INDIANA UNIVERSITY-PURDUE UNIVERSITY
FORT WAYNE – Spring 2011
SYLLABUS for A630, Economic Dimensions of Education
I.
COURSE DESCRIPTION:
This course explores the normative and positive aspects of financing K-12 public
education. After a rigorous introduction to the foundation of school finance theory, the
course investigates the concepts and practices of effective budget management.
II.
TEXTBOOK:
A.
B.
Indiana Department of Education, “Digest of Public School Finance in Indiana”
Indiana State Board of Accounts, “The School Administrator”
LOCATION and TIME:
Indiana University-Purdue University, IPFW campus, Fort Wayne, Indiana
46805, Phone: 260-481-4123. Classes meet on Mondays from 4:30 till 7:15 PM
beginning Monday, January 10, 2011 ending Monday, May. 2, 2011 Class meets in Neff
Hall, room 139.
III.
IV.
PROFESSOR: Dr. F. Patrick Garvey
Available during normal office hours, Monday through Thursday. Other times by
appointment. Office: room 252 Neff Hall; phone 260-481-4123.
Email: garveyf@ipfw.edu
V.
COURSE GOALS:
This course is designed to provide the student(s) with a practical working
knowledge of public school budgeting and accounting. The emphasis will be on the “real
world” applications the student(s) will face on the job. Actual budgets, as well as
situations from individual schools, will be used to illustrate and emphasize the
contemporary issues of school budgeting. Supplemental to the text and class instruction
will be the simulation of a budget preparation.
VI.
THE MISSION STATEMENT OF THE IPFW SCHOOL OF EDUCATION:
(Adopted 01/10/96)
“To prepare professionals in teaching, counseling and leadership who demonstrate the
capacity and willingness to continuously improve schools and related entities so that they
become more effective with their clients by:
1. Becoming more caring, humane, and functional citizens in a
global, multicultural, democratic society;
2. Improving the human condition by creating positive learning
environments;
3. Becoming change agents by demonstrating reflective professional
practice;
4. Solving client problems through clear, creative analyses;
5. Assessing client performance, creating and executing effective
teaching, counseling and educational leadership, by utilizing a variety
of methodologies reflecting current related research;
6. Utilizing interdisciplinary scholarship, demonstrating technological and
critical literacies, and effectively communicating with all stakeholders.”
VII.
SOE CONCEPTUAL FRAMEWORK:
The broad categories of the SOE’s conceptual framework help structure this course.
The course is organized so that these concepts are fostered in the present; through the
course content, these concepts appear as they were practiced in the past.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our
programs:
1.
Democracy & Community
Effective educators,1 such as teachers, counselors, and administrators need to be a part of
a dynamic educational community as a model for the climate of community they hope to
create. To do this, these educators need an understanding of the moral, cultural, social,
political, and economic foundations of our society. Consequently, the SOE should
foster a democratic, just, inclusive learning community among its students, faculty,
and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical
reflection in all endeavors. Within the context of a compassionate, caring community,
educators foster habits of mind necessary to engage learners, such as investigating,
inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE
must integrate critical habits of mind in all aspects of the teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the
multiple roles of the teacher, such as facilitator, guide, role model, scholar, and
motivator. Educators appreciate and are receptive to the diverse perspectives, modes of
understanding, and social circumstances that they and their students bring to the
educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning,
conceptual understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well grounded in the content which they expect to teach.
Educators need to understand how knowledge is constructed, how the processes of
inquiry are applied, how domains of knowledge are established, how disciplines can be
integrated and most effectively communicated to their students. Educators also need
understanding of themselves, of communities in which they intend to teach, and of
students. Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage ongoing intellectual, emotional,
and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings.
Through on-site campus activities and field-based experiences students will observe and
emulate exemplary teaching and learning. These educators will practice, collaborate, and
interact with practitioners and their students. Consequently, the SOE must integrate
field and/or clinical experiences that reflect the diversity of educators, students, and
schools into all aspects of the curriculum, and help educators to assess and reflect on
those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions
informed by historical and cultural perspectives. They strive to set the highest goals for
themselves and inspire students to do likewise. Educators are enriched by the
convergence of knowledge, theory, and practice as they optimistically face the
educational challenges of the twenty-first century. Consequently, the SOE must
provide opportunities for educators to develop as leaders in their profession and in
their communities.
____________________________
1
Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors.
February 9, 2000
VIII.
ISLLC/IPSB STANDARDS:
As the State of Indiana moves to alter its certification/licensing requirements to
move adequately reflect national standards, course objectives and activities are expected
to reflect these changes. This syllabus reflects such a source: the Indiana Professional
Standards Draft Standards for Building Level Administrators (1996).
A school administrator:
1. Promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning
that is shared by the school community.
2. Promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
3. Ensures the management of the organization, operations, and resources
for a safe, efficient, and effective learning environment.
4. Collaborates with families and community members, responding to
diverse community interests and needs, and mobilizing community
resources.
5. Acts with integrity, fairness, and in an ethical manner.
6. Understands, responds to, and influences the larger political, social,
economic, legal, and cultural context.
IX.
LEARNING OUTCOMES:
1. Relate the significance of budget preparation to the success of the
successful operation of the school corporation.
Conceptual Framework (1) Democracy & Community &
(6) Leadership. ISLLC/IPSB Standard (1) …Promotes the success of
all students by facilitating the development, articulation,
implementation, & stewardship of a vision of learning that is shared by
the school community.
2. Assess the differences in educational budgeting and private sector
budgeting.
Conceptual Framework (4) Knowledge & (5) Experience.
ISLLC/IPSB Standard (4) …Collaborates with families and
community members, responding to diverse community interests and
needs, and mobilizing community resources.
3. Argue how the state legislature dealings with taxes affect school
budgeting in the state of Indiana.
Conceptual Framework (1) Democracy & Community,
(4) Knowledge, (6) Leadership. ISLLC/IPSB Standard
(6) …Understands, responds to, and influences the larger political,
social, economic, legal, and cultural context.
4. Apply basic concepts to existing situations in the budgeting process of
schools in Indiana.
Conceptual Framework (2) Habits of Mind & (3) Pedagogy.
ISLLC/IPSB Standard (2) …Promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth &
(6) …Understands, responds to, and influences the larger political,
social, economic, legal, and cultural context.
5. Evaluate the different types of budgeting that exist throughout the
education industry.
Conceptual Framework (3) Pedagogy & (4) Knowledge. ISLLC/IPSB
Standard (1) …Promotes the success of all students by facilitating the
development, articulation, implementation, & stewardship of a vision
of learning that is shared by the school community & (2) …Promotes
the success of all students by advocating, nurturing, and sustaining a
school culture and instructional program conducive to student learning
and staff professional growth
6. Appraise the affects of collective bargaining on the budgeting process.
Conceptual Framework (1) Democracy & Community &
(6) Leadership. ISLLC/IPSB Standard (1) …Promotes the success of
all students by facilitating the development, articulation,
implementation, & stewardship of a vision of learning that is shared by
the school community, (5) …Acts with integrity, fairness, and in an
ethical manner, & (6) …Understands, responds to, and influences the
larger political, social, economic, legal, and cultural context.
7. Cost out a labor contract negotiated using a computer simulation or a
non-computerized format.
Conceptual Framework (1) Democracy & Community, (5) Experience,
& (6) Leadership. ISLLC/IPSB Standard (3) …Ensures the
management of the organization, operations, and resources for a safe,
efficient, and effective learning environment & (6) …Understands,
responds to, and influences the larger political, social, economic, legal,
and cultural context.
X.
INSTRUCTIONAL METHODS:
Class meetings will rely primarily upon discussion to fully develop the assigned
topic. Some lecture and audio/visual presentations will be utilized. Current events related
to the topic will be discussed during the class to relate the academic elements with
practical applications. Articles from current periodicals and newspapers relevant to the
topic are an important source of update information on the education issues in this course.
Student interaction is expected to provide personal experience information that will lend
practicality to the discussions.
XI.
ASSIGNMENTS and REQUIREMENTS:
The professor will adhere to all University policies pertaining to attendance, make-up
tests, cheating/plagiarism, as well as withdrawal, incompletes and final examinations.
Students are expected to be familiar with and adhere to these policies.
As a minimum, all students will be expected to have read and thought about the
information provided in the chapters assigned before class commences. This is a
professional, graduate responsibility to the rest of your classmates as well as yourself.
If you have or acquire a disability and would like to receive information concerning
special services and accommodations, contact Services for Students with Disabilities in
WU 118 and 218. (481-6657)
Written assessments:
(25 points each)
XII.
A. Report on equity in school funding
B. Analyzing corporation budget
C. Developing building budget
D. Course reflection
ATTENDANCE:
Students are expected to attend all scheduled classes, with active participation in class
an important element of study. In the event that circumstances beyond control preclude
attendance of a class or portion of a class, the student should contact the professor to
arrange make-up work or other equivalent effort. In case of cancellation of a class
session, the professor will modify the syllabus to cover the relevant topics. Canceled
classes will not be made up.
XIII.
EVALUATION SYSTEM:
Projects
Final Examination
Participation
IVX.
50%
35%
15%
MATERIALS SUBMITTED:
The professor will retain all materials submitted. Should you desire copies of the
submitted materials, duplicate copies prior to submission. You may be asked to provide
copies for your classmates. The professor reserves the right to modify or change the
course syllabus as needed during the course.
DIVERSITY STATEMENT:
VX.
Issues related to student diversity will be addressed in each of the courses in the
Educational Administration Program. This specifically means that issues related to
differences in individuals and groups will be discussed. These include: concerns with the
cultural backgrounds of learners, concerns with multiple learning styles and
competencies of learners, and concerns with the variation in contexts from which
students come and in which schooling occurs. It is our understanding that differences in
contexts result in differences in how parents, educators, and students view the world.
Unless educators understand these differences and create programs that build on these
differences, may be placed at risk of failure simply because of their differences. We
believe that a respectful concern for diversity must be at the heart of every
administrator’s effort to improve “the opportunity to learn” for all students.
It is the intent of the professor to stress diversity issues and their significance in
relationship to school administration.
VIX.
WRITING CENTER:
Students are encouraged to visit the Writing Center at G35 Kettler. Students may
sign up for an appointment or walk-in for help (priority is given for those with
appointments). The Writing Center staff will not revise, edit, or proofread your paper for
you, but will help you learn how to better revise, edit and proofread your own papers.
The Program Guide & Unit Assessment System (UAS) for your
graduate program are available only online:
http://www.ipfw.edu/educ/students/advising/graduate.shtml
http://www.ipfw.edu/prst/leadership/programs/leadership.shtml