Leadership of the Educational Organization, Part 3

Question 1: Discuss the impact that site-based decision making has on budgeting and allocation processes.

Answer 1: A site-based decision-making organizational structure allows schools, sometimes in cooperation with school councils, to make a large number of decisions that were once the exclusive responsibility of the district’s administrators. This often means that schools have more discretion in how they spend money. Principals and their staff members have more input about which programs and curriculum plans require more money, and they have more flexibility in moving money from line item to line item. For instance, a site-based decision-making committee may decide to allocate less money for band uniforms and dedicate more for science lab equipment. It is especially useful for individual schools to have more say in money spent on staff and teacher salaries. Some site-based decision-making committees sign contracts and service agreements with vendors and businesses outside the district’s approved lists. Sometimes, individual schools are allowed to carry over money from one budget year to the next, instead of losing any funds not spent by the end of the fiscal year.

There are lots of good resources about Leadership that you can find available.

Question 2: Discuss why it is important for the greater community to be familiar with the school and its physical plant.

Answer 2: If the greater community has firsthand familiarity with its local schools, it is much easier to win public support at bond election time. This might be especially important when a school is in need of costly repairs and renovations. Voters are more likely to approve bonds or an increase in taxation if they know what kind of physical plant upgrades the school needs. The community will also be more likely to pitch in and help with maintenance and repairs around the school. Communities frequently organize “clean up the school” or “paint the playground” drives, during which parents and other community members help plant flowers, paint classrooms, install playground equipment, and do other things that do not require professional contractors. Administrators must reach out to the greater community because community members cannot offer their assistance and services if they are not aware of a school’s needs.

Question 3: Discuss the requirements of a school’s physical plant for new technological tools.

Answer 3: A large number of schools have buildings that are many years old, and before they can be fitted with twenty-first century technology, their physical facilities must be renovated. Older buildings, for example, do not have telephone lines in each classroom, which might be necessary for Internet access by modem. For Internet that is not accessed through a dial-up conection, the school will need cable, DSL or T1 line access. Most old schools require completely new electrical rewiring before they can accommodate a lot of computers or audiovisual equipment. Before any of this is done, a principal and his staff should make a thorough plan of how they expect to use technology, determining specifically what computers will be used for, where they should be installed, and how many printers and peripheral devices will be required. This will save time and money in the future so that rewiring and further extensive renovations will not be necessary.

Previous: Leadership of the Educational Organization, Part 1 - Next: Leadership of the Educational Organization, Part 4

Flashcard Secrets provides test preparation products for a variety of examinations - all trademarks are property of their respective trademark owners.

3827 Phelan #179

Beaumont, TX 77707