The Citadel
School of Education
EDUC 602: Staff Personnel Administration
Summer 1 May 4-June 17, 2010
Instructor: Mary Lou Yeatts, Ed.D. Class Meetings: Monday/Wednesday
Office: Capers Hall, Room 304 Class Hours: 4:30-7:30 PM
Telephone: 843 953 5201 Meeting Room: Capers 401
Office Hours
Email: marylou.yeatts@citadel.edu
Monday 3:00-4:30 pm Tuesday 3:00-4:30
Others by Appointment—Just Ask!
Credit Hours: 3
PREREQUISITES: See admission requirements for the Graduate College http://citadel.edu/admissions/g/req/index.shtml
and the Division of Educational Leadership
http://www.citadel.edu/education/academic_programs/syllabi/leadership_handbook.doc pages 24-25.
REQUIRED TEXTBOOK:
Smith, Richard E. (2009). Human resources administration in education: a school-based perspective. (3rd ed.).
New York: Eye on Education
If you do not have access, then purchase:
American Psychological Association. (2003). Publication manual of the American Psychological Association (5th ed.).
Washington, D.C: Author
Computer with Internet and word processing capability and a copy of a curriculum guide.
Blackboard registration is required for course discussions and assignments.
LiveText Registration (Available at campus book store or on-line) One-time registration fee is good for all classes in
your program of study. If you are already using LiveText, you do not need to register again.
ELCC Standards available on-line http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
ISLLC Standards available on-line http://www.ccsso.org/content/pdfs/elps_isllc2008.pdf
On-line resources:
ASCD Smart Briefs www.smartbrief.com/ascd
CEC Smart Briefs www.cecsmartbrief.com
AASA www.aasa.org
NASSP www.nassp.org
NSDC www.nsdc.org
SCBE www.myscschools.com
STUDENT INFORMATION
This course is part of the professional requirements for Elementary or Secondary Administration and Supervision leading
to licensure as an elementary or secondary principal and is intended for candidates pursuing a Master’s Degree or
Certification-Only.
Yeatts Summer 1 EDUC 602 Syllabus 1
LEARNING AND DEVELOPMENTAL GOALS
ELCC—Educational Leadership Constituent Council Indicators
Conceptual Framework Learner Centered Outcomes (K.1-6; R.7-11; E.12-17)
1.4 – Steward a Vision – E. 17
2.3b-c – Apply Best Practice to Student Learning - K.1-3; R.11
2.4a, b, c – Design Comprehensive Professional Growth Plans–K.1-3; R. 8-11; E. 12, 17
4.2c – Respond to Community Interest –R. 8-10; E. 15-16
6.1a – Understand a Larger Context –K4-6; R. 8-9; E. 12-17
COURSE DESCRIPTION:
This course is designed to study personnel policies and practices as they relate to recruitment, selection, orientation,
employment, promotion, evaluation, in-service development, morale, dismissal, retirement, and teacher-administrator
relationships.
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and
ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-
centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of
educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to
develop principled educational leaders who:
have mastered their subject matter and are skilled in using it to foster student learning;
know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge,
knowledge of students, and in the context of becoming professional change agents committed to using this
knowledge and skill to ensure that all students succeed in a learner-centered environment, and ;
exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an
essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the
preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and
our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms
cadets and graduate students into principled educational leaders capable of and committed to transforming our schools
into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they
are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. know in-depth subject matter of their field of professional study and practice;
2. demonstrate and apply an understanding of developmental and learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement
an educational program that is varied, creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
Yeatts Summer 1 EDUC 602 Syllabus 2
Reflective Principled Educational Leaders…
7. develop and describe their philosophy of education and reflect upon its impact in
the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs
of all learners with respect for their individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all
learners contribute and are actively engaged;
10. apply their understanding of both context and research to plan, structure,
facilitate, and monitor effective teaching and learning in the context of continual
assessment;
11. research their practice by reflectively and critically asking questions and seeking
answers.
Ethical Principled Educational Leaders…
12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in
standard English.
Relationship of this course to the conceptual base:
Dimension Level Codes:
1. Awareness 2. Understanding 3. Capability
Learner –Centered Performance Assessment Codes:
P Participation F Professional Portfolio G Group Discussion I Interview O Observation
E Exam S Simulation T Thesis/Paper WV Website Review V Volunteer
RD Reading SP Presentation PR Project SH Shadowing CS Case Study
DA Data Analysis SA Self Assessment WR Written Reflection CH Checklist
2.3c - Apply Best Practice to Student Learning
Candidates demonstrate an understanding of how to use appropriate research strategies to profile student
performance in a school and analyze possible differences among subgroups of students to promote an
environment for improved student achievement.
Performance Activities Assessment
Candidates survey teachers from different departments about Candidates analyze and interpret findings from the survey.
professional development needed to implement instructional Develop a professional growth plan that reflects
changes necessary to meet diverse student needs. P2, DA2 instructional and administrative changes suggested by
teachers and supported by current research. WR3
2.4a – Design Comprehensive Professional Growth Plans
Candidates design and demonstrate an ability to implement well-planned, context appropriate
professional development programs based on reflective practice and research on student learning
consistent with the school’s vision and goals.
Yeatts Summer 1 EDUC 602 Syllabus 3
Performance Activities Assessment
Candidates review student performance as indicated on the Candidates design a professional growth plan that meshes
School Report Cards; information collected on the employee with the triangulation of needs identified in planning
profile and the strategic plan’s vision statement and goals documents, teacher performance, and assessment data.
recorded on the School Renewal Plan to identify professional DA3
development needs. E1, DA2
2.4b – Design Comprehensive Professional Growth Plans
Candidates demonstrate the ability to use observations, collaborative reflection, and adult learning
strategies to form comprehensive professional growth plans with teachers and other school personnel.
Performance Activities Assessment
Candidates interview practicing school and district level Candidates discuss and present findings with reflection of
personnel to determine challenges to assist in transition to activity and provide talking points. PR3, DA3, WR2
educational leadership and designing professional growth plans.
DA2, I2
2.4c – Design Comprehensive Growth Plans
Candidates develop and implement personal professional growth plans that reflect a commitment to life
long learning.
Performance Activities Assessment
Candidates search and retrieve current information concerning Candidates write abstracts for articles read and provide
professional development and school personnel issues. WR2, class with URL, title, written abstract with reflection for
SP2, RD2 continuous professional growth and development. WR2,
SP2
4.2 – Respond to Community Interests
Candidates develop a plan to capitalize on the diversity (cultural, ethnic, racial, economic, and
special interest groups) of the school community to improve school programs and meet the diverse needs of all
students.
Performance Activities Assessment
Review federal legislation that influences human resource Candidates will provide completed needs assessment
planning. Provide a school needs assessment and South to improve student achievement and a personal
Carolina Professional Development Plan DA2, G2, PR2 professional development plan based on South
Carolina’s principal development plan. PR2, WR2,
SP2
6.1 – Understand a Larger Context
Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state,
and federal authorities that affect schools, especially those that might improve educational and social
opportunities.
Performance Activities Assessment
Candidates review Affirmative Action legislation that Candidates compile a profile of Affirmative Action
relates to student needs. E2, DA2 legislation that identifies facility modifications,
services required for instruction, and policies for
social inclusion. DA3, PR3
Yeatts Summer 1 EDUC 602 Syllabus 4
COURSE REQUIREMENTS/ASSIGNMENTS
Student Information Profiles –Go to Bb Discussion and My expectations for EDUC 602. List
pertinent information that you feel you need to experience in this class to assist you in the area of
human resources. Give specific examples of personnel issues that you have had to deal with as a
teacher and how this will help you when you become a school administrator. Respond to at least one
other post for full credit. This assignment provides evidence for 6.1a – Understand a Larger Context.
Go to Bb and check your personal information. Click on roster; find your name and edit your email
address to reflect the email address that you check daily. This activity is worth 5 points.
DUE DATE: May 10
Needs Assessment – Building level administrators must exhibit competencies in fostering the success
of all students by collaborating with school and district staff to plan and implement professional
development activities that promote the achievement of school and district goals. Review PADEPP
Standards 2, 8, and 9, by accessing standards through Content Materials on BB. Analyze the current
School Report Card for your school, PASS data, EEDA legislation and teacher surveys results to assist
in making decisions about where improvement is needed for student achievement and determine the
professional growth activities needed for teachers to meet the diverse needs of the student population.
Based on the results of your teacher survey, an examination of the SRP, SACS report, Title I Plan,
School Report Card, EEDA legislation, etc., identify a focus for improving student achievement
reflected in the school’s Professional Growth Plan. Prepare a 2 page handout that identifies the focus
of your findings. Upon completion of interpreting and synthesizing your data, you will present
orally the findings that address strengths or deficits. This assignment provides evidence for
Indicator, 2.3b. Post to Blackboard Assignments. This activity is worth 25 Points10 and 15 points
respectively. Class discussion on survey findings/data/other sources DUE DATE: May 26 Final
handout DUE DATE: June 9
Case Studies, In-Basket Discussion Board –Principals face personnel issues frequently and must be
able to respond to these situations calmly and appropriately. You will analyze case studies and
educational scenarios and In-Basket tasks. You will be asked to reflect upon the decision that you or
your team would make in each situation. Personal reflection is essential for effective supervision. This
assignment provides evidence for 2.3b and 6.1. This activity is worth a total of 10 points.
DUE DATES: In-Basket May 24 In-Class Discussion; Case Scenario June 7-Post on Bb
Assignments
Journal Abstract– Using the information from teacher surveys and other information obtained for
your needs assessment and the descriptors from PADEPP Standard 2 search and retrieve pertinent
journal article on staff development models/initiatives that may be appropriate for resolving the staff
personnel problem/issue identified. Write an abstract review formatted in APA Style, 5th edition
that contains: (a) a title page, an abstract, and a reflection of the article. Submit abstract via
Blackboard Discussion on date assigned. Respond to a minimum of 1 other participant’s post.
This activity is worth 10 Points. This assignment provides evidence for 2.3a, b, and c DUE MAY 17
Yeatts Summer 1 EDUC 602 Syllabus 5
Discussion of Critical Personnel Issues
Discuss with a practicing administrator, critical personnel issues that he/she had to respond to recently.
What were the circumstances; what steps were used to resolve the issue; what was the final decision;
who was involved in the decision-making process; and what would the administrator have done
differently? Do not use names or specific location. Post your findings on Bb Assignments. This
assignment is worth 5 points. This assignment provides evidence for 6.1b. DUE DATE: May 19
Interview of Practicing School Administrator
As indicated in PADEPP Standard 9, a school principal is an educational leader who fosters the
success of all students by using available resources and opportunities for professional growth. The
principal establishes and maintains a professional network with other administrators. Interview a
practicing school administrator as to the how he/she plans for professional growth in the school
setting? Who is involved in the planning? How much money was spent on PD last year? How/When
does the principal evaluate or assess the PD? What advice would the administrator offer to an aspiring
educational leader to assist in smooth transition from teacher to administrator? Post your findings on
Bb Discussion. Respond to a minimum of one other post for full credit. This assignment is worth 10
points. This assignment provides evidence for 2.4b DUE DATE: June 2
Interview of Central Office/Associate Superintendent
Interview a central office personnel administrator or associate superintendent to ascertain information
about personnel issues that must be dealt with at their level. Ask a minimum of 5 questions to
determine how their office would assist school leaders in school personnel issues. What kinds of
challenges do they face? What advice would they give an aspiring educational leader to assist in
solving personnel problems at the school level? What types of issues would they offer their
assistance? What should you know before you accept a position as a school administrator? Post on
BB Assignments. This assignment is worth 10 points This assignment provides evidence for 6.1d.
DUE DATE: June 7
Meeting at CCSD with Human Resources Manager
We will meet at 75 Calhoun on June 3 for your monthly seminar. After the seminar, you will write a
reflection of the seminar and post on Bb Discussion. Include pertinent information that you learned
that will assist you as a future administrator. Respond to a minimum of one other post for full credit.
This assignment is worth 10 points. This assignment provides evidence for 6.1a. DUE DATE:
June 14
Leadership Retreat Discussion
You will be attending the Leadership Retreat for CCSD administrators on June 16 and 17. As part of
your grade for this course, you will complete a written reflection of the meetings as you highlight what
you learned. Read all posts and respond to a minimum of one other post. This assignment is worth
15 points. This assignment provides evidence for 1.4. DUE DATE: June 21
Yeatts Summer 1 EDUC 602 Syllabus 6
INSTRUCTIONAL UNITS AND ASSESSMENTS
Course Schedule for EDUC-602 Schedule subject to change based on class needs. Additional reading/activities will be
assigned as the course develops.
Correlated
Standards/ Length/
Unit Topic or Title Expectations Date Assessment(s)
ELCC/ISLLC/
PADEPP
Introductions, BlackBoard (BB), Syllabus Review 2.3c 3.2 Session 1 Class Discussion
School level personnel challenges May 4 Complete Student
Transcendental Leadership Discuss Profile on Bb
Total Quality Management—Deming’s 14 points essential Begin needs assessment
elements of fact finding/survey of
Chapter 1 teachers
Set up Internships for Summer 2010 Session 2
Meet with Mentors May 6
Expectations/LiveText Portfolio ASPIRE
Expectations for Mentees III
Mentor
Meeting
Chapter 2—Strategic Human Resources Planning Session 3 Bb Discussion
Chapter 3--Recruitment 6.1 May 10 Expectations for Class
Discuss Needs Assessment Project Read Chapter 2 Due 5-11
Successful Recruiting Strategies
Educational Leadership Standards and Theories 2.4a, b, c –
ELCC –Education Leaders Constituent Council Read Chapter 3
Websites for Administrators
Chapter 4--Selection 2.2 , 3.1 Session 4
Application Process Read Chapter 4 May 12
Selection of Employees
Receiving applications/setting up interviews
Checking references
Offer and Acceptance
Steps to effective selection
Chapter 5 – Orientation and Induction 6.1d, 3.3a Session 5 Completed Article
Induction model May 17 Abstract posted on Bb
Mentoring for beginning teachers and administrators, Read Chapters Discussion
Placement 5 and 6
Year-long induction calendar
Chapter 6 – Supervision & Evaluation
The Observation
Post-Observation Conference
Evaluation
Yeatts Summer 1 EDUC 602 Syllabus 7
Performance-Based School Evaluation
Chapter 7 – Assisting the Marginal Teacher 3.1a Session 6 Class Discussion
Types of Remediation Read Chapter 7 May 19 Interview a Principal
Plan for Improvement Bb about a critical
Documentation Discussion personnel issue—Post
Employee Assistance Programs on Bb Assignments
Termination procedures
Chapter 8 – Staff Development Read Chapter 8 Session 7 In-Basket Activities
How to Organize Staff Development 3.3a May 24 Complete in Class
Job-Embedded Learning Discuss orally
Evaluation of Programs
Incentive and Wellness Programs
Complete Case Study in Class--Ethics Session 8 Needs Assessment with
May 26 data from PASS,
Bb Teacher surveys, etc.
Discussion Present online
discussion
Memorial Day NO CLASS
Chapter 10 – Continuity and Legal Issues Read Chapter Session 9 Class Discussion
Legal Issues in School Human Relations 10 June 2 Central Office Interview
Ethics for School Administrators 5.1, 5.3, 3.3 due on Bb Assignments
Legal Documents
Contracts
How to prevent Potential Problems
Legal References for Principals
Working with Staff
Continue with Chapter 10 5.1, 5.3, 3.3 Session 10 Principal Interview on
School Board Policies June 7 PD plan and PGP. Post
Dealing with Conflict on Bb Discussion
Due Process
Employee Discipline
Evaluation and Dismissal
Chapter 11 – A Glance into Future Trends Read Chapter Session 11 Class discussion and
11 June 9 participation
Educational Leadership Standards and Theories 1.1a, 2.3b, 5.1a Case Study on Bb
ELCC –Education Leaders Constituent Council Assignments is due
Websites for Administrators
Class presentations of Interviews with Central Office 6.1b Session 12 FINAL Handout for
Administrators on Blackboard June 10 Needs Assessment Post
on Bb Assignments
Post your written reflection of Seminar with Human Resources Session 13 Post on Bb Discussion
Manager on Bb Discussion. June 14
ASPIRE III will meet 8:00-12:00 with CCSD Principals 1.1 2.1 3.2 4.2 Session 14 End of Course
Leadership Retreat 5.1 6.1 6.2 June 16 Reflection of Events
Post on Bb Discussion
Yeatts Summer 1 EDUC 602 Syllabus 8
ASPIRE III will meet 8:00-12:00 with CCSD Principals 1.1 2.1 3.2 4.2 Session 15 End of Course
Leadership Retreat 5.1 6.1 6.2 June 17 Reflection of Events
Post on Bb Discussion
Grades for EDUC 602 are based on a variety of assignments. The relative weights used for calculating the course grades
are as follows:
ASSESSMENT PROCESS
Assignment Percent
In Baskets/Case Scenarios/CCSD Seminar 20%
Needs Assessment/Final Handout 25%
Journal Article Abstract 10%
Reflection of CCSD Leadership Retreat 15%
Interviews 25%
Student Bb Discussion Class Expectations 5%
Total = 100 possible points
Final grading is based on the following scale:
90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C, 70-75.9=C, 0-69.9=F
CLASS EXPECTATIONS
Attendance Requirements
Students are expected to participate positively in class activities including lectures, site visits, discussions,
simulations, and role-playing. Refer to "The College of Graduate and Professional Studies Handbook" on "Class
Attendance":
"Regular attendance is required of all graduate students. In case of absences due to sickness or
other circumstances beyond their control, students should notify the professor. A student who has
missed four (4) scheduled meetings may be dropped from the course unless extenuating
circumstances exist. Decisions in this matter will be by the head of the department in which the
student is majoring, after consultation with professors. Students dropped from courses because of
excessive absences will receive a grade of "W" or "F" as may be appropriate."
Yeatts Summer 1 EDUC 602 Syllabus 9
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in
class is expected. The college policy will be followed. Attendance will be taken. Students are expected to attend ALL
class sessions and complete all BlackBoard activities. Unexcused absences may result in a one letter grade reduction
per absence. It mitigating circumstances exist, please contact the instructor by email or telephone on or before
10:00 AM of the morning of the class to be missed.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately,
either after class or in my office. To initiate accommodation, students must register with the Office of Access Services,
Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This
office is responsible for reviewing documentation provided by students requesting academic accommodation and for
accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are
expected to meet the standards set forth in the Citadel Code. Available at http://citadel.edu/r3/honor/manual.shtml
Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question.
This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's
words or ideas as your own without giving proper credit to the sources:
When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your
paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's
words and ideas with your own in one or more sentences, partially quoting the source exactly and partially
substituting your own words, you must put quotation marks around the words you quote and not around your own.
Then you cite the source, down to the page number(s).
When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but
keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea
or those ideas, down to the page number(s).
Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel
Honor Manual)
Internet citations are included.
Cell Phone Policy
For the respect of your colleagues all cell phones should be turned off and may not be used during class meetings.
Computer Access
You are expected to keep computer access to WORD for note taking only. Checking email and surfing the Internet is not
allowed and does not show professional actions becoming of an administrator.
Yeatts Summer 1 EDUC 602 Syllabus 10