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EDLD 5345 Human Resource Management Molly Kresta – ET8027

Week 1 AssignmentOverview

Week 1 of Human Resource Management covers a number of key responsibilities of a school administrator. This assignment is designed to measure your current level of knowledge and skill relating to these responsibilities, as well as provide you with an opportunity to learn more about the way your school deals with issues such as conflict resolution, effective communication, and campus improvement.

2010 Lamar University 1 of 21


RubricUse this rubric to guide your work on the Week 1 Assignment.

Tasksê

AccomplishedNo errors in grammar, spelling or punctuation.

ProficientFew errors in grammar, spelling or punctuation.

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

Part 1

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)

Part 2


(3 points)


(2 points)


(1 point)

Part 3


(3 points)


(2 points)


(1 point per part)

Part 4


(3 points)


(2 points)


(1 point)

Part 5


(3 points)


(2 points)


(1 point)



Part 6


(3 points)


(2 points)


(1 point)

Part 7 The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.

(3 points)


(2 points)


(1 point)



Week 1 Assignment, Part 1: Principal Competencies and Skills Survey

You will begin this week’s assignment by completing a survey related to the State Board for Educator Certification’s (SBEC) principal competencies. The competencies listed below are defined by the SBEC as the standards for principal preparation and certification. The following competencies and leadership skill areas have a supporting relationship with Human Resource Management.

Use the following number scales in responding to the statements expressing your perception of the importance of each skill, and, in the second area, identify how frequently you have observed principals applying the leadership skills.

Perception of Importance Frequency of Observation

4. Very

3. Somewhat

2. Slightly

1. Not Important

4. Always

3. Often

2. Sometimes

1. Once in awhile

0. Not at all



Domain I - School Community LeadershipCompetency 001 – The Vision of Learner-Centered Leadership and Campus CultureThe principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

The campus principal knows how to:

Perception of Importance4. Very3. Somewhat

2. Slightly1. Not Important

Frequency of Observation4. Always 3. Often

2. Sometimes1. Once in awhile

0. Not at all

1. implement strategies to ensure the development of collegial relationships and effective collaboration.

4 2

2. respond appropriately to diverse needs in shaping campus culture.

4 1

3. use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision.

4 1

4. align financial, human, and material resources to support implementation of the campus vision.

4 3

5. establish procedures to assess and modify implementation plans to ensure achievement of the campus vision.

4 0

6. acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision.

4 2

Total: 24 9



Competency 002 – Learner-Centered Communication and Collaboration Supporting Campus Culture

The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs and mobilize resources to promote success.

The campus principal knows how to:

Perception of Importance4. Very

3. Somewhat2. Slightly

1. Not Important

Frequency of Observation4. Always

3. Often2. Sometimes

1. Once in awhile0. Not at all

1. apply skills for building consensus and managing conflict.

4 3

2. implement effective strategies for systematically communicating with and gathering input from all campus stakeholders.

4 2

3. develop and implement strategies for effective internal and external communications.

4 4

4. communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success.

4 3

5. respond to pertinent political, social, and economic issues in the internal and external environment.

3 3

Total: 17 15



Competency 003 – Learner-Centered Integrity and Ethics of Leadership

The principal knows how to act with integrity and fairness and in an ethical and legal manner.

The principal knows how to:





0. Not at all

1. model and promote the highest standard of conduct, ethical principles and integrity in decision making, actions, and behaviors.

4 4

2. implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators.

4 2

3. apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff.

4 2

4. apply laws, policies, and procedures in a fair and reasonable manner.

4 4

5. promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation.

4 2

Total: 20 14



Domain II – Instructional LeadershipCompetency 005 - Learner-Centered Instructional Leadership and ManagementThe 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.






0. Not at all

1. ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs.

4 2

2. facilitate the use and integration of technology, telecommunications, and information systems to enhance learning.

4 3

3. facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social and cultural needs.

4 1

4. analyze instructional needs and allocate resources effectively and equitably.

4 1

5. analyze the implication of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.

4 2

6. ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students’ development and learning.

3 2

Total 23 11



Competency 006 – Human Resources Leadership, Management, Professional Development and Appraisal

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.






0. Not at all

1. work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.

4 1

2. facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.

3 1

3. allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans.

4 3

4. implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.

4 1

5. use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff.

4 1

6. diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.

4 2



7. engage in ongoing professional development activities to enhance one’s own knowledge and skills and to model lifelong learning.

4 4

Total 26 13



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.






0. Not at all

1. implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.

4 4

2. implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making.

4 2

3. frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.

4 4

4. use strategies for promoting collaborative decision making and problem solving, facilitating team building and developing consensus.

4 3

5. encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.

4 4

6. apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.

4 3

Total 24 20



Domain III -- Administrative LeadershipCompetency 008 – Budgeting, Resource Allocation, Financial Management and TechnologyThe principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use.






0. Not at all

1. acquire, allocate, and manage human, material, and financial resources according to district policies and campus priorities.

4 4

2. use effective planning, time management, and organization of personnel to maximize attainment of district and campus goals.

4 4

3. develop and implement plans for using technology and information systems to enhance school management.

4 4

Total 12 12



Week 1 Assignment, Part 2: Survey ReflectionIn the space below, reflect on your responses on the survey. Review your perception of importance of the principal standards, and identify or consider those that you answered with a 3, 2 or 1. If you answered 1 or 2 for some, explain why you do not consider these important. For the second column, frequency of practice, review your responses and consider those responses that received a 2, 1 or 0, and explain why you think these are not practiced.

Competency 002 – Learner-Centered Communication and Collaboration Supporting Campus Culture

5. Respond to pertinent political, social, and economic issues in the internal and external environment.

In very rural Texas, the focus of school administration is not on political, social, and economic issues. In a world of inadequate funding and staffing, and a community somewhat insulated from the issues of the world, this is not the main concern. In reviewing district goals, I found an emphasis on equal opportunities for non-English speaking students. This is the main area where political, social and economic issues are addressed.

Competency 005 – Learner-Centered Instructional Leadership and Management

6. Ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students’ development and learning.

In our area, there is some diversity, but not to the extent there is in larger districts. I understand the importance of being responsive to the needs of each individual student and staff member, but it is not as prevalent in our area as in others. Again, the only place this is prevalent is in our non-English speaking population. Even there, it is listed as one of our goals, and much time and money is expended on these students in the form of staff and technology, but procedures are not in place to ensure their best interests are served.

Competency 006 – Human Resources Leadership, Management, Professional Development and Appraisal

2. Facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.

The only word in this competency that caused me to rank it a 3 instead of 4 was facilitate. The principal should implement and work toward these goals, but it is the duty of the professional development staff to facilitate the training. In small districts, it may be the principal, but in our district, it falls under someone else’s umbrella.



Domain I – School Community Leadership

Few of these competencies are visible on our campus. The alignment of resources for optimum performance is obvious, but we are lacking on procedures and strategies which became evident during a recent TEA audit. The use of data to make certain decisions has only recently been implemented. The main cause of all of these issues is time. When the principal is busy handling mundane issues there is little time for such competencies.

Communication was at one time an issue on our campus, but it has improved greatly in the past year. The principal is making a concerted effort to be open with staff and facilitate communication in various ways.

Any competency dealing with policies and procedures or legalities is not visible. Being insensitive to gender or cultural issues is not tolerated, so these issues are not a problem on campus so therefore I have not observed them.

Domain II – Instructional Leadership

Several of the competencies address issues regarding the allocation of resources to many different areas. In our school district, the school board decides how funds are allocated, and it is perceived that sports receive the lion’s share of funds. The principals have attempted to adequately distribute the funds to the places that can best be utilized, but funds are often diverted to other projects.

On campus staff development is very sporadic. The principal is open and very receptive to teachers who want to attend outside staff development, but little is offered on campus.

Week 1 Assignment, Part 3: Conflict Resolution ChartUse the chart below to answer the questions provided. Reviewing Part 3 of your Week 1 lecture will also assist you in answering the questions below.

Conflicts, Choices and ConsequencesControlling Conflicts

Conflicts Critical Choices Consequences

Fight Fix Flight



Effective fix – winning solutions include: Active and reflective listening Empathy – trying to walk in the other’s shoes

‘I’ statements instead of ‘you’ statements Variety of non-violent alternatives

Negotiations or mediation Consensus – mutual agreement

Based on your Week 1 lecture, what are the ramifications of running from a conflict (flight)? Have you witnesses an example of “flight” in a conflict situation at your school? Is so, explain the situation, and the results of the decision to run from the conflict.

According to the Week 1 lecture, running from conflict may cause passive-aggressive behavior from the party choosing flight as opposed to fight or fix. In our building and on our campus, “flight” behavior translates to ignoring the situation. As an example, there was a teacher who used inappropriate langague with students and teachers, but had a very successful program. Due to his program’s success, his behavior was ignored by administration. Everyone agreed he was inappropriate, and frightening at times, but ignoring him and the sitation was the choice of all involved. At first his behavior was the subject of much campus gossip, but after he confronted a teacher, this stopped out of fear of retaliation. Only after he was arrested for indecency with a child (not a student) and lost his job did the building feel safe.

The results of this decision were a loss of respect of the administration and an understanding that it took extreme misconduct to get reprimanded. This made some teachers feel they were immune to discipline.

What are the ramifications of fighting over a conflict? Have you witnessed an example of “fight” in a conflict situation at your school? If so, explain the situation, and the results of the decision to “fight.”

Fighting over a conflict results in no winner. Several years ago, the prom was scheduled on a date that conflicted with athletic events. The families of the athletes requested that the prom be moved to a date with fewer conflicts, but the situation became heated when other conflicts came into play. Harsh words were exchanged by those involved, and soon most everyone in town had formed an opinion (taken a side). The final outcome was that the superintendent set a policy for the date of the prom (much later than it had ever been) which gave the appearance that the athletes families’ won. This caused much distress among non-athlete families. They saw it as the administration and board once again choosing athletics over everything else. To this day, when the prom date is discussed, comments are made about the change. By the comment, it is evident which ”side” the person was on. If a compromise had been struck and each side had attempted to understand both sides of the story, this could have been avoided.

What does it mean to fix (resolve) a conflict? Give an example of a time when you saw a conflict at your school effectively fixed, and explain how it was done.

To fix a conflict means that the parties involved are satisfied with the outcome. At the beginning of the school year, the competition gym was under construction. Events normally scheduled for the gym were moved. The annual beginning of the year blood drive was scheduled for the



auditorium instead of the gym. Three days before the drive, administration informed Student Council that they could not use the auditorium, and that the drive must be postponed. Alternative dates were considered, and then the NHS refused to move their drive, which would cause the Student Council drive to have few donors. The fight began. The Student Council sponsor was not willing to give up her date, and neither was the NHS sponsor.

The principal was at a loss. He could not allow the auditorium to be used since classes normally held in the gym had been moved there. The Student Council blood drive was scheduled first, but the NHS one had been on the books for two months. The gym would be ready for their drive, so there was no reason not to allow it.

The Student Council sponsor asked, “If I can find a place where the teachers are willing to tolerate one day of inconvenience, will you allow the date to stand?” He agreed. She asked for help from the Health Occupations Instructor, a History Instructor, and the Culinary Arts instructor. These teachers have oversized rooms and are at the end of a long hallway that ends in a wheelchair accessible exit to the street. They were willing to move their classes for one day to accommodate the blood drive.

Since the Student Council sponsor was able to think creatively, and since the relationships were already in place with the other teachers, the blood drive was a success, and there were no hard feelings between the club sponsors or administration.



Week 1 Assignment, Part 4: Conflict Resolution Interviews/Field Experience Activity, “The Three C’s of Conflict Resolution” Choose a person or persons on your campus to interview regarding human resources and personnel management. Use the results of these interviews to answer the questions below.Identify the types of persons interviewed (e.g. teaching colleagues, administrators, etc.).

I interviewed teaching colleagues, department facilitators, office staff, and a counselor.

Identify as many human resource or personnel conflicts you can recall based on your experiences in school settings.

The personnel conflicts discussed included:

teachers passing on private emails regarding students a teacher confronting a collegue who was held to lower standards than others

a rumor that a teacher was having an affair with an assistant principal a counselor that completed homework for her students

a teacher that gave test keys to students teachers who allow students to leave class early or arrive tardy without repurcussions

For at least five of the identified conflicts, identify the type of choice parties made in responding to the conflict (e.g. tattled, yelled, called names, spread rumors, filed grievances, etc.).

The personnel conflicts were handled in the following ways: The teachers passing on private emails regarding students were confronted by those

offended by the communication. The collegue who was confronted was offended and filed a grievance with an assistant

principal (with whom he had a personal relationship). The principal called in the teacher and told her to apologize. As she left, the principal told her to ignore what was said by the assistant principal, and that she had done nothing wrong.

The principal called in the teacher who was rumored to be having the affair, told her of the rumor, and suggested ways she could keep the rumor from growing. The teacher chose to ignore the rumor.

The teachers who had proof the counselor was completing student work chose to monitor the situation and gather proof. Also, they worked amongst themselves to keep the student out of the counselor’s office when possible.

The teachers who had proof that of test keys being given to students alerted administration.

Using the five responses, discuss the short- and long-range consequences of the choices made (e.g. grievance is successful at the central office level; the party filing the grievance feels that he or she is now seen as damaged as far as promotion).

The short- and long-range consequences of these choices were:



The teachers passing on private emails regarding students were confronted by those offended by the communication and the facilitator became invovled. Apologies were made, and the lesson of how easy it is to hit forward was learned. The facilitator of the department has requested email etiquette lessons for the staff.

The collegue who was confronted and the assistant principal are no longer with the district due to multiple lapses in judgement. The teacher involved is still with the district.

The teacher rumored to be having the affair was able to teach her colleagues a valuable lesson months later by bringing up the subject and how ridiculous it was. Now that department goes to the source instead of passing gossip when it comes to coworkers.

The teaching staff has lost respect for the counselor who does the student’s work, and gets no support from teachers.

Test keys are no longer available to anyone but the teacher giving the test.

Identify some “fix” solutions to some of these conflicts (e.g. talk it out – negotiate or mediate, consider the consequences and therefore resolve the conflict to avoid negative consequences).

The teachers passing private emails learned not to pass on private information and that doing so would not be tolerated. By facing this problem, the facilitator showed her strength as a supervisor and mediator. Also, the entire campus will benefit from their mistake through future continuing education programs.

The “rumor” department learned not to judge without asking for clarification. The department is more cohesive since the incident. The principal saw that addressing those passing the rumor would just make the problem worse, and was correct in advising the young teacher as to the best ways to stop such discussions.

By bringing the test key situation to the principal, the staff that was doing this was trained on the appropriate way to help struggling learners. The principal used it as a learning opportunity as opposed to reprimanding those involved, and now the department is much more effective.

Week 1 Assignment, Part 5: ReflectionPost a reflection statement about what you learned about the principal’s role in dealing with conflict.

Principals must deal with conflict each day. Parents, students, teachers and staff all come to the office hoping he will agree with them. These conflicts may seem minor to the principal, but he/she must realize that they are of great importance to the person with the grievance. Empathy is the most important trait in the person sitting the the principal’s seat.



Week 1 Assignment, Part 6: Campus Improvement Plan ReviewThe ability to communicate with faculty, students, and stakeholders is a key responsibility of the principal. For the next portion of your Week 1 assignment, review a Campus Improvement Plan and write a reflection identifying any aspects of the plan addressing issues of human resources, personnel, and professional development for staff. Using the Campus Improvement Plan and observations or interviews with members who have worked on the development of the Campus Improvement Plan (often these are members of the Site-Based Decision Making Committee, sometimes called the Campus Improvement Team; this may also include campus administrators), answer the following questions.

How do communication strategies address the human resource and professional development aspects of the campus or district for central office or non-campus based-interns improvement plans?

The campus improvement plan addresses staff development for teachers and aides on campus, and addresses communication with stakeholders, but does not consider the professional development of any other area of the school district.

Describe how the communication systems provide for contributions from stakeholders, such as teachers, administrators, parents and students.

The campus improvement plan addresses various ways to communicate with stakeholders and contains plans to increase two way communication. These plans have not come to fruition in the three years the plan has been in place. In fact, interviewing the campus Dean of Instruction, we brainstormed different ways to effectively request input from parents, teachers, students, and community members. She stressed the need to ask students for input.

How do communication strategies address issues of diversity? (e.g., are teachers notified of staff development designed to address diversity issues? Are communications with parents conducted in English only, or are communications written in other languages to reach non or limited English speaking stakeholders?)

The communication strategies address upcoming events and campus successes. All written communications are in English, and are verbally translated when necessary. Steps are being taken to offer all written communication in both Spanish and English. This is a time-consuming, expensive process, but one that the campus and district view as important. Whenever parents and community members are invited to an open forum, translators are available.

As a principal or other administrator, how would you address human resources issues on the campus or at the district level?

Open communication between the principal and his entire staff is paramount. Building a culture dedicated to student achievement is the goal. By including teachers in the interview process, I would ensure the hiring of people who are not only highly qualified, but who also fit into our “family.”

Once on board, I would be very visible in the classrooms. I feel it is important for teachers to see the principal as a partner in the education process, and not someone looking for faults. I would give feedback that showed my interest in their work. By building this foundation, if the need arose for constructive criticism, it would be seen as such and not in a negative way.



I would try to remember that everyone’s issue is the most important issue – to them. I know there are days when principals deal with mundane issues when large issues loom, and being able to make people feel their issue is important is key to their responsiveness and happiness in their position.

Week 1 Assignment, Part 7: Article CritiqueSelect one of the assigned readings for Week 1, or select another article of your choice related to campus culture, vision, conflict resolution, or campus improvement, and answer the questions below.

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

Swinney, A.C. (2007). Bridging the gap: Building leadership capacity. American Association of School Personnel Administrators: AASPA Best Practices in School Personnel, May/June/July, 14-15

Why did you select this article?

I was drawn to the idea that we need leaders who are problem solvers. In the lectures this week, and in campus life, the need for problem solving skills is apparent. Too many people sit by and ignore the problems that surround them. “The difference between more effective principals and their less effective colleagues is not what they know, but it is what they do.”

Briefly summarize key points from the reading.

Building Leadership Capacity focuses on the importance of a qualified, caring teaching team and administration that can work together. To build this team, they must feel invested in the decision making process, feel they are part of the group, and have the opportunity to collaborate. By teaching these skills, effective leaders will emerge.

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).

Domain I - School Community Leadership

Competency 001 – The Vision of Learner-Centered Leadership and Campus Culture including:implement strategies to ensure the development of collegial relationships and effective collaboration; establish procedures to assess and modify implementation plans to ensure achievement of the campus vision; acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision.

Competency 003 – Learner-Centered Integrity and Ethics of Leadership including: model and promote the highest standard of conduct, ethical principles and integrity in decision making,



actions, and behaviors.

Competency 006 – Human Resources Leadership, Management, Professional Development and Appraisal including: diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff: engage in ongoing professional development activities to enhance one’s own knowledge and skills and to model lifelong learning.

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

It is important to show people that you are a leader who is willing to make decisions and stand by them. By being an active problem solver and growing your team, you will be more effective. I was especially interested in the idea of professional development for groups as opposed to individuals. I can see great benefit in terms of retention of information and team building.

Additional comments/recommendations.

Articles that speak to everyday issues and ways to build strong teams are very important for those in leadership roles. Readings that focus on educationally specific activities are the most helpful, and the most appreciated.


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