School of Education EDST5431: Financial Issues in Educational Leadership Summer Semester
Contents 1. LOCATION... 3 2. STAFF CONTACT DETAILS... 3 3. COURSE DETAILS... 5 Summary of Course... 5 Aims of the Course... 5 Important Information... 5 Student Learning Outcomes... 6 Graduate Attributes (AITSL Professional Graduate Teaching Standards)... 6 4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH. 7 5. TEACHING STRATEGIES... 7 6. COURSE CONTENT AND STRUCTURE... 8 7. RESOURCES... 9 8. ASSESSMENT... 10 Assessment Details... 10 Feedback... 13 IMPORTANT : For student policies and procedures relating to assessment, attendance and student support, please see website, https://education.arts.unsw.edu.au/students/courses/course-outlines/ The School of Education acknowledges the Bidjigal and Gadigal people as the traditional custodians of the lands upon which we learn and teach.
1. LOCATION Faculty of Arts and Social Sciences School of Education EDST 5431 Financial Issues in Educational Leadership (6 units of credit) Summer Semester 2015 2. STAFF CONTACT DETAILS Course Coordinator: Dr Geoff Newcombe Office Location: Room 125, John Goodsell Email: gnewcombe@aisnsw.edu.au Phone: +61 2 9385 1977 Availability: Please email to arrange a meeting time Visiting Lecturer: Availability: Visiting Lecturer: Availability: Visiting Lecturer: Availability: Ms Jenny Allum Please email to arrange a meeting time Br David Hall Please email to arrange a meeting time Mr Mark McConville Please email to arrange a meeting time Dr Geoff Newcombe Academic background: Dr Geoff Newcombe was appointed Executive Director of AISNSW (AIS) in January 2005. Prior to this he held the senior position of AIS Director of School Governance and Industrial Relations. Geoff commenced teaching in 1969 and has held positions of Head and Business Manager in a number of independent schools, also teaching Mathematics and Science in that time. He has had a variety of governance and management experience across the independent schooling sector. He has also lectured in the Master of Educational Administration program at the University of New South Wales and in the School of Business at the University of Technology Sydney. He holds a PhD in the area of school-based financial decision making and has published widely in the areas of school governance and participation in financial decision making. In June 2006 he was appointed as a Visiting Fellow to the School of Education at the University of New South Wales. Geoff was an AIS appointed trustee of the Non-Government Schools (NGS) Superannuation Fund and oversaw its merger in 2005 with other industry funds. He was also Chairman of the fund for a number of years. Ms Jenny Allum Academic background: Jenny Allum is the Head of SCEGGS Darlinghurst, a position she has held since 1996. From 1991 1995 she was Manager of the Curriculum Branch of the NSW Board of Studies, responsible for the development of all school curriculum in the State from Kindergarten to Year 12. Jenny was Chair of the NSW/ACT Branch of the Association of Heads of Independent Schools from 2004 2005, and before that chaired the Academic Committee of that Association. She is a Fellow of EDST5461 Contemporary Issues in Educational Leadership, UNSW 2015
the Australian College of Educators. In 2011, she was awarded an honorary Doctor of Letters from the University of NSW. Jenny has published widely in educational journals and in the Sydney Morning Herald. Brother David Hall Academic background: David Hall was appointed Headmaster of Marcellin College, Randwick in April 2010. Prior to this he undertook doctoral studies in Chicago, USA, completing a dissertation on the formation of people for school leadership with a particular focus on reflective leadership. David began teaching in 1985 as a primary school drama teacher a far cry from his undergraduate training as a secondary school teacher of Geography and Economics. Since then he has held a range of leadership positions in both primary and secondary schools and has served as principal in four schools across QLD and NSW. Aside from his experience in financial management as a principal he also developed an understanding and appreciation for a range of financial models in his role as Executive Director of the Marist Ministries Office a role that included the governance of a number of independent schools. Mr Mark McConville Academic background: Mark commenced his Principalship at Toronto High School in 2008. Toronto High School is a co-educational state high school serving a diverse population. There are 900 students at the school, including 90 Aboriginal students. There is a Special Education Unit on site comprising of three classes. Previously, Mark worked as a Project Officer for the NSW Dept of Education & Communities (NSW DEC) on the Central Coast focusing on Regional Evaluation and Future Directions. He has held the positions of Deputy Principal, Head Teacher, Curriculum Consultant and Classroom Teacher in NSW DEC schools. Mark currently delivers the Team Leadership for School Improvement Program K 12 across the Hunter / Central Coast Region. Mark has significant involvement with the NSW Secondary Principals Council (SPC) in the following areas: NSW SPC Executive (Treasurer). NSW SPC Finance and Administration Reference Group Leader. NSW SPC Public Education Advocacy Reference Group Leader. Hunter Region SPC Treasurer. Toronto High School has been involved in the following major initiatives: Empowering Local Schools National Partnership (one of the original 47 Pilot Schools). Schools in Partnership. Teacher Quality National Partnership. Literacy and Numeracy National Partnership. There are various initiatives currently being implemented at Toronto High School. The most significant strategy is the Collaborative Professional Peer Learning Teams that have been established to support
the development of all staff in their educational delivery making a difference where it counts in the classroom with students. Mark has a strong personal belief in the principles of social justice and utilizes this to guide him in the delivery of educational access, equity, participation and rights. Course dates: Module 1 19 th January Module 2 20 th January Module 3 22 nd January Module 4 23 rd January Hours: 10-1pm and 2-5pm each day Location: Matthews 112 3. COURSE DETAILS EDST5431 Financial Issues in Educational Leadership is an elective course offered in the Certificate and Master of Educational Leadership programs. This course will consist of four modules and will be taught over four 6 hour days in Summer School. This will be a total of 24 contact hours. This allows for flexible delivery for students outside metropolitan Sydney as well as local students. Summary of Course With an increasing move to School-based Management at the Federal and State levels there is a need to equip school leaders to more effectively manage financial issues in the workplace. This course will provide aspiring and experienced leaders with the knowledge and understanding of key financial issues relevant to their context. Research, policy development, practice and specific case studies will be considered to cover such areas as models of funding for schools, models of financial accounting, and best-practice models in financial management of educational institutions. The modules will be taught by highly experienced and academically qualified senior education practitioners and students will be provided with best-practice policy and procedures in this area. Aims of the Course The aim of this course is to provide aspiring and current educational leaders with knowledge and understanding of financial issues relevant to their educational institutions. The course adds to the suite of Educational Leadership electives and will enhance the effectiveness of school leaders. Critical analysis of case studies, Global, Federal and State policies, and models of School funding will increase awareness of these areas. Important Information Attendance: Students are expected to give priority to university study commitments. Unless specific and formal permission has been granted, failure to attend 80% of classes in a course may result in failure. See the section on attendance for details on guidelines, procedures and penalties in Part B of this document.
Student Learning Outcomes At the end of this course students should be able to: Outcome 1 Discuss relevant research, theory, policy and practice that relate to financial issues in educational institutions 2 Critically analyse Global, Federal and State models and policies in relation to this area 3 Critically analyse case studies to develop best-practice models for school leadership in this area Assessment (s) 1,3 2,3 Graduate Attributes (AITSL Professional Graduate Teaching Standards) Students will be encouraged to develop the following graduate attributes by undertaking selected activities and knowledge content. These attributes will assessed within the prescribed assessment tasks: Standard 1 Advanced disciplinary knowledge and practices Demonstrate an advanced understanding of the field of financial issues in education as it relates to their specialist area of study, and the ability to synthesize and apply disciplinary principles and practices to new or complex environments. 2 Research-based learning Demonstrate an in-depth understanding of research-based learning and the ability to plan, analyse, present implement and evaluate complex activities that contribute to advanced professional practice and/or intellectual scholarship in education. 3 Cognitive skills and critical thinking Demonstrate advanced critical thinking and problem solving skills 4 Communication, adaptive and interactional skills Communicate effectively to a range of audiences, and be capable of independent and collaborative enquiry and team-based leadership 5 International outlook Demonstrate an understanding of international perspectives relevant to the educational field 6 Ethical and responsible professional practice Demonstrate an advanced capacity to recognise and negotiate the complex and often contested values and ethical practices that underlie education Assessment (s)
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH This course is included to enable students to develop an understanding of Financial Issues in Educational Leadership that will enhance their practice as leaders of educational organisations. Students in this course will mainly be aspiring and current educational leaders who will benefit not only from the experience and knowledge of the lecturers but also by sharing with each other. A focus will be on collaborative group work as well as the analysis of case studies. 5. TEACHING STRATEGIES The modules will cover a range of activities with a strong focus on student participation. It is expected that students will have read the pre-session material The approach to teaching and learning is informed by research. This research has demonstrated the importance of the learning environment for quality student learning. Therefore, emphasis is placed on a learning environment which is student-centred, knowledge-centred, assessment-centred and community-centred. A student- centred environment encourages attention to students existing ideas, knowledge, skills and attitudes providing a foundation for learning. A knowledge-centred environment focuses on what is taught, why it is taught, how it should be taught and what competence looks like. Essential to the student and knowledge-centred environments, is assessment, which makes student learning visible and supports learning. A community- centred environment recognizes that learning is influenced by context.
6. COURSE CONTENT AND STRUCTURE Date Monday 19 th January Tuesday 20 th January Thursday 22 nd January Friday 23 rd January Module 1 Module 2 Module 3 Module 4 Lecturer Professor Geoff Newcombe Professor Geoff Newcombe Professor Geoff Newcombe Case Studies 10:00-11:30 Introduction Session 1 The Changing Schools Context Session 5 Managing Financial Risk Session 9 Introduction to Financial Accounting Case Study Ms Jenny Allum Principal SCEGGS Darlinghurst 11:30-11:45 Morning Tea 11:45-1:00 Session 2 Governance and Financial Management Session 6 Schools as Deductible Gift Recipients Session 9 Introduction to Financial Accounting Case Study Brother David Hall Principal Marcellin College Randwick Case Study 1:00-2:00 Lunch Students to provide own lunch 2:00-3:30 Session 3 Effective Use of Resources in Education Session 7 School Budgeting Session 10 Analysing Financial Data Case Study Mr Mark McConville Principal Toronto High School 3:30-3:45 Afternoon Tea 3:45-5:00 Session 4 Workplace Management Implications for Financial Management (Guest speaker) Session 8 Performance Review and Development Implications for Budget Management (Guest Speaker) Session 10 Analysing Financial Data Case Study Course Conclusion
7. RESOURCES Module 1 Pre-Course Reading Hanushek, E.A. (1997) - Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis 19 (2) 141-164 Additional Readings Hanushek, E.A. Link, S. and Woessmann, L. (2012) - Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA. Asian Development Bank Economics Working Paper Series No. 296. Baker, B.D. (2012) - Revisiting the Age-0ld Question: Does Money Matter in Education? The Albert Shanker Institiute. Buckingham, J. (2007) - Teachers and the Waiting Game: Why Decentralisation is Vital for Public Schools. The Centre for Independent Studies. Issue Analysis No. 80. Module 2 Pre-Course Reading Walther, L. & Skousen, C., 2010. Planning for success budgeting and decision making. Bookboon.com Additional Readings Dessoff, A., 2009. Fighting Fraud in schools, Lax controls open doors to crimes. District Administration 45 (7), 32-36 Johnson, R. & Spencer, R., 2011. The right internal controls prevent fraud and loss. Financial Executive 27 (6), 60-63 Module 3 Pre-Course Reading Mestry, R., 2004. Financial accountability: the principal or the school governing body? South Afican Journal of Education 24 (2), 126-132 Additional Readings Cobb-Clark, D. & Jha, N.,2013. Educational achievement and the allocation of school resources. Melbourne Institute of Applied Economic and Social Research 27/13 Module 4 Additional Readings SCEGGS Darlinghurst 2012 Annual Report Marcellin College Randwick 2012 Annual Report Toronto High School 2012 Annual Report
8. ASSESSMENT Assessment component Description Length Weight Learning Outcomes Assessed Graduate Attributes Assessed Date due Pre Course Task Minor research paper 1000-1500 words 20% 1,2,4,5,6 7 th January 2015 Post Course Task 1 Analysis of Financial Statements N/A 30% 1,3,4,5,6 16 th February 2015 Post Course Task 2 Major research paper 1500-2000 words 50%,4,5,6 16 th February 2015 Electronic and hard copy must be submitted otherwise students will be awarded a fail grade in this assessment task. Assessment Details Pre Course Task Minor research paper You have been provided with three articles, each one relevant to each of the three main modules in the course. You are required to provide a brief summary of the key issues in each article. Also, you are required to choose one article (out of the three), and using this article and any other relevant research information, Indicate why you have selected that article. What do you see as the relevance of this article to the current educational agenda? How do you relate this article to your current position? Post Course Task 1: Analysis of Financial Statements This section will involve the development and analysis of a set of financial statements based on a provided data set. Full information about this task will be provided during course. Post Course Task 2: Major Research Paper Historically in Australia and internationally the remuneration of teachers has been based on years of service with qualifications determining a starting point on the pay scale. Promotional and other positions of responsibility usually have attracted time release from face to face teaching and a monetary allowance. With reference to key research evidence 1. Comment on possible effects of a shift in the model of remuneration from one based on years of experience to one based on teacher performance. 2. Suggest approaches that have or could be used to assess teacher performance.
UNSW SCHOOL OF EDUCATION FEEDBACK SHEET (TASK 1) EDST5431 Financial Issues in Educational Leadership Student Name: Assessment Task: Pre Course task Date: 7 th January 2015 Lecturer: Prof Geoff Newcombe Recommended Mark: and Grade: Criteria Maximum Mark Understanding of the key concepts: Understanding of the relevant theory, research and practice Understanding of the key issues in each of the 3 articles (2 marks each) Reason as to why select article Relevance to current educational agenda Relevance to current position Critical thinking and analysis Use of relevant evidence Well reasoned arguments Sound analysis of problem 6 1 3 2 3 Structure and organisation of response Logical and coherent structure Clear presentation of ideas An academic writing style APA style for citations and references Clarity and appropriateness of language style Appropriate references to research GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME 2 3 TOTAL 20 NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
UNSW SCHOOL OF EDUCATION FEEDBACK SHEET (TASK 2 &3) EDST5431 Financial Issues in Educational Leadership Student Name: Date: 16 th February 2015 Lecturer: Professor Geoff Newcombe Recommended Mark: and Grade: SPECIFIC CRITERIA Weighting Mark Understanding of the question and key concepts involved Addresses the question/issue Understanding of the question/issue Understanding of relationship to relevant theory, research and practice Information presented is relevant Understanding of the complexities and interrelationships involved Critical thinking and depth of analysis Depth of analysis Well reasoned arguments Sound analysis of problem 10 3 Familiarity with and relevance of professional and/or research literature used to support response Appropriate research references to support responses Sound range of research references Structure and organisation of response Appropriate nature of structural organisation Logical and coherent structure Clear presentation of ideas to enhance readability Presentation of response according to appropriate academic and linguistic conventions 2 APA style for citations and references & complete reference list Clarity and appropriateness of language style TOTAL 20 GENERAL COMMENTS/RECOMMENDATIONS 2 3 NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.
Feedback Assessment Task Feedback Mechanism Feedback Date Pre Course Task Written 19 th January, 2015 Post Course Task 2 Written 23 rd March, 2015 Post Course Task 3 Written 23 rd March, 2015