Edld 5345 Week 1 Assignment 2013 Corvette


EDLD 5345 Human Resource Management. Leanne Knight ET8025. 2011 Lamar University. 1 of 8. Week 4 Assignment. Overview. The activities in your Week 4 ...

EDLD 5345 Human Resource Management Leanne Knight ET8025

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.

2011 Lamar University

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EDLD 5345 Human Resource Management Leanne Knight ET8025

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

Tasks

Accomplished

Proficient

Needs Improvement

No errors in grammar, spelling or punctuation.

Few errors in grammar, spelling or punctuation.

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation.

The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.

The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.

The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.



Part 1 HR Organization Leadership Reflection

(2 points)

(3 points)

Unacceptable No Response submitted.

The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment. (0 points)

(1 point) Part 2 Article Critique

The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.

The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment. (2 points)

(3 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.

The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment. (1 point)

The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment. (2 points)

(3 points)

The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.

The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment. (0 points) The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment. (0 points)

(1 point) Part 4 Teacher Evaluations

The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance

2011 Lamar University

The student completed the assignment, but did not demonstrate complete responses to each aspect of the

The student attempted to complete the assignment, but failed to meet minimum requirements in all

The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the 2 of 8

EDLD 5345 Human Resource Management Leanne Knight ET8025 outcomes.

assignment.

(3 points)

(2 points)

2011 Lamar University

aspects of the assignment. (1 point)

assignment. (0 points)

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EDLD 5345 Human Resource Management Leanne Knight ET8025

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. With every form of assessment, summative or formative, the principal at my school expects the teachers to utilize this information to make data based decisions. After teachers have compiled and disaggregated their information, the principal meets with each team and sometimes meets with teachers individually to discuss their plans for impimentation of their data based decisions. The principal knows that if she does not meet with the teachers then the teachers are less likely to follow through with their decisions. Usually the principal exprects the teachers to utilize the assessment reports to assist in grouping students within each classroom for optimum learning. The principal at my school also uses a “design team” which is in charge of ensuring that all teachers are ulizing high quality lessons. The team meets with groups of teachers to create lessons following the Schlechty model for engaging lessons. The team meets regularly with the principal for professional develmpent and planning.

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? Last year our designing of the campus improvement was posted online so those involved could edit the original document. We utilized Google Documents and those on the site based decision-making (Campus Leadership Council) were given editing rights. Each grade level and special team were assigned a color to use while editing the document. The SBDM team met to discuss strategies and them went to work on the plan via the internet with their team members. Since it was on Google Docs, anyone who edits will show easily via the “revision history” and by looking at the colors of editing. If anyone accidentally caused a problem the “review history” section allows for restoration. In the end though, the principal takes the edited version of the campus improvement plan and makes the final decision concerning the plan.

Describe instances where the campus leader has delegated authority. The principal delegrates authority throughout the process of developing the campus improvement plan. The whole plan is posted on Google Docs. Individual teachers could view the document but only SBDM team members could edit. Each grade level and special team were assigned a color to use while editing the document. The SBDM team met to discuss strategies and them went to work on the plan via the internet with their team members. Since it was on Google Docs, anyone who edits will show easily via the “revision history” and by looking at the colors of editing.

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EDLD 5345 Human Resource Management Leanne Knight ET8025 Describe examples of the principal making data-driven decisions. One example is at the end of every year, the principal has each teacher run their MAPs (Measures of academic Progress) reports. These reports let teachers prove each student has accomplished their annual year of growth. The principal uses the TAKS scores to create decisions. When our writing TAKS scores went down two years ago by a few points instead of raising, the whole campus, especially third and fourth grades, had to work on updating and revising their writring curriculum. The TAKS goal for the next year was that our school’s 4 th graders would achieve Gold Standard on TAKS.

How has the campus leader utilized data to help determine human resource or personnel needs? If students do not show adequate annual year of growth then the teacher will be placed on a growth plan. The principal expects excellence not just passing so teachers who are hired need to understand how to work in that type of culture. The principal also hires paraprofessional (AKA: aides) to assist in grades that show adequate needs through scores and class size. The principal hires on campus tutors for students who struggle in reading and mathematics.

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. Association of School Personnel Administrators: AASPA Best Practices in School Personnel, (May/June/July 2008), 8-9.

Why did you select this article? Hiring teachers with the appropriate skills to teach for the next school year is such a small aspect of hiring qualified teachers. Trying to figure out what qualities are necessary in a teacher 2011 Lamar University

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EDLD 5345 Human Resource Management Leanne Knight ET8025 so they will continue to be a good teacher for children through the next twenty years is quite a different way of viewing candidates.

Briefly summarize key points from the reading. The article began by addressing that we may have recently started a new century but most of our students will be alive when the next century arrives. For this purpose we must hire that will supply direction for schools in the year 2022. If we seek excellence in our educators then they will be leaders of schools in 2022. The article continued to address four key characteristic that are beneficial in finding qualified teachers being purpose, relationship, unlimited potential, and immediate application. First, a teacher must have a purpose. They must “possess a clear purpose for their life" (pg. 8) and have a clear belief system. Teachers must see nothing more precious than a young human being. Second, teachers must be able to foster relationships. They must have positive and productive relationship with students. People today recall teachers who made a difference in their life. Third, teaches must see the value of unlimited potential. Teachers must understand the importance of lifelong learning for both teacher and positively ingrain this ideal in students. Finally, teachers must utilize immediate application. Once things are learned the students need to apply that knowledge quickly to their every day life. The article concluded with the 15 qualities of an excellent teaching/learning specialist which are: positive, investing, committed, communicative, personable, compassionate, motivating, objective, generator of alternatives, lesson design, application of learning, student diversity, accountability, adult development, and multiple mentors.

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). competency 3 1.model and promote the highest standard of conduct, ethical principles and integrity in decision making, actions, and behaviors. 2.implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators. competency 6 4.implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.

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EDLD 5345 Human Resource Management Leanne Knight ET8025 How might you apply what you learned from this reading in your role as an administrator or educational leader? Hiring teachers with the appropriate skills to teach for the next school year is such a small aspect of hiring qualified teachers. Trying to figure out what qualities are necessary in a teacher so they will continue to be a good teacher for children through the next twenty years is quite a different way of viewing candidates. This article specifically addressed definite characteristics that are valuable when hiring teachers.

Additional comments/recommendations. I appreiciated that the article addressed that we must see that our children will need to learn skills and that specific curriculum is not the most important thing we teach our children. We must have qualified teachers to help mold so that our eduation system stays strong.

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 recommended that principals develope effective communication and conflict resolution skills by removing strife or creating accord before the crisis reaches the surface. Continuously evaluating the culture of the school and getting input from coworks to help create an atmosphere that is not reactive to problems but looks to foresee possible problems. Principals need to predict strife prior to an incident to allow those with the difficulties a chance to lessen or remove the conflict.

What insights did Ms. Cannon give regarding developing and maintaining relationships with staff? Ms. Cannon suggested that executing change is less problematic if positive relationships have been formed between principal and staff. Trust is important when transformation is necessary. “Honesty and a sense of caring for those you work with and with the campus community will be tremendously important if they are going to support your proposed change.”

What advice did Ms. Cannon give regarding principals conducting effective evaluations and appraisals? Ms. Cannon suggested principals conducting effective evaluations and appraisals should maintain honesty for to trust the results. Principals should not seek to make teachesr happy or disappointed in their evaluation but to truthfully seek accuracy in the representation of the 2011 Lamar University

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EDLD 5345 Human Resource Management Leanne Knight ET8025 teacher’s abilities. If a principal is too critical, though, then they are seen as “unprofessional and uncaring” and loose their professional standing. “The principal that has an honest discussion with faculty members about performance expectations and the evaluation process before evaluations begin will be seen as both professional and honest.”

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? “Each principal should understand case law, which is the court decisions, and statute law, which are the legislated mandates, and know school district policy relevant to personnel.” A lucid knowledge of the variation between contract non-renewal, suspension, and termination is an obligation before any principal begins a course that may effect the employment status of an employee negatively.

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.) 1. Begin the evaluation process early in the school year. a. Principals should begin the evaluation process within the first month of school. b. Starting early also helps to establish to teachers that the principal is involved in instruction. c. Seeing engagement is the one of the best ways to ensure valuable teachers. 2. Utilize classroom walk-throughs often enough to ensure validity to what you see in the designated observation and evaluation visit. a. If an administrator often visits classrooms then the walk throughs become more routine for teachers and students. 3. If there are any problem areas, schedule a conference with the teacher to discuss the issues and put a synopsis of the conference in writing. a. Teacher should sign and receive a copy. 4. Ask the teacher what he/she needs in terms of support in order to meet performance expectations. a. Come up with options together, ie: mentoring, observing teachers, etc. b. Follow up with teacher. 5. If problems continue, establish a reasonable timeline for the teacher to demonstrate improvement and conduct a follow-up evaluation. a. Conference with teacher after follow up evaluation 6. Complete a third and final evaluation visit prior to making a contract status recommendation to the superintendent. a. Required by March b. 45 days prior to the last instructional day

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Presentation on theme: "STAFF DEVELOPMENT FOCUSING ON TEAM BUILDING & CONFLICT MANAGEMENT Teresa E. Simpson EDLD: 5345 Human Resource Development – Fall 2008."— Presentation transcript:

1 STAFF DEVELOPMENT FOCUSING ON TEAM BUILDING & CONFLICT MANAGEMENT Teresa E. Simpson EDLD: 5345 Human Resource Development – Fall 2008

2 The Division of Student Affairs Lamar University Vice President for Student Affairs Associate Vice President for Student Affairs Assistant Vice President for Student Affairs Book Store – Manager Career & Testing Center – Director Greek Life – Vice President Call Center - Director Dining Hall – Director Health Center – Director Housing – Director International – Coordinator Montaigne Center – Director Orientation – Coordinator New Student Programs - Coordinator Recreational Sports – Director Student Council – Vice President Student Center – Director Volunteer Service - Coordinator

3 Goal Develop a Professional Development Committee for the Division of Student Affairs  CAS Council for the Advancement of Standards In Higher Education  Part 5: Human Resources Programs and services must have a system for regular staff evaluation and must provide access to continuing education and professional development opportunities, including in- service training programs and participation in professional conferences and workshops.

4 Mission Statement: Division of Student Affairs  Lamar University’s Division of Student Affairs, as an integral part of the educational process, is dedicated to fostering a supportive caring campus community where students are empowered to learn and achieve their fullest potential.

5 Objective  Team Building: to understand and appreciate similarities and differences in the personalities of your fellow team members can help you function better. Implement a team building program utilizing assessment tools.  Conflict Management: to assist individuals in a variety of settings understand how different conflict styles affect personal and group dynamics. Implement a conflict management program utilizing the TKI-Thomas Kilmann Conflict Mode Instrument.

6 Expected Outcome  Develop a collaborative approach to Team Building and Conflict Management.  Provide adequate training for Directors under the Division of Student Affairs that are transferable to their department’s supervisor’s.  Department Administrators would become proactive in the area of staff development.

7 Activity: Understanding the Importance of Team Building Step One: Design Workshops  The Four Building Block of Great Leadership Vision Interpersonal Style Communication Problem solving/Decision making Interpretive Report (understand your MBTI – TYPE)

8 Activity: Cont.  The Five Practices of Leadership Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart Feedback Report  LPI -Leadership Practices Inventory

9 Activity: Cont.  Aligning Strategy & Culture Interpretive Report for Organizations  Developing a Common Language for Self-Awareness Team Report  Improve Communication and Team Building with the MBTI Instrument  Administrators have embraced the MBTI instrument as a tool for communication and now have a common language to describe their personal preferences and the preference of others. Work Styles Report: Enhancing the Two-Way Communication in Organizations

10  Interpretive Report  LPI -Leadership Practices Inventory  Interpretive Report for Organizations  Team Report  Work Styles Report: Enhancing the Two-Way Communication in Organizations Activity: Cont. Assessment Tools

11 Activity: Understanding Conflict and Conflict Management Step 1: Develop Professional Development Workshops  Understanding Conflict and Conflict Management What is conflict management: Why learn more about conflict and conflict management? How do people respond to conflict? Fight or Flight? What modes do people use to address conflict? Competing, accommodating, compromising & collaborating What factors can affect our conflict modes? How might you select your conflict management style? How might staff/faculty apply this information to improve their conflict management skills?

12 Activity: Cont. Learning About Your Conflict Modes/Individual Reflection  Step 2: Use the Thomas-Kilmann Conflict Mode Instrument Profile and Interpretive Report  Two dimensions of behavior Assertiveness-the extent to which the individual attempts to satisfy his or her own person’s concerns. Cooperativeness – the extent to which the individual attempts to satisfy the other person’s concerns 5 methods of dealing with conflict: Competing Collaborating Compromising Avoiding Accommodating

13 Activity: Listening  Step 3: Improving listening skills is one approach to improve conflict management skills.  Studies show that only about 10% of us listen properly.  Read the article by Raudsepp. Raudsepp, E. (2002) “Home Listening Skills to Boost Your Career,” Available on the World Wide Web at http://www.careerjournal.com/myc/climbingladder/20021224- raudsepp.html  Take the listening quiz.  Develop an action plan for improving your listening skills.

14 Suggestions for Further Activities  The book 50 Activities for Conflict Resolution contains 25 activities for self-development on conflict.  Activities include: The Role of Values in Conflict Resolution Resolving Conflict through Planning Evaluation Your Conflict Resolution Skills Uncovering the Hidden Agenda

15 Timeline  Establish Division – Professional Development Committee  Train/Certify Professional Staff Members to administer tools: LPI, Myers Briggs & TKI. School Districts: Utilize your School Counselors..they would LOVE this!  Program should launch each academic year.  Assess Program at the end of each academic year.  Continue to provide staff development through Professional Development Committee.

16 Assessment  CAS Professional Standards for Higher Education 2003  Part 13: Assessment and Evaluation Programs and services must conduct regular assessment and evaluations. Results of these evaluations must be used in revising and improving programs and services and in recognizing staff performance.

17 Principal Competencies and Standards Domain II – Instructional Leadership  Competency 006  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.  Competency 007  The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment.

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