EDLU 5342 Week 5 Part 1 Reflections

Ethics is very important especially in the role of education and leadership.  We have many ways to help make sure all the rules and standards are followed from local to state. Yet we continue to have violations of these policies and procedures. Ethical leadership should be modeled from the top down.  If we lead by example it helps to develop a since of trust. In looking at the processes we have in place to be sure ethics are carried out and practiced I appreciate all that my district does to help educate and implement what is expected from their employees. I also appreciate the role of SEBC in holding all educators accountable for their actions.

EDLU 5342 Week 5 Part 3

EDLD 5342

Week 5 Part 3

Final Reflections on Lessons Learned Overview

Competency 8 states that the superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology applications.  There have been ways presented in this course to help me become more aware of exactly what this competency entails. Learning about the history of school finance and my interview with Dr. Creel allowed me to have a better working knowledge as to why and where we are today in school finance.  Our current financial situation, I believe, will have a major impact of the future of school finance as well. I look forward to keeping current of the law suit that is being created at this time. It was very informative to visit with Dr. Creel and his involvement in the Orange Grove suit.  I have gleamed a better knowledge of the importance in the development of the district plan and all that is involved in utilizing a goal driven budget.  I appreciate the involvement of all the stake holders and committees that are a part of this process and look forward to continuing to develop my understanding in how all of this correlates to a successfully run district. I look forward to working with my campus site-base as well as my district site base to continue to provide what our students need.  The Texas Education Agency Summary of Finance Template was a source that helped me to understand the magnitude of all that budgeting process. This tool will be something that I plan to keep close by as I continue to study, learn and grow.  When learning about the Maintenance and Operations Program Funding, Revenue Targets, WADA, and types of students enrolled, I realized there was much to be looked at in regard to where all the moneys are derived and just how each program affects the overall financial status of the district.  This has helped me to better understand the financial picture for my own district and campus.    In regard to issues impacting expenditures for the district, I have a much better working knowledge of the components and accountability of FIRST.  Having only taught in two districts in my educational career, economy of scale was helpful for me to analyze and compare. I plan to utilize some of the knowledge that I acquired in the differentiated staffing.  The area of staffing has been influenced during these difficult financial times and I look forward in continuing to create different ways to utilize my staff to their fullest potential.  In examining the Annual External Financial Audit, I can say I never fully appreciated all the steps that my district takes to make the audit successful.  Several years ago, we had to implement many changes of how things were purchased, reported, processed, etc.  I now see the wisdom in revamping what had been done to what is now being done. I plan to continue to become more proficient in the area of budget and finance. In interviewing my district’s Financial Officer, it became very clear that he truly has a gift for numbers and putting all the pieces in place to help our district be financially successful.  My superintendent carries the financial knowledge as well and also the implementation from the educational side. It takes all stake holders to be involved in the financial success of a district.

              Competency 8 Self-Assessment- throughout this course my knowledge was strengthened. In looking over all the parts of this competency, I believe this to be my biggest challenge in understanding all the components involved, but I also believe it to be one of the most interesting. I have never had to plan a budget to date, but now as I look to the future better understand all that will be needed to be successful. I can see how it is important not only to have a working knowledge of my campus but of the district as a whole.  I look forward to working with my teachers to help them implement expenditures that are necessary and relevant to today’s financial situation. Our district now implements EDPRO to help with financial accountability. I better understand the importance of how this can be helpful in keeping up with the financial side and providing documentation for the audit procedures as well. I will continue to utilize this tool.  In examining the funding sources and the management of how those sources are spent, I will be able to correctly purchase what is needed in the utilizing the correct funding source.  In learning more about how and where the money is appropriated I truly know have a much better feeling what I need to do. The management of time will always be a challenge to me, but seeing the importance how it affects all those involved from campus to district, will continue to help me look for better ways of time management for all.  Technology is continuing to make everything more efficient and effective.  Technology although ever changing is here to stay and I plan to continue to embrace the knowledge and lead my staff in area we have not been before.  The legal concepts, regulations, and codes have always been an area I want to keep current in and understand.  I definitely understand from the financial point how important it is to know how to effectively manage the financial side of a campus and district.

The lectures, interviews, reading and resources were very beneficial in this class.  I learned a great deal from the knowledge presented in the lectures.  I always start with the lectures and then read the transcripts. One of the points, Dr. Lu made was that this is to expose us to the materials.  I appreciated the fact that we were not going to be experts after the end of this course.  There is so much to learn in this area and I know it will come when working first hand with those who are already there. The interviews are always helpful, because I learn first-hand from a source. I am grateful to Dr. Creel for his insights to this topic and am glad my conferences were scheduled during this class. I now I have another source to use as needed. My finance officer was very helpful and of course knows this topic well. His expertise will continue to aid me in my journey of knowledge.  I plan to continue to work with him as I learn how to run my campus and help the district. I gleaned much insight from the suggested reading in the School Leadership Internship text. The explanations of the three levels of decision making skills were right on in where I feel I am in this topic. I plan to use this information to my staff as well in relating to our new STAAR testing. We all must first learn about something to learn how to use it to be able to fine tune it.  The resources provided are wonderful sources to have at my fingertips.  The websites will be a great tool to access as needed and to keep me informed of the most current events in education.

              Our weekly assignments were very challenging to me.  The comparison activities to help us see economy of scale and funding sources aided me in seeing the big picture of how school districts are so different.  We have been working on ways to improve our attendance at our school. I think seeing the overall picture of how it affects not only our campus, but our district will be a good strategy in the overall importance.  I enjoyed the goal drive budget assignment and seeing how all the stakeholders are so very important in the budgetary process. I look forward in continuing to implementing our campus plan and district plan, but now with an even better overall understanding of the total process that is affected.

              The web conferences with Dr. Creel have been very beneficial.  He has provided me with much information that will help as I continue to develop my leadership skills and abilities. I am becoming more confident in using the blogs and wikis.  The exchanging of information in this way provides a faster delivery of information.  I learned many facts by reading other cohort members comments and experiences. I found it interesting as we compared our districts to see the similarities and differences. It was good to work with specific people. I now have professional administrative sources that I look forward to continuing to learn from. The one thing that I found difficult was the time. Schedules were not always the same and trying to get together was not always easy, but the concept is fascinating.  I am planning a book study for my staff and am looking at the possibility of doing it thorough a campus blog. I can see the future of how this can be used.

EDLU 5342 Week 5 Part 1

Week 5 Part 1

Rule 247.2 Code of Ethics and Standard Practices for Texas Educators

Section one – Professional Ethical Conduct, Practices and Performances

Standard 1.2 – The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her share for personal gain or advantage.

Example – Educator requests career tech department to make bookcase on school time using school equipment and school materials for personal use.

Action taken- Educator has to pay for all the materials that were used in the making of the bookcase. Policy is reviewed by teacher, career tech personnel and administrator. Teacher is reprimanded.

Standard 1.3 – The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

Example- Educator goes to conference out of district. Money is designated for specific meals need at conference. Meals are to be time stamped.  Attendee leaves before the end of the conference and returns to district, but meal ticket was turned in from local restaurant for the last meal.

Action Taken- Reimbursement for meal designated for conference is reimbursed to district by educator. Clarification of policy for meal expenditures is reviewed.  Policy explanation with educator is reviewed for clarification and understanding so inappropriate financial expenditures are not repeated.

Standard 1.5 – The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage.  This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.

Example-Curriculum Personnel attend conference, all expenses paid by vendor. This action is used to influence the district’s choice and purchase of specific products.

Action Taken- The action is reviewed by Central Office. Policy is reviewed and procedures are followed for violation of this action.  Educator is given the opportunity to resign.

Section Two –Ethical Conduct

Standard 2.3 – The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

Example – A person is hired a job but does not have the qualifications necessary as a favor to community member.

Action Taken – To meet the standards of HQ policy needs to be reviewed and personnel moved to area of qualification.

Standard 2.5- The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.

Example – Two candidates are considered for the same job.  Both qualified but age is considered in the application process.

Action Taken – Human Resources intervene in the interviewing process to be sure all procedures are followed and policies carried out

In order to better educate and carry out these standards, my district has several steps in place. When changes are made to the state or local policies central office inform the administrators and in turn the administrators inform the staff. Our district updates the policy book each year and it is on line for all to be able to reference.  Procedures for not following the standards are very clear. Depending on the situations, different levels of correction can be followed.  These levels can go from discussion all the way up through reporting to SBEC for consideration of permanent removal of certification. Criminal charges might result depending on the circumstance.

The competencies below correlate to each of the hypothetical situation presented and provide a guideline for how a superintendent should act in regard to addressing areas of concern.  Financial issues are extremely important to all and the delegation of how public money is spent is a trust that should not be broken.

Competency 1- The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

              Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors

              Exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators

              Monitor and address ethical issues impacting education

SF Week 4 Part 5

District Leader Interview Regarding Financial Audits

In discussing this process with my Financial Officer he stressed the importance of the duty of the school board to oversee the use of the taxpayers' dollars. One of the most important ways this can be done is through the annual audit. The audit process evaluates the district's financial statements, determines the district's accuracy of providing financial information to the state through the Public Education Information Management System(PEMIS) and the results are also reflected in the Financial Integrity Rating System of Texas (FIRST). TEA provides the FASRG (Financial Accountability System Resource Guide) that provides directions for how the audition process should occur. He said the district's audit process is addressed in the TASB policy CFC(LEGAL).

How are external auditors selected?
The Board and Administration work together to hire auditors on the basis of their competencies and qualifications. The auditors must be certified public accountants. They cannot select on the basis of competitive bids. The auditors present their proposals. Then the Board reviews what is presented. He stressed the it is important for the Board to select the auditors that are best for the district. The auditors will work directly for the Board.

How does the auditor conduct the audit?
Mr. Johnson said he helps provide the information, documents, processes and procedures to the auditors that they will need to conduct the audit, but he is not involved in the audit itself. The auditors examine all the necessary documents, purchasing procedures, bank balances, financial statements,etc. to see if everything is accurate for the fiscal year being audited.

What does the audit conclude about district financial procedures and actions?
The audit is used to determine if the financial procedures and actions truly represent the district's financial position and if those policies are being done. If there is an area of concern they indicate that as a material weakness. Mr. Johnson referenced the last year's audit information on line and I looked it up. The firm also listed the government auditing standards which required them to communicate information under the following topics: significant audit findings, other audit findings or issues, qualitative aspects of accounting practices,difficulities encountered in perfomring the audit, corrected and uncorrected misstatements, disagreements with management, management representations, and management consultaions with other independent accountants.

How are the results are communicated?
The auditors provide a report to the board when they are finished. They will usually present a letter at the first that states the general opinion of the audit followed by the report. They usually discuss this report orally with the board.This gives the board the opportunity to ask questions about the audit. If there are material weaknesses, then the board and auditors will discuss to help determine how to correct the concerns. Once they approve the audit the district then files a copy with TEA.

This was very enlightening for me because I truly did not understand the statement, "the auditors were coming" like I do now. In the past several years my district has implemented new ways of accountability from our pre acqusitions to purchasing and funding. We have implemented EDPro to help us in tracking and approving our pre-acqs and other financial reports. This program is new to me this year, but I can already see the value in this technology. Our Financial Officer came into our district at a time when accountability was being redesigned. He and our superintendent have done a magnificent job in restructuring our procedures and processes to make our financial accountability system more successful for our district.

Week 4 Part 4

Understanding Personnel Salaries in District Budgets

In reviewing the total personnel salaries in my district's budget the amount is $25,665,983.00. The percentage of personnel salaries in relationship to our total budget is approximately 83.4%.

Analysis and insights regarding the district's total personnel salaries as a percentage of the total budget-

Personnel salaries is a tremendous percentage of our total budget. In the past 3 years we have been reducing our staffing through attritation, knowing that the budget moneys were being affected. Several years ago, I was fortunate to be the first elementary assistant principal hired in our district. We then built several additional elementary campuses and other assistant principals were hired. This position however, was later divided between campuses to help with cost. However, it was analyzed and duties were reassigned with the counselor and full time assistant principals were put on all campuses. This is just one example of how districts have to analyze the positions needed, the duties performed and the results accomplished. My district did a program reduction in the spring. Many programs were dissolved and positions ended. Reassignments were made where possible, but this process effected the total budget and district personnel salaries. In looking at all the areas of the budget that could be cut, the district personnel salaries was one that provided money adjustments for the district.

The positive and negative impact associated with a five percent salary increase for all personnel-

Salary increase is always a moral booster. But sometimes it is not the amount of money that you are increased, it is the statement that the increase represents. The action acknowledges you for what you do and why you do it. In education, money is usually not the driving factor for our job choice; however, it has become increasingly better over the years. But a pay raise at all levels says we are a team and the team is important. I can remember one year our district did not give any raise at all, but the custodians all had new uniforms paid for by the district that year. Now needless to say this was no fault of the custodial staff, but some feelings were ruffled because it looked like the district had "Robbed Peter to Pay Paul". The negative impact was felt the rest of the year. This past year our district was looking at a tremendous loss in funding as were many districts. As our superintendent was analyzing what might need to be done,one of the options was to let all our 1-3 year probationary teachers go. Many of our district employees voiced that they would take a 10% pay cut to be able to keep all our staff. This was truly a gesture of compassion from our "education" family. However, our district did not do that. Our probationary teachers were let go...and that was very difficult on our school and community. But our superintendent, central office staff and board worked very hard during these last few months on the financial situation of our district. They have hired back most all the people that were let go, but there was no raise for this year. Looking at the calculation of what might have been if we had increased the 5% compaired to having a job, I believe I can speak for almost all the district in saying I am glad to have a job. Sometimes it is not all about the money.
But looking at this activity 5% overall can be a substantial amount when trying to find the funding for all staff. It is a tremendous responsibility for the superintendent and board to make a committment to raising salaries. It is not always as easy as it sounds. These ecomonic times are showing us that. 

SF Week 3 Part 4

Week Three Assignment, Part 4 – Reviewing and analyzing your district’s Maintenance & Operations Fund

Maintenance and Operations is based on the total WADA reported in the PEMIS report. WADA is based on the number of students attending the school district and the type of students attending the school district. My district’s M&O tax rate is 1.04. The S&I is 0.1966 so that brings the total to 1.2366.  This is the same as last year.  My district has worked very had through this budget crunch to help maintain the educational goals that we have held in past years. Many things have been cut due to the funding allocations, but my district worked to re-implement programs and rehire staff back into the system as funding became available.  To help in keeping the S&I the same this year, our board has called for $1, 450, 00 of existing bond money debt to be used to retire the debt early and save interest cost both to district and taxpayers. We are a Chapter 41 school, but our wealth level per student is up.  State compensatory education is based on 52% for direct instruction.  Our district has $35,035,527.00 in this fund. We have total of 6,230 students in our district. Multiply that by $90 per student and we have $560,700.   In speaking with our financial officer, he believes that our district fund balance is adequate in comparison with other districts like ours. He has provided a new piece in our budget tool that is instructional material allotment breakdown. In organizing our budget each independent area is broken down line by line to help all understand where every penny is spent, using which fund and by which campus. All of our campuses are Title One campuses so Federal funds are used in by district. These funds help us provide educational opportunities to children at risk. These funds are important to our district and every school benefits from these opportunities. We also have Bilingual/ELL, Career and Technology, Gifted and Talented, SPED, Transportation and Food Services allotments that help fund our district’s student needs. Many of these programs were removed in April when the budget was not yet definite. Our Board and District were committed to the children of our community and each of these programs has returned due to good financial planning and spending of our funding. I am not sure that everyone totally understands all the intricacies of the budget process. I know I have learned a great deal during this course and still have more to learn. This is my first year to work with a budget in anyway. In examining our budgetary process for my district I have a deeper appreciation now for who, what, where, when and how funds are allotted and spent. High attendance has always been an important piece of the education puzzle for numerous reasons. The new HB on truancy will also add some muscle to those situations that sometime are very difficult to correct. Our PEMIS snapshot date of attendance was not as high as it could be. I will continue to lead my district in implementing ways to better this number.  Even in comparing our own campus budgets to each other, each have independent needs, but all tie into the district’s goal driven budget. As I delve into the function codes and analyze how every penny must be funded and spent, I see the advantages and disadvantages of how our system is funded and how our students are affected. Our district budget manual is very specific in its design. One of the areas that I look forward to doing is the end of the year evaluation of the budget.  I believe in working with the budget for this year, I will have a better understanding of what my district did, how we went about achieving it and how we can better implement our moneys and programs. When talking to my District Financial Officer he stressed the importance of looking at where things are and identifying the needs of where we need to be. We compared the various types of funding, programs and allotments and he helped me to analyze our financial situation to date. In working through the financial situation of this past summer and these next two years, I am proud to say our Superintendent, Board, and Central Office personnel, Administrators, Staff and Stakeholders value our children and value the education they will receive.  These next two years our budget is sound and the projections for the two after that is sound, pending no state changes.  But we are all learning to operate on a much tighter, much more restricted funding…but we started with a finger for a pencil and dirt for paper.

Budget Development Stakeholders

Stakeholder Input in Budgeting Process

In reviewing the budgeting process for my district it was emphasized through my interview that all stake holders are needed to make the goal driven budgetary process successful.  There are many that are involved in this process and all have an important part in the planning, preparation and implementing of the budget. 

Central Office Administrators and Staff as stakeholders have numerous roles and responsibilities in the budget process.  The superintendent develops and communicates the budget process and guideline. He also provides the calendar to the district.  He conducts the final review of the proposed district budget and submits the proposed budget to the school board workshops and working sessions.  (Our Board has met many times during these summer months as plans of action were presented last spring and moneys were reallocated.) Our financial officer helps develop the district revenue estimates and serves as a district budget officer to compile all school budgets into the proposed district budget. He also communicates any revisions to the appropriate persons.  He reviews and provides requested forecasts as needed.  (Our Financial Officer has been very busy this summer. Our district has been analyzing the moneys and positions throughout the summer. Our district had to declare a program RIF in the spring, but has been adding people and programs back as their budgetary projection plan projected.)  Our Director of Personnel compiles and reviews personnel staffing needs submitted by the budget managers. (Our Personnel Director has kept us up to date throughout each week of the summer. Many of our positions and programs have been reimplemented as finances were analyzed. Our Personnel Director and our Financial Officer kept spreadsheets with positions posted as finances and programs were revisited.

Principals act as budget managers for their campuses. They submit preliminary budget and non-allocated requests to be reviewed.  Principals also evaluate staffing needs based upon enrollment projections and student course selections and submit recommended staffing plans to the personnel director.  (This spring we lost many positions on our campuses.  It was very difficult not only with scheduling, but also emotionally as personnel knew they were not coming back.  This has been a very difficult time as far as budget.  Many people are being able to return, but we still have to be very frugal.)

Site Based Decision Making Committees help provide advisory review of preliminary budget and non-allocated funding requests.  Campus site based committees review campus assessments needs.

 The District Improvement Committee reviews the assessment needs as a district.  We are in the process of realigning our District Improvement Committee for 11-12 school year. These members are valuable stakeholders in the budgetary process.

Teacher Organizations in our district are very well represented and have been very supportive in many district decisions.  This year our teacher organizations were proactive in helping spread the word to personnel to contact their legislators, senators, and representatives alike, to make them aware of the educational involvement and support of public education and the moneys necessary for public schools to be successful.

Community members are also valued stakeholders in the budgetary process because they represent the community and the students of the community.  There are many voices in the community and when working together with the school district allows many opportunities to occur.  We have a very involved community who support our district in numerous ways.

Board of Trustees are the stakeholders who review, prioritize and revise the proposed budget that is submitted by the superintendent ad staff.  They work together in the budget workshops to analyze the needs of the district and help implement the goals of the district that are important.  They also conduct public hearing for budget consideration and adopt the official budget and tax rate. (This spring and summer our board members have truly been actively and efficiently involved in how, who, what, where, when and why of the budgetary effects for this school year.)

In reviewing all of the stakeholders and their responsibilities I believe the Financial Officer and the Superintendent are two critical members of the team.  The Superintendent knows the needs from the educational point of view.  He has the knowledge of the whole picture of his district and knows the needs.  The Financial Officer looks at the process from the monetary side.  He puts the formulas in place to be able to get the most money for each need of the district.  Together these two, present the overall needs and financial possibilities to the Board. The Board is the representation of school and community.  They are important to the overall budgetary process and have a major responsibility to all involved.  I also believe that the Campus Site Based Committee members are vital stakeholders.  Each campus knows the needs of their students and together can help to set goals that will benefit their needs.  Through the campus process of planning, preparing and implementing the financial needs and budgetary process can target the goals for a successful year.

Interview with Financial Officer

Interview with District Financial Officer

I had the opportunity to interview my district’s financial officer, Mr. Johnson.  This interview provided me with a very detailed explanation of our district’s budgetary process and the stakeholders involved.  Mr. Johnson begins our interview analyzing our district’s budget that he presented to our board just recently.  He walked me through page by page discussing each section and explaining what was involved along the way. We discussed the importance of the PEIMS report, Skyward ADA and sub pops. He shared the legislative involvement and tax collection procedures.  We discussed the major categories of budget in reference to personnel and non-personnel categories.  He reiterated that really there were several formulas that are used and once you know how the process works the budget is clearly aligned. We discussed the per pupil allocation formula and the non-formula driven categories. These are subjective calculations based on input and need.  He reviewed the tax rate and the captured target revenue.  We also discussed Chapter 41 and where our district stands in that arena. State Com Ed was reviewed and he shared exactly where our district stood financially in that cost and amount.  Mr.Johnson stated that compared to other districts of our size we are adequately funding our district. He made a comment that truly sums up his perspective on the budget. He states, “The budget is educational goals stated in dollars.”  That follows our earlier assignment identifying the goal driven budget.  He said that stating your goals back to dollars is not always easy because some of it is based on predications of need.  We have a program called ED PRO which allows up to track our expenditures and be sure we are approved in the correct code and amount.  His job is to provide good information to the superintendent and the board so they can make educated budgetary decisions.  He believes education has to be an inner-active process.  When we discussed the calendar of budgetary events he referenced last February, when districts were informed that state cuts were going to be in the millions.  At that time, he and our superintendent and the board planned accordingly, based on the information they were given. A program RIF was put into place and our three year or under probationary teachers were not rehired.  This was a very trying time, not only to our district, but to our community as well.  However, he believes that even though the choice was difficult, it was necessary based on the information at that time.  Many meetings were put into place, by our board and Central Office personnel, as the legislature continued to meet and decide. Mr. Johnson , our superintendent and board have worked diligently to add back programs and staff once the moneys were determined.  Mr. Johnson believes that it is important to address the needs of the campus and the district.  He stressed that when needs are identified it is important to discuss those needs with him, the superintendent and the board to analyze and determine if those needs can be meet through the budgetary process.

  This interview provided me with a better understanding of all that is done in our district’s budgetary process and his involvement in developing a successful goal driven budget.  He is very knowledgeable in his role as financial officer of our district.  His position if not always popular, but it is always necessary.  The importance of how each dollar is spent is critical in the success of the district’s goal driven budget.  I was pleased to learn that needs assessments can be examined and discussed as needed.  In learning just how complex budgets can be and all the processes that affect the budget from all levels, I am grateful to know that Mr. Johnson knows the importance of each piece and feels a deep responsibility to be well trained and current of all the issues that affect his position.  In interviewing him he not only spoke the lingo proficiently and professionally…he applied it as well.

TEA Budgeting Guidelines Review

Review of TEA Budgeting Guidelines January 2010

              In reviewing the TEA Budgeting Guidelines of January 2010, I learned that this tool will be essential in establishing a district’s budget. It helped me better understand the importance that budgeting plays in the planning, preparation and evaluation processes of the district’s goals. In reviewing the budgetary approaches all of the approaches provided an informative process with advantages and disadvantages. At this time the line- item approach seemed very comprehensive to me. I like things specific and detailed. Even with the advantages and disadvantages listed, our district has chosen to use this approach so everyone knows exactly who, what, where, when and how our dollars are spent. I appreciated the section on the legal requirement for the budgets.  It gave me a better understanding of all that are involved and why. The calendar and stakeholder information allowed me to see the depth and involvement that is expected and developed throughout the year.  The forms and school based budgeting guidelines sample sources were very informative.  Seeing examples of how to use this resource allowed me to better understand all the processes involved in the budget process.  This is a resource I need to read and read and read again to continue to develop a better comprehension of the budgetary process.

              The information in this recourse will be very helpful to me in developing a district budget.  I appreciate knowing there is a hands on resource that covers every aspect necessary in formulating a district’s budget.  This is my first year to deal with a budget in any way.  By utilizing each section of this resource I will be able to examine such items as budget approaches and the advantages and disadvantages of each.  I will utilize the calendar of events to better organize my time and responsibilities to be sure that all requirements are met in the necessary timeline.  I will also be sure to utilize my stakeholders in planning, preparing and evaluating our budgetary process.  With moneys being very tight this year and the next, the section of financial forecasting and grant programs will help me as well.  This topic is extremely complex; however, once I have a good working knowledge about the budgetary process, I believe it will be challenging and exciting.  I have been known to be able to “pinch” a penny.  I look forward in being able to work together with all involved in my district to help develop and implement successful goals utilizing all the budgetary tools available.

Goal Driven Budget

The Goal Driven Budget

The goal driven budget is a process used to attain a shared vision for the school district and each campus.  This process truly drives the total planning process of the school district from the Board of Trustees, to the district to the individual campus.  By doing this, the budget driven process should reflect a commitment to expending funds in order to achieve those goals.

 Our DIP is organized very effectively.  It starts with the goals of the Board. Then it ties into the goals of the district and then the goals of the campus.  Each goal has strategies that focus specifically on the goal presented.  All of these goals are important to the success of the district and each is then correlated to the budget .These goals are what drive the formulation of our school budget.  Our DIP begins with comprehensive needs assessment data which provides data for goals. It then states the goals for staff, parents, community, school operations, facilities, safety, and finance. These areas are organized in specific areas to be able to determine who, what, where, when and how these goals will be accomplished.  Everything is then summarized and focused specifically by Board Goals, District Goals, and Public Education Goals.  Then the objectives are aligned to these goals and the strategies are aligned with these objectives.  One specific example in our CISD DIP is as follows:,

Board Goal 1: Curriculum Alignment.                                                                                                                                      District Goal 1: Cleburne ISD will meet AYP and achieve a recognized rating by 2012.                               Public Education Academic Goal: Exemplary performance in English/Language Arts, Mate, Science and Social Studies.                                                                                                                                                            Public Education Objective: A well-balanced and appropriate curriculum will be provided to all students. Objective 1: To ensure that at least 75%of all students and all student groups meet the standard on all subject area testing.                                                                                                                                                             Strategy 1: Beginning the 3^rd year of implementation of C-Scope Curriculum Alignment for grades 3-12.

The resources, person’s responsible; timeline and formative evaluation are stated so that all know the goals.  Our individual campuses then correlate to these DIP Goals and tie into them per campus as well.  This is a very outlined approach for the entire district to know where we are and where we need to go.  CScope is one financial commitment that our district believes will aid in achieving many of our DIP goals.

As stated in our lecture with Dr. Artebury, multiple stakeholders are involved in this total driven budget process. The Board of Trustees and the superintendent develop the district goals, and then our District Site Base Committee develops our district improvement plan. The each campus site base committee develops the Campus Improvement Plan. This process reflects the concept stated in the lecture of suggesting to the principals that the campus plan and goals should be a “version of the vision “to reflect the Board goals. This comment was very insightful.  It is important to have a Board that truly knows what the goals of the district should be. Therefore, those goals can be implemented for all students’ success utilizing the total budget driven process.

DIP/CIP comparisons

It has been interesting comparing AISD's DIP to CISD's DIP. The organization of the information is structured very differently yet the goals and objectives are similar for many things. The AISD DIP put many charts and graphs in place to explain and identify exactly what, who, when, where and how goals were to be achieved. I appreciated the form used at each meeting to provide guidance and outcomes. This tool is something I will share with my district as well. Both districts' goals focus on such things as interventions, technology, assessments, staff development, data disaggregation tools and training, communication, and safe environments. Projected results and outcomes are put into place for tracking and proofing that these goals and programs are being successful. In comparing the use of state compensatory education and external grant funding each district utilized programs, staff, support and services in a variety of ways using the best "bang for their buck". We both focused on performance based monitoring systems to help identify and focus on student need and performance. All of our schools in my district are Title One schools. We have invested in a program too that helps us disaggregate the data for students' performance and target areas of need. Like AISD much of our funding goes to staff and personnel. Having just gone through a reduction in programs and loss of all 1-3 year probationary teachers, our financial situation, like many this year has been effected. However, now that the state has set the budget, our budget has been approved and we are being able to rehire and add back programs that were removed at the end of last year. This has also influenced our District Improvement Plan's financial structure. I am looking forward to learning more about how funds are utilized and restricted. Knowing that the local, state and federal budgets have all been effected our District and Campus Improvement Plans will need to focus even more creatively on how to use the moneys given to each district. Reflection 4- This activity helped me to compare how my district and Austin ISD work.  Many of our goals focused on the same thing and both focused on what can be done to make each student successful, each campus successful and each district successful.  I look forward to attending my District Site Base Committee meetings this year to what how the DIP/CIPs are carried out.

School Funding Formulas

In looking at the formulas for funding of our schools one article I read from our readings list was from the TASBO site entitled, "Tracking the Educational Dollar". On page 3 of the article it references a chart that tracks the breakdown of an educational dollar from the perspective of a Texas public school student. Even though this chart is a few years old, I found the breakdown to be very interesting and informative. Since every penny counts in dealing with funding of any kind, if you haven't had a chance to read this you might want to give it a look.
The school district funding falls into three categories: local, state and federal.

Property tax is one source of funding that continues to influence each district individually. This is a very important part of school funding and can influence what districts can or cannot do. This funding source continues to make a difference in districts because of the variations of property values throughout the state.

Weighted funding is also a way districts obtain financial support. In Weighted Average Daily Attendance students with additional educational needs are weighted for funding purposes to help recognize the additional costs of educating those students. Weighted programs include special education, vocational, bilingual, gifted and talented, and compensatory education. a weighted student count is used to distribute guaranteed yield funding. Many districts can benefit from the WADA if their district has large enough numbers in the areas of funding. The area I am most familiar with is that of gifted and talented. In teaching that for many years, my district supported the program and WADA helped us implement it to address the student population need.

Federal Funding is an area of much concern at the moment. All levels of funding are being affected with the financial situation of our country. I am becoming more familiar with the area of Title One Funds. I am a Title One school and am waiting on the budget to see exactly what my finances will be in this area. Without funding from Federal moneys local districts may have to reduce or remove opportunities that we have had in the past. School finance today is suffering in all areas.

History of School Finance

Three events that stood out to me in having a significant effect in public school finance are as follows:

Looking back into the roots of Texas, one of the reasons for Texas declaring it's independence from Mexico in 1836 was over the issue of the importance of public education. Later in 1839-1849, under the leadership of Mirabeau B. Lamar, the second President of the Republic of Texas, it was noted the he helped persuade the Texas legislature to grant land to support public education. These land grants provided the initial funding for Texas A&M University and the University of Texas. It is impressive to see how our founding fathers of Texas knew the importance of education for all and helped to make that possible. Being a graduate of TAMU, this piece of history was very important to me. Knowing that the campus was first established in this way and seeing it today deepens my appreciation for the "Father of Texas Education" and all that helped to establish our great state.

The second event that stood out to me was following yet another war, WW II, and the returning of our young men. Texas again saw the need to improve public schools. Funding and facilities became the focal point. In 1947, Representative Claude Gilmer and Senator A.M. Aiken,Jr. established a committee to make public schools more efficient and better funded. The Gilmer-Aiken laws were passed in the 51st Legislative Session in 1949. School districts were condensed. Teacher salaries were increased. The School Year was formalized. The structure of the State Board of Education was formed and how the Commissioner of Education was selected were some of the issues that were impacted by these laws. Also, The Glimer-Aiken Laws established an organized approach to the state supplementing local taxes to help adequately fund public education. The importance of the state being responsible in providing public education was also accentuated in these laws.

The third event that stood out to me from our lecture and readings were dealing with the lawsuits that have impacted funding for our education system. Rodriquez v San Antonio ISD focused on the inequitable system of financing schools. Edgewood v Kirby cited discrimination against students in poor school districts. Through this Senate Bill 1 was approved by the Texas Supreme Court in 1995 and the Robin Hood Plan established which included the key element of revenue recapture. As a result of this, the lawsuit of West Orange-Cove CISD v Neely occurred. This case stated that current funding was inefficient and therefore in violation of the Texas Constitution. In November 2005, the Texas Supreme Court ruled in the plaintiffs favor declaring that the state finance system was unconstitutional. When I was meeting with my superintendent supervisor for Lamar, Dr. Jimmy Creel, he mention that he was involved with this lawsuit. Today I had the opportunity to discuss with him more in depth about his involvement. He played a major role in the development and execution of this lawsuit. He shared his involvement throughout the 2 -2 1/2 year litigation process and enlightened me about the funding for Chapter 41 and Chapter 42 schools. The legislature had to change the law and now it is based on target revenues. However, even with the court victory and the changes of the laws, he says there are still huge gaps between districts.

As stated in our week one lecture, Court decisions often prompt the legislature into action, but it is still the authority and responsibility of the legislature to bring about the solution. Sometimes those solutions are only a "'bandaide'" approach to fixing the real funding problem. In the reading, http://texasisd.com, "Joe Smith: School Funding Lawsuit Is the Right Thing To Do" the author believes that districts will again address the M&O tax rates. Also, in the article "Texas school districts inch closer to funding lawsuit" from the http://trailblazersblog reading, reporter Terrence Stulz reveals that a number of school districts are ready to sue the state over its current school finance system and look to challenge the system in the fall.

I believe in public education. I believe that each and every student in our great state deserves the best education we can provide. But dealing with our current financial situation I am fearful that our state is currently missing the mark. Have we misplaced our value on public education? Maybe it does take lawsuits to help our legislators refocus our state's direction on public education. There are always ways to improve...I believe in my state and I believe in what I do...and I believe that each one of these events helped to mold our Texas Education System. Public Education is the backbone of our great state.

E,E,A-School Finance

Terms of necessity for school finance are equality, equity and adequacy. Equality means every student has the same access to the same type of basic educational program. Equality in the state funding formula provides equal funds for educational programs that benefit all students and enables a school district to meet state accreditation standards. Some examples of this would include reading and math programs. Equity means that the system is fair and responds to the needs of the individuals.Two examples of equity funding are special program allocations that meet the individual needs of students and state compensatory funds that assist students who are economically disadvantaged. Adequacy means that the school district receive financial support sufficient to meet state accreditation standards. Adequacy funding issues can center around such topics as teacher salaries and textbook costs. In reviewing these concepts as presented in the interview with Dr. Arterbury on week one, the concept of efficiency and choice would definitely be the major factors in how these three financial concepts are used. In his discussion of the state formula, he addressed how Texas funding formula for public school involved two basic fund sources: the local district ad valorem (property) taxes and the state general revenue funds. The goal of the formula is to ensure fair and equitable funding for school district programs. The state formula is designed to reduce the tax base differences in order to provide and equal, equitable and adequate level of funding to all districts. It appears to me that especially at this time these are areas of deep concern.

School Finance Lessons

I am updating my blog for my class.

Reflections of Site Supervison conference

Site Supervisor Conference

My conference took place at Central Office with Dr. Tim Miller, Superintendent of Cleburne Independent Schools on June 22, 2011 at 4:00pm.  Dr. Miller and I reviewed all necessary paperwork, including the internship plan, skills and knowledge area chart and textbook, as requested for the assignment.  We discussed the intern plan that I had submitted to him earlier.  He thought it was very through and believed it covered the necessary requirements for the course.  We discussed that I believe my area of need is budget and finance.  He understood my concern and we discussed that area.  I included several additional activities in this area and look forward to learning and growing there.  We also discussed the possibility of a project at a later date.  I wanted to see where some areas of need might arise in this difficult financial year.  Then, together, we could analyze what might be a project that could help my campus as well as the district.  Our discussion was very beneficial and we are both looking forward to working together in this learning/teaching capacity.  As we discussed the format in the textbook and he studies the examples, he felt my plan was well organized and that was no need for changes or revisions to my intern plan.

Superintendent Interview

Interview with Superintendent

Interviewing my superintendent, Dr. Miller, was very beneficial in identifying what leadership at the highest level entails. To him, the definition of leadership means getting people to follow you and providing vision and examples of how to become better.  He believes there is a push- pull relationship which allows everyone to reach the highest expectations.  In discussing the positive aspects of being in the leadership role, he believes the superintendent sets the tone, the vision and the expectations.  He emphasizes the importance of celebrating the successes and enjoying the results of what your district has accomplished with all those involved.   Some of the most difficult aspects of being a superintendent to him are when things go wrong… you are the one to take the ultimate responsibility.  He suggests that sometimes it is a lonely position.  Politically, the position can be the target for all that is bad in the district…financial, employment, discipline, etc.  His advice is to use mentors, other superintendents, to help advice you in situations, both positive and difficult .He believes that focusing on the good, will help see you through the valleys and get you to the peaks.  Ethical leadership, to him, is making sure what you do and say is okay even when people aren’t looking.  His advice is to not only talk the talk…but walk the walk.  Servant leadership stands out in Dr. Miller’s style and it shows.  He sets examples by what he does and that makes is easy for others to follow.  Good attributes of a superintendent, to him, include listening to all, having a strong intrapersonal skills, being a good communicator both orally and written, having an open-mind, demonstrating patience and believing in education for all kids. As we discussed the importance of developing a shared vision he emphasized the need to gather input from all. Surveys are one tool that he uses to help gather the comprehensive needs and decide where his district is and where he wants it to go.  The vision is important for all to see and to buy into. The superintendent must paint the picture of where he wants his district to go and set the timeline of how to achieve the vision.  This tied right into how he evaluates the effectiveness of communication strategies in the school district and the importance of engaging the community to benefit all students.  Putting information out and asking individually for community feedback is important to identify the needs and wants and to tie those into the shared goals.  For example, he believes that it is important that all students graduate.  The community needs to understand why the graduate is important and to focus on those positives for the community as a whole.  In discussing the importance of building a good relationship with the board he believes that working together and sharing the same vision for the district is essential.  Cooperation, communication, time and energy are all important factors in a successful relationship between the board and the superintendent. In discussing wide –range strategic planning he believes it involves community, district, staff and students.  He acknowledges that a balanced approach of good staff and a strong leadership team help to manage and implement strategic planning.  As the superintendent, his job is to help everyone work together and see the big picture.  To be aware of the strategic plan, all can be involved and celebrate the successes along the way.  One area discussed focused on how a superintendent promotes and sustains a district culture that emphasizes student learning and professional development.  He believes that a superintendent has to be an example. He must first be a learner himself. Then he needs to share what he learns and model what he expects.  For students, the goal is to set your expectations of what you want them to do and the provide support for their success. In addressing the culture of complacency he states that it is difficult to overcome. He acknowledges that you must have enough people who want more for their kids and understand why education is meaningful…whether the student is preparing for college or career.   In the area of improving the performance of all staff members, Dr. Miller believes that all staff needs to understand their importance and their role for the district. He believes that all should know the expectations of the job and the goals necessary to reach those expectations.  Monitoring progress for the goals along the way is an important tool as well as adjusting when necessary. Each individual performance is important for all to be successful.   In discussing the management of the district his believes it is important to know how it all fits together.  The fiscal policy should be supporting the educational processes thus student achievement.  He believes that this district’s main goal is for all our kids to achieve their potential and be well rounded.   In discussing the management of the physical plants and support system to ensure a safe and effective learning environment Dr. Miller agreed that providing safe and healthy schools was the foundation of it all.  This is where it all starts to him.  He believes that if this does not occur, then no one can learn!  He suggests a comprehensive plan and a baseline for the district to analyze and execute the needs of each campus.  One tool he has implemented in our district is for work orders to be reported on line.  He believes that this has aided our district in faster fixes.  In discussing the emergency/safety plans he addressed several ways the practice of those drills and procedures were used this year.  He stressed the importance of having these procedures in place and for the entire district to be able to understand and implement the plan.  In discussing the importance of organizational leadership he believes that is it important for everyone to know who does what, who to go to, and who is responsible in those specific areas. It must also be organized clearly.  He wants to develop in house leaders and be sure that communication is used to help in the decision making and problem solving. He believes that as a team it is important to see perspectives from all sides.  Discussing and debating ideas will help develop consistency and inevitably allow all to see the big picture overall.  He wants all to first see your destination, set your goals and then work together to achieve your district success.  In concluding my interview Dr. Miller left me with this advice, he recommends to look out over the entire year and plan it all. He believes there is a balance between listening and taking action. He also believes that you must “Trust Your Gut”.   This opportunity to learn about the overall responsibilities of the leadership role as superintendent is very beneficial and has helped make the transfer of knowledge begin.

transfer theory

Transfer Theory

The “heart and soul of all learning” is how Dr.Arterbury references Dr. Madeline Hunter’s belief on transfer theory.   Anyone who has ever tickled the ivories can relate to this expression.  One of the first piano pieces learned is the elementary version of the musical arrangement, “Heart and Soul”.  Once that piece has been successfully practiced, over and over again, the fingers begin comfortably moving to and fro on each key.  This finally becomes so natural that is it done without having to even look at the notes.  When this level of learning has been established other notes and chords can then be added to embellish the once difficult song.  This allows the transfer of the learning process to utilize the skills acquired and implement the knowledge to a more complex level, thus relying on what was previously learned and transferring that to a similar yet new level of application.   I learned how to teach in my undergraduate classes, but it wasn’t until I was trained with Dr. Hunter’s Model of Effective Teaching that I transferred that basic knowledge and applied it to a higher level.  This method taught me how to go from a good instructor to a great instructor.  This is how I plan to continue to use the transfer theory of learning as I move into higher levels of administration.  I will never stop being that facilitator of instruction, whether it be to students, parents, faculty, staff or administrators. Each position I hold will allow me to pull from my skills previously learned and implement those skills in a deeper more complex way. Great teachers turn into great administrators because they never loose sight of what was learned for their classroom success.  Great administrators turn into great superintendents because they never forget what was learned for their campus to be successful.  Great superintendents turn into great leaders because they never forget how to continue to transfer their knowledge acquired along the way and continue to grow in depth and complexity making every situation a transfer not only in theory but in proof.

vita

VITA

Jacquelene Morris

Cleburne Independent School District

103 Ridgeway Drive

Cleburne, Texas 76033

EDUCATION/CERTIFICATION

MS - Education                                    Baylor University               Waco, Texas

Mid-management Certification     Baylor University                 Waco, Texas

Gifted/Talented Certification         Tarleton State                      Stephenville, TX.

BS – Elementary Education            Texas A&M University     College Station, TX.

Driver’s Education Certification Texas A&M University      College Station, TX.

AA – Elementary Education           Hill Jr. College                     Hillsboro, Texas

ADMINISTRATION/LEADERSHIP EXPERIENCE

Cleburne ISD

Marti Elementary             Assistant Principal                                   07 – present

    *Campus Coordinator for TAKS/Testing Administration

    *Campus Coordinator for LPAC/ARDS

    * Discipline/Transportation campus needs

    * Skyward Facilitator

    * Textbook Facilitator

    * Campus Climate Coordinator

    * Contact person for Community Adaptors

Cooke Early Childhood Center            Assistant Principal            03 – 07

     *Helped develop new campus for all PreK – K in district

     *Implemented new policies, procedures and standards for campus of 800

     * Coordinated dismissal procedures and safety policies

     *Established campus goals and objectives

     *Worked with Parent Teacher Organization

Coleman Elementary                               Instructor                           92 -03

     *Implementer District Gifted and Talented Program

     *Established curriculum to align with state objectives

     *Trained district staff on strategies and skills of gifted education

     *Served on district sight base committee as representative of special pops

     *Helped develop Core Knowledge curriculum for campus implementation

     *Worked in administration as needed

Fulton Elementary                       Instructor                           85 – 89

     *Implemented instruction of grade level essential elements

     * Worked to establish student success and grade level skills

     * Supervised student teachers

   

Hillsboro Independent School District

Travis/Harris Elementaries                 Instructor               80 – 85

     *Developed District Gifted and Talented program

     * Worked to implement strong curriculum

     * Participated in training of high school future teachers

PROFESSIONAL DEVELOPMENT

   *TEPSA Webinars/Lunch and Learn seminars

   *TEPSA Summer Conferences

   *Harry Wong Effective Teacher videos

   *Eduphoria/Aware Training

   *Kilgo Data Training

   *Apple Baum Classroom Management

   *True Colors/Personality Training

   *Tarleton University Projects Conference Presenter

   *Tarleton Effective Schools Projects

   *Confratute Joe Renzulli/University of Connecticut

   *Steve Spangler Science Projects/Denver, Colorado

   *TEPAS presenter for Core Curriculum

   *Practical Parenting Facilitator

   *World of Difference District Trainer

PROFESSIONAL ASSOCIATIONS/COMMITTEES

   *Texas Elementary Principals and Supervisors Association

   *Texas Association of Gifted and Talented

   *Cleburne Advisory Board for Gifted and Talented

   * Delta Kappa Gamma Society International

   * Alpha Gamma Society

   * Site Base District/Campus Committees

   *Association of Professional Educators

   * Parent Teacher Association

HONORS AND AWARDS

   *Who’s Who among American Administrators

   *Presidential Chapter Achievement Award/Delta Kappa Gamma

   *Annie Award for Outstanding Programs/Delta Kappa Gamma

   *Who’s Who in American Teachers

   * ATPE – Texas Teacher of the Year

   * CISD Elementary Teacher of the Year

   * Coleman Elementary Teacher of the Year

   * Renzulli Confratute Recipient/Tarleton University

  

COMMUNITY INVOLVEMENT

   *Member of Field Street Baptist Church

   * FSBC choir/ensemble

   * Missions committees

   *Community outreach

  

    

                                                             

  

                                               

  

  

    

                                                             

  

                                               

VITA

Jacquelene Morris

Cleburne Independent School District

103 Ridgeway Drive

Cleburne, Texas 76033

EDUCATION/CERTIFICATION

MS - Education                                    Baylor University               Waco, Texas

Mid-management Certification     Baylor University                 Waco, Texas

Gifted/Talented Certification         Tarleton State                      Stephenville, TX.

BS – Elementary Education            Texas A&M University     College Station, TX.

Driver’s Education Certification Texas A&M University      College Station, TX.

AA – Elementary Education           Hill Jr. College                     Hillsboro, Texas

ADMINISTRATION/LEADERSHIP EXPERIENCE

Cleburne ISD

Marti Elementary             Assistant Principal                                   07 – present

    *Campus Coordinator for TAKS/Testing Administration

    *Campus Coordinator for LPAC/ARDS

    * Discipline/Transportation campus needs

    * Skyward Facilitator

    * Textbook Facilitator

    * Campus Climate Coordinator

    * Contact person for Community Adaptors

Cooke Early Childhood Center            Assistant Principal            03 – 07

     *Helped develop new campus for all PreK – K in district

     *Implemented new policies, procedures and standards for campus of 800

     * Coordinated dismissal procedures and safety policies

     *Established campus goals and objectives

     *Worked with Parent Teacher Organization

Coleman Elementary                               Instructor                           92 -03

     *Implementer District Gifted and Talented Program

     *Established curriculum to align with state objectives

     *Trained district staff on strategies and skills of gifted education

     *Served on district sight base committee as representative of special pops

     *Helped develop Core Knowledge curriculum for campus implementation

     *Worked in administration as needed

Fulton Elementary                       Instructor                           85 – 89

     *Implemented instruction of grade level essential elements

     * Worked to establish student success and grade level skills

     * Supervised student teachers

   

Hillsboro Independent School District

Travis/Harris Elementaries                 Instructor               80 – 85

     *Developed District Gifted and Talented program

     * Worked to implement strong curriculum

     * Participated in training of high school future teachers

PROFESSIONAL DEVELOPMENT

   *TEPSA Webinars/Lunch and Learn seminars

   *TEPSA Summer Conferences

   *Harry Wong Effective Teacher videos

   *Eduphoria/Aware Training

   *Kilgo Data Training

   *Apple Baum Classroom Management

   *True Colors/Personality Training

   *Tarleton University Projects Conference Presenter

   *Tarleton Effective Schools Projects

   *Confratute Joe Renzulli/University of Connecticut

   *Steve Spangler Science Projects/Denver, Colorado

   *TEPAS presenter for Core Curriculum

   *Practical Parenting Facilitator

   *World of Difference District Trainer

PROFESSIONAL ASSOCIATIONS/COMMITTEES

   *Texas Elementary Principals and Supervisors Association

   *Texas Association of Gifted and Talented

   *Cleburne Advisory Board for Gifted and Talented

   * Delta Kappa Gamma Society International

   * Alpha Gamma Society

   * Site Base District/Campus Committees

   *Association of Professional Educators

   * Parent Teacher Association

HONORS AND AWARDS

   *Who’s Who among American Administrators

   *Presidential Chapter Achievement Award/Delta Kappa Gamma

   *Annie Award for Outstanding Programs/Delta Kappa Gamma

   *Who’s Who in American Teachers

   * ATPE – Texas Teacher of the Year

   * CISD Elementary Teacher of the Year

   * Coleman Elementary Teacher of the Year

   * Renzulli Confratute Recipient/Tarleton University

  

COMMUNITY INVOLVEMENT

   *Member of Field Street Baptist Church

   * FSBC choir/ensemble

   * Missions committees

   *Community outreach

  

    

                                                             

  

                                               

VITA

Jacquelene Morris

Cleburne Independent School District

103 Ridgeway Drive

Cleburne, Texas 76033

EDUCATION/CERTIFICATION

MS - Education                                    Baylor University               Waco, Texas

Mid-management Certification     Baylor University                 Waco, Texas

Gifted/Talented Certification         Tarleton State                      Stephenville, TX.

BS – Elementary Education            Texas A&M University     College Station, TX.

Driver’s Education Certification Texas A&M University      College Station, TX.

AA – Elementary Education           Hill Jr. College                     Hillsboro, Texas

ADMINISTRATION/LEADERSHIP EXPERIENCE

Cleburne ISD

Marti Elementary             Assistant Principal                                   07 – present

    *Campus Coordinator for TAKS/Testing Administration

    *Campus Coordinator for LPAC/ARDS

    * Discipline/Transportation campus needs

    * Skyward Facilitator

    * Textbook Facilitator

    * Campus Climate Coordinator

    * Contact person for Community Adaptors

Cooke Early Childhood Center            Assistant Principal            03 – 07

     *Helped develop new campus for all PreK – K in district

     *Implemented new policies, procedures and standards for campus of 800

     * Coordinated dismissal procedures and safety policies

     *Established campus goals and objectives

     *Worked with Parent Teacher Organization

Coleman Elementary                               Instructor                           92 -03

     *Implementer District Gifted and Talented Program

     *Established curriculum to align with state objectives

     *Trained district staff on strategies and skills of gifted education

     *Served on district sight base committee as representative of special pops

     *Helped develop Core Knowledge curriculum for campus implementation

     *Worked in administration as needed

Fulton Elementary                       Instructor                           85 – 89

     *Implemented instruction of grade level essential elements

     * Worked to establish student success and grade level skills

     * Supervised student teachers

   

Hillsboro Independent School District

Travis/Harris Elementaries                 Instructor               80 – 85

     *Developed District Gifted and Talented program

     * Worked to implement strong curriculum

     * Participated in training of high school future teachers

PROFESSIONAL DEVELOPMENT

   *TEPSA Webinars/Lunch and Learn seminars

   *TEPSA Summer Conferences

   *Harry Wong Effective Teacher videos

   *Eduphoria/Aware Training

   *Kilgo Data Training

   *Apple Baum Classroom Management

   *True Colors/Personality Training

   *Tarleton University Projects Conference Presenter

   *Tarleton Effective Schools Projects

   *Confratute Joe Renzulli/University of Connecticut

   *Steve Spangler Science Projects/Denver, Colorado

   *TEPAS presenter for Core Curriculum

   *Practical Parenting Facilitator

   *World of Difference District Trainer

PROFESSIONAL ASSOCIATIONS/COMMITTEES

   *Texas Elementary Principals and Supervisors Association

   *Texas Association of Gifted and Talented

   *Cleburne Advisory Board for Gifted and Talented

   * Delta Kappa Gamma Society International

   * Alpha Gamma Society

   * Site Base District/Campus Committees

   *Association of Professional Educators

   * Parent Teacher Association

HONORS AND AWARDS

   *Who’s Who among American Administrators

   *Presidential Chapter Achievement Award/Delta Kappa Gamma

   *Annie Award for Outstanding Programs/Delta Kappa Gamma

   *Who’s Who in American Teachers

   * ATPE – Texas Teacher of the Year

   * CISD Elementary Teacher of the Year

   * Coleman Elementary Teacher of the Year

   * Renzulli Confratute Recipient/Tarleton University

  

COMMUNITY INVOLVEMENT

   *Member of Field Street Baptist Church

   * FSBC choir/ensemble

   * Missions committees

   *Community outreach

  

    

                                                             

  

                                               

v