The University of Tennessee College of Education, Health, and Human Sciences Department of Educational Leadership and Policy Studies

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1 The University of Tennessee College of Education, Health, and Human Sciences Department of Educational Leadership and Policy Studies Meeting day and time: Meeting place: Educational Administration 572 Financial Leadership in Schools Semester Instructor Office hours: Bailey Education Complex Secretary: Janie Young 974. (office) 321 Bailey Education Complex (fax) Practitioner Partner Information: Course Description To provide a significant grounding in education resource management theory and practice, so as to allow students to acquire a working knowledge of the context of school finance at the national, state and local level, and understand the strategies and mechanics of school resource utilization that are most closely associated with increased student academic success. Modules for this course 1. History of school finance 2. Processes of school finance (including TN Internal School Uniform Accounting Policy Manual) 3. Techniques of constructing and managing budgets (interdisciplinary unit) 4. Sources of school revenues 5. Issues in school finance Interstate School Leaders Licensing Consortium (ISLLC) Standards The purposes, objectives, discussions, and readings will provide multiple opportunities to master the following ISSLC standards: Standard III: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. 1

2 Functions: A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources Standard V: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every student s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling Tennessee Instructional Leaders Standards (TILS) The purposes, objectives, discussions, and readings will provide multiple opportunities to master the following TILS standards: Standard E: Management of the School An effective instructional leader facilitates learning and teaching through the effective use of resources. o Prepares and regularly monitors an annual operational budget that aligns with the school s improvement plan. o Mobilizes community resources to support the school s mission. o Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct. Rights to Privacy When Using the Personal Learning Plan (PLP) Electronic Portfolio The CEHHS Assessment Committee has recommended that the following statement be added to all Licensure Program syllabi that might generate items to be posted in students Electronic Portfolios. Although regular course activity is covered under school-obtained permission, the selection of any artifact for the PLP requires specific consent from the parents of children or adults whose image and other identifying information are portrayed in an artifact. This may be obtained post creation but pre posting. Consent forms will be required for all images or records that include identifying information and these consent forms are to be archived. Consent forms must include the purpose of the PLP, the people who will have access to the PLP, and the end time by which the record will be destroyed. All children 7 years and older must also give assent for their records to be uploaded into the PLP this includes identifiable writing samples, drawings, images, etc. 2

3 Course Expectations Class attendance. Students are required to attend all classes and submit coursework according to the assigned deadlines. If you anticipate any deviations from the attendance or coursework submission requirements, you must coordinate with the professor for approval in advance of the seminar meeting. Class participation is a central part of learning for this course; therefore, students are expected to attend class, arrive promptly, and stay for the entire class period. Thus, a student who misses more than two graduate class meetings for any reason can expect to have the final grade lowered. Class preparation. Students are expected to be prepared for each class meeting. This course is a reading and writing intensive class. While the instructor will present information, construction of new knowledge by the student is imperative. This can only occur through active involvement in class discussions, achieved through careful reading, and thoughtful, reflective writing. Course Evaluations Students will be evaluated by the following: Assignments # 1 & 2 (20% each) 40% Assignment # 3 30% Class participation, activities and demonstrated mastery of readings 30% Texts: Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press. Odden, A., & Picus, L. (2007). School finance: A policy perspective (4 th Ed). Boston, MA: McGraw Hill. Odden, A., & Busch, C. (1998). Financing Schools for High Performance. San Francisco, CA: Jossey-Bass. 3

4 Course Topics February 25 Introduction, Course Expectations Readings: The Strategic School, Chapter 1 (Page 1-11) School Finance, Chapter 1 (Page 1-28) March 4 Economics of Education (Murray) A look at the economic impact of education: from the effect on an individual s lifetime earnings, to the societal costs and benefits of investing in high quality public education. March 11 Fundamentals of Finance & Budget (McPherson & McIntyre) A primer on the basic principles, mechanisms, and terminology in the world of education finance. What are debits and credits, bonds, GASB, encumbrances, purchase orders, accrual vs. cost accounting, etc. Case: The Case of the Colored Post-It Notes Carliss Y. Baldwin, Michael C. Jensen, Karen H. Wruck -Harvard Business School March 18 Spring Break March 25 Fundamentals of Education Finance & Budget (McPherson &McIntyre) An introduction to how finance, accounting, budgeting, and resource use are integral to effective management of schools and school districts. This section will delve more deeply into some of the concepts introduced on March 11th, but posit them specifically in the context of public education. Assignment #1 Due State / District Fiscal Landscape Analysis April 1 Legal Context for School Funding (McIntyre) Exploring the legal landscape that has significantly affected public education over the past 40 years. Examining the three waves of public education funding litigation that have defined school finance for the past several decades. Readings: School Finance, Chapter 2 (Pages 29-50) April 8 State Funding of Public K-12 Education (McIntyre) Examining various state strategies for funding public education, the implications of each, as well as various statistical measures for assessing their equity. Tennessee s Basic Education Program (BEP) will be highlighted. Readings: School Finance, Chapter 3 & 5 (Pages and ) Simulation: School Finance, 20-district simulation 4

5 April 15 District Budget Strategy (McIntyre & McPherson) School districts utilize various strategies for the distribution of financial resources to schools. A survey of several methodologies will provide an opportunity to better understand the advantages and disadvantages of each. Knox County Schools school resource allocation methodology (budget formula) will be studied in-depth. Readings: School Finance, Chapter 8 (Pages ) Case: Aligning Resources to Improve Student Achievement: San Diego City Schools (A) James P. Honan, Stacey Childress, Caroline King - Harvard Business School Assignment #2 Due Case Analysis (San Diego or Denver) April 22 Return on Investment / Performance Management (McIntyre) How does education resource management impact student performance? An examination of the research linking money to teacher effectiveness and student outcomes. Case: Compensation Reform at Denver Public Schools Allen Grossman, Nancy Dean Beaulieu, Susan Moore Johnson, Jennifer M. Suesse - Harvard Business School Readings: The Strategic School, Chapter 2 (Pages 12-20) Financing Schools, Chapter 1-3 April 29 School Resource Management (McIntyre) The most effective schools view their resources as broad, interconnected, and flexible. Introduction to the strategic school framework which views all resources (time, people, money) as critical to ensuring student academic success. Readings: The Strategic School, Chapters 3, 4, 5 (Pages 21-90) School Finance, Chapter 7 (Pages ) May 6 School Resource Management II (McIntyre) Continuing discussion of the strategic school framework and how to most effectively organize educational resources for student success at the school level. Readings: The Strategic School, Chapters 7, 8, 9 (Pages ) Case: South River Elementary School Gerry Yemen, Michael J. Salmonowicz, Mark Keeler Darden School of Business May 13 School Budgets (McIntyre & McPherson) Applying the strategic school concept to our local context. An introduction to the budget development process in the Knox County Schools, including closer study of several individual school budgets. 5

6 Readings: The Strategic School, Chapter 6 (Pages ) Simulation: The Strategic School, Flemming School Activity May 20- School Budgets II (McIntyre & McPherson) Continuation of the discussion on effective school resource use and the mechanics of school budgeting. Readings: Financing Schools, Chapters 3-6 Assignment #3 Due School Budget Analysis & Presentation May 27 Making Connections / Culminating Activity (McIntyre & McPherson) The final class will bring together the themes, concepts and content from the course and make connections across units with an eye toward practical application as school principals. Readings: The Strategic School, Chapters 10, 11 (Pages ) 6