THE UNIVERSITY OF TEXAS AT BROWNSVILLE COLLEGE OF EDCUATION

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
COLLEGE OF EDCUATION
EDLR 6393 Administration of School Staff Personnel
Sumer I 2012 Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core concepts that
themes through which we organize and deliver our
programs; hence they are central to our vision of
professional educators and scholars. These include:

Interculturalism

Interrelatedness

Inquiry

Pedagogical Leadership
are
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume
roles and positions in teaching, research,
educational leadership, and human development.
 To provide undergraduate and graduate programs
based on proven best practice, knowledge
acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to
scientific educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in
the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in
regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but
for other economical and service areas which require training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be
at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model
for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide
to the local, regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive
one survey in the final semester prior to graduation regarding your program during your time here. A second survey will occur within one
year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation
received at UTB. Please remember that your response to these surveys is critical to UTB excellence.
EDLR 6393
Administration of School Staff Personnel
The University of Texas at Brownsville
Summer II 2012 WWW
Instructor:
Michelle H. Abrego, Ed.D.,
Associate Professor
Educational Psychology and Leadership Studies Office
Educational Leadership Program
Office Location:
2.212 EDBC
Email:
[email protected] [communication mode for WWW class]
Telephone:
882 -7678 (Educational Psychology and Leadership Studies Office)
Class Meeting:
This course is a 100% online course [asynchronous]
Required Textbooks:
Kemerer, K., and Crain, John A. The Documentation Handbook:
Appraisal, Nonrenewal and Termination. Texas School Administrator’s
Legal Digest. 5th Ed. (August 2011)
Scherer, Marge (Ed.) (2003). Keeping Good Teachers. Association for Supervision and Curriculum
Development. Alexandria, VA.
Webb L.D., and Norton, M. Scott. (2009).Human Resource Administration: Personnel Issues and
Needs in Education (5th Ed.). Prentice Hall Inc: Upper Saddle River, N.J.
Other Required Materials:
Current, active e-mail on Blackboard
Good Internet access
Ability to check the course on a daily basis
Note the EDLR 6393 does not have an ELCC assessment included in the course nor are field
hours earned towards the internship.
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This course is a 100% online course. The course will adhere to the Summer 1 2012 calendar. The course will begin on June
4th and continue through July 11th.
Students will access the course through the MyUTB/TSC Blackboard. All materials will be posted through blackboard.
Students are responsible for ensuring that they have computer access to Blackboard.
http://myutbtsc.blackboard.com
The course will be divided into the following modules and dates:
Getting Acquainted Module: June 4-6, 2012
Content Module One: June 7-13, 2012
Content Module Two: June 14-20, 2012
Content Module Three: June 21-June 28, 2012
Content Module Four: June 29- July 7, 2012
Course Wrap Up: July 7-11, 2012
Note materials for each of the four content modules consist of the following:
1. Powerpoint Presentation on Course Content (this serves as the lesson guide)
2. Course Reading List
3. Discussion Board Application Questions
4. Other Materials as needed
The course calendar is located on p. 13 of the syllabus.
Important Dates per Academic Calendar: Jun 26 Tue Last day to Withdraw with a “W”
Course Description:
This course includes an analysis of personnel organization, administration and function in school systems, relationships of
various school positions, and a study of ethics, security and professional improvement.
Course Objectives:
1. Understand the nature and scope of personnel functions of a typical school system.
2. Be aware of the societal, organizational, legal, political and economic influences on the personnel function.
3. Know the organizational design and structure of the personnel function and how the personnel function is related to the
total school system.
4. Understand the nature, importance and fundamentals of human resource planning as a function of personnel
administration.
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5. Identify the causes of and procedures for suspending, nonrenewing staff and standard grievance procedures for staff.
6. Understand staff development procedures, including programs and their benefits, the role of faculty and administrators
in determining needs and establishing procedures, ways to evaluate programs and the role of professional
organizations.
7. Analyze the relationship between administrative supervision and staff development, including competencies essential
for successful administrative leadership, the role of mid-management administrator as an instructional and
administrative leader and activities appropriate for continuing in-service education plans.
8. Apply ethical principles to education practices and populations, including ethical professional practices and performance
standards in education and principles of ethical conduct toward fellow educators and administrators, students, parents,
and the community.
9. Understand the recruitment, selection, and induction processes of the personnel function and the importance of the
principal’s role in such processes.
Course Objective(s)
ELCC
Standard
Principal TeXes
Competencies
1-8
1,2,3,5
5,6,8
Conceptual Framework

Interculturalism

Interrelatedness

Inquiry

Pedagogical Leadership
PRINCIPAL TExES Competencies:

Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus
culture that are conducive to student learning and staff professional growth.

Competency 006: The 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 008: The principal knows how to apply principles of effective leadership and management in relation to
campus budgeting, personnel, resource utilization, financial management, and technology use.
ELCC Building Level Leader Standards:
Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote
the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or
district vision of learning supported by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to
promote the success of all students by promoting a positive school culture, providing an effective instructional program,
applying best practice to student learning, and designing comprehensive professional growth plans for staff.
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Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to
promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe,
efficient, and effective learning environment.
Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to
promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Course Requirements and Grading:
Welcome Introduction Bio
Required
 Directions for the bio are included in the Getting Started Module. Lack of participation in this
section of the course or completion on time will result in loss of 1 point off the final average for
non completion.
Discussion Board Participation
80 points
 Each student will be asked to participate in a small group discussion board forum for each
content module. Each forum will contain two online forums also known as threads.
 The course instructor will make assignments to the groups. Groups will change during the
semester to provide you an opportunity to work with a variety of colleagues.
 Up to 80 points may be earned through discussion board participation.Two threads per forum
at ten points each. See rubric on page 10.
 Deadline dates for posting are found online in the discussion board forum and in the course
calendar in this syllabus on page 13.
Notes about discussion board posts
 Each course module will contain directions on posting to discussion board. The discussion
board will serve as the tool in which class discussions will take place.
 Responses are to be high quality and should demonstrate that students have thoroughly
read assigned class material and are able to apply it. Responses should include citations
from course readings. Citations help illustrate material is read and able to be applied.
 Responses should be substantive and beyond a one sentence response.
 Points will be awarded based on the strength of the response and the frequency of posting.
 Professional and well edited
Instructor participation/presence: Generally I will not actively participate in small-group discussion work. Think of
these discussions as they might occur in a regular face-to-face classroom. The instructor walks around the room and
listens in on the various groups, but does not necessarily participate in the discussion. If I am asked a specific question
in a group discussion, I will always respond. Please realize that I normally check in on the course numerous times each
day, 7 days a week. If I am going to be off-line for more than a day or two, such when attending conferences, I will let
everyone know ahead of time.
A rubric for discussion board forum is located on p.10 of this syllabus.
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Teacher Hiring Guide Project
10 points

This project will be due after the completion of Unit Three. It will be completed collaboratively
in small groups using the interactive tool -- Wiki. Should events occur that prevent the use of
Wiki, the project has the option of completion through the use of email or Google Docs.

The instructor will assign the groups at random at the start of the course. Students wishing to
work independently on this project should notify the instructor by June 5, 2012.
Project Description Part 1: Develop two lists of potential questions for teacher hiring. One list should
target elementary and the other secondary. The questions for an elementary school level should
specify grade level and the secondary questions should specify the content area and if it is a middle
or high school. Ensure that the questions selected are legally permissible and are best practice
according to research to support hiring the best qualities in teachers.

Each list (one for elementary and one for secondary) should have a minimum of seven
questions and no more than ten.

Include research citations to support each question on your list and provide the supporting
references after each question.
Project Description Part 2: Based on the course readings, prepare a 2-3 page document of guiding
principles (research based tips) related to hiring that would be helpful to principals and staff.

Include research citations to support the recommendations/guiding principals in the body of
your paper.

A minimum of 5 different sources should be used. The majority of the 5 sources should come
from the required and recommended reading lists. Additionally sources may be added from
outside sources beyond the five required. An additional source may be an interview or
correspondence with a practicing administrator.
A reference list compiled from all sources cited in parts 1 and 2 is to be included at the end of the
project.
A rubric for grading the project is found on p. 11 of this syllabus.
A Wiki will be set up for each group in Module Three to aid in the collaboration needed to complete
this project. Groups may choose to submit their project on Wiki or to submit as a word document.
Culminating Project: Human Resource Guide
10 points
In this project students will work collaboratively in small groups to put together a list of 15 internet
resources that focus on content covered in our course from all four content modules. Resources may
include web sites, videos (You Tube has excellent material), etc.
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
You may choose to include up to 5 articles from journals as part of your guide – include the
citation including full citation and date referenced and the DOI # . Do not use articles from our
required course reading list for this project.
It is highly encouraged that students work on this project throughout the course and not leave it to the
end. The project should be developed throughout the course by adding to it gradually at the end of
each content module. The resource guide is to reflect overall content in the course.
A Wiki will be set up for each group in the Course Wrap Up to aid in the collaboration needed to
complete this project. Groups may choose to submit their project on Wiki or to submit as a word
document.
Each source selected should include a URL and 1-2 paragraphs summarizing the rationale for the
usefulness for school leaders of each resource cited. When selecting sources look for strong
relevance to the role of the school leader in the area of human resources. Link the sources selected
back to one of the content modules studied and also provide a citation from course readings to
support your choice. For example, if you were including sources related to teacher hiring you may
include a reference that discusses the importance of teacher quality to student achievement, or if you
were providing references for a teacher induction program include a citation that shows teacher
induction is an important principal responsibility. Be specific as to what portion of a site is used – you
may include the homepage but it should be followed with the specific portion of the site used.
Team members must collaborate carefully to determine the choices included in the final guide since
only fifteen resources may be listed. This means the team must reach consensus on what is to be
included.
Note: Students wishing to work independently on this process are to notify the instructor no later
than June 5th.
A rubric for grading the culminating project is included on p. 12 of this syllabus.
Grading:
A point system will be used to determine the course grade. The maximum number of points that can
be awarded is 100. Grades will be determined according to the number of points earned by the
student.
A
B
C
F
93-100
83-92
82-73
72-0
All grades will be posted on the grade center of blackboard. Individual feedback will be given
throughout the semester.
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Class Work Policy:

No late work will be accepted during the summer semester. Students are
responsible to ensure that all assignments reach the instructor on the due date
assigned. It is strongly encouraged to send work earlier than the deadline to ensure
the instructor receives work due by the designated date and time limit. Do not ask to
make up work or turn it in late.

APA style 6th edition is to be used for reference citations (APA =Publication Manual
of the American Psychological Association)

All written activities must use 12-point font and double-spaced (except wiki)
SYLLABUS ADDENDUM- FROM THE OFFICE OF THE VICE PRESIDENT OF ACADEMIC AFFAIRS
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes
but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials
that are attributable in whole or in part to another person, taking an examination for another person,
any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since
scholastic dishonesty harms the individual, all students and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers
to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. For a
brief informative video on cheating and its consequences click on “Academic Integrity at UTB/TSC” at
this link: (http://www.utb.edu/sa/studentlife).
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time. [Note
ours is an online class so the attendance statement doesn’t apply.] Students are responsible for all
class work and assignments. On recommendation of the instructor concerned and with the approval
of the Dean, students may, at any time, be dropped from courses. This may result in a “W” or “F” on
the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses,
partially or entirely, will be made available on the MyUTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
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MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the university shuts down as a result
of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members and
students of their responsibilities as a hurricane approaches our region. If the university is forced to
shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s
responsibility to complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in your MyUTBTSC
Blackboard and UTB email system. Therefore, all students must use Scorpion Online to provide a
current email address. Students may update their email address by following the link titled “Validate
your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of a disaster, that disrupts
normal operations, all students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this
class, should notify the Disability Services Office early in the semester so that the appropriate
arrangements may be made. In accordance with federal law, a student requesting accommodations
must provide documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374 or e-mail
[email protected].
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves
the right to change any provision herein, not covered by UTB/TSC HOOP or UT Regents Rules, with
notice if circumstances so warrant. Every effort will be made to keep students advised of such
changes and information about such changes will be available at all times from the instructor. It is the
responsibility of each student to know what changes if any, have been made to the provisions of this
syllabus and to successfully complete the requirements of this course. Questions regarding
information on the syllabus and course requirements need to be addressed by the students when the
syllabus is received.
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Discussion Board Rubric (10 points) for each thread
Class discussion is considered an essential part of this course. The discussion forums allow you to interact with other
students and the instructor in order to share and shape your understanding of various topics. In order to give you a better
idea of what is expected of you; the following discussion rubric has been developed and will be used to assess your
participation. Note that poorly edited and incoherent responses will detract from your writing and lower points earned.
Followed timeline/deadlines:
(1.5) Messages were posted by suggested due date for thread
(1) Original message was posted after due date for thread
(0) Did not enter the discussion
Frequency in response to postings of others:
(2) Interacted at least three or more times with students and/or instructor for each thread within the assigned time
period and throughout the discussion – does not wait until the very end of the last day of posting period to interact
with classmates.
(1) Interacted only once with students and/or instructor or waited until the last day to respond to classmates.
(0) Did not enter the discussion
Development of Ideas: This is done through the initial post and response to others
(3) Introduces new ideas; Helps develop ideas; usually stimulates the discussion- citations are included as
appropriate to support work
(2) Helps develop existing ideas; occasionally stimulates the discussion
(1) Contributes very little to development of ideas; does not stimulate the discussion (often simply "agrees")
(0) Did not enter the discussion
Evidence of Critical Thinking: This is done through the initial post and response to others
(3.5) Clear evidence of critical thinking (application, analysis, synthesis, or evaluation of issues); numerous
personal connections with the discussion topic; and appropriate reference to content in the course using a wide
variety of supporting citations
_____ (2.5) Clear evidence of critical thinking (application, analysis, synthesis, or evaluation of issues); numerous
personal connections with the discussion topic; and appropriate reference to content in the course using a
limited number of supporting citations
(2) Some beginning evidence of critical thinking (usually recites facts instead of addressing issues); some personal
connections with the discussion topic; limited use of citations
(1) Little evidence or poor demonstration of critical thinking (often only recites facts); Little or no personal
connections or insights with topic content; inappropriate or no citations used to support response
(0) Did not enter the discussion
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Teacher Hiring Rubric for Collaborative Wiki Project – due July 1
Requirements
Points
Possible
Formatting:
 Number of Citations -5 required (5)
 APA use (2)
 Reference List at end of project (3)
Points
Awarded
10
Well Edited
5
Writing Quality (coherence, organization, strong opening and conclusions)
Question Quality
 Legally permissible (10)
 Best practice (10)
10
Course Readings
 Well incorporated in writing (10)
 Strong support for key ideas (10)
20
Captured Key Ideas from the literature re: Hiring Process - - how well does the project incorporate key concepts from
the literature (look for at least 5 key ideas included and well developed. 10 points per key idea)
 Dispositions for quality teachers/quality of questions used –
 Background/Reference checks –
 Use of tools such as resume and application for candidate information  Legal Issues Timely Hiring Process –
 Hiring Plan in conjunction with district –
 Committee Interviews/Preparing the committee Providing information about your school to candidate –

Right Fit notion –
 Interview process:
o Psychological Atmosphere
o Physical Setting
o Interviewer’s Interpersonal Skills Note taking
 Examination of position description/expectations –
 Seek candidates from additional sources –
 Evaluation of candidates –
 Discussion of how to select and overcoming bias Integration of new teachers into school culture
50
Overall quality of the project
5= Outstanding – went above project requirements
4= Excellent
3= Good – Met Target
1= Attempted
0= Not attempted
5
Total Points Awarded
100
Note the final points awarded are multiplied by 10% to determine the final points awarded. For
example a 100 on the project would earn 10 points towards the final average.
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Culminating Project Rubric: Internet Resources Guide
Grading Criteria
Well edited, coherent, represents an overall coverage of content in
Points
Points
Possible
Awarded
10
the course and creative.
Number of Sources: 15 points maximum
15
15 sources are listed and URL provided
Quality ( up to two points per source = 30 points maximum)
30
2: source is up-to-date and highly relevant for principals (and not so
general it proves not useful)
1: source is timely but lacks strong relevance for principals (too
general)
Supporting paragraph(s) - 3 points possible per source
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3 – excellent rationale provided including strong supporting
references/citations
2 – good rationale provided but limited and or weak supporting
references/citations
1 – rationale is weak with little to no supporting references/citations and
supporting references are weak.
Total Points possible
100
Note the final points awarded are multiplied by 10% to determine the final points awarded. For
example a 100 on the project would earn 10 points towards the final average.
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Summer 1 2012 EDLR 6393 Course Calendar
Getting Started:
June 4-6, 2012
Bio Post Due
June 5th
[Use this time to secure course materials and even to begin reading to get a head start on the course.]
Content Module One
June 7-13, 2012
th
Initial post
June 11 .
Interaction with class members
June 12-13
Culminating Project
Ongoing (Group Project)
th
Module Two:
June 14-20,2012
th
Initial post
June 18 .
Interaction with class members
June 19-20th.
Culminating Project
Ongoing (Group Project)
Module Three:
June 21-June 28, 2012
th
Initial post
June 25 .
Interaction with class members
June 26 – 27th
Culminating Project
Ongoing (Group Project)
Collaborative Teacher Hiring Project Due
June 28th (Group Project) Midnight
Module Four:
June 29- July 7th
th
Initial post
July 5
Interaction with class members
July 6-7 .
Culminating Project
Ongoing (Group Project)
th
Course Wrap Up Module
July 8-11
Culminating Project Due
July 10th (Group Project) Midnight
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