EDLD 5345 ~ Human Resource Management

Course Objectives and Learning Outcomes This course addressed the knowledge/application of the following National Council for Accreditation of Teacher Education – Educational Leadership Constituent Council (NCATE-ELCC) Standards and State Board for Educator Certification (SBEC) Principal Competencies. These state and national standards have been developed through collaboration and consensus among scholar practitioners who serve in a variety of leadership positions from pre-K through higher education. Course expectations include: •Model learner-centered leadership in all course assignments, activities and assessments. •Strong emphasis on preparation and participation for the learner-centered classroom and campus. •Effort to incorporate effective instructional strategies in learning ELCC and SBEC Principal Standards and Competencies (i.e., practice what we preach regarding learner-centered standards – walking the talk). •Effective communication, especially with academic coaches, will be encouraged at all times. Educational Leadership Constituent Council (ELCC) Principal Standards: Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. •Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. •Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. •Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. •ELCC Standards are accessible at http://www.npbea.org/ELCC/ELCCstandards. State Board for Educator Certification (SBEC) Principal Competencies and supporting standards: Domain I: School Community Leadership* Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The principal knows how to: •implement strategies to ensure the development of collegial relationships and effective collaboration. •respond appropriately to diverse needs in shaping the campus culture. •use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision. •align financial, human, and material resources to support implementation of a campus vision. •establish procedures to assess and modify implementation plans to ensure achievement of the campus vision. •acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision. •"School Community" includes students, staff, parents/caregivers, and community members – all stakeholders! Competency 002: The principal knows how to communicate and collaborate with all members of the school community, responds to diverse interests and needs, and mobilizes resources to promote student success. The principal knows how to: •apply skills for building consensus and managing conflict. •implement effective strategies for systematically communicating with and gathering input from all campus stakeholders. •develop and implement strategies for effective internal and external communications. •communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success. •respond to pertinent political, social, and economic issues in the internal and external environment. Competency 003: The principal knows how to act with integrity, fairness, and in an ethical and legal manner. The principal knows how to: •model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors. •implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators. •apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff and to improve learning opportunities. •apply laws, policies, and procedures in a fair and reasonable manner. Domain II: Instructional Leadership Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. The principal knows how to: •ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs. •facilitate the use and integration of technology, telecommunications, and information systems to enhance learning. •facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs. •analyze instructional needs and allocate resources effectively and equitably. •analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning. •ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students' development and learning. Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. The principal knows how to: •work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals. •facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts. •allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans. •implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff. •use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff. •diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff. •engage in ongoing professional development activities to enhance one's own knowledge and skills and to model lifelong learning. Competency 007: The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment. The principal knows how to: •implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment. •implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making. •frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills. •use strategies for promoting collaborative decision making and problem solving, facilitating team building, and developing consensus. •encourage and facilitate positive change, enlist support for change, and overcome obstacles to change. •apply skills for monitoring and evaluating change and making needed adjustments to achieve goals. Domain III—Administrative Leadership Competency 008: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. The principal knows how to: •acquire, allocate, and manage human, material, and financial resources according to district policies and campus priorities. •use effective planning, time management, and organization of personnel to maximize attainment of district and campus goals. •develop and implement plans for using technology and information systems to enhance school management. SBEC Principal Standards are accessible at http://www.sbec.state.tx.us. •Principal candidates are encouraged to also visit http://texes.ets.org/assets/pdf/testprep_manuals/068_principal_55017_web.pdf. •This Web site provides preparation and training materials to assist candidates to pass the TExES Principal exam. Performance Outcomes: •Complete a Pre- and Post- Self-Evaluation assessing the importance of the State Board of Educator Certification Principal Competencies and Leadership Skills and identifying the frequency of practice of these leadership skills. •Analyze the alignment of importance and practice of the leadership skills and post the analysis on the discussion board reflecting on the Self-Evaluation, including comparing and contrasting changes in assessment from the pre-course and end of course Self-Evaluation. •Examine, conduct interviews and document personnel and human resource conflicts on campuses and identify choices and consequences evolving from these day to day conflicts. •Review a campus improvement plan and identify any and all aspects of the plan that focuses on human resources, personnel, professional development and appraisal. •Through readings and interviews, Identify and discuss the importance of acknowledging and celebrating the contributions of school personnel in achieving the campus vision and goals. •Analyze campus communication especially as it addresses implementation of the campus improvement plan. •Review the Texas Administrative Code of Ethics for Educators and through interviews and observations analyze the application of the code of ethics on their campus and district. •Find district local and legal policies and procedures regarding Personnel and Human Resource Development. •Identify and describe appropriate and inappropriate questions that may be asked while recruiting and interviewing personnel. •Conduct interviews with school leaders to explore strategies to recruit and retain highly qualified teachers and/or administrators. •Describe the types of teacher contracts in Texas public schools. •Examine and analyze campus and/or district mentoring programs for teachers and share this information on the discussion board. •Review and report on how technology is used in Human Resources and professional development on your campus and district. •Conduct and analyze a Cultural Proficiency survey examining how campuses respond to issues of diversity. •Conduct interview(s) with campus administrators regarding implantation of the Professional Development and Appraisal System (PDAS). •Examine the pros and cons of merit pay for professional personnel. •Identify the multiple roles of principals in managing personnel and human resource issues. •Apply conflict management skills to attempt to resolve human resource or personnel issues. •Review research examining the role of change and reform on human resource management. •Analyze and apply insights gathered from the interview with Ms. Cannon, a former campus leader. •Identify the most effective steps principals should take in formative and summative evaluations of teachers. •Examine and analyze the impact of natural or man-made disasters on personnel issues. •Review the campus improvement plan and leadership interviews to determine the use of data and needs assessment to address human resource and professional development needs. •Compare and contrast national and state leadership standards. •Complete sample TExES Principal Exam items related to personnel and human resources. •Identify goals for an ongoing self-improvement professional development plan.

Educational Networking: Analytical Reflection

In the past, social networking services were viewed as a distraction that offered no educational benefit. Now, the tremendous benefit and potential of social networking used in an educational context is being realized. Educational networks are platforms where connected learning for educators is becoming the norm.

Telecommuting networks are thought to hold great promise for improving the quality of teacher's work and students' educational experiences. Such networks may increase opportunities for interaction and collaboration among K-12 teachers, pre-service teachers, teacher educators, content area experts, parents and students. In addition, network use can help educators stay current with best practices in their field and help them to overcome problems such as teacher isolation ad limited on-site access to information (U.S. Congress, Office of Technology Assessment, 1995). Such potential benefits have lead to a "connectivity movement" in education (Gallo & Horton, 1994). In recent years, there has been a significant increase in the number of educators who use educational telecomputing network, as well as growth in the number and quality of networked education resources.

Educational networks have proven their worth by connecting educators through the technological advances of Web 2.0. Connectivity is a benefit to the entire educational community and lends itself to the innovation and creation of new methods, practices and means to improve our professional practices. In particular, statewide educational networks are now considered an important endeavor, generally recognized as necessary and effective. A "statewide" educational network extends to all areas of the state and provides educational services to a statewide audience (such as residents, higher education system, K-12 schools or libraries). All states have more than one statewide network. I have used several Texas statewide educational networks to secure information for my own professional practice as a Career Portals Instructor to eight-graders at Lincoln Middle School of Technology and Engineering.

Reference Citations: (1) Anderson, S., & Harris, J. (1997). Factors associated with amount of use and benefits obtained by users of a statewide educational telecomputing network. Educational Technology Research and Development , 45(1), 19-50. doi: 10.1007/BF02299611 (2) Gallo, M. A., & Horton, P. B. (1994). Assessing the effect on high school teachers of direct and unrestricted access to the Internet: A case study of an East Central Florida high school.Educational Technology Research and Development, 42(4), 17–39. (3) U.S. Congress, Office of Technology Assessment. (1995).Teachers and technology: Making the connection (OTAEHR-616). Washington, DC: U.S. Government Printing Office. link.springer.com/article/10.1007/BF02299611

Educational Social Networking Video Compilation

Selected Ed Networking Site: Classroom 2.0

I choose Classroom 2.0, the social network for those interested in Web 2.0, Social Media, and Participative Technologies in the classroom with over 77,000 members from 188 countries! Classroom 2.0 is a free, community-supported network. Classroom 2.0 hopes that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. I found this site to be helpful to me as a first-year teacher. Of the 1,109 groups, I have joined the Beginning Teacher's Group and have already located information which will be useful in my professional practice. The collaboration with other first-year teachers from across the nation is enjoyable and informative.

Selected Ed Networking Site: edWeb.net

I selected edWeb.net for educational networking because, as indicated on the hone page of the site, it "it is a highly-acclaimed professional social and learning that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education." I created an EDLD 5362 professional community to provide a platform of collaboration among the ENC_AP2 cohort. The site can be accessed at http://www.edweb.net/.59f2c975/

Web 2.0: A Perfect Fit for Educators

The advent of the Internet, however, and in particular what we are calling “Web 2.0,” has so significantly changed our relationship to information and our own personal learning opportunities outside of formal education, that we’re beginning to see a set of software tools emerge that are profoundly altering both learning processes and outcomes. These tools allow us to see the start of a radical evolution in education that will bring such dramatic changes that we’ll soon be at a point where we won’t be able to imagine education without them. Social and educational networking both come to us courtesy of Web 2.0. For a number of reasons, I believe that Web 2.0 is the perfect environment for educators, which is why forward-thinking school systems and academic institutions are working hard to make it a part of their practices. This new web is going to dramatically alter the 21st century landscape in education, shaping how students approach learning, how educators approach teaching, and, increasingly, how educators are interacting with, and learning from, each other. Web 2.0 plays to the strengths of educators — curiosity and love of learning — by opening the doors to collaboration and participation. It encourages and facilitates the natural desire to share what you know and to learn from your colleagues. And fully embracing Web 2.0 is a logical extension of the attempts that so many educators have made to use the Internet to connect, collaborate, and create since the first days of bulletin boards and list serves. So for many educators, it’s an incredibly exciting time. But it may also be confusing and even intimidating to a larger number. My purpose here is to offer some clarity around the confusion, and, more importantly, explain why the excitement around Web 2.0 is not just passing fad, but is grounded in the deep roots of how we learn. Citation: Hargadon, S. (2009). Educational networking: The important role web 2.0 will play in education. Elluminate White Paper, Retrieved from http://audio.edtechlive.com/lc/EducationalSocialNetworkingWhitepaper.pdf