ED. ADMIN. 634 – SCHOOL BUSINESS MANAGEMENT AND ACCOUNTABILITY
Iowa State University Educator Preparation Program‐ Conceptual Framework
The ISU educator preparation program is founded on the land grant commitment of access and opportunity when serving the
people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is fundamentally grounded
in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are
intentionally woven throughout the fabric of this program in order to help today’s learners achieve to their full potential.
Belief Statements:
At Iowa State University, our educator preparation community of
professional educators and students believe:
•
Belief #1: Formal education does not occur in isolation. It exists in
synergy with the education provided by families and communities
and will enrich and be enriched by those connections.
•
Belief #2: Education provides learners with equitable opportunities
to acquire the knowledge, skills, and dispositions to achieve
cognitive, affective, social, physical and economic well‐being.
•
Belief #3: Education prepares learners to positively influence
people’s lives by successfully engaging in our democratic society
and in the broader global community.
•
Belief #4: The educational process is intentional and learner‐
centered. It requires the application of rigorous research‐based
content and pedagogical knowledge that is supported with the
innovations of technologies.
•
Belief #5: Transformational educators engage in a continual cycle
of learning, practice, and reflection that informs their curricular,
instructional, evaluative, and interactional decisions.
Transformative educators have an ethical responsibility to expand
human potential and improve people’s lives.
•
Belief #6: High quality educator preparation includes collaborative
field‐based experiences that promote on‐site learning opportunities
that are varied, developmentally appropriate, and linked closely
with academic preparation.
•
Belief #7: Ongoing, multi‐dimensional assessment is a critical tool
of educators leading towards a better understanding and
improvement of student learning.
Vision: The educator
preparation program at
Iowa State University
aspires to provide a premier
pathway of rigorous
research‐based academic
experiences complemented
by exceptional quality and
diverse field experiences
leading to the skillful
preparation of highly
effective teachers and
school leaders.
Mission: The mission of the
ISU educator preparation
program is to
prepare teachers and
administrators as
continuous
learners, collaborators,
and transformational
leaders through the
application of rigorous
research‐based content
and advanced pedagogy
integrated with rich field
experiences and
fundamentally grounded
in the land grant mission of
community access and
opportunity.
Educational Administration
634
School Business Management and Accountability
Instructor: Dr. Debra Van Gorp
Contact information: N227 Lagomarcino, Ames, IA 50011-3195
(Office) 515/294-9468
(Cell) 515/490-2382
dvangorp@iastate.edu
Conference Availability: Conferencing is available via email, text messages, cell
phone, and in-person by appointment.
Course Description
2 cr. Prereq: Ed. Admin. 541
Management of school operations; accountability and ethical business practices; risk
management; school plant operations, food service and student transportation. Includes
attendance at selected sessions of the Iowa School Business Management Academy in
May and two additional class days.
18 contact hours on the following topics (two hours each unless specified otherwise) will
occur at the May session of the Iowa School Business Management Academy (ISBMA):
Cash Management – procedures and legal requirements for cash
collections and disbursements; methods of cash forecasting; statutory
requirements for investments; RFP specifications for banking services
Budgeting Expenditures – approaches to budgeting; general budgeting
framework; resources in budgeting
Program Budgeting Expenditures – program/curriculum-driven budget: program
review in budget process; program/service budget priorities – techniques; public
involvement in budget process - approaches
Audit Basics (4 hrs.) – Iowa Code Chapter 11; RFP process; single audits; audit
report review; audit committees; statutory compliance
Audit Reports/Financial Analysis – “fair and full disclosure”; GAAP audit report:
review and analysis; financial trend analysis
Risk Management: Insurance – Iowa Code references to school insurance; types
of school insurance; principles of risk management; major techniques for handling
risk management
Transportation and Food Service – driver qualifications, training and
authorization process; bus purchasing, specifications, disposal; safety, student
discipline, drug and alcohol testing; state reporting; food production and service;
food service financial management; program participation; federal guidelines
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Facility Management – legal uses of school facilities; non-school rentals;
scheduling usage; standards and scheduling for maintenance of school facilities
12 contact hours will occur during two instructional days in June
Overview of Dilemma of Practice (Rationale)
In the majority of Iowa public school districts the school operates the largest food service
establishment and most extensive transit system, maintains the largest facility area in the
community, and is responsible for minimizing the exposure to public safety / risk. The
superintendent is charged with the efficient operation of those systems to maximize
service and yet control the costs of those support services to leverage the most funding
possible for the instructional mission of the district.
The support areas are often ignored and taken for granted until there is a breakdown of
service or student safety. The support areas are often referred to as the collective group of
“unsatisfiers.” That concept is derived from the notion that the act of instruction is
considered by much of the public as something of a mystery etched with a bit of
misgiving about speaking to groups of people (even children) and imparting ideas and
thoughts to our youth. The support service areas, on the other hand, are managed daily
by everyone in their personal lives. Thus, everyone takes those services for granted until
there is a breakdown in that service, at which time they have an opinion on how it
“should have been operated.”
The challenge for the school leader is to ensure the safe and efficient operation of those
services so they support rather than detract from the education process. In a 21st century
era of concern about public officials’ integrity it is also imperative for the educational
leader to understand and endorse the concept of accountability for the proper use of
public funds through the support of qualified independent audits.
Text(s)
No required text. The following are recommended resource textbooks:
Blankenstein, A., Cole, R. & Houston, P. (2010). Leadership for family and community
involvement. Thousand Oaks, CA: Corwin Press.
Cambron-McCabe, N., Cunningham, L., Harvey, J. & Koff, R. (2005). The
superintendent’s fieldbook. Thousand Oaks, CA: Corwin Press.
Fullan, M. (2010). All systems go: The change imperative for whole system reform.
Thousand Oaks, CA: Corwin Press.Jenkins, L. (2008). From systems thinking to
systemic action: 49 key questions to guide the journey. NY: Rowman & Littlefield
Education.
Marzano, R. J., & Waters, T. (2009). District leadership that works. Bloomington, IN:
Solution Tree Press.
Olsen, K.D. (2010). What brain research can teach about cutting school budgets.
Thousand Oaks, CA: Corwin Press.
Patterson, J. L., Goens, G. A., & Reed, E. E. (2009). Resilient leadership for turbulent
times: A guide to thriving in the face of adversity. NY: Rowman & Littlefield
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Education.
Poston, W. (2011). School budgeting for hard times: Confronting cutbacks and critics.
Thousand Oaks, CA: Corwin Press.
Other Recommended Resources
Iowa Department of Education www.educateiowa.gov
Uniform Administrative Procedures Manual (200+ pages)
Uniform Financial Accounting for Iowa LEAs and AEAs (130+ pages)
Iowa Association of School Boards www.ia-sb.org
Iowa Department of Management www.dom.state.ia.us/local/schools/index.html
State Auditor’s Office http://auditor.iowa.gov
Course Objectives
As a result of this course, students will be able to:
1. Demonstrate a basic understanding of Iowa school business management ,
including but not limited, to the RFP process for banking services and the annual
district audit, analysis of the annual audit report, program budgeting and its
impact on long-range financial planning; risk management and safety
responsibilities, support services such as student transportation and food service,
and facility management.
2. Demonstrate the skill of reflective inquiry and the subsequent ability to identify
key questions that must be answered via the use of multiple available resources,
and then communicated to various stakeholder groups, as part of the successful
long-range planning and business management of a school district.
3. Demonstrate the skills of analysis and synthesis in preparing a succinct
presentation for a board of education workshop on (a) the review and analysis of
the annual audit report, (b) the culmination of a study on outsourcing a specified
district support service, or (c) the closure of a facility, and the respective longrange implications for a school district.
4. Apply the acquired knowledge and skills relative to school business management
and accountability when developing an entry plan for the “first 100 days” in the
role of superintendent.
Iowa Standards for School Leaders Addressed in This Course
Standard 1: Shared Vision
The administrator:
a. In collaboration with others, uses appropriate data to establish rigorous,
concrete goals in the context of student achievement and instructional
programs.
b. Uses research and/or best practices in improving the educational program.
d. Aligns and implements the educational programs, plans, actions, and
resources with the district’s vision and goals.
e. Provides leadership for major initiatives and change efforts.
f. Communicates effectively to various stakeholders regarding progress with
school improvement goals.
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Standard 2: Culture of Learning
The administrator:
a. Provides leadership for assessing, developing and improving climate and
culture.
h. Promotes collaboration with all stakeholders.
k. Articulates the desired school culture and shows evidence about how it is
reinforced.
Standard 3: Management
The administrator:
a. Complies with state and federal mandates and local board policies.
d. Manages fiscal and physical resources responsibly, efficiently, and
effectively.
e. Protects instructional time by designing and managing operational procedures
to maximize learning.
f. Communicates effectively with both internal and external audiences about the
operations of the school.
Standard 4: Family and Community
The administrator:
a. Engages family and community by promoting shared responsibility for
student learning and support of the education system.
Standard 5: Ethics
The administrator:
a. Demonstrates ethical and professional behavior.
c. Fosters and maintains caring professional relationships with staff.
d. Demonstrates appreciation for and sensitivity to diversity in the school
community.
e. Is respectful of divergent opinions.
Standard 6: Societal Context
The administrator:
c. Designs and implements appropriate strategies to reach desired goals.
Board of Educational Examiners Content Addressed in This Course
Content for superintendents:
1. Models, theories, and practices that provide the basis for leading educational
systems toward improving student performance.
2. Federal, state and local fiscal policies related to education.
4. Current legal issues in general and special education.
5. Non-instructional support services management, including but not limited to,
transportation, nutrition and facilities.
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Students with Disabilities
If you have a disability and require accommodations, please contact the instructor early in
the semester so that your learning needs may be appropriately met. You will need to
provide documentation of your disability to the Student Disability Resources (SDR)
office, located on the main floor of the Student Services Building, Room 1076, 515-2947220.
Attendance and participation (10 points)
Students must attend all classes and participate effectively in all course discussions and
key activities. Missing any class session, regardless of reason, will require special
arrangements and make-up work. Excessive absence will result in forfeiture of credit for
the course, except in the case of an emergency, and then only with an incomplete for the
course requiring special independent study and make-up work.
Assignments
Assignment
Due Date
Points
The student will participate in all
sessions of the Iowa School Business
Management Academy and then
complete an online assessment for
each session via Blackboard.
The student will complete this
25
individually between May 18 and
May 31. Each student will be
provided with a personal Blackboard
access code.
The student will complete 3
Reflective Inquiry Templates
including key questions, resources,
sample exhibit documents/intended
audience(s) based on the Academy
sessions.
The student will begin this work in
class on June 20. Each template
must be submitted to the instructor
by no later than June 25.
20
(5, 5, 10)
The student will prepare and present
a mock board of education workshop
on (a) the review and analysis of the
annual audit report, (b) the
culmination of a study on outsourcing
a specified support service, or (3) the
closure of a facility, and the
respective long-range implications
for a school district.
The student will share a 15-minute
segment from the workshop,
including the workshop agenda and
sample exhibit documents on June
27. The final board workshop
presentation packet is due to the
instructor by no later than July 2.
35
The student will incorporate the
knowledge and skills learned relative
The entry plan is due to the
instructor by no later than July 2.
10
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to school business management and
accountability into an entry plan for
the “first 100 days” in the role of
superintendent.
Grading/Student Evaluation
Grades of A or A- will be reserved for truly outstanding performance. Grades in the B
range will be awarded for solid high quality work, and grades of C will be assigned to
work that is not distinguished as professional quality at the graduate level. Lower grades
may be assigned for failure to meet expectations for graduate quality work.
Letter
A
A-
B+
B
B-
C+
C
C-
GPA pts
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
% break
.96
.92
.88
.84
.80
.77
.73
.70
Field Experience Hours
Not-applicable
Alignment of Iowa Standards, Objectives, Assessments/Activities
ISSL
BOEE Content
Standard(s)
1 a, d
1, 2, 4, 5
2k
3 a, d
6c
Course Objectives
1. As a result of this
course, students will be
able to demonstrate a basic
understanding of Iowa
school business
management and
accountability, including
but not limited to the RFP
process for banking
services and the annual
district audit, analysis of
the annual audit report,
program budgeting and its
impact on long-range
financial planning; risk
management and safety
responsibilities, support
services such as student
transportation and food
service, and facility
management.
Assessments/Activities
Academy online
assessment via
Blackboard
Crosswalk between
course content for
school superintendents
and Iowa’s proposed
“Standards and Criteria
for School Business
Officials” (to be
completed in class)
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1 a, b, d, e
2 a, h, k
3 a, d, e
4 a,
5 a, c, d
1, 2, 4, 5
1 a, b, d, e, f 1, 2, 4, 5
2 a, h,k
3 a, d, e, f
4 a,
5 a, c, d, e
6c
1 a, b, d, e, f 1, 2, 4, 5
2 a, h, k
3 a, d, e, f
4a
5 a, c, d, e
6c
2. As a result of this
course, students will be
able to demonstrate the
skill of reflective inquiry
and the subsequent ability
to identify key questions
that must be answered via
the use of multiple
available resources, and
then communicated to
various stakeholder
groups, as part of the
successful long-range
planning and business
management of a school
district.
3. As a result of this
course, students will be
able to demonstrate the
skills of analysis and
synthesis in preparing a
succinct presentation for a
board of education
workshop on (a) the
review and analysis of the
annual audit report, (b) the
culmination of a study on
outsourcing a specified
district support service, or
(c) the closure of a facility,
and the respective longrange implications for a
school district.
4. As a result of this
course, students will be
able to apply the acquired
knowledge and skills
relative to school business
management and
accountability when
developing an entry plan
for the “first 100 days” in
the role of superintendent.
Completion of 3
Reflective Inquiry
Templates: questions,
resources, sample
exhibit
documents/intended
audience(s) based on
Academy sessions
Preparation and
presentation of a mock
board of education
workshop on (a) the
annual audit report, (b)
the results of a study on
outsourcing a district
support service, or (c)
the closure of a school
facility.
Entry Plan
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University Non-Discrimination Statement
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national origin, sexual orientation, gender identity, genetic information, sex, marital
status, disability, or status as a U.S. veteran. Inquiries can be directed to the Director of
Equal Opportunity and Compliance, 3280 Beardshear Hall, (515) 294-7612.”
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