Final Reflection on School Finance Course

My Reflection about School Finance

          As I contemplate what I will focus on in this paper, there is so much I could say about school finance. I entered this course unaware of the magnitude and the scope of what all is involved in school finance. It has been overwhelming, but there were several things that I have learned.

          Actually looking at the school budget, especially the M & O budget was especially interesting. I was able to learn what programs were funded under this budget. Budgets are goal driven. The school board develops the goals and then district and campus plans are developed around those goals. Once those goals are defined, the school budget is developed from those goals. Everything must have the students in mind in the end. This year, in my district, the focus is to prepare seniors for that next level, whether it is college, career, or the military. They must stay in school in order to prepare them for that long range goal so additional counselors have been hired at the high schools in order to focus on getting students to remain in school and preparing them for what life has to offer in the future. In order to hire additional personnel, first the goal had to be established by the school board regarding the dropout rate for secondary students. Then the Superintendent must look at the budget in order to make sure there is enough funding to support hiring additional positions in the district. I think that learning about developing the goals and then the budget around your goals was the main idea that I know as a superintendent I will want to do first and foremost. The weekly lectures, readings, and resources were very informative. There are so many resources out there to assist any Superintendent needing assistance with the district budget that I was not aware of. As a Superintendent, I will need to have a well skilled numbers person employed as CFO of the district. Our CFO resigned his position in August and one has not been named as of yet but, interviewing the Superintendent and the Business Manager of the district helped me to understand school finance was interesting. They helped me to learn as much as I can in a short period of time on school finance. This topic is one that I know I will need to continue to study and have hands on experience in because it is so detailed oriented and so involved, one can’t possibly learn all there is to learn within 5 weeks.

          Communicating with fellow colleagues and professors through Blogs and WIKI’s has been interesting to say the least. I know that we are in a technology age and as time progresses, so will the technology. There was overwhelming opportunity to practice this skill so I believe I have the hang of it. I think finding the time to reflect on lessons learned through Blogs should be an important part of the Superintendency. Most times we go about our daily lives working in our respective positions and rarely hear from our top leader. By creating and communicating through a blog helps the Superintendent promote the following Superintendency Competency: interact with district staff, students, school board, and community, in a professional and ethical manner. As far as the Superintendency Competency, I don’t know everything and have grown in some areas through this course. I have more to learn and many areas to grow in. Continuing to grow and learn is what makes us great leaders.

Educational Ethics Violations

Ethics Violations

Question 1

The way that I am going to state the situations have happened in real life but names and places have been omitted to protect the rights of individuals and school districts.

(1) 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: There was an employee who defrauded the district by submitting overtime time cards for personnel that were not employed by the district. This employee had an accomplice (time cards submitted in their name). The accomplice would deposit the checks and transfer the funds to the employee’s personnel bank account. The employee managed to do this because they were the only one that had to sign off on the payroll since they were the immediate supervisor.

 

(2) 1.3 The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. Example: Two employees of the district were approved to travel to the same conference. Ironically, the employees are husband and wife. Everyone attending the conference received advanced travel. When receipts were submitted for reimbursement, a Board Member noticed that they both received advance monies for mileage but only one person submitted receipts for parking. They sort of new that any where you went in this particular city, you had to pay for parking whether it was at the hotel or at a restaurant. This matter is still under investigation.

 

(3) 1.6 The educator shall not falsify records or direct or coerce others to do so.

Example: I choose this one but really did not have an actual example but here is an example that would fall under this category: There is a district that offers a full day Pre-K 4 program at several elementary campuses. In order to qualify for the program, the parents must meet certain requirements such as low income without government assistance, receiving  government assistance such as SNAP or Medicaid, Parents are in the military, or there is a language barrier. One parent that applies can only qualify on the basis of income

So the employee certifying the income falsifies the document by not reporting all of the income so that they can qualify for the program. They knew the parents had two incomes, but only took the side job documentation.

 

(4) 2.7 The educator shall not retaliate against any individual who has filed a complaint with SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. Example: An employee at a district career center was allegedly asked to install equipment at a District Level Administrator’s residence. When the employee refused, the employee was let go. The employee filed a lawsuit stating they were retaliated against because they refused to install the equipment.

 

(5) 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. Example: A teacher alledges that a principal requested that she not allow a student to attend an adult night course due to the student’s sexual orientation and the principal not wanting others of the same orientation coming to the campus. The teacher states that when she did not do as asked of her, the next day a notice was posted stating that the course could no longer be offered due to lack of funding. She felt that she had been teaching this course for years and why all of a sudden the course was closed. She believed it was due to the principal’s insensitivity to the adult student’s sexual orientation.

 

Question 2 (Short and Long Range Consequences)

 

(1) 1.2 Short Range Consequences: The employee looses his/her job and faces indictment and prosecution for theft of public funds. Long Rang Consequences: Events such as this affects everyone. I don’t know why people attempt to steal what is not theirs. Eventually you will get caught. Districts tend to be more reactive. Since the employee was the only one to sign off on time cards. The district now wants there to be a better checks and balances of employees. All employees including maintenance, warehouse employees must have a background check and at least two people have to approve overtime pay for all employees.

 

(2) 1.3 Short Range Consequences: If the employee’s knowingly submits fraudulent claims for reimbursement, the district can ask the employee to reimburse the funds or face criminal charges and possibly loose certifications or be placed on probation. Long Range Consequences: The Board of Trustees may choose not to approve any more out of state conferences or may be asked to pay out of pocket for expenses to travel to conferences and then have to submit receipts to get reimbursed.

 

(3) 2.7 Short Range Consequences: The employees may face immediate termination for working off campus on district’s time and may be asked to reimburse the district wages for time not worked. Long Range Consequences: The reputation of the district leader is at stake due to the fact that the leader asked an employee to perform job duties at the employee’s residence during district’s time.

 

Question 3

Preventive Action Plan for 1.2

(A) Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behavior. The Superintendent should always consider the consequences of employee someone that has a history of not making good decisions. As much as someone may need a job, it is not always in the district’s best interest to give them that opportunity to redeem themselves. Make sure that the personnel director does thorough background checks on all employees. In the past, background checks were just conducted on teachers or persons in immediate contact with students. Now it is important to do a background check on everyone.

 

(B) Exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standards Practices for Texas Administrators. All employees should have refresher training on The Code of Ethics, what they are and the consequences that can happen if you fail to follow them. We train our employees each year on proper testing procedures and what can happen if you fail to follow appropriate testing procedures and the same should be done with The Code of Ethics.

 

Preventive Action Plan for 1.3

(A) Again Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behavior. The Superintendent as for standard 1.2 inform employees of the consequences they will face if they file documents in order to receive funds that do not belong to them. When you falsify documents for reimbursement this is the same as stealing. Informational sessions and training must be held in order to inform staff members of proper procedures when failing documents for reimbursement. What can or can’t you be reimbursed for.

 

(B) Exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standards Practices for Texas Administrators. The same method used in Preventive plan for standard 1.2 applies here.

 

Preventive Action Plan for 2.7

(A) Along with the competencies applied in the last two examples I would also include the following: The Superintendent must interact with district staff, students, school board, and community in a professional and ethical manner. Interacting in a professional and ethical manner does not include asking employee’s to perform work at your residence while they are on the district’s time. District employee’s should keep professional and personal business separate from each other.

 

 

Interview of Superintendent about the Audit

Interview of Superintendent or Business Manager

 

          On last week, I had the opportunity to interview Devin McCraney, Director of Finance for Beaumont I.S.D. I asked him the questions assigned concerning the Annual

External Financial Audit. This interview was conducted during week 3, so I was not aware of what the purpose of an audit was but, after listening to the lecture with Dr. Stephens, Devin stated the same information regarding external auditing as Dr. Stephens.

1. How  is the external auditor selected? The district advertizes requests for proposals every 5 years. They look through the proposals and the businesses that have the better bids are selected for final analysis. One is chosen and then presented to the Board for approva and they receive a contract for 3 years.

 

2. How does this external auditor conduct the audit? Normally, the external auditor informs the district that they will send a team into the district for several weeks to look at documents. Central Personnel may be interviewed by the team. Once the audit has been completed, they send a report to the district.

 

3. What does the audit conclude about financial procedures and actions? The auditor’s documentation is very detailed. It describes everything in writing. If there are any discrepancies, those are placed in detail through a written letter to the district.

 

4. How are the results communicated?

Once the audit is complete, the team presents their findings to the Board. The results are reported to the media so that the community is aware and then the report is sent to the Texas Education Agency.

 

The audit process is very detailed oriented and timelines must be followed accurately.

Teacher Salaries

Understanding Personnel Salaries in District Budgets

 

          Teacher salaries are the largest expense in education budgets. When interviewing Devin McCraney, Director of Finance for the Beaumont I.S.D, he stated that the total for personnel salaries is 83% of the budget. I would think that this is true in every district for at least 80-85% is spent on personnel salaries.

          If districts gave a 5% pay raise across the board it would very well attract more people to leave their current field and pursue teaching and would help retain qualified teachers which is a positive aspect. The negative impact would be that giving a 5% across the board pay raise would not necessarily make teachers any more effective. More districts are tying pay with academic success. In our district, we were blessed to receive an increase in salary compared to last year when there were salary freezes. For the past several years, the Board has given incentive pay that could range from 1%-5% of your salary. The incentive pay is based on staff attendance, student attendance, and test scores. Districts would have to weigh the impact of giving across the board raises to their employees. Teacher groups are always asking for this type of raise for teachers.

Reaction to Superintendent's Comments Regarding School Budget

In drawing upon the weekly readings, TEA website, and the TABSO power point, I have come to the conclusion that developing the school budget can be a very tedious process. The school budget lays out the Board of Trustees and The Superintendent’s goals and vision for the district. You must begin very early in the budget process in order to meet deadlines. Even though development of the budget is the responsibility of   the School Superintendent, it is a collaborative effort with the Board of Trustees and all stakeholders in the district to do what is best for the students with the funds that are available.

I had the opportunity to ask our Superintendent of the Beaumont ISD about his role and responsibility in the budgeting process. Dr. Chargois stated that his role and responsibility was to ensure that the budget is aligned with board/district/campus and community goals. Are we getting the best bang for our buck? Basically, are we spending (assuredly and accountably) taxpayers dollars that increases student/teacher success.

His comments really have summed up what has been stated in the readings, lectures, and the power point presentation. The school budget process is a community effort. Everything and everyone must be on one accord. When something is out of alignment with the district goals, then mismanagement of funds can occur.

Perception of T.E.A Budget Guidelines

After reviewing the TEA Budgeting Guidelines January 2010, I realized that there is a wealth of information out there that can assist a Superintendent and all stake holders in learning about the budget process and making sure that all federal, state, and local guidelines are adhered to. This document holds a large amount of information that it is so overwhelming for someone like me who really did not know much about the district budget process. If a superintendent didn’t know something or needed assistance

 in developing a district budget, he or she could use this manual as a basis to look for needed information. Some things that I learned from reviewing this document is that there are 5 types of budgets that school districts could use. I always thought there was one basic format. Those five types are line-item or traditional budgeting, Performance Budgeting, Program and Planning (PBB), Zero Based Budgeting, and Site Based Budgeting that more and more school districts are utilizing today. I also learned that when calculating ADA under Tier 1, Career and Technical and Special Education Students are subtracted out before calculating the regular block grant. I assumed they were calculated in the ADA and a different formula was used to develop the cost per student participating in special programs to receive additional funding. I also learned that there is funding to assist school districts with Instructional Facilities. This funding can be used for payment of newly issued bonds and lease purchase agreements.

Very important in the budget process are meeting deadlines. The Superintendent along with members of the school board must agree upon the budget and give notification to the public that they will adopt the new budget. Before this new budget is in place, months of preparation have been involved in assessing the needs of the district such as projection of student enrollment in general programs as well as special programs. New hires and nonrenewal of employee contracts must also factor into the budgeting process all before the August deadline date.

In order to receive appropriate funding and additional funding, school superintendents along with the Board of Trustees must know what is involved in the budgeting process and research various funding sources to know what additional funding can be available to school districts.

Top 5 Important Dates in Creating A District Budget

District Budget Development-Top 5 Important Dates

Every fiscal year, Superintendents along with the approval of the Board of Trustees meet regularly to vote on budget for the upcoming school year. Dates to the development of the district budget are important for several reasons. Districts depend on state budgets for their revenue. There is a close relationship in the final approval of the state budget, school finance legislation, and the adoption of the school district budget. Development of the school district budget takes place over several months. There are several reasons for this.  Districts have to determine whether to hire or replace employees based on the number of students enrolled in the district, decide on pay raises for employees, and review programs for the districts. Decisions about the budget are based on legal matters as well. If a teacher or staff member will be laid off, they must receive their notice by February 1 (non-renewal period). Districts that lay off employees must readjust their budgets. The following is a list of the top 5 important dates in the budget process:

 

1. The district budget must be prepared by a date set by the State Board of Education, currently August 20 (June 19 if the district uses a July 1 fiscal year start date).

 

2.Public Meeting of the Board of Trustees giving 10 days public notice in a newspaper for the adoption of the district budget.

 

3.The budget must be adopted by the Board of Trustees, inclusive of amendments, no later than August 31 (June 30 if the district uses a July 1 fiscal year start date)

 

4. Preparation of the budget calendar listing critical dates for the preparation, submission, and review of campus budgets for the school district is prepared during the budget planning process at the district.

 

5. Budgets for Multi-year Construction Projects are to be reviewed periodically.

Goal-Driven Budgeting

Districts all over the state each year meet deadlines in order to develop a budget for the upcoming school year. There are different types of budgets. Some may have a budget for the household where you pay your bills based on what you bring home each pay period. It is somewhat the same with a budget for a school district but for this budget, it must be goal driven. Based on the lecture with Dr.Arterbury, he defined a goal driven budget as a total planning process for the district. This process first includes the Board of Trustees developing goals for the district and then the District and Campus Site based committees developing goals for the district and each campus based on the Board’s goals. Once goals are written, funds are expended in order to help meet those goals. Dr. Arterbury mentioned as an example that schools have to teach math but in order to teach math effectively, the district and each campus have to expend funds in order to obtain resources to teach math.

In analyzing the district improvement plan for the Beaumont Independent School District, the plan was not too dissimilar from Austin’s Improvement plan but that every district is going to develop the plan based on the needs of the district. A strategic long range goal for Beaumont I.S.D is that all students will achieve state assessment standards (TAKS/STAAR) and meet state graduation requirements. The district has already put in place a plan to expect that there will be students in the district that will not meet expectations for the minimum requirements on the STAAR test. Therefore, a strategy in place is to provide summer school courses and TAKS/STAAR preparation classes for summer of 2013. The funding sources for this strategy are Perkins/CTE funds at an estimated cost of 140,000 for materials and wages at the high school level. Students that enroll in summer STAAR remediation from elementary campuses may choose to attend the Title I summer school. Funding for this program comes from the Title I budget. This figure is based off of what was spent in the summer of 2012 to offer remediation courses for students that the district knew would not meet the minimum passing standard on STAAR once the requirements are set by the state in January 2013.

Another goal set by the Board of Trustees for the Beaumont Independent School District several years ago is to close the achievement gap between minority and majority learners. A strategy to help achieve this goal is to continue to reward staff for improved achievement. All faculty in Beaumont ISD look forward to convocation. At convocation, not only do we learn about the state of the district and personnel changes, but we all look forward on seeing if our campus qualifies for the incentive pay handed out at the beginning of each year. For the past 3 years, The Board of Trustees makes sure that even if you are not on a campus or you didn’t meet the criteria to receive the incentive pay, you leave convocation with something. Everyone receives a check. In order to meet this goal, the Superintendent must set aside a specific amount each year in the event that all campuses meet criteria to receive incentive pay. The funding source for the incentive pay is a local funding source.

Every district must develop a budget for each upcoming fiscal year, but that budget must be goal driven. Each campus and the district site based management teams must keep in mind to develop their plans based on the goals set forth by the Board of Trustees.

Three Important Events in Texas' Public Education HIstory

Top 3 Events

in the

History of Texas Public Education

 

After listening to week one’s lecture and doing some research into the establishment of the public school education system in the state of Texas, there were several important events in the history of Texas education system. Three of which are listed below:

 

1. One major event in the historical background of public education in Texas is that the Republic of Texas became the state of Texas in 1845 and the new Texas Constitution provided for the establishment of free schools and for state taxes to support education.

                Reason for Importance: The reason for Texas wanting to separate from Mexico and declare its Independence is that there was no system of public education had been established. Setting

the establishment of the public school system into the Texas Constitution set in motion the act
of holding the state responsible for providing all citizens a free public education.

 

2. In my opinion, another important event in the history of public education in Texas in 1947 the

    Gilmer-Aiken Committee was established to make public schools more efficient and better
    funded.
 

                Reason for Importance: The laws established by this committee significantly impacted the

                system of public education in Texas. Some examples of laws enacted include reducing the

                number of school districts to better service the needs of districts, increasing teacher salaries,  and improving the structure of the State Board of Education. Most important was holding

the state more responsible for providing adequate funding for public education. If you want

to provide a free education for all you have to be held accountable for making sure that

you support the needs of the system. It is the same as when parents are held responsible or

accountable for supporting their children. Even though parents may not be together, each party

is responsible for supporting the needs of the child or children.

 

3. Lastly, another important event in the history of Texas public education is that Senate Bill 1 was   

    approved by the Texas Supreme Court in 1995 in which wealth would be distributed by having
   property wealthy districts distribute revenue by selecting one of five methods.

 

                Reason for Importance: Every student in the state of Texas should have access to not only

                a free public education but an equitable education as well. By having wealthier districts
                distribute funds to poorer districts aides in providing access to the same opportunities
                wealthier districts have that poorer districts would not otherwise be able to afford.

 

Site Supervisor Internship Plan Revision Meeting

                                    Reflections on My Meeting with Dr. Timothy Chargois

          I had the opportunity once again to meet with my site supervisor, Dr.Timothy Chargois on Monday, September 24 at 9:30 a.m. Since taking over as Superintendent of the Beaumont Independent School District, Dr. Chargois has been extremely busy getting to know the different facets of the position. So, I appreciated the fact that he was able to carve a small amount of time in his schedule to meet with me to discuss my internship plan.

         

          We did no reinvent the wheel. I explained to Dr. Chargois that I am able to satisfy my areas in need of improvement through the activities suggested in the course textbook. He agreed that by talking with several personnel involved in helping to maintain the district, will give me a better understanding of what it takes to manage a school district.

 

          There were two suggestions that Dr. Chargois did recommend. First, he suggested as one of my activities, I make an appointment with his secretary to attend a District Administrative team meeting. There I will be able to see how he addresses district administrative personnel and issues facing the district that are discussed during the meeting for the month. Secondly, he suggested that I ask the Deputy Superintendent of Curriculum and Instruction to assist in being an additional mentor. There will be times he will ask me to meet with Department heads and if I need assistance, I may need to have any questions answered by another mentor in the event he is not available.

 

          I truly look forward to proceeding through the program and having Dr. Chargois guide me along the way.

Superintendent Draft Internship Plan

Superintendent Draft Internship Plan

Chandra Walters

Activity # ____ You may give the number corresponding to the 38 activities from the text to identify one of the activities. Make as many cells as necessary to address all 38 leadership skill areas.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource  Person	Projected Date to be Completed
1A	Competency 2	Analyze the school’s vision/mission statement as it relates to the school’s master schedule and determine if the vision/mission statement are reflected in the schedule. List recommendations for greater alignment with vision and include the recommendations in the notebook or e-portfolio.	Principal   Campus Educational Improvement Committee	September 30, 2012
2B	Competency 2	Review the strategic plan for the school. Note personnel involved in the plan’s development, implementation, and evaluation. Include findings and recommendations in the notebook or e-portfolio.	Principal   Campus Leadership Team	September 30, 2012
2B	Competency 2	Serve on the strategic development, monitoring, or evaluation team for the school. Log my time and duties as part of the team. Cite significant learning and recommendations in the notebook or e-portfolio.	Principal	March 2013
3C	Competency 5	Review the ways in which the board of education, superintendent, faculty, staff, and community relations/information department use assessment data to impact practice. Write a reflective statement about how the leader would seek to improve the use of assessment data in the school/district. Include the statement in the notebook or e-portfolio.	Title I Supervisor	December 2012
4C	Competency 7	Assist in conducting a faculty meeting or staff development session. Survey a random sample of the participants for strengths and areas of needing improvement in your presentation. Include the results of the survey in the notebook or e-portfolio	Principal	September 2012
5A	Competency 1	Review board policy/administrative regulations. Assess compliance with policy/regulations. Assess the leadership quality in your school/district. Write a reflective statement discussing the appropriate use of both top down leadership and collaborative leadership. Include the statement in the notebook or e-portfolio.	Superintendent	November 2012
6A	Competency 10	Observe a district cabinet, at which the leader plans to use collaborative decision making. Include the observation and recommendations for improvement in the notebook or e-portfolio.	Superintendent	December 2012
7C	Competency 5	Select one subject or course curriculum. Note the problem being address when it was written. Compile a list of curriculum writers. Note the representation of teachers, the subject matter, students, learning theory, and the community state standards. Note whether the curriculum has any weaknesses because of a lack of representation in any of these areas. Make recommendations, and include in the notebook or e-portfolio.	Math Supervisor	October 2012
7F	Competency 3and 6	Evaluate the text and other reading materials for one course. Include the reading level and aspects of cultural diversity or gender bias. Include an evaluation and recommendations in the notebook or e-portfolio.	Campus textbook liason	November 2012
8C	Competency 6	Meet with the counselor to discuss changes in student class schedules. Discuss the number of changes, rationales for changes, and ramifications of changes. Examine ways to reduce changes and/or better meet student needs. Note major concerns from administrators, faculty, and students. Include a summary and recommendations for improvement in the notebook or e-portfolio.	School Counselor	November 2012
8D	Competency 6	Observe the opening week of school/district activities. Interview several teachers and/or students, and compare the issues and goals from each perspective. Note major concerns from administrators, faculty, and students. Include a summary and recommendations for improvement in your notebook or e-portfolio.	Campus Principal   Assistant Superintendent for Student Services	October  2012
9C	Competency 7	With the permission of the principal and two teachers, conduct two observations using the clinical supervision model: preconference, observation, analysis, and post conference. Include a summary of the observation process and recommendations for improvement in the notebook and e-portfolio	Campus Principal	November 2012
9D	Competency 7	Following each of the classroom observations and summaries above, complete the district teacher evaluation form for the two teachers. Note the differences between a clinical model and the district evaluation form. Include the differences, recommendations, and copies of the completed forms in the notebook or e-portfolio.	Principal	November 2012
9I	Competency 5	Interview one district-level instructional supervisor, and assess current needs, goals, and the level of service that central office instructional staff provides. Include the assessment and recommendations in the notebook or e-portfolio.	Curriculum Supervisor	December 2012
10A	Competency 6	Review methods used to encourage student motivation in a classroom. Read two articles from refereed journals on motivation strategies, and discuss with selected administrators and faculty. Write a reflection on the topic and include in the notebook or e-portfolio.	Classroom teacher	December 2012
10E	Competency 5	List all options for student participation that the school offers. Calculate the percentage of students who belong to one or more student groups. Meet with several students, and brainstorm reasons students choose to belong or not to belong. Seek recommendations for encouraging more students to participate. Include the list, percentages, and recommendations in the notebook or e-portfolio.	Student Organization Sponsors	January 2013
11A	Competency 5	Review board policies related to the use of email, interactive technologies such as Web 2.0 tools, software license agreements, Web page construction, access to the internet, and other school/district technologies. Review the degree of compliance between policy and the technology plan, as well as legal aspects regarding the use of various technologies. Record findings and recommendations in the notebook or e-portfolio.	Instructional technology director	February 2012
11D	Competency 5	Observe the use of technologies in the classroom, library, and computer lab. Discuss the strengths and weaknesses of technology use in these areas with the librarian, technology facilitator, lab supervisor, or classroom teacher and several students. Compare and contrast strengths and weaknesses students and adults cite with respect to accessibility, engagement, and other areas described in national/school/district technology plans. Provide a summary of your observations and recommendations in the notebook or e-portfolio.	Campus technology specialist	February 2012
12D	Competency 5	Organize and lead a team of teachers to study and develop a plan for improving test scores. The area chosen should be one identified as a weakness in school performance. Include the plan and an overview of the team process in the notebook or e-portfolio.
13A	Competency 8	Review board policy and evaluate school compliance with policy in the following areas: coaching and sponsoring assignments and the rate of pay approved by the board on an annual basis, activities in compliance with federal law (Title IV), the medical emergency plan in place and the supervision plan implemented, insurance programs complied with, and evaluation of personnel and programs in place. Discuss co-curricular activities with administration, faculty, staff, and students. Write a reflective paper with recommendations that might improve the quality of the experience the school/district provides for students. Include the paper in the notebook and e-portfolio.	Athletics Director or Assistant Director or Athletics	December 2012
13B	Competency 8	Select an area of interest involving co-curricular activities. With the approval of the sponsor, assist in planning and supervising the activity. Include a critique of the learning experience  for the students involved in the notebook or e-portfolio. The critique should also address student motivation, discipline, and performance and the activity’s relation to overall student education. Collaboratively working with one teacher in planning and supervising a co-curricular activity. Include a critique of the learning experience, using the indicators listed in activity A, in the notebook or e-portfolio.	Drill Team or Cheerleading sponsor	February 2013
14B	Competency 7	Gather, from written-evidence or from someone responsible for staff development, the yearly school/district staff development plan. Analyze the plan with respect to school mission, and teacher evaluations. Include a copy or an overview of the plan in the notebook or e-portfolio.	Staff Development Director	February 2013
15A	Competency 6	Review board policy regarding innovations and change in the school/district. Select two or three readings from respected journals, and discuss their content with faculty and administration. Assess the degree to which change theory is used to facilitate innovation and changes in school/district programs and operations. Write a reflective statement on the topic, and include it in the e-portfolio.	Superintendent Or designee	March 2013
16C	Competency 6	Review discipline referrals for a specific period, and compile the data with regard to grade level, special education classification, race, and gender. Include a summary of your findings and recommendations for improvement in the e-portfolio.	Principal	February 2013
17B	Competency 6	Participate in a career or educational program session with a counselor and a student. Include a critique of the session in the e-portfolio	Campus Counselor	February 2013
18B	Competency 8	Review the job descriptions and evaluation forms for the key office personnel at the school/district. Following the review, meet with these persons (individually or as a group) discuss their major duties, technology skills and applications, concerns, and recommendations regarding the work required and its relation to the job decription and evaluation form. Include in the e-portfolio.	Attendance Clerk and Secretary	March 2013
19B	Competency 9	Meet with the school/district attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations. Include the highlights and/or a summary of the meeting in the e-portfolio.	Attendance Compliance Officer	March 2013
19C	Competency 9	Review school/district procedures for opening and closing the school year. Observe or take an active part in these procedures. Critique the effectiveness of and major concerns about the procedures. Include the critique in the e-portfolio.	Principal Assist. Superintendent for Student Services	March 2013
20B	Competency 9	Meet with the director of maintenance and/or head custodian and review job responsibilities and staff schedules. Shadow/observe one custodian and/or maintenance person for a period of time (1 hour). Include a brief report of the meeting and your observations, including the staff person’s needs and concerns, and overall assessment of work performed, in the e-portfolio.	Head Custodian	December 2012
21A	Competency 9	Interview the director of transportation, and discuss current issues and needs regarding transportation. These should include costs, maintenance, personnel issues, training and safety, and student problems. Include a brief summary of needs in a notebook or e-portfolio.	Transportation Director	January 2013
21B	Competency 9	With the permission of the director, observe one bus driver during a morning or an afternoon bus run. Include a summary of the observation and any recommendations in a notebook or e-portfolio.	Transportation Director	January 2013
22A	Competency 9	Interview the school district food service manager and discuss the current requirements of, concerns about, and issues regarding the program. Include a summary of the interview in a notebook or e-portfolio.	Director of Food Services	February 2013
22B	Competency 9	Observe a food service worker in the preparation and delivery of either a breakfast or lunch meal. Include a summary of the observations, focusing on the needs and concerns of the worker, and an overall assessment of work performed in a notebook or e-portfolio	Campus Cafeteria Manager	March 2013
23B	Competency 8	Participate in an interview for a professional position. Write a critique of the interview process and include it in a notebook or e-portfolio	Principal	April 2013
23A	Competency 8	Interview the person responsible for district personnel. Include a summary of the interview in a notebook or e-portfolio.	Director of Personnel	April 2013
23C	Competency 8	Gather information from two or more administrators on relevant and legal questioning/assessment strategies used in interviewing. Compile a list of questions to use in hiring professional staff and administrators and include in your notebook or e-portfolio	Various Sources	April 2013
24A	Competency 8	Examine the school budget and the various accounts under the discretion and responsibility of the principal. Analyze the extent to which funds are directly related to increasing learning. Include a brief analysis of major responsibilities, plans, reports, and major concerns in a notebook or e-portfolio	Principal	September 2012
24D	Competency 8	Complete a requisition for a service or supply item from a budgeted account. Include a copy of the requisition and a brief description of the path it follows for approval in a notebook or e-portfolio.	Secretary	January 2013
25A	Competency 3	Interview one or more persons involved in school/district public relations. The interview will include eliciting strategies for effective communication to and from the community and the issue of community politics. Include a summary of the interview in a notebook or e-portfolio.	Special Assistant for Communications	February 2013
26B	Competency 3	Examine the current policy, and procedures for parent involvement in the school/district, in particular, a plan for involving hard to reach parents. Include a brief summary of school/district initiatives in parent involvement in the notebook or e-portfolio	Parent Involvement Coordinator	March 2013
27C	Competency 2	Develop and implement a plan to promote cultural diversity in the district, school, or classroom. Include a copy of the plan in the notebook or e-portfolio.	Principal	April 2013
28A	Competency 4	Compile a list of social agencies that are available to help and support students, faculty, and administration. Include the list of agencies and the major services they provide in a notebook or e-portfolio.	Various Services	May 2013
28B	Competency 4	Interview one social service worker who assists students or faculty. The interview should focus on the needs of the clients served and the worker’s view of the role of the school in meeting these needs. Include a summary of the interview and recommendations for improvement in a notebook or e-portfolio	Social Worker	January 2013
29A	Competency 7	Obtain a copy of the job description and evaluation instrument used for the principal. Analyze the correlation between the requirements listed in the job descrption and the performance standards of the evaluation. Include copies of the job description and evaluation and your analysis in the notebook or e-portfolio.	Principal or Assistant Superintendent for Elementary Schools	April 2013
30C	Competency 4	Review past school board agendas, reports, and/or minutes. Note significant events, policy changes, and recurring themes or concerns that impact the school/district today. Include a summary in the notebook or e-portfolio.	Special Assistant to the Superintendent for Board Affairs	December 2012
31B	Competency 1	Meet with administrative assistants and clerks to discuss their perspectives of ethical/unethical behaviors of certified personnel in the school district. Seek recommendations for policy changes, additional training, and/or consequences to ensure that the practices of certified personnel are ethical. Include the recommendations in the notebook or e-portfolio.	School Secretary School Attendance Clerk	March 2013
32A	Competency 1	Work on the following interpersonal Skills:   Accepts criticism Avoids being defensive when challenged Shares self with others Seeks to know and understand others	Principal	March 2013
33A	Competency 4	Review the school board policy manual. Interview the superintendent or assistant superintendent, and discuss the process for creating and updating the manual. Discuss major areas that affect school principals. Include a summary of the interview in a notebook or e-portfolio.	Superintendent Assist. Superintendent	March 2013
33B	Competency 4	Attend as many board meetings as possible. Include the agendas in the notebook or e-portfolio, as well as a list of outcomes/decisions pertaining to each agenda item and any recommendations.		April 2013
33C	Competency 4	Review board training requirements. Include a summary of board training requirements in the notebook or e-portfolio.	Superintendent	March 2013
34B	Competency 3	Attend one special-education meeting involving initial placement or an annual review. Include a critique of the meeting in the notebook or e-portfolio	Principal	April 2013
34D	Competency 3	Interview a professional responsible for bilingual and/or ESL programs. Discuss major requirements for, concerns about, and goals of the program. Then observe a bilingual or an ESL class; following the observation, discuss these issues with the teacher. Write a summary of the interview, observation, and discussion and include in the notebook or e-portfolio.	Supervisor for Bilingual/ESL	April 2013
35B	Competency 10	Perform other related activities your supervisor approves and/or service activities to the school/district your supervisor assigns and/or activities that are part of a larger project.	Principal	April 2013
36A	Competency 3	Compile a list of current issues that affect teaching and learning. Use research literature and the perspectives of administrators, teachers, students, and parents. Assess the degree of importance and urgency for each issue. Include the list and assessment with any recommendations in the notebook or e-portfolio	Principal	April 2013
37B	Competency 7	Visit the NAESP website, and compile a list of all services and information available to principals. Consider joining the relevant association (state and or national), and begin reading periodicals and keeping up with the advances and concerns of principals across the state and/or nation. Summarize findings and their relevance to the current needs of the school in the notebook or e-portfolio.		January 2013
38A	Competency 6	Compile a list of books, publications, training manuals, and district or state publications used or recommended for the principal. The list should include resources of the highest quality and relevance to the position and to educational leadership. Include the list in the notebook or e-portfolio.		November 2013