Sunday, May 15, 2011

EDLD 5342 wk5 part 3

·         Week 5, Part 3 Reflection
Reflecting on the School Finance EDLD 5342 course, I know that without folks to help it cannot be done quickly or with the best outcomes. The budgeting process in education is very complex, just like Dr. Lu said in the videos. The entire experience from interviewing people at the central office to discussing classroom assignments with my cohort group has made me realize that Educational Finance is a “living organism” that can do great things for kids and communities or it can destroy the very values of the American experience of educating people of all ages. The real issue is that as an administrative educator you have to use the same principles in dealing with a budget as you do in teaching a classroom full of students. You have to have a plan, know what the problem is and when you have a goal, do whatever it takes (legally) to get the best “bang for your buck”.

EDLD 5342 wk 5 part 2

Week 5, Part 2
I still feel that school finance is not an area of greatest strength for me yet. This course has taught me a whole bunch about the school finance system.

The following areas of DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10 , Competency 8 Area: The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application, are strengths for me:

Work collaboratively with board of trustees and appropriate personnel to develop district budget. With the information and cohort folks in my class I know that I will be able to discuss with people in a manner that makes them understand where and how our district tends to use funds to educate kids in the best manner.
Personnel management is a huge responsibility, especially the requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.

Being organized and using a consistent “calendar” to keep things in order so that deadlines are never missed.  This will also help keep everyone on the same page for “transparency” to all stakeholders.

Areas where I think I am competent:

Apply procedures for effective budget planning and management.  This class has given me the information concerning where and who to get help from in planning and managing funds. You have to have a goal and stay focused on what is best for all students in the district.

Make sure that as an administrator that you hire quality people at every level in education, from hiring the custodian, to placement of the administrator assisting you with working on the budget.  This is one of the most important jobs you do as superintendent.

Develop and implement plans for using technology and training everyone that is going to benefit from its use in the district.

Areas in which I continue to need improvement:

Facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy by following the footsteps of those that have done this stuff before correctly.
Acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources. This will require a lot of communication with folks at other districts and with ESC finance experts so that I can apply legal concepts, regulations, and codes as required.



The superintendent must use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. I do not pretend to understand this at all. I now have folks that do in this cohort and I will use their knowledge to grow mine.

EDLD 5342 wk 5 part 1

Week 5, Part 1Ethical behavior should never be in question for educators.  They are the role models for kids of all ages in the Texas Education System.   The Educators' Code of Ethics provides a guideline for ethical behavior for educators in the State of Texas.

Standard 1.2 states that 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 1:  In one Texas school district the superintendent used school tractors, equipment and maintenance personnel to tend his cattle investments. The maintenance folks would be on school time while mowing fields, moving hay bales and would haul cattle from one pasture to the next. This superintendent was investigated by the district and retired from office. The superintendent could have been indicted for misappropriation because of this situation, but charges were never filed because of the disposition of the board. Most folks think it was because he knew “things” about board members.

Another incident of a superintendent violating Standard 1.2 as well as Standard 1.6, the educator shall not falsify records, or direct or coerce others to do so., occurred in a district in North Texas. This district was ultimately closed by TEA in 2004 because of allegations of mismanagement of district resources. (I bet it is the same one Lee wrote about.)
 Example 2: The district would hire teachers at a salary of $50K and would skim $10K from their pay checks to put in administrator pockets or contracted businesses in the area.  The teacher had to pay the taxes but received higher TRS contributions.


Standard 1.13 states that the educator shall not consume alcoholic beverages on school property or during school activities when students are present.
Example 3/4: My first year as the “Dean of Students” caused me to be part of a situation where one of our employees came in “twice” under the influence of alcohol.  He was supposed to be instructing students. Instead, he was going to his car and taking “shots”.  I documented him smelling of alcohol, not being in class supervising and being “passed out” while kids ran around causing problems.  The superintendent called me into the office along with other administrators to confront the teacher about the situation.  He had me read the “write ups” and instructed the teacher to resign or leave with the two deputies waiting outside. (Fun stuff) This to me also violated the Standard 1.4 of the Code of Ethics states that, “the educator shall not use institutional or professional privileges for personal or partisan advantage.” It was coercive.
Example 5: Section 2.2 of the Code of Ethics states that, “the educator shall not harm others by knowingly making false statements about a colleague or the school system.” The superintendent was walking around the “school” track trying to lose weight and information was mentioned about a school board member’s wife and her daughter.  She was employed by the same district.  It got back to the employee who threatened to file a grievance if the counselor that was privileged with this information did not get removed or fired.  The counselor accepted a position at another school in the district.  The employee/school board member’s wife ended up being fired when the information did in fact become public knowledge.
These consequences make it difficult for the educator to continue to effectively do his job or gain employment in another district. Long term consequences for violation of the code of ethics may include disciplinary action by the State Board for Educator Certification, including a restriction, reprimand, suspension, surrender, or revocation of a certificate, as well as termination by the district, and criminal charges for violation of applicable laws. The district must provide training for all educators on the code of ethics. Professional educators must understand that it is their responsibility to uphold a high standard of ethical behavior.

Sunday, May 8, 2011

edld5342group4: Group 4

edld5342group4: Group 4: "This is the blog for EDLD 5342 School Finance Group 4 Becky Prentice Daniel Taylor Shelley Rex Sheri Hawthorn"

EDLD wk 4 part 3

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Part 3:
Differentiated Staffing
Differentiated Staffing refers to classroom teachers at various responsibility levels and pay, subject specialists, special service personnel, and number of sub professionals and non-professionals. Analyzing Rice ISD and how differentiated staffing may impact or improve goals. These six characteristics of differentiated staffing were found:
a. An extended use of assistant teachers to do specific instructional tasks while under the supervision of a certified staff member;
b. Teacher specialists have provided for the instruction of teachers and assistants in modern teaching methods and developed curriculum for individualized instruction;
c. Decentralization of decision-making to the teacher level or the lowest responsible level consistent with good management, was evident in the areas of curriculum, learning and deployment of their team in the classroom;
d. The use of community resource persons on teaching staffs have provided increased manpower for the schools by utilizing their special talents, knowledge and competencies in the instructional program;
e. A differentiated work period has been provided.
f. Earlier training experience has been provided for future teachers through clinical experience both at elementary and secondary levels.

If these six items are used as defining characteristics of differentiated staffing, the conclusion would be that currently Rice ISD does not implement differentiated staffing effectively but its proper implementation would be of value to achieving the goals of the district. Rice is a 1A district in a rural area. This works against Rice ISD in relation to differentiated staffing in several ways. First, the district is very poor and operates on limited funds. Second, they have very few paraprofessionals and specialists. It seems Rice ISD almost operates contrary to the concept of differentiated staffing in that many of the staff members are stretched too thin. Dan is the principal on campus and the only administrator. There is no assistant principal, one counselor, and even the nurse is only at school two days a week. The result is that many people are asked to do many different jobs from the administration level to the teaching level. This does not allow for the development of specialties differentiated staffing seems to call for. However, allowing teachers and staff to develop in specific areas would be of great value to accomplishing the goals of the district. We know all children learn, but not all learn the same way. Differentiated staffing would allow the schools to look for teachers with different specialties and train teachers to better meet the needs of the students. We feel the difficulties in Rice to really implement differentiated staffing to its fullest is only going to get worse in education as districts are faced with massive budget deficits. It seems today the more specialized your job, the more likely you are to lose it when jobs begin getting cut.
Another problem associated with differentiated instruction staffing is the number of alternatively certified teachers. One study asks how the teaching profession can hand out emergency licensing to teachers when you would never find emergency licenses being handed out to architects building bridges. Of course, there are many great teachers who were alternatively certified, but still the case is made for the fact that the state continues to make the teaching standards harder and the accountability greater limiting teacher supply. This causes many districts to become desperate to get a qualified teacher in the classroom. This is a problem in a small community like Rice where there is not a large pool of teachers to pull from. Once these alternatively certified teachers are in the classroom, there is little support for them. Superintendents are now acknowledging that a system that differentiates the status of the teacher with those with greater expertise and experience would be effective. This system would greater account for teachers who are alternatively certified or have little teaching experience. The long range goal would be to offer differentiated levels of teaching certification. A certification process like this would help a district like Rice be more intentional about who it is hiring and why. This would help the district be more intentional about hiring differentiated staff to better meet the needs of the students.
Differentiated staffing is a sound concept that was first seen in the 70’s as schools began moving their staff to a more team driven approach. Today the concept is taken even further in hiring and training staff with specialties to better address the ways children learn. This concept of differentiated staffing is also centered on addressing the problems of supply and demand when hiring good, qualified teachers. Although Rice ISD is small and has limited funds and resources, differentiated staffing would help the district better meet the needs of students such as addressing TAKS, special education, dyslexia, speech, reading recovery, credit recovery, and the many other things school staff are asked to be an expert on in today’s education system.

Source

Hunt, L.M. A Descriptive Study of Differentiated Staffing. Retrieved February 6, 2011 from http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/HumanResources/22.htm

Sunday, May 1, 2011

EDLD 5342 wk 3 pt 4 Assignment

The source of funds for a district with allocation of funds and expenditures is so complex that I am going to put up a chart and let you see part of the funding compared to the assignment schools. The source of funding for the maintenance and operations fund for our school district is just over 4million from the FSP and a little over 3 million from Tier I funds.  The Relationship between source of funds and the allocation of funds is different for every single school district.  There are so many variables to deal with. The best way I can describe educational funding is “every school is like a human finger print, everyone is unique.”Reflecting about how to do finance is overwhelming. Once you know where to get the tools and figure out the proper order to use the “numbers” in figuring out line items, I still find that there is no one way to find exact calculations.  It is frustrating and yet exciting.
District #1
District #2

% Economically Disadvantaged
93.3%
20.7%

Total Refined ADA Adjusted for Decline
$ 3,893.75
$ 4,032.94

Weighted ADA (WADA)
$ 5,555.82
$ 4,794.08

Revenue per WADA @ Compressed Rate
$ 5,044.00
$ 7,206.00

Total target revenue for the M&O
$ 28,023,556.08
$ 34,546,140.48

Number of teachers, librarians, nurses,
& counselors
281.00
307.00

2010 Local District Property Value
$ 145,968,635.00
$ 2,916,187,709.00

I&S Tax Collections
$ 94,871.00
$ 8,836,256.00

Chapter 46 (EDA) totals
$ 572,716.00
$ -

Compensatory Education Allotment
$ 3,835,006.00

$ 633,369.00

Group 4 District

% Economically Disadvantaged
64.2%


Total Refined ADA Adjusted for Decline
$ 738.626


Weighted ADA (WADA)
$ 1,760.163


Revenue per WADA @ Compressed Rate
$ 4,846.00


Total target revenue for the M&O
$ 8,532,657.50


Number of teachers, librarians, nurses,
& counselors
61


2010 Local District Property Value
$ 72,292,156.00
  

I&S Tax Collections
$ 283,897.00


Chapter 46 (EDA) totals
$ 178,252.00

Compensatory Education Allotment
$ 394,990.00



I multiplied WADA * Revenue per WADA @ Compressed Rate to get the Total Target Revenue..

EDLD 5342 wk 3 pt 4 reflection

.  There are so many variables to deal with. The best way I can describe educational funding is “every school is like a human finger print, everyone is unique.”Reflecting about how to do finance is overwhelming. Once you know where to get the tools and figure out the proper order to use the “numbers” in figuring out line items, I still find that there is no one way to find exact calculations.  It is frustrating and yet exciting.