EDAD 516 – Leading and Managing Human Resource

NELP STANDARDS

http://3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com/wp-content/uploads/2018/10/NELP-Building-Standards.pdf

Standard 1: Mission, Vision, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Standard 2: Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness   

Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

Standard 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

Standard 6: Operations and Management

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

Standard 7: Building Professional Capacity

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

 

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school

 

Professional Standards for Educational Leadership Programs Standards

http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

STANDARD 1. MISSION, VISION, AND CORE VALUES:  Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

STANDARD 2. ETHICS AND PROFESSIONAL NORMS: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

STANDARD 3. EQUITY AND CULTURAL RESPONSIVENESS:  Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

STANDARD 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT:  Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR STUDENTS:  Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL:  Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

STANDARD 7.  PROFESSIONAL COMMUNITY FOR TEACHERS AND STAFF:  Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

STANDARD 8. MEANINGFUL ENGAGEMENT OF FAMILIES AND COMMUNITY:  Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

STANDARD 9. OPERATIONS AND MANAGEMENT:  Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

STANDARD 10. SCHOOL IMPROVEMENT:  Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

CAEP STANDARDS – ADVANCED PROGRAM

Standard A.1:  The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards.

 

Standard A.2:  The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

Standard A.3:  The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.

Standard A. 4:  The provider documents the satisfaction of its completers from advanced preparation programs and their employers with the relevance and effectiveness of their preparation.

Standard A. 5:  The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completer’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development

MISSISSIPPI PRINCIPAL EVALUATION SYSTEM

1.      Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

2.      Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

3.      Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

4.      Collaborating with faculty and community members, responding to diverse community interest and needs, and mobilizing community resources.

5.      Acting with integrity, fairness, and in an ethical manner.

6.      Understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

 

 

MISSISSIPPI CODE OF ETHICS

 Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards.

Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice and does not knowingly engage in deceptive practices regarding

Standard 3: Unlawful Acts An educator shall abide by federal, state, and local laws and statutes and local school board policies.

Standard 4: Educator/Student Relationships An educator should always maintain a professional relationship with all students, both in and outside the classroom.

Standard 5: Educator/Collegial Relationships An educator should always maintain a professional relationship with colleagues, both in and outside the classroom.

Standard 6: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drug

Standard 7: Public Funds and Property An educator shall not knowingly misappropriate, divert, or use funds, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

Standard 8: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation.

Standard 9: Maintenance of Confidentiality An educator shall comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentiality agreements.

Standard 10: Breach of Contract or Abandonment of Employment An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or educational agency for the duration of the contract.

Week 5: Performance Evaluation


Reading: Chapter 7 Text and PowerPoint; Mississippi Professional Growth System: Teacher Growth Rubric and Principal Growth Rubric

Assignment 1:  See the SLLA scenario in the Appendix.  Submit completed assignment week 7: Collective Negotiations

Reading: Chapter 9-10 Text and PowerPoint; Article: Collective Bargaining

Teachers and administrators want input concerning the priorities established by the school board when these affect their salaries, fringe benefits, and working conditions. Collective negotiations may be defined as the process by which representatives of the school board meet with representatives of the school district to make proposals and counterproposals for the purpose of agreeing on salaries, fringe benefits, and working conditions for a specific period of time.  In this module, you will understand how this affects your salary and benefits as an educator.  We will begin some discussion on the legal issues of the human resources director.

Assignment 1: Internship #27  Meet with the district/school attendance officer(Jackson Public Schools District/Lanier High School in Jackson, MS).  Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations. Include the highlights and / summary of the meeting in the portfolio. (NELP 6.1; PSEL 4e, 9b, 9f, 9g)

*Start this week preparing for your final assignment due next week which is a district recruitment plan. 

Week 8: Legal, Ethical, and Policy Issues

Reading: Chapter 10 Text and PowerPoint; District Recruitment Plans

The final module discusses various legal, ethical, and policy issues related to human resources in a school district.  As a district leader, it is imperative that you know the state and district policy and the law to avoid unnecessary litigation being brought upon the district because you operated outside of policy. 

Assignment 1:  Create a district recruitment plan.  See details in Appendix.

 Assignment 2: Internship #13 Assist in the supervision of students at various intervals during the day, and also during bus/transportation supervision. Prepare a summary of your findings, concerns, and any recommendations made to improve the process.  (NELP 3.3; PSEL 3b, 3d, 3g, 3h, 5e, 7b)

Assignment 3: Internship #28   Meet with the director of maintenance/ head custodian and review job responsibilities and schedules of staff.  Shadow/ observe one custodian and/or maintenance person for a period of time (one hour, more if possible).A brief report from the meeting and observation, including the needs, concerns, and overall assessment of work performed, will be included in the notebook. Submit summary. (NELP 7.3; PSEL 3h, 4e 6g, 7a, 7f)