• Department of Educational Administration and higher Education

    ED 451 Human Resources Administration Spring Semester, 1999

    Professor: Robert J. Starratt email:; tel .617-552-1961

     Course Outcomes

    By the end of the course participants will be able to :




    Course Schedule


    Spring Break

    6) March 8 Discussion of how Senge's theory of the learning organization can inform the theory and practice of human resources administration. Beginning preparation for final exam/assignment. Assignment: Complete and hand in on March 15 class a critique of the personnel handbook/ contract, and include examples from actual practice, of the system you have been studying, noting its strong and weak points from the perspectives of human development and the learning community. Read Chapters on Recruiting, Selection and Induction of personnel. Investigate your system's recruiting, selecting and induction (orientation, mentoring, process of supervision of non-tenured teachers). Interview a first year teacher about her/his experience of the selection and induction process.

    7) March 15 Small group sharing on their critiques. Overview of issues on recruiting, selection and induction of personnel. Assignment: Read chapter on staff development and handout on teacher leadership. Brainstorm ways to improve staff development with a teacher.

    8) March 22 Class development of ideas to improve staff development programs in their systems. Introduction of Teacher supervision and evaluation. Assignment: Read chapter on teacher appraisal. Interview teachers on their experience of supervision. Ask them how they would improve teacher appraisal if they were in charge. Sit in on a teacher's class (after getting their permission and understanding that you are doing this for a course assignment, and that it is in no way a formal evaluation) and jot down your observations. You may talk through your observations with the teacher. Bring in a copy of the school system's teacher appraisal form.

    9) March 29 Class discussions of their interviews and observations. Discussion of teacher evaluation as human resource development; formative and summative evaluations of teachers. Assignment: Read chapter on teacher evaluation, and Rowan's essay on commitment and control. Prepare arguments for both approaches to accountability; be prepared to debate one side or the other. Observe another class; reflect on what you will need to be an effective instructional supervisor or peer supervisor.

    10) April 5 Debate on accountability through commitment or control. Case analysis and simulation of Mr. Elgart. Assignment: Read chapter on physics teachers' assessment. Investigate how your system is tying teacher assessment to the system's implementation of the state curriculum frameworks and state testing.

    11) April 12 Discussion on teacher assessment and the implementation of state curriculum standards. Assignment: Read chapter on collective bargaining, and examine how your school system engages in collective bargaining. Interview the Union leader in the school to get his/her perspective on the good and the bad points of the process; interview the central office negotiator to get his/her perspective on the good and the bad points of the process.



    1. April 26 Sharing of interview results. Discussion of improving collective bargaining processes. Assignment: Explore how your system develops additional human resources development: students, parents, paraprofessionals, community volunteers. What are the mental models that come into play here? What vision of human resource development is needed?


    13) May 3 Discussion of human resource administration for students, paraprofessionals, parents, and volunteers. How does Senge's systems thinking help? Assignment: Prepare final exam.

    1. Final Exam. Assessment of the course.