Title: Educational Leadership
1School Personnel DevelopmentHuman Resources
Management for Effective Schools
EDLD 616 Chapter Five
2Selecting Administrative and Support Personnel
- JOB MODEL FOR HIGH SCHOOL PRINCIPAL
- RESULTS SOUGHT
- 1. Teachers and parents are enthusiastic about
the school's mission and programs and work
cooperatively to achieve them. - 2. Teachers receive the support and resources
they need to plan and implement an effective
instructional program, including constructive
feedback and regular evaluations. - 3. Teachers, parents, and students are kept
informed about school programs and events. - 4. Community members express confidence in the
effectiveness of the school's programs and are
given ample opportunity to have a voice in
decisions about those programs. - 5. Students are polite and well-behaved and
show respect to adults and one another. - 6. Students regularly consult with counselors
regarding personal growth issues and educational
and career planning. - 7. Plans for dealing with emergencies have
been distributed to all members of the school
community and are rehearsed at regular
intervals. - JOB ENVIRONMENT
- The job is principal of a high school of 1,400
students and 150 teachers and staff serving a
suburb of a large metropolitan area in the
Southwest. The school building is 40 years old
but has been well-maintained, although it is
small for the current enrollment. Temporary
classrooms have been placed on-site to absorb the
excess enrollment. The student body is racially
mixed, with Caucasian, Hispanic, and African
American students together comprising about 93
percent of the population. Almost 90 percent of
the graduates attend college or pursue other
educational opportunities. Economically, the area
in which the school is located is thriving, with
publishing, finance, and electronics being the
major industries. Many residents of the area have
relocated from the Eastern United States,
including a large contingent of retirees living
on fixed incomes, many of whom vigorously oppose
property tax increases. As a result, school
budgets are tight and many school buildings in
the district are crowded. - PRIORITY ACTIONS
- The successful candidate must provide leadership
for development of an instructional programs
that will enable the school to maintain its
reputation as one of the best schools in the
state. The principal will be expected to provide
leadership to help the school reach and surpass
the standards of student performance established
by the state and federal governments and to
prepare graduates to compete successfully for
admission to the nation's most prestigious
colleges and universities. The principal must be
prepared to work with parents and the community
to keep all stakeholders well-informed and to
generate support for all phases of the school
programs.
3Screening Applicants
- What would you be looking for in screening
Building Principal Applications?
4- What kind of questions would you ask a Principal?
5Leadership
6Supervision/Evaluation
7Finance
8Law
9Personnel
10Exceptional Students
11Professional Development
12Student Discipline and Safety
13Assessment
14School/Community Relations
15The NASSP Skill Competencies
- Leadership
- Problem Analysis
- Judgment
- Sensitivity
- Organizational Ability
- Delegation
- Planning
- Implementing
- Evaluating
- Written Communication
- Self-Development
- Handling Resistance to Change
- Giving Feedback
- Creating New Ideas
- Team Building
- Dyadic Interaction Key Behaviors
- Small Group Communication Key Behaviors
- Large Group Communication Key Behaviors
16LEADERSHIP Ability to motivate and guide
people to accomplish a task or goal
- Key Behaviors
-
- Recognize when a group requires direction
-
- Set and maintain direction for individuals,
organizations, and groups -
- Build commitment to a common goal and a course
of action -
- Facilitate teamwork
-
- Get people to accept responsibility for the
outcome of the work undertaken -
- Provide coaching for performance
-
- Reward effective performance
-
- Create and support development opportunities
for improving job performance -
17PROBLEM ANALYSIS Ability to identify the
important elements of a problem situation and
seek out relevant information to determine
possible causes and solutions
- Key Behaviors
-
- Seek information with a purpose by
-
- - Listing key problem issues
- - Determining what additional information is
needed - - Identifying possible sources of information
-
- Verify information
-
- Restate the problem considering new information
-
- Identify possible causes
-
- Identify possible solutions
18JUDGMENT Ability to reach logical conclusions
and make high quality decisions based on
available information
- Key Behaviors
-
- Establish the criteria for making a decision
including -
- - Who and what will be affected
- - The impact of the decision
-
- Identify educational needs and setting
priorities -
- Determine most important criteria
-
- Analyze available information
-
- Develop sound rationale for decision
19SENSITIVITY Ability to perceive the needs and
concerns of others resolving and diverting
conflicts dealing tactfully with persons from
different backgrounds
- Key Behaviors
-
- Elicit perceptions, feelings, and concerns of
others -
- Express verbal and nonverbal recognition of the
feelings, needs and concerns of others -
- Anticipate the emotional effects of decisions
and actions -
- Seek and give specific feedback
-
- Accurately reflect the point of view of others
-
- Communicate all necessary information to the
appropriate person(s)
20ORGANIZATIONAL ABILITY Ability to use time
and resources effectively to accomplish short and
long-term goals
- Key Behaviors
-
- Set work priorities for self and others in
relation to total work load, importance to
others, and time constraints. -
- Monitor overall work flow, performance of
others, and time constraints to assess
priorities. -
- Delegate effectively to appropriate people.
-
- Elicit firm commitment from others regarding
time and results. -
- Establish and communicate follow-up procedures
for reporting work status. -
- Manage information for quick and easy access.
21DELEGATION The ability to effectively assign
projects and tasks to the appropriate people
giving them clear authority to accomplish them
and responsibility for their timely and
acceptable completion
- Key Behaviors
-
- Decide what to delegate.
-
- - Break larger tasks into smaller tasks.
- - Form a mental picture of each completed task.
- - Decide what you will do.
- - Decide what others can do.
-
- Decide to whom to delegate.
-
- - Assess the skills of team members.
- - Assign tasks based on each person's skills.
- - Discuss and agree on expected results.
- - Assign the authority to complete the task.
-
-
- Give clear instructions to eliminate ambiguity.
-
- - Communicate your mental picture of each task.
- - Establish a clear understanding of
- What will be done
- Who will do it
- Why they will do it
- When it will be done
- - Ask questions to ensure understanding.
-
- Communicate assignments to everyone in
organization. -
- Be enthusiastic.
-
- Monitor progress of each task.
-
- Require feedback.
-
- Provide feedback.
22PLANNING The ability to clarify a goal or
objective and develop a strategy to accomplish
the desired results
- Key Behaviors
-
- Clarify the goal or objective.
-
- Get relevant information.
- - list key facts
- possible information sources
- related issues
-
- Determine short and long-term concerns.
-
- Develop an overall action plan.
-
- Consider alternative actions and devise a
"back-up" plan. -
- Identify key personnel considering skills and
motivation. -
- Identify needed materials and resources.
-
- Establish schedules and "benchmarks."
-
- Identify criteria and methods for measuring
outcomes.
23IMPLEMENTING The ability to carry out
programs and plans to successful completion
- Key Behaviors
-
- Communicate needed information to appropriate
persons. -
- Follow your plan.
-
- - Start on time.
- - Secure/provide needed resources.
- - Stick to your planresist minor pressures.
-
- Collect "data" to monitor project status,
problems, and delays. -
- - Revise plan as needed.
- - Develop additional materials or resources as
needed. -
- Anticipate unfavorable outcomes and try to
minimize them. -
- Divert or defuse conflict.
-
- Celebrate accomplishments with/of participants.
- - "benchmarks" when achieved
- - project completion
24EVALUATING The ability to examine how
outcomes compare with previously defined
standards, goals, or priorities
- Key Behaviors
-
- Identify relevant measures.
-
- - "Objective" records, scores, and tallies
- - "Subjective" perceptions, feelings, and
concerns -
- Identify comparison groups.
-
- Establish procedures for reporting/updating
project status. -
- Collect baseline data.
-
- Collect follow-up data.
-
- Compare pre and post-measures.
25WRITTEN COMMUNICATION The ability to express
ideas clearly in writing, to write appropriately
for different audiences
- Key Behaviors
-
- Provide clearly written and concise
instructions. -
- Use correct grammar, syntax, and spelling.
-
- Use appropriate form for the audience.
26SELF-DEVELOPMENT The ability to identify and
create a set of Key Behaviors to build a desired
skill
- Key Behaviors
-
- Decide what you need to know.
-
- Find (or recall) effective models.
-
- Watch specific actions and behaviors.
-
- Write short phrases describing key behaviors
for what to do. -
- Put the key behaviors in chronological order.
-
- Rehearse the key behaviors mentally by
visualizing yourself doing them. -
- Rehearse the key behaviors in front of a coach,
and get feedback and suggestions from your coach.
27HANDLING RESISTANCE TO CHANGE The ability to
bring about change in a school through
anticipating problems, meeting needs, and sharing
decision making
- Key Behaviors
-
- Consider who gains and loses from change.
-
- Anticipate unfavorable reactions and minimize
their impact. -
- Divert and diffuse unneeded conflict.
-
- Invite private feedback from critics,
especially blockers and naysayers. -
- Meet people's four basic work needs
-
- - Need for clear expectations
- - Need for future certainty
- - Need for social interaction
- - Need for control over work environment
-
- Encourage innovation and change with the
potential to achieve mutually desired goals. -
- Do not impose solutions on people.
-
- Emphasize open involvement and commitment.
-
- Focus on what people think is immediately
important and troublesome.
28GIVING FEEDBACK The ability to give clear,
specific feedback
- Key Behaviors
-
- Seek perceptions of person who asked for
feedback. -
- Focus on the behavior, not the person.
-
- State specifically what was done well.
-
- Identify what might be done differently next
time. -
- Discuss and agree on specific improvements and
a schedule
29CREATING NEW IDEAS The ability to get a group
to suggest multiple solutions to a problem or
opportunity and select the best idea for
implementation
- Key Behaviors
-
- Acknowledge the desire/need to create new idea.
-
- Identify opportunities.
-
- Challenge blind spots and develop new
perspectives. -
- Develop a range of preferred possibilities or
scenarios. -
- Choose the best possibilities and develop
criteria to package them in a realistic manner. -
- Present the agenda and elicit comments on it
from key stakeholders. -
- Brainstorm a wide range of strategies to
accomplish each new scenario. -
- Choose the best strategy to achieve the goal.
-
- Develop strategy into a workable plan.
30TEAM BUILDING The ability to create and
maintain a high performing team
- Key Behaviors
-
- Select team members with complementary skills.
-
- Develop a team purpose.
-
- Establish specific goals.
-
- Build a small, effective, and efficient team.
-
- Develop a team working procedure.
-
- Help other team members to achieve.
-
- Trust the team members.
-
- Measure individual and team progress.
-
- Report on team progress to build and sustain
momentum.
31DYADIC INTERACTION KEY BEHAVIORS The ability
to communicate effectively in one-to-one
encounters
- Key Behaviors
-
- Appropriate spatial arrangements - physical
setting -
- - comfort
- - privacy
- - distractionsnoise, lighting, temperature
- - furniturecomfortable spacing for conference
-
- Skilled "scene setting" introduction
-
- - initiating
- - responding
- - time parameters
- - social/cultural awareness
- - adaptable - flexible to specific situations
-
- Good eye contact
-
- Effective body language
-
- - energy
- - posture
- - facial expression
- - touch
- - appropriate dress
-
- Active listening
-
- - physical response
- - awareness of others' points/concepts/needs
-
- Voice qualitiestone, rate, volume, enunciation
-
- Absence of speech "crutches"e.g., "ah," "er,"
"You know...." -
- Clarity of messageappropriate vocabulary
-
32SMALL GROUP COMMUNICATION KEY BEHAVIORS The
ability to communicate effectively to small
groups
- Key Behaviors
-
-
- All the Dyadic key behaviors plus
-
- Beginning and ending on time
-
- Taking breaks
-
- Purpose for meetingnotification, agenda
-
- Understanding of individual roles
-
- - knowledge of expertise
- - responsibility of participants
- - leadership responsibilities
-
- Active participation of all members
-
- Clear and concise plans for follow-up
-
- Appropriate use of audiovisual equipment
33LARGE GROUP COMMUNICATION KEY BEHAVIORS The
ability to communicate effectively to large
groups
- Key Behaviors
-
- Understand purpose of presentation
- - to inform
- - to persuade
- - to gather information
- - to entertain
-
- Awareness of audience
- - who they are
- - knowledge they have of topic
- - purpose of meeting
- - awareness of how people are reacting
-
-
- Good posture body position
- - hands
- - movement of body
- - facial expression
- - effective eye contact with audience
-
- Absence of speech "crutches" e.g., "ah,"
"er," "You know...."
34- Appropriate voice quality
- - tone, rate, volume, enunciation
-
- Good organization of presentation
- - mingle with audience before presentation
- - stimulating beginning - tie introduction to
audience interests - - well-prepared and delivered body (middle)
- - memorable close
- - keep your audience in step with youuse
transitions, list points, - enumerate, summarize
- - be vivid, appeal to the senses (illustrations)
- - be at ease with a moment's silence
- - use notes effectively - read/talk
-
- Appropriate use of humor/lack of sarcasm
-
- Methods for overcoming nervousness
-
35- Voice inflectionsvariability in tone, volume,
and rate -
- Energy/enthusiasm
-
- Appropriate use of audiovisual aids in front of
large groups (serviceability, type,
effectiveness) -
- Message should be simple/not complex
-
- Avoid improper languageswearing/bad
jokes/insensitive stories -
- Rehearse your presentationvisualizing
-
- Dealing with emergenciesheckler, loss of
power, etc.
36- Develop Two Interview Questions For Each Of The
Skill Competencies For Developing Educational
Leaders.
37Selecting Other Support Personnel
- School Social Workers
- School Psychologists
- Guidance Counselors
- Library/Media Specialists
- Instructional Aides
- School Secretaries
- List The Characteristics That You Would Look For
In Each Position
38Name__________If you were going to design a
substitute orientation program, what information
would you include?
39Name_________If you are going to evaluate
substitute teachers, what type of process would
you use?
40Name_________If you were hiring a new secretary
for your building, what would the ten most
important characteristics of that position be?
41Name_____________________ Schools rely on
substitute teachers to cover fore full-time
employees who must be absent from the job. In
many cases availability is the primary
consideration in choosing substitutes. What other
factors besides availability would you consider
in choosing substitute teachers?
42Name____________________ The selection of
assistant principals has been described as
"haphazard." Do you agree? If so, why do you
think so little attention is given to the
selection of assistant principals? Do you see any
evidence that this may be changing?
43Name___________________
- In many high schools, counselors perform three of
the four tasks listed below. Which one is not
usually part of their duties -
- Administer standardized tests.
- Handle student discipline.
- Help students plan for college or a career.
- Serve as liaison to community agencies.
44Name___________________________
- A test that lacks criterion validity would not be
useful for selection purposes because - a high percentage of applicants could be expected
to have low scores. - it could not identify the applicants most likely
to be successful on the job. - It would not give applicants credit for previous
experience in similar jobs. - a high percentage of applicants could be expected
to have high scores.
45Name_____________________
- One component of managerial motivation is need
for achievement, which is defined as an
inclination to seek to - please other people.
- gain recognition for one's accomplishments.
- influence other people.
- select ambitious goals and work hard to reach
them.
46Case Study 2
- Principal Moran is in charge of replacing a
teacher that has been diagnosed with cancer and
will not be returning to school for the second
semester. The job has been advertised
extensively, however, there are limited
experienced teachers to choose from mid-year.
Ms. Moran has interviewed 7 candidates, and with
the help of a teacher committee, narrowed the
field to three. In the final interview,
candidate number one, Ms. Jones, confides in Ms.
Moran that she is a lesbian and is planning on
living with her significant other. The other two
candidates are not as highly recommended as Ms.
Jones, and do not have as high of grade point
average on their transcripts. - If you were Principal Moran would you take this
information back to the teacher committee for
there consideration? - Would you employee Ms. Jones and not disclose the
fact that she is a lesbian? - Would you employee one of the other candidates?
47Name__________