Professional Education Unit - Morehead State University

Professional Education Unit

Department of Foundational and Graduate Studies in Education

HUMAN RESOURCE SELECTION AND DEVELOPMENT

EDIL 673 – 301

FALL 2016

Instructor: Michael W. Kessinger, EdD Office: GH 503-H

Phone: 606.424.8473 (cell) Fax: 606.783.5032

E-mail: [email protected]

Office Hours: call or e-mail for an appointment.

Facetime and Google Hangout: [email protected] Skype: michaelkessinger

Course Description:

A study of human resources development practices in school systems with emphasis on central office and

school unit responsibilities for attracting, selecting, developing, evaluating, and retaining competent

faculty and staff. Content includes instructional and organizational leadership; meeting legal

requirements, understanding and solving diversity issues; organizing groups; group dynamics; conducting

effective meetings; and resolving conflict. Field hours are required for this class.

Required Field Experiences Hours: 10 hours

“Community Engagement: A Light to and from the Mountains”

The Professional Education Unit at Morehead State University delivers rigorous, high quality programs

that prepare professionals informed by best national and international scholarship, plus research,

literature, and experiences specific to Appalachia- preparing professionals to improve the schools,

quality of life, and the communities in which they live and serve. This statement is not only the strategic mission for the College, but it also incorporates the conceptual framework that guides all our activities.

Conceptual Framework Outcomes (CFOs):

The Unit and the faculty within individual programs assess the degree to which its graduates:

1) Master the content knowledge, professional and the twenty – first century skills needed to make an

optimal contribution to “whole” student learning in education settings.

2) Are competent in the collection and use of data to inform decision – making and to demonstrate

accountability for student learning.

3) Demonstrate professional dispositions.

4) Are culturally competent and understand the regions from which they have come utilizing knowledge

and experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring

optimal learning for all students.

5) Engage in authentic field experiences in collaboration with committed school – based partners and are

empowered to improve the quality of education throughout this region and beyond.

Student Learning Outcomes (SLOs): At the end of this course the students will be able to:

1. Develop a working knowledge of the theories related to human resources and how principals working

in Kentucky schools can apply them effectively.

2. Understand how the school-based decision making (SBDM) concept, if applied properly, can become

a way to move instructional decisions closer to the classroom and make teachers and administrators

more accountable.

3. Describe actual legislation such as No Child Left Behind (NCLB) and how it affects Kentucky

schools

4. Apply correctly State and Federal Legislation related to the evaluation and selection of applicants for

positions at the schools.

5. Identify reasons why minorities are not being selected for administrative positions in Kentucky school

districts

6. Revise their school district’s induction and professional development policies and see if they are

aligned with the state’s goals.

7. Demonstrate a conceptual understanding of the three theories of motivation (Equity/Expectancy/Goal

setting)

8. Demonstrate a conceptual understanding of the timelines that school superintendents have that deal

with the administration of personnel in Kentucky schools.

9. Demonstrate a conceptual understanding of the different types of faculty evaluation models used in

Kentucky.

NCATE/ EPSB Accreditation Alignment of CFO’s and SLO’s:

Foundational and Graduate Studies in Education: Human Resource Selection and Development

Standards Kentucky KERA/KD

E Initiatives

EPSB

Themes

Aligned with

Assessment

(point values)

ISLLC1 NCATE2 TSSA3 Dispositions Dimensions

&

Functions

Learner

Goals based

on

Academic

Expectations

; Program of

Studies

Core

Content;

Standards

and

Indicators

for School

Improvemen

t (SISI);

MUNIS &

KTIP;

SBDM,

Special ED

law and

ARC

Diversity

(with

specific

attention to

exceptional

children

including

the gifted

and talented,

cultural and

ethnic

diversity);

Technology

Literacy

Education;

School

Safety

Education

Activity 1:

Introduction and

Syllabus

Activity 2:

Chapter 1

Organizational

Dimensions of

Human

Resources

CFO: 1-2

SLO:1-2-3

Standard 1-

Mission and

vision of the

school

principal

1e 3,5,8 5.1 Academic

expectations

Technology

Activity 3:

Chapter 2

Human

Resources

Planning

CFO:1-3-4

SLO:1-3-5

Standard 3:

Principal as

an

organization

al manager

6 3 5.2-5.4 SBDM

Legislation

Technology



E Initiatives

EPSB

Themes

Aligned with

Assessment

(point values)


&

Functions

Learner

Goals based

on

Academic

Expectations

; Program of

Studies

Core

Content;

Standards

and

Indicators

for School

Improvemen

t (SISI);

MUNIS &

KTIP;

SBDM,

Special ED

law and

ARC

Diversity

(with

specific

attention to

exceptional

children

including

the gifted

and talented,

cultural and

ethnic

diversity);

Technology

Literacy

Education;

School

Safety

Education

Activity 4:

Chapter 3

Recruitment

CFO:3

SLO:1-3--5

Standard

2:Principal

Principal as

an

Instructional

leader.

Standard 5:

Fair and

ethical

principal

1g,4b 2, 4 1-3,5 1.1,1.2,3.1

3.2,3.3,3.4

Diversity:

Application

of Federal

Legislation

concerning

the selection

of personnel

Activity 5:

Chapter 4

Selection

CFO:1-3-4

SLO:1-3—5

Standard

2:Principal

as an

Instructional

leader

4c 6 1-3 5.4 Diversity:

Application

of Federal

Legislation

concerning

the selection

of personnel

Activity 6:

Chapter 5

Placement and

Induction

CFO:1-2-3

SLO:1-3-4-5

Standard 3:

Principal as

an

organization

al manager

Standard

2:Principal

as an Inst.

leader

1e,1f 3 2.1, 3.1,3.4 Learner

goals based

on academic

expectations

Assessment

based on

monitoring

of

instruction

to meet

students’

needs.

Technology

Activity 7:

Chapter 6

Staff

Development

CFO:1-2-3

SLO:1-3-5

Standard

2:Principal

as an

Instructional

leader

1e 4-6 3.4 Induction of

new teachers

(KTIP)



E Initiatives

EPSB

Themes

Aligned with

Assessment

(point values)


&

Functions

Learner

Goals based

on

Academic

Expectations

; Program of

Studies

Core

Content;

Standards

and

Indicators

for School

Improvemen

t (SISI);

MUNIS &

KTIP;

SBDM,

Special ED

law and

ARC

Diversity

(with

specific

attention to

exceptional

children

including

the gifted

and talented,

cultural and

ethnic

diversity);

Technology

Literacy

Education;

School

Safety

Education

Activity 8:

Chapter 7

Performance

Evaluation

CFO:1-2-3

SLO:1-3-4

Standard

2:Principal

as an

Instructional

leader

3a 3.2 Closing the

gap

Activity 9:

Chapter 8

Compensation

CFO:1-2-3-5

SLO:1-2-3

Standard 5:

Fair and

ethical

principal

Standard

2:Principal

as an

Instructional

leader

5,6 3,5 3.3,4.3,5.4

Activity 10:

Chapter 9

Collective

Negotiations

CFO:1-2-3-5

SLO:1-3-4-5-6

Standard 5:

Fair and

ethical

principal.

3b 6 5 3.3,6.3

Activity 11:

Chapter 10

Legal, Ethics

and Policy

Issues in the

Administration

of Human

Resources

CFO:1-3-4

SLO:1-3-4-6

Standard

2:Principal

as an

Instructional

leader

1e,1f,4a-

c

5 3,5,8 4.3,5.4,6.3 Diversity:

Application

of Federal

Legislation

concerning

the selection

of personnel



E Initiatives

EPSB

Themes

Aligned with

Assessment

(point values)


&

Functions

Learner

Goals based

on

Academic

Expectations

; Program of

Studies

Core

Content;

Standards

and

Indicators

for School

Improvemen

t (SISI);

MUNIS &

KTIP;

SBDM,

Special ED

law and

ARC

Diversity

(with

specific

attention to

exceptional

children

including

the gifted

and talented,

cultural and

ethnic

diversity);

Technology

Literacy

Education;

School

Safety

Education

Activity 12:

Kentucky

Regulations and

Law related to

schools

CFO:1-2-3-5

SLO:1-3-4-6

Standard 5:

Fair and

ethical

principal

Standard 6:

Global

systemic

leader

1e 6 7 5.4,6.3

Activity 13:

Course

Evaluations

Activity 14

TBA

Critical

Performance

All standards 3.1,3.2 Diversity:

Application

of Federal

Legislation

concerning

the selection

of personnel

Activity 15:

Journal/Article

Discussion

Responses

All Diversity:

Application

of Federal

Legislation

concerning

the selection

of personnel 1Interstate School Leaders Licensure Consortium Standards 2NCATE Unit Standards 3Technology Standards for School Administrators

Assignment (Activity) /Assessment Descriptions:

Program: Masters in School Administration Course: EDIL 673 Human Resource Selection and

Development

Assessment

(point value)

EDIL 673 –A1

(Activity 1)

10 pts

Introduction and

Syllabus

DUE DATE:

08/20/16 (before

midnight) 10 points

WEEK 1

Description of Activity

__________________________________________________________________

1.) Provide a brief personal and professional introduction of yourself.

2.) Read the syllabus carefully and submit the appropriate statement provided for

you in assignment #1. You are encouraged to read through the checklist at

the end of the syllabus as a guide to understanding the syllabus. Please post

questions and comments in the discussion board. Your statement and

introduction should also be placed in the discussion board.

*You should respond to at least two of your classmates in the discussion board.

Please avoid post such as: Nice job! I like your idea, Good job. Thanks for sharing. I

might offer some of these general comments, but will try to challenge you to good

deeper with your thinking and responses.

The second portion of Assignment 1 requires you to enter one of the following

statements: 1) I have read the syllabus and understand all of the expectations of this

course, or 2) I have read the syllabus, but still have the following questions_____.

(Please feel free to email me personally if you do not feel comfortable sharing your

specific question(s).)

EDIL 673-A2

100 pts.

Chapter 1

08/24/2016 (due

before midnight)

WEEK 1-2a

Note: Week 2a

means Sun, Mon,

Tues and Wed of

Week 2 of the

course (pattern

follows for any

#a)

Field hours: 2

(Make sure you include the page number and any outside sources you use to answer

the questions from the text). Again, make certain you include your name, date,

assignment number, page numbers when referring to the text, sources for outside

references, and the question you are referring to. Do not abbreviate items in your

response. Points will be deducted for not providing supporting evidence or making

unsubstantiated claims in your assignments as well as grammar, spelling, sentence

structure or incomplete thoughts or undeveloped ideas and late assignments..

Activity:

a. Students analyze four actions related to the hiring of personnel (hire,

develop, evaluate, and dismiss). How does the hiring of faculty and staff

impact student achievement?

b. Students analyze the pros and cons of the Every Student Succeeds Act

(ESSA) Federal Act. Please do not use over generalizations in your

response (like it - good for kids. or; It created too much work for teachers

and it is not fair to students from Kentucky).

c. Students identify five pros or cons that technology has on human

resources administration. Please make certain you overtly identify

whether you are identifying the item as a pro or con. Might I encourage

you to refer to pages 34-37 for some background information? You are

encouraged to research outside sources as well.

d. Students review the Internet Student Usage (or Acceptable Use Policy)

policy and discuss it with the school principal

e. Students answer the Discussion Questions and Statements 1-10 on page

42 of the textbook.

EDIL 673-A3

50 pts.

Chapter 2

09/03/16 (Due

before midnight)

WEEK 2b-3

Note: Week 2b

means Wed,

Thurs, Fri, and Sat

of Week 2 of the

course (pattern

follows for any

#b)

Guiding Questions 1-5 are simply guiding questions for the chapter and not for direct

response. Use the guiding questions to “guide” your reading.

1. Why is the assessment of human resources needs so important for a school

district?

2. Which methods do school districts use to forecast student enrollment?

3. What is affirmative action?

4. What is the role of the Equal Opportunity Employment Office?

5. Why the number of women principals is very low if compared to the one of

male principals? Page 84-85 are points of reference.

Activity:

a. Students answer the Discussion Questions and Statements 1-6 on page 97.

b. Students identify the steps that a school district needs to follow to

demonstrate to employees and the general public that sexual harassment will

not be tolerated. Please review your organization’s policy and report to the

group any similarities and differences between the sample articles provided

on page 87-88 of the text.

c. Students read and write a reflection of an article that deals with the low

number of women occupying principal positions. (Include the name, author

and location of the specific article, and any other supporting articles on a

works cited page). The reflection should be written in APA format (double

space with appropriate citations) and range from 2-3 pages with an additional

cover page and reference page. Some sample journals include, but are not

limited to find the article are:

http://www.press.uchicago.edu/ucp/journals/journal/aje.html

http://www.jstor.org/page/journal/amerjeduc/about.html

http://www.sagepub.com/productSearch.nav?siteId=sage-

us&prodTypes=any&q=women+principal

http://www.aasa.org/search.aspx?query=women+prinicpals

EDIL 673-A4

100 pts

Chapter 3

09/14/16 (Due

Before Midnight)

WEEK 4-5a

Field hours: 2

Guiding questions: (Again the following are simply guiding questions for this chapter

and for thoughtful consideration in your responses.)

1. What strategies are the most effective in recruiting teachers?

2. Which factors drive people to apply in certain school districts?

3. Which elements make up an effective newspaper advertisement for a school

position?

Activity:

a. Students interview the Director of Personnel (or designee) of the school

district and find out about the process used for the hiring of classified and

certified personnel.

b. Students compare and contrast a recruitment brochure for an administrative

position that has been used in their districts with the brochures in this chapter.

If your school does not utilize recruitment brochures, please describe the

process and how it does/does not relate to the chapter. You are encouraged to find other districts or organizations that utilize recruitment brochures if your

district does not have them in place.

c. Students answer the Discussion Questions and Statements 1-5 on page 118 of

the textbook.

http://www.press.uchicago.edu/ucp/journals/journal/aje.html

http://www.jstor.org/page/journal/amerjeduc/about.html

http://www.sagepub.com/productSearch.nav?siteId=sage-us&prodTypes=any&q=women+principal

http://www.sagepub.com/productSearch.nav?siteId=sage-us&prodTypes=any&q=women+principal

http://www.aasa.org/search.aspx?query=women+prinicpals

EDIL 673-A5

50 pts.

Chapter 4

9/24/16 (Due

before midnight)

WEEK 5b-6

Guiding Questions:

1. How are the steps in the selection process interrelated?

2. Why are the steps in the selection process so important?

3. Which are the most important methods of performing a job analysis?

4. How the job description is related to the selection criteria?

Activity:

a. Students will utilize Steps in the Selection Process (page 133 of the text as

one source) to help write a job description. You are encouraged to use your

district or another organization to help you model a job description. Please

identify the position with the job description.

b. Students survey their peers to find out sources of dissatisfaction at the school

and how an effective principal could deal with them.


the textbook

EDIL 673-A6

100 pts

Chapter 5

10/05/16 (Due

before midnight)

WEEK 7-8a

Field hours: 2

Guiding questions:

1. Which variables are taking into consideration when placing employees in

certain positions?

2. What is known as an assignment grievance procedure?

3. Which are the most common objectives of an induction program?

4. Which are the elements of a mentoring program?

Activity:

a. Students interview the Director of Curriculum (Instruction Supervisor or

Chief Academic Officer) of the district to find out about:

• The induction program of the district

• The mentoring program of the district.

b. Students discuss the pros and cons of KTIP.


the textbook.

EDIL 673-A7

50 pts

Chapter 6

10/15/16 (Due due

before midnight)

WEEK 8b-9

Guiding questions:

1. Which is the relation between staff development and performance evaluation

of employees?

2. Which are some strategies that can be used to motivate employees?

3. Which are some types of staff development programs for certified personnel?

Activity:

a. Students describe the professional development program at their schools and

compare and contrast it with the one presented on the textbook.

b. Students attend their district’s professional development committee meeting

to determine if staff development is related to performance evaluation of

teachers.


the textbook.

EDIL 673-A8

50 pts

Chapter 7

10/26/16 Due

before midnight)

WEEK 10-11a

Guiding questions:

1. What is the rationale for performance evaluation of employees?

2. How does performance evaluation benefit both the employee and the district?

3. Which are the two types of evaluation reports forms?

4. How can a school district match its performance goals and objectives and

those of the teachers?

Activity:

a. Students analyze the models of evaluation of personnel that principals in

Kentucky can apply according to the levels of experience of their faculty.

b. Students answer the Discussion Questions and Statements 1-5 on page 226 of

the textbook.

EDIL 673-A9

50 pts

Chapter 8

11/05/16 (Due

before midnight)

WEEK 11b-12

Guiding questions:

1. What elements can you include in compensation programs?

2. Which variables affect compensation programs?

3. Which variables need to be taken into consideration in developing direct

compensation?

4. What is the relationship between compensation and higher levels of employee

performance?

Activity:

a. Students discuss the different types of compensation plans that school

districts in Kentucky give to their teachers.

b. Students identify the types of mandatory and fringe benefits that their districts

have.


the textbook.

EDIL 673-A10

50 pts

Chapter 9

11/16/16 (Due

before midnight)

WEEK 13-14a

Guiding questions:

1. What are the significant differences of collective negotiations in the public

and the private sectors?

2. What provisions do you think should be included in a state statute on

collective negotiations for teachers?

3. Should teachers have the right to strike?

4. What is the difference between a master contract and an individual person’s

employment contract?

Activity:

a. Students analyze the qualities necessary for the establishment of an effective

learning environment (the qualities can include, but are not limited to

workplace environment, fringes and benefits).

b. Students answer the Discussion Questions and Statements 1-6 on page 327 of

the textbook.

EDIL 673-A11

50 pts

Chapter 10

11/26/16 (Due

before midnight)

WEEK 14b-15

Guiding questions:

1. Which are the federal laws that deal with discrimination legislation?

2. Which are the ways that human resources administrators can protect

themselves from law suits related to discrimination at the workplace?

3. What are the ethical responsibilities of human resources administrators?

Activity:

a. Students list and summarize the role that a principal or school leader deals

with in the ethical management of the school.

b. Students read and summarize the article:

http://www.academia.edu/893776/Ethics_in_Human_Resources_An_Exercise

_Involving_New_Employees. Respond only to the HOMEWORK exercise.

The rubric included in the exercise will assist in assessment.


the textbook.

http://www.academia.edu/893776/Ethics_in_Human_Resources_An_Exercise_Involving_New_Employees

http://www.academia.edu/893776/Ethics_in_Human_Resources_An_Exercise_Involving_New_Employees

EDIL 673-A12

50 pts

Regulations and

Laws

12/03/16 (Due

before midnight)

WEEK 16

Guiding questions:

1. Datelines for teachers in Kentucky to receive notes related to non-renewal of

contract, salary for the following year, legislation related to resignations and

transfers.

2. Procedures to be followed by school district related to principals demotion.

3. Guidelines to implement a Reduction In Force (RIF)

Activity:

a. Students go to this Internet address: http://lrc.ky.gov/krs/titles.htm , (Title

XIII EDUCATION) to locate information related to the supervision of

students and the governance of school personnel working in Kentucky

schools. The KRSs that need to be reviewed and provide a short summary are:

158.137, 158.154, 160.700, 160.730, 161.011, 161.120, 161.780, 161.790.

b. Students discuss the ripple effects of a RIF (Reduction In Force) at an

institution.

c. What are the datelines for teachers in Kentucky to receive notes related to

non-renewal of contract, salary for the following year, and legislation related

to resignations and transfers?

EDIL 673 –A13

10 pts

Departmental

Course

Evaluation

Due 12/09/16

(Before Midnight)

WEEK 17

FINAL EXAM PREPARATION

Please utilize discussion board, email and even meetings if needed to work with

classmates and instructor.

COURSE EVALUATIONS

You are to complete the course evaluations (dept evaluation and IDEA) provided for

this course during the designated time at the end of the term. Efforts will be made to

provide the IDEA survey during the last 3 weeks of the semester.

EDIL 673-A14

150 pts

Critical

Performance:

FINAL EXAM

Due 12/07/16

WEEK 17

Field hours: 4

*The instructor reserves the right to modify/change the FINAL EXAM. This final

exam is the proposed exam at this point, but scheduling may not allow for this setting

to occur.

For more information see ‘Critical Performance’ below

WED 12/07/16 –Post before midnight- late exams are not accepted unless prior

arrangements have been made. You may receive an incomplete for the course if

you submit your exam late. You may not receive credit for your exam if you

submit late without prior approval.

EDIL 673- A15

30 pts

Journal/Article

Responses

Due before

midnight as

assigned during

the semester

Journal/Article Response Posts

Students will be asked to respond to various journal articles or topics regarding

Human Resources and/or current issues regarding Human Resources and

Administration in Education.

The articles will be posted throughout the semester.

A total of 30 points will be available for this assignment and points will be

awarded/deducted based on the quality of responses and utilization of outside sources

to support their response.

http://lrc.ky.gov/krs/titles.htm

METHOD OF INSTRUCTION

This course is designed to be collaborative and reflective with students taking responsibility for

participation in-group discussions, submitting assignments, and electronically (Virtual Classroom,

General Discussion Board, and Group Discussion Board) leading class discussions on topics that they

have been assigned and researched. Assigned texts material and supplemental resources, must be read

prior to submission of assignments or electronic discussion sessions so that students are prepared to

actively participate and effectively learn. All documents should be submitted as word docs, power points

or YouTube videos unless the instructor otherwise approves. There are several new media tools that are

very useful including Prezi, but some PC’s and laptops are not able to view these documents. Since

everyone will be encouraged to share and view classmate work, make sure the documents are in a format

everyone can read/view.

The following are also methods of learning/communication in this course:

• Class discussions

• Professor instruction on Blackboard

• Reflection (written reflections) (examples will be posted with the permission of enrolled

students)

• Computer assisted instruction

• E-Mail

• Independent study

• Group dynamics (interaction between professor and peers)

Course Evaluation:

The grade of "A" indicates that all requirements are exceeded with superior quality work. The

grade of "B" indicates that all requirements are met with work at an above average level for

graduate students. The grade of C indicates below average. Grades will be calculated as follows:

A1-Introduction/Syllabus 10 pts.

A2- Chapter 1 and questions 100 pts.

A3-Chapter 2 and questions 50 pts.









A12-Regulations and Laws 50 pts.

A13- Course Department Evaluation 10 pts.

A14- Final Exam 150 pts.

A15-Journal/Article Responses 30 pts.

Total 900 pts.

Grading Scale

806—900 A | 716—805 B | 626 – 715 C | 535 – 625 D | Less than 535 E

Required Textbook:

The textbook:.

Rebore, Ronald W., (2015). Human resources administration in education. (Tenth Ed.) NJ, Pearson.

ISBN- 13: 978-0-13-335193-4.

The course’s required textbooks may be purchased at the MSU bookstore on the Morehead campus or

online at: http://www.bookstore.moreheadstate.edu/home.aspx.

Your text can also be obtained from these vendors:

http://www.amazon.com/

http://www.bookstore.moreheadstate.edu/home.aspx

http://www.amazon.com/

http://www.barnesandnoble.com/

http://www.ecampus.com/

http://www.ablongman.com

Critical Performance (An alternative critical performance may be provided during the semester.)

Dimensions (Related Functions)

3- Securing and Developing Staff (3.1)

1. Assessment Task

Following the guidelines discussed in this course related to the upmost impact of human resources

administration in the overall function of a school, students will attend an exercise called “MOCK

INTERVIEW” where one aspect of the human resource administration, “selection of personnel” will

be revisited.

2. Description of the exercise

This course includes a capstone activity called “Mock Interview”. For this activity school area

principals and central office administrators from our service region are invited to come to campus to

serve on a “SBDM” like panel that interviews candidates for a “hypothetical” Assistant Principal

position. Principals invited come from all three levels of education (elementary, middle and high school) so students are asked an array of questions that deal with issues a principal could encounter if

working at any level. Selected candidates go through a rigorous 30 minutes of questioning, followed

by a 20 minutes “friendly critique” of their performance. The goal of the capstone activity is to

provide the candidates with a very close-to-reality-activity where acting principals and central office

administrators share their knowledge, related experiences and advise with them. Previous to the

activity students analyze KDE’s document: “Guidelines for Principal Selection” distributed to

SBDM councils across the state.

Submitting Assignments:

All written work must be submitted through MSU’s online course management system (currently

Blackboard) on the assigned date.

Attendance Policy:

This online class is asynchronous, that is, we will NOT meet at a specific time online. The candidate must

attend this class on a weekly schedule and complete the assigned weekly work. If a candidate has a

personal or family emergency, accommodations may be made IF the student notifies the instructor in a

timely manner.

Makeup Work Policy: Students may make up a maximum of one assignment for partial credit by

choosing from the following options:

• Submit a concept paper summarizing a recent publication (not more than four years old) based on

the objectives for the course. The paper should utilize APA format and be a minimum of 1,000

words in length. The summary should contain your analysis of the publication as well as its

impact on current school finance issues.

• Review your SBDM Council’s Manuel and compare and contrast it to at least (5) others in

surrounding counties

• Should educators be paid based on their performance? Review current pay programs currently in

place in various parts of the country and provide your analysis of why pay for performance

should or should not be implement.

Students unable to complete work due to extraordinary circumstances should contact the instructor

to discuss partial credit.

Portfolio Statement:

ONE exit portfolio is required for all students in all educational leadership programs. The artifacts in the

portfolio are a reflection of YOU as an educational leader. As you work your way through MSU’s

educational leadership programs you should NOT develop a separate portfolio for each program. Rather,

http://www.barnesandnoble.com/

http://www.ecampus.com/

http://www.ablongman.com/

the portfolio submitted after Level 1 courses are completed is updated at the time Level 2 coursework is

completed and should show a growing knowledge and maturity in your skills as an educational leader.

Academic Honesty

As noted in MSU’s Academic Honesty policy, cheating, fabrication, plagiarism or helping others to

commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action

including, but not limited to, failure of the student assessment item or course, and/ or dismissal from

MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask

your instructor. An example of plagiarism is copying information from the internet when appropriate

credit is not given. The policy is located at

http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html

Academic honesty includes:

• Doing one's own work without extensive assistance from others

• Giving credit for the work of others, especially when words of another person are drawn from

electronic sources such as the Internet, or from written documents.

• Using all information resources without plagiarism

Electronic media (e.g. e-mail, internet, etc.) provides students opportunity to research and read a wide

variety of reference material. Additionally, this media makes it easy to copy and paste from one

document to another. Including direct quotes or paraphrases of information without giving the original

author credit is called plagiarism. Other examples of plagiarism include using definitions of terms or key

phrases from a source as if the definitions are your own or copying information from websites as a part of

a summary without crediting the original author.

In the past a few students have submitted work as their own that was completed and submitted by other

students from earlier semesters. Obviously, this is a form of plagiarism. Students should be aware that a

data base of previously submitted work will be used in combating plagiarism. Students submitting

previously submitted work (either in part or in whole) will be cited for plagiarism. Students sharing their

work with others may be cited for complicity to plagiarism.

Students who are suspected of plagiarism will be provided written evidence (either hard copy or

electronic copy) of the suspected plagiarism. Upon receiving the evidence of the suspected plagiarism,

students have ten (10) calendar days to provide proof that the work submitted is not plagiarized. Students

who are not successful in responding to the charge of plagiarism will be cited for plagiarism. Notice will

be sent to the Chair of the Professional Program in Education, the Dean of the College of Education, and

the Dean of Graduate Programs. The notice will become a part of the student’s record. Students with

plagiarism notations as a part of their record will NOT be recommended for program completion.

It is the student’s responsibility to understand what constitutes plagiarism. There are a variety of

online resources that provide assistance in understanding and examples of plagiarism. Some of these

online resources include:

http://gervaseprograms.georgetown.edu/hc/plagiarism.html

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

http://turnitin.com/research_site/e_what_is_plagiarism.html

http://www.dartmouth.edu/~sources/about/what.html

Lack of knowledge of what constitutes plagiarism is NOT an acceptable defense when cited for

suspected plagiarism.

Questions about plagiarism and its impact on program completion should be directed to the instructor.

Students should follow APA style when citing sources.

http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html

http://gervaseprograms.georgetown.edu/hc/plagiarism.html

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

http://turnitin.com/research_site/e_what_is_plagiarism.html

http://www.dartmouth.edu/~sources/about/what.html

Americans with Disabilities Act (ADA):

Students with disabilities are entitled to academic accommodations and services to support their

access and safety. The Office for Disability Services in 109-J Enrollment Services Center coordinates

reasonable accommodations for students with documented disabilities. Although a request may be made

at any time, services are best applied when they are requested at or before the start of the semester. Please

contact Disability Services at 606-783-5188 or [email protected] or visit their website

at www.moreheadstate.edu/disability.

Campus Safety Statement:

Emergency response information will be discussed in class. Students should familiarize themselves with

the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at

the beginning of the semester if you have special needs or will require assistance during an emergency

evacuation. Students should familiarize themselves with emergency response protocols at

http://www.moreheadstate.edu/emergency

Selected Resources

Periodicals

Buckingham, M., & Vosburgh, R. (2001). The 21st century human resources function: It’s the talent,

stupid. Human Resources Planning, 24(4), 17-23.

Reeves, D. (2007). New ways to hire educators. Educational Leadership, 64(8), 83-84

Online

Age Discrimination in Employment Act of 1967. (www.eeoc.gov/policy/adea.html)

Civil Rights Act of 1991. (www.eeoc.gov/policy/cra91.html)

Equal Employment Opportunity Act of 1972 (www.eeoc.gov/abouteeoc/35th/thelaw/eeo_1972.html)

Equal Pay Act of 1963. (www.eeoc.gov/policy/epa.html)

Scroll Down: Please make sure you read the information below to assist with your understanding of the

course. You will need to post in Assignment 1 that you have read and understand the syllabus or you

have read the syllabus and have the following questions.

mailto:[email protected]

http://www.moreheadstate.edu/disability

http://www.moreheadstate.edu/emergency

http://www.eeoc.gov/policy/adea.html

http://www.eeoc.gov/policy/cra91.html

http://www.eeoc.gov/abouteeoc/35th/thelaw/eeo_1972.html

http://www.eeoc.gov/policy/epa.html

Fall 2016 CLASS CALENDAR

MON TUE WED THU FRI

SAT

Aug 15 First

day of class:

Week 1

(A1 & A2)

16

17 18 19 20

22

Week 2a/b

23 24 a/b

(A3)

25 26 27

29

Week 3

30

31 Sept 1 2 3

5

Week 4

Labor Day

(A4)

6 7 8 9 10

12

Week 5a/b

13 14 a/b

(A5)

15 16 17

19

Week 6

20 21 22 23 24

26

Week 7 (A6)

27 28 29 30

Oct 1

Oct 3

Week 8a/b

4 5 a/b

(A7)

6

FALL

7

BREAK

8

10

Week 9

11 12 13 14 15

17

Week 10 (A8)

18 19

20 21

22

24

Week 11a/b

25 26 a/b

(A9)

27

Last day to drop

“W”

28 29

31

Week 12

Nov 1 2 3 4 5

7

Week 13 (A10)

8

Election Day

9 10 11 12

14

Week 14a/b

15 16 a/b

(A11)

17 18 19

21

Week 15

22 a/b 23

Thanksgiving

24

Holiday

25

Break

26

28

Week 16 (A12)

29 30 Dec 1 2 3

Dec 5

Week 17

(A13 & A14)

6

FINALS

7

WEEK

8 9

A15 will be due at various points in the semester

MOREHEAD STATE UNIVERSITY

College of Education

Foundational and Graduate Programs In Education

EDIL 673—Human Resources Selection and Development

FALL 2016

PLEASE SUBMIT TO BLACKBOARD, THE APPROPRIATE STATEMENT IN ASSIGNMENT

#1 TO INDICATE YOU HAVE READ AND UNDERSTAND THE SYLLABUS.

_______ 1. I have read the entire syllabus.

_______ 2. I am aware of the course expectations, requirements for the course, and dates and

time assignments are due.

_______ 3. I have checked my e-mail address found in Blackboard and have either corrected it,

or verified that it’s correct.

_______ 4. I am aware that this program requires an exit portfolio that is to be submitted to my

advisor no later than two weeks before the end of the semester in which I anticipate

completing the program.

_______ 5. I am aware that I have a MSU e-mail account that MSU periodically sends

important messages via e-mail, and I agree to check my MSU e-mail account at

least once per week.

_______ 6. I understand that in order to be recommended for principal’s certification that I must

pass the Kentucky Principals’ Test and the School Leaders Licensure Assessment

(sometimes called the ISLLC exam).

_______ 7. I understand MSU’s educational leadership program’s plagiarism policy, what

constitutes plagiarism, and that students caught plagiarizing will not be

recommended for program completion. (Please read the course syllabus and contact

the course instructor for additional information).

_____________________________________ ________________________

Student’s Signature Date Signed

Please RESPOND IN BLACKBOARD ASSIGNMENT #1 no later than end of the first week of

class 08/20/16: If you have further questions you may respond directly to me at: Michael Kessinger,

Ed.D., Morehead State University, GH 503-H Morehead, Ky. 40351-1689. Or, electronically to:

[email protected].

mailto:[email protected]

Documents

Professional Education Unit - Morehead State University