EDLD 5345 Human Resource Management Kristin Bryan ET8030

Week 4 Assignment

Overview

The activities in your Week 4 assignment focus further on the topics of organizational leadership and effective communication with school personnel.


Rubric

Use this rubric to guide your work on the Week 4 Assignment.

Tasks
ê / Accomplished
No errors in grammar, spelling or punctuation. / Proficient
Few errors in grammar, spelling or punctuation. / Needs Improvement
Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. / Unacceptable
No Response submitted.
Part 1
HR Organization Leadership Reflection / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(3 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(2 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(1 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Part 2
Article Critique / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(3 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(2 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(1 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Part 3
Summary of Interview with Debra Cannon / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(3 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(2 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(1 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Part 4
Teacher Evaluations / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(3 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(2 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(1 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)


Week 4 Assignment, Part 1: HR Organization Leadership Reflection

Review the lecture for Week 4, focusing on the information related to Principal Competency 7 -- identifying the principal’s role in organizational leadership and management. Based on your interviews and field experiences (e.g., observations), answer the following reflection questions.

Describe management strategies and techniques you have observed or discussed.

Good leaders must be able to make long-term and “on the spot” decisions. He must be able to interprate and implement policies often including “grey areas.” The principal must implement appropriate management techniques and gropu process skills to define roles, assign function, delegate authority and determine accountability for a campus to attain goals.

How is the campus improvement plan developed? Please include information about membership in the site based decision-making committee (e.g., Campus Education Improvement Team), how data is gathered and analyzed, and how tasks are assigned and monitored?

The campus improvement plan is a work in progress. Needs are assessed by school leaders, committee members or any other person who brings an issue before the site based decision-making committee. The CEIT is made up of the principal, a assistant principals, a counselor and teachers from each subject area and special group in the school as well parent and community leaders. Members from the school are nominated and elected for the position on the committee. Meetings are held once a month to address and issues and to develop a plan of action to meet the needs of the school. To solve a problem data regarding the issue must be gathered and analyzed by the committee to affirm the action to be taken. Members of the committee are voted on to hold specific roles within the committee. The principal is not in charge but rather different members facilitate the meetings each month.

Describe instances where the campus leader has delegated authority.

At my campus many tasks are delegated by the principal to other leaders in the school. For instance one assistant principal is in charge of all testing. He coordinates the administering of all the standardized testing in the building. He delegates who will proctor the test, where the students go for testing, oversees security of the test and sends in and collects scores for all students in the school.
The principal aslo delegates authority to another leader in the school to take care of all technical issues that arise. The technical specialist arranges professional development for the staff, creates training schedules and lessons for the students as well as trouble shoots software issues for all the students in the school.

Describe examples of the principal making data-driven decisions.

The science TAKS scores for 2009 – 2010 school year were not were they should be to aliegn with our school goals. The principal used this data to make very important staffing decisions for the following school year. During the 2010 – 2011 school year the science team met every six weeks with other schools and district leaders to focus curiculum and instruction on meeting the needs of students in science. Special efforts were made to review and concentrate of specific areas that data had shown to be weak areas. All the decisions were well made and our science TAKS scores increased by 12 points.

How has the campus leader utilized data to help determine human resource or personnel needs?

The campus principal is constantly looking at data to determine staffing needs, not just overall numbers but also the numbers related to servicing special needs of the students such as ESL, special education and gifted students.

Week 4 Assignment, Part 2: Article Critique

Your assigned readings for this week included two issues of the American Association of School Personnel Administrators’ Best Practices in School Personnel. Select an article from one of those issues and critique the article using the questions below.

Identify your article and source using APA citation format (for example, West, G. (2007). Holding higher education accountable for new teachers. The School Administrator, 65(3), 46-47.)

Cottrell, V. (2008). Selecting teachers for the Year 2022. ASSPA Best Practices in
School Personnel: A “Toolkit for New Personnel/Human resource Directors,
May/June/July. 8-9.

Why did you select this article?

I selected this article because as I read it I couldn’t stop thinking that this is the kind of teacher I want to be, the one my students would look back on 50 years from now and still remember things I had said or experiences they had with me in my class. I kept thinking as I read, “I want to print this out and hang it on the wall by my desk.” I want to be aware of all I need to be everyday to be a great teacher.

Briefly summarize key points from the reading.

In selecting Teachers for the Year 2022, Cottrell, (2008) expresses the importance of teachers now and in the future. He indicates the enormous amount of change the world will see during the 21st century. He says our students will be impacted, mentored, and shaped and prepared by the teachers they have while in school. We as teachers must be dedicated to making the best of every single student that passes through our doors. Cottrell indicates four main characteristics that are vital for teachers to become a great facilitator of student learning. They were; first the teacher must have a clear purpose and see each student as unique and the greatest resource the world has to offer. Secondly a great teacher must be able to build relationships and make positive connections to every student. Thirdly the teacher must, through her own life, convey and cultivate the importance of being a lifelong learner. Finally a great teacher must be able to help students immediately apply new knowledge to their current life. Cottrell says that making learning connect in a real way is likely to make it become a long term part of the student’s life.

Identify the principal competencies and supporting standards involved or implicated in the reading, (e.g., Competency 5 and Competency 6, , including the following standard: Analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning, (Competency 5); Implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline and dismissal of campus staff, (Competency 6).

This article implicates Competency 007 - Learner-Centered Organizational Leadership and Management. The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. The supporting standards are 1 and 4 - implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment. And encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.

How might you apply what you learned from this reading in your role as an administrator or educational leader?

This information is good advice for any leader to follow. An educational leader must consider having the qualities that Cottrell outlines in this article such as having a clear purpose, be able to build relationships, cultivate lifelong learning and make real life connections. As an administrator would look for these qualities in prospective employees and I would help my current faculty realize the importance of these qualities to be a great facilitator of student learning.

Additional comments/recommendations.

I think I will print out this article and maybe even laminate it and hang it on the wall close to my desk so that I can be inspired and encouraged by it on a daily basis to become a great teacher, leader, and administrator.


Week 4 Assignment, Part 3: Summary of Interview with Debra Cannon

Refer to Part 4 of your Week 4 lecture to answer the following questions.

What recommendations did Ms. Cannon make regarding principals developing effective communication and conflict resolution skills?

Ms. Cannon recommends that good leaders are proactive to eliminate problems and build consensus before problems begin. To do that the principal must work with his faculty and staff on a regular basis so that he can identify problems and develop a plan of action with his colleagues.

What insights did Ms. Cannon give regarding developing and maintaining relationships with staff?

Ms. Cannon says that a principal must model fairness and exercise sensitivity in order to establish expectations for teachers and students. Campus improvement and implementing change will be easier and better received if good relationships are built first. Trust, honesty and a sense of caring must occur for the faculty to “buy in” and support change.

What advice did Ms. Cannon give regarding principals conducting effective evaluations and appraisals?

Ms. Cannon explained that principals should express their expectations before the process of evaluation begins then appraise them in a fair and honest way to be able to have an open discussion that can lead to improvement and growth. Appraising to harshly or rating a teacher too high is unprofessional and will lose credibility with the teachers.

According to Ms. Cannon, what steps should a principal take if he or she is concerned that a recommendation of non-renewal might be made for a teacher in need of assistance?

A principal must take proper, ethical and legal steps prior to a recommendation of non-renewal for a teacher. Ms. Cannon outlines these steps:
1.  Begin the evaluation process early in the year so there is plenty of time to extend the opportunity for success.
2.  Conduct observations and classroom walk-throughs often and regularly to ensure validity.
3.  Schedule a conference with the teacher to discuss any issues or problems. Have the teacher sign a copy of the synopsis of the meeting to indicate she received a copy.
4.  Brainstorm with the teacher about what support she needs in order to meet performance expectations.
5.  Establish a timeline for the teacher to demonstrate improvement and to be evaluated and conference with again.
6.  Complete a third and final evaluation visit prior to making a contract status recommendation to the superintendent.


Week 4 Assignment, Part 4: Teacher Evaluations

In the space below, summarize the steps principals should take in conducting formative and summative evaluations of teachers. (Hint: There are six recommended steps in this process.)

The steps that a principal should take in conducting formative and summative evaluations of teachers are:
1. Teacher orientation during the 1st three weeks of school followed by an observation no earlier than 3 weeks after this orientation.
2. Teacher self report, part I, no later than three weeks after the orientation.
3. Teacher self report II and III, at least two weeks prior to summative conference.
4. Formal Observation, minimum of 45 minutes, written summary within 10 working days
5. Walk through visits, to be used at the discretion of the appraiser, documentation shared with teacher within 10 days.
6. Summative annual report and summative conference, no later thatn 15 working days before last day of instruction.

2011 Lamar University 10 of 10