Arkansas Tech University
Master of Education in Educational Leadership
EDLD 6102
School Finance
Mixed Technology
Unit of Education
Vision
Students are “Professionals of the 21st Century” who will internalize, initiate, and
sustain a professional commitment to impact learners in diverse and evolving
learning communities.
Unit of Education Conceptual Framework
The Conceptual Framework for the School of Education is based on the foundational
skills of: diversity, leadership, oral and written communication, technology,
purposeful reflection parents and community.
Vision
The vision of the Center for Leadership and Learning is to prepare leaders and to
build leadership capacity for a future, which constantly redefines itself.
Mission
The Center for Leadership and Learning’s mission prepares and develops school
leadership teams to work collaboratively for learner success. The CLL Mission will
be accomplished through professional learning communities, advanced degrees and
twenty-first century partnerships.
The vision and mission of the Center for Leadership and learning are aligned with the
vision and mission of the College of Education and support the conceptual framework.
This information can be accessed at http://www.atu.edu/education
1. Course Number: EDLD 6102
2. Course Title: School Finance
3. Instructor Information:
Mona Chadwick, Ed.D.
CLL Secretary Voice: 479-498-6022
CLL Web Site: http://cll.atu.edu
Fax: 479-498-6075
Office Hours: Due to the nature of our graduate students’ work schedule, office hours also
will incorporate telephone conversations and e-mail correspondence.
4. Catalogue Description:
A study of school budgeting, accounting techniques, and
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funding formulas looking at school finance from the principal’s perspective
5. Justification/Rationale for the Course:
Enduring Understanding: Building level administrators engage stakeholders in
budget development and expenditure procedures that are congruent with all
applicable rules and regulations and supports student achievement.
Essential Questions:
a. How are building level budgets structured and organized?
b. What fiduciary role does the building principal fulfill?
c. How does a principal engage all stakeholders in the budgetary process?
d. What is the value of engaging different stakeholders in the budgetary process?
e. What rules and regulations impact a principal’s fiduciary decisions?
f. What is the value of fiduciary record keeping and reporting at the building level?
g. What value does a building level budget fulfill?
h. What is the value of understanding all nuances of the school budget (i.e. petty cash
fund, embezzlement, vending services, auditing, field trips, etc.)?
6. Course Objectives: (ISLCC 2008; ELCC 2011)
Upon completion of this course, students will be able to:
 Explain the basic tenets and issues of public school finance historically as they relate to
Arkansas long-range and operational planning. This will be in the area of effective, legal,
and equitable use of fiscal, human, and material resource allocation and alignment that
focuses on teaching and learning (ISLCC 3A,3B; ELCC 3.1, 3.2)
 Identify the various sources for support of public schools (ISLCC 3B; ELCC 3.2).
 Explain the development of the school-based budget and its specific implications for
instructional activities that deploy financial and human resources in ways that promote
student achievement (ISLLC 3B, 3D, 3E; ELCC 3.2, 3.4, 3.5)
 Compare and contrast centralized budgeting and school-based budgeting (ISLCC 3A,3D;
ELCC 3.1, 3.4)
 Demonstrate and understanding of budgeting, planning, and aligning a school’s resources
to its academic goals through research-based data and group process skills. This is to
build consensus, communicate and resolve conflicts in order to align resources with the
organizational vision (ISLLC 3A, 3B, 3D, 3E; ELCC 3.1, 3.2, 3.4, 3.5)
 Develop a school-based budget reflective of the school’s mission and goals that optimize
the learning environment for all students. Do this by applying appropriate models and
principles of organizational development and management including research and “data
driven decision-making” with attention to indicators of equity, effectiveness, and
efficiency (ISLLC 3A, 3B, 3C, 3D, 3E; ELCC 3.1, 3.2, 3.3, 3.4, 3.5).
 Use internet resources, word processing, data base summaries, and spreadsheet analysis
in creatively seeking new resources to facilitate both student achievement and
professional development (ISLLC 3B, 3E; ELCC 3.2, 3.5).
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7. Standards:
ISLLC Standard Three:
A school administrator is an educational leader who promotes the success of all students
by ensuring management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
Functions:
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological
resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and
student learning.
ELCC Standard Three:
A building level education leader applies knowledge that promotes the success of every
student by ensuring the management of the school organization, operation, and resources
through monitoring and evaluating the school management and operational systems;
effectively using human, fiscal, and technological resources in a school environment;
promoting and protecting the welfare and safety of school students and staff; developing
school capacity for distributed leadership; and ensuring that teacher and organizational
time is focused to support high-quality instruction and student learning .
Elements:
3.1: Candidates understand and can monitor and evaluate school management and
operational systems
3.2: Candidates understand and can efficiently use human, fiscal, and technological
resources to manage school operations.
3.3: Candidates understand and can promote school-based policies and procedures that
protect the welfare and safety of students and staff within the school.
3.4: Candidates understand and can develop school capacity for distributed leadership.
3.5: Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
8. Statement of Prerequisites:
Stated in the CLL portion of the catalogue.
9. Required Texts:
Sorenson, R. D., & Goldsmith, L. M. (2006). The principal’s guide to school budgeting.
Thousand Oaks, CA: Corwin Press.
Mutter, D. W., & Parker, P. J. (2004). School money matters, a handbook for
principals. Alexandria, VA: ASCD.
10. Recommended Texts:
Owings, W. A., & Kaplan, L. S. (2006). American public school finance. Belmont,
CA: Thomson Higher Education-Wadsworth.
11. Assessment Instruction and Methods:
Instructional delivery in this course will include a variety of methods. Some of
these will be lecture, power-point, class presentations, knowledge sharing,
roundtable, cooperative learning, pair-share, critical friend, and etc.
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Assessment:
Each course requirement will be assessed to the following level of proficiency:
Level 3 = Exceeds expectations
Level 2 = Meets expectations
Level 1 = Unacceptable
The following methods of assessment will be used:
a. On-Line participation W=2
b. Organized notebook containing reflections, case studies and other assignments W=2
c. Tests and quizzes
W=2
d. Building budget checklist W=1
e. Culminating artifact W=4
f. Case studies, questions, outlines, and reflections W=2
The final grades will be assigned based on a weighted average of level of performance of
the assessed categories.
12. Policies
Attendance: Class attendance is required. If there is any reason that participation in
course activities is delayed, prior notification must be given to the instructor.
Arrangements to make up the contents of the seminar must be arranged prior to the
absence.
Academic Dishonesty: Academic Dishonesty will be treated in accordance with the
policy of Arkansas Tech University as stated in the student handbook.
Incomplete Grade: An “I” at the end of any semester may be assigned only under the
following conditions:
● A grade of incomplete is appropriate ONLY in situations where the student has an
illness or other circumstances beyond the student’s control, and has completed at least
seventy-five percent of the course requirements, provided work already completed is
passing quality.
●If the remaining course requirements are not completed and a final “C” grade is
reported by the end of the next regular semester (fall or spring), the grade will be
automatically changed to a grade of “F” for the final grade.
Please prepare a place to join the class that will shield you from interruption during the class time.
13. Bibliography:
The instructor will assist you, if needed, in acquiring pertinent Arkansas school finance
documents, ADE documents, and various building and district level budgetary forms.
Also available are WWW sites that address school-based budgeting strategies as well as
sites that discuss your school’s demographics. Additional documents such as budgets,
audits, salary schedules, grants, technology plans, and maintenance plans, to name a few
may be necessary.
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