VITERBO UNIVERSITY COURSE #758

HUMAN RESOURCES DEVELOPMENT

OR
HUMAN RESOURCES FOR STUDENT ACHIEVEMENT

INSTRUCTOR: BRADFORD G. SARON

Work: [email protected]
Home: #608-790-7314
Work: #608-654-5131 ext. 201

Text: Human Resources Administration, by Richard E. Smith

Course Outcomes: To understand the . . .

1) principal as an instructional and management leader;
2) importance of human resources and human resources development;
3) statutory responsibilities of school districts and principals;
4) collective bargaining implications for school districts and principals;
5) supervision and evaluation of staff; and
6) factors involved in employee compensation.

Course Activities:
1. Completion and submission of all assignments by the next class
meeting unless otherwise specified.
2. Completion of additional work that may be assigned.
3. Participation in group activities, such as simulated collective
bargaining.
4. Participation in case studies both individually and as group work as
assigned.
5. Thoughtful and thorough writing and dialogue on Blackboad
Discussion Board.
6. Completion of portfolio development for listed standards.

Grading:
The grading system used is A, AB, B, BC, C, D, and F. The course grade is determined by
the quality of the work submitted and submitting the work promptly by the designated dates,
participation in class discussion and activities including simulations and case studies, class
attendance, the final test, and completed portfolio.

My definition of “Thoughtfully”: To complete an action in a way that indicates critical thinking

via analysis, comparison, contracts, cause and/or effect, extended definition, synthesis, etc.

Standards Assessed: As attached

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 Tentative Daily Agendas
Monday, July 26, 2010– 8:00 a.m. to 4:30 p.m.

 Case study introduction, overview of class, assignments

 Introduction to Netvibes

 Overview of standards: http://dpi.wi.gov/tepdl/standadm.html

 Web 2.0 Resources: http://cogdogroo.wikispaces.com/StoryTools

 Communicating Vision, Mission, and moral purpose

 Hiring of Staff (Chapter 4-Selection)

1. Job Descriptions
2. Postings
3. Applications
4. Screening Applications
5. Preparing, Conducting, and Evaluating Interviews
6. Legal Implications
7. Selecting the “Best Candidate”
8. After the Selection

 Wisconsin Fair Employment Law Brochures

#1 “Avoiding Loaded Interview Questions”
http://www.dwd.wi.gov/dwd/publications/erd/pdf/erd_4825_pweb.pdf
#2 “Harassment in the Work Place”
http://www.dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7334_pweb.pdf
#3 “Pregnancy, Employment and the Law”
http://dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7550_pweb.pdf
#4 “Persons with Disabilities on the Job”
http://dwd.wisconsin.gov/dwd/publications/erd/pdf/erd_7899_pweb.pdf

 Case Study
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Assignments:
1. Write your job description.
2. Write principal’s job description.
3. Prepare for conducting an interview, group activity: Develop a series of 10-15 questions
for a teacher interview and create a date specific timeline demonstrating the process, from
job description development to new staff orientation day.
4. Human Resources Administration Overview: Read Chapter 1 – Introducing Human
Resources Administration. Answer Comprehension Questions 1 and 2 on page 14 and

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 post responses to discussion board, and thoughtfully respond to at least two other class
members’ postings.

Tuesday, July 27, 2010 – 8:00 a.m. to 4:30 p.m.

 Review previous class session.

 Netvibes, Current Events, Leadership Theme Discussion

 Conduct and Critique Interviews

 Staff Development
1. New Teacher Orientation
2. Continuing Staff Development
3. Modeling Lifelong Learning
4. Making Effective Use of Staff Meetings, Staff Development Days
5. Safety Plans and Procedures
6. Preventing Workplace Violence

 Supervision and Evaluation of Staff

1. Supervision of Instruction
2. Motivation Modeling
3. Personnel Policies
4. Staff Evaluations, Job Descriptions, Expectations
a. Teachers
b. Teacher Assistants
c. Secretaries
d. Custodians
e. Cooks
f. Substitutes
g. Co-Curricular
5. Review, Discuss Class Member Observations

 Staff Discipline
1. Employee Rights and Obligations
2. District Rights and Obligations
3. Probation
4. Just Cause
5. Termination, Non-Renewal
6. Grievance Procedure
7. Arbitration Procedure
8. Wisconsin Employment Relations Commission

 Case Study-Support Plan for a teacher who is failing

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Assignments:
1. Human Resources Administration, Read Chapter 6 –Answer Comprehension Questions 1
thru 4 on page 188 and post responses to discussion board, respond to at least two other class
members’ postings OR complete extended activity question 1 (within the framework of your
district’s existing evaluation system). For option 1, the compare/contrast element must be one
page, double spaced, 12 point size, Times New Roman.
3. Outline Human Resources Administrator, Chapter 9 in no more than two pages.

Wednesday, July 28, 2010 – 8:00 a.m. to 4:30 p.m.

ONLINE DAY THRU BLACKBOARD & INDIVIDUAL WORKTIME

Netvibes, Current Events, Leadership Theme Discussion

 Review Teachers Collective Bargaining Agreement from your District and find the
following (bring these to class for discussion):
1. The number of days employed.
2. The number of paid holidays.
3. Length of the probationary period.
4. Length of the workday.
5. Breakdown of the work day (face to face time vs. prep time)..
6. Eligible reasons for taking a day off during the school year.
7. How teacher transfers are made to another position in the district.
8. Lay off deadlines.
9. Penalty for breaking a contract and when it applies.
10. Steps in the grievance process.

 On Blackboard, respond to the following prompt and thoughtfully respond to at least

two other class members’ postings: Of the ten collective agreement elements that you
have just researched, which is the most difficult to manage, implement, and/or
approve/reject? What factors make it so difficult? How could principal planning and
execution affect the effectiveness of the clause or rule?

 School Law, Employment Law

1. Wisconsin Statutes http://www.legis.state.wi.us/rsb/Statutes.html
#1 Chapter 111 – Employment Relations
#2 Chapter 115 – State Superintendent; General Classifications and Definitions;
Children with Disabilities
#3 Chapter 118 – General School Operations
#4 Chapter 120 – School District Government

 Read all four Statute Chapters. Choose one of the four to summarize via any Web 2.0
tool. For the other three, be prepared to produce evidence of reading through text
interaction.

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  Prepare for a negotiations activity by completing the following:
o Distinguish five elements within your district’s master agreement that you
would like to see changed (from the union perspective). Write a justification
paragraph for each of the elements.
o Write rebuttal statements for each of the five elements (from the School
District perspective) challenging each element’s importance and necessity.
o Please have this word processed, TNR, 12 pnt size, double spaced.

Thursday, July 29, 2010 – 8:00 a.m. to 4:30 p.m.

-- Review previous class session.

Netvibes, Current Events, Leadership Theme Discussion

 Collective Bargaining
1. Review, Critique Contracts from Management, Union Positions

 Conduct Sample Negotiations

 Discuss, Critique Negotiations Process

 Contract Management
1. Legal Implications
2. Statute, Contract, Policy
3. Personnel Records

 Case Study
Employee Compensation
1. Budgeting
2. Review Salary schedules from several districts (please bring the material from
your district to share)
3. Review fringe benefits packages (please bring the material from your district to
share)
4. Discuss leave requirements

 Employee Resignation and Retirement

1. Legal Implications

 Communications, Working with People

 Case Study
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Assignments:
1. Reflect on what has been covered in this class. In what ways does the framework of
negotiations interface with student performance and district vision/purpose? Post a one page
Opinion/Editorial to Blackboard explaining the relationship between these two entities,
thoughtfully respond to two classmates’ postings.

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2. Post to discussion board ways that a Principal can recognize and show employees they
are valued, thoughtfully respond to at least two other class member’s posting.
3. Finalize portfolio for the seven listed standards. Hand in paper copy during last day, if
possible, with submission by email no later than August 18, 2010.
Note: Discuss the topics covered in this course as they relate to the standards; for example,
discuss what you learned about how and why an administrator meets the standard.

Friday, July 30, 2010 – 7:00 a.m. to 4:00 p.m.

-- Review previous class session.

Netvibes, Current Events, Leadership/Management Theme Discussion

 Final Discussion on Leadership Themes

 Laws of Leadership

 Ethical Decisions

 Personnel Life, Style, Modeling

 Human Resources Development and Wisconsin Administrator Standards

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 ADMINISTRATIVE STANDARDS
ADMINISTRATOR STANDARDS PI 34.03 To receive a license in a school administrator category
under s. PI 34.32, an applicant shall complete an approved program in school administration and
demonstrate proficient performance in the knowledge, skills, and dispositions under all of the
following standards:

1) The administrator has an understanding of and demonstrates competence in the teacher

standards under s. PI 34.02.

2) The administrator leads by facilitating the development, articulation, implementation, and

stewardship of a vision of learning that is shared by the school community.

3) The administrator manages by advocating, nurturing, and sustaining a school culture and
instructional program conducive to pupil learning and staff professional growth.

4) The administrator ensures management of the organization, operations, finances, and

resources for a safe, efficient, and effective learning environment.

5) The administrator models collaborating with families and community members,

responding to diverse community interests and needs, and mobilizing community
resources.

6) The administrator acts with integrity, fairness, and in an ethical manner.

7) The administrator understands, responds to, and interacts with the larger political, social,
economic, legal, and cultural context that affects schoolings.

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December 7, 2021
Name ______________________ Cohort _______________ Total Points ________
Location & Year Grade ______________
Scoring Sheet for Portfolio Development and Assessment of Student Work –
758 Human Resources
(Refer to the Companion Rubric)
HD – High Degree of Development - 4 SD – Some Degree of Development - 3
LD – Low Degree of Development -2 ND – No Development – 0

Standard 3 – The Administrator manages by advocating, nurturing, and sustaining a school culture and
instructional program conducive to pupil learning environment.
(The Standard is also known as, “The Culture of Teaching and Learning”.)

S3f) Legal Issues – State/Employment, Staffing from a District Perspective, Contracts (understanding
systems restrictions & operate within them)
HD SD LD ND
Reflection
Comment _____________________________________________________________________

S3g) Employment – Recruiting, Hiring, Communications-Working with People, Responsibility &

Contributions, Diversity

HD SD LD ND
Reflection
Comment _____________________________________________________________________

S3h) Understanding Instructional Leadership – Staff Evaluation, Mentoring, Staff Development,

Probation, Discipline, Recognition, Resignation, Retirement,

HD SD LD ND
Reflection
Comment _____________________________________________________________________

Standard 4 – The administrator ensures management of the organization, operations, finances, and resources for a
safe, efficient, and effective learning environment.
(The Standard is also known as, “The Management of Learning”.)

S4g) Management Theory – Classical Management Theory, Human Relations, Organizational Behavior
(Enhance Positive & Minimize Negative), Movement, Human Resources Management

HD SD LD ND
Reflection
Comment _____________________________________________________________________

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Standard 6 – The Administrator acts with integrity, fairness, and in an ethical manner.
(The Standard is also known as, “Integrity, Fairness, and Ethics in Learning”.)

S6g) Educability of All – Special Education, Ethnic & Economic Diversity

HD SD LD ND
Reflection
Comment _____________________________________________________________________

S6h) Employee Relations – Dignity, Respect, Legal & Contractual, Job Responsibilities, Conflict
Resolution both formal & informal, Wellness

HD SD LD ND
Reflection
Comment _____________________________________________________________________

Standard 7 The administrator understands, responds to, and interacts with the larger political, social, economic, legal,
and cultural context that affects schooling.
(The Standard is also known as: “The Political, Social, Economic, Legal, and Cultural Context of Learning.”)

S7e) Contract Management– Federal, State, Local, Contractual, Equitable, Dignity, Respect, Discipline,
Just Cause, Grievance, Arbitration, Lawsuits (communication with parents, supervisors,
political leaders)

HD SD LD ND
Reflection
Comment _____________________________________________________________________

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 Rubric for Course 758 Human Resources Development

Standards High Degree -4 Some Degree-3 Low Degree-2 No Development-0

S3f) Legal Issues A good understanding An understanding The student shows some Really quite sketchy
 State/Employment of laws, polices and the is present in regard insights into the do’s and – lacks depth, detail,
Perspective contract that influence to the laws, don’t of the process but clarity and even a
 Staff from a District the do’s and don’t in K- policies and the needs to demonstrate a clear overview
Perspective 12 education. contract but needs better grip on the subject
 Contracts clarity and/or detail

S3g) Employment Practices The student The student has a The student only partially Limited to no quality
 Recruiting demonstrates a solid general demonstrates a clear to the explanation of
 Hiring understanding of the understanding of understanding and/or the process and/or
 Employment hiring procedure from the process from knowledge of the process lacks a
 Communications- recruitment, through the start to finish but from start to finish comprehensive
Working with People interview to starting lacks some clarity overview of most of
 Responsibility & and then growing in a – needs to detail – the process
Contributions position may have
 Diversity neglected a step in
the process
S3h) Understanding The student has a good The student for the The student may The student has only
Instructional Leadership understanding of the most part is generally understand the a vague
 Staff Evaluation process of providing the knowledgeable of process of maintaining a understanding or has
 Mentoring support needed to the process of quality work force but only limited
 Staff Development continuously improve continuous does not have a complete knowledge of the
 Probation your work force. improvement – has picture and/or lack a process needed to
 Discipline – If corrections are a pretty clear certain depth of maintain a district
Progressive needed, knowledge of picture of the understanding. work force and/or
 Recognition the process is clear process that needs how to take
 Resignation to be followed for correction action
correction
 Retirement
S4g) Management Theory Students demonstrates a Students Significant aspects about Limited
 Classical Management good understanding that demonstrate an the different management understanding of the
 Human Relations Management has understanding but theory is lacking - needs different theories is
 Organizational evolved over the years the detail and depth clarity and/or further evidenced by the
Behavior Movement and continues to evolve of understanding is explanation student
 Human Resource average.
Management
S6f) Justice and Fairness Student demonstrates a Student has an Student has a general Very vague
 Justice/fairness for all good understanding & understanding and sense of all three understand – sketchy
 Discrimination knowledge of the some knowledge concepts but it is limited over view – lacks
 Harassment district responsibility in but it lacks depth and only partially significant amount of
 Cultural Awareness regard to special and/or details demonstrated detail
education , & diversity
S6g) Employee Relations The student has Understands the Understands the concept Limited to no
 Dignity demonstrated a good legal and in general but it lacks information presented
 Respect understanding of legal, contractual sides of insight, depth and/or to be able to make a
 Legal & Contractual contractual sides of employment & clarity. judgment in regard to
 Job Responsibilities employment & uses uses present day his/her understanding
 Wellness present day Human Human Resources Articulation of main in regard to legal and
 EAP Resource Management Management concepts is missing or contractual
 Conflict Resolution theories theories but lacks a much to general. employment.
both formal and little depth and/or
informal thoughtless

S7e) Contract Management A good knowledge base The understanding The understanding and Little to no evidence
 Federal and a solid and knowledge is knowledge was really of a clear
 State understanding of the present but may quite sketchy – needs for understanding of the
 Local legal nature of lack a little clarity clarity and depth. The process involved in
 Contractual employment in the K- or maybe in places skeleton possibly was regard to the legal
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 Equitable 12 Education system. it lacks a little shaped correctly but the nature of employment
 Dignity detail. body needed the organs to
 Respect function.
 Discipline
 Just Cause
 Grievance
 Arbitration
 Lawsuits

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