EDLD 5311 Fundamentals of Leadership
Week 3 Assignment
Overview
Week 3 Part 1 Your Week 3 lecture and reading addressed the twelve major leadership skills.
For this week’s assignment, review the leadership skills, as well as the sample case study, from
your Week 3 reading (p. 78-106 of School Leader Internship). Carefully review the analysis
questions from your text (pg. 102-106) and your Week 3 lecture, and then read the case study
found in the Resources section. Consider the questions from all 12 leadership areas as you find
and list at least one problem in each of the 12 areas found in the case. It is also suggested that
you refer to the SBEC Principal Leadership Domains and Competencies (located under TExES
Review in the Resource Section) to help identify recommendations and actions to address your
identified problems.
After listing at least one problem found under each area, provide at least one recommended
action for the school leader.
Work on this assignment as soon as you can, and review your responses several times. In
doing so, you are likely to think of additional or better recommended actions. Often, one
recommended action solves more than one problem in several leadership areas. If you
use one solution for several problems, be sure to include that solution in each area
addressed. Be sure that you have addressed all the problems you listed. The breadth of
problems found, as well as whether your actions address what you listed, will be considered
when assignments are graded.
Do not add anything to the case or assume anything not written in the case. Do assume,
however, that if leader skills are not included in the case, they are missing. For example, if
vision or ways to motivate are not included in the case, assume the leader did not use a vision
to guide action or use effective motivational practices.
It is recommended that you put in some real thought when reflecting on the case and the
identified problems. With a cursory review of any case, one can easily believe that the problems
are simple, and the answers just common sense. For example, you may state, “terminate the
principal for failing to develop a campus vision.” It is, however, recommended that you consider
solutions that involve and empower appropriate stakeholders. Again, the SBEC Principal
Competencies can be a valuable source of recommendations in resolving the identified
problems.
By gaining more knowledge of leadership, one will the typically look deeper into issues and
strive to find causes, instead of simply addressing the effects of actions. People also reflect on
their own beliefs and actions to determine if some of the cause could come from their lack of
leadership knowledge and/or skill. It is much easier to see the simple problems and find what
and/or who to blame. This is a short-term fix and will not lead to better leadership or keep similar
problems from occurring in the future. Look for solutions that result in “win/win” fixes.
EDLD 5311 Fundamentals of Leadership
Week 3 Part 2 This week you will begin working on your internship plan that will be due in Week
5. You will submit your rough draft on the template in this assignment document. Your rough
draft should include at least 19 of the 38 leadership skills.
Prior to listing specific activities in your internship plan, review the following documentation.
Your purpose is to make a list of general or specific skills or knowledge areas that you want to
develop during the Internship.
o
Technology/Leadership Assessments. Note any area that needs to be addressed
during your Internship.
o
Gaps in Vita: Note any gaps in vita categories, particularly Leadership
Experience.
o
Needs of the School (Goals, Campus/District Improvement Plan, Technology
Plan, AEIS Report, Etc.): Note any needs you should address during your
Internship. Seek advice from the site mentor.
o
Project(s): Leading one or more projects is required. Seek advice from the site
mentor.
You will develop a draft of your Internship Plan, and then meet with your school site supervisor,
who will suggest revisions. There is a letter in the Resource Section in Week 3 that you is
addressed to your site supervisor. This letter will provide information on their role and
responsibility as your site mentor. You will then submit a final draft of your Internship Plan, and
include it in your Tk20 portfolio.
Additional information on How to Organize Your Internship Plan can be found in the
Resource Section of this course.
Your rough draft should include activities for at least 19 of the 38 ISLLC leadership skills and
areas (pg. 27- 74). In addition, your plan should include the SBEC domain and competencies
that align with each of those areas. See chart below:
1. Domain I: School Community Leadership
Competency Area 1: Vision and Campus Culture
#1 Vision/Mission pg. 28
#2 Strategic Planning pg. 29
#3 Data Collection and Analysis pg. 30
#5 Negotiating/Consensus Building pg. 32
#6 Collaborative Decision Making pg. 33
Competency Area 2: Communication and Collaboration that Promotes Student Success
#4 Effective Communication pg. 31
#25 Community/Public Relations pg. 59
#26 Parent Involvement pg. 60
#27 Climate for Cultural Diversity pg. 61
#28 Community/Business Involvement and Partnerships pg. 62
Competency Area 3: Integrity and Ethics
#29 Position Goals and Requirements pg. 64
#30 Philosophy/History of Education pg. 65
#31 Ethics pg. 66
EDLD 5311 Fundamentals of Leadership
#32 Interpersonal Relationships pg. 67
#33 School Board Policy and Procedures/State and Federal Law pg. 69
2. Domain II: Instructional Leadership
Competency Area 4: Curriculum, Measurement, & Alignment of Resources
#7 Curriculum Analysis pg. 35
#8 School/Program Scheduling pg. 37
#9 Supervision of Instruction/Instructional Strategy pg. 38
#13 Supervision of Co-curricular Education pg. 44
#34 Federal Programs Administration pg. 70
Competency Area 5: Campus Culture & Professional Learning
#10 Learning/Motivation Theory pg. 40
#11 Learning Technology pg. 41
#12 Evaluation of Student Achievement/Testing pg. 43
#36 Current issues Affecting Teaching and Learning pg. 72
Competency Area 6: Teacher (Staff) Evaluation and Development
#14 Staff Development/Adult Learning pg. 45
#23 Personnel Procedures pg. 56
Competency Area 7: Decision-Making and Problem Solving
#15 Change Process pg. 46
#17 Student Services pg. 48
#35 Issue and Conflict Resolution pg. 71
3. Domain III: Administrative Leadership
Competency Area 8: Budgeting, Resource Allocation, and Financial Management
#18 General Office Administration/Technology pg. 50
#19 School Operations/Policies pg. 52
#24 Supervision of the Budget pg. 57
#37 Professional Affiliations and Resources pg. 73
#38 Professional Library pg. 74
Competency Area 9: School Safety
#20 Facility and Maintenance Administration pg. 53
#16 Student Discipline pg. 47
#21 Student Transportation pg. 54
#22 Food Services pg. 55
You should set up a time to meet with your school site supervisor about your Internship Plan as
soon as possible, to avoid scheduling conflicts. Do not wait until after you have completed your
draft plan to set up your meeting.
EDLD 5311 Fundamentals of Leadership
Rubric
Use the following Rubric to guide your work on the Week 3 Assignment.
Tasks
Accomplished
Proficient
Needs Improvement

14
12
10
The evidence suggests
that this work is a “Habit of
Mind.” The educator is
ready to mentor others in
this area.
The evidence suggests
that performance on this
work matches that of a
strong educator.
The evidence does not yet
make the case for the
educator being proficient at
this task.
Student identifies one
problem related to each
leadership skill area in the
case study.
Student identifies one
problem related to each
leadership skill area in the
case study.
Student fails to identify at
least one problem related
to each leadership skill
area in the case study.
Student provides one
short- or long-term solution
to each problem. Solutions
are in-depth and reflect
extensive knowledge of
each leadership skill area
(4-5 sentences)
Student provides one
short- or long-term solution
to each problem. Solutions
are in-depth and reflect
extensive knowledge of
each leadership skill area
(2-3 sentences)
Responses lack clarity and
depth and/or include
multiple errors in grammar,
spelling, and punctuation.
1-2 errors in grammar,
spelling, or punctuation.
3-5 errors in grammar,
spelling, or punctuation.
Case Study
Short- and long-term
solutions to each problem
are not identified, or
solutions reflect a lack of
knowledge of the ten
leadership skill areas.
Numerous errors in
grammar, spelling, or
punctuation; responses
lack clarity and depth
and/or include multiple
errors in grammar, spelling
or punctuation.
7 points
Draft Internship Plan
Total Points
6 points
5 points
Student submits rough
draft and at least 19 of the
38 skills are included in the
draft and the SBEC
domains and
competencies are aligned
with the leadership skills
areas.
Student submits rough
draft and at least 15 of the
38 skills are included in the
draft and the SBEC
domains and
competencies are aligned
with the leadership skills
areas.
Student submits rough
draft and less than 15 of
the 38 skills are included in
the draft. SBEC domains
and competencies are not
included in the draft.
7 points
6 points
14 points
12 points
5 points
10 points
EDLD 5311 Fundamentals of Leadership
Week 3 Part 1 Assignment: Leadership Case Study
Review the Week 3 Case Study (found in the Resource Section).In the spaces below, post your
responses to the case study using your knowledge of the twelve major leadership skills to guide
your work.
Developing Trust
Aspects of the Problem
1. It appears as though the superintendent doesn’t really trust anyone in a leadership
position at the campus level. I have to wonder if the superintendent has even
delegated a task to his campus leaders to see if he could trust them. I also think that
the superintendent doesn’t trust his leaders enough to lead, but would rather have
them manage other leaders. It seems as though his trust is with the current teaching
staff, rather than his leadership team.
Action to be Taken
1. Short term: I believe that before the superintendent makes such drastic changes to the
leadership team in such a capacity, he should probably visit with the campus
principals, at their campus, to better form an opinion on their leadership styles. Since
the text states that the superintendent made these decisions based on his experience
as a principal, I would argue that the superintendent made few campus decisions
without first consulting a teacher because he was unable to make those decisions
himself; likely from lack of teaching experience. I would suggest that the
superintendent visit each of the campuses, observe the principals, assistant principals
and teachers in their daily role, performing their daily duties. Once he has done so, he
should then bring his campus leaders together so that they can all offer suggestions of
improving the leadership on each campus rather than managers.
Vision
Aspects of the Problem
1. I do not believe the superintendent has a clear vision of the schools and how that
vision should be shared across the campuses. It sounds as though the superintendent
has no idea how the district properly functions and therefore cannot deliver his vision
to his campus leaders because he doesn’t know what that vision is. It sounds as
though he would like the teachers to lead the teachers, with little input from anyone
other than an active teacher. However, what he forgets is that principals are teachers,
who are in essence teaching teachers.
EDLD 5311 Fundamentals of Leadership
Action to be Taken
1. Long term: The campus leaders need to come together as a team, with the
superintendent, and remind him of the districts key principles and beliefs, educating
our students. Once they have all gotten together and discussed that they are there for
the students, they should discuss the future of their students and how establishing a
clear and agreeable vision for the district will help to guide them in the leadership
process of the district. Once the all of the leaders have come together and decided on
a vision for the district, they then need to plan how to best carry out that vision at the
campus level. The leaders should then be given the trust and blessing to ensure that
the new vision is implemented at their campus. The vision is first shared with the
administrative team members at each campus and then amongst department chairs,
team members and teachers. The vision can be discussed through staff development,
share sessions and the like.
Decision Making
Aspects of the Problem
1.
I do not fully believe this superintendent has ever made a decision on his own.
However, this superintendent is quick to assume that these campus leaders are
unable to serve as leaders, based on his own personal experience as a principal,
which shows that he has made few leadership like decisions. I also find it strange that
the superintendent has asked his campus leaders to relinquish their role as leader,
turn the campus over to a member at the campus level who has not had adequate
training, has not considered the time it will take to implement such a change, the
effect this change will have on the teachers and most importantly the effect this
change will have on the students, our future leaders. In essence, this superintendent
has not taken the time to consider the effects of this decision. In order for such a
decision like this to be made, which it should not, will take careful planning on the part
of the superintendent. This superintendent has not used rational judgment.
Action to be Taken
1. Long term: I personally feel like the superintendent needs some staff development on
implementing change. However, if the superintendent needs help implementing
change, then maybe a new superintendent is needed all together. I also feel like the
school board needs to be aware of these proposed changes before any of these
changes take place. These campus leaders should come together as a team and
discuss these changes with the school board since their superintendent seems to
have great difficulty with decision making.
EDLD 5311 Fundamentals of Leadership
Communication
Aspects of the Problem
1.
The only communication that took place in this case study was the delegated task
from the superintendent to the principals. True communication exists when both
parties agree that they understood the communication and can now act or react
based upon that communication. Typically this is a shared action. There was no
sharing in this instance. Typically when making such a drastic change, one would
first ask for an opinion to the change. The superintendent did not care what the
principals’ opinion was or he would have asked. The superintended gave an order,
without consideration of others, rather can communicating the how’s and why’s of his
request.
Action to be Taken
1.
Long Term:The superintendent likely needs staff development on effective
communication and how collaboration within the workplace is a positive. Again, I
think that once a clear vision has been established, the lines of communication will
open and the superintendent will be less likely to implement such a change. Once
they have all gotten together and discussed that they are there for the students, they
should discuss the future of their students and how establishing a clear and agreeable
vision for the district will help to guide them in the leadership process of the district.
However, without placing the needs of the students ahead of the needs of the
organization, clear communication or decision making will be near impossible.
Conflict and Issue Resolution
Aspects of the Problem
1. I think that the superintendent needs to first grasp his role as the leader before he can
adequately resolve the conflict. As a result of the superintendents’ lack of leadership
ability, the principals are now arguing amongst themselves and comparing their
previous teaching experience and it’s relevance to their current position. This drastic
change has caused dissention amongst the campus leaders who are now arguing
their ability rather than the superintendent’s request for change. I get the impression
that the superintendent either does not like confrontation or possibly communication
because he was quick to exit himself from the room once the tone of the conversation
changed.
Action to be Taken
1.
Long Term: Since the superintendent does not have a clear understanding of the job
responsibilities of a campus principal, I would again suggest that the superintendent
EDLD 5311 Fundamentals of Leadership
receive staff development, or at least read the job descriptions of the campus
principal. However, if the job descriptions do not align with the new vision that has
been established, then the job descriptions need to be rewritten to include aspects of
the vision. Once the job descriptions have been agreed upon, they then need to be
delegated. However, since the principals job descriptions would be changing, the
school board would also be involved. Seems like most of my “actions to be taken” are
long term.
Motivating and Developing Others
Aspects of the Problem
1.
Unfortunately, this superintendent is not motivating his subordinates to be effective in
the work place. He has not asked for their opinion of the change. He has not
discussed how this change supports the vision of the district. He has not clearly
stated how the students will benefit from this change. He has however, insulted their
ability to stay updated on the latest teaching strategies and how to implement those
changes at the campus level. Again, he has failed to say how the students’ needs are
best met with these changes. If he can not demonstrate how the student’s will be
better served by these changes, then these educational leaders will find little
motivation to implement these changes.
Action to be Taken
1.
Short Term: As educators we should all be motivated by our students need to learn.
If we are not, then we are in the wrong line of work. I truly believe that this
superintendent is in the wrong line of work if he expects his highly trained educational
leaders to implement this huge change without a proper motivator. These leaders
need to come together after establishing a vision and decide whether or not the
students’ needs are best met with these changes. Since I believe that a vision
statement should include some form of collaboration, I find it near impossible to
believe that students, faculty and staff would agree to this type of change. I’m not
sure that teachers would be highly motivated to if they are to teach students half a
day and then teach teachers or perform admin duties the other half of the day.
Although I believe we should all encourage and motivate each other, it is the campus
leaders’ role to motivate and inspire. That motivation and inspiration will then trickle
down to everyone at the campus.
Group Processes
Aspects of the Problem
EDLD 5311 Fundamentals of Leadership
1.
I get the impression that the superintendent is more of a dictator than a team player.
I also feel as though he may be placing undue pressure or burden on his campus
administrators because he may not be willing to go the extra mile to learn more of the
new teaching strategies. It is certainly possible that he could learn a great deal from
his campus leaders, however, he would first need to sit and listen to what they had to
say. He has not even asked them how their school year has been or how their day
was. He is assuming that some of his concerns at the campus level must all be a
reflection of the campus leadership. Ultimately, campus concerns do fall on campus
leadership, a discussion of those concerns is usually the first course for improvement.
There has been no discussion here, merely an order.
Action to be Taken
1. Short Term: It seems as though we are always in meetings for something. However,
those meetings are usually how problems are solved, concerns are made aware and
celebrations take place. Perhaps if one of the leaders in the meeting had suggested
the superintendent listen to concerns, maybe he would have listened. Instead, the
campus leaders began to argue amongst each other and neglected their purpose.
Since the campus leaders likely do not trust the superintendent, it is probable that
even if the superintendent had asked for support rather than demanding it, the
campus leaders would have given it. I think in the short term, the groups needs to
meet with the superintendent again and ask for guidance on this request. I would ask
for clarification. If I was told again that this was not an option, but rather an
expectation, the school board would need to be notified of these changes.
Leadership Style
Aspects of the Problem
1.
There was no leadership style. A leader does not enter the room, demand
immediate responses and then excuse himself without input from his team. He
certainly seemed more directive than collaborative. I honestly don’t know how people
expect to accomplish anything on that large of a scale without input from others. He
was very demanding and belittling to his campus leaders. To say that principals have
lost touch with what happens in the classroom simply because not all of their time is
concentrated in the classroom is inappropriate. I would venture to say that most
educational leaders are where they are because of their strong classroom teaching.
Action to be Taken
1. Long Term: Again, I think this principal needs staff development on how to motivate
his people. If the superintendent could have said how these new techniques were
going to better fit the student population, then perhaps. But what he said was how
EDLD 5311 Fundamentals of Leadership
his campus leaders had lost their ability to teach and needed to focus on managing
rather than leading. I am still unsure as to whether or not this superintendent needs
to continue in his role. I think the superintendent could use some observation time in
the classroom, speaking to students and discussing their needs and wants.
\
Ethical Use of Power
Aspects of the Problem
1.
I am unsure whether or not the superintendent has used his power in an unethical way
because I do not believe I know the true reason for this request. I do know that he has
not made an effort to work closely with his campus staff and build a trusting
relationship with them. He did not include them in his plans to make these changes
and has not offered a valid reason as to the changes. He has not taken the time to get
to know these people or observe them in their work environment or he would likely not
have made these suggestions. He does not believe that these campus leaders have
value to add to his decision making processes because he has excluded them from
almost all of their decision making power.
Action to be Taken
1. Short Term: In order for the superintendent to discover a more ethical practice to his
power, I believe that he needs to spend more time seeking guidance from others. He
should seek guidance from peers, supervisors and even teachers. After all, teachers
have the same type of role when they are teaching their classes. Especially since he
values his teachers, maybe he could learn a lot about ethics from watching their
classes.
Culture and Climate
Aspects of the Problem
1.
The culture and climate he has demonstrated is extremely damaging. He has
caused dissention within his campus leaders and they have begun to lose sight of the
common good and are instead arguing amongst each other. Because he gave an
order rather than a request, his staff will be less likely to complete the task. The staff
may even be in fear of losing their jobs because he has essentially told them that he
does not value their leadership opinion.
Action to be Taken
EDLD 5311 Fundamentals of Leadership
1.
Long Term: Once the superintendent receives staff development in the many areas
that have been suggested, he then needs to go about repairing the culture and
climate he has damaged. He needs to begin to visit the campus. He should give
words of encouragement and begin to build the trust that he did not have when he
gave the original request. This process will take some time. Rebuilding trusting
relationships usually takes quite a long time.
Change
Aspects of the Problem
1.
Instead of involving the campus leaders in the changes the superintendent desired,
he instead dictated the changes. Had he discussed the changes with the campus
leaders they likely would not have been as upset. The changes the superintendent
would like to make take a great deal of planning and meeting. However, he has
elected not to discuss this process any further and is dependent on the camps to
create and then implement the plan. Since the campus leaders do not approve of
this new change, they will likely not create a through plan and will also not follow
through to complete the plan.
Action to be Taken
1.
Long Term: The superintendent should really visit with the campus leaders and
discuss this change. Most people are reluctant to change especially if they feel that
change will hurt or decrease productivity. The superintendent also needs to include
teachers and other stakeholders in his new plan and work from the feedback he
receives from them. This superintendent is suggesting so many different and drastic
changes at once. As a result, the campus leaders are unsure how to even create a
plan, much less implement the plan. Changes of that nature need to be implemented
over a longer period of time so that all of the “kinks” can be worked out gradually
throughout the process.
Evaluation
Aspects of the Problem
1. It appears as though the superintendent used his personal data and feelings as the
only evaluation method. He made these decisions on his own, based on his personal
experiences, and did not take into consideration the needs of others. He decided on
these changes based on what he decided would be best for him and his management
style. He also did not ask for input or collaboration from others when creating this
EDLD 5311 Fundamentals of Leadership
plan.
Action to be Taken
1.
Long Term: Once, the superintendent has discussed his proposed changes with his
staff, he then needs to devise an evaluation method after the first meeting. The
evaluation should include proposed suggestions to his plan. The evaluation can be
as simple as a question and answer session where notes are taken for him to
evaluate. The evaluation can be confidential. His plan should also include evaluation
methods at certain steps in the changing process. These evaluations should
determine the logical course of the plan.
Week 3 Part 2: Draft Internship Plan
Internship Plan Template
Use this chart to develop your draft Internship Plan for your Week 3 Part 2 assignment. See the
assignment document for directions on how to fill out this chart. To add more rows to this table,
use the TAB key.
You will need to copy your plan from Week 3 and paste it in Week 5. To copy the chart, roll your
mouse over the upper left corner until the table move handle
appears. Click on the handle
and then copy (CTRL C) and then you can paste your plan into Week 5.
Remember to view the example Internship plans in the Resource Section of Blackboard.
Activity
Serve on CPOC
committee
SBEC
Competency
Leadership Skill #
(ex. Domain 1
Competency 1
Skill # 6
ETL Only- ISTE
TF Performance
Indicator (ex.
TF1.A)
SBEC-Domain I:
Competency Area 1:
Vision and Campus
Culture
#1 Vision/Mission
#2 Strategic
Planning
Activity Summary
Resource
Person
Expected
Date of
Completion
(18mos)
Serve as campus member on the
Campus Performance Objective
Council. Services provided for
campus data collection and decision
making, data tracking, community
involvement, future forecasting,
assessment data, campus culture.
Site
Supervisor
and Campus
Principal
May 2013
EDLD 5311 Fundamentals of Leadership
#3 Data Collection
and Analysis
#5
Negotiating/Consen
sus Building
#6 Collaborative
Decision Making
Curriculum
writing
SBEC-Domain II:
Competency Area 4:
Curriculum,
Measurement, &
Alignment of
Resources
#7 Curriculum
Analysis
#8 School/Program
Scheduling
#9 Supervision of
Instruction/Instructi
onal Strategy
#34 Federal
Programs
Administration
Community
Marketing
Awareness
SBEC-Domain I,
Competency Area 2:
Communication and
Collaboration that
Promotes Student
Success
#4 Effective
Communication
#25
Community/Public
Relations
#26 Parent
Involvement
#27 Climate for
Cultural Diversity
#28
Community/Busines
s Involvement and
Partnerships
PLAN and PSAT
awareness
SBEC-Domain II:
Competency Area 5:
Campus Culture &
Professional
Learning
#12 Evaluation of
Student
Wrote curriculum for new college
success class titled Bridge to College
Success. The curriculum was aligned
to a course at the local community
college, Lone Star College, as a
transition course from high school to
college. This course takes into
consideration school funding, state
programs, federal programs and
challenges the students to become
independent learners while working in
groups. I worked with the counseling
staff to ensure the “correct” students
were placed in this class and also
allotted for additional sections if
needed on the master schedule. This
class is designed for students who are
on the high school graduation track,
but have not tested “college ready”
according to state or national
standards.
“Tell Me Something Good”
Delegated Community Marketing and
Awareness Assignment. Coordinate
photos and “blurbs” of campus events
and student success stories at the
campus level, district level and in the
community magazines in an effort to
change the campus culture and
community/parent consensus of our
campus.
District
supervisor
June 2012
June 2013
Campus
Principal,
Site
supervisor
March 2013
Educate students and staff on the
importance of PLAN and PSAT and
how those tests are related to college
readiness. Then educate the teachers
on how to discuss test scores with
their students, using test score
examples, and comparing those
District
Supervisor,
Site
Supervisor
March 2013
EDLD 5311 Fundamentals of Leadership
Achievement/Testin
g
#36 Current issues
Affecting Teaching
and Learning
examples with actual student data.
Also discusses the importance of dual
credit, AP exams and remedial classes
at the college level.
College Ready
vs College
Eligible
SBEC-Domain II,
Competency Area 6:
Teacher (Staff)
Evaluation and
Development
#14 Staff
Development/Adult
Learning
Educate staff on “What is College
Readiness” as related to testing, the
importance of testing for our students
and how those tests will determine the
requirement for remedial classes at the
college level.
Campus
Principal,
Site
Supervisor
February
2013
NCAA
SBEC-Domain II,
Competency Area 4:
Curriculum,
Measurement, &
Alignment of
Resources
#13 Supervision of
Co-curricular
Education
#34 Federal
Programs
Administration
Educate the staff and students on
NCAA requirements, the sliding scale,
GPA vs SAT and/or ACT scores,
Division I, II and III schools, Walk On
vs Partial and Full Scholarships and
how it’s too late to “fix” your GPA in
your senior year.
Campus
Athletic
Coordinator,
Site
Supervisor
May 2013
Future budget
forecasting
SBEC-Domain III:
Competency Area 8:
Budgeting,
Resource
Allocation, and
Financial
Management
#18 General Office
Administration/Tech
nology
#19 School
Operations/Policies
#24 Supervision of
the Budget
Meeting to determine the budgeting
format, how the funds are allocated,
which funds pay for which services,
specifically Title I funds and how
those funds are to be used.
Campus
Principal,
Site
Supervisor
October
2013
EDLD 5311 Fundamentals of Leadership