K. Hoy and C. John Tarter, "Organizational Justice in Schools: No Justice without Trust," The International Journal of Educational Management, V.18, Issues 4/5, 2004
  • Eliezer Yariv and Marianne Coleman, "Managing 'Challenging' Teachers," The International Journal of Educational Management, V.19, Issues 4/5, 2005
  • Suzette Lovely, "The Art of Retention," Leadership, Jan.-Feb. 2004
  • Shana R. Lewis, "Spousal Conflicts of Interest," School Administrator, August 2005
  • Martha Frase-Blunt, "Making Exit Interviews Work," HRMagazine, August 2004
  • George C. Kraehe, "Calling Mamdouh 'Manny' Was Racial Discrimination," HRMagazine, October 2005
  • Noelle C. Nelson, "Valuing Employees," HRMagazine, February 2006
  • Paul Falcone, "Preserving Restless Top Performers," HRMagazine, March 2006
  • Allen Smith, "ADA Accommodation Is Not One-Stop Shopping," HRMagazine, May 2006
  • Maria Greco Danaher, "Discrimination Based on Psychiatric Treatment Proved Costly," HRMagazine, May 2006

11. Unionism and Collective Bargaining

  • Young, chap. 11, "Unionism and the Human Resource Function"


  • Ruben L. Ingram, "Negotiating Away BARRIERS to Educational Opportunity," Leadership, Jan.-Feb. 2004
  • Kathryn Tyler, "Good Faith Bargaining," HRMagazine, Jan. 2005
  • Kriesky, "Trends in Dispute Resolution in the Public Sector," in Adrienne E. Eaton and Jeffery H. Keefe, Employment Dispute Resolution and Worker Rights
  • Doherty, "Public Education," in Gerald G. Somers, Collective Bargaining: Contemporary American Experience

13. Conclusions

  • Gary L. Anderson, "A Critique of the Test for School Leaders," Educational Leadership, May 2002
  • John H. Holloway, "A Defense of the Test for School Leaders," Educational Leadership, May 2002