Week Five Assignment, Part 4 Blog Comments following SISE Conference

Week Five Assignment, Part 4 Blog Comments following SISE Conference 

I sent an email to my site supervisor's secretary and was able to set up my meeting with my site supervisor, Dr Curtis Culwell, at the time he specified which was 9:00 AM on Tuesday, September 18 for the review of my nine month internship under his direction and to review and get his signature on the Supervisor's SISE (Superintendent/Supervisor Internship Summative Evaluation). From this conference and the others I had with Dr Culwell I have learned many things beyond what I can express in writing and more things that go beyond the superintendent domains and competencies over the thirteen years of working under him. Dr Culwell is a wise man and long time educator who started his teaching career in Garland I.S.D. as an English teacher in 1976 and superintendent in Garland Independent School District for 13 years after moving up the ranks in two other districts to superintendent in Lubbock before coming back to Garland (http://www.dallasnews.com/news/community-news/garland/headlines/20120815-culwells-retirement-intensifies-garland-isds-transition.ece)(Retrieved from the internet, September 29, 2012 http://www.garlandisd.net/about/leadership.asp). As we reflected back over the last nine months there were so many opportunities to learn from him directly watching him conduct staffing, board meetings, building dedications, community meetings and day to day operations. He asked all of his assistant superintendents and directors in his staffing to make time to be available to me for help and they were all so gracious to conduct interviews, send documents and power point presentations for me to look at and ask questions. I was able to watch elections of two new board members and the president of the board resign and move away. Garland has worked on new and renovation construction at six sites this summer using the last of the money from the last bond election, such a great experience to be a part of the process. I will look forward to seeing what the Lord has in store for Dr Culwell as he retires in December 2012 and starts the next phase of his productive life and educational experience. Dr. Culwell's secretary faxed the SISE over to Dr Arterbury's office before I left the Garland administration building. A big thank you to Jan Minx and Susan Abbett for helping me get needed items and set up meetings throughout this internship.

Three Year Professional Development Plan 2012-2015

Reflection on the superintendent 3 year professional development plan is a great tool to direct my learning process. I have been using a three year plan since 2009 and it is exciting to see where I have been and where I plan to go by updating it every 3 to 6 months and referring to it often. I like the plan and use it for direction in my goal setting process.  My plan is out in my TK20 files to be updated on a regular bases.

Reflection on the Value of the Skills of Reflection

Reflection is an important skill in leadership that allows reconsidering actions after the fact and develops expertise, (Martin and Wright, 2005, p104). A leader needs to have a knowledge base and use prior experiences to take action and adjust using reflection to make changes on the go. According to our text, School Leader Internship, on page 104 and 105 the authors give six things expert leaders learn to do better than novices, (I.E., recognize the perspectives of others, accommodate how others learn, understand how hierarchy filters information, anticipate problems, prioritize relevant detail, be comfortable with ambiguity), (Martin and Wright, 2005, p104 & 105). Reflection can be done by thinking through problems more deeply, charting an action plan, or journaling before action and after action takes place in reevaluation. 

I plan to use reflective practice to improve my leadership skills by including time for reflection during weekly staffing and during conversations with staff and mentors when appropriate. I plan to continue to use my blog, Brenda’s Best Blips, as I defined blips as “journal entries that are ‘a spot of light’ (blip) on education reform causing a brief upturn (blip) in transforming traditional education by small amounts (blips)”.  I plan to journal on my blog and on paper when not connected to the internet. I plan to like it is stated in our text, School Leader Internship on page 106, “King and Kitchener (1994) make reflective thinking actively constructed within each specific context I am a part of and ground my conclusions in relevant data and continue to reevaluate all situations. Specific ways I plan to apply the skills of reflection are as follows: journal, blog, tweet, attend TASA conferences, network with peers and mentors, reevaluate decisions, research, read, attend professional development opportunities. I will continue to develop the art of reflection in practice and the art of reflection on practice. I will reflect on decisions, actions, changes, adjustments, and mistakes (Martin and Wright, 2005, p106).

Reflection of a Job Entry Plan

As I have completed a draft job entry plan for a central administration job I see the value in developing such a plan to have a direction mapped out to make sure all goals, objectives, activities and resources are in place to focus your time to promote the success of all students and staff placed under you. As I have watched four coordinators in five years take the reins over my program and others, two of the four have floundered and I believe it is because they did not have a plan and weren't prepared for the task at hand. In the planning for moving into a new job I believe you must learn all you can about the job itself, the programs involved and find a mentor that can give you insight and pointers for the position.

Reflection - Part B of the Comprehensive Final Report

Reflection - Part B of the Comprehensive Final Report: Summarizing Leadership Experiences in each of the 10 SBEC Superintendent Competencies

As I reflected over the last nine months of the District Internship Plan and each individual activity I reviewed each of the three domains and 10 competencies I was surprised by the learning and growth I have experienced. I have been given a great opportunity to work on this internship under a superintendent who has lead this district for fourteen years when most superintendent reigns in the same district are less than 5 years. In looking back the activities I selected have been invaluable in gaining knowledge and skills of the behind the scenes of the workings of a local education agency and the people skills it takes to keep all the balls in the air at one time. I am gratefully for the help and mentoring I have been given.

EDLD 5399 Week One Assignment, Part 2 Section A: Career Position and Leadership Goals Statement—Avance 9-3-2012 SU3003 Cohort 5

EDLD 5399 Week One Assignment, Part 2

Section A: Career Position and Leadership Goals Statement—Avance 9-3-2012 SU3003 Cohort 5

 

Position Goal:

Back in January 2012, when I started this preparation program for superintendent certification through Lamar University Academic Partnerships I did not really desire a superintendent position but more knowledge of the federal, state and local education agency laws and policies and decided this was the best way to gain that knowledge and get hours above a masters that would transfer to a doctorate if I choose that route. I have looked for opportunities to pursue life-long learning in all areas of my personal life and professional career. I do believe it is important to move through different positions of leadership (I.E., lead teacher, train the trainer, site council member, supervisor, coordinator, board member, assistant superintendent, and superintendent) to gain insight into the inner workings of a local education agency.

Leadership Goal:

As a leader I hope to help as many people as possible become life-long learners and accomplish their goals in education and life to become productive citizens in our communities. I plan to work in education for the rest of my life whether it is as a paid employee or after retirement as a consultant and/or volunteer. Learning and teaching are two of my personal needs that underlie my motivation to lead. I also love to work and to serve others. The accomplishment of reflective writing, research readings, and internship activities has helped me prepare to lead school improvement by providing me opportunities to see leadership up close and personal in action and get clearer ideas of how I want to lead and progress as a team player in education as a whole. I will not sacrifice my moral or ethic beliefs for any position. I believe that all children and adults can learn and need to be helped and directed to their own potential. As stated in the book Eye on Education, I believe like Martin that “it is imperative that future school leaders utilize research, practice, and reflection, and they must form habits of effective group processes to solicit support, develop new leaders, and reach organizational goals”, (Martin, G (2005) School Leader Internship. Larchmont, NY: Eye on Education p. 88).  The key to using the most effective style if leadership is knowing the situation and people and striving to meet the needs of both agency (Martin, G (2005) School Leader Internship. Larchmont, NY: Eye on Education p. 89) while staying within the laws and policies of federal, state and local education.

EDLD 5399 W1 Post SBEC Self-Assessment Reflection

Post SBEC Reflection Avance 

Posted by Brenda Avance at Saturday, August 25, 2012 3:54:21 PM CDT

EDLD 5399 Week One Post SBEC Reflection Avance 8-25-2012 SU3003 Cohort 5

As I completed the Post SBEC Superintendent Competencies Self Assessment, reviewed my responses today and compare the post responses with my answers in the first course, EDLD 5396 I have gained great respect for good long tenure superintendents, like mine in my present district, that have all of the knowledge and skills defined in these competencies and indicators. I was excited to see how many areas I already had knowledge and skills in and how many need work but I truly believe that sitting in the hot seat would tell the real tale. Research states that superintendents’ average tenure is 3.6 years (Retrieved from internet, August 25, 2012,http://www.districtadministration.com/article/superintendent-staying-power). In January in Domain 1, Leadership of the Educational Community, I felt I was pretty strong with 12 areas that I could lead in and 16 areas that I felt competent with the knowledge base and skills but not comfortable to lead in the sixteen. In those sixteen categories I raised thirteen of those to strengths through this program teaching and learning process. I had seven categories in Domain that I needed the most work in  and they were as follows; (1) using formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making; (2) facilitating the development, use, and allocation of all available resources, including human resources, to support implementation of the district's vision and goals; (3)articulate the district's vision and priorities to the community and to the media; (4) influencing the media by using proactive communication strategies that serve to enhance and promote the district's vision; (5) communicating effectively about positions on educational issues using effective writing, speaking, and active listening skills to ensure educational success for all students; and (6) analyze and respond to political, social, economic, and cultural factors affecting students and education; (7) access and work with local, state, and national political systems and organizations to elicit input on critical educational issues. (State Board of EducatorCertification, Certificate and Renewal Information, retrieved 12 30, 2008, from internetwww.sbec.state.tx.us:http://www.sbec.state.tx.us/SBECOnline/certinfo/certren.asp?width=1280&height=800) Of these seven categories I was able to raise my knowledge level to competent in five of the areas and in two of them, numbers three and four, they became strengths.

In Domain II, Instructional Leadership, out of the 30 knowledge and skills that a superintendent is expected to be accomplished in I have gained strength in twenty one of the areas from four in the first class. Out of the original 2 skills and knowledge areas, Competency 5 and 6, that I needed the most work on are the areas I still feel weakest in due to my lack of work in the general curriculum area with more emphasis in the special education area. The indicators I feel I need the most work in are two out of Competency 5 and they are as follows: 1. evaluating district curricula and provide direction for improving curricula based on sound, research-based practices and 2. ensuring that staff members have a working knowledge of the accountability system and are monitoring its components to increase student performance. In Competency 6 Area the indicator the superintendent knows how to establish a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results for improvement of student learning. I consider my self strong in Competency 6 and 7 except for the one indicator mentioned above.

In Domain III, Administrative Leadership, there were twenty-four statements that a superintendent should know how to accomplish. Out of the twenty-four, I considered five of them strengths for me back in the first course but have through the studies gained confidence and strength in six more. Domain III was my biggest growth area of knowledge and still the area of greatest concern because of the enormity of the responsibility of these areas of skills and knowledge. One of my biggest strengths is “managing one's own time and the time of others to enhance district operations” in Competency 8 Area while at the same time the indicator budget planning and management, revenue forecasting and enrollment forecasting for needs seems heavy. (State Board of Educator Certification, Certificate and RenewalInformation, retrieved 12 30, 2008, from internetwww.sbec.state.tx.us:http://www.sbec.state.tx.us/SBECOnline/certinfo/certren.asp?width=1280&height=800). Two of my strengths are in the Competency 9 Area and they are applying strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns and developing and implementing procedures for emergency planning and for responding to crises. The other two strengths are in Competency 10 Area which are implementing appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determining accountability for goal attainment and using strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitating team building, and developing consensus. All of these strengths along with my desire to learn and lead will continue to benefit my districts and me as a leader in my future roles.

EDLD 5342 W5 Assignment Part 3 Reflection 5/11/2012 Avance

EDLD 5342 W5 Assignment Part 3 Reflection 5/11/2012 Avance
In my responses to the self-assessment reflection of the Domain III—Administrative Leadership Competencies 8-10, I have gained knowledge in each of the eleven categories. I have focused on the  areas that I put an “I” on back at the beginning of this class in week one and have improved my knowledge and skill in all those areas to at least competent in five of the areas and in two of the areas I feel I have gained strength in them. I now have six areas I consider strengths when at the beginning of this course I only considered my ability to manage my own time and the time of others to enhance district operations as strength where I could lead. This course was a scary one to start out in but as our cohort worked through it together in our wiki groups I was able to see the need for a competent, ethical team of district employees that compliment each other with their knowledge and expertise to make the district school finance run smoothly and able to balance even a difficult budget.
As Dr. Arterbury said in the Week 5 Lecture that he believes reflection is a key to personal professional improvement and success, I also believe reflection is important and helps me to define my knowledge base and helps me expand that base into areas of need and action. 

EDLD 5342 W5 Assignment Part 1 Reflection

EDLD 5342 W5 Assignment Part 1 Reflection 5/11/2012 Avance
Using the lecture/interview from Week Five discussing the importance of school leaders modeling highest ethical behavior, and the Texas Administrative Code of Ethics, Section 1 and 2, I have completed Part 1 assignment and I see a disturbing trend of unethical behavior of leadership in our state and country. The examples I gave are too close to home and we as the upcoming educational leadership future need to band together and chose to do what is right all the time and lead our years of education into a more ethical and higher standard of behavior for the good of all students. We need to lead by example. 

EDLD 5342 Week 4 Part 5

Week Four Assignment, Part 5 – Interview with Superintendent and/or Business Manager on Financial Audits
After talking and emailing with the Assistant Superintendent over the Department of Business Operations of my district and reviewing the last two Comprehensive Annual Financial Reports for 2010-2011 and 2009-2010 (Retrieved from the internet, May 1, 2012 http://www.garlandisd.net/departments/business_operations/financialreport.asp ), I have a clearer understanding of the audit process for school finance from the 13^th largest district in Texas. The external auditor is selected by request of proposals and the boards of trustees evaluate the proposals and pick the finalist by a criterion that is established by law. The auditor is a firm of licensed certified public accountants that uses generally accepted accounting principles (GAAP) and generally accepted auditing standards. In my district we have an internal auditor (differentiated staff member) that receives the external auditors request for procedures to follow and documents to be examined. The internal auditor is the “appropriate district personnel are available to the team to answer questions or clarify district procedures” (Dr. Stephens, EDLD 5342 Week 4 Lecture p30). The external auditor issues a report that is given to the school district in writing and the internal auditor presents it to the Board and public at a Board Meeting and then it is posted on the website (www.garlandisd.net) for all to see and a copy of the report is submitted to the Texas education Agency. 

EDLD 5342 Week 4 Part 4

EDLD 5342 Week 4 Part 4--Understanding Personnel Salaries in District Budget
I attended the board meeting on April 10, 2012 where Dr Baragas presented a power point presentation titled, General Fund Budget Transition, in which he stated the preliminary budget  total revenue for 2012-2013 as $371,282,383. He stated that the district’s total personnel salaries will comprise 86 percent to 89 percent of the budget with staffing levels essentially flat. This 86 percent to 89 percent of the budget is right in line with the state average which is 80 percent to 90 percent (Smith, M. (2010, December 8). The Texas Tribune. In Light of Budget Gap, Public Education Faces Cuts. Retrieved May 1, 2012 from http://www.texastribune.org/texas-education/public-education/in-light-of-budget-gap-public-education-faces-cuts/ . Dr Barajas stated that our district is considering a 2 percent raise (on base salary) which will cost the district approximately $5.7 million from the General Fund. Baragas, R. (2012, April 10). A 5 percent salary increase for all personnel is not feasible at this time and would be a negative impact to the district in light of the state budget cuts to districts at this time. 

EDLD 5342 Week 4 Part 3

EDLD 5342 W4 Part 3

Comment: My district has been using differentiated staffing for years. Some examples of differentiated staffing is our internal auditor, special education facilitators on all campuses that conduct the IEP meetings as an administrator instead of principals and assistants, special education helping teachers and the new position being created for next year, Response To Intervention (RTI) Director.

Differentiated staffing was defined in Week 4 Lecture as a concept that proposes specialized use of personnel. Even though teachers and administrators tend to not be that specialized differentiated staffing could bring about greater efficiency by analyzing and redefining essential teaching tasks and many teaching functions that would create a way to distribute new educational roles for teaching the students that could bring about a significant operational cost savings for the district. Barriers to differentiated staffing are commitment to status quo, loss of teaching jobs, and opposition to organizational change (Week 4 Lecture p2 Stephens).

Reflection/Comment EDLD 5342 Week 4 Part 1 Assignment

EDLD 5342 Week 4 Part 2 Reflection/Comment Using the lecture/interview from Week Four, the Glossary in the Resource Section, and information from Week Four Snapshot District 1 Example and Week Four Snapshot District 2 Example we will as a group (Wiki Group 5) have seen the contrast between a small district, Week Four Snapshot District 1 Example and a large district, Week Four Snapshot District 2 Example. The two districts look very similar until you dissect the information and consider “economy of scale” and how it relates to school finance. Economy of scale as stated by Dr Lu in the Week Four Lecture/Interview is a concept that indicates that increasing the size of an organization can result in a lower per unit production cost. This is shown when looking at the data for the two district’s snapshots the total revenue per pupil is close with District one having 10,529/pupil and the larger District two actually having less with 10,316/pupil. District 2 is larger with 45 campuses, 32,326 total students and 2,299 total teachers while District 1 has three campuses, 830 total students, and 70 teachers (EDLD 5342 Resources: Week Four Snapshot District 1 Example and Week Four Snapshot District 2 Example). In District 2 the overall infrastructure cost per pupil is less.
Comment: I enjoyed this comparison because coming from the 13th largest district but not one of the wealthiest districts but a frugal district this has broadens my perspective of the issues that each type of district has with school finance.

Reflection for EDLD 5342 Week 4 Part 1 As stated in the Week 4 Lecture by Dr Lu, "the FIRST (Financial Integrity Rating System of Texas) is for the accountability of the school district's business and financial operations. It is designed to encourage Texas Public Schools to manage their financial resources better in order to provide the maximum money possible for instructional purposes. It monitors the processes and procedures used at all levels of money management in a school district" (Dr Lu Stephens, 2012). Provisions for FIRST(Texas Administrative Code (TAC), Title 19, § 109.1001) started in 2002 and is one of two accountability systems that was started by the Texas Education Agency for the purpose of holding school districts accountable for financial resources. This is a very important part of the superintendent’s job to monitor, analysis, and implement improvements to this rating system and the district’s financial processes and procedures to improve education and efficiency for all students and staff.

Week 3 Assignment and Collaboration of Wiki Group 5

http://brendaavance.wikispaces.com/Week3+EDLD+5342+Cohort+5+Wiki+Group+5+Collaboration

Check the above site out on School Finance as it was looked at through the eyes of two very different district's Summary of Finances and Snapshot.

http://brendaavance.wikispaces.com/Week3+EDLD+5342+Cohort+5+Wiki+Group+5+Collaboration

http://brendaavance.wikispaces.com/Week3+EDLD+5342+Cohort+5+Wiki+Group+5+Collaboration

Check the above out...great information regarding school finance as we see it through this assignment for EDLD 5342 Week 3

School District Stakeholders Input in Budget Process: How Important?

EDLD 5342 Week Two Assignment, Part 5 – Additional Stakeholder Input in the Budgeting Process

Summary and Reaction

I asked the question, “What types of input do you receive for budget development from each of the following individuals or groups?”, and received the following answers for each bulleted category that are in blue font from the assistant superintendent of business operations:

Ø       Central Staff --department budgets

Ø       Principals--Campus budgets

Ø       Site Based Committees--None directly

Ø       District Improvement Committee-- None directly

Ø       Teacher Organizations --None directly

Ø       Key Stakeholders  None

Ø       Board of Trustees --Whatever is communicated to the Superintendent is passed on to staff to develop the budget

These with a specific response other than “None directly” are the individuals and groups that touch the assistant superintendent of business operations directly and those with the response of “None directly” are the responsibility of the assistant superintendent over educational operations in our district and she gets those responses and shares accordingly.

In the EDLD 5342 School Finance Performance Outcomes on page 2 of the Week 2 Assignment, the question is asked, what types of input could you receive for budget development from each of the following individuals or groups?, with the individuals and groups being the same as mentioned above. Input from central staff will come in many forms, review of non-allocated requests, review of personnel staffing needs, forecasts ad analyses to name a few. Principals will give input from the resource planning group (RPG) and Campus Improvement Committees (CIC), enrollment projections and staffing needs. Site Based Committees will give input to the principal on parent concerns, student concerns, and committee review of preliminary budget and non-allocated funding. In our district the District Improvement Committee meets at least 4 times a year and has access to input information by surveys and emails to the assistant superintendent of educational operations and she shares it appropriately. I am unaware at this time how the input from Teacher Organizations is processed, but I will be on the look out for information regarding this group. Key Stakeholders give information to all superintendents and central administrators throughout the year and many sit on Resource Planning Groups, Campus Improvement Committees, District Improvement Committees and other district advisory committees. The Board of Trustees gives input many ways to the superintendent through personal conversations, emails, work sessions, executive sessions, board meetings and dinners. All stakeholders input is valuable to be heard and considered. 

Superintendent Is Most Important in District Budgeting!

EDLD 5342 Week Two Assignment, Part 4 – Superintendent’s Roles and Responsibilities in the Budgeting Process 4-20-2012

Summary

In preparing for this assignment I chose to send my superintendent and his assistant superintendent over the business operations of our district nine questions regarding the budgeting process and the superintendent’s role. I looked at the performance outcomes on page 2 of the Lamar University EDLD 5342 Week 2 Assignment – Involving Stakeholders in the Development of the School District Budget to create my questions. I also attended the board meeting where the assistant superintendent presented a power point presentation titled “General Fund Budget Transition” that detailed the preliminary budget for 2012-2013 and spoke with him regarding this matter after the meeting. In my district they use the Texas Education Agency Summary of Finance (SOF) to determine the expected cash flows from TEA. The budgets are built using the District’s assumptions, not the assumptions on the SOF. As stated in the TEA Resource Guide January 2010 p 27-28, our district assistant superintendent of business operations complies all school budgets into the district budget and communicates any revisions to appropriate administrators and bodies and leads the budget review teams. He collaborates with the superintendent of schools while the superintendent of schools is responsible for the development and communicating the budget process guidelines and calendar to the board of trustees. The superintendent of schools communicates the status of the budget with board of trustees and all stakeholders, listens to the public during the budgeting process, oversees the work of the assistant superintendent, conducts final review of all budget items including proposed district budget. “Beyond transparency and full disclosure in all expenditure transactions, the wise superintendent hires only the most competent business staff and personally ensures the integrity of financial affairs”, (Harris, S. (2009).Valenti p1699).

Reflection

In visiting with the superintendent of schools and assistant superintendent of business operations who are the top two administrators that deal with the district budget and funds to support teaching and learning, I am reminded of the grave responsibility to all the community stakeholders to use every dollar of the local, state, and federal funds to benefit the future of our world, our students. As stated in the textbook (Harris, S. (2009). Learning form the best: Lessons from award-winning superintendents. Thousand Oaks, California: Corwin Press.), “the superintendent’s role is to provide professional guidance and educational leadership to promote student success”. 

Understanding TEA Budgeting Gulidelines

EDLD 5342 Week Two Assignment, Part 3 – Understanding TEA Budgeting Guidelines

Summary

In reviewing the  Budgeting Update 14 A Module of the Texas Education Agency Financial Accounting System Resource Guide published by TEA in January 2012, the one hundred forty nine pages of useful and important information is organized with three pages of contents, a page listing Exhibits and pages and pages of budgeting objectives, approaches, legal requirements, annual budget responsibilities and guidelines, annual revenue estimates, district and campus expenditure estimates, and other areas of district budgeting knowledge. It is a document that is updated as needed and available on line http://www.tea.state.tx.us/index4.aspx?id=1222. I have learned that budgeting is allocating resources based on school district needs and should reflect the goals that are based on the district’s vision and mission. This guide lays out a planning process that will help the district be accountable for the taxpayer’s money. There are three phases of budgeting (i.e. planning, preparing and evaluating). In the planning process decisions are made by the board and administrators to connect resources with needs. In the preface of this document it states that, “The budget provides an important tool for the control and evaluation of a school district’s sources and use of resources”. The budgeting evaluation should tie to educational performance because the resource allocation should be closely tied with instructional plans. The school district’s budget is made up of local property taxes and state revenue funds along with federal funds and grant supplements. Financial forecasting and planning for expenditures, revenue, construction projects, student enrollment and other issues are an important part of the superintendent’s job. There are many aspects to budgeting that are addressed in this guide with some of them being funding, monitoring, reporting, estimating, projecting, law reviewing, and communicating the features of the budget itself. There are data collection and reporting that has to be done by the district to TEA. The ultimate responsibility for developing and communicating the district budget is the superintendents.

Reflection

In reading through the TEA Budgeting Guidelines, (Retrieved from the internet on April 19 at http://www.tea.state.tx.us/index4.aspx?id=1222 and in the LU EDLD 5342 Resources) and reflecting on district budgeting I realize I will never know everything but as a superintendent I will need to know where to go get resources for information. It also makes it very clear, like our professors in all of our Lamar University superintendent certification program keep says, “Superintendents must network and help each other”. 

My Personal  Reflection on Part 2 of your assignment (EDLD 5342 SU3003 Cohort 5 WG5) 4-19-12

My personal top five were as follows: 1.November - Create Budget Development Plan, 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 12 - Board of Trustees Business Briefing Preliminary Budget Review and Revenue Projections, 4. June 23- Board of Trustees Meeting Tax Rate Public Hearing and Adopt New Budget, 5. August 25 - Board of Trustees Meeting Adopt Tax Rate. (Retrieved from the internet April 19 http://learn-n-lead.wikispaces.com.) These five for me are where the rubber hits the road. You have to create a plan, allow input by all stakeholders, review the plan and make projections, have a public hearing and adopt a new budget and then the tax rate determines actual local funds available. As we all know all of the budget development calendar items are very important to the whole goal-driven budget process. I have enjoyed the wiki group collaboration and learning from other cohort members. Our group’s consensus of our top five list of events and dates will be posted before Sunday night April 22 by our fearless leader, Lorissa on the wiki discussion board. 

Defining and Describing a Goal Driven Budget

EDLD 5342 Week Two Assignment, Part 1 – Defining and Describing a Goal Driven Budget

A goal driven budget is making the connection between policies, major decisions, instructional programs and services, and the allocation of funds to support them. It is the establishment of goals followed by allocating the resources to implement the goals. Goals that are based on the vision and mission of the school should drive the development of the school budget.

As Dr. Nicks stated in the lecture this week, “the purpose of a goal driven budget is to assist in the attainment of a shared vision for the district and each campus”. He also stated that we should “think about the budgeting process as part of the total planning process of the school district” (EDLD 5342 Week Two lecture template p 1).

A goal driven budget process should exist in every district in the state. A large portion of each district’s budget is fixed costs (i.e. salaries, fuel, electricity, maintenance, transportation). With this in mind it makes it more difficult to proportion a large amount of funding to meet the goals of the district. A goal driven budget is simply having a budget that reflects and funds the vision and goals of the school district. In my district the district improvement plan does not have the funds listed on it, but when you look at the budget sheets and the plan side by side you can see the direct correlation of the planning process. When budgets are not just balance sheets but are utilized as a spending plan and district improvement plans are not just written paper only but used to implement the vision and mission to improve teaching and learning credibility is established and realized for all learners. 

EDLD 5342 SU 3003 Cohort 5 Wiki 5

As of 4-16-12 our EDLD 5342 SU3003 Cohort 5 Wiki Group 5 consist of the following:


Lorissa Bailey  lbailey@lamar.edu  http://lorissabailey.blogspot.com/ http://learn-n-lead.wikispaces.com/


Marie Adams madams5@lamar.edu http://mariedadams.blogspot.com/ http://marieadams.wikispaces.com/


Jody Kotys jkotys@lamar.edu http://jody-kotys.blogspot.com/ http://jody-kotys.wikispaces.com/


Brenda Avance bhavance@lamar.edu http://bhavance.blogspot.com/2012/04/edld-5342-school-finance.html http://brendaavance.wikispaces.com/ 214-402-1583 cell (text or call)


As a group, the Wiki Group 5 will continue to use Lorissa's Wiki http://learn-n-lead.wikispaces.com/home as our collaboration point in the assignment pages she created for our group use. Feel free to check it out and comment on any of our blogs and wikis above. Happy collaborating for learning school finance!!!!