Summarizing Superintendent Competencies

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.

As I relect on my internship experiences I was given an opportunity to extend my expereinces beyond the elementary level.  I realized that in order for my administrative leadership skills and abilities to develop I would need to  self-promote engagement with district activities and district personnel at the central office level.  The extensive experiences during this internship provided opportunity for me to initiate thought into my next leadership career position. 

Below are highlights of what I learned during my internship to improve my administrative skills and abilities.

With the understanding that the school dsitrict belongs to the community in the role as the superintendent he/she serves as  the school leader for everyone in the district.  In an effort to develop community and business partnerships the superintendent must interact with  all stakeholders to gain a sense of trust that he/she will make decisions that promote student success.       

·         Children our greatest commodity, the superintendent is to ensure that the educational needs of all children a meet and that nothing infers with their learning. Resources within the district and campuses are provided to assist students with educational needs. The Federal AYP regulations for NCLB states clearly that all children will learn.

The superintendent is expected to provide several methods to communicate and promote expectations for high level performance to staff and students.

·         The following Handbooks and Policies are provided as references to promote high standards of conduct, ethical principles, integrity in decision making, applying policies, laws and procedures in a fair and reasonable manner. These policies and procedures are presented at the beginning of the year to ensure that effective and quick resolutions of conflict are handle proper

1.    Student Handbooks Code of Conduct

2.    Board Policy Manual

3.    Employee Handbook

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.

·         The mission statement of a school district presents the shared vision that focuses on the teaching and learning.

1.    Expectation of SUCCESS for each person

2.    Optimum application of Technology

3.    An appreciation for various cultures

4.    FULL involvement of parents, teachers, and the community

5.    RESPECT and CARE for each other.

• Stakeholders are provided an Academic Report Card that provides the facts about the school district. The report highlights the districts achievements in all areas measured. The report also outlines the Federal and State guidelines, Gold Performance Acknowledgements and other reports that reflect on over all student performance by district, state, and federal.

The superintendent oversees many departments that work meticulously to prepare the following reports and keep them updated.

• An achievement report of the district goals and objectives is prepared and shared with the district employees and the community. 

·         There are several methods use to communicate information to district personnel, parents, students, and the community:  local media, monthly district newsletters, mass email communications, and portal systems for parents and district staff development sessions. 

·         Regular board meetings are held each month to keep the community and the district personnel abreast on important concerns that may impact the district. 

The district hires highly qualified teachers that are certified in their content areas of expertise.   To keep in tune with best education practices ongoing staff development is provided to the teachers.

·         At the beginning of the regular school year Convocation for all district personnel is held and the superintendent presents the charge for year and reviews the districts accomplishments and addresses areas that need improvement. 

·         Students participate in special sessions with the superintendent to share concerns about their educational experiences. Throughout the year activities take place to build cultural diversity.

·         Campuses host goals nights to share with the community an awareness of the district and individual campus visions and goals.

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.

• Participate in conducting a faculty /grade level meeting. Survey the audience about the presentation’s strengths and areas of improvement.
• Assist the Ace Coordinator in preparation of a written communication to be sent home to parents.
• Examined current policy and procedures for parent involvement at the campus level vs. district level.  Provide campus and district initiatives for parents.
• Review and evaluate the school library with regard to heritage and values of culturally diverse groups.

As member of the administrative team on my campus one of my job duties is to conduct weekly grade level meeting with the teachers to consult about planning, provide instructional resources or materials to support teaching to accomplish instructional goals.   I find that fostering collegiality and team building among staff members and encouragement in the decision-making process provides opportunity for ownership.  In the surveys conducted the staff felt that the two-way communication was opened and addressed the needs of the school community.  Working closely with the teachers to identify, analyze and apply research based resources that promotes school improvement reflects true team work among the staff.

I assisted the After School Center for Education Coordinator in preparing written letters and flyers to communicate important information regarding dates, guidelines for acceptance into the program to parents.  Regular informative meeting were held to keep parents abreast with the latest updates about the program.

We have a large diverse district population.  It is important that communication is present to reach all diverse groups.  Our district has excellent resources and methods in place to communicate events and updates in the district.  Each month the district has a day designated as Parent Visitation Day, even though parents are welcomed anytime.  The Title I department provides each campus with a parent facilitator to provide parent activities.  The activities might include training for parent in the computer lab, ways to help your child with homework, or updates on STAAR.

Evaluation forms are used to assess the perceptions of parents, teachers, and community stakeholders.

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 attended several board meetings as often as possible to observe the interaction with the superintendent and the board members.   The meetings are very formal and sometimes lengthy. The Superintendent’s Executive Cabinet, Superintendent’s Secretary, and all board trustees are present for the meetings. 

I noticed that our Superintendent has a great rapport with the board members.  They ask questions of issues that need clarification.  The superintendent does a great job addressing any issues that affect students and educational performance.

The superintendent works closely with board members to ensure that the board members understand the state initiatives, supports and reviews the guidelines to ensure that the district is in compliance with state and federal requirements.

Our district has had a lot media attention since the bond project.  The superintendent has communicated the importance that all stakeholders need to be informed about what goes on in the school district. 

 I know that this is an area that I will continue to seek improvement.

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 work with PK-5 grade teachers with the responsibility to ensure that they are using best practices with 21^st century skills in their instructional delivery.

My current position involves planning lessons with teachers, providing instructional support that provides curricula based on research-based practices,  coordinates campus initiatives, campus curricular and extracurricular programs, providing resourceful staff development, monitoring student performance diagnose student needs… it is all data driven.  Active monitoring… supervision is key.

• Hire highly qualified teachers teach in the certified content and grade level areas.
• Develop and implement collaborative processes by having regular grade level meetings.
• This year we are implementing CScope that is a viable curriculum aligned with the STAAR and addresses the readiness, supporting, and process standards that students will test on in 2012.   Constant ongoing staff development and training is being done to ensure that teachers know how to navigate through the curriculum program.   The teacher’s will teach to level of rigor using the Exemplar lessons
• Monitoring by classroom walk through, providing suggestions to improve instructional delivery. Facilitate the effectiveness of the 5 E models, lesson cycle, and blooms taxonomy in the instructional delivery.  All measures student learning.
• Most important within the new curriculum design are unit assessments and district assessment used to measure student learning.  We use an item analysis program that shows the breakdown of student performance by subgroup, mastery and non-mastery by concepts tested, and by teacher performance.  After testing the results are analyzed by teachers and administrators to determine action plans for students in need of assistance.
• Most of the curriculum is integrated with technology across the content.
• Ongoing tutorial or remediation programs in reading and math (targeted students)

before, during and after school programs.

• AEIS report, PEIMS, Academic Report Card, TEA reports the federal and state accountability system for student performance. Districts inform their personnel of the accountability system ratings.

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.

Advocating for students by delivery of the districts objectives and goals supports this competency.

• Title I Programs and Special Programs for identified students in GT, AP classes, and college and career readiness support, IP, dual learning classes through Lamar for high school students.

·         Implementations of researched based practices are implemented in many programs that used across contents.  Ongoing district meetings; Educational Summit yearly held for the community to share the achievement of the district’s vision and goals. PTA, ongoing Parent Involvement workshop is sponsored by the districts; parents are invited to the campus for parent visitations on a monthly basis. ( but may visit anytime)

·         Adhere to district and state policy and procedures for student discipline and school safety.

·         Monitor to implementation of active student engagement during instructional delivery. CScope high level of rigor. New assessment measure, “STAAR.

·         AEIS report, PEIMS, Academic Report Card, TEA reports the federal and state accountability system for student performance.

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.

The indicators here evolve around ongoing professional staff development activities, vertical teaming across curricular, regular campus staff meeting, district content meetings, content supervisor support, participation in delivery of presentations on data, strategies to enhance the skill of teachers, and training for new curriculum programs.  The superintendent must be able to provide specifics about implementation of staff evaluation and development systems.  Classroom walkthroughs are instrumental in our district to monitor student learning.  At times the teachers fell it is a way to “catch you off guard”.  To avoid this district staff development was provided.  The superintendent wanted to be sure that everyone trained on the expectations of the walk through instrument.

The superintendent is aware of all district staff development workshops or initiatives that meet the needs of the district goals.  It is the responsibility of the superintendent to communicate this information with the board of trustees.  The superintendent provides ongoing communication with human resources, staff development, district supervisors, campus principals and the board of trustees of expectations about hiring and mentoring initiatives.

The board approves all personnel that will conduct teacher appraisals in our district; therefore the superintendent must keep the board members updated on the highly qualified conditions of district teaching personnel.

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 had the opportunity to meet with the district’s attendance officer to discuss rules and procedures ramification of attendance on law, finance, and general district operations.
• Visited with the district Budget Specialist and observed the completion of a requisition for a service and supply from a budget account. She was able to describe the path of the requisition for approval

This is an area that I will spend time to improve in my knowledge and skills.

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.

Emergency plans are in place district and campus wide.

• Procedures are practiced and followed for fire drills, tornado/hurricane evacuation procedures, crisis situations, ensuring the environment is conducive to learning, informed of nutritional guidelines, bus safety issues, health services guidelines, and special programs for special needs students.
• District policies and procedures are referenced and available to the community and district personnel.
• District has a district attorney to apply legal counsel on legal concepts, regulations, and codes.

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.

• Review District’s Improvement Plan to identify, analyzes, and applies research findings that demonstrate effective school correlates to promote school improvement.
• Develop and set annual campus performance objectives for Academic Excellence Indicators using site-based decision making committee.
• Develop, maintain and use information systems and records necessary to show campus progress on performance objectives based on state and federal standards.
• Define expectations for staff performance with regard to instructional strategies and classroom management.
• Work with decision-making committees and campus administrative leaders. (principals)
• Comply with district policy and state and federal laws and regulations affecting the school district.
• Oversee developed budgets based on documented program needs, estimated enrollment, personnel, and other fiscal needs.   Keep program within budget limits, Maintain fiscal control.  View reports on fiscal information.

Course 6 Week 2 Part 2: Job Entry Plan

The position of interest I prepared my job entry plan for is the position of Staff Development Director. 

FIRST DAY

Goal(s)

Establish team building relationships with district curriculum supervisors, human resource director, and financial director and campus principals and other departments.

Objective(s)

Build a common vision for staff professional development that will impact school improvement at the elementary, middle and high school levels.

Activities:

1.    Meet with district curriculum and instruction supervisors to discuss direct planning of upcoming professional staff development based needs assessment from review district improvement plans and campus plans.

2.    Communicate and promote expectations for professional staff development that will promote excellence and achievement for teachers and students.

Resources:

District Improvement Plans/Campus Plans

Previous overview of district Professional Staff Development for all levels

First Week

Goal (s)

Provide a two –way communication with superintendent, district curriculum supervisors, and principals at the each campus level.

Provide a calendar to reflect the timeline for scheduled district staff professional development for the opening of the school year.

Objective(s)

I will work with the district curriculum supervisors to provide information of instructional resources and materials to support the teaching staff in efforts to accomplish the instructional learning goals.

Activities

1.    Analyze, and apply research findings that will promote school improvement.

2.    Define expectations for staff performance with regard to instructional strategies, classroom management, and district policy and procedures.

Resources

Previous overview of district Professional Staff Development for all levels

Budget Report Information

District Curriculum Supervisors

FIRST MONTH

Goal(s)

Develop and set annual campus visits to maintain expectations for professional staff development with regard to campus needs for school improvement.

Objective(s)

Define expectations for staff performance and identify staff needs.  Provide support to ensure effective and quick resolution when necessary.

Activities:

1.    Visit with campus principals to provide support to ensure effective and quick resolution of conflicts.

2.    Meet monthly with district content supervisors in regard to campus needs for staff development.

                      

Resources:

District Content Supervisors

Campus Principals

Region V Service Center

FIRST YEAR

Goal(s)

Develop budgets based on needs for district and campus level professional staff development.

Confer with district curriculum supervisors and consultants for district staff development to accomplish goals for effective staff development sessions.

Objective(s)

Work with district curriculum supervisors to plan district and campus level professional staff development activities based on district and campus needs and goals.

Keep professional staff development within budget limits.

Activities:

1.    I will meet with each content district supervisor to establish plans for staff development sessions at the campus levels.

2.    Conduct a meeting the financial manager regarding the budget for district staff development.

Planning Time

Region V Service Center

Financial Manager

 District Content Supervisors

SBEC Self-Assessment and Reflection

Reflection Assessment of the strength and weaknesses of SBEC Post –Self Assessment  compared to the SBEC Pre Self Assessment.

Strengths: Post-Assessment

The domains and competencies below were strengths on my Pre-Assessment.

Domain I—Leadership of the Educational Community – Competencies 1 – 3:

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

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 – 7:

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

Domain I, II and the competencies directly correlate with my current job description responsibilities as well other transfer of learning experiences from previous positions.   In my current position I work closely with student, parents, and teachers to ensure that the needs of all children are meet successfully.  I constantly interact with students, parents, teachers, and district staff to promote high standards of conduct, ethical principles, and with integrity in decision-making.  Policy and procedures are visited ongoing as needed throughout the year.

Areas where I consider myself competent but not yet a strength:  Post-Assessment

The competency areas below were rated in need of improvement on my Pre-Assessment.

Even, though I have shown improvement in these competency areas since the Pre-Assessment I lack the experience involved at the district level.  I am comfortable with the knowledge and skills foundation that I have developed through the course work assignments and my intern experiences and interview reflections.

Domain 1- Leadership of the Educational Community - Competency 4

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.

• provide leadership in defining superintendent-board roles and establishing mutual expectations.
• communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
• access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 9

My experience is these areas are at the campus level, so with opportunities of exposure at the district level I will develop strengths to lead in these activities. Attending board meetings has assisted with advancing my knowledge about the leadership and management of district budgeting, resource utilization, financial management, and technology application.  Continue visits with district personnel that lead in the areas will also be utilized to build the learning foundation. The course work completed in School Finance will continue to be a wealthy and informative reference as I continue to grow in these areas. 

Competency 8 Area:

5 competent areas

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.

The superintendent knows how to:

• apply procedures for effective budget planning and management.
• work collaboratively with board of trustees and appropriate personnel to develop district budgets.
• facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy.
• establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.
• acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
• use district and staff evaluation data for personnel policy development and decision making.
• use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately.

Competency 9 Area:

5 competent areas:

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.

• apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
• develop and implement procedures for emergency planning and for responding to crises.
• apply procedures for ensuring the effective operation and maintenance of district facilities.
• implement evaluate appropriate procedures to ensure efficient, effective district transportation services, food services, health services, and other services.
• apply legal concepts, regulations, and codes as required.

Competency 10

3 competent areas:

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.

The superintendent knows how to:

·         implement appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.

·         implement processes for gathering, analyzing, and using data for informed decision making to attain district goals.

·         identify, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.

                                                                                                      

 Areas needing improvement:  Post-Assessment

The areas were rated in need of improvement on the Pre-Assessment.

Competency 9

2 areas need improvement

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.

·         apply procedures for planning, funding, renovating, and/or constructing school facilities to support the district’s mission and goals.

·         implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.

Competency 10

2 areas need improvement

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.

The superintendent knows how to:

·         use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building, and develop consensus.

·         encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.

Week 5 Part 3 Course Reflection

·   Competency 8 Self-Assessments The Self-Assessments gave me an opportunity to really view the competency areas I was knowledgeable of what areas I needed to seek self-improvement.  I used the self-assessment as a guide to as I navigated through the course work.  As stated earlier by our expert professors the self-assessment is a great instrument to determine strengths and weakness and from the results of the self- assessment an action plan can be developed for self-improvement.  I know my experiences are limited in some areas in Competency 8, but the knowledge I have gained is a significant advantage which I will be able to pursue with confidence. ·   Lectures, interviews, readings and resources I appreciated the lecture video and the lecture scripts.  I actually used the lectures as a study guide to prepare for the weekly assignments.  The lectures always explained in depth the expected performance outcomes and encouraged the student to ask questions if there was uncertainty.  This most disappointing for me during this course was scheduling of the interviews.  Due to extenuating circumstances the main expert personnel that manage our school district’s budget process were not available.  I was able to interview with one of my Site-Supervisor’s and the district’s Comptroller on another occasion.  They both were helpful in provided information to assist with the assignments, but they felt the most benefit would have been provided by the District’s Business Manager and the Superintendent.  Both were unavailable last week.  Arrangements have been made to visit with them at a later time and I plan to take advantage of that opportunity.  I browsed the website reading resources and found them helpful as well.    I have developed my action research skills to build my awareness of school finance articles and topics.  The TEA website I utilized quite frequently, especially with terms that were unfamiliar. ·   Weekly assignments and activities I found the comparison of the two detailed district snapshots as one of the most beneficial hands on forms of engagement to use in this course that modeled a preview what a district makeup looks like when viewing numbers.  Even though I found the assignments challenging and time consuming. I found balance and working with the assigned group really added value to the weekly assignments.  All of the assignments and activities modeled the terminology presented in the lecture videos. ·   Other experiences including Web Conferences, blog and wiki experiences, including any insights from group collaboration I am quite impressed with my ability to have been able to grasp the concept of using wiki groups, blogging comments and posting reflections.  I have to admit I was not comfortable about posting reflections or comments for others to read for fear I would not demonstrate knowledge of the weekly assignments.   However, the most unique advantage of the wiki, blogging experience was the collaboration and communication with experts from other districts in Texas.  The web-conferences provided an opportunity to put faces with names and again share valuable insights on the different topics for the assignments.  I believe the course work would not have been as successful if the web conferences and other technology components were excluded from the syllabus.

Reflections of EDLD 5342 School Finance

·   Competency 8 Self-Assessments The Self-Assessments gave me an opportunity to really view the competency areas I was knowledgeable of what areas I needed to seek self-improvement.  I used the self-assessment as a guide to as I navigated through the course work.  As stated earlier by our expert professors the self-assessment is a great instrument to determine strengths and weakness and from the results of the self- assessment an action plan can be developed for self-improvement.  I know my experiences are limited in some areas in Competency 8, but the knowledge I have gained is a significant advantage which I will be able to pursue with confidence. ·   Lectures, interviews, readings and resources I appreciated the lecture video and the lecture scripts.  I actually used the lectures as a study guide to prepare for the weekly assignments.  The lectures always explained in depth the expected performance outcomes and encouraged the student to ask questions if there was uncertainty.  This most disappointing for me during this course was scheduling of the interviews.  Due to extenuating circumstances the main expert personnel that manage our school district’s budget process were not available.  I was able to interview with one of my Site-Supervisor’s and the district’s Comptroller on another occasion.  They both were helpful in provided information to assist with the assignments, but they felt the most benefit would have been provided by the District’s Business Manager and the Superintendent.  Both were unavailable last week.  Arrangements have been made to visit with them at a later time and I plan to take advantage of that opportunity.  I browsed the website reading resources and found them helpful as well.    I have developed my action research skills to build my awareness of school finance articles and topics.  The TEA website I utilized quite frequently, especially with terms that were unfamiliar. ·   Weekly assignments and activities I found the comparison of the two detailed district snapshots as one of the most beneficial hands on forms of engagement to use in this course that modeled a preview what a district makeup looks like when viewing numbers.  Even though I found the assignments challenging and time consuming. I found balance and working with the assigned group really added value to the weekly assignments.  All of the assignments and activities modeled the terminology presented in the lecture videos. ·   Other experiences including Web Conferences, blog and wiki experiences, including any insights from group collaboration I am quite impressed with my ability to have been able to grasp the concept of using wiki groups, blogging comments and posting reflections.  I have to admit I was not comfortable about posting reflections or comments for others to read for fear I would not demonstrate knowledge of the weekly assignments.   However, the most unique advantage of the wiki, blogging experience was the collaboration and communication with experts from other districts in Texas.  The web-conferences provided an opportunity to put faces with names and again share valuable insights on the different topics for the assignments.  I believe the course work would not have been as successful if the web conferences and other technology components were excluded from the syllabus.

Week 5 Part 2 Self-Assessment and Reflection

Week 5: Part 2

EDLD School Finance

SBEC Self-Assessment and Reflection

Marilyn Pace-White

The superintendent knows how to:

  C   apply procedures for effective budget planning and management.

  C collaboratively with board of trustees and appropriate personnel to develop district budgets.

  I    facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy.

C    establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.

 C   acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.

S   use district and staff evaluation data for personnel policy development and decision making.

S   apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.

C   manage one's own time and the time of others to enhance district operations.

 S     and implement plans for using technology and information systems to enhance efficiency and effectiveness of school district operations.

S   apply legal concepts, regulations, and codes as required.

C   use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately.

Self-Assessment Reflection

School Finance has been as challenging experience for me.  When I first completed the Self-Assessment I became extremely doubtful about my success in the course based on my lack of knowledge in a few of the competency areas.  Starting at the beginning with the History of School Finance was a great motivator as we began to fast forward into the course work.  I was able to make valuable connections from the past that created major foundations for many of the current policies or laws in educational finance today.  Even though I am currently at the campus level as a Curriculum Coordinator the transfer of learning from what I have learned in this course will be easily adapted to the next level.  I noticed from my first self-assessment I rated myself “I” to improve on the first two competencies, but now I feel the knowledge acquired from this course I have established confidence to be effective in these of applying procedures for effective budgeting planning and management and working collaboratively with board of trustees and appropriate personnel to develop district budgets.  School Finance 101 on Budget planning helped me to understand the procedures involved to effectively collaborate and plan with a district’s board of trustees. Now these competency areas are rated as Competent.  In the competency areas that I rated my knowledge and skills as “C” or competent many of did not change because I currently do not have the experience connected to actual on hands on engagement or performance.  I am confident that as I approach the level of experience necessary these areas will reflect self-improvement to strengths. Four of my “C” has increased to “S’s”. They are use district and staff evaluation data for personnel policy development and decision making.

and apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel.

To lead in these activities a Superintendent must be aware of the budget process, budget comparisons from year to year, an awareness of the various sources that support an effective budget and most important be knowledgeable of the school district’s local policies, state and federal guidelines.  I have no idea why I did not self assess on this competency in the beginning: use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. With all of the detailed guidelines at your finger tips and with knowledge and skills of personnel hired as experts in school finance the collaborative team work is a definite benefit to accomplish success with any district school budget. 

Even though I lack the actual work experience I know I have developed confidence to be able to work with a district’s board of trustees and other personnel to meet the challenges ahead in world of School Finance.