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 EffectivenessRatios 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 Planningand 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 Planningand 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