1. Copyright © Allyn & Bacon 2007 An Evidence-Based Approach to the Practice of Educational Leadership First Edition Ronald W. Rebore Angela L. E. Walmsley Saint Louis University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or part, of any images; Any rental, lease, or lending of this program.

2. Copyright © Allyn & Bacon 2007 Chapter 10: Human Resources and Supervision Considerations in Evidence-Based Leadership

3. Copyright © Allyn & Bacon 2007 Instructional Objectives To learn how to create a culture of evidence in a school district that will enhance to capacity of the human resources and supervision functions in order to meet the vision and mission of the district To provide information that can be used to engage stakeholders in discourse, which will strengthen the human resources and supervision functions

4. Copyright © Allyn & Bacon 2007 Instructional Objectives To explain how the human resources and supervision functions operate in public school districts from an evidence-based perspective To exemplify how the evidence-based approach to decision making ensures the accountability of the human resources and supervision functions

5. Copyright © Allyn & Bacon 2007 Introduction Three major functions of human resources leadership and the supervision of staff: –Compensation –Performance evaluation –Staff development

6. Copyright © Allyn & Bacon 2007 Compensation People act in ways they perceive to be in their own best interests. Money has the potential to motivate an individual if one is seeking to maintain or improve one’s standard of living. Money also has a great deal of symbolic value.

7. Copyright © Allyn & Bacon 2007 Compensation To motivate a teacher for greater performance, it must be clear that a specific performance is indeed rewarded with money. Commonly, districts emphasize intrinsic motivation over financial motivation.

8. Copyright © Allyn & Bacon 2007 Compensation Money increases intrinsic motivation under two conditions: 1.Monetary rewards must closely follow performance in order to be reinforcing 2.The employee must perceive the monetary rewards as being related to work behavior Fred Lutahns, Mark Martinko, and Tom Kess, “An Analysis of the Impact of Contingency Monetary Rewards on Intrinsic Motivation,” Proceedings of the 19 th Annual Midwest Academy of Management (St. Louis, 1976), pp. 209-211. The performance model of compensation is reinforced by most state legislatures.

9. Copyright © Allyn & Bacon 2007 Compensation People are also motivated by intrinsic rewards, such as job satisfaction. Job satisfaction is increased by: –Participation in the decision-making process –Greater job discretion –Increased responsibility –More challenging tasks –Opportunities for personal growth –Diversity of activities

10. Copyright © Allyn & Bacon 2007 Compensation Variables Affecting Compensation Employees should understand the compensation structure and have confidence in its objectivity. Two major variables must be considered when constructing a compensation policy: –Performance –Seniority

11. Copyright © Allyn & Bacon 2007 Compensation Performance: how do we define performance? A compensation systems that rewards performance must incorporate the following components: –Effective teacher-evaluation procedures –Training programs for management and supervisory personnel who will implement the plan –School board and management commitment to the plan

12. Copyright © Allyn & Bacon 2007 Compensation –Staff involvement in developing the plan –Teacher acceptance and satisfaction –Adequate financing –Rewards for all who meet the criteria –Plausible, fair, and equitable performance criteria –Valid and verifiable measures of results –Objectivity and consistency in applying assessment measures –Promotion of increased student learning Glen H. Tecker, Merit, Measure, and Money: Establishing Teacher Performance Evaluation and Incentive Programs (Alexandria, VA: National School Board Association, 1985), p. 14.

13. Copyright © Allyn & Bacon 2007 Compensation Seniority Seniority is valuable in a rewards system because the basic purpose of establishing a reward policy is to attract and retain qualified employees. Career ladders: to encourage teachers to direct their career along a path that will lead to refined skills and high levels of responsibility

14. Copyright © Allyn & Bacon 2007 Compensation Direct Compensation: Salary “Equal pay for equal jobs”, but factors have an influence on educational wage programs A district must gather data on wage and salary policies of other districts and also of private employers in the area and region.

15. Copyright © Allyn & Bacon 2007 Compensation Public Disclosure of Salaries Salary schedules and budgets are usually disclosed to district employees, the public, and the media. Many districts consider this information to be confidential.

16. Copyright © Allyn & Bacon 2007 Compensation The public has a right to know how the tax money is being spent. Secrecy regarding salaries leads to misperceptions.

17. Copyright © Allyn & Bacon 2007 Compensation Compensation Packaging No compensation package will satisfy everyone. Compensation programs have been developed that allow each teacher to choose the combination of rewards that are most attractive to the teacher.

18. Copyright © Allyn & Bacon 2007 Compensation Salary Schedule The traditional method in deciding the salaries of newly hired teachers is to place them on a salary schedule in relation to preparation and experience. Many districts do not give full credit for experience at other districts.

19. Copyright © Allyn & Bacon 2007 Compensation Advantages to salary schedules: –Easily demonstrates equality of salary between staff members with similar responsibilities –Can be used as a basis for determining compensation for meritorious performance School boards will review their salary schedules annually and make adjustments.

20. Copyright © Allyn & Bacon 2007 Compensation Two processes used to establish the basic wage for each salary schedule range: –Gather salary data from other districts and from the business/industrial community –Gather data from individual employees within the organization concerning the extent of responsibilities, tasks, and qualifications

21. Copyright © Allyn & Bacon 2007 Compensation Indirect Compensation: Fringe Benefits Benefits available to all staff resulting from a direct fiscal expenditure Quality fringe benefits attract quality candidates for positions and will help to maintain employee commitment.

22. Copyright © Allyn & Bacon 2007 Compensation Types of Fringe Benefits The cost of fringe benefits has risen to 35% of total salary wages paid to staff. Certain benefits must be provided by the district: social security insurance, state retirement insurance, unemployment compensation, and workers’ compensation

23. Copyright © Allyn & Bacon 2007 Compensation Voluntary Fringe Benefits These benefits may be further divided into insurance programs, time away from job, and services. The type of insurance offered depends on the fiscal condition of the district. A district is restricted by state statute to pay insurance premiums only for employees.

24. Copyright © Allyn & Bacon 2007 Compensation Sick leave, vacation time, paid holidays, and sabbatical leave are benefits provided at the discretion of the school system. School systems also provide employee services, such as attendance at workshops, professional meetings, conventions, and tuition reimbursement.

25. Copyright © Allyn & Bacon 2007 Compensation Managed Health Care Managed health care is meant to maintain a high quality of care at a lower cost. It coordinates services around the patient and produces an efficient delivery system. Case management specialists: evaluate cases that require expensive/extensive medical treatment.

26. Copyright © Allyn & Bacon 2007 Compensation Third-party health-care administration: work with patients and doctors to find alternatives that are medically sound and cost effective Utilization management: control costs through catastrophic case management and utilization review A district may also opt to join a managed care network such as a PPO or HMO.

27. Copyright © Allyn & Bacon 2007 Compensation Health Risks in the Workplace Three major categories of health risks that could require workers’ compensation: –Facility environmental risks –Violence –Infectious disease

28. Copyright © Allyn & Bacon 2007 Compensation Family and Medical Leave Act, 1993 U.S. Congress, Family and Medical Leave Act (Washington, D.C.: U.S. Government Printing Office, 1993). Provides eligible employees with the right to take 12 weeks of unpaid leave in conjunction with the following: 1.The birth and first-year care of a child including paternity leave. 2.The adoption or foster parent placement of a child.

29. Copyright © Allyn & Bacon 2007 Compensation 3. The illness of an employee’s spouse, child, or parent. This includes a stepchild, foster child, or child over 18 years incapable of self-care, and a stepparent. 4. The employee’s own illness. This means a serious health condition requiring absence from work for more than 3 days and require continuing treatment.

30. Copyright © Allyn & Bacon 2007 Compensation Consolidated Omnibus Budget Reconciliation Act (COBRA), 1986 Requires districts that provide health care plans to offer a temporary extension of the coverage under certain conditions: –Termination without gross misconduct –If the employee is laid off –If the employee is reduced to part-time work

31. Copyright © Allyn & Bacon 2007 Performance Evaluation All personnel must be evaluated, beginning with the superintendent and going down the chain of command. The following are universal reasons for appraisal: –Performance evaluation fosters the self- development of each employee –Performance evaluation helps to identify a variety of tasks that an employee is capable of performing

32. Copyright © Allyn & Bacon 2007 Performance Evaluation –Performance evaluation helps to identify staff- development needs –Performance evaluation helps to improve performance –Performance evaluation helps to determine if an employee should be retained and how large a salary increase should be given –Performance evaluation helps to determine the placement, transfer, or promotion of an employee.

33. Copyright © Allyn & Bacon 2007 Performance Evaluation It is appropriate and wise for a board to establish a policy statement on employee appraisal. First priority in the process is the impartial evaluation of employees in relation to the requirements of their positions and how these positions support the goals of the district. American Association of School Administrators, How to Evaluate Adminstrative and Supervisory Personnel, IX, AASA Executive Handbook Series (Arlington, Virginia: The Association, 1977), p. 50.

34. Copyright © Allyn & Bacon 2007 Performance Evaluation Each organizational division in the district is responsible for developing divisional objectives. These division are: –Human resources –Instruction –Support services

35. Copyright © Allyn & Bacon 2007 Performance Evaluation A district must then decide on formal evaluation procedures, placed in writing and available to the entire staff. This is best performed by the principal and teacher representatives.

36. Copyright © Allyn & Bacon 2007 Performance Evaluation The following questions should be addresses in every set of procedures: –Who has the responsibility for making evaluations? –In what settings will formal evaluations take place? –On how many occasions will formal evaluations occur?

37. Copyright © Allyn & Bacon 2007 Performance Evaluation –In what setting will the results of formal evaluations be communicated to the person evaluated? –If a teacher disagrees with his or her evaluation, what grievance procedure should be available? –What effect will evaluation have on salary increases?

38. Copyright © Allyn & Bacon 2007 Performance Evaluation The final step in the appraisal process is the analysis of the results that have been obtained to determine if these fulfilled instructional division objectives.

39. Copyright © Allyn & Bacon 2007 Performance Evaluation Figure 10.1: Model for Developing an Employee Evaluation Process Board of Education Objectives for the Major Divisions of the School District’s Organization Individual Employee Objectives Implementing Appraisal Techniques Feedback on Objective Accomplishment

40. Copyright © Allyn & Bacon 2007 Performance Evaluation Supervision and Evaluation of Staff Performance evaluation is the method by which administration observes, analyzes, interprets, and makes suggestions for improvement in how teachers teach. Traditional evaluation instruments identify teaching performance, professional qualities, and interpersonal qualities.

41. Copyright © Allyn & Bacon 2007 Performance Evaluation A grievance procedure must be incorporated into the evaluation process. Job descriptions play an important role in constructing performance evaluation instruments and in developing objectives.

42. Copyright © Allyn & Bacon 2007 Performance Evaluation Termination Procedures Feelings of inadequacy, failure, and anger are common to those who are terminated. It is important for districts to develop termination procedures that are objective and fair and incorporate due process.

43. Copyright © Allyn & Bacon 2007 Staff Development Creating a Staff-Development Program “In-service training” has severe limitations. The learning community approach addresses the need to upgrade our skills and knowledge.

44. Copyright © Allyn & Bacon 2007 Staff Development Figure 10.2: A Model for a Staff-Development Program School District Goals and Objectives Needs Assessment Establishing Staff Development, Goals, And Objectives Program Design Implementation and Delivery Plan Program Evaluation

45. Copyright © Allyn & Bacon 2007 Staff Development The Goals and Objectives of the School District Educational goals are similar across the country. How they are implemented makes development program different. Goals and objectives of the board and employees must be written into the development program.

46. Copyright © Allyn & Bacon 2007 Staff Development Commitment to Staff Development Teachers receive little recognition for implementing ideas or skills and lead to the perception that staff-development is ineffective. The board must provide funding and policies for implementation of staff- development programs.

47. Copyright © Allyn & Bacon 2007 Staff Development Needs Assessment The process of assessing members’ needs is the process of determining the discrepancy between the existing and the needed competencies of staff. The program is concerning with the abilities of current staff and abilities needed for promotion.

48. Copyright © Allyn & Bacon 2007 Staff Development Staff-Development Goals and Objectives These continuously change to meet the changing needs of the district.

49. Copyright © Allyn & Bacon 2007 Staff Development Program Design A process of matching needs with available resources through an effective delivery method

50. Copyright © Allyn & Bacon 2007 Staff Development The Implementation and Delivery Plan Teachers’ time is critical and is key to participation. A common practice is to reimburse teachers for tuition and fee for workshops and conferences.

51. Copyright © Allyn & Bacon 2007 Staff Development Program Evaluation A perception based approach is appropriate and effective. Administration should conduct follow-ups concerning the implementation of techniques or new skills.

52. Copyright © Allyn & Bacon 2007 Current Issues in Staff Development Learning community approach focuses staff development activities on the following: –Updating skills and knowledge in subject areas –Keeping abreast of societal demands –Researching the instructional process and alternative methods of teaching –Becoming acquainted with and skilled in using instructional and managerial technologies

53. Copyright © Allyn & Bacon 2007 Current Issues in Staff Development The following sources of information can be used in designing a staff-development program: –Teacher needs-assessment survey –Community survey that is administered to parents –Certification requirement –Research and curriculum studies

54. Copyright © Allyn & Bacon 2007 Discussion Questions and Statements 1.Does money motivate teachers to higher levels of performance? 2.Describe the internal and external rewards of an effective compensation program. 3.Explain the purposes of the performance evaluation of teachers, administrators, and staff members. 4.Name the six aspects of a staff-development program. 5.Explain the concept underlying “merit pay” and “career ladders”.