Educational Leadership

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School Personnel DevelopmentHuman Resources
Management for Effective Schools
EDLD 616 Chapter Five
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Selecting 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.

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Screening Applicants

• What would you be looking for in screening
  Building Principal Applications?

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• What kind of questions would you ask a Principal?

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Leadership

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Supervision/Evaluation

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Finance

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Law

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Personnel

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Exceptional Students

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Professional Development

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Student Discipline and Safety

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Assessment

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School/Community Relations

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The 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

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LEADERSHIP 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

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PROBLEM 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

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JUDGMENT 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

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SENSITIVITY 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)

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ORGANIZATIONAL 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.

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DELEGATION 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.

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PLANNING 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.

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IMPLEMENTING 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

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EVALUATING 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.

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WRITTEN 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.

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SELF-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.

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HANDLING 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.

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GIVING 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

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CREATING 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.

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TEAM 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.

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DYADIC 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

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SMALL 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

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LARGE 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...."

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• 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

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• 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.

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• Develop Two Interview Questions For Each Of The
  Skill Competencies For Developing Educational
  Leaders.

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Selecting 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

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Name__________If you were going to design a
substitute orientation program, what information
would you include?
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Name_________If you are going to evaluate
substitute teachers, what type of process would
you use?
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Name_________If you were hiring a new secretary
for your building, what would the ten most
important characteristics of that position be?

• 6.
• 7.
• 8.
• 9.
• 10.

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Name_____________________ 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?
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Name____________________ 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?
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Name___________________

• 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.

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Name___________________________

• 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.

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Name_____________________

• 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.

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Case 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?

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Name__________