Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

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CHAPTER 5: PERSONNEL SERVICES AND PROFESSIONAL DEVELOPMENTThis chapter provides information on issues related to Personnel Services and ProfessionalDevelopment. Hiring and development of staff has been affected by trying to meeteducational demands in all areas. Securing highly qualified special education staff is achallenge in most school districts, but at Mt. Diablo Unified School District (MDUSD), therehave been unique situations that have presented additional difficulty. Sections in thischapter include:5.1 Personnel Services5.2 Professional DevelopmentThis chapter should be viewed along with Chapter 2 District Operations and AssociatedFinancial Effectiveness; Chapter 3 Service Delivery Options and Continuum of Services;Chapter 4 Policies, Procedures, and Compliance; and Chapter 5 Spieler v. Mt. Diablo UnifiedSchool District.5.1 Personnel ServicesIssue 5‐1: Recruiting, Hiring, and Maintaining Highly Qualified Special Education Staff.The Personnel Services Department provides comprehensive services for recruiting, hiringand maintaining qualified staff, including special education staff. Postings for positions arerelated to the professional specifications (job descriptions) and there are documentedefforts to recruit through job fairs and postings at California universities and colleges.In an effort to make budget cuts, maintaining a highly qualified staff is often compromised.MDUSD has experienced difficulty over the past years in maintaining a highly qualifiedspecial education staff, evidenced in interviews and records reviews. Reductions in staff,especially those involving a change from a 1.0 full‐time equivalent (FTE) present difficultiesin locating a candidate desiring a part‐time (less than 1.0 FTE) position. Position cuts addextra duties to already stressed administrators and teachers serving students withdisabilities.Considerations for Issue 5‐1:• In all postings for teachers, include certification and preferable experience in readingand/or special education, especially in the area of mild disabilities. This will allowco‐teaching and greater flexibility of staff utilization.• Be mindful of the struggles imposed upon building administrators to identify highlyqualified staff if the position posted is for less than full‐time, especially since highlyqualified staff that are cut are more likely to move to another district.MGT of America, Inc. Page 5‐1
Personnel Services and Professional DevelopmentCost Implications for Issue 5‐1:There are no cost increases related to this consideration.Issue 5‐2: Communication of Building Level Cuts in Staff.The communication of staffing cuts, especially reduction of special education teachers toless than a full‐time equivalent, is oftentimes made late in the summer months, whenfinding a highly qualified and part‐time replacement is difficult. Classes are reorganized andmoved at the last minute, leaving the impression that the district staff does not know whatit is doing.Considerations for Issue 5‐2:• Include the principal in the discussion of reductions that affect their staffing andservices to students. Include the principal in the staffing decision.Cost Implications for Issue 5‐2:There are no cost increases related to this consideration.Issue 5‐3: Professional Specifications.The special education professional specifications (job descriptions) are generally‐stated.The professional specifications use terminology that is no longer appropriate (handicapped),appear to be out‐of‐date, and are constructed in different formats. For example, thedescription for “Traveling Teachers for the Visually Handicapped Program” details eightduties, but does not include training and experience required as does the Career/CollegeAdvisor job description.Considerations for Issue 5‐3:• Ensure that professional specifications (job descriptions) detail authenticresponsibilities that can be measured on a performance appraisal; detailcompetencies expected and working conditions; and clearly identify requiredtraining, experience, and certifications. It is suggested that all professionalspecifications follow the same format. The sample in Exhibit 5‐1 might be helpful.Cost Implications for Issue 5‐3:There will be an investment in time for this consideration, but no additional cost to thedistrict.MGT of America, Inc. Page 5‐2
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A Study of theMount Diablo Unified
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TABLE OF CONTENTSPAGEEXECUTIVE SUMM
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Executive SummaryExecutive SummaryF
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Executive SummaryExecutive SummaryI
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Executive SummaryExecutive SummaryF
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CHAPTER 1: INTRODUCTION AND PEER DI
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Introduction and Peer District Comp
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CHAPTER 2: DISTRICT OPERATIONS AND
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District Operations and Associated
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CHAPTER 3: SERVICE DELIVERY OPTIONS
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Service Delivery Options and Contin
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Page 64 and 65: Service Delivery Options and Contin
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Page 92 and 93: Policies, Procedures, and Complianc
Page 116 and 117: Personnel Services and Professional
Page 124 and 125: CHAPTER 6: SPIELER V. MT. DIABLO UN
Page 126 and 127: Spieler v. Mt. Diablo Unified Schoo
Page 128 and 129: Spieler v. Mt. Diablo Unified Schoo
Page 130 and 131: APPENDIX A: SURVEYRESULTS
Page 132 and 133: PART A: ADMINISTRATION7. Special ed
Page 134 and 135: EXHIBIT A-3 (Continued)COMPARISON O
Page 136 and 137: PART E: CURRICULUM ANDINSTRUCTIONE.
Page 138 and 139: EXHIBIT A-7COMPARISON OF SURVEY RES
Page 140 and 141: PART G: DISCIPLINEEXHIBIT A-9COMPAR
Page 142 and 143: EXHIBIT A-11COMPARISON OF SURVEY RE
Page 144 and 145: PART K: SPECIALEDUCATION PROGRAMFUN
Page 146 and 147: Appendix A: Survey ResultsEXHIBIT A
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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