For EDU 607

1. Staffing and Establishing a
New Middle School
ELIZABETH ALTENHOF
EDU 607: STAFF PERSONNEL & PUBLIC RELATIONS
FRANCISCAN UNIVERSITY OF STEUBENVILLE
SUMMER 2017

2. Scenario
 I am the Assistant Superintendent of the Happy Valley School District. The BOE
has decided to close one K-8 building.
 This building is in an area that is experiencing urban decay and has 70% minority
students. The other K-8 building is in an affluent community. The population is 2%
minority.
 There are 30 staff members in each building.
 Students in the closed building in grades 7-8 will be moved to the second
building. PK-5 students at both schools will be moved to the closest of the 6
elementary schools, which are currently PK-6.
 I am in charge of implementing the reorganization plan.

3. Scenario
 Illustrate future concerns with:
 Staffing
 Teacher and Non-Professional Unions
 Parents
 Students
 Staff Development Training
 Transportation
 Administrators
 Public Relations and Community

4. Important Considerations
 When making decisions, one must seek to understand the perceptions of all
involved.
 The most important thing to keep in mind during this transition is student needs.
All decisions should be made for the best of the students.
 Communication will also be critically important in this process.
 With staff members
 With parents
 With the community
 And with students

5. Issues- Staffing
 Staff changes are always difficult no matter the situation.
 In this instance, staff will be moved to accommodate students and the changing
structure of the schools.
 Staff may feel uncomfortable with this change. It takes much work and effort to
move classrooms, learn new routines, etc.
 Teachers may be teaching different grade levels or material, which will also require
extra work and preparation.

6. Issues- Staffing
 There will also be changes for non-licensed or classified employees.
 New expectations and responsibilities.
 New schedules
 New procedures
 New building, if applicable

7. Issues- Unions
 Unions have agreements with the district.
 When making decisions that impact teachers and classified staff members it is
important to stay within the boundaries of these agreements.
 Board policies allow the superintendent to make decisions about assigning and
transferring staff members.

8. Issues- Staff Development
 If staff members are to be reassigned or given a new group of students,
appropriate training must be provided to support teachers.
 It is the responsibility of the administration to ensure teachers and other staff
members are well-prepared and confident in dealing with the transitions.
 Challenges for staff:
 Learning new building procedures, if applicable
 Working with new groups of people
 Working with a different student population

9. Literature Review- Staffing, Unions,
Professional Development
 As the assistant superintendent, I am put in charge of implementing the
reorganization plan.
 This plan will cover some of the main functions of human resources
 Human resources planning
 Placement and induction
 Staff development
 Collective negotiations
 Rebore, 2012

10.  Transcendental leadership is a common leadership technique and appropriate in
this instance. Administrators that work within this type of leadership perspective
have a concern for people focus.
 This is the degree to which one takes into consideration the effects of decision on
people.
 Rebore, 2012
Literature Review- Staffing, Unions,
Professional Development

11.  An administrator should sustain a school culture that is conducive to learning and
staff professional growth.
 Underlying beliefs are that staff feel valued and important and professional
development is provided to focus on school vision and goals
 ISLLC Standard 2
Literature Review- Staffing, Unions,
Professional Development

12. Literature Review- Staffing, Unions,
Professional Development
 School Board policy can also provide information about staffing.
 Current policy states that the Board of Education believes that the appropriate
placement of qualified and competent staff is essential to the successful
functioning of the District.
 The Superintendent shall be responsible for the proper assignment and transfer of
all teaching and other professional staff members and shall attempt to effect the
optimum assignment of the professional staff in conformance with any applicable
contractual or legal requirements.
 R.C. 3319.01, 3319.12

13. Issues- Students
 This process will have a direct impact on student lives.
 Regardless of moving buildings or not, students will be around new peers,
teachers, and other staff members. This can be scary and stressful.
 Students will have numerous concerns
 Moving buildings
 Having to interact with new peers and make new friendships
 Learning new schedules
 Change in teachers and teacher expectations
 Receiving continued services
 Athletics and other extracurricular activities

14. Issues- Students
 Helping students respond positively to the change and ease stress and worry will
be a key issue to address in any realignment plan.
 One must consider
 The impact of bringing together diverse groups
 The social-emotional needs of students
 How best to prepare students for the transition

15. Literature Review- Students
 The most important responsibility is to ease the transition for students.
 (DeWitt & Moccia, 2011)
 A consolidation can often mean the merging of two very different congregations.
A major challenge can come in merging a school with a limited minority
population with a large minority population.
 (Beck, 2015)
 Transitions will involve expectations and concerns, and the processes of leaving
one location, settling into another, leaving old friends, making new friends, and
continuing learning and development. These points of transition are critical
moments in shaping wellbeing and learning. The impact of transitions is
influenced and shaped by the school’s response.
 (Holdsworth, 2010)

16. Literature Review- Students
 The Board of Education directs that the assignment of students to schools within
this District be consistent with the best interests of students and the best use of
the resources of this District.
 The Board shall expect the students within each area to attend the school so
designated.
 The building administrator shall assign students in his/her school to appropriate
grades, classes, or groups. This action shall be based on consideration of the
needs of the student as well as the administration of the school.
 R.C. 3313.48, 3313.49, 3319.01

17. Literature Review- Students
 An administrator should promote the success of all students by ensuring proper
management, operations, and resources for a safe, efficient, and effective
environment for learning.
 Underlying beliefs are that knowledge of learning and student development
should be used to make management decisions and opportunities for successful
learning should be maximized.
 ISLLC Standard 3

18. Issues- Transportation
 A new school alignment will have a direct impact on transportation.
 Students may have different bus routes, some routes may be longer.
 Students who previously were able to walk to school now may be forced to find
another source of transportation.
 More bus routes may need to be added, parents will need to be notified, and
students’ schedules may be changed.
 Administrators must consult with the transportation director.

19. Issues- Parents
 Parents will be concerned with the impact this change will make on their lives.
 Parents may be upset with the closing of their neighborhood school or the
merging of different students in one building.
 They will be concerned with the well-being of their children.
 Will their students be accepted
 What will be the impact of new teachers and procedures
 What about athletics, the arts, etc.
 Will their student continue to receive needed services
 How will their student get to school now

20. Issues- Community Reaction
 The community will have significant reactions to the decision to close a building
and reorganize the school district.
 Some will be resistant to the change.
 Some will be concerned with the financial implications (taxes).
 Some may be glad to close a building in an underprivileged area as it may lead to
more opportunities for students elsewhere.

21. Literature Review- Parents and the
Community
 An administrator should collaborate with families and the community to respond
to diverse community needs and by mobilizing community resources
 Underlying beliefs are that schools operate as part of a larger community,
collaboration and communication with families is important, and information
about family and community concerns, expectations, and needs is used regularly.
 Diversity is valued.
 ISLLC Standard 4

22. Literature Review- Parents and the
Community
 As schools grow, parents feel more disconnected and their involvement
diminishes.
 There is a benefit in having a parent representative or committee to communicate
with teachers and administrators in the new school.
 (Beck, 2015)
 It is important to communicate with parents in a way that builds trust.
 (DeWitt & Moccia, 2011)

23. Literature Review- Parents and the
Community
 Closing a school is one of the most difficult and emotionally charged experiences for
school district personnel and school communities. Because the school is seen as an
important asset in a neighborhood, the closing of that asset is seen as a devaluation of
the community.
 (McMilin, 2010)
 Parents from disadvantaged backgrounds described the void that closed schools left
behind. They described how neighborhood schools served as recreational and meeting
facilities with programs to benefit the entire community.
 Redistricting discouraged pro-public school gentry parents from investing time and
resources into district schools because they felt that their diverse neighborhoods
would always get the “short end of the stick.”
 (Penn, 2013)

24. Literature Review- Parents and the
Community
 Most communities are collections of diverse backgrounds, in understanding, in
beliefs, and in regard to the importance of schooling.
 This makes it difficult to make everyone happy with any decisions.
 “Close a school for whatever reason and there will be an outcry from some part of
the school community.”
 Communication is essential and is the glue that binds the learning community.
 (Ubben, Hughes, & Norris, 2013)

25. Issues- Administration
 Assignments may change.
 The administration at the closed K-8 school will need to be reassigned.
 The newly opened middle school will need a principal.
 Need to have the proper certifications
 Need to be able to work appropriately with new staff members

26. Administrator Interview
 Staffing- Staff may be concerned with the change for various reasons
 Changing grade levels or curriculum taught will lead to more planning and perhaps
developing different skill sets
 Teachers will need support and time for planning and professional development
 Adjustment to new administrators and ways of doing things
 Hopefully no reduction in force
 J. Dunn Personal Communication, June 2017

27. Administrator Interview
 Unions- It is crucial to follow teacher contracts and act within the negotiated
agreement.
 Most often, placements are made according to seniority and credentials
 Staff members must be notified of any decisions in writing
 It is nearly impossible to make every staff member happy, but by following union
agreements administrators can prevent legal issues
 J. Dunn Personal Communication, June 2017

28. Administrator Interview
 Staff Development-
 Prepare staff to work together in an existent school culture.
 Should meet district goals and objectives
 Professional learning communities
 J. Dunn Personal Communication, June 2017

29. Administrator Interview
 Parents- Parent reaction will likely vary. Most will be upset about the closing of
their community school or the transfer of their students to a different building.
Some parents will be happy that their students will be attending a better
maintained school with more opportunities
 It will be important to provide parents with opportunities to air grievances and
become involve in the new school.
 Parent meetings are recommended.
 J. Dunn Personal Communication, June 2017

30. Administrator Interview
 Students
 Some students may be excited by this change
 Many will be worried or stressed about the change
 Most will not understand the impact this has on their lives
 J. Dunn Personal Communication, June 2017

31. Administrator Interview
 Administration- changes are inevitable
 Firsthand knowledge of schools consolidating
 No longer a need for two elementary school principals, lost job
 Assist in finding other places of employment
 J. Dunn Personal Communication, June 2017

32. Action Plan
 The decision to close the school and reassign students and staff is a difficult one.
It impacts parents, neighborhoods, school personnel, and students.
 One of the hardest decisions has already been made- deciding which school to
close
 If done correctly the decision can become less difficult and positively impact all
parties.

33. Action Plan
 Important Considerations
 Communicate clearly
 Involve the community in the discussion
 Stay ahead of the message the public receives.
 Remember that every decision has to be about the kids.
 Listen to what people are saying
 Transition may take more than one year
 (DeWitt & Moccia, 2011).

34. Action Plan- Staffing
 As things currently stand, no teacher should lose their position as the total
number of students has not decreased. However, staff will need to be reassigned.
 As a first step, a human resource inventory should be completed to determine
current positions and responsibilities and areas of need.
 Enrollment numbers should be considered to decide where there is a need for
teachers and other staff members.
 Then, review the mission of the school to ensure placement of personnel is
consistent with vision and mission goals.

35. Action Plan- Staffing
 Staff members should be asked to complete a staffing survey to assist in making
assignments.
 Staffing assignments should be announced as soon as possible.
 Board policy will dictate the timeline for these announcements.
 April 1 for professional staff
 May 1 for classified staff

36. Action Plan- Staffing
 Teachers and staff in grades 6-8 will be moved to the newly created middle
school.
 Teachers in grades K-5 from both schools in question will be divided amongst the
six elementary schools based on student needs and population.
 Other staff members will be moved to various buildings based on resources and
needs.

37. Action Plan- Staffing
 Ohio Revised Code states the following:
 When involuntary transfer/reassignment is necessary, length of service in the school system,
length of service in the building, number of previous transfers/reassignments, the area of
certification, and any other relevant factors will be considered.
 If two (2) or more persons are equally qualified, the person(s) with the greatest seniority will
be given their choice of transfer/assignment.
 Whenever a teacher is reassigned, such teacher will have the opportunity to discuss the
reassignment and the reasons for such reassignment with the Superintendent.
 Upon request, the affected member will be given the reasons for the transfer/reassignment in
writing.
 O.R.C. 3319.15.

38. Action Plan- Staffing
 Use the building principal to help prepare staff
 Placement
 Assign where needed
 Match supply with needs
 Induction
 To acquaint newly hired and reassigned staff with the community, district, and
personnel (Reborn, 2012)

39. Action Plan- Staffing
 Induction Program for Newly Hired or Reassigned Staff
 Informational- Concerned with giving material and information about the school
 Personal Adjustment- Assist newly hired and reassigned staff to interact with the school
and community

40. Action Plan- Staff Development
 As part of the induction process
 Staff development will be necessary in a variety of areas
 Collaboration
 Building policies and procedures
 Any new job responsibilities

41. Action Plan- Students
 During the current school year it will be important to answer student questions
and provide information as it becomes available.
 Counselors on-hand if any students are struggling with the change.
 During the summer and prior to school starting it will be important to provide
opportunities for students to interact socially.
 There should be a moving-up day/open house.

42. Action Plan- Parents
 Parents will be notified of meetings. This provides an opportunity for their
concerns to be heard and for them to be involved in the process.
 The administration should hold a meeting immediately after the decision to close the
school is made. When parents hear information from the source this helps to stop the
spread of false information.
 Meetings should be held frequently to discuss decisions that will impact students and
families.
 The creation of a parent advisory committee to help the transition process.

43. Action Plan- Community Reaction
 The community should be involved in the realignment process.
 There should be focus group meetings with community members.
 One right after the decision is made
 One during the planning process
 One before school
 There also should be large group meetings with neighborhood residents.
 After the decision is made to close the school
 After decisions are made on staffing, programs, transportation, etc.
 Decisions should be based in part on community input and needs.

44. Immediately
Following Decision
• Superintendent will inform staff during building staff meetings
• Communication with parents, students, and community members
• Principals will inform students of the school re-alignment
Last Day of School
• Picnic for students of all elementary schools
• Activity for students in 6th grade
Early Summer
• Finalize new transportation routes/notify parents of new placement
• Inform teachers and staff members of new assignments

45. Two Weeks or More
Before School Starts
• Staff Development Days
• One day all together
• One or more days in new building
One Week Before
School Starts
• Open House
• Orientation for all students
• Teacher In-Service Days
First Day of School
• Assemblies at each school building
• Teachers incorporate team building activities in first week of lessons

46. Follow-Up Plan
 The transition process may take longer than planned. It is crucial to have follow-up
meetings to discuss any issues.
 Teacher based teams, building leadership teams, and district leadership teams will
need to convene to discuss any changes that need to be made as the year
progresses.
 Staff may need to be reassigned for the following year based on student needs.
 As an administrator in charge of the process it will be important to be visible and
available to address any issues that may arise and any additional concerns from
parents, staff, students, or the community.

47. References
 Beck, E. (2015). When schools merge. PTO Today. Retrieved from https://www.ptotoday.com/pto-today-
articles/article/404-when-schools-merge
 DeWitt, P. & Moccia, J. (2011). Surviving a school closing. Educational Leadership, 68(8), 54-57.
 Holdsworth, R. (2010). Transition and engagement. Catholic Education Office. Retrieved from
www.cem.edu.au/workarea/downloadasset.aspx?id=17202
 ISLLC Standards. Retrieved from http://coe.fgcu.edu/faculty/valesky/isllcstandards.htm
 McMilin, E. (2010). Closing a school building: A systematic approach. National Clearinghouse for
Educational Facilities. Retrieved from http://www.ncef.org/pubs/closing.pdf
 Penn, D. (2013). School closures and redistricting can reproduce educational inequality. Center for Poverty
Research, 3(5), 1-2.
 Rebore, Ronald W. (2012). The essentials of human resources administration in education. Upper Saddle
River, New Jersey: Allyn and Bacon Co.
 Ubben, G., Hughes, L. and Norris, C. (2011). The principal: Creative leadership for excellence in schools.
Upper Saddle River, New Jersey: Pearson.