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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
web.lemoyne.edu/~donn/class/edl502/edl502.htm	donn@lemoyne.edu

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
Topic/Activity	Dates
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.)

EXPECTATIONS:

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.

READING ASSIGNMENTS:

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

Optional:

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

Optional:

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

Optional:

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

Optional:

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

Optional:

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

Optional:

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"

Optional:

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