EDLD 5399 Capstone Superintendent Internship -Week 2 Part 1

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency 1 Area:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

I completed the following activities to build my proficiency in Competency 1:

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1. Provided evidence which demonstrated that I actually do what I tell others to do.
2. Further developed my following interpersonal skills throughout the school year: Avoided interrupting others while speaking, eased tension when they occur, and shared information with others who need to know.

The competency above is one of importance to a superintendent.  A superintendent needs strong interpersonal skills when dealing with the public, staff and the Board of Trustees. It is paramount that the Superintendent be seen as a person who has integrity if they are to effectively lead an organization and remain trusted by their constituents and employees. It is important to a Superintendent’s effectiveness that they listen to a variety of information and opinions with an open mind without interrupting. The superintendent may ask clarifying questions but interrupting gives the impression that the person’s opinion is not of value or that the superintendent does not have the time to hear issues that are brought to their attention.

A superintendent needs to be adept at easing tension when it occurs. Whether it is in a staff meeting or a board meeting the role of the superintendent is often to listen. They need to be able to keep the focus on the issue at hand and not emotionally react.  By closely monitoring one’s own verbal and non-verbal communication a superintendent can present a persona of professionalism.

Sharing information with others who need to know is sometimes a double edged sword for superintendents. While it is important to let individuals know what is taking place there are also times where information needs to be shared on a need to know basis only. If information is distributed to staff before the school board is aware it can sometimes be detrimental to the superintendent’s relationship with the school board.

Ethics is that line in the sand that must be drawn and never moved. If a superintendent crosses the line it is a slippery slope on a path that leads to often to an unhappy ending. The Superintendent sets the tone for the district and should adhere to ethical standards by often reviewing the state’s standards on ethics. It is only be maintaining an ethical character that they can hope to build lasting relations with the Board that allow them to accomplish the goals at hand. 

Competency 2 Area:

The superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community.

I completed the following activities to build my proficiency in Competency 2:

1. Invited relevant constituents (e.g., students, parents, citizens) and led this group to find consensus on the development of a district mission statement.
2. Served on the strategic development, monitoring or evaluation team for the district.
3. Reviewed current requirements for the school under NCLB. Reviewed the district’s collection procedures and data collected. Interviewed persons directly involved. Analyzed the information and compiled a list of actions needed to meet NCLB requirements.
4. In leading the strategic planning project, included the steps used in gaining consensus for the project plan.
5. When I led a group, practiced each of the leadership skills cited in activity 1a. At the conclusion of the meeting had the group complete an evaluation and included a summary of the evaluations in my notebook.

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It is only through proper planning that a Superintendent can hope to build a culture of success within an organization. This year, I had the opportunity to serve as the district’s internal coordinator for strategic planning. By Meeting with a wide variety of stakeholders the superintendent can gain an understanding of the needs and the desires of the community and begin to build a plan to carry out a shared vision.

During the district’s strategic planning, twenty- five constituents were invited to participate as the planning committee. This group included business partners, community members, parents, students and staff.  We worked together to identify what makes our district unique, what our goals for the district are and how we hope to accomplish them. From this, the group was divided into smaller groups and time was taken to discuss the components of the mission statement. The group was facilitated by Dr. Gunn from Cambridge Strategic Planning Services. After many hours of discussion the final version that was developed was: The mission of Sheldon ISD, the unifying source of pride in our unique and diverse community, is to prepare our students to excel as productive individuals in the ever-changing global society by providing personalized learning experiences in partnership with schools, families and community.

 These activities provided me a wealth of information on group facilitation and how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community.

The session showed me the how important it is to have an outside facilitator for some activities. The outside facilitator can lead the group without bias and provide the group with objective feedback.

Competency 3 Area:

The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.

 I completed the following activities to build my proficiency in Competency 3:

1. Assisted in conducting a staff development session. Surveyed a random sample of the participants about the presentation- its strengths and weaknesses.  
2. With the Public Information Officer assisted in the preparation of a written communication to be sent out to the public.
3. Examined and evaluated the school library with regard to resources that address the heritage and values of culturally diverse populations.
4. Compiled a list of social agencies that are available to help and support the students, faculty and administration. 

Understanding the needs of the community is only the first step in the superintendent’s role of responding to the needs of the community.  We must commit ourselves to utilizing every opportunity the community offers to provide our students with the best possible education.

It is important for a leader to understand what social services are available to the community they serve. I discussed what social services are available to our community by meeting with the school district’s counselors and the Community Youth Services Worker. After meeting with each one of them, I was able to compile a list of services that a school counselor or administrator can access to offer assistance to their constituents.

Parents in our community often look to the school for information. This list allows one to quickly refer parents to community services. Our district is fortunate to have a Community Youth Services Worker. The position’s salary is split between Harris County and the school district.  The Memorandum of Understanding for the Community Youth Services Worker is renewed on an annual basis. While neighboring districts have eliminated this position, Sheldon has continued to fund this staff position.  Looking at the percentage of economically disadvantaged students within the district our agreement with Harris County is important. However, with budget cuts leaders will continue to weigh what positions are of the utmost importance to a school district. This type of review and the strategic abandonment of unnecessary positions or programs is what a good leader does all the time.

Not only should we look outside but one should review the materials inside the organization to ensure that they are reaching the diverse needs of the learners. An example of this would be a library collection. The district wants to ensure that the collection was representative of the needs of the campus based on English Language proficiency and ethnic distribution.  Another collection development concern is ensuring that there is a wide enough collection to address gender differences in reading preferences as well as reading abilities. 

A strong leader chooses people for tasks based on their abilities to complete a given task in an adept manner. The development of the library is a good example of this skill. Selecting individuals to serve on the development committee based on their areas of expertise as well as their skills is important. Library collections are not always consistently reviewed but they often speak volumes about community standards.

Competency 4 Area:

The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district's educational vision.

I completed the following activities to build my proficiency in Competency 4:

1. Obtained a copy of the job description and evaluation instrument used for the position of study. Analyzed the correlation between the requirements and the evaluation standards.
2. Reviewed past school board agendas, reports and or minutes. Noted significant events, policy changes and recurring themes or concerns that affect the district today.
3. Attended all board meetings as possible. Included the agendas in the notebook followed by a list of outcomes/ decisions pertaining to each agenda item.

Throughout the year, I have attended all of the board meeting and a couple of the board workshops. Sheldon I.S.D. is fortunate to have a board that works together for the betterment of our schools. Although they do not agree at all times, they present a united front in public.  One of the biggest discussion points this past year has been the letter of support for the establishment of a foreign trade zone for 300 acres on a 3000 acre site. This discussion was mulled over for eight months with some heated discussions taking place. However, in the end the board worked together and made the decision that they felt was in the best interest of the students within the district.

Sheldon I.S.D. Superintendent  and Board of Trustees

Watching the board approve and reject action items is interesting. Rarely is an item placed on the board agenda if it is not going to pass unanimously. The superintendent works very diligently to inform and determine the level of board support for an item before it is placed on the agenda.  This is a good routine for a superintendent to follow when developing board agendas.

As a Superintendent, it is important to keep the Board well informed and allow time for them to work through decisions. Items placed on the agenda for a decision should be well understood by all Board members prior to the vote. The Superintendent must understand the timelines for discussions and decisions and the importance of both. As a superintendent enters a community it is paramount that they quickly ascertain the political climate and the key stakeholders on the political map. A superintendent needs to know where the land mines are and which hill is not worth dying on. This does not mean that he/she must compromise their principles rather they need to be aware of when it is time to address certain issues and when it is not.  By gaining trust and winning small victories one can begin to make more impactful changes. If one goes in stronger than the board wants them to or messes with things that are already working it can be devastating to their ability to facilitate other changes.

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7

Competency 5 Area:

The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance.

I completed the following activities to build my proficiency in Competency 5:

1. Selected an area of interest involving co-curricular activities. Assisted in the planning and supervising of the activity.
2.  Interviewed a person with experience in the textbook selection process. Included an overview of the process, evaluative criteria used, and recommendations for improvement.
3. Met with the counselor responsible for changes in student class schedules. Discussed the number of changes, rationale, and ramifications. Examined the ways to reduce changes and better meet the needs of the students.
4.  Interviewed one district level instructional supervisor and assess current needs, goals and level of service provided by central office.
5. Attended one special education meeting involving initial placement or annual review. 

Competency 5 is one of the most important competencies for a Superintendent. Understanding curriculum and instruction is vital to the success of a superintendent in today’s world of high stakes testing. The superintendent must understand the Texas Academic Excellence Indicator System (AEIS), No Child Left Behind (NCLB), Annual Yearly Progress (AYP), annual Measurable Achievement Objective (AMAOs) Performance Based Management Assessment System (PBMAS) and ensure that a proper monitoring system is in place for each.  The strategic plan should be developed in such a way that it can be reviewed and broken into smaller pieces that can be included in the district improvement plan, campus improvement plan and further down to grade level and individual teacher goals and objectives. It is only by providing an instructionally focused construct that a superintendent can hope to be successful in meeting the demands of the education system we currently face.

As a leader, it is important to ensure that the school district not only offers intervention and remediation programs but offers a variety of programs that challenge students. These enrichment programs offer opportunities for students to expand their learning and interact with students from other schools. These experiences only add to the academic program of a school district. A superintendent should take time as part of their entry plan to assess what types of programs are offered in a school district for students to apply their knowledge apart from state mandated testing.

Competency 6 Area:

The superintendent knows how to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.

I completed the following activities to build my proficiency in Competency 6:

1. Compiled a list of all options for student belonging that the school offers. Calculated the percentage of students belonging to one or more student group. Sought recommendations for more students belonging to activities/clubs.
2. Interviewed persons responsible for assessing technology software. Described the process used. Evaluated the process used and discussed concerns and any recommendations for improvement.
3. Reviewed board policy and assessed the degree of compliance with board policy and assessment of student achievement with administrators and faculty. Wrote a reflective statement regarding the ways in which evaluations and assessments of student achievement could be improved.
4. Reviewed discipline referrals for a specific period and compiled the data with regards to grade level, special education classification, race and gender.
5. Observed a meeting of the site based council. Assessed the role of parents in the process, and provided any recommendations for increasing the effectiveness of their role.

A strong instructional program encompasses a wide variety of program offerings.  A Superintendent needs to review course offerings as well as co-curricular and extracurricular offerings in comparison to hard data such as participation rates and discipline referrals to ensure that the program addresses the needs of all populations.  Once problems and concerns are identified, the district can improve by ensuring that the assumptions and values that our beliefs and goals are based on are consistent. A comprehensive plan should be developed that consists of not only evaluations but a strong response to intervention model that addresses the needs of individual students.  Data talks and benchmark conferences should be held with all teachers on a regular basis.  Only by active monitoring on the part of the campus administrators will the schools improve.

A culture is often more difficult to change than course offerings. A superintendent must understand the change process and work collaboratively to address areas of the culture that are not responsive to the needs of the students and the community.  Reflecting on changes in demographics is a good place to start. Once changes are made one must ensure that proper monitoring systems are in place to monitor the overall program and make recommendations for strategic abandonment and new initiatives. 

The staff development plan of a district should be comprehensive and aligned to the goals of the district. By starting with a strong strategic plan a road map can be developed with timelines for implementation, monitoring and evaluation.

Competency 7 Area:

The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members.

I completed the following activities to build my proficiency in Competency 7:

1. Gathered from written evidence the yearly district staff development plan. Analyzed the plan with respect to the district mission, student achievement and teacher evaluations.
2. Reviewed 3 online teacher screeners and recommended one to the Superintendent’s cabinet. Submitted a reflection of the pros and cons of each product and the impact that this tool could have on the district.

Personnel Services is a key component in the effectiveness of a school district. Ensuring that an appropriate staff evaluation and development system is in place can assist a superintendent in implementing positive changes while giving staff members opportunities for improvement and implementation of new or more effective methods. 



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The district’s staff development plan is important to a district’s success. In reviewing the 20011-2012 staff development plan, it was found that there was not a comprehensive staff development plan. The staff development given in the district has been piecemeal and fails to properly address the areas of need. Many of the staff developments given on campuses are not aligned to the district plan and are simply at the discretion of the campus. Although campuses should have the authority to determine their needs these determinations should be made only after reviewing data. The lack of a comprehensive staff development plan is being addressed and will assist the district in bringing more effective models of change.

One of the most vital areas in a district is hiring. If a district settles for the best of a bad lot in the interviewing process it will pay for it later. As part of the internship, I reviewed three teacher screeners and recommended one to the Board of Trustees. This is an important step in ensuring that applicants are appropriately screened. Steps have been put in place to ensure that interviews are more comprehensive. A superintendent needs to ensure that whatever application system is in place is being fully utilized. If a district has two-hundred applicants for a position and only six are interviewed the district may not hire the best applicant from the pool.

Once individuals are hired they will need to be evaluated appropriately. By ensuring that an appropriate evaluation model has been adopted one can ensure that staff members are appropriately trained on the district’s expectations.  Part of this process should include the development of consistent goals and objectives as well as instructional methods that should be employed in the classroom.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10

Competency 8 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application.

I completed the following activities to build my proficiency in Competency 8:

1. Observed the office secretary for a period of time in order to assess the needs and demands of her position. Substituted for her in the position and submit a summary in the notebook.
2. Met with the district attendance officer. Discussed the rules, procedures, and ramifications of attendance on law, finance and operating procedures.
3. Completed a requisition for a service or supply an item form a budgeted account.
4. Visited the website of the NAESP and compile a list of all services and the information available to the principal.
5. Compiled a list of books, publications, training manuals and district or state publications used or recommended for the position of study.

When looking at personnel, it is important that a school district ensure the right people are in the correct roles. This is paramount at both the campuses and central office.  By having the right people a superintendent is allowed to complete their work while focusing on the big picture and not getting bogged down in the minutia. 

District budgeting, personnel, resource utilization and financial management are of the utmost importance to today’s superintendents. Today Texas districts are faced with financial cuts that could dramatically impact instruction. By looking at how we monitor attendance and implement the state laws in relation to truancy an appreciation for this area of school business can be developed.  Systems must be in place to ensure that effective streamlined procedures are understood and adhered to.

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This same focus on procedures is utilized when it comes to budgeting. From the development to the requisitions instruction should drive the program. A superintendent must be knowledgeable of how money comes into a district and where it is spent. It is important that district be aware of necessary outside contract that occur on an annual basis. A superintendent must be knowledgeable of which contracts are necessary and which contracts can be dropped in the case of a financial exigency.

Competency 9 Area:

The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.

I completed the following activities to build my proficiency in Competency 9:

1. Conducted a capacity study of all district facilities to plan for facility needs in the future as the district experiences population growth.
2. Interviewed the Director of Transportation to discuss current issues and needs for transportation.
3. Interviewed the food service manager to discuss the current requirements, concerns and issues with the program.

Conducting a capacity study of school district was a challenging task. As a leader of a fast growing school district it is important to know how quickly the district is growing and how many students the buildings can accommodate before new buildings are needed. By conducting a capacity study and comparing it to the expected growth a timeline can be developed to ascertain when a bod may be necessary and when ground breaking might need to occur.

A well-developed study allows the leader to present the problem not the solution.  By presenting the facts to the community a Superintendent can allow the community to develop a sense of urgency that will support the bond election. Holding a bond election without a ground swell of support can be disastrous and delay needed improvements.

The capacity study gives the Board the information they need to talk to their constituents and garner opinions.  They have fact based information that allows them to hold conversations with parties on both sides of the debate. A Superintendent needs to keep the Board informed of future obstacles and opportunities before they arise whenever possible.

An area of growing concern for many school districts is Child Nutrition. Next year school districts will see new federal mandates that reduce sodium, increase fresh vegetables and greens as well as a host of other changes. These changes will affect the price of meals. The changes will also result in a need to retrain staff members on nutritional guidelines. As part of our Student Health Advisory Committee we have tried to inform the community of what changes will occur and what they can expect.

Competency 10 Area:

The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.

I completed the following activities to build my proficiency in Competency 10:

1. Devised a plan for any change affecting other individuals within the Homebound program. Chose two of these individuals and discussed how they internalized or resisted this change.
2. Met with the lead school counselor to discuss the role of the school in regard to children responding to parents’ divorce, single parents’ needs and after school care.
3. Chose a current issue at your district. Found at least two persons on either side of the issue. Met with the persons to ascertain the goals for each side. Ensured that each side understands the goals of the other side. Devised a resolution. Met with both sides to reach consensus.

Texas Capitol

This school year a Corrective Action Plan was developed to address concerns that TEA had with the data collection of the homebound program.  I met with four other staff member to develop a plan to correct deficiencies within the program. After the plan was devise, it was submitted to TEA for approval.  Once the plan was submitted, I met with the two homebound teachers to discuss the changes with them.  The plan required additional work on their part. Both of the teachers had been involved in the development of the Corrective action Plan so the changes were easy to implement.  One of the teachers was more responsive to the changes than the other. However, throughout the year the teacher who was not as responsive has taken the lead to ensure that paperwork in completed in a timely manner and maintained in accordance with PEIMS data standards as well as the Corrective Action Plan that was submitted.  This was a good process for the entire department and allowed us to review and reflect on the procedures that had been in place and improve upon them.

The lead counselor provided me with information regarding the role of the school in regard to children responding to parents’ divorce, single parents’ needs and after school care. When children are dealing with divorce the school can provide counseling services that can be delivered through one on one counseling sessions or in small groups. Throughout the year counseling lessons are provided to all classrooms so students are familiar with the counselor and aware of how to ask to see the counselor.  Small group or one on one sessions are provided after parental consent.

In regards to the needs of single parents the district has a Community Youth Services worker who acts as a liaison between the school and outside governmental agencies. This has been paramount in ensuring that appropriate services are provided to families in times of need.

After school care can be accessed at three of the campuses in the district through the 21^st century after school programs. These programs provide activities and tutoring to students throughout the year and also during the summer. The summer program runs concurrently with summer school. It is important as a leader to ensure that appropriate services are offered through the counseling department to meet the needs of the community.

Applying organizational, decision-making, and problem-solving skills to comply with federal and state requirements requires one to stay current with changes to state and federal law. Organizations such as TASB can be very beneficial to a superintendent in this regard.  Superintendents should make a concerted effort to develop strong relationships with colleagues who can serves as resources and mentors in this area.

EDLD 5399 Self Assessment Reflection

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With the experiences gained this year in my professional position coupled with the internship activities, it was a positive experience to reflect on the many areas of growth seen within the self-assessment. Many of the areas improved from competent to strength or from in need of improvement to competent. There were some areas that actually went down in their score as a better understanding of the aspects of the competency was acquired. This is a very positive aspect as one begins to reflect on a competency from a more objective viewpoint. Overall, I feel very competent in the area of instruction, communication, and other areas within Competencies 1-3. However, I realize that improvement is still needed in the area of Board relations. This is accomplished through experience. The interaction between a superintendent and the Board of Trustees is a very different relationship from the relationship that other administrators have with the Board of Trustees. The relationship must be developed and strengthened over time.

I also want to ensure that I build my skills in areas such as plant operation and budget forecasting. During the current economic times it is important for a superintendent to be able to identify projected revenue streams as well as monitor areas in which reductions can possibly be made while ensuring the overall instructional program remains intact. This also leads to the importance of understanding board policy as it relates to reduction in force, non-renewal and change in program. Looking forward it is important to build a strong foundational knowledge in all of the competencies and accurately assess the areas that are to be slated for continued development. A superintendent who is competent in only a limited number of competencies may find they are unable to deal with the ever changing face of public education.

EDLD Week 5 Final Reflection

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This course has introduced me to the scope of school finance. The lectures reiterated the importance of goal driven budgets and the assignments reinforced this idea. Through the assignments and the work with my wiki group I realize that there are numerous resources one can turn to in order to locate information. Whether it be a colleague in another district or the TEA website the resources are available and should be referenced when needed.

The assignments that utilized the summary of finance pages from different districts were the most interesting and at times the most challenging. It became very clear that a superintendent should do his research before entering a district blindly. The fund balance, current debt and other information could be invaluable to a superintendent’s entry plan.

As a future superintendent, I realize how important it is to build a strong administrative team that is willing to disagree with you when necessary. These team members can bring a plethora of ideas and knowledge to the table that may allow alternative solutions to problems that the superintendent may not have considered. A competent Chief Financial Officer is of paramount importance to this team. In the world of high stakes testing it is easy to overlook this l role but it is crucial if a district is to be competitive.

 


The process of developing consistent procedures and proper checks and balances was definitely reinforced during the week 5 part 1 exercise on the Code of Ethics. This is something that I will carry with me. Reviewing written policies is another task that a new superintendent must undertake if they are to be successful. Not only must they become familiar with the policies they must ensure that the Board of Trustees is familiar with them also. In conclusion, this course has been both challenging and informative. I am sure that I have much more to learn but now have a foundation to build upon.

EDLD Week 5 Part 1

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Example 1--Standard 1.2 of the Code of Ethics states that, “the educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. An example of a violation of this ethical standard would be a superintendent who directs the district lawn crew to go to his house and mow the lawn and weed the flowerbeds using district equipment. In this scenario the administrator would have used district personnel and property for personal gain.

Consequence— Both short term and long term consequences could result from this violation. The Board of Trustees could place the superintendent on administrative leave and conduct an investigation. Whether or not the allegation was substantiated the superintendent’s reputation in the community could be tarnished.  In the case where the allegations were substantiated the district could seek restitution. Additionally, the superintendent could be terminated and have a Code of Ethics violation filed with the Texas Education Agency. The long term effects of this violation could be devastating to one’s career.

Preventive action—Proper training should be provided for all educators on the code of ethics. District employees should knowledgeable of what duties fall within the scope of their job and what does not. Clear directions should be developed for employees to report code of ethics violations.



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Example 2—Standard 1.4 of the Code of Ethics states that, “the educator shall not use institutional or professional privileges for personal or partisan advantage.” An example of a violation of this standard would be a superintendent who holds religiously based trainings a regarding the biblical basis of teaching abstinence during school time. The Superintendent also directed employees to call parents to request their attendance at these meetings and submit their call logs to their campus principal. All of the handouts were from religious organizations and printed by district employees on district paper. This example is a violation of the Code of Ethics because the superintendent used his position to communicate information that was outside the scope of his duties and was of a personal nature.

Consequence— An educator should not use district materials for personal use. Nor should they utilize the district board room for religiously based abstinence trainings.  A violation of this type could result in disciplinary action being taken ranging from a reprimand to administrative leave or even termination of the contract.

Preventive action— School districts should develop ways to monitor district trainings and ensure that a staff development calendar of activities is placed in front of the school board for review. Additionally, staff should be reminded often that materials purchased by the school district are the property of the district and not for personal use.  The school district should also remind staff that one’s personal, religious and/or political views should be not be taught while they are at work.



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Example 3—Standard 1.5 of the Code of Ethics states that, “the educator shall not accept nor offer gratuities, gifts, or favors that impair the professional judgment or to obtain special advantage.” An example of this would be a superintendent who recommends a particular contractor to the board in exchange for getting some repairs done to his home for free.

Consequence— Both short term and long term consequences could result from this violation. The Board of Trustees could place the superintendent on administrative leave and conduct an investigation. Whether or not the allegation was substantiated the superintendent’s reputation in the community could be tarnished.  In the case where the allegations were substantiated the district could seek restitution. Additionally, the superintendent could be terminated and have a Code of Ethics violation filed with the Texas Education Agency. The long term effects of this violation could be devastating to one’s career.

Preventive Action— School district’s should follow an approved procedure when selecting contractors. A request for proposals should be published and the proposals should be opened in a public forum to ensure proper security.

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Example 4-   Standard 2.3. states, “The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.” An example of a violation of this standard would be a superintendent who decides not to follow the district developed evaluation tool. Instead, he develops his own evaluation tool which does not correspond to the district’s written policies. The superintendent then uses this tool, which the staff is unaware of, to evaluate all of the administrative employees and base their contract recommendations on these evaluations.

Consequence- This violation could result in grievance being filed under DGBA local. Additionally, it could result in lower staff morale and a lack of trust between administrators and the superintendent. A long term effect of this decision to utilize an unapproved evaluation tool could range from a breakdown in superintendent –school board relations to the recommendation for nonrenewal of the superintendent.

Preventive Action— School district’s should follow an approved procedure when conducting evaluations. Superintendents should ensure that all staff is knowledgeable of the evaluation tool that will be used and its basis in board policy. All evaluations should be sent to the Personnel Department for review to ensure proper compliance with board policy.

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Example 5 (F) Standard 2.6. states, “The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. An example of a violation of this standard would be a superintendent who informs a campus administrator that if they hire a particular individual it will be remembered when future central office openings take place. In other words, quid pro quo.

Consequence- In the short term the effects could range from a non-highly qualified staff member being placed in a classroom to the students simply receiving a less effective instructor. The long term effects could range from an internal investigation to even an EEOC investigation when a less qualified campus administrator is hired over someone else in order to repay the original favor.

Preventive Action— School district’s should follow an approved procedure when selecting employees. Proper protocols should be developed that include signature forms that require a group consensus. Administrative positions should require more than one level of interviews.

EDLD 5342 Week4 Part 5

Sheldon I.S.D. selects the external auditor through a process of announcing requests for proposals (RFP) in the paper. After the RFPs have been collected the Finance Office reviews the submissions and checks references in order to make a final selection. The final selection is made by selecting the auditor that has positive references and provides the district with the best value.  

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The auditor conducts the audit by reviewing the financial records of the school district and reviewing the processes used. Often times the auditors will choose a number of items and investigate those further.  Specific purchase orders may be requested or a group of purchase orders and other financial records from a specific budget code or department.  For instance, a few years ago the auditors chose to look at the activity accounts of each campus more closely than other budget codes. Last year, the auditors reviewed the entire budget but delved further into monies received from grants and the processes used for reimbursement and internal auditing of these funds.  Just because the auditors choose to investigate a specific item does not mean that there is a problem. They are simply evaluating the internal processes that are in place to ensure appropriate accounting and proper checks and balances.

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The auditors have consistently concluded that the district has appropriate financial accounting systems in place. The school district has consistently achieved superior FIRST ratings during the past six years. However, this school year the district received an Above Average rating. This was due to a lower than expected return on investments.  In the current economy this is not a surprise and the district is optimistic that we will again receive a superior rating in the near future.  

During our most recent audit a few recommendations were made by the auditors. First, the auditors recommended that a formal process be implemented for prior approval of all reimbursements. The district has implemented a PO2 system that now requires staff members to complete a PO2 prior to purchasing any item at a store for which they are planning on requesting reimbursement.  These PO2s must be approved at three administrative levels the same as a normal purchase order. Failure to complete a PO2 will result in no reimbursement being distributed. Secondly, a recommendation was made to conduct internal audits on all grant funds on a quarterly basis and submit reimbursement requests for the grant at that time. We have already implemented this practice and the district now submits documentation to the grantee on a quarterly basis.

 The results of the audit are presented to the Board of Trustees by the auditors. The results of the audit are placed on the agenda. The auditors report their findings directly to the school board. Additionally, the Chief Financial Officer holds a public forum every year to review the FIRST rating and field any questions from the public that may arise.  This public forum has always been an informative time that our district strongly encourages the public to attend.

EDLD 4342 Week 4 Part 4

I interviewed the Chief Financial Officer, Mr. Abraham George, in order to obtain information about the district’s financial system. Mr. George has worked diligently over the past year to provide staff with information on how the current financial situation affects our school district. During the interview I learned that approximately 80% of the school district’s budget is allocated for personnel. I realize that the district has taken steps over the past year to reduce the overall budget. However other than loss of positions through attrition and two change of program non-renewals the district did not cut positions. Attrition in 2011 allowed the district to reduce staffing by 30 positions. We have had numerous meetings to discuss staffing and the needs of each department and school over the next two years. As a position in the district is vacated the district is examining the necessity of replacement. We were even to able to open a new elementary school in august by staffing it with current staff members who were reassigned. The school district has made a concerted effort, in light of the financial situation of the state to review and monitor all expenditures. However, the school board has made a commitment to appropriately staff schools and department by looking at reductions in other areas.

A five percent salary increase would have both positive and negative impacts. Currently as we enter into the world of STARR and leave TAKS many teachers are stressed. Teachers in the classroom continually work hard to ensure that their students achieve the standards that have been set forth. A five percent raise would show these teachers that they are respected and valued.  A five percent raise may improve morale but only for the short term. Studies have shown that money is not a motivator.  A raise may assist the district in recruiting and retaining highly qualified teachers. This positive aspect of a raise may be good but must be balanced with other factors. For instance, if a teacher in one district makes $5,000 dollars more than a counterpart in another district but has 5 more students in each class is that a fair trade off?

 Giving a five percent raise in the current financial climate would not be wise. It would cause the district to cut staff, pass another TRE (our golden pennies have already been used so we would have to ask the voter to pass the copper pennies), or dip into the fund balance. These options have been reviewed and are not viewed in the most positive light by the school board at this time. If we used our fund balance we may be able to support a five percent raise for one year but without a clear understanding of what the next biennium will bring it would not be fiscally responsible.