School Business Administration

4 Dimensions of Governance Responsibilities Setting the vision Creating an infrastructure Setting standards Advocating for schools

ASBO’s Code Acknowledge that the schools belong to the public Implement policies and administrative roles and responsibilities Pursue appropriate measures to correct laws, policies and regulations that are not consistent with sound educational goals Interpret the policies and practices of the district to subordinates and to the community

School Business Administration Questions What are educational needs that have business implications? What are the nature and cost of each feasible alternative to meet a given educational need? What is the most effective means to provide an alternative? What is the cost-effectiveness of each alternative? What is the relative priority of each expenditure?

SBA Should Provide A structure in which qualified educational personnel identify and specify program needs Alternative program specifications, services, and materials for these needs Cost-utility or cost-effectiveness analyses A process for procuring or providing appropriate personnel, material, and equipment. Appropriate performance and cost data for evaluation Recommendations for the modification of present programs and policies or proposals

Business Administration Functions Budgeting and financial planning Purchasing an supply management Plant planning and construction School-community relations Personnel management In-service training Operation and maintenance of plant transportation

Food service Accounting and reporting Data processing Grantsmanship Office management Educational resources management Security services for the district

Addressing Learning Theory Productivity of the leaning industry must be increased Better measure of educational costs and effectiveness Technology is creating opportunities for cost- effective learning Innovation in any component of the system requires modification of the whole system Educational deregulation and decentralization are needed

Large scale technological change in education requires an environment of choice and competition to provide the payoff for productive innovation Evaluation can lead to more successful implementation though better policy decisions

Strategies Provide expanded applications of cost-benefit analysis Design and operate accountability systems for decentralized structures Develop cooperative relationships with empowered teachers, principals an staff Assist in the development of cost- effectiveness rationale

Assist in the description of the business implications of implementing alternative educational goals that compete for scarce resources Advise policy makers on the adaptations Design a system to describe and present fiscal accountability to the public

Levels of Laws Guiding School Business Administration Written constitution Statutes Judge-made law Administrative law

Legal Concepts Minutes of the Board of Education Contractual authority Contracts Competitive bids School monies Control systems Tort and tort liability Conflict of interest Race and sex discrimination Due process

AASA Performance Goals Establish and maintain a positive and open learning environment to bring about the motivation an social integration of students and staff

Build strong local, state, and national support for education

Develop and deliver an effective curriculum which expands the definitions of literacy, competency, and cultural integration to include advanced technologies, problem solving, critical thinking and communication skills, and cultural enrichment for all students

Develop and implement effective models/modes of instructional delivery that makes the best use of time, staff, advanced technologies, community resources, and financial means to maximize student outcomes

Create programs of continuous improvement, including evaluation of both staff and program effectiveness as keys to student leaning and development

Skillfully manage school system operations and facilities to enhance student learning

Conduct and make use of significant research as a basis for problem solving and program planning of all kinds

Necessary Skill Domains Administrative Conceptual Interpersonal Resource

Duties of Superintendent According to LEAD Foster student growth and development Foster equality of opportunity Foster a positive school climate Lead school improvement Foster improvement of classroom instruction Lead and manage personnel

Manage district resources Assure/provide a safe and orderly environment Foster effective school-community relations Engage in professional development Relate effectively to the Board

AASA Standards Leadership and district culture Policy and governance Communications and community relations Organizational management Curriculum planning and development Instructional management Human resource management Values and ethics of leadership

Effective and Effectiveness Ratios Effective equals actual output divided by planned output. Effectiveness equals standard cost divided by actual cost

CIPP Model for Decision-Making Context evaluation Input evaluation Process evaluation Product evaluation

Obtaining Feedback Establish advisory committees Select key communicators Invite taxpayers to lunch Listen to what is said at meetings of service groups Distribute wallet-size calendars to residents Get people’s ideas on tape

Listen to local call-in radio Include a question session at public meetings Offer guidance and administrative services Establish a community resource file Have your receptionist keep a list of questions Read church bulletins

Establish a speaker’s bureau Include questionnaires and newsletters to public Note questions ask by reporters at news conferences Be candid with civic leaders Recognize senior population Have open forums

Personnel Planning and Recruitment Job analysis Family Leave Americans with Disabilities Job descriptions Selection process Job orientation Job training Employment development Motivation Evaluation Promotion Discipline Terminations retirements

Purchasing State mandated Federally mandated Centralized

Fundamental Objectives for a Purchasing Department To plan a program of educational materials and equipment procurement that will optimize the educational output of the system

To maintain continuity of supply to support the educational program, with the minimum inventory consistent with the educational need, safety and economic advantage

To avoid duplication, waste, and obsolescence of materials and equipment

To maintain standards of quality in relation to suitability of use

To acquire materials and equipment at the lowest cost consistent with quality and service required

To help the educational system maintain maximum instruction efficiency at all times

Purchasing Steps Requisition Specifications Quotations Bidding Advertising

Types of Maintenance Preventive Periodic Recurring Emergency

Energy and Resources Energy supplies Energy management Energy upgrades Operating scheme Cost reduction Energy upgrades

Capital Asset Planning and Management

Comprehensive Strategic Planning Development of Procedure Establishment of a shared vision Formulation of goals Collection of data Development and evaluation of alternative means of goal assessment Building of a master plan Assessment of goal achievement Evaluation of adjustments of master plan Reassessment of goals

Key Participants Chief administrator Facility planner Faculty and staff Community Governing body Students others

Context Analysis Demographics Economics and employment Housing Recreation Coordinate education

Evaluation of Existing Facilities Health and safety Environment Program adequacy Numerical adequacy

Sequence of Steps in Construction Develop educational specifications Develop architectural plans and specifications Review architectural plans and specifications Solicit competitive bids Award the contract Complete the construction Select and procure furniture and equipment Orient and train faculty, staff, and students Occupy the facility Conduct a post-occupancy evaluation

Educational Specifications Review of tactical facility planning Development of the basic program outline Determination of quantitative requirements Determination of qualitative requirements Preparation of the written document