Final Reflection – Week 5 – Part 3
Overall, I have learned a wealth of information in this class. I actually came to this course with a mindset that it was going to be difficult and that I may not do well. I was correct in believing it was going to be hard. I spent many hours researching, asking questions and interviewing my business manager and superintendent. I was wrong though, in projecting that I would not do well. I measure my success by the increased confidence I have in my understanding and ability to take on the role of a financial officer. I know I have much to learn. There have been many that have affirmed that most of the learning of school finance comes from actually doing the job. I also measure success in the knowledge of knowing where to turn for help. This course has taught me that I have many resources in which to access for help and explanation.
One of my favorite parts of this course was being able to converse and collaborate with my peers, both in small groups and large. We all helped one another on the wiki and blog discussion boards and then we worked as teams to come to conclusions on some very intricate assignments. I enjoy networking and know that it is important in the education business.
My vocabulary also increased during this course. I learned many new acronyms (teach speak) and concepts that are specific to finance and budgeting. The ability to converse with other administrators intelligently will be of great benefit as I continue through this program and later seek and attain a job as superintendent. Though some of the formulas are still a little fuzzy and I see my need for better understanding, I have found it refreshing to learn these things along with my cohort.
Discovering the way in which stakeholders play a part in the budgeting process was also very beneficial to me. I saw minimal input from stakeholders in my district, partly because it is quite small. Upon further examination, I found there is input of which I was simply unaware. When I reviewed the input from the lectures, readings, and writings of my peers, I not only realized from where input may come, but the importance of that input when it comes to planning a budget that aligns with community and school goals.
The assignments that required us to compare data from different districts were most informative. Analyzing data takes practice and I now feel confident in studying District snapshots and being able to draw some conclusions from the data. As students, we were also able to compare and contrast differences in small and large districts as they related to “economy of scale.” I was enlightened as I learned about this concept.
Finally, I believe tying all the financial information together with the ethical aspect of finance made a lot of sense. As stated by someone on the message board, it seems ethics and fairness should be “no-brainers” when it comes to school finance. Unfortunately greed may cause common sense not to be used and unethical behavior does occur. One only needs to read a daily paper on turn on the news to see examples. Studying the Texas Administrative Code of Ethics was a very valuable portion of this course.
Thursday, September 22, 2011
5342 Week 5 Assignment 1 Reflection
Part 1: Reflection
Administrative leaders who are ethical and able to make ethical decisions are critical to the future of education. Education is a field in which ethical standards are still held in high regard. Practicing ethics in the area of finance requires one to demonstrate integrity and credibility because of handling public funds. It is imperative that school administrators know and follow the Texas Administrative Code of Ethics as well as refrain from any appearance of unethical behavior. Sometimes this means safeguards are put in place for administrators and all school empoyees. I have been taught by a mentor to "always do the right thing." Fortunately that is clear a lot of the time. At other times you must seek advice and research alternatives. Another belief that I use to determine what is right or wrong in the school setting is asking, "Is this best for the child(ren)?" Most of the time this helps make a decision clearer. By studying the TAC of Ethics, having discussions with my site supervisor and other leaders in the education field, and using other rresources this class has offered, i have learned a lot of specific information regarding ethics in the area of school finance.
ReplyEdit
Administrative leaders who are ethical and able to make ethical decisions are critical to the future of education. Education is a field in which ethical standards are still held in high regard. Practicing ethics in the area of finance requires one to demonstrate integrity and credibility because of handling public funds. It is imperative that school administrators know and follow the Texas Administrative Code of Ethics as well as refrain from any appearance of unethical behavior. Sometimes this means safeguards are put in place for administrators and all school empoyees. I have been taught by a mentor to "always do the right thing." Fortunately that is clear a lot of the time. At other times you must seek advice and research alternatives. Another belief that I use to determine what is right or wrong in the school setting is asking, "Is this best for the child(ren)?" Most of the time this helps make a decision clearer. By studying the TAC of Ethics, having discussions with my site supervisor and other leaders in the education field, and using other rresources this class has offered, i have learned a lot of specific information regarding ethics in the area of school finance.
ReplyEdit
Finance EDLD 5342 Week 5 Assignment - Part 1
Week 5 Part 1 Assignment
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
Example of Unethical Behavior: An administrator knows that it is time for one of his teacher’s certification renewal. The administrator falsifies certificates so that said teacher has enough hours to recertify.
Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
Example of Unethical Behavior: An administrator keeps the gate at sporting events. The money is occasionally taken home by the administrator instead of taking it back to the school and putting it in the safe. The administrator is guilty of taking some of the money.
Consequences: The actions will be reported to criminal authorities and the administrator may be allowed to resign or will be terminated. Upon resignation or dismissal, the administrator will be reported to SBEC and/ or TEA. The administrator could possibly lose his certification.
Preventative Action: Educators must apply and adhere to, laws, policies , and procedures in a fair and reasonable manner. (Supt. Competency) Administrators should always turn money they are handling over to another administrator or his designee. Money should never be taken to an employee’s home unless it has been counted in the presence of witnesses.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
Example of Unethical Behavior: While purchasing supplies for school, an administrator makes purchases for himself using the school credit card.
Consequences: The administrator may be asked to repay the misappropriated funds. He may also be asked to resign or will be terminated. Resignation or termination may be reported to SBEC and / or TEA. The administrator may possibly lose his certification.
Preventative Action: Administrators must model and promote the highest level of conduct, ethical principles, and integrity in decision making, actions and behaviors. (Supt. Competency) All purchases must be made only after receiving a signed purchase order from the employee’s superior. Credit card purchases must have detailed receipts that are scrutinized by the business manager.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Example of Unethical Behavior: An administrator evaluates teachers with whom he has a more personal relationship in a less stringent manner than he does those teachers that he is not as close to.
Consequences: The administrator may be reprimanded by his superior, and possibly be allowed to resign or to be terminated if the offense is extensive. If the offense is more subtle, the administrator may be removed from evaluative duties and may be required to attend professional development regarding evaluation and/or school ethics. Long range consequences may result in the administrator‘s loss of certification.
Preventative Action: Administrators that evaluate teachers should adhere to all policies and procedures in a fair and reasonable manner (Supt. Competency). A grievance plan shall be in place for employees that are evaluated.
Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.
Example of Unethical Behavior: An administrator sends an email to teachers and staff members promoting a friend that is running for public office.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
Example of Unethical Behavior: An administrator knows that it is time for one of his teacher’s certification renewal. The administrator falsifies certificates so that said teacher has enough hours to recertify.
Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
Example of Unethical Behavior: An administrator keeps the gate at sporting events. The money is occasionally taken home by the administrator instead of taking it back to the school and putting it in the safe. The administrator is guilty of taking some of the money.
Consequences: The actions will be reported to criminal authorities and the administrator may be allowed to resign or will be terminated. Upon resignation or dismissal, the administrator will be reported to SBEC and/ or TEA. The administrator could possibly lose his certification.
Preventative Action: Educators must apply and adhere to, laws, policies , and procedures in a fair and reasonable manner. (Supt. Competency) Administrators should always turn money they are handling over to another administrator or his designee. Money should never be taken to an employee’s home unless it has been counted in the presence of witnesses.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
Example of Unethical Behavior: While purchasing supplies for school, an administrator makes purchases for himself using the school credit card.
Consequences: The administrator may be asked to repay the misappropriated funds. He may also be asked to resign or will be terminated. Resignation or termination may be reported to SBEC and / or TEA. The administrator may possibly lose his certification.
Preventative Action: Administrators must model and promote the highest level of conduct, ethical principles, and integrity in decision making, actions and behaviors. (Supt. Competency) All purchases must be made only after receiving a signed purchase order from the employee’s superior. Credit card purchases must have detailed receipts that are scrutinized by the business manager.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Example of Unethical Behavior: An administrator evaluates teachers with whom he has a more personal relationship in a less stringent manner than he does those teachers that he is not as close to.
Consequences: The administrator may be reprimanded by his superior, and possibly be allowed to resign or to be terminated if the offense is extensive. If the offense is more subtle, the administrator may be removed from evaluative duties and may be required to attend professional development regarding evaluation and/or school ethics. Long range consequences may result in the administrator‘s loss of certification.
Preventative Action: Administrators that evaluate teachers should adhere to all policies and procedures in a fair and reasonable manner (Supt. Competency). A grievance plan shall be in place for employees that are evaluated.
Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.
Example of Unethical Behavior: An administrator sends an email to teachers and staff members promoting a friend that is running for public office.
Wednesday, September 14, 2011
EDLD 5342 EXTERNAL AUDIT PROCEDURES WEEK 4 PART 5
EXTERNAL FINANCIAL AUDIT
After interviewing our Superintendent, I found that our external audit is also conducted very similarly to the way Dr. Lu explained it in the course lecture. First, proposals are solicited from area audit firms. The submitted proposals are evaluated, one is selected and a contracted is prepared. The proposal is then submitted to the Board of Trustees for approval.
Our preliminary audit is generally done in August and completed in early August after the fiscal year has closed out August 31. The auditing firm sends a list of the documents that they will examine and the procedures they will follow. They generally stay in our small district for one and a half to two days. The auditors ask questions regarding procedures and they review documents. They also ask questions of some members of the Board of Trustees to make sure that they have been included in the financial process. The auditors then write up their report that complies with state laws.
The auditors prepare an in-depth booklet that identifies strengths and weaknesses of the school’s financial accounting. They will also communicate any findings that the district is out of compliance in any areas should this be the case. The auditors also help determine the district’s fund balance.
At the November School Board meeting, the accounting firm will communicate the results to the Board of Trustees and any other attendees. The results will be reported at a public hearing, a copy of the report is sent to local media and one is submitted to the Texas Education Agency.
After interviewing our Superintendent, I found that our external audit is also conducted very similarly to the way Dr. Lu explained it in the course lecture. First, proposals are solicited from area audit firms. The submitted proposals are evaluated, one is selected and a contracted is prepared. The proposal is then submitted to the Board of Trustees for approval.
Our preliminary audit is generally done in August and completed in early August after the fiscal year has closed out August 31. The auditing firm sends a list of the documents that they will examine and the procedures they will follow. They generally stay in our small district for one and a half to two days. The auditors ask questions regarding procedures and they review documents. They also ask questions of some members of the Board of Trustees to make sure that they have been included in the financial process. The auditors then write up their report that complies with state laws.
The auditors prepare an in-depth booklet that identifies strengths and weaknesses of the school’s financial accounting. They will also communicate any findings that the district is out of compliance in any areas should this be the case. The auditors also help determine the district’s fund balance.
At the November School Board meeting, the accounting firm will communicate the results to the Board of Trustees and any other attendees. The results will be reported at a public hearing, a copy of the report is sent to local media and one is submitted to the Texas Education Agency.
EDLD 5342 Week 4 Part 4 Salaries
Our school district, in my opinion is very unique. Before discussing teacher salaries, I will tell you a little about the district and the teachers that work here. We are a small, 1A district that lies between the DFW metroplex and Waco from north to south and between Corsicana and Hillsboro from east to west. Our teachers could work in any of the cities mentioned and make more money. We have teachers that were born in this area and remained here as well as teachers that moved in or that commute from the cities to our district. All this is said to make the point that our school is a good place to work and salaries are not the only consideration.
In my school district salaries account for $2,681,475., which is 72.32% of our total budget. This percentage is slightly lower than the teachers’ salaries in surrounding, comparable districts. The difference is negligible and it seems that it makes little difference as we continually have quality teachers seeking jobs at our school which also has a low turnover rate. We are able to retain great teachers, many of which are hometown people that have children in our district.
A five percent salary increase for all personnel would align salaries with those of similar districts. It would increase teacher morale and possibly attract a greater number of teachers to our district. The negative effects of an increase such as this would far outweigh the positive. At this critical time of funding issues, the raise would not be seen favorably by taxpayers of our district. The general public would see this as an extravagance when we are limiting expenditures in so many other areas. Our budget could not support the increase as we have had a decrease in revenue and the only area to get this funding would be the fund balance which is stressed as it is. An across the board raise will need to be postponed until target revenue is raised either through state funds or an increase in ad valorem taxes.
In my school district salaries account for $2,681,475., which is 72.32% of our total budget. This percentage is slightly lower than the teachers’ salaries in surrounding, comparable districts. The difference is negligible and it seems that it makes little difference as we continually have quality teachers seeking jobs at our school which also has a low turnover rate. We are able to retain great teachers, many of which are hometown people that have children in our district.
A five percent salary increase for all personnel would align salaries with those of similar districts. It would increase teacher morale and possibly attract a greater number of teachers to our district. The negative effects of an increase such as this would far outweigh the positive. At this critical time of funding issues, the raise would not be seen favorably by taxpayers of our district. The general public would see this as an extravagance when we are limiting expenditures in so many other areas. Our budget could not support the increase as we have had a decrease in revenue and the only area to get this funding would be the fund balance which is stressed as it is. An across the board raise will need to be postponed until target revenue is raised either through state funds or an increase in ad valorem taxes.
Saturday, September 10, 2011
Analysing School finance in Two School Districts
EDLD 5342 - Week Three - Part Two
District 1 District 2
Revenue per Wada @ Compressed Rate $ 5,044.00 $ 7,206.00
WADA $ 5,555.815 $ 4,794.076
Target Revenue $ 28,023,530.86 $ 34,546,111.66
plus High School Allotment $ 264,196.00 $ 312,260.00
plus Salary Allotment $ 134,334.00 $ 129,563.00
TOTAL TARGET REVENUE $28,422,060.86 $34,987,934.66
Teachers, nurses, librarians 281 307
and counselors
District 1 District 2
Revenue per Wada @ Compressed Rate $ 5,044.00 $ 7,206.00
WADA $ 5,555.815 $ 4,794.076
Target Revenue $ 28,023,530.86 $ 34,546,111.66
plus High School Allotment $ 264,196.00 $ 312,260.00
plus Salary Allotment $ 134,334.00 $ 129,563.00
TOTAL TARGET REVENUE $28,422,060.86 $34,987,934.66
Teachers, nurses, librarians 281 307
and counselors
Review of FISD's Maintenance and Operations Fund
The source for funding for our maintenance and operations budget is two parts. Over seventy percent (70.29) of our funding comes from state revenue sources. The Foundation portion of the state funding, which is based on student count, weights, and tax effort, makes up over ninety percent of the state share. The other ten percent comes from the Available School Fund.
The other source for maintenance and operations funding comes from the local sources, primarily taxes. Earned interest, gifts, and delinquent tax collections are combined with the current year tax collections to generate this portion.
Our district was able to approve a balanced budget despite the funding cuts from the state. The district has over the past three years reduced its payroll costs through attrition and replacing more experienced teachers with younger, less experienced ones. Over two-thirds (68.75%) of the current budget is committed to payroll costs. While this is a significant portion of the budget, it is down considerably from years past. Another factor impacting the ability to maintain a balanced proposed budget is the district’s voters ratified a Tax Ratification Election (TRE) in 2008. This provides the district with much needed revenue. Approximately ten percent of this year’s projected revenue is the result of this funding source. The approval of the TRE is further enhanced because the district’s tax base grew by approximately nine percent from the previous year.
In addition to the impact of staff reductions over the years, the ability to control expenditures for the current year has been greatly impacted by the removal of capital outlay items of roof repairs and HVAC installations. While these situations might occur, they are not budgeted as they were in the prior year’s budget. Any emergency expenditures for these type projects would be met through budget amendments. Expenditures for lease purchase payments that were made last year are also removed.
The other source for maintenance and operations funding comes from the local sources, primarily taxes. Earned interest, gifts, and delinquent tax collections are combined with the current year tax collections to generate this portion.
Our district was able to approve a balanced budget despite the funding cuts from the state. The district has over the past three years reduced its payroll costs through attrition and replacing more experienced teachers with younger, less experienced ones. Over two-thirds (68.75%) of the current budget is committed to payroll costs. While this is a significant portion of the budget, it is down considerably from years past. Another factor impacting the ability to maintain a balanced proposed budget is the district’s voters ratified a Tax Ratification Election (TRE) in 2008. This provides the district with much needed revenue. Approximately ten percent of this year’s projected revenue is the result of this funding source. The approval of the TRE is further enhanced because the district’s tax base grew by approximately nine percent from the previous year.
In addition to the impact of staff reductions over the years, the ability to control expenditures for the current year has been greatly impacted by the removal of capital outlay items of roof repairs and HVAC installations. While these situations might occur, they are not budgeted as they were in the prior year’s budget. Any emergency expenditures for these type projects would be met through budget amendments. Expenditures for lease purchase payments that were made last year are also removed.
Saturday, September 3, 2011
Understanding TEA Budgeting Guidelines
TEA FINANCIAL ACCOUNTABILITY SYSTEM
RESOURCE GUIDE
2010
As I studied this resource guide, it was once again repeated to me that budgeting is a daunting task for which a superintendent must be adequately prepared. There are numerous resources to use in this process and the TEA Resource Guide is one of the most readily available and one of the most accessed by the superintendents and other financial officer that I have spoken with.
This document reiterates some of the other things I have learned in this finance course. Most importantly it states that a budget is the product of the planning process. In addition it describes the budget as an important tool for the control and evaluation of a school district’s sources and use of resources. And ultimately, an evaluation based upon budgeted and actual operations of a school can enlighten constituents as to the performance of a school district. I also learned that a budget is a continuous cycle of planning and evaluation used to achieve district goals.
There are several budgetary approaches. Line-item budgeting, performance budgeting, program and planning budgeting, zero-base budgeting and site-based budgeting are the ones explained in this document. Line-item budgeting, the type in which I am most familiar, is the type in which the financial officers base their expenditure requests upon historical expenditure and revenue data. Performance budgeting is, simply put, a budget where expenditures are based upon standard cost inputs multiplied by the number of units of an activity to be provided in that period. PPB, or program and program-planning budgeting is an approach where a variety of different budgeting systems which base expenditures primarily on programs of work and secondarily on objects. It is considered a transitional form of budgeting between traditional line-item and performance approaches. Zero-Base Budgeting (ZBB) is usually used on a periodic basis. The basic principle here is that the budget is prepared by dividing all of the operations into decision units. Then funds are allocated as a package. The final type of budgeting I wish to address is site-based budgeting. This process grants budgeting authority to principals at each campus to control a share of the budgeting process. This type budgeting is used along with one or more of previously mentioned types so that district-wide needs are also considered.
The next portions of the document include legal requirements that focus on local, state and TEA requirements, annual budgetary responsibilities and guidelines that provide roles, responsibilities and help in preparation of a budgeting calendar. The most important information I take from these sections is that to remain legal and timely – consult the manual. It is too easy to make errors that have enormous consequences.
The manual also provides in-depth explanations in estimating revenue and expenditures. Here again, I learned it is imperative to consult the most recent version of state documents and to keep up with new or revised laws and guidelines. I know I will use this information as a resource rather than attempt to memorize all the procedures. This policy has worked for me in other areas and it lessens the chances of making critical, yet avoidable mistakes.
There is a lot of new information that I have learned after studying this manual. I understand better the processes of planning, implementing and evaluating a budget and I feel that I will be able to use one or more of the budget types that were explained in this document. I also feel that I can put into place a goal driven budget based upon the needs of my students and other stakeholders. I also believe that I can adjust a budget throughout a school year when or if emergencies occur. In our small district, I have seen this done as one air conditioning unit replacement becomes of greater importance than something that may already have been earmarked to get an upgrade!
RESOURCE GUIDE
2010
As I studied this resource guide, it was once again repeated to me that budgeting is a daunting task for which a superintendent must be adequately prepared. There are numerous resources to use in this process and the TEA Resource Guide is one of the most readily available and one of the most accessed by the superintendents and other financial officer that I have spoken with.
This document reiterates some of the other things I have learned in this finance course. Most importantly it states that a budget is the product of the planning process. In addition it describes the budget as an important tool for the control and evaluation of a school district’s sources and use of resources. And ultimately, an evaluation based upon budgeted and actual operations of a school can enlighten constituents as to the performance of a school district. I also learned that a budget is a continuous cycle of planning and evaluation used to achieve district goals.
There are several budgetary approaches. Line-item budgeting, performance budgeting, program and planning budgeting, zero-base budgeting and site-based budgeting are the ones explained in this document. Line-item budgeting, the type in which I am most familiar, is the type in which the financial officers base their expenditure requests upon historical expenditure and revenue data. Performance budgeting is, simply put, a budget where expenditures are based upon standard cost inputs multiplied by the number of units of an activity to be provided in that period. PPB, or program and program-planning budgeting is an approach where a variety of different budgeting systems which base expenditures primarily on programs of work and secondarily on objects. It is considered a transitional form of budgeting between traditional line-item and performance approaches. Zero-Base Budgeting (ZBB) is usually used on a periodic basis. The basic principle here is that the budget is prepared by dividing all of the operations into decision units. Then funds are allocated as a package. The final type of budgeting I wish to address is site-based budgeting. This process grants budgeting authority to principals at each campus to control a share of the budgeting process. This type budgeting is used along with one or more of previously mentioned types so that district-wide needs are also considered.
The next portions of the document include legal requirements that focus on local, state and TEA requirements, annual budgetary responsibilities and guidelines that provide roles, responsibilities and help in preparation of a budgeting calendar. The most important information I take from these sections is that to remain legal and timely – consult the manual. It is too easy to make errors that have enormous consequences.
The manual also provides in-depth explanations in estimating revenue and expenditures. Here again, I learned it is imperative to consult the most recent version of state documents and to keep up with new or revised laws and guidelines. I know I will use this information as a resource rather than attempt to memorize all the procedures. This policy has worked for me in other areas and it lessens the chances of making critical, yet avoidable mistakes.
There is a lot of new information that I have learned after studying this manual. I understand better the processes of planning, implementing and evaluating a budget and I feel that I will be able to use one or more of the budget types that were explained in this document. I also feel that I can put into place a goal driven budget based upon the needs of my students and other stakeholders. I also believe that I can adjust a budget throughout a school year when or if emergencies occur. In our small district, I have seen this done as one air conditioning unit replacement becomes of greater importance than something that may already have been earmarked to get an upgrade!
Stakeholders Input in the Budgeting Process
Additional Stakeholder Input in the Budgeting Process
I interviewed my superintendent and considered the readings and lectures for this week to discover the importance and contributions that may be made in the budgeting process from a variety of stakeholders.
All stakeholders supply meaningful information that should be considered. The central office and campus principals will share needs for their departments or campuses early in the planning stages. Central office might express the need for budgeting in the areas of insurance or worker and unemployment compensation. Principals may express their needs for instructional materials, furniture, technology or additional staffing.
Site Based Committees and District Improvement Committees may offer information based upon the needs of students after having assessed student data. Other examples may include improvements in facilities or specific teacher or department needs. An example this year for my district is the need to attain Pre-Kindergarten materials that are consumable as well as provide the Pre-K department with new curriculum materials that are closely aligned with the Kindergarten curriculum.
Teacher organizations do not play a huge part in the budget process at my district. However they would likely contribute input at a state level and to larger districts based upon the needs of their stakeholders – teachers. A few years ago we it was newsworthy that smaller class sizes were being addressed due to teacher organizations requests and this year, it was clear during the summer that teacher groups were very vocal concerning teacher lay-offs, etc. that occurred due to the unclear state budget cuts.
Perhaps the most involved party other than the superintendent and other fiscal agents is the Board of Trustees. Often they look at the district as a whole and make recommendations. In the past in my district the Trustees have expressed facility needs such as parking lot improvement and acquiring land for additional athletic use. The range of their concerns are broad as are the superintendent’s as they are making decisions for the whole district and are included in the budgeting development throughout the entire process.
It is apparent that many individuals and groups have an opinion regarding the school budget. This is an important part of budgeting and must be considered as the process of planning unfolds.
I interviewed my superintendent and considered the readings and lectures for this week to discover the importance and contributions that may be made in the budgeting process from a variety of stakeholders.
All stakeholders supply meaningful information that should be considered. The central office and campus principals will share needs for their departments or campuses early in the planning stages. Central office might express the need for budgeting in the areas of insurance or worker and unemployment compensation. Principals may express their needs for instructional materials, furniture, technology or additional staffing.
Site Based Committees and District Improvement Committees may offer information based upon the needs of students after having assessed student data. Other examples may include improvements in facilities or specific teacher or department needs. An example this year for my district is the need to attain Pre-Kindergarten materials that are consumable as well as provide the Pre-K department with new curriculum materials that are closely aligned with the Kindergarten curriculum.
Teacher organizations do not play a huge part in the budget process at my district. However they would likely contribute input at a state level and to larger districts based upon the needs of their stakeholders – teachers. A few years ago we it was newsworthy that smaller class sizes were being addressed due to teacher organizations requests and this year, it was clear during the summer that teacher groups were very vocal concerning teacher lay-offs, etc. that occurred due to the unclear state budget cuts.
Perhaps the most involved party other than the superintendent and other fiscal agents is the Board of Trustees. Often they look at the district as a whole and make recommendations. In the past in my district the Trustees have expressed facility needs such as parking lot improvement and acquiring land for additional athletic use. The range of their concerns are broad as are the superintendent’s as they are making decisions for the whole district and are included in the budgeting development throughout the entire process.
It is apparent that many individuals and groups have an opinion regarding the school budget. This is an important part of budgeting and must be considered as the process of planning unfolds.
Thursday, September 1, 2011
Superintendent's Roles and Responsibilities in the Budgeting Process
Week 2: Part 4:
After reviewing the readings for this course and interviewing my superintendent, I learned that while the superintendent often has the starring role in the budget process, he or she is wise to consider and consult a variety of resources to attain a budget that will satisfy the needs of the children of the school community. According to Valenti in Learning from the Best, a superintendent should be transparent and fully disclosing in all expenditure transactions, should hire only the most competent business staff and should ensure the integrity of financial affairs for the entire school community. Along with this, he adds that proper planning and number crunching are vital to preparing and maintaining a balanced budget. My superintendent also mentiioned ethics, honesty and full disclosure as integral parts of the financial planning process.Our school is a small 1A district where Pre-Kindergarten students through High School Seniors are served on the same campus. In our situation, the superintendent is primarily the lone financial officer. He is totally responsible for working up the budget even though input is sought from other stakeholders. Our business manager enters the numbers that are provided to generate the report. Sixty-seven percent of our current budget is salaries and benefits. Once the salaries are worked up and provided to her, she has a very detailed process that determines additional costs based on salaries. Those include workers' comp., unemployment compensation,health insurance, statuatory minimums cost , Teacher Retirement System expenditures, etc. In addition to the salaries, the other expenditures from the previous years are reviewed and adjusted depending on the level spent. Other anticipated items are included. For example, two years ago, a roof had to be replaced, last year air conditioning for the gymnasium was replaced and this year we anticipate purchasing at least one additional bus. It is all put together and you hope for enough funding to balance, and the superintendent continues to monitor the budget throughout the year and recommends budget ammendments as needed.Reflection:The superintendent's role as a financial officer is one of his or her greatest responsibilities. It was suggested in the readings this week that a superintendent devote twenty percent of his time to budgetary needs. This daunting task requires knowledge of the school and students' needs as well as knowledge of budgetary rules and procedures. Ethics is also mentioned as a great portion of meeting the budgeting officer requirements. A trust among the Superintendent and other district stakeholders must be maintained in order for the budget process to go smoothly. Another aspect of the superintendent's role that I have learned is that it is an ongoing, year-long process.
After reviewing the readings for this course and interviewing my superintendent, I learned that while the superintendent often has the starring role in the budget process, he or she is wise to consider and consult a variety of resources to attain a budget that will satisfy the needs of the children of the school community. According to Valenti in Learning from the Best, a superintendent should be transparent and fully disclosing in all expenditure transactions, should hire only the most competent business staff and should ensure the integrity of financial affairs for the entire school community. Along with this, he adds that proper planning and number crunching are vital to preparing and maintaining a balanced budget. My superintendent also mentiioned ethics, honesty and full disclosure as integral parts of the financial planning process.Our school is a small 1A district where Pre-Kindergarten students through High School Seniors are served on the same campus. In our situation, the superintendent is primarily the lone financial officer. He is totally responsible for working up the budget even though input is sought from other stakeholders. Our business manager enters the numbers that are provided to generate the report. Sixty-seven percent of our current budget is salaries and benefits. Once the salaries are worked up and provided to her, she has a very detailed process that determines additional costs based on salaries. Those include workers' comp., unemployment compensation,health insurance, statuatory minimums cost , Teacher Retirement System expenditures, etc. In addition to the salaries, the other expenditures from the previous years are reviewed and adjusted depending on the level spent. Other anticipated items are included. For example, two years ago, a roof had to be replaced, last year air conditioning for the gymnasium was replaced and this year we anticipate purchasing at least one additional bus. It is all put together and you hope for enough funding to balance, and the superintendent continues to monitor the budget throughout the year and recommends budget ammendments as needed.Reflection:The superintendent's role as a financial officer is one of his or her greatest responsibilities. It was suggested in the readings this week that a superintendent devote twenty percent of his time to budgetary needs. This daunting task requires knowledge of the school and students' needs as well as knowledge of budgetary rules and procedures. Ethics is also mentioned as a great portion of meeting the budgeting officer requirements. A trust among the Superintendent and other district stakeholders must be maintained in order for the budget process to go smoothly. Another aspect of the superintendent's role that I have learned is that it is an ongoing, year-long process.
Tuesday, August 30, 2011
Goal Driven Budget
Part 1: Goal Driven BudgetWhen thinking about the budget for the whole school district it is important to keep in mind the school's mission and vision. This is a key element in a purpose or goal driven budget. A goal driven budget has in mind the total planning process of the district. As noted in the lecture this week, the campus plans and goals should be a "version of the vision." Campus Improvement Plans should be included in District Improvement Plans and planning and the budget should take both into consideration. I have assisted in writing both the Campus and District plans over a number of years in my district. These plans, usually written by the teachers and administrators are data driven, based upon the current needs of the total student population and are written with our school vision in mind. Of course, the funding is always in the back of the writers' minds, but generally the needs are addressed first and foremost. A Goal driven budget takes into account these stated needs, and allocates funds where necessary to attain the program, additional staffing, facility, etc. described in the DIP. Hopefully the board of trustees have also played a part in creating the District plans and goals or at least have approved the plans written by the teachers in order to make sure that the budget that they will also approve is aligned. Again, I refer to the lecture for this week when I add what was stated, " the budgeting process should not ignore the Board of Trustees goals. the district and campus goals should reflect a commitment to expending funds to achieve those goals." An example of a goal driven budget at my district was displayed in the past few weeks as we began a new school year and our Board of Trustees approved a new budget. The process began as our staff reviewed our recent AEIS report and analyzed the latest TAKS results. We found that our students would benefit from a more aligned and rigorous curriculum as well as software that will enable the administrators and staff to keep abreast of the student progress through benchmarking and closer observation. Student success on standardized testing is a part of our vision as it surely is in every school in the state! In our district plans, this need was addressed with the intent to fully incorporate CSCOPE in all four subject areas and to purchase Eduphria, a software product that will enable us to closely monitor student progress among other things. The budget was drafted to include these expenditures and the Board of Trustees approved them. The remainder of the items in the campus improvement plans were also provided for in the allocations of the budget.
District Improvement Plan Comparison
DISTRICT IMPROVEMENT PLAN COMPARISON
I reviewed the District Improvement Plans for Austin Independent Schooll District and for my district, Frost Independent School District. At first, I thought this would be a bit challenging and finding similarities would be difficult. I am from a small 1A district and comparing Frost to Austin seemed almost unrealistic. However as I began to break down the information I saw more similarities than I thought I would.FISD and AISD are both focused on the betterment of children.
Success of students at the high school grade level was more of a focus from AISD, but student achievement was the goal for both schools. FISD's DIP does not specifically include funding sources. We have estimated costs, where the AISD goals were specific as to where the funds would come. AISD provided detailed accounts of programs and policies in this report as well as budgetary updates, a comprehensive plan of improvement, a flow chart that was specific from Long term goals all the way down to Employee Performance plans.
FISD's DIP does state the person(s) responsible for implementation and there is room for an evaluation at the end of the year. Some of the goals are very similar. Fisd and AISD are making plans to improve graduation rates, attendance and participation. I suppose those are universal problems whether from small or large districts.
I reviewed the District Improvement Plans for Austin Independent Schooll District and for my district, Frost Independent School District. At first, I thought this would be a bit challenging and finding similarities would be difficult. I am from a small 1A district and comparing Frost to Austin seemed almost unrealistic. However as I began to break down the information I saw more similarities than I thought I would.FISD and AISD are both focused on the betterment of children.
Success of students at the high school grade level was more of a focus from AISD, but student achievement was the goal for both schools. FISD's DIP does not specifically include funding sources. We have estimated costs, where the AISD goals were specific as to where the funds would come. AISD provided detailed accounts of programs and policies in this report as well as budgetary updates, a comprehensive plan of improvement, a flow chart that was specific from Long term goals all the way down to Employee Performance plans.
FISD's DIP does state the person(s) responsible for implementation and there is room for an evaluation at the end of the year. Some of the goals are very similar. Fisd and AISD are making plans to improve graduation rates, attendance and participation. I suppose those are universal problems whether from small or large districts.
Equality - Equity - Adequacy
EQUALITY - EQUITY - ADEQUACY
Equality means every student has the same access to the same type of educational program. These funds are used for educational programs that benefit all students. Examples would be funds used for basic instruction and an equal distribution of funds for teachers to use on consumable supplies.
Equity means that the system is fair and responds to the needs of individuals. Equity in school finance refers to fair and equal distribution of resources. Compensatory funds to assist students who are economically disadvantaged are an example of equity funds. Another example might be use of funds for a remedial reading program for struggling students.
Adequacy means that the school district receives financial support sufficient to provide educational programs to meet state accreditation standards. Examples are funding for math, reading and other basic courses. Another example is the use of funds for mandated interventions for students that do not meet state testing standards.
Formula Funding - School Finance
Darla, I agree with your explanation of formula funding. Local property taxes formulated with state general funding, federal funding and adjustments for special instructional programs all have a starring role in the way state funds are allocated. Simply stated, the state attempts to equalize funding through revenue recapture and formula funding. A school district depends on it's local property taxes for funding. the size of the district, the amount of property owners and the value of property owned play a huge part in the amount of revenue a school district collect from ad valorem taxes. And of course , the results are as diverse as the staate of Texas itself. So a formula is used to adjust the amount of money received by the district which distributes more money to lower property tax schools and less money to schools that collect more property taxes. This idea of revenue recapture is commonly known as "Robin Hood" and by its very nature has been criticized and the state has seen much litigation due to this policy. The State of Texas presently has its own financial woes, and in order to repeal the recapture laws, the state would have to supplement the revenue lost by the districts on the receiving end of this program, making a repeal unlikely. The state also considers federal funding that schools receive for the formula fund expenditures. Again, federal funds are limited and it is unlikely that a bail out by the federal government will suddenly be granted. The state is realistically responsible for fomula funding.Funding for special instructional programs impacts formula funding as well. Special Education, Compensatory Education and a few other programs that deal with special populatons are taken into consideration when the formula funds are allocated. Funding for education in the state of Texas is in turmoil right now. The results of the latest legislative session are yet to be seen, but it is highly likely that we as educators will be forced to remain abreast of the changes, use our creativity and act conservatively with the funds we do have.
Important Historical Events of School Finance
In my opinion, one of the most important events that impacted the funding of public education occurred during the tenure of Mirabeau B. Lamar. Lamar persuaded the legislature to establish land grants that provided for the initial funding for two major Universities and county school districts in the Republic of Texas during the years of his presidency, 1839-1849. Although it was eventually found that these land grants were insufficient to fund public schools adequately, this was the first attempt to fund public education. I feel that this act was important because until this time, there had been no organized funding for a free public education.The next event that I consider very important occurred in 1876 when the new Texas Constitution was adopted. It contained important language that basically says that because education is important, it will be the responsibility of the state to establish and fund free public schools. This language provides the foundation by which the state government uses to assure that adequacy, equity and efficiency are met in providing our school funding. There have been changes to the constitution that were necessary. However this first attempt at adequacy, equity and efficiency provided the lawmakers with the basic principles that are still being used today to ensure a free quality education for all students. Thirdly, I find that the Gilmer- Aikin laws had a significant impact on the history of educational finance due to the number of relevant changes that came from these laws. In an effort to make public schools more efficient and better funded, the committee members that created these laws lowered the number of school districts, provided for teacher salary increases, formalized the school year, created the State Board of Education, organized how the state would supplement local taxes to fund the schools and made many other significant changes. These laws made many needed changes and clarified many details of public education funding and organization.
Monday, June 27, 2011
Final Reflections of EDLD 5396
Course 5396 Final Reflection
Rebecca Melton
As I reflect upon this course, I realize that I have gained a wealth of information in a relatively short amount of time. It has been a rigorous five weeks. And although I was overwhelmed, frustrated and tired at times, I am grateful for all the lessons and skills I have learned. We addressed self-assessment, insight from our site supervisor, skills associated with writing a professional intern plan and a vita, and networking using technology. The lessons learned did not always come from just one activity. Lessons flowed through fluid lines creating a transfer of knowledge to help commit those lessons to memory.
In the beginning of the course, we were asked to critique our skills using a couple of different assessments. It has been a long time since I have implemented such a specific self-assessment. When I examined the SBEC Superintendent competencies and their quality indicators and studied the results of my Superintendent TExES pre-test, I learned that there are considerable aspects to being a good, well-equipped superintendent. There were several areas in which I found that I needed improvement. I especially wanted to make sure that I had correctly identified those weak areas but also wanted to determine my areas of strength. I was pleasantly surprised at the outcome of my TExES pre-test. I did well which gives me confidence in my leadership and decision making skills. There were also many areas in which I felt competent, but have ample room for improvement. I learned that being a good leader is a process in which one takes the strengths of his or her skills/character/personality and expands upon them. The process also includes identification of competencies and skills (as well as interpersonal skills) that are in a refinement stage and continues to cultivate those during the course of a lifetime. Self-assessment is a valuable tool that must be visited and revisited, especially in our professional lives in order to provide clarity and direction.
My site supervisor also provided me with new knowledge and understanding of the Superintendency. We met formally on two occasions, the initial interview and then again when we discussed my internship plan. From these meetings, I learned that a Superintendent has to be able to communicate well, is knowledgeable about current educational trends and has to have a vision for the future of the school under his charge. Vision is something we discussed during both meetings. He taught me that in order to get somewhere, you must know where you are going. Although this is almost a cliché in our society, I really understood its importance as we discussed shared vision in the school climate. I learned that getting all stakeholders on board with a common vision is unlikely. The important thing is that the vision is a vision of excellence and that it is flexible enough to stand up to changing times. When that is the case, the majority of interested parties will share the vision.
I think the greatest lesson I learned from these meetings and from having the privilege to observe many of the day to day activities of my superintendent is that a leader must maintain his or her ethics at all times. Knowing what you believe in is important. Keeping true to those beliefs, no matter what situation arises, is imperative. He shared that on occasion, a school leader will make news headlines for poor judgment or for an indiscrepency. He added that while everyone is going to make mistakes and even at times make poor judgment calls, it is not ok for a school leader to make the 5 o’clock news because he or she has poor ethics or morals.
My site supervisor also taught me that the Superintendency is also a service oriented position. The leader of the school must be willing to serve all students fairly and must be an advocate for them, which may mean championing their cause. Parents and families are another critical portion of the equation. The communities’ core value system is of essential consideration as well as families’ needs. Serving the community, which includes families, is not always glamorous. My supervisor related several incidents that required his service that while rewarding, were not always pleasant.
Two of the major assignments for this course included writing an internship plan and writing a professional vita. Through the writing of the internship plan, I used areas of weakness that I identified in the self-assessments to begin my plan. Choosing the activities from thirty-eight leadership areas taught me that there is an overabundance of undertakings by which I could learn. I was inclined to choose areas that I had adequate prior experience to accomplish, but was aware that it is necessary for my professional growth to choose some activities that will require me to step out of my comfort zone to achieve. Writing the intern plan also caused me to reflect upon the needs of my school and my students. I not only referred to my self-assessments, but to other documents including my District AEIS document and district and campus improvement plans. As the principal, I take pride in achievements and positive changes our school has enjoyed in the past and look forward to leading new activities that will lead to further accomplishments. It is my desire to see increased learning, overall school improvement and development of stronger leadership skills by me. The act of writing the internship plan helps me organize my thoughts and taught me the importance of recording my goals and examining resources that I will access to achieve them.
Writing a professional vita was a new experience for me. I have written resumes; however I soon realized a vita was a different document. Not only did I learn what a vita is and how to compose a vita, I learned that they are used much like a portfolio to highlight education, experiences and accomplishments. Both the internship plan and the vita are living documents that will be changed and/or added to as I progress through my certification program. I will continue adding to my vita even though the certification program and internship plan will come to an end.
I also learned a lot about technology while completing this course. While this was challenging, it was also gratifying to accomplish the task of building a blog and a wiki, learning to maneuver through Epic and TK20 and even to navigate through five weeks of web conferences. As I reflect upon this part of the course, I am excited about the opportunities that these new skills open up. The possibilities of using blogs and wikis are literally endless for educational purposes! I am already planning to host a blog for my faculty and staff. I want to initiate better communication of school happenings, but more importantly, to teach my staff to reflect upon their learning and teaching in a community of educators. I will also have a wiki that they can join that we will use to plan events, share information and maintain resources that may be accessed.
I enjoyed the interaction among the members of cohort 3 throughout these past weeks. Message boards were very helpful as we shared insight, information, frustrations, and critiqued each other’s’ work. Personalities have begun to emerge and we are beginning to feel comfortable asking for advice and assistance from the cohort. Meeting weekly on the web-conferences taught me not only the technical skills I used to access the meeting, but the importance of learning about and from my peers. Our combined experiences are a strength of our cohort. I learned that patience and perseverance were also lessons revisited in order for us to muddle through the use of some of our new technology skills. It is my belief and desire that all the lessons learned throughout this first course will be building blocks for those learned in the courses that remain in my certification program. I look forward to new experiences, new ideas and new challenges!
Rebecca Melton
As I reflect upon this course, I realize that I have gained a wealth of information in a relatively short amount of time. It has been a rigorous five weeks. And although I was overwhelmed, frustrated and tired at times, I am grateful for all the lessons and skills I have learned. We addressed self-assessment, insight from our site supervisor, skills associated with writing a professional intern plan and a vita, and networking using technology. The lessons learned did not always come from just one activity. Lessons flowed through fluid lines creating a transfer of knowledge to help commit those lessons to memory.
In the beginning of the course, we were asked to critique our skills using a couple of different assessments. It has been a long time since I have implemented such a specific self-assessment. When I examined the SBEC Superintendent competencies and their quality indicators and studied the results of my Superintendent TExES pre-test, I learned that there are considerable aspects to being a good, well-equipped superintendent. There were several areas in which I found that I needed improvement. I especially wanted to make sure that I had correctly identified those weak areas but also wanted to determine my areas of strength. I was pleasantly surprised at the outcome of my TExES pre-test. I did well which gives me confidence in my leadership and decision making skills. There were also many areas in which I felt competent, but have ample room for improvement. I learned that being a good leader is a process in which one takes the strengths of his or her skills/character/personality and expands upon them. The process also includes identification of competencies and skills (as well as interpersonal skills) that are in a refinement stage and continues to cultivate those during the course of a lifetime. Self-assessment is a valuable tool that must be visited and revisited, especially in our professional lives in order to provide clarity and direction.
My site supervisor also provided me with new knowledge and understanding of the Superintendency. We met formally on two occasions, the initial interview and then again when we discussed my internship plan. From these meetings, I learned that a Superintendent has to be able to communicate well, is knowledgeable about current educational trends and has to have a vision for the future of the school under his charge. Vision is something we discussed during both meetings. He taught me that in order to get somewhere, you must know where you are going. Although this is almost a cliché in our society, I really understood its importance as we discussed shared vision in the school climate. I learned that getting all stakeholders on board with a common vision is unlikely. The important thing is that the vision is a vision of excellence and that it is flexible enough to stand up to changing times. When that is the case, the majority of interested parties will share the vision.
I think the greatest lesson I learned from these meetings and from having the privilege to observe many of the day to day activities of my superintendent is that a leader must maintain his or her ethics at all times. Knowing what you believe in is important. Keeping true to those beliefs, no matter what situation arises, is imperative. He shared that on occasion, a school leader will make news headlines for poor judgment or for an indiscrepency. He added that while everyone is going to make mistakes and even at times make poor judgment calls, it is not ok for a school leader to make the 5 o’clock news because he or she has poor ethics or morals.
My site supervisor also taught me that the Superintendency is also a service oriented position. The leader of the school must be willing to serve all students fairly and must be an advocate for them, which may mean championing their cause. Parents and families are another critical portion of the equation. The communities’ core value system is of essential consideration as well as families’ needs. Serving the community, which includes families, is not always glamorous. My supervisor related several incidents that required his service that while rewarding, were not always pleasant.
Two of the major assignments for this course included writing an internship plan and writing a professional vita. Through the writing of the internship plan, I used areas of weakness that I identified in the self-assessments to begin my plan. Choosing the activities from thirty-eight leadership areas taught me that there is an overabundance of undertakings by which I could learn. I was inclined to choose areas that I had adequate prior experience to accomplish, but was aware that it is necessary for my professional growth to choose some activities that will require me to step out of my comfort zone to achieve. Writing the intern plan also caused me to reflect upon the needs of my school and my students. I not only referred to my self-assessments, but to other documents including my District AEIS document and district and campus improvement plans. As the principal, I take pride in achievements and positive changes our school has enjoyed in the past and look forward to leading new activities that will lead to further accomplishments. It is my desire to see increased learning, overall school improvement and development of stronger leadership skills by me. The act of writing the internship plan helps me organize my thoughts and taught me the importance of recording my goals and examining resources that I will access to achieve them.
Writing a professional vita was a new experience for me. I have written resumes; however I soon realized a vita was a different document. Not only did I learn what a vita is and how to compose a vita, I learned that they are used much like a portfolio to highlight education, experiences and accomplishments. Both the internship plan and the vita are living documents that will be changed and/or added to as I progress through my certification program. I will continue adding to my vita even though the certification program and internship plan will come to an end.
I also learned a lot about technology while completing this course. While this was challenging, it was also gratifying to accomplish the task of building a blog and a wiki, learning to maneuver through Epic and TK20 and even to navigate through five weeks of web conferences. As I reflect upon this part of the course, I am excited about the opportunities that these new skills open up. The possibilities of using blogs and wikis are literally endless for educational purposes! I am already planning to host a blog for my faculty and staff. I want to initiate better communication of school happenings, but more importantly, to teach my staff to reflect upon their learning and teaching in a community of educators. I will also have a wiki that they can join that we will use to plan events, share information and maintain resources that may be accessed.
I enjoyed the interaction among the members of cohort 3 throughout these past weeks. Message boards were very helpful as we shared insight, information, frustrations, and critiqued each other’s’ work. Personalities have begun to emerge and we are beginning to feel comfortable asking for advice and assistance from the cohort. Meeting weekly on the web-conferences taught me not only the technical skills I used to access the meeting, but the importance of learning about and from my peers. Our combined experiences are a strength of our cohort. I learned that patience and perseverance were also lessons revisited in order for us to muddle through the use of some of our new technology skills. It is my belief and desire that all the lessons learned throughout this first course will be building blocks for those learned in the courses that remain in my certification program. I look forward to new experiences, new ideas and new challenges!
Benefits of a professional Development Plan
I have reviewed the Professional Development Plan template and posted it to my wiki. The 6 elements of a Professional Development Plan are: (1.)TExES Domain and Competency addressed,(2) Objective, (3)Coursework/workbook/workshops utilized, (4.)Mentor/Professional support, (5) Expected date of completion and (6) Evaluation. Each of these elements are important for satisfactory completion of the plan.
I think it is highly important to develop a professional development plan for both personal and professional growth. It is obvious to me that without planning, the accomplishment of long term goals will be minimal if at all. The plan will benefit me by helping me to focus on my priorities, follow a timeline and guide me to evaluate the progress toward my goal. By identifying a specific goal, or a few goals, and developing a plan, I know what I need to be working on and I am able to gather the materials in an organized fashion, and contact and access any mentor or other key people that will be able to help. In addition, a timeline will keep me on task and an evaluation tool will help me to understand in which areas most emphasis must be placed.
In my career, I have utilized the process of setting both short and long term goals. The aspect of writing the goal down or verbalizing it to someone builds in accountability. It has helped me to clarify my expectations and to commit to the work that needs to be done in order to attain the goal. This Professional Development Plan that will carry on long after my certification courses are done will be a valuable tool for me as a leader.
I think it is highly important to develop a professional development plan for both personal and professional growth. It is obvious to me that without planning, the accomplishment of long term goals will be minimal if at all. The plan will benefit me by helping me to focus on my priorities, follow a timeline and guide me to evaluate the progress toward my goal. By identifying a specific goal, or a few goals, and developing a plan, I know what I need to be working on and I am able to gather the materials in an organized fashion, and contact and access any mentor or other key people that will be able to help. In addition, a timeline will keep me on task and an evaluation tool will help me to understand in which areas most emphasis must be placed.
In my career, I have utilized the process of setting both short and long term goals. The aspect of writing the goal down or verbalizing it to someone builds in accountability. It has helped me to clarify my expectations and to commit to the work that needs to be done in order to attain the goal. This Professional Development Plan that will carry on long after my certification courses are done will be a valuable tool for me as a leader.
Thursday, June 23, 2011
Reflections on Site Supervisor Meeting
Site Supervisor Meeting
I met with Mr. Jim Revill, Superintendent of Frost I.S.D. on Tuesday, June 21 in his office at Frost ISD to discuss my Internship plan. We had spoken in the past about my plans; but this meeting gave me the opportunity to clarify my direction and establish a workable timeline.
I gave Mr. Revill a copy of my draft internship plan the day before so that he could look over it prior to the meeting. At the meeting, I presented him with a copy of my needs assessment and had my text book available with the activities checked that I had chosen. I then explained to Mr. Revill that I needed experiences in all 3 Leadership Domains and the 10 Knowledge and Skills Competencies for Texas Superintendents.
We looked over and briefly discussed each activity. The highlight of the meeting for me was the feeling that I had not only a seasoned Superintendent to guide me through the details of my internship, but also a friendly person who was willing to give of his time to assist me in this endeavor. I felt like he gave me his undivided attention and sincerely critiqued my plans in order to help me align the activities to my needs and to the needs of our school. The more I learn about the Superintendency, the more I realize that it is a position of service, one in which the needs and best interest of others is put before your own. I was also given much encouragement at our meeting. Mr. Revill believes in me and that was made clear in this meeting. He reassured me that my weaknesses can and will be overcome.
I made a few revisions to my plan during and after our meeting. We collaborated on a few of the activities that I needed to change wording in order to make them more specific. An example of this is activity 10 in which I will survey faculty members to solicit methods of motivation. I had limited this to Elementary teachers. Mr. Revill suggested I change the wording to specifically say “successful teachers” so that I could eliminate teachers that need help in the area of motivation as well as to include teachers who are good motivators at our secondary level. There were other activities in which my site supervisor gave feedback as to how I could implement those that did not warrant a change on the internship plan, but the suggestions will be used when I actually implement my plan. The major change that was suggested was that I spread my timeline out over a longer period of time. There are some activities that lend themselves to be done at a specific time of year, while others may be done randomly. We discussed those that could be rearranged so changes were made accordingly.
I was pleased with the outcome of our meeting and left with an excitement about my Internship plan. A project that first seemed overwhelming now is viewed as a helpful and doable experience.
I met with Mr. Jim Revill, Superintendent of Frost I.S.D. on Tuesday, June 21 in his office at Frost ISD to discuss my Internship plan. We had spoken in the past about my plans; but this meeting gave me the opportunity to clarify my direction and establish a workable timeline.
I gave Mr. Revill a copy of my draft internship plan the day before so that he could look over it prior to the meeting. At the meeting, I presented him with a copy of my needs assessment and had my text book available with the activities checked that I had chosen. I then explained to Mr. Revill that I needed experiences in all 3 Leadership Domains and the 10 Knowledge and Skills Competencies for Texas Superintendents.
We looked over and briefly discussed each activity. The highlight of the meeting for me was the feeling that I had not only a seasoned Superintendent to guide me through the details of my internship, but also a friendly person who was willing to give of his time to assist me in this endeavor. I felt like he gave me his undivided attention and sincerely critiqued my plans in order to help me align the activities to my needs and to the needs of our school. The more I learn about the Superintendency, the more I realize that it is a position of service, one in which the needs and best interest of others is put before your own. I was also given much encouragement at our meeting. Mr. Revill believes in me and that was made clear in this meeting. He reassured me that my weaknesses can and will be overcome.
I made a few revisions to my plan during and after our meeting. We collaborated on a few of the activities that I needed to change wording in order to make them more specific. An example of this is activity 10 in which I will survey faculty members to solicit methods of motivation. I had limited this to Elementary teachers. Mr. Revill suggested I change the wording to specifically say “successful teachers” so that I could eliminate teachers that need help in the area of motivation as well as to include teachers who are good motivators at our secondary level. There were other activities in which my site supervisor gave feedback as to how I could implement those that did not warrant a change on the internship plan, but the suggestions will be used when I actually implement my plan. The major change that was suggested was that I spread my timeline out over a longer period of time. There are some activities that lend themselves to be done at a specific time of year, while others may be done randomly. We discussed those that could be rearranged so changes were made accordingly.
I was pleased with the outcome of our meeting and left with an excitement about my Internship plan. A project that first seemed overwhelming now is viewed as a helpful and doable experience.
Sunday, June 5, 2011
Vita
Rebecca Melton
1000 W. Mock St., Anytown, TX 77777
(W) 555-555-5555 (H) 444-444-4444 email rmelton@lamar.edu
Education / Certification
M.Ed. Educational Administration, Tarleton State University, Stephenville, TX, 1997
B.S. Elementary Education, Baylor University, Waco, TX, 1983
Associates Degree Liberal Arts, Navarro College, Corsicana, TX 1981
Superintendent Certificate Texas, expected date of completion July 2012
Mid-Management Certificate Texas, 1998
ESL Certificate Texas, 2002
Kindergarten Certificate Texas, 1991
Teacher Certificate Grades 1-8; English endorsement,
Texas, 1983
Administrative and Leadership Experience
Principal, Frost Elementary
Frost Independent School District
Frost, Texas, 2005-Present
- Collected and evaluated data from various sources to gain understanding of strengths and weaknesses of students so that they might improve on state mandated testing.
- Supervised and evaluated elementary teachers using the Professional Development Appraisal System
- Created master schedule for all elementary grades and ancillary classes
- Collected data and assigned each elementary student to their class section
- Evaluated curriculum and adjusted to fit the needs of our present students
- Expanded the recognition program for students including attendance, honor rolls, student of the month and weekly recognition
- Established a Principal's Excellence fund for purchasing of awards through donations, eliminating the need for elementary students to be involved in fundraising
- Worked collaboratively with the Parent Teacher Organization to initiate new service-oriented programs
- Maintained disciplinary procedures for Pre-Kindergarten through Grade 5
- Directed and managed the district English as a Second Language program.
- Organized Parent University Night
- Initiated curriculum teams among elementary teachers to broaden cross-curricular and cross-grade level learning
- Initiated and managed Response to Intervention program for the district
- Maintained compliance with Title I Program
- Monitored expenditures for Elementary Campus
- Attended School Board meetings to have a better understanding of their goals, visions, and priorities
- Directed elementary UIL academic program at the elementary level prior to the hiring of a teacher assigned to this position, after which I assisted her in hosting UIL meets on our campus
- Created and Directed School Health and Advisory Council
Adjunct Instructor, Navarro College
Child Development and Elementary Education Department,
Corsicana, TX, 2003
- Presented instruction to classes of students that were seeking elementary teacher positions or day care director licensing in accordance with college standards
- Engaged in a variety of teaching methods and instructional strategies to generate student interest
- Mentored students as they engaged in educational activities
- Evaluated student projects and class assignments
- Maintained a positive rapport with adult students and encouraged them as they completed coursework
Mentor Teacher, Texas A&M Commerce
Navarro College Partnership Program,
Corsicana, TX 2003-2004
- Modeled appropriate teaching methods, discipline strategies and classroom management for student intern
- Provided positive feedback for student intern as she prepared lessons, lesson plans and managed the classroom
- Evaluated student intern in accordance with college program standards
- Collaborated with University Supervisor and my campus principal to evaluate student intern
Gifted and Talented Advisory Council Member
Education Service Center Region 12, Waco, TX, 2000-2002
- Participated in Gifted and Talented training that included Texas State Policy and Procedures
- Interacted with peers concerning new policies for Gifted and Talented programs
- Maintained two-way communication between advisory council and my district
Professional Development and Appraisal System
Orientation Facilitator and Teacher Liaison,
Frost ISD, 1998-2005
- Participated in Professional Development and Appraisal System training, Education Service Center, Region 12, Waco, TX
- Passed competency exam on PDAS
- Provided orientation to PDAS to teachers of the district and to new teachers as they were hired
- Modeled and participated in lessons to improve instruction of select teachers
- Served as a contact for teachers needing PDAS information
Professional Development and Appraisal System Implementation and Evaluation Group Member, Education Service Center, Region 12, Waco, TX, 1998-1999
- Participated in group discussions and informative meetings concerning the Professional Development and Appraisal System with members of the Texas Education Agency
- Offered opinions and information from my district about the system
- Communicated to my district the needs and requirements this system would require
Navarro County Steering Committee Member on County Staff Development,
Education Service Center Region 12, Corsicana Satellite Center, 1996-1998
- Collaborated with peers across Navarro County to assess needs for professional Development
- Planned, implemented and evaluated a County-wide day of Professional Development
Teaching Experience
Elementary Teacher,
Kindergarten, 1987-1992,
Third Grade, 1992-1994,
First Grade, 1994-2005
Frost Elementary, Frost, TX
- Designed and implemented Kindergarten curriculum
- Integrated a variety of teaching methods at each grade level taught to meet the diverse needs of all learners
- Collaborated with Principal and teaching partners to maintain safe, and comfortable environment conducive to learning
- Maintained a rapport with parents and other community members to contribute to the success of the students
- Held all students to high level of expectations
First Grade Teacher
Bynum Elementary
Bynum Independent School District
Bynum, TX. January 1987-May 1987
- Assessed first grade students that had previously been in a classroom with Kindergarteners and were deemed deficient in their progress
- Implemented an accelerated program that included integrating various learning styles and compacted curriculum to contribute to the efficient progress of student learning
- Communicated with parents concerning the deficits of the children largely due to an inadequate program at the beginning of the year
- Caught all students up so that they satisfied knowledge and skills to move on to second grade
Additional Training/Professional Development
"Gifted and Talented Training" Education Service Center Region 12, Waco, TX and Texas Association for Gifted and Talented, Austin, TX 1990-present, (over 200 CPE hours cumulative)
"Review of TEA Guidelines for Using Supplemental Aids on State Assessments", Educational Service Center, Region 12, Waco, TX, 2011
"C-Scope Implementation Guide Training", Education Service Center, Waco, TX, 2010
"No Magic Bullets: GPS 4 Change", Educational Service Center, Region 12, Waco, TX, 2010
"C-Scope Foundation for Classroom Teachers" Education Service Center Region 12, Waco, TX, 2009
"Understanding the C-Scope Unit Assessments", Education Service Center Region12, Waco, TX, 2009
"ESL – Spring Cleaning, Education Service Center Region 12, Waco, TX, 2008, 2009
"Administrator's Institute for School Improvement" Education Service Center Region 12, Waco, TX, 2006, 26 hours, 2008, 26 hours
"Training for School Administrators – Effective Practices for English Language Learners", Education Service Center Region 12, 2008
"Bilingual/ESL Directors' Meeting", Education Service Center Region 12, Waco, TX, 2007
"Bilingual/ESL LPAC, Education Service Center Region 12, Waco, TX, 2007
"G/T – Questioning Makes the Difference", Education Service Center Region 12, Waco, TX, 2007
"Principal Assessment for Student Success", Education Service Center Region 12, Waco, TX 2006
"Nutrition-Wellness Policy", Education Service Center Region 12, Waco, TX, 2006
"Technology Planning – STAR Chart Training", Education Service Center Region 12, Waco, TX, 2006
"Overview of the 3-Tier Reading Model", Education Service Center Region 12, Waco, TX, 2006
"Instructional Leadership Development Training", Education Service Center Region 12, Waco, TX, 2005
"Professional Development and Appraisal System Training", Education Service Center, Region 12, Waco, TX 2005
"Policy Foundations of District Governance and Management", Texas Association of School Boards, Frost, TX, 2005
"Intel Essentials Course", Intel in cooperation with Education Service Center Region 12, Waco, TX, 2004-2005 (40 hours)
"Special Education Referral and Modifications", Bi-County Co-Op, Fairfield, TX, 2003
"Conversational Spanish", Navarro College, Corsicana, TX, 16 hours,2002
"Texas Association of Gifted and Talented Conference", TAGT, Austin, TX, 2000, 2002, 2004
"Texas First Grade Teacher Reading Academy", Education Service Center, Region 12, Hillsboro Satellite Center, Hillsboro, TX, 2000
"CPR and First Aide" American Red Cross, Waco, TX, 1999,2000
"Results 200", Education for Excellence, Dallas, TX, 1999
Presentations
Melton, B. (1997, January) Gifted and Talented – Compacting Curriculum, Frost ISD Inservice Training for District, Frost, TX
Melton, B. (2010, June) Response to Intervention, Frost ISD Inservice Training for Elementary Teachers, Frost, TX
Melton, B. (2003, September) Gifted and Talented Differentiating Instruction, Frost ISD Inservice Training, Frost, TX
Professional Affiliations
Texas Elementary Principal and Supervisor's Association, 2005-present
References
References available upon request.
Saturday, June 4, 2011
Superintendent Interview
Commitment, being true to oneself, ethical, moral, passionate, prioritizes...these are all words or phrases that kept being repeated as I interviewed my superintendent. All of these qualities overlap in some ways and are hopefully those in which many people posses to some degree. However the school superintendent must posses all of these at all times. It was evident that my Superintendent realizes this is a difficult task, and one in which any candidate for the superintendency should understand. He also emphasized safety and an environment rich in educational opportunities as high priorities.
My superintendent defined leadership as the ability to commit everyone to a common cause. This is not always easy. In doing so, the leader must share the vision and be able to present the needs, project, or new idea in such a way that all will come together to attain the goal. This is linked to the question concerning shared vision. He added here that in order to develop a shared vision, the superintendent must have total commitment from him or herself. Others will not share a vision that is not a committed vision of a leader. Stakeholders, usually the teachers or school board in this case, would be able to recognize if the superintendent was not wholeheartedly committed and would therefore be compromising in their own commitment.
We discussed ethical leadership more than once during the interview. He described ethical leadership as the type of leadership that is the same regardless of the audience. I have often heard him say that you should treat others as you would want to be treated. This applies to working with staff as well as working with state agencies, parents, or students. Along with this we must realize that not everyone is going to agree with decisions or directions, but if the superintendent is true to him or herself, the road will be more tolerable.
The ability to maintain proper ethics also was discussed when I asked about attributes of a good superintendent. He explained that a good superintendent must be of good moral fiber and be true to oneself. He also added that approachability, good communication skills, being personable, and being a team player are all necessary components. When asked about effective communication, he spoke of the smoothness of the operation as a way to evaluate the progress of whatever is going on or being communicated. Regardless of the situation some are going to complain or claim lack of understanding. This is the nature of the position. Evaluation of proper communication is ongoing and takes into consideration these hurdles; however when the big picture is viewed, communication may be deemed successful when the most important stakeholders, the children of the district are kept at the top of the priority list.
My superintendent also spoke of board - superintendent relationships and describes them simply as a honesty and trust. He humorously expounded on this by saying, "It's not poker." He explains by saying that you must not give answers to the board members when asked a question that you do not know. It is better to say that you will find out and get back with them or that you will research the matter etc., rather than to attempt to save face by giving what might be false information. He added that effective relations require total trust in all directions.
I came to understand the role of the superintendent better after this interview. It was a nice activity to participate in and a rewarding learning experience.
My superintendent defined leadership as the ability to commit everyone to a common cause. This is not always easy. In doing so, the leader must share the vision and be able to present the needs, project, or new idea in such a way that all will come together to attain the goal. This is linked to the question concerning shared vision. He added here that in order to develop a shared vision, the superintendent must have total commitment from him or herself. Others will not share a vision that is not a committed vision of a leader. Stakeholders, usually the teachers or school board in this case, would be able to recognize if the superintendent was not wholeheartedly committed and would therefore be compromising in their own commitment.
We discussed ethical leadership more than once during the interview. He described ethical leadership as the type of leadership that is the same regardless of the audience. I have often heard him say that you should treat others as you would want to be treated. This applies to working with staff as well as working with state agencies, parents, or students. Along with this we must realize that not everyone is going to agree with decisions or directions, but if the superintendent is true to him or herself, the road will be more tolerable.
The ability to maintain proper ethics also was discussed when I asked about attributes of a good superintendent. He explained that a good superintendent must be of good moral fiber and be true to oneself. He also added that approachability, good communication skills, being personable, and being a team player are all necessary components. When asked about effective communication, he spoke of the smoothness of the operation as a way to evaluate the progress of whatever is going on or being communicated. Regardless of the situation some are going to complain or claim lack of understanding. This is the nature of the position. Evaluation of proper communication is ongoing and takes into consideration these hurdles; however when the big picture is viewed, communication may be deemed successful when the most important stakeholders, the children of the district are kept at the top of the priority list.
My superintendent also spoke of board - superintendent relationships and describes them simply as a honesty and trust. He humorously expounded on this by saying, "It's not poker." He explains by saying that you must not give answers to the board members when asked a question that you do not know. It is better to say that you will find out and get back with them or that you will research the matter etc., rather than to attempt to save face by giving what might be false information. He added that effective relations require total trust in all directions.
I came to understand the role of the superintendent better after this interview. It was a nice activity to participate in and a rewarding learning experience.
TRANSFER THEORY
I learned a lot about transfer theory while viewing the video of Dr. Jenkins and Dr. Arterbury. In all of my educational experience, I have known of the need for a transfer of knowledge. In my teaching career, I was frustrated when a student did not transfer reading skills learned in reading class to social studies text, for example. My peers and I have discussed the need for better transfer for years. It seems to be a common issue among educators.
Transfer theory as it applies to this course, or any adult education process, is what goes on when a person uses the knowledge and skills, most of which are second nature, to build upon new knowledge. As I paraphrase the lecturers, transfer happens at a subconscious level when the new knowledge to be learned is similar to that of the earlier learned knowledge. A good example of this is managing a campus budget. A principal must know how to allocate funds for a campus in a fiscally sound manner. A superintendent must see a broader picture and must be able to fiscally manage the entire district. A new superintendent takes with him/her the skills learned on the campus level and adds vision and prioritizing that comes from having to see things on a grander scale.
Leadership experience is required when transitioning from a principal position to a superintendent position much as teaching experience is required before one can become a good lead teacher or principal. It is much like crawling before you walk. The knowledge and skills learned in the leadership role are necessary prior to taking on the management role of the superintendency. It is my opinion that the leadership experience acquired also gives credibility and respect to the superintendency. Ideally as a principal, a leader has earned a respect as well as acquired skills that enable him or her to handle any problem that comes their way. This carries over to the needed ability to respond to varied situations as a superintendent.
Transfer theory as it applies to this course, or any adult education process, is what goes on when a person uses the knowledge and skills, most of which are second nature, to build upon new knowledge. As I paraphrase the lecturers, transfer happens at a subconscious level when the new knowledge to be learned is similar to that of the earlier learned knowledge. A good example of this is managing a campus budget. A principal must know how to allocate funds for a campus in a fiscally sound manner. A superintendent must see a broader picture and must be able to fiscally manage the entire district. A new superintendent takes with him/her the skills learned on the campus level and adds vision and prioritizing that comes from having to see things on a grander scale.
Leadership experience is required when transitioning from a principal position to a superintendent position much as teaching experience is required before one can become a good lead teacher or principal. It is much like crawling before you walk. The knowledge and skills learned in the leadership role are necessary prior to taking on the management role of the superintendency. It is my opinion that the leadership experience acquired also gives credibility and respect to the superintendency. Ideally as a principal, a leader has earned a respect as well as acquired skills that enable him or her to handle any problem that comes their way. This carries over to the needed ability to respond to varied situations as a superintendent.
Thursday, June 2, 2011
Frustration
Mind if I vent? This is our last week of school. We have early release tomorrow and the kids and teachers are done! So I am thinking I will get to work on coursework today, then. Wrong...computer glitches have me at a standstill! Grrrrr..... I will get it figured out, though!
Monday, May 30, 2011
Reflections of Week One
Submitted! I never saw more beautiful letters! I was afraid I'd be a midnighter!
Last week, when I first opened Epic and saw all the rigorous activities and assignments, I wondered what I had gotten myself into! I still have another week of school left. We are in flex days and so not all my students are there, but school is still open and we have lots of learning left to do! Students all will begin summer vacation next Friday,June 3. Enough whining!
I jumped in to the activities of week one with excitement and a refreshing feeling about doing something I have longed to do for quite some time. I have been reluctant to tell my staff that I am pursuing a Supt. certification, but this week, the dark circles under my eyes gave it all away. My staff has been so supportive. I have a great staff! Anyway, I have learned so much this week. I built a blog, a wiki and have a competent knowledge of the Superintendency program. I have met new friends and colleagues, have participated in a web conference and did rather well on the practice Superintendent exam! Week 2....let's get started!
Last week, when I first opened Epic and saw all the rigorous activities and assignments, I wondered what I had gotten myself into! I still have another week of school left. We are in flex days and so not all my students are there, but school is still open and we have lots of learning left to do! Students all will begin summer vacation next Friday,June 3. Enough whining!
I jumped in to the activities of week one with excitement and a refreshing feeling about doing something I have longed to do for quite some time. I have been reluctant to tell my staff that I am pursuing a Supt. certification, but this week, the dark circles under my eyes gave it all away. My staff has been so supportive. I have a great staff! Anyway, I have learned so much this week. I built a blog, a wiki and have a competent knowledge of the Superintendency program. I have met new friends and colleagues, have participated in a web conference and did rather well on the practice Superintendent exam! Week 2....let's get started!
Sunday, May 29, 2011
BLOGGING BY EDUCATORS
I like lists....I REALLY like lists. They help me stay organized! My first lists for my blog follow.
Ways teachers can use blogs:
- to introduce themselves to parents
- to celebrate classroom accomplishments
- to inform parents of upcoming events
- to enhance homework help
- to help students stay organized with "To Do" list
Ways Administrators can use blogs:
- to communicate with parents and teachers concerning upcoming events
- to share helpful websites with teachers
- to hold teachers accountable by asking for responses of some type that all are able to see
- to announce school celebrations
- to allow the community or faculty a voice in decision making
ACTION RESEARCH
As educators we are always challenged by change. We are taught and sometimes forced to analyze our practices and to think critically about our programs, curriculum, disciplinary techniques, etc. Action research is a way in which to do that. This type research calls for the researcher, or in my case, the administrator to examine these elements while they are going on. Action research often includes collaboration with others in the field, often concerning the same subject. Real life experiences are at the heart of this research. We not only analyze what we are doing through action research, but also why we are doing something. With action research we can make informed decisions rather than intuitive ones. Data collection of our own coupled with the data from our peers helps in making these informed decisions. This type research is not a one-size-fits-all way of looking at education. Action research allows the researcher to apply what has been learned to his or her stakeholders in a way that may only be appropriate for them. I look forward to applying action research throughout the remainder of my superintendent coursework.
Wednesday, May 25, 2011
Introduction
I am Becky Melton, the elementary Principal at Frost ISD. Frost is a small 1A school located in central Texas midway between Hillsboro and Corsicana. I absolutely LOVE my job and the children that I am able to work with daily. This is the beginning of a new professional chapter in my life - the journey toward a Superintendent certification. Let the games begin!
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