Week 2 Part 5: Additional Stakeholder Input

Summary:

For this interview I was able to interview our district Chief Financial Officer. He provided some insight into his position and the types of input one could receive for budget development from varying groups of individuals in a school district.

Central Office Administrators and Staff and Board of Trustees

I grouped these two categories of individuals together based on the information I received from the interview. The inputs towards budget development received from these groups are similar in that they have a responsibility to place emphasis on the district mission and goals. This input during the planning and preparation phase can be related to projections on student enrollment growth/decline, staffing trends and patterns, as well as facilities planning. During the evaluation phase this input would be outcome-focused on looking at how the district budget was either successful or unsuccessful on aligning with the district mission, vision, and goals.

Principals

Input received from principals would be campus-focused and would align with many of the same issues as stated above, but at the campus level. Principals may provide projections on enrollment, staffing patterns, and facilities planning and improvement for their campus. Principals can give perceptions and suggestions on particular programs and if they should be continued. Principals can evaluate the funds at the campus level and provide input on how to more effectively allocate resources in the future.

District Improvement Committee and Site Based Decision Making Committees

These two committees are similar in mission, but vary in scope. Input from these groups may deal with how staff development funds are spent, as well as advisement of successful or unsuccessful programs.

Teacher Organizations

These organizations may provide input on staffing trends, patterns, and improved resource management at the classroom level. Teacher organizations could also advise on suggested resources that would be beneficial to students.

Key Stakeholders

Input received from these individuals may be more immediately focused on the ‘state of the district’ as well as on items that the community values and supports in its schools.

Reaction:

Interviewing our district CFO was a great learning experience for me. The input from the above constituents about budget development can be placed into two categories: needs and wants. A superintendent must determine what is necessary to reach the goals the board has set out, and what the district can do without. He will need to take input from the above groups into consideration to help in the budget development process. Research would support seeking input from the above groups, but I would like to know how often it actually takes place in the “real” world.