Week 2 Assignment – Involving Stakeholders in the Development of the School District Budget
As noted in Week One, learning to develop goal driven budgeting is a key skill of district leaders. This week will focus on involving key stakeholders in the development of the school district budget. As a district leader we want you to know how to effectively plan and implement funding that will provide sustained and continued improvement for all of our children and schools! This week’s lecture and interview focuses on the need to have goal driven budgets. To better grasp this thrust, consider your message as you developed a campus improvement plan – you want to identify the outcomes, activities and resources needed to address each of the goals of the campus improvement plan. The same focus must be seen and applied to the district improvement plan, and the resources needed to carry out the district plan will include the financial resources necessary to achieve the district goals!
As you prepare to complete the assignments for this course and specifically this week, we have several activities (see Part 4 and Part 5 of this week’s assignment) requiring or strongly suggesting that you contact your Superintendent or School Business Manager to interview and secure information and insights of school funding issues. Interviewing the Superintendent should be your first selection for these two activities, but the School Business Manager may also help provide you information to respond to these activities.
Please note in the Getting Started Section, we have identified those activities so that you may wish to schedule one or two appointments to try to answer all of the assignments.
Let’s get started with our learning and performance outcomes for Week Two.
Learning Outcomes:
Understand the importance of a goal driven budget.
1) Understand the importance of following a budget process and calendar in the development of the district budget.
2) Understand the importance of the Texas Education Agency Summary of Finance Template in the development of the district budget.
3) Understand the importance of involving the central staff in the development of the district budget.
4) Understand the importance of involving the principals and listening to the input of Site Based Committees in the development of the district budget.
5) Understand the importance of involving the District Improvement Committee and listening to the input of teacher organizations in the development of the district budget.
6) Understand the importance of involving the Board of Trustees and listening to the input of key stakeholders in the development of the district budget.
Performance Outcomes:
1) Write a one page paper that states your definition of a goal driven budget, post to your blog and the professor’s cohort blog and comment on the submissions of at least two other students.
2) Using the Wiki process, develop your group’s “top five list” of events and dates in the development of a budget (you may want to seek input from your superintendent/site supervisor), post to your Wiki and the professor’s cohort blog and comment on at least one of the other cohort group submissions.
3) Interview your superintendent/site supervisor and ask the following questions:
a) What are the procedures, utility and content of the Texas Education Agency Summary of Finance Template and how important is it in the development of the district budget; prepare a summary of what you learned about the template and your reaction to the new information, post to your blog and the professor’s cohort blog and comment on the submissions of at least two other students.
b) What are the superintendent’s roles and responsibilities in the budgeting process; summarize the results of his/her comments and give your reaction, post to your blog and the professor’s cohort blog and comment on the submission of at least one other student.
c) What types of input could you receive for budget development from each of the following individuals or groups:
Ø Central Staff,
Ø Principals,
Ø Site Based Committees,
Ø District Improvement Committee,
Ø Teacher Organizations,
Ø Key Stakeholders,
Ø Board of Trustees,
d) summarize the responses to the question and prepare a statement of your reactions, post to your blog and the professor’s cohort blog and comment on the submissions of at least two other students.
Rubric
Use the following Rubric to guide your work on the Week 2 Assignment.
Tasks
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Accomplished
The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.
90 POINTS
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Proficient
The evidence suggests that performance on this work matches that of a strong educator.
62 POINTS
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Needs Improvement
The evidence does not yet make the case for the educator being proficient at this task.
42 POINTS
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Unacceptable
0 POINTS
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Defining a goal driven budget
15 Points Possible
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Student utilizes his or her district improvement plan and the Week 2 lecture/interview and writes a one page paper defining and describing the importance of a goal driven budget.
5 Points for definition of goal driven budget;
5 Points for description of goal driven budget as applied to the student’s district plan;
5 Points for reference to the lecture/interview and district improvement plan goals
(Max of 15 Points)
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Student completes two of the three elements of this activity and utilizes his or her district improvement plan and the Week 2 lecture/interview and writes a one page paper defining and describing the importance of a goal driven budget.
5 Points for definition of goal driven budget;
5 Points for description of goal driven budget as applied to the student’s district plan;
5 Points for reference to the lecture/interview and district improvement plan goals
(Max of 10 Points)
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Student completes one of the three elements of this activity and utilizes his or her district improvement plan and the Week 2 lecture/interview and writes a one page paper defining and describing the importance of a goal driven budget.
5 Points for definition of goal driven budget;
5 Points for description of goal driven budget as applied to the student’s district plan;
5 Points for reference to the lecture/interview and district improvement plan goals
(Max of 5 Points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Blog Postings
4 Points Possible
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Student posts to his or her blog one page paper, posts a comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 4 points)
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Student posts almost all of the activity, including at least 3 of the following:
one page paper to his or her blog, comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 3 Points)
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Student partially posts, including at least 2 of the following:
one page paper to his or her blog, comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 2 Points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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State Budget Development Insights and reflections
15 Points Possible
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Student works with Wiki group and identifies top five list of events and dates in the development of a district budget – also provide a brief description of why these are the group’s top five
2 Points for each item in the top five list
5 points describing why these are the group’s top five
(Max of 15 Points)
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Student works with Wiki group and completes almost all of the activities, including identifying top three list of events and dates in the development of a district budget – also provide a brief description of why these are the group’s top five
2 Points for each item in the top five list
5 points describing why these are the group’s top five
(Max of 11 Points)
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Student works with Wiki group and partially completes the activities, including identifying top two list of events and dates in the development of a district budget – also provide a brief description of why these are the group’s top five
2 Points for each item in the top five list
5 points describing why these are the group’s top five
(Max of 9 Points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Blog and Wiki Use
4 Points Possible
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Student demonstrates the ability to participate in a Wiki group, post to the Wiki group, post a comment on the professor’s section blog and one other cohort wiki groups.
4 Points Total – 1 Point for Wiki group work, 1 Point for Wiki post, 1 Point for Post to Professor’s Blog and 1 Point for posting to one other Wiki group.
(Max of 4 points)
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Student demonstrates some ability by completing 3 of the following:
participate in a Wiki group, post to the Wiki group, post a comment on the professor’s section blog and one other cohort wiki groups.
3 Points Total – 1 Point for Wiki group work, 1 Point for Wiki post, 1 Point for Post to Professor’s Blog and 1 Point for posting to one other Wiki group.
(Max of 3 points)
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Student demonstrates some ability by completing 2 of the following:
participate in a Wiki group, post to the Wiki group, post a comment on the professor’s section blog and one other cohort wiki groups.
2 Points Total – 1 Point for Wiki group work, 1 Point for Wiki post, 1 Point for Post to Professor’s Blog and 1 Point for posting to one other Wiki group.
(Max of 2 points)
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Student fails to make use of blog and wiki activities
(0 Points)
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Understanding TEA Budgeting Guidelines
10 Points Possible
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Student reviews TEA Budgeting Guidelines January 2010, and completes the following based on the review:
prepare a summary describing “what he or she learned from reviewing these guidelines and how the student might be able to utilize this new information in helping develop a district budget or contribute to developing a district budget.”
5 Points for describing what was learned from review;
5 Points for describing how this information may be utilized in helping to develop a district budget
(Max of 10 Points)
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Student reviews TEA Budgeting Guidelines January 2010, and completes part of the following based on the review:
prepare a summary describing “what he or she learned from reviewing these guidelines and how the student might be able to utilize this new information in helping develop a district budget or contribute to developing a district budget.”
5 Points for describing what was learned from review;
5 Points for describing how this information may be utilized in helping to develop a district budget
(Max of 7 Points)
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Student reviews TEA Budgeting Guidelines January 2010, and completes only one of the following based on the review:
prepare a summary describing “what he or she learned from reviewing these guidelines and how the student might be able to utilize this new information in helping develop a district budget or contribute to developing a district budget.”
5 Points for describing what was learned from review;
5 Points for describing how this information may be utilized in helping to develop a district budget
(Max of 5 Points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Blog Postings
4 Points Possible
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Student posts to his or her blog one page paper, posts a comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 4 points)
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Student posts almost all of the activity, including at least 3 of the following:
one page paper to his or her blog, comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 3 points)
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Student partially posts, including at least 2 of the following:
one page paper to his or her blog, comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 2 points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Superintendent’s Roles and Responsibilities in the Budgeting Process
10 Points Possible
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Student interviews the Superintendent or other key central office budget/finance leader and does the following:
writes a summary of what he or she learned about the Superintendent’s role in the budgeting process; and
writes a reflection describing his or her reaction to the Superintendent’s role and responsibilities in the budgeting process
5 Points for thorough summary of lessons about budgeting process learned from interview
5 Points for written reflection of the student’s reaction to the interview regarding the Superintendent’s role and responsibilities in the budgeting process
(Max of 10 Points)
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Student interviews the Superintendent or other key central office budget/finance leader but does not thoroughly describe lessons learned and provides a limited reaction and does the following:
writes a summary of what he or she learned about the Superintendent’s role in the budgeting process; and
writes a reflection describing his or her reaction to the Superintendent’s role and responsibilities in the budgeting process
7 Points Total
5 Points for summary of lessons about budgeting process learned from interview
5 Points for written reflection of the student’s reaction to the interview regarding the Superintendent’s role and responsibilities in the budgeting process
(Max of 7 Points)
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Student interviews the Superintendent or other key central office budget/finance leader and does only one of the following:
writes a summary of what he or she learned about the Superintendent’s role in the budgeting process; and
writes a reflection describing his or her reaction to the Superintendent’s role and responsibilities in the budgeting process
5 Points Total
5 Points for summary of lessons about budgeting process learned from interview
5 Points for written reflection of the student’s reaction to the interview regarding the Superintendent’s role and responsibilities in the budgeting process
(Max of 5 Points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Blog Postings
3 Points Possible
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Student posts a one page paper to his or her blog, posts a comment on the professor’s section blog and one other student blogs.
(3 Points Total – 1 Point for Summary Post, 1 Point for Professor’s blog and one point for comment on other student blog)
(Max of 3 points)
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Student posts almost all of the activity, including at least 2 of the following:
a page paper to his or her blog, a comment on the professor’s section blog and two other student blogs.
(2 Points Total – 1 Point for Summary Post, 1 Point for Professor’s blog and one point for comment on other student blog)
(Max of 2 points)
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Student partially posts, including at least 1 of the following:
a one page paper to his or her blog, a comment on the professor’s section blog and two other student blogs.
(1 Point Total – 1 Point for Summary Post, 1 Point for Professor’s blog and 1 point for comment on other student blog)
(Max of 1 point)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Additional Stakeholder Input in Budgeting Process
18 Points Possible
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Based on the interview with the Superintendent or other district leader regarding the budgeting process, the student writes a description of the types of input received for budget development from each of the following individuals or groups:
Central Office Administrators and Staff;
Principals;
Site Based Decision Making Committees;
District Improvement Committee;
Teacher Organizations;
Other Key Stakeholders like Community Members; and
Board of Trustees
14 Point Total for describing input from the seven stakeholder groups (2 Points for each group description)
Student prepares a brief statement reacting to the information gained about the input of the stakeholder groups.
4 Points for thorough reaction statement – includes references to at least 4 stakeholder groups
(Max of 18 points)
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Based on the interview with the Superintendent or other district leader regarding the budgeting process, the student writes a description of the types of input received for budget development from five of the following individuals or groups:
Central Office Administrators and Staff;
Principals;
Site Based Decision Making Committees;
District Improvement Committee;
Teacher Organizations;
Other Key Stakeholders like Community Members; and
Board of Trustees
10 Point Total for describing input from five stakeholder groups (2 Points for each group description)
Student prepares a brief statement reacting to the information gained about the input of the stakeholder groups.
3 Points for reaction statement – includes references to at least 3 stakeholder groups
(Max of 13 points)
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Based on the interview with the Superintendent or other district leader regarding the budgeting process, the student writes a description of the types of input received for budget development from three of the following individuals or groups:
Central Office Administrators and Staff;
Principals;
Site Based Decision Making Committees;
District Improvement Committee;
Teacher Organizations;
Other Key Stakeholders like Community Members; and
Board of Trustees
6 Point Total for describing input from the seven stakeholder groups (2 Points for each group description)
Student prepares a brief statement reacting to the information gained about the input of the stakeholder groups.
2 Points for reaction statement – includes references to at least 2 stakeholder groups
(Max of 8 points)
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Blog Postings
4 Points Possible
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Student posts descriptive stakeholder paper to his or her blog, posts a comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Posting stakeholder description to student’s own blog, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 4 points)
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Student posts almost all of the activity, including at least 3 of the following:
descriptive stakeholder paper to his or her blog, a comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 3 points)
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Student partially posts, including at least 2 of the following:
descriptive stakeholder paper to his or her blog, a comment on the professor’s section blog and two other student blogs.
(4 Points Total – 1 Point for Paper Post, 1 Point for Professor’s blog and two points for comments on other students’ blogs)
(Max of 2 points)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Assignment Mechanics
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Responses are relevant to course content; no errors in grammar, spelling, or punctuation.
(Max of 3 Points)
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Responses are relevant to course content; few errors in grammar, spelling, or punctuation.
(Max of 2 Points)
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Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation.
(Max of 1 Point)
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None of the criteria was met or assignment was not submitted
(0 Points)
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Week Two Assignment, Part 1 – Defining and describing a goal driven budget, and blog postings and follow-up comments to other student blogs
Directions: Throughout this program, you have been asked to utilize your blogs and your faculty section blog to post your reflections and share your insights and progress. In this activity, you will be asked to post the one page paper (see below) to your blog, your faculty section blog and comment on at least two other student’s blogs.
Using the lecture/interview from the Week Two video, please write a one page paper that states your definition and description of a goal driven budget. Be sure that the one page paper includes:
- Definition of a goal driven budget
- Description of a goal driven budget utilizing the your district improvement plan goals and describing the financial resources focused on achieving the goals
- Provides references to the lecture/interview and the your district improvement plan goals
Workspace
Write your reflection on Part 1 of your assignment in the box below. The box will expand as you type.
As we learned in the lecture this week goal driven budgeting is critical in the success of a school district. In order to apply this concept we must review it further. Let’s define each of the terms in the concept:
- Goal—items that want to be accomplished or achieved
- Driven—being guided by
- Budget—planned monetary expenditures
If we put each part together we come up with an overall definition of goal driven budgeting as planned monetary expenditures that are guided by board/district goals in order to accomplish or achieve a desired outcome. In this weeks lecture, Dr. Nicks summarized goal driven budgeting when he stated “that the deistrict and campus goals should reflect the board goals and the budgeting process should reflect the a commitment to expending funds to achieve those goals.”
At Hamshire-Fannett the district improvement plan drives the district and board goals. This year those goals were centered around improving or maintaining student scores on high stakes testing. Therefore the budget reflected a significant amount of money designated for salaries and benefits for highly qualified educators, professional development funds, curriculum improvement efforts, and educational supplies. It was very obvious upon review of the budget that the effort was definitely student centered.
In the words of Dr. Nicks from this weeks lecture that the campus plan and goals should be a “version of the vision”. This is the impetus for all budget planning—alignment between board, district, and campus goals. Ultimately when a person outside the district looks at the budget they should be able to ascertain what the overall goals of the district are because the budget should be a reflections of the board, district and campus goals.
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Week Two Assignment, Part 2 – State Budget Development Insights and reflections
Directions: In this activity, you will be asked to post to your blog, your faculty section blog and to your group Wiki and comment on at least one other group’s wiki posting. Your faculty and Instructional Associate will assign you to a Wiki group for this activity.
Working with your wiki group members, develop your group’s “top five list of events and dates in the development of a district budget.” Briefly describe how your Wiki group reached consensus on these top five – in other words, why are these your top five? In developing your “top five list,” we strongly urge you to review the TASBO Budget Development Power Point located in the Resource Section, or found at the following link:
You may also wish to bookmark or review the general TEA Finance web site found at:
Use your Wiki group and reach consensus to identify your group’s top five list of events and important dates in the development of a district budget, and do the following:
- post your top five list of events and dates to your Wiki group including why your group selected these as your top five,
- post a reflection on the faculty section blog, and
- comment on at least one other cohort Wiki group submissions.
Workspace
Write your reflection on Part 2 of your assignment in the box below. The box will expand as you type.
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Marie's Top Five and Reasons are in blue Jody's Top Five are in purple Brenda's Top Five are in pink Lorissa's Top five are in black
1 -- September -- conduct campus analysis and review staffing allocations (I believe this has got to be the starting point for all budgeting)
1) November - Create Budget Development Plan
Budget priorities/initiatives identified by Executive Team Collect and Analyze student projections
Student schedules and campus budgets for personnel must be driven by student requests and campus programs.
1.School starts on the 4th Monday in August but the date for the new budget to be released is the 1st of September if it is not on a weekend, this causes an issue when the new year start but the new funds are not available yet. {Two critical dates for budget preparation/adoption have been mandated by TEA. These dates (as noted in the previous section, Legal Requirements for Budgets) are: (1) August 20th -the district budget must be prepared by this date (June 19th for districts that have a July 1st fiscal year start date), and (2) August 31 -the district budget must be adopted by the school board by this date(June 30th for districts that have a July1st fiscal year start date)}
1.November - Create Budget Development Plan
2--November -- Create Budget Development Plan
2) February 14-25 –
· Distribute budget preparation documents to campuses and central offices
· Conduct budget workshops for central budget managers
· Conduct budget workshops for campus administrators by Learning Community
These documents generated by gathering this information are necessary to evaluate goals, set responsibilities and to set up the framework for the budget driven by goals and objectives
2.Late May 25 General Operating Budgets Due - submitted for approval in TEAMS; Campus Improvement Plans including prelimiary allocations of Title and Comp Ed funds Due - completed in FTF; All Federal Fund Budgets Due - completed in FTF (i.e. Special Ed, Child Nutrition, etc.)
.2. Between February14-25 - Distribute budget preparation documents to campuses and central offices and conduct budget workshops for both campus administrators and central office administrators
3. May -- Board of Trustee Busness Briefing
3) March 21 - April 1 - Review and analyze budget input (Budget Services/ Executive Team, and Executive Directors)
Evaluation of input from campuses and central office departments need to be analyzed to align programs, performance goals and funds needed to drive them.
3.August Regular Board Meeting - Final Budget Approval
3. May 12 - Board of Trustees Business Briefing Preliminary Budget Review and Revenue Projections
4. June -- Board of Trustees Meeting to Adopt the new budget
4) May 12 - Board of Trustees Business Briefing
· Preliminary 2011 - 2012 Budget Review
· Review Revenue Projections
Along with the preliminary estimate of taxable values received from Central Appraisal District, the Board of Trustees sees the preliminary budget and reviews how it aligns with revenue projections. This gives the superintendent the opportunity to gain support and understanding of the new budget by clarifying any questions and presenting information that correlates with district goals.
4.February/March- Needs Analysis/Campus Improvement Plan Development/Capital Needs
4. June 23- Board of Trustees Meeting Tax Rate Public Hearing and Adopt New Budget
5. August -- Board of Trustees Meeting to Adopt Tax Rate (this is where the new budget is funded)
5) June 23 - Board of Trustees Meeting
· Tax Rate Public Hearing
· Adopt 2010-2011 Budget
The community has the opportunity to weigh in on the tax rate and see how it corresponds to the new budget.
5.HB 1 passed in 2006 by the 79th Legislature. Expanded Tier II to provide three different levels of guaranteed funding on the pennies of tax effort exceeding a district’s LFA
5. August 25 - Board of Trustees Meeting Adopt Tax Rate
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Week Two Assignment, Part 3 – Understanding TEA Budgeting Guidelines
Directions: In this activity, you will be asked to post to your blog and your faculty section blog and comment on at least two other student blogs’ summaries of this activity.
Using the reading in the Resource Section, TEA Budgeting Guidelines January 2010, prepare a summary describing “what you learned from reviewing these guidelines and how you might be able to utilize this new information in helping you develop a district budget or contribute to developing a district budget.” After you prepare your summary do the following:
- post your summary to your blog,
- post a reflection on your summary on the faculty section blog, and
- comment on at least two other student’s summaries on their blogs.
Workspace
Write your reflection on Part 3 of your assignment in the box below. The box will expand as you type.
This weeks assignment was to review the TEA budgeting guidelines and reflect on our new found knowledge and how we may be able to utilize this new information. First and foremost I must say I was not expecting the detail that was given (143 pages) but after reading was greatful for the insight that was placed in writing this material. I would not be able to go through the budgeting process without it.
In reviewing the TEA budgeting guidelines I was able to further my knowledge of the budgeting process for school districts in the state of Texas. It was very interesting to read about the pros and cons of the different types of budget formats. I think when you have been in a district for any amount of time you tend to forget that there are other ways of doing things. Also exhibit 4 on page 32 and 33 can prove to be very useful in orchestrating the budget process for the district. Exhibit 4 gives a sample budget calendar. As a future superintendent I find this to be very useful to guide the process. As administrators (not the superintendent) we are often just given the applicable deadlines for our area and it is nice to be able to envision the big picture. I a later part of the reading there was a comparison of small and midsize districts. Again, when you have been a part of one district for any period of time you lose sight of those differences and it is good to stay abreast of those issues that are unique to the size of your district. We are not guaranteed to be the superintendent at our current district, in fact most of us will not. We are also not guaranteed to become superintendents in similar districts, therefore we must stay fresh in our knowledge of the different issues related to budgeting.
I will be honest this reading was a little overwhelming but very interesting and beneficial as we continue to grow professionally.
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Week Two Assignment, Part 4 – Superintendent’s Roles and Responsibilities in the Budgeting Process – Interviewing your Superintendent for Part 4 and 5
In preparation for Part 4, please review “Collaboration Tips for a Successful Budget,” pp. 134 – 140, found in Learning from the Best: Lessons from Award-Winning Superintendents by Sandra Harris. This is the text you used in EDLD 5371, Superintendent course. You will also want to draw upon your TEA budget readings, the TASBO Power Point, and the lecture/interviews to prepare to interview your Superintendent about the budgeting process.
Directions: In this activity, you will be asked to visit with your Superintendent to ask him or her about the responsibilities of the Superintendent in the budgeting process – please note, you may consider interviewing the Superintendent about Part 5 during this visit. Based on the interview, do the following:
- write a summary of what you learned about the Superintendent’s role in the budgeting process
- write a reflection describing your reaction to the Superintendent’s role and responsibilities in the budgeting process
Please take your summary and reaction and:
- post the summary and reaction on your blog,
- post a reflection on the faculty section blog, and
- comment on at least two other student’s summaries and reactions.
Workspace
Write your one page review of Part 4 of your assignment in the box below. The box will expand as you type.
I was able to sit down with Pamela Morris the superintendent of Hamshire-Fannett ISD to discuss her role in the budgeting process for the district. Mrs. Morris indicated that the superintendent is the information source and the communicator of needs between the Board of Trustees and the campus/district administration. She paralleled this role with that of an orchestra conductor—you are leading the musicians as they provide their individual parts to the piece while at the same time ensuring that the audience is enjoying what they are hearing and getting what they paid for. If the audience does not like it you as the conductor are the one who takes the blame but if they loved it you are also the one applauded. She further stated that the superintendent is actively involved in the budgeting process and must be knowledgable to ensure the budget is carried out appropriately in the coming year and to ensure funds are spent to achieve the goals of the district.
I like the analogy she used and never really thought about the role of the superintendent as such. It makes since though, the superintendent is the only employee of the Board of Trustees and if they do not feel the budget is a reflection of the district goals it stands to reason that you would be the one held responsible.
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Week Two Assignment, Part 5 – Additional Stakeholder Input in the Budgeting Process
Again, using your readings and lectures, interview your Superintendent (if available) or as a back-up the School Business Manager, and ask him or her the following:
What types of input could you receive for budget development from each of the following individuals or groups:
Ø Central Office Administrators and Staff,
Ø Principals,
Ø Site Based Decision Making Committees,
Ø District Improvement Committee,
Ø Teacher Organizations,
Ø Key Stakeholders,
Ø Board of Trustees
Please summarize the responses to the question and prepare a statement of your reactions (this may be a one page paper).
School districts have many stakeholders that must be addressed and considered in all areas of activities within the schools. When it comes to budgeting it is extremely important to take into account the contributions of all stakeholder groups. Below are listed the primary stakeholder groups and the types of input received for budget development from each:
Central office administrators and staff
Salary and benefits analysis
Maintenance and operations funding input
District contract information and funding requirements
District-wide technology needs
Planned capital outlays
Principals
Campus budgetary needs
Departmental breakdowns
Curriculum expenditures
Professional development activities
Site Based Decision Making Committees
Resource requirements for the attainment of campus goals
District Improvement Committee
Resource requirements for the attainment of district goals
Teacher organizations
Teacher needs and proposals for salary and benefits increases
Community Members
Tax rate input
In kind donation commitments
Parent expectations
Board of Trustees
Overall district goals (this drives the entire budgeting process)
Please take your summary and reaction and:
- post the summary and reaction on your blog,
- post a reflection on the faculty section blog, and
- comment on at least two other student’s summaries and reactions.
