EDLD 5342 - Week 5, Part 3

I have gained knowledge and skills in the following: effective budget planning and management; acquiring, allocating, and managing resources according to district vision and priorities, including obtaining and using funding from various sources; managing my own time and the time of others to enhance district operations; and applying legal concepts, regulations, and codes as required. I am still competent, but not strong in the following areas: using district and staff evaluation data for personnel policy development and decision making; and using revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. I still need improvement in the following areas: work collaboratively with board of trustees and appropriate personnel to develop district budgets; facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy; and establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.

The lectures, interviews, readings, and resources have been a tremendous source of help for my knowledge and skills in the area of school finance. Learning to the history of school finance, budget planning/implementation/evaluation, and educator ethics will help me be an effective superintendent.

The weekly assignments, activities, and interviews have been invaluable. The superintendent and school business office personnel have given me insights that will help me continue to develop my knowledge and skills to be an effective superintendent.

Connecting with my peers through the blogs and wikis has been wonderful. It is always good to network for collaboration and general knowledge diffusion.

EDLD 5342 - Week 5, Part 2

I have gained knowledge and skills in the following: effective budget planning and management; acquiring, allocating, and managing resources according to district vision and priorities, including obtaining and using funding from various sources; managing my own time and the time of others to enhance district operations; and applying legal concepts, regulations, and codes as required. I am still competent, but not strong in the following areas: using district and staff evaluation data for personnel policy development and decision making; and using revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. I still need improvement in the following areas: work collaboratively with board of trustees and appropriate personnel to develop district budgets; facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy; and establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.

EDLD 5342 - Week 5, Part 1

1. Standard 1.2 example: using the school district suburban to run personal errands
   Standard 1.3 example: submitting receipts for reimbursement for items purchased for personal use
   Standard 1.5 example: accepting a gift from a vendor and then selecting that vendor to sell items to the school district
   Standard 2.6 example: requiring a subordinate to use a friend as a vendor under threat of termination
   Standard 2.7 example: suspending a subordinate who reported you misappropriating funds
2. Standard 1.2 short-range consequences: written reprimand
   Standard 1.2 short-range consequences: termination, change careers, fines
   Standard 1.3 short-range consequences: written reprimand
   Standard 1.3 short-range consequences: termination, change careers, fines
   Standard 1.5 short-range consequences: written reprimand
   Standard 1.5 short-range consequences: termination, change careers, fines
3. - model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors
   - exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators
   - apply laws, policies, and procedures in a fair and reasonable manner
   - ensure all staff members know what the school district suburban can and cannot be used for, and install GPS tracking
   - ensure all staff members know what can and cannot be submitted for reimbursement
   - ensure all staff know they cannot accept gifts from vendors

It was very enlightening to read the Educators’ Code of Ethics. It was a great reminder of how all professional educators should act. It was helpful to identify some examples of ethical violations. It is important to remember always to model ethical behavior.

EDLD 5342 - Week 4, Part 5

In regards to the Annual External Financial Audit:

• how is the external auditor selected?
  The auditor works directly for the board. The administration makes recommendations but the board hires the auditor.
• how does the auditor conduct the audit?
  The audit is conducted over several months on site by the auditors. Work papers and various records are accumulated by the business office and reviewed by the auditors at their request. The report is written by the auditors offsite. The district writes the MD&A (management discussion and analysis) which is included in the audit. The audit consists of analytical as well as subjective analysis performed by trained CPA's.
• what does the audit conclude about district financial procedures and actions?
  This states whether the financial statements present fairly the respective financial position of the governmental activities, each major fund, and the aggregate remaining fund information of the district as of year-end, and the respective changes in financial position and cash flow where applicable in conformity with U.S. generally accepted accounting principles.
• how are the results communicated?
  The auditors present their findings to the Board in an open meeting. The Board then votes whether to approve or not approve the audit.

I was very interested to learn about the external financial audit. This yet another way that we can certify to the community that we are being good stewards of their money.

EDLD 5342 - Week 4, Part 4

For the 2011-2012 school year, the total salaries and benefits comprised 78.8% of the total budgeted expenditures. Salaries were frozen for this school year, stipends were cut, and days decreased for those over 187. All departments were required to cut 10% out of their budgets. All of this allowed for a balanced budget for the 2011-2012 school year. If we were to give a 5% pay increase in the current budget, we would have to cut an additional 5% from all other instructional and operating expenditures since our Board required a balanced budget for this year. Since there will be no new revenue coming in next year (except for an increase in student enrollment), there will likely not be any way to budget for such a salary increase without making deeper cuts to other programs.

A positive of salary increases is always a boost in morale and the fact that we retain highly qualified staff members. The negatives are that money is tight so other programs will see cuts, some staff may be laid-off, and also, an across-the-board percentage raise gives more money for more experience and higher pay grades. This would actually have a negative effect on morale.

EDLD 5342 - Week 3, Part 4

For 201-2011, my district’s M&O General Fund (199) was $64,112,712. Of that total amount, $23,426,281 was comprised of local tax revenue, $38,337,425 was total state aid, and the remaining  $2,349,006 was other income (e.g., delinquent taxes, fees, tuition, interest, etc.).

In general, all of the general fund revenue is allocated based on the needs of the students in the district. For 2010-2011, 80.9% of the general fund was used for salaries and benefits (6100). Revenue from the state that is allocated specifically for Special Education, Career & Technical Education, Gifted & Talented Education, Bilingual/ESL Education, or Compensatory Education is allocated appropriately in our budget.

This assignment was helpful because it helped me to see the sources of revenue for the school district general fund and how the money is allocated/expended. While there are numerous codes for fund, function, and object, it is easy to see from where every dollar comes and to where every dollar goes.

Additional Stakeholder Input in the Budgeting Process

Summary:

The types of input one could receive for budget development from each of the following individuals or groups includes, but is not limited to:

• Central Office Administrators and Staff

-       Special programs budgets

-       Enrollment projections

-       Staffing needs

-       Revenue estimates

• Principals

-       Curriculum resources

-       Instructional supplies

-       Staffing/scheduling needs

-       Funding priorities

• Site Based Decision Making Committees

-       Campus goals and objectives

-       Programs/Activities/Strategies

-       Funding priorities

-       Advisory review of preliminary campus budget

• District Improvement Committee

-       District goals and objectives

-       Programs/Activities/Strategies

-       Funding priorities

-       Advisory review of preliminary district budget

• Teacher Organizations

-       Assist in the identification of non-allocated funding needs

-       Teacher input/feedback

• Key Stakeholders

-       Vision input/feedback

-       Mission input/feedback

-       Goals and objectives input/feedback

-       Funding priorities input/feedback

• Board of Trustees

-       Public opinion

-       Vision development

-       Mission development

-       Set Priority Objectives

Reflection:

As I reflect on the types of input one could receive for budget development from all stakeholders, it is readily apparent that all stakeholders must be involved in the budgeting process. It is important for the Board to set the vision, mission, and goals so that the budget process can begin. Everyone else from the central administration to the principals to the teachers to parents, community members, and key stakeholders has important information that is vital to the development of an effective and efficient budget that can accomplish the goals of the district. A superintendent would be remiss to leave any of these persons/groups out of the budgeting process.

Superintendent’s Roles and Responsibilities in the Budgeting Process


Summary:

According to my superintendent, the role of the superintendent is to prepare and submit to the Board of Trustees a proposed budget. The superintendent is also responsible for administering the budget. In contrast, the Chief Financial Officer’s responsibilities include: oversee the budget preparation and administration; manage funds of the district – investment and procedures; supervise fund codes and control; manage cash flow; oversee payroll operations; manage employee benefits; manage purchasing. All that being said, the superintendent is the leader of the district. A good leader hires good people and gets out of their way. The superintendent educates the Board and helps them understand the budgeting process. The superintendent works with the Board to adopt a budgeting philosophy, policies, procedures, and calendar that are consistent with the Board’s vision, mission, and goals. Then the superintendent works with the Chief Financial Officer and other executive cabinet members to develop administrative regulations for planning, preparing, administering, and evaluating the budget. The superintendent generally stays out of the day-to-day administration of the budget. The business office administers the budget under the adopted administrative regulations with the superintendent approving exceptions. This helps to provide checks and balances in the system – the person requesting the money is not the person paying the money. In January, the superintendent reviews the budgeting philosophy, policies, procedures, and calendar with the budget managers (A-Team). The budget managers work with all stakeholders to develop their departmental budgets and send it to the business office. The executive cabinet prepares the district budget and submits it to the superintendent for review. Once the superintendent is satisfied with the prepared budget, the superintendent presents it to the Board for preliminary review. The superintendent and the Board work together in workshop meetings and public hearings to finalize the budget. The Board approves the final budget in August.

Reaction/Reflection:

Before speaking to my superintendent, I did not have any idea how involved the budgeting process was for a school district. I now know that a school district Board of Trustees must have a vision, mission, and goals set before district administration has clear direction in setting a budget. The budget is a document to accomplish the goals of the district. It clearly defines how monies will be allocated to every program. The superintendent is integral in this process. As the Chief Executive Officer – the leader – the superintendent helps the Board to identify the vision, mission, and goals of the district. Then the superintendent is responsible for creating (or causing the creation of) a budget that effectively and efficiently funds programs/activities that will accomplish the goals of the district. Ultimately, the buck stops with the superintendent, but the superintendent cannot do it all alone. As a good leader the superintendent must hire the right people, put them in the right place, and get out of their way. It is imperative for the superintendent to be a good communicator with the Board of Trustees and the executive cabinet.

TEA Budgeting Guidelines

After reviewing the TEA Budgeting Guidelines January 2010, I have learned that budgeting is allocating resources based on the needs of the school district. In essence, the budget reflects the values of the school district. The school district sets goals based on their mission and vision, and the school district funds activities that will accomplish their goals. The budget should be the product of a planning process. One of the objectives of budgeting is accountability to the taxpayers. As stewards of the taxpayers’ money, we should budget conservatively and transparently. The three major phases of the budget process are: planning, preparation, and evaluation. As stated above, the budget must be the product of a planning process. Funds must be allocated to activities that will help the district reach its goals that are aligned to its mission and vision. The budget must be evaluated as to its effectiveness in accomplishing the district’s goals. There are several different types of budgets, and most districts use some combination of approaches. There are several legal requirements for the development of the budget. Almost all of a school district’s revenue is a combination of local property taxes and state aid. Federal funds and grants supplement local and state funds. It is important for superintendents to know how to forecast and plan for expenditures, revenue, and student enrollment. The ability to manage the funds of a district effectively and efficiently is crucial to the success of a superintendent.

Goal-Driven Budgeting

Goal-Driven Budgeting

            In the week two lecture, Dr. Arterbury noted that a school district Board of Trustees should develop goals. He added that the district and campus goals should reflect Board goals. The district and campuses create an improvement plan to address their goals, and budget managers allocate funds based on the plans to achieve the goals. This is known as a goal-driven budget.

            My superintendent stated that the purpose of a budget is to get a job done. He also stated that a budget must be aimed at something. He explained that the Board of Trustees should start with a vision. From that vision, the Board develops a mission statement to guide all activities in the district. Each year the Board then sets Priority Objectives, or goals. The district administration develops goals in line with the Board Priority Objectives. They then create District Improvement Plan with activities and strategies to accomplish the goals in cooperation with the District Education Improvement Council. Individual campuses also create goals that reflect the Board Priority Objectives. The campuses then create a Campus Improvement Plan with activities and strategies to accomplish the goals in cooperation with their own site-based decision-making team.

            The planning for budget requests and the management of approved budgets are factors of a long-range District Management Plan, as well as of site-based management. Although each campus budget will address individual campus plans that target student learning and other specific areas, the overall focus will reflect the District’s mission and goals. Likewise, departments which provide services in support of the mission and goals will allocate dollars accordingly.

            Since the planning process is the essential ingredient in creating a budget that will allow us to reach campus and district goals, the administration and Board of Trustees should be committed to the development of a comprehensive approach. The justification for any expenditure is an implementation plan that aligns with the Campus Improvement Plan, District-wide Educational Improvement goals, and State and Federal requirements.

            The involvement of all stakeholders, the in-depth assessment of needs, and the inclusion of program evaluation, all coupled with careful planning, will work in harmony to guide us to provide the best education possible for all of our students and the wise allocation of resources. 

Discussing my internship plan with my superintendent

My superintendent came to my campus to discuss my internship plan. She said that the plan looked good and was very thorough. Last year she went through the Region IV superintendent certification program and said they did not have to do such a detailed plan. She said they had to do one big project and then try to match all of their hours to the competencies after the fact. She said it was good that we made a plan and already know towards which competencies our hours count. She did not make any deletions or revisions. She did give me dates for various meetings (cabinet, principals, technology, etc.). She suggested several specific activities that would complement my more general activities listed in my plan.

Superintendent Interview

I had the pleasure of interviewing Dr. Leland Williams the retiring superintendent of Dickinson ISD. The transfer officially took place on September 1, 2011. Dr. Williams is currently serving in an advisory role through November to assist the new superintendent Vicki Mims, who was the Assistant Superintendent for Educational Services. Dr. Williams was the superintendent for Dickinson ISD for 16 years. He was the longest-seated superintendent in Texas. He has served students in Texas as an educator for more than 30 years. One of the first things he said was that as you progress higher through an organization, you must trade management skills for leadership skills. You cannot do everything, so you must give up control in order to gain leadership ability/capacity. He defined leadership as the ability to understand the parameters of a situation and be able to work with others in that situation so that they will follow you. He also said that leadership cannot be taught, but it must be learned. The positive aspects of leading a school district include having the opportunity to select the right people and place them in the right position to achieve the goals of the organization. He described a good superintendent as having the following qualities: high energy, good listener, understand problem solving, highly visible, and always “firm, fair, and consistent.” He had good advice about working with boards of trustees: communication is crucial; you must set high expectations; do not ever lecture them; lead by actions and conversations; understand where they are coming from; let them have the power but not the control; inform but don’t offend; and be consistent over time. With regards to strategic planning, he referred back to the idea that one person cannot do it all; you must hire the right people, put them in the right place, and get out of their way. He said you must lead by conversations and not directives. He clarified the difference between strategic plans and tactical/action plans. Strategic plans are visionary and long-term; the war. Tactical/Action plans are concerned with daily operations and have specific objectives and activities to fulfill the strategic plans; the battles. Then he quoted General Patton in reference to Texas Aggies, and said you may lose a battle, but you want to win the war. In fact, sometimes you lose a small battle on purpose. I could go on. Dr. Williams was a wealth of knowledge and wisdom. Our interview lasted an hour and could have lasted all day. If I can be half the superintendent he was I’ll be golden.

My DRAFT Internship Plan

1	2	Analyze the school’s vision/mission statement as it relates to the school’s master schedule. Determine if the vision statement is reflected in the reality of the master schedule.	Jeff Pack	May 2012
2	2	Review the strategic plan for the district. Note the personnel involved in the plan’s development, implementation, and evaluation. Investigate support and concerns from the various parties involved.	Vicki Mims	May 2012
3	2	Review board policy and administrative regulations regarding data collection, assessment, and evaluation. Evaluate the degree to which the policy and/or administrative regulations are being implemented. Write a reflective statement about ways in which the leader would seek to improve compliance in this area. The intern will prepare a policy/administrative regulation proposal for board consideration.	Laurie O’Donnel	May 2012
5	2	Choose a current issue in the district (504 testing accommodations). Use steps for issue resolution with a small group of concerned parties. Reach consensus for a plan to resolve the issue and/or critique on areas where the resolution failed.	Laurie O’Donnell Laurie Goforth	May 2012
6	2	With permission of the superintendent, observe a district cabinet or district administrative team meeting where the leader plans to use collaborative decision making. Observe the leader’s behaviors in outlining goals/problem definition, seeking information, providing information, clarifying/elaborating, challenging viewpoints, diagnosing progress, and summarizing.	Vicki Mims	May 2012
4	3	Review board policy and administrative regulations regarding how communications will be managed in the district. Assess the level of compliance with policy/regulations, and write a reflective statement describing how communications might be improved.	Robert Cobb	May 2012
25	3	Interview one or more persons involved in district public relations. The interview will include strategies for effective communication to and from the community and the issue of community politics.	Tammy Dowdy	May 2012
26	3	Examine the current policy and procedures for parent involvement in the district. A brief summary of the district’s initiatives in parent involvement will be included in the notebook.	Anne Gunning	May 2012
27	3	Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.	Cheryl Tippit	May 2012
28	3	Compile a list of social agencies that are available to help and support the students, faculty, and administration.	Jamie Harbuck	May 2012
29	1, 4	Obtain a copy of the job description and evaluation instrument used for the principal position. Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation.	Renee Casey	May 2012
30	1, 4	Find a retired educator or elderly community member, and conduct an interview. Focus on the oral history of the community and school system. Note significant events that effect the district today.	TBD	May 2012
31	1, 4	Meet with a group of school staff members (e.g. secretaries, clerks, etc.) to discuss their perspectives of ethical/unethical behaviors employed by certified personnel in the district. Seek recommendations for policy changes, additional training, and/or consequences to ensure increased ethical practices by certified personnel.	MJHS Staff	May 2012
32	1, 4	Develop the following interpersonal skills throughout the school year: -          Acknowledges the accomplishments of others -          Seeks to know and understand others When leading meetings: -          Encourages others to participate -          Encourages consideration of varying perspectives	Jeff Pack	May 2012
33	1, 4	Review the board policy manual. Interview  the assistant superintendent to discuss the compilation and updating process of the manual and the role of the board in the process.	Robert Cobb	May 2012
7	5	Interview persons involved in the implementation of district curriculum. Describe the implementation process, and note successes and concerns/problems with its implementation.	Rhonda Parmer	May 2012
8	5	Participate in the process of student class scheduling.	Jeff Pack	May 2012
9	5	Observe one  instructional assistant (academic coach). Note duties, time, and expertise in academic assistance to the students.	Shelby Cruse	May 2012
13	5	Work collaboratively with one teacher in the planning and supervising of a cocurricular activity.	TBD	May 2012
34	5	Attend one special education meeting involving initial placement or annual review.	Trish Newby	May 2012
10	6	Meet with a group of similar subject-area or grade-level teachers and review the current curriculum and lesson plans. Compile the amount of traditional, behavioral, cognitive, and experiential learning objectives used. Solicit methods for utilizing more cognitive and experiential objectives in the curriculum and lesson plans.	Laura Chaffiin	May 2012
11	6	Interview persons responsible for assessing technology software. Describe the process used. Evaluate the process used, and discuss concerns and any recommendations for improvement.	Trudy LeDoux	May 2012
12	6	Form and lead a team of teachers to study and develop a plan for improving test scores. The area chosen should be an area of identified as a weakness in school achievement. The plan should be feasible but may require additional funds and/or a broader base of support for its implementation.	8th grade science teachers	May 2012
16	6	Examine the district discipline policy and provide an analysis of its strengths and weaknesses.	Robert Cobb	May 2012
36	6	Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list. Assess the degree of importance and urgency for each issue.	Various	May 2012
14	7	Collaborate with an experienced staff developer in one staff development activity.	Rhonda Parmer	May 2012
23	7	Interview the person responsible for district personnel. Major requirements and issues to be discussed will include the planning, recruitment, selection, induction, compensation, evaluation, and dismissal of personnel.	Renee Casey	May 2012
18	8	Review the job descriptions and evaluation forms for the key office personnel in the district (e.g. secretary, administrative assistant, attendance officer). Compare  these to the actual work demands.	Various office staff	May 2012
19	8	Meet with the district attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general district operations.	Ernest Hubert	May 2012
24	8	Interview the administrator responsible for the district finance/budget office. The interview will focus on administrative responsibility, guidelines, training, and any other major needs or concerns.	Ryan Boone	May 2012
37	8	Contact several persons experienced in the superintendent position, and compile a list of professional associations, service organizations, and local, state, and federal agencies that provide expertise and service to the position.	TBD	May 2012
38	8	Compile a list of books, publications, training manuals, and district or state publications used or recommended for the superintendent.	TDB	May 2012
20	9	Meet with the director of maintenance to review job responsibilities and schedules of staff. Observe one custodian or maintenance person for a period of time.	Jimmy Anderson	May 2012
21	9	Interview the director of transportation to discuss current issues and needs for transportation. The discussion will include costs, maintenance, personnel issues, training and safety, and student problems.	Brian Cmaidalka	May 2012
22	9	Interview the district director of food and nutrition services to discuss the current requirements, concerns, and issues of the program.	Judy Lee	May 2012
15	10	Review board policy regarding innovations and change in the district. Select two or three readings from respected journals, and discuss the content with faculty and administration. Assess the degree to which change theory is used to facilitate innovation and changes in district programs and operations.	Robert Cobb	May 2012
17	10	Participate in a career or educational program session with a counselor and a student.	Counselor	May 2012
35	10	Choose a current issue in the district. Find two persons on either side of the issue. Meet with the persons, and devise a resolution.	TBD	May 2012