Emphasis on competency-based leadership requirements
Research-based models, tips, snapshots, best-practices, and recommendations
Unique discussion of the assistant principal as a student advocate
Organizational strategies, professional growth activities, and operational models for program implementation
Specific leadership responsibilities for school climate, personnel administration, professional development, and performance appraisal
Case studies and discussion questions to foster applied learning
• Grounded in extensive research and interviews with practicing principals
• Provides a wealth of examples, strategies, tips, and best practices for leading the human resources function at the school level
• Chapter exercises and case studies explore the skills and knowledge needed for effective human resource leadership
• Details the significance of developing a positive school climate
• Legal aspects of human resources administration are made digestible and understandable
Norton and Kelly show current principals how to assess their present behaviors relative to learning leadership. Providing a clear definition of learning leadership and identifying successful practices most commonly implemented by true learning leaders, this book features the administrative tools and accountability strategies that will allow principals to create a culture of learning leadership among all school personnel, which is key to engaging students, and the community, in the learning process.
Personnel recruitment, for example, now necessitates primary attention to re-recruitment. Innovation in mentoring activities now includes reverse mentoring, peer mentoring and group mentoring. Metrics now loom important and necessary in program planning, accountability and assessment activities. The knowledge and skills required for new innovations in personnel were not always available in the program preparations of individuals who focused on preparation for general school administration. This book serve to serve practicing human resources directors and others that will serve the personnel function in the school principalship and other administrative roles to understand and meet the demands of today’s human resources goals and objectives.
A comprehensive and research-based text detailing the important relationship between school administration and human resources administration.
"The author provides [students] with specific strategies for navigating the treacherous waters of personnel selection, development, retention, and removal. I wish I had the book when I began my work as Director of Personnel."
University of South Carolina
Human Resources Administration for Educational Leaders balances theory and pedagogy to demonstrate the historical evolution of the human resources function in education, the link between human resources and organizational effectiveness, and the new trends in human resources accountability.
Key Features and Benefits:Provides students with samples of the tools that practicing HR administrators use for planning, recruiting, interviewing, selecting, evaluating, compensating, and developing staff personnelDedicates separate chapters to areas often neglected in other texts: collective bargaining, human resources responsibility for classified personnel, accountability, and organizational climate and the human resources functionFeatures engaging simulations in the form of case studies and critical questions to help students apply the concepts to practice
Accompanied by High-Quality Ancillaries
Instructors' Resources on CD-ROM includes a test bank, sample syllabi, PowerPoint slide presentations, and more. Contact SAGE to request your copy.
Meet the author! http://coe.asu.edu/elps/faculty/norton.php
The book’s primary purposes center on the need for placing the responsibility for determining student curriculum and academic achievement the local school level whereby school personnel determine the individual student’s personal interests and needs and design a curricular program for each student that fosters personnel success.
The creative abilities of teachers are inhibited in attempts to implement top-down mandates that set forth academic content and instructional methods set forth by federal and state agencies. If learning programs and instructional methods are to be designed to meet the individual interests and needs of the learner, who is in the best position to determine such needs?
We believe that the social, mental, and physical needs of children and youth are determined best by local educational professionals. This book sets forth the foundations of practice that will serve these purposes.