COURSE SYLLABUS FOR EDA 633

							                    EDA 634: Leadership for Human Resources Development in Schools
                            Spring Semester 2006 – EDA 634 203 (3 sem. hrs.)


Contact Information:             Dr. Joyce P. Logan, Associate Professor
                                 Department of Administration and Supervision
                                 111 Dickey Hall, College of Education
                                 University of Kentucky, Lexington 40506-0017
                                 Office hours: 1-4 p.m. MTWF (or by appointment)
                                 E-mail: jploga00@uky.edu (two zeros, not the letter O)
                                 Phone: 859.257.5625         Fax: 859.257.1015


CATALOG DESCRIPTION
EDA 634 is a study of human resources development practices in school systems, with emphasis on central office and
school unit responsibilities for attracting, selecting, developing, evaluating, and retaining competent faculty and staff.

COURSE DESCRIPTION AND FORMAT
This course provides a conceptual and technical background in the human resources (HR) function for schools. Students
have an opportunity to research and analyze human resources policies and practices for recruiting, selecting, hiring,
inducting, developing, evaluating, and retaining or dismissing school personnel. Class sessions consist of discussion,
application exercises, and case studies designed to provide background knowledge and practice in human resources
problem solving. Students have opportunities to gather information and share their expertise related to human resources;
however, due to the sensitive nature of personnel issues, experiences are shared without identifying schools or individuals.
Confidentiality is respected and expected with discussions of specific school issues.

MAJOR COURSE OBJECTIVES
EDA 634 provides content and practice to prepare school administrators and instructional leaders who –
1. demonstrate a knowledge of effective human resources practices that employ, develop, and retain school employees
   who promote student learning and development;
2. demonstrate professional growth in interpersonal and collaborative skills and apply these skills in scenarios with
   certified and classified staff; and
3. apply criteria based on best practices and Standards for School Leaders to define, analyze, solve, and evaluate HR
   problems and issues relevant to schools and school districts.


          GUIDING QUESTIONS:

          How can school leaders effectively employ, develop, and manage human resources to promote
          student development and academic achievement?

                  How can I provide leadership for HR processes that will improve student learning?
                  How can I manage HR functions to staff the school with competent and caring
                         personnel who create a positive learning environment?
                  How can I facilitate development, empowerment, and retention of personnel?
                  What legal requirements, ethical principles, policies, and leadership research apply to
                         HR issues?

STANDARDS FOR SCHOOL LEADERS
Course content and instructional activities are designed to help students demonstrate their competencies relative to the
Standards for School Leaders. The course emphasizes relevant sections of the Kentucky-adopted Standards for School
Leaders (SSL) that were developed through the Council of Chief State School Officers (CCSSO). The Interstate School
Leaders Licensure Consortium (ISLLC), organized by the CCSSO, is a consortium of states and associations formed to
develop model standards and assessments for school leaders. Testing for principalship certification includes a test that is
scored based on how well responses articulate the values and vision of effective practice as detailed in these Standards for
School Leaders. Because ISLLC standards guide the practice of school administration, assignments and class activities for
EDA 634 promote application of SSL to school leadership and management of human resources.

All students are expected to have a copy of the Interstate School Leaders Licensure Consortium Standards for School
Leaders. Copies will be available to students in EDA 634 who have not already received a copy. A link to the Web
location for printing a copy of these standards will be provided on Blackboard.

Although EDA 634 course material relates (at least in some manner) to knowledge, dispositions, and performances under
each of the Standards for School Leaders, the focus of the course is on two standards:

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting
with integrity, fairness, and in an ethical manner.

KENTUCKY REVISED STATUTES AND AMINISTRATIVE REGULATIONS
Because human resources entail actions that are governed by laws, regulations, and policies, researching these policies as
they relate to each HR function will be a part of ongoing assignments. Links to sources for some information will be
posted on Blackboard. The Legislative Research Commission site to search for statutes or administrative regulations can
be found at http://lrc.ky.gov/search.htm

NATIONAL EDUCATION TECHNOLOGY STANDARDS FOR ADMINISTRATORS (NETS-A)
Technology knowledge and skills are critical for citizens and employees in today’s society. National Technology
Standards have been developed for students, teachers, and administrators. Kentucky’s Education Professional Standards
Board has adopted these NETS for administrators, and we incorporate them into UK’s preparation program for school
principals. The reflective portfolio cover sheet for portfolio projects will includes a section on technology. The NETS for
Administrators may be found at http://cnets.iste.org/administrators/a_stands.html
A Word file of these standards will available to you on the course Blackboard site.

TEXTBOOKS
Downey, C.J., Steffy, B.E., English, F.W., Frase, L.E., & Poston, W.K., Jr. (2004). The three-minute classroom walk-
      through: Changing school supervisory practice one teacher at a time. Thousand Oaks: Corwin. (ISBN
      0761929673)

Seyfarth, J.T. (2005). Human resources management for effective schools. Boston: Pearson/Allyn Bacon. (ISBN
        0205412769)

Book Purchase: The books may be purchased through the UK bookstore or ordered online. A check of Amazon.com
shows both books available. Downey et al. list price is $32.95; new and used available from $29.50 to $32.01; Seyfarth
list price is $103.40 but is available for $93.06; new and used $64.12; check the product review because one review notes
slow delivery from this online source.

Other materials will be made available through handouts and the course Blackboard site.

COURSE POLICIES
University of Kentucky academic policies apply to this course as articulated in the Student Rights and Responsibilities
Handbook. Of particular importance are policies governing attendance, cheating and plagiarism, course withdrawal,
“Incomplete” grades, and acceptable standards of English. Students have a major responsibility for their own learning.
Students are encouraged to correspond frequently with the professor by e-mail when they have questions or need help;
assistance with questions about the course or program will be provided. Also, if unforeseen circumstances prohibit
completion of assignments by the due date, contact the professor for any required adjustment.


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COURSE CONTENT AND RELATED ASSIGNMENTS
The following topical outline describes the course content and provides a tentative timeline for each unit:

Unit 1. Leadership for Teaching and Learning (Readings: Downey et al., The Three-Minute Classroom Walk-
Through)
Topics: (5 weeks)
Teacher Quality and Student Learning (Chapters 1 and 2)
Rationale and Process for Walk-through Observations (Chapters 3 and 4)
Strategies for Building Relationships and Fostering Reflective Inquiry for Learning (Chapters 5 and 6)
Research-based Practice and Designing a Walk-through Instrument (Chapters 7 and 8)
Legal and Ethical Considerations and Plans for Sharing Results (Chapters 9 and 10)

Assignment:
Portfolio Project—Plan and design a Walk-through Observation Instrument. Describe the purpose, research that supports
the purpose and content for the instrument, and the plan for follow-up with faculty. Include a list of items for the
observation instrument. Using a handheld computer and your observation instrument, complete a minimum of 8
observations. Prepare a report that summarizes the results in the format that would be used to share the information with
faculty. This project will begin after the first five weeks and will be submitted by e-mail attachment for review and
grading no later than April 1.
Portfolio Entry Cover Sheet—Complete your reflection on the work that you did for the portfolio project. This form will
be the cover sheet used in front of the project when placed in your portfolio. Submit as an e-mail attachment for review
and grading no later than April 1.

Unit 2. Leadership for Staffing Effective Schools (Readings: Seyfarth, Human Resources Management for
Effective Schools)
Topics: (5 weeks)
Leadership and Management for Effective Schools (Chapters 1 and 2)
Laws, Regulations, and Policies for Human Resources Management (Chapter 12) Feb. 23 session is online. Teacher
Selection Process (Selection Criteria, Recruitment, Applications, and Interviews, Chapters 3 and 4)
Selection of Administrative and Support Personnel (Chapter 5)
Induction and Retention of Faculty and Staff (Chapter 7 and 6)

Assignment:
Case Study or an Analysis of a School Critical Incident— A Case Study scenario will be provided at the beginning of
Unit 2 that relates to one or more of the five topics for Unit 2. You will complete an analysis and written report that
responds to the questions at the end of the scenario. This assignment will be brought to the March in-class session.

Unit 3. Leadership for Professional Development, Evaluation, and Compensation (Readings: Seyfarth, Human
Resources Management for Effective Schools)
Topics: (5 weeks)
Professional Development and Professional Growth: Plans and Implementation (Chapters 8 and 9) March 30 session is
online.
Personnel Evaluation and Compensation (Chapters 9 and 10)
Creating Productive Work Environments and Managing Conflict (Chapters 11 and 14)
Termination and Reduction in Workforce and Collective Bargaining (Chapters 15 and 13)

Assignment—Select one of the topics for Unit 3, read two supplementary resources and interview school personnel
knowledgeable of the topic as practiced in a school system. Submit a written report of the interview and readings by e-
mail attachment no later than one week before the ending date for the course.
Or
The student may analyze a critical incident from a school (without naming the school) that relates to any topic covered in
this course. The analysis should briefly describe the incident, how it was resolved, and the strengths and weaknesses of
the resolution as substantiated by references to literature on the topic.


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For the online work (which is part of the class participation grade), you are responsible for completing all readings and
responding to the directed questions or activities posted for that unit on Blackboard. Two or three class meetings will be
face to face. For each of these sessions, students are to bring your unanswered questions for discussion and anything else
requested for use in the class session as directed by the professor. In-class activities will be completed in these sessions as
related to the previous readings. External links on Blackboard will provide supplementary material.

Upon approval by the professor, the portfolio project may be completed jointly by two students. For a joint assignment,
only one copy of the portfolio project will be submitted. Expectations are that each person assumes an equal portion of
the assignment and that each person reviews and agrees on the content and formatting accuracy of the final product.
However, each person must complete and submit his or her own reflective portfolio entry cover sheet. The cover
sheet is an individual reflection on the completed work and demonstration of knowledge of the Standards for School
Leaders and NETS-A.

COURSE GRADES
Cumulative points on all assignments plus the course participation points equal the points earned for the course grade. The
grading scale is 90-100, A; 80-89, B; 70-79, C; and <70, E. Points for each assignment will be posted on Blackboard.
According to the above grading scale, a final point total that reflects from 0 to 10 points lost on assignments over the
semester will be an “A” grade. A loss of 11 to 20 points will be a “B.” For assignments submitted no later than the due
date, your work will be reviewed and returned to you with feedback. If changes are needed, you will have an opportunity
to make those changes before receiving a grade.

Below is a list of maximum points for each graded assignment:
                                        Points
       Portfolio Project                 35
       Portfolio Entry Cover Sheet       15
       Case Study                        15
       Interview Report                  20
       Class Participation               15

Class Participation: Students earn this grade by completing all assigned readings and participating in class discussions
and activities. The syllabus, directions and rubrics for assignments, external Web links related to course topics, selected
course materials, and grades will be posted on Blackboard. Students access Blackboard via a browser such as Internet
Explorer or Netscape by entering a user name and password. Blackboard may be accessed at https://elearning.uky.edu or
by selecting Blackboard from the UK Home Web page at http://www.uky.edu. Blackboard requires an Active Directory
user name and password to log on the site. For assistance with logging on to Blackboard, please contact your professor or
the Blackboard Customer Service Center at http://www.uky.edu/IT/CustomerService Students can communicate through
Blackboard with all or selected students in the class through e-mail, the discussion board, or virtual classroom. E-mail sent
through Blackboard comes to the recipient through his or her regular e-mail program.

“I” Grade
With justification, a grade of “I” (Incomplete) may be assigned if a part of the work remains undone at the end of the
course. In such a case, the student works with the professor before the end of the course to complete an "I" contract of
work. This contract must have signatures from both the student and the professor. A copy is placed in the student’s file in
the department until work is finalized.

All work identified in the contract must be completed and the “I” grade replaced by a regular final letter grade within 12
months of the end of the academic term in which the “I” grade was awarded--or prior to the student’s graduation,
whichever occurs first. When the work is submitted according to the contract, a grade is assigned and submitted to the
registrar at that time. If an “I” grade has not been replaced within the allowable period, the grade becomes an “E” on the
permanent record. Any exception to this university policy requires special approval and is obtained through the Dean of
the Graduate School and the Director of Graduate Studies.




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                         Rubric and Feedback Sheet for Culminating Project
                      Report of Classroom Walk-Through Design, Implementation,
                                        and Plan for Follow-up

Name(s) of Persons Completing This Project:


                                                   Rubric

Content: (25 points)
  o Describes meaningful support for the purpose and items on the instrument (research based)
  o Writes the items for the walk-through instrument so that the response can be “yes or no,” a checklist,
      and/or a number count
  o Describes the implementation process, including number of observations, approximate duration of each
      walk-through, and reflection on how well the process worked
  o Describes the process for follow-up with faculty to analyze data and plan improvement
  o Summarizes data into a presentation to share with appropriate faculty
  o Involves faculty in improvement planning and goal setting
  o Develops the summary presentation in a manner likely to promote buy-in and motivate the faculty
  o Includes graphs and meaningful questions for analysis as part of the results summary presentation

Format and Writing (10 points)
   o Professional in appearance
   o Carefully edited and accurate
   o APA format for headings and references; paragraphs double spaced throughout or single spaced with
      double spacing between paragraphs
   o Pages numbered in center at bottom of each page (use footer)

Maximum Points for Grading: 35
     Points
     35 points     Fully meets rubric for content, format, and writing to a high degree
                   of excellence
     30-34         Meets rubric for content, format, and writing at a proficient level
     25-29         Meets rubric for content, format, and writing at a novice level

You may make changes based on feedback to improve the total points from novice to proficient. To receive a
grade as a completed project will require a minimum of proficient. Written feedback will be provided on each
project. All edits or changes noted are to be made prior to placing the project in your portfolio.




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