Finance 5342 Week 5, Part 3 Course Reflection

I found this course to be the most challenging of any of the courses up to this point. I do believe it is probably one of the most important courses we will take. Superintendents must have a knowledge and understanding of school finance. The current cutbacks from the State have made it even more important for school leaders to maximize funding sources and revenue for their school district.

As I reflect on my self-assessment in Competency 8 from our first course taken (5396) in this program to now, I realize how much I have grown. Competency 8 was one of my weakest areas when I evaluated myself in course 5396. This course (5342) has helped me broaden my knowledge and awareness of school finance. My self-assessment in course 5396 reflected; no Strengths, Competent in 5 indicators and Improvement needed in 6 indicators. Upon the completion of this course I found myself able to mark two indicators a strength. I moved to the competent level in all other areas. My level of “Competent” varies per indicator. Some I felt were maybe a “Strength”, but I did not feel comfortable in leading the activity (per description of scoring criteria) and others I feel at the bottom of the “C” level with still needing to gain more knowledge but not necessarily an area I felt I needed to mark an “I”. This course (and previous ones) has helped me grow in not only Competency 8 but several competencies.

The following is my reflections of course lectures, assignments and activities over the last 5 weeks of this course:

Week one began by helping me gain knowledge concerning the history of school finance. As one who has been in education for 18 years I knew of a few court cases relating to school funding but I really had no knowledge of historical events in school finance leading up to the current funding formula.  Week 1 also got helped me to evaluate the current school funding system and understand issues such as equality, equity and adequacy. Part 2 and 3 of week 1 allowed me to begin to see just how inadequate our current funding system is. Again, discussion I have heard for several years but never really had an understanding of until this course/assignment. The last part of this assignment showed me the importance and connection between campus/ district improvement plans and the budget planning process.

Week two allowed me to evaluate my district improvement plan and look at from the aspect of a goal driven budget. The key point to me during this assignment was when Dr. Arterbury shared during the lecture that the plan should be a “version of the vision”, relating to district/campus plans and board goals. During week 2 I continued to gain a better understanding and knowledge of key factors used in budget development, TEA budgeting guidelines, the role of the Superintendent during the budgeting process and the importance of stakeholder input. I also learned that the budget process is basically a yearlong process which follows a timeline highlighting key events for the process throughout the year. Some of these include legal actions such as public hearings and deadlines budget has to be voted on by school board. During week two I begin to obtain a better understanding of WADA.

Week three assignments lead to a better understanding of the impact State Targeted Revenue and WADA.  Week three assignments showed me key areas to look at when comparing school districts snapshot data from a financial aspect. The assignments provided me with a better understanding of the impact groups such as Economically Disadvantaged, Special Education, ESL, GT, Compensatory Education, etc., play in projecting funding revenue. By comparing the two school districts data I began to actually see the discrepancy in our state funding system and was able to comprehend what I have been hearing school district leaders talk about for several years.  I was also able to compare identical snapshot data from sample districts with snapshot data of our district. This allowed me to see the impacts we had been discussing first hand by knowing the student population and make up of our school district.

In Week Four I achieved an understanding of the FIRST rating system. Up to this point I knew a system like this was used but I had never realized the rating received from FIRST is just as important as the academic rating the district receives. Week Four also allowed me to understand the audit process used in our school district which appeared to be very similar to procedures outlined in weekly lecture and other groups based on discussion boards/wiki’s. Week four continued to allow comparison of school district, in this case large vs. small. It became very apparent from the data and assignments that larger school districts had an advantage in many areas. Continuing to show school finance discrepancies discussed daily around the state.  

Week five brought closure to the course by having us review the “Code of Ethics” from the Texas Administrative Codes. The assignment had us focus on ethical conflicts dealing with financial issues. I am fortunate that we have not had any finical wrong doings in our district. Ethics are key elements when dealing with the public. It is important school administrators are leaders in the community and have high standards.  This is essential in gaining the trust of district employees and the community. In today’s society everyone is “under scrutiny” as people are slowly losing trust in federal and state government.

I really liked our class discussions on epic discussion board, wikis and blogs. Although I have never actually met my classmates face to face I feel I know them well. Our wiki group got off to a slow start but by the end of this course we were really coming together. Posting ideas and discussions on each other wiki’s nightly. I like the group work and being able to share ideas with each other. It really helped me have a better understanding of weekly topics.

This course also allowed for several in-depth conversations with our school Superintendent and business manager. I really learned a lot from them through the various interviews. The various interviews and questions helped show me how items we were learning about in our weekly lecture/assignments related to our school district. They each remarked how practical our weekly assignments were in comparison to school finance courses they had taken in the past. The real life examples helped me gain a better understanding.

In closing, I believe this class will be one I will not actually realize how much I learned until I begin to use the information I have learned. As part of my internship I plan to be involved as much as I can with budgeting throughout the year. I feel this course has given me the tools and “reflective skills” necessary for dealing with school finance. I look forward to putting the information learned from this course into action.

Finance 5342 Week 5, Part 1

Finance 5342 Week 5, Part 1

1.       Explanation and examples from Standard 1 and 2 of Texas Administrative Code 247.2

The following examples relate to violations in the area of financial issues.

Standard 1.2 – The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, equipment committed to his or her charge for personal gain or advantage.

Examples of violations in Standard 1.2 could include district employees using school property/equipment/tools to perform personal work on a part time job for extra money or business he/she may operate.  This could include having maintenance workers perform non-school district work for someone, such as district administrator, during district working hours.

Standard 1.3 – The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

Examples of violations in Standard 1.3 would be falsifying travel records. This could occur when an employee uses their personnel vehicle for school business. Employees may falsify mileage log turned in or may even drawing a mileage check when riding with someone else. Other examples could include employees drawing full daily meal per diem with not even purchasing meal (complimentary meals) or purchasing items for personal use (which can easily be associated with classroom use) with a school purchase order or credit card.

Standard 1.5 – The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.

Examples of violations in Standard 1.5 could include Superintendent’s taking bribes. Situations like this can occur during times such as textbook adoption, building projects, athletic facilities, equipment purchases, etc. During these times it is important the Superintendent follow all guidelines (state laws and district policies) for what type of gifts he/she can accept and be up front with following all reporting requirements.

Standard 2.3 – The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

A violation in Standard 2.3 could include someone being hired or fired based on salary. An example of this could possibly be a veteran teacher or administrator being passed over for a job or promotion only because their salary would be more than maybe a first year teacher or administrator. Similar in gesture would include a district firing or non-renewing an employee because they are on the upper end of the districts pay scale.

Standard 2.5 – The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.

Violation examples provided in Standard 2.3 could also fall under this Standard 2.5. Other examples would include: not hiring or firing someone based on color, religion, age, gender and/or sexual preference or different pay scales (with similar qualifications) depending on the above categories.

Standard 2.6 – The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.

Violations in Standard 2.6 could include someone influencing another individual by promising a job promotion or salary bonus to the individual if the decision of the requestor is granted.

2.       Consequences for violating standards.

The consequences for administrators, teachers or any employee who violate a standard can vary depending on the incident. School districts have policies and procedures in place that outline how the standards will be followed and consequences for not following.  Consequences can range from receiving a verbal/written reprimand, being placed on a growth plan or probationary contract, re-assignment; to termination of employment, report to SBEC, loss of certification and/or criminal charges. An individual who is allowed to maintain their certificate would have to disclose information pertaining to incident when applying for future positions or risk someone else reporting the violation to the district.  Standard 1 appear to be easier to identify and can be charged with criminal charges. Standard 2 violations are a little harder to prove, they would fall more into a civil rights category.

3.       Preventative Actions

A.      Communicate district policies and procedures to all employees annually. Have documentation showing they understand and know how to access all district and campus policies.

B.      Review annually the school districts check and balance system/policies. Follow all policies at all times.

C.      Establish a school district cultural of ethical behavior from the top down, starting with school board and superintendent.

When looking at preventative actions and relating to quality indicators found in SBEC Superintendent Competency 1, I found the following to be of importance when dealing with finance issues and this assignment:

Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.

 Exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators.

Monitor and address ethical issues impacting education.

Apply laws, policies, and procedures in a fair and reasonable manner.

Finance 5342 Week 4, Part 4

Finance 5342 Week 4, Part 4

Personnel salaries make up 80.19% of Azle ISD’s total budget. This is from General Fund 199 and does not include any federal money or payrolls. Upon receiving this information I was a little surprised it was so high. Over the years, I have heard our Superintendent and other Central Administrators say that 80%-85% of our total budget was allocated for salaries. Over the past several years our district has been cutting back on personnel. We have absorbed over 75 positions through attrition, this has included central administration positions, teaching positions, para-professional positions, clerical positions and custodial staff.  No raises were given to any employees this year. The district also decided to apply for waiver of 25:1 ratio in lower elementary. The result of these cutbacks, over the past three years, allowed Azle ISD to not have to lay-off any employees and adopt a balanced budget (with a little help from the fund balance). With all this being stated, I was surprised to find that the overall salary expenses are still a little over 80%.

There are many positive and negative impacts associated with a 5% salary increase. For the current school year our budget would not have been able to support a 5% increase in salary. A raise to employees is a huge morale booster, especially in today’s times when we are asking employees to do more than before.  Any time employees are given raises I feel this improves your overall moral, which in turns helps recruit along with retain good employees. This helps creates a better atmosphere inside the classroom for students.  As mentioned in this week’s lecture by Dr. Stephens, “excellent teachers are the key to an excellent instructional program”.

The negative side of a raise this year would have been “deeper” cuts in other areas, which could have (but I do not see how) include personnel. In my opinion it is hard to cut lay-off employees and justify giving a pay increase to others.  Sometimes a salary increase can be perceived by some as negative depending on how raises are given and if all groups get raises (administrators, teachers, auxiliary staff, etc). Often not all groups get raises. If percentage raises are given, employees at the lower end of the salary schedule are not happy because they do not get as large of raise. Across the board raises of a set amount are often used but again can have a negative impact on veteran staff who feel they “deserve” a larger increase than beginning teachers.  A raise increase could also have a negative impact in the community, more so if people in the community are having tough financial times and/or unhappy with the school district. This would be true in a situation where the school board raise taxes in an effort to generate additional funds for salary increases.

In concluding our discussion our Superintendent ended by saying the bottom line is “if you can afford it do it, if you can’t afford it you can’t do it”. I know often we hear this but unfortunately in today’s times of school finance this is the case in school districts all across the state. Most districts have awarded some salary raise for the past several years but found themselves in a position of not being able to do so this year.

Finance 5342 Week 4, Part 5

Finance 5342 Week 4, Part 5

I interviewed our Business Director concerning our district financial audit procedures. Our school district had used the same auditing guy for several years. The auditor passed away and we had to secure another auditor last year. The procedures discussed in this week’s lecture were very similar to the ones our district used in seeking an auditor.

1.       The district sent out a Request for Proposal (RFP). She indicated that the audit proposal is not necessarily a formal bid but they used the bid process. Once all proposals were received her and the superintendent narrowed down the choices and presented to the board. The board adopts the auditor’s letter on yearly bases.

2.       The auditing firm comes out for 3-4 days in June/July for a preliminary visit. During this time they do field work such as pulling invoices and gathering general information.  They then come back sometime after August 31^st for about a week.  The auditing group is given full access to all information and business office personnel. Our Business Manager is the main contact person. The group returns around November to share the full report and any findings with the Business Manager and Superintendent.  The auditor then shares the report with the board as an agenda item during a board meeting. The board then accepts the report.

3.       The audit report includes a complete and comprehensive checklist of all the district’s finances. This includes separation of duties and responsibility, making sure everyone is following policies and procedures put in place as well as looking for any abnormal patterns. Actions must be taken on any findings and the problems must be corrected. The audit information not only becomes public record but it also submitted to TEA.

4.       The results are presented and adopted by the board. They are communicated through the local newspaper and district newsletters.

Fortunately for the past 15 years our district has received excellent audit reports and financial ratings. I enjoyed visiting with our Business Manager. The visit stressed the key points discussed in the weeks lecture by Dr. Stephens and helped me relate the process to what I have seen occur in our district.

Summary of Budgeting Guidelines

I found TEA Budgeting Guidelines, Update 14, from January 2010 to be a very beneficial document as well as one I will use in the future during the budget process. Even though the document was very lengthy I found it very easy to read and pick out key points. I felt the preface of the document went right along with what we have been discussing and studying up to this point about school districts budget process in terms of defining purpose of budget as well as key points.

I learned that the budgeting process is made up of three phases: planning, preparation and evaluation. There are several budgetary approaches used. They are: Line-item budgeting, Performance budgeting, Program and Planning – Programming Budgeting, Zero-Base budgeting, Site-Based Budgeting and Outcome-Focused Budgeting. I gained information on each type, an overview of how they work along with the advantages and disadvantages of each. I was able to learn more about state laws/ TEA regulations and the budgeting process, again building on Part 2 of assignment as well as gaining a better understanding of budget functions. The resource guide contained samples of budgeting calendars and helpful charts.  The rest of the document went into more detail on functions and allocations. I also gathered the importance of revenue projections.

This document contained a wealth of information. In fact it was a little overwhelming. I do have a better understanding of some aspects from the last two week’s assignments but still do not feel comfortable with developing a district budget. I do believe the more I learn about developing the budget the more helpful and useful this document will become. It is a document I will keep close for a resource. I have learned a lot the last two weeks but still have a way to go. Having a document like this one gives me a peace of mind knowing I will be able to reference and look back over as needed.

Additional stake holder input

Week 2, Part 5 – Additional Stakeholder Input in the Budgeting Process

I interviewed our school superintendent, Dr. Ray Lea, on the topic of additional stakeholder input in the Budgeting Process. He stressed the key was to communicate, communicate and communicate with all stake holders during the budgeting process. His responses to the following groups are highlighted below:

·         Central Office – Start discussing in January. Have Central Office really look at and evaluate their departments.

·         Principals – Start discussing budget allotments in early spring. Campus needs assessment.

·         Site Based Decision Making Committees/ District Improvement Committee – Discuss and adopt district and campus improvement plans. Meet regularly to review and evaluate.

·         Teacher Organizations – He holds a yearly informal type meeting with ATPE officers to get their input and feedback, time to meet and listen to their issues and concerns.

·         Key Stakeholders – Dr. Lea made reference to school groups, PTO’s, Booster Clubs, Civic groups, Retired teachers association and local newspaper. Again he stressed communicating with these groups.

·         Board – OVER COMMUNICATE, start communicating early, no surprises, want them to always be prepared for worse case scenarios when discussing budget issues (this year perfect example)

As I reflect over my interview the key issue was being sure to communicate (good news or bad) with all groups when discussing budget and budget concerns. Be up front at all times and do not hide anything

Reflection of Supt interview - budget process

Reflection of Superintendent Interview – budgeting process

I learned a lot during the interview with our school superintendent, Dr. Ray Lea. Our interview lasted about 1 ½ hours. He expanded and we reflected on several items we had discussed or learned about during week 1 and currently during week 2.

It is my opinion that he is very knowledgeable on school finance. During the interview, Dr. Lea shared with me that in his opinion there are two tracks toward being a superintendent, especially in regards to school finance. One track is starting in smaller school districts (no assistants) and working your way up. One learns on the job by having to know the role and duties of all aspects: finance, transportation, personnel, food service, technology, etc. The other track is working in larger districts and gaining information from assistant superintendents/directors. Dr. Lea’s background comes from smaller districts. He shared several stories about being worried about preparing the budget and meeting budget deadlines early in his career.

I learned a lot from Dr. Lea in regards to calculating revenue. He shared and we even worked through the formula of: total property values x 1.4 (max M&O) = X , take X x 95% (never collect 100% of taxes) = Y which is local tax revenue. This lead to a discussion of WADA and targeted revenue. He also explained and showed me how to calculate amount needed to set I&S.

I was able to learn more and realize the importance of having a calendar to highlights key points and events during the budgeting process. Some of our conversation focused on the drastic state cutbacks and the strategies our district used trying to compensate for the reduction. Dr. Lea explained he started communicating with the board, staff and community a 1 ½ prior to legislative session in an effort to prepare them for what was coming. Our district implemented a hiring freeze and absorbed positions through attrition. The key of this discussion was communication and planning.

Overall I learned a lot from the interview. In one way it was a little discomforting to know I will be responsible for this process at some point. However, Dr. Lea reassured me that the state template is pretty easy to use and there are several resources as well as colleagues who will assist me through the process.

Superintendent interview - budget process

Superintendent Interview – Budget Process

I interviewed our school superintendent, Dr. Ray Lea. I found our interview to be very beneficial and helpful. I began the interview by describing what we had learned and discussed in week 1’s lesson as well as the first part of this assignment focusing on a goal driven budget. We discussed the importance of knowing about and being able to discuss the concept of goal driven budget when interviewing for superintendent positions. He shared that this is a very “hot” topic when interviewing and one has to have an understanding and be articulate in describing the process.

He likes to start the process with board goals. He said he likes to focus on 5 broad goals to define the goals of the district. The five he focuses on are academics, district personnel, safe environment for students & staff, communication (including community & public relations) and budget (good, sound stewards of tax payers’ money). This are discussed with District Leadership Team and adopted by board. After setting the district visions and goals it is up to individual campuses to be more specific and include specific strategies to meet campus goals which need to have a strong connection with district goals and vision.

When specifically asked what the superintendent’s role is during the budgeting process Dr. Lea quickly responded it varies by the size of the district. In our district (4A) there is a business manager and staff responsible for developing the budget. However, his background is from smaller districts. He shared in smaller districts it is the total responsibility and duty of the superintendent, which can be very challenging for a beginning superintendent. He did discuss he is involved in the budget process and reminded me that by law the superintendent is responsible for the school district’s budget.

For Dr. Lea the budget process starts immediately after current budget is adopted. He said this year the budget was adopted by the board on a Thursday night, on Friday morning he was in the business manager’s office discussing next year’s budget (basically preparing for next year’s additional 2 million dollar cut). The calendar our district uses is the TASB model. He said it is very important to follow a written calendar during the year so the district does not miss posting deadlines. He and the business office are in constant communication about upcoming dates and events. He stressed the two critical dates/ deadline: August 20^th budget prepared by & August 31^st adopted by school board.

During the budgeting process Dr. Lea said he works with the business office on calculating revenue projections and prioritizing every aspect of the district in order to get the best “bang for the buck” with the funds available. Dr. Lea pointed out it is important to pay particular attention to percentages of special funds used, such as: Compensatory Education, Special Education and Career & Technology.

We discussed cutting the budget; he cautioned me by discussing to watch federal law, especially when dealing with federal programs. He said often a district may have required amount they must spend or may not be able to cut more than a certain percentage based on previous year.  He stated that in most districts 83% of the budget is personnel expenses. This can be difficult to cut without a plan of action.

In the interview we also discussed using the state funding template for planning and preparing the budget, the use of property values, WADA (targeted revenue dollar), Maintenance & Operations (M&O) and Interest and Sinking (I&S) calculations.

In the end Dr. Lea reminded me the “buck stops” with the superintendent when it comes to the school district’s budget.

Goal driven budget

A goal driven budget is a budget which meets the district’s needs. It helps allow school districts to obtain goals set forth in shared visions statements of the school district and individual campuses. This includes   areas such as academics, facilities, personnel, extra-curricular, technology, transportation, utilities, etc.

 After a comprehensive needs assessment the District Campus Improvement plan would be set followed by individual campuses improvement plans supporting the overall district plan. Although individual campus plans may differ based on grade level configuration, student groups, campus needs assessment, etc. they should all be similar in working towards meeting district goals and vision. It is also important that the district and campus goals reflect the goals and directions set forth by the school board. As stated by Dr. Arterbury in this week’s lecture, these plans (as well as the budget) should be “a version of the vision”.  All of these goals need to be used and addressed during the budget planning process.

Our district improvement plan lists the goal, list the activity or activities which will be used or needed to carry out the goal, list individual responsible for overseeing goal and then list the funding source and total amount. The funding sources referenced in our district (other than regular education money) include compensatory education funds, special education funds, title funds, high school allotment, career and technology funds and local grant funds.

The same procedures set forth in developing the improvement plans need to be followed throughout the school year as well.  All budget items and expenditures should have a direct correlation to a goal or vision already in place for the district. This process shows the districts commitment to spending money on items they have deemed important in district and campus goals and visions.

In conclusion and referring back to week’s lecture it is important goal driven budgets include all aspects of the districts goals and visions. The budgeting process should be part of the total planning process for the district. I agree with the reference in the lecture that too often one sees districts saying they never really address goals or budgetary items other than stating hiring teacher(s) or generic statement using term staff development. Communication is very important. The communication includes district personnel as well as other stake-holders such as community members, parents and the board. For the budget planning process to be successful and beneficial to the district EVERYONE must be involved and “on-board”.

equality, equity, adequacy

Description of how equality, equity and adequacy relate to public school finance:

Equality means every student has the same access to the same type of basic educational programs. Examples of this include state adopted curriculum in core subject areas.

Equity means the system is fair and responds to the needs of individuals. Examples of this include additional funds or allotments such as: special education, compensatory, high school allotment, Title funds, Career and Technology. 

Adequacy means the school district receives financial support sufficient to meet state accreditation standards. Examples would include teacher salaries and textbooks.

In looking at the above terms I think it is important to note that many would argue that our current finance system in not equitable or adequate. Even though legislators state the above criteria is being met.

Important Issues impacting state funding

Issues impacting state funding formula:

There are many issues impacting the state funding formula. I feel the following four items significantly impact the funding formula.

1.        Property tax – Property taxes are a vital part of current funding formula.  Whether they are perceived as a positive or negative, they fluctuate across the state from district to district. This creates the need for assistance from the state.

2.        Weighted funding – This funding source covers a wide range and variety. It consists of numerous funding formulas and/or requirements that can be confusing at time but also beneficial to districts that benefit if they have a large number of students in required areas. This includes funding formulas such as, FSP program (Tier 1 and 2 funding) and weighted average daily attendance (WADA)

3.       Maintenance & Operation (M&O) tax rate- In my opinion this source of funding is important because it is actually set by the local school district. The state has capped the amount it can be but has left some control to the local district.

4.       My last thought does not necessarily come directly from week 1 lecture but it is something I observed from the lecture and was recently reminded by our superintendent as we were discussing school finance. Looking back over the history of school finance, for the most part school districts have benefitted better in terms of funding from court cases then they have from legislative sessions.

Key issues in TX history school finance

The creation of a poll tax and an ad valorem tax used to support education in 1869 which lead to property valuation tax system. I found this to be significant because it is similar to the Maintenance & Operation (M&O) tax rate currently used in school districts.

The Gilmer-Aiken Laws from 51^st legislative section in 1949. This was an organized approach by the state to supplement local taxes in an attempt to adequately fund public education. I found this event to be important because it is still the bases for issues and discussion in school finance, the amount of money the state will provide local districts.

Edgewood v Kirby lawsuits/ Senate Bill 1 / “Robin Hood Plan” – Defined methods for property wealthy districts to distribute revenue.  I found this event as significance because it still impacts local districts all across the state according to identification (per states guidelines) of a Chapter 41 or Chapter 42 district.

Updated Vita

Todd Smith

7351 Wilderness Way

Weatherford, TX 76085

(817)221-2312 home (817)614-8591 cell

tsmith@azleisd.net

Education/ Certification

Masters of Education – Educational Administration

                                    Tarleton State University – May 1999

Bachelor of Science – Agricultural Services & Development

                                    Tarleton State University – May 1994  (Magna Cum Laude)

Certifications-            Currently seeking Superintendent Certification

                                    Standard Mid – Management Administrator (EC-12)

Provisional Vocational Agriculture

Instructional Leadership Development (ILD)

Professional Development and Appraisal System (PDAS)

Administrative and Leadership Experience

Principal – Walnut Creek Elementary School (Azle ISD)

Azle, Texas 

February 2006 - Present

• Supervised approximately 500 kindergarten – fourth grade students
• Supervised and evaluate approximately 55 teachers/support staff
• Received Exemplary Campus Rating  2006-2007 2008-2009 2009-2010
• Received Recognized Campus Rating 2007-2008
• Received Title I, Part A Distinguished Performance Award 2006-2007 2007-2008 2009-2010
• Listed in Texas Monthly as a Top Elementary School in TX 2006-2007
• Cited in TEA Best Practices Clearinghouse – May 2009
• Received Just for the Kids High Performing Schools – Writing 2008&2009
• Implemented use of Thinking Maps in all grade levels
• Implemented Phil Schlechty Working on the Work framework

Assistant Principal - Azle High School  (Azle ISD)

Azle, Texas 

June 2001 – May 2006

• Supervised approximately 1850 students
• Managed student discipline and attendance (around 450 students - S-Z)
• Coordinated Emergency Operations Planning Team
• Campus textbook coordinator
• Building Maintenance coordinator
• English department liaison
• SAT/ACT Test Supervisor
• Participated in ARD meetings
• Assisted with supervising/evaluating approximately 135 teachers/support staff

                       

Teaching Experience

Agricultural Science Instructor - Azle High School 

 July 1994 – June 2001

• Instructed and supervised agricultural science students
• FFA club advisor
• Coached FFA Leadership and Career Development teams
• Coordinator – AHS Career & Technology Advisory Council
• Building Leadership Team (BLT) representative

                               

Graduate Assistant – Dean of Agriculture – Tarleton State University

Stephenville, Texas

Summer 1994

• Assisted with classes/labs and coordination of programs

Additional Training / Professional Development

• SASA Principal Assessment
• TASA Technology Leadership Academy
• Azle ISD Sunset Committee Member – “Zero-Tolerance”
• Azle ISD Sunset Committee Member – “Drug Testing”
• Texas Legal Digest Law Seminars
• TASSP & TEPSA Summer Conferences
• TASSP & TEPSA  Fall Institutes
• Azle ISD District Design Team

           

Presentations

• Phil Schlechty- Working on the Work Framework. Azle ISD Central Office & Principals and Walnut Creek Faculty and Staff. August  2008 and 2009
• Daniel Goleman’s Emotional Intelligence. Azle ISD. August 2001,2002,2003 and 2004
• TBSI Trainer – Azle ISD
• CPI Trainer – Azle ISD
• Various campus staff developments throughout the past five years

Professional Affiliations

• Texas Association of Elementary Principals 2006 – present
• Texas Association of Secondary Principals 2001-2006
• Vocational Agricultural Teachers Association of Texas 1994-2001

Community Involvement

• Tri-County Electric Cooperative Director (October 2002- present)
• Azle Optimist Club Member since 1994
• Azle Optimist Club President (2001-2002)
• Azle Optimist of the Year (2002-2003)
• Azle FFA alumni member
• Parker County Livestock Improvement Association member
• Boy Scouts of America District Chairman

References Available Upon Request

Site Supervisor visit

My site supervisor is our Azle ISD Superintendent, Dr. Ray Lea. Our conference went very well. He was impressed with the project as well as the Lamar University on line program. He felt the activities will provide me experiences which will be beneficial in preparing for a superintendent position. There were no highlights discussed or mentioned. His advice to me was to get involved and learn as much as I can about all aspects of school. He attributes a lot of his success and knowledge from “jumping” in, getting involved and asking questions.

Vita - When cut and paste messed up some spacing and alignment

Todd Smith___________________________________________                                                                                                                                                     

7351 Wilderness Way

Weatherford, Texas  76085

 (817) 221-2312

tsmith@azleisd.net

Education/ Certification

                      Masters of Education – Educational Administration

                        Tarleton State University – May 1999

                        Bachelor of Science – Agricultural Services & Development

                        Tarleton State University – May 1994  (Magna Cum Laude)

·         Mid – Management

·         Provisional Vocational Agriculture

·         Instructional Leadership Development (ILD)

·         Professional Development and Appraisal System (PDAS)

Administrative and Leadership Experience

Principal – Walnut Creek Elementary School (Azle ISD)

Azle, Texas 

February 2006 - Present

• Supervised approximately 500 kindergarten – fourth grade students
• Supervised and evaluate approximately 55 teachers/support staff
• Received Exemplary Campus Rating  2006-2007 2008-2009 2009-2010
• Received Recognized Campus Rating 2008-2009
• Received Title I, Part A Distinguished Performance Award 2006-2007 2007-2008 2009-2010
• Listed in Texas Monthly as a Top Elementary School in TX 2006-2007
• Cited in TEA Best Practices Clearinghouse – May 2009
• Received Just for the Kids High Performing Schools – Writing 2008&2009
• Implemented use of Thinking Maps in all grade levels
• Implemented Phil Schlechty Working on the Work framework

Assistant Principal - Azle High School  (Azle ISD)

Azle, Texas 

June 2001 – May 2006

• Supervised approximately 1850 students
• Managed student discipline and attendance (around 450 students - S-Z)
• Coordinated Emergency Operations Planning Team
• Campus textbook coordinator
• Building Maintenance coordinator
• English department liaison
• SAT/ACT Test Supervisor
• Participated in ARD meetings
• Assisted with supervising/evaluating approximately 135 teachers/support staff

                       

Teaching Experience

Agricultural Science Instructor - Azle High School 

 July 1994 – June 2001

• Instructed and supervised agricultural science students
• FFA club advisor
• Coached FFA Leadership and Career Development teams
• Coordinator – AHS Career & Technology Advisory Council
• Building Leadership Team (BLT) representative

                                

Graduate Assistant – Dean of Agriculture – Tarleton State University

Stephenville, Texas

Summer 1994

• Assisted with classes/labs and coordination of programs

Additional Training / Professional Development

• SASA Principal Assessment
• TASA Technology Leadership Academy
• Azle ISD Sunset Committee Member – “Zero-Tolerance”
• Azle ISD Sunset Committee Member – “Drug Testing”
• Texas Legal Digest Law Seminars
• TASSP & TEPSA Summer Conferences
• TASSP & TEPSA  Fall Institutes
• Azle ISD District Design Team

           

Presentations

• Phil Schlechty- Working on the Work Framework. Azle ISD Central Office & Principals and Walnut Creek Faculty and Staff. August  2008 and 2009
• Daniel Goleman’s Emotional Intelligence. Azle ISD. August 2001,2002,2003 and 2004
• TBSI Trainer – Azle ISD
• CPI Trainer – Azle ISD
• Various campus staff developments throughout the past five years

Professional Affiliations

• Texas Association of Elementary Principals 2006 – present
• Texas Association of Secondary Principals 2001-2006
• Vocational Agricultural Teachers Association of Texas 1994-2001

Community Involvement

• Tri-County Electric Cooperative Director (October 2002- present)
• Azle Optimist Club Member since 1994
• Azle Optimist Club President (2001-2002)
• Azle Optimist of the Year (2002-2003)
• Azle FFA alumni member
• Parker County Livestock Improvement Association member
• Boy Scouts of America District Chairman

References Available Upon Request

Superintendent interview - Dr. Ray Lea

My interview with our Superintendent of Azle ISD, Dr. Ray Lea went very well. We had a little trouble coordinating a time to meet due to end of the school year activities such as retirement receptions, graduation, etc. Even though I have worked with and spent time with Dr. Lea the past 2 ½ years I found our conversation to be very informative and beneficial.

1. Question #1 – Leadership. At first he was going to give a “textbook” definition for leadership but after giving some thought he provided the following – the ability to inspire and encourage others to do more than they would normally do.  In thinking about this response I found it to be very true.
2. Question #2 – Positive leadership aspects of Superintendent. He responded that the most positive aspect of being a superintendent is the unique experience to make a difference for the largest amount of students. He explained that as a campus principal you make an impact on students at your campus, a teacher in the classroom; but as superintendent you are able to impact all students.
3. Question #3 – Negative or difficult aspects. Dr. Lea explained he experiences all the negatives and stress of the district. With a district our size (4A), there is often problems which include people disagreeing. As a superintendent he has to be involved in resolutions of conflict and assist in managing all the district problems.
4. Question #4- Attributes. A good communicator, teacher, good listener, ethical. Able to seek permission. Dr. Lea described being able to seek permission facilitates successful change. For change to be successful he must get permission and support from board, principals, teachers, students and community leaders. All groups must agree in order for effective change to happen.  I myself found this response to be very interesting and truthful. I had never really thought of this attribute of “seek permission” as he described it. One last thought he left me was that as a Superintendent you can only do as much as the board will allow.
5. Question #12 – Management of everything from budget to technology applications. He pointed out that the current Texas Legislative section has given a unique opportunity/challenge to look at having to cut out several million dollars from district budget. He explained that most school district budgets are 80-85% personnel. The challenge has been looking at cutting personnel (for our district attrition) and evaluating programs, purchases, etc. Possibly looking at alternative ways of funding, example grants. I found the last part of our conversation to be very enlightening. He explained as a superintendent you do not necessarily have to be an “expert” in all areas but that he feels it is necessary to have a “understanding” of everything and be the “expert” of knowing how they all come together and work together. He used our district as an example; even though we have a business manager, curriculum director and human resource director he must have knowledge of what is going on in each area.

Again, I really enjoyed the interview process. Dr. Lea remarked that the interview questions where good ones. Not only did the interview help me reflect and hear his responses to the 10 Competencies it also allowed me to learn more personally about our superintendent.

Internship plan

Activity # ____ You may give the number corresponding to the 38 activities from the text to identify one of the activities. Make as many cells as necessary to address all 38 leadership skill areas.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource  Person	Projected Date to be Completed
1b	4	Review Board policy on vision, mission and educational goals. Note policies and practices not aligned with the vision.	Ray Lea	Jan. 2012
2other	2	Strategic Plan to continue implementing WOW framework	Tanya Anderson	Aug. 2011
3b	5	Review board policy and adm regulations regarding data collection, assessment and evaluation. Evaluate the degree being implemented	Tanya Anderson	Aug 2011
4a	4	Review bd policy regarding how communications will be managed.	Skip McCambridge	Oct 2011
5b	3	Assist in the planning and implementing meeting with local ATPE group	Ray Lea	March 2011
6a	2	Observe district leader use collaborative decision making. Observe outlining goals/problem definition, seeking info, providing info, clarifying/elaborating, challenging viewpoints, diag progress and summarizing.	Ray Lea	Aug 2011
7d	6	Interview person involved in implementation of district curriculum. Describe implementation process, note successes and concerns/problems with implementation	Tanya Anderson	Sept 2011
8c	6	Interview school counselor. Discuss schedule changes – rational and ramifications	Eva Dee Lewis	Jan 2012
9h	7	Interview district- level supervisor – assess current needs, goals, and level of service provided by central office instructional staff.	Tanya Anderson	Feb 2012
10b	6	Survey faculty on methods used to motivate students. Survey sample of students to gather methods that motivate them to perform in school.	Julie Geyer	Sept 2011
11f	8	Draw up a plan from “Draft Technology Standards for School Administrators”	Eddie Alford	Dec 2011
12f	5	Lead a group of grade level teachers in developing a six week review for math.	Grade level lead teachers	Dec 2011
13a	5	Review bd policy and evaluate school compliance with policy in co-curricular education.	Skip McCambridge	Oct 2011
14b	5	Gather written district staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations.	Tanya Anderson	Aug 2011
15b	6	Meet with superintendent about change process – implementing WOW.	Ray Lea	June 2011
16b	10	Examine district discipline policy and provide analysis of its strengths and weaknesses.	Skip McCambridge	Nov 2011
17c	3	Interview school nurse to discuss goals for school health program.	Amy Gilbreath	Sept 2011
18d	9	Inventory the current administrative technology in use at Walnut Creek.	Yvette Thomason	Jan 2012
19b	10	Meet with district attendance officer. Discuss rules, procedures and ramifications of attendance on law, finance and general district operations.	Skip McCambridge	Aug 2010
20a	9	Examine health and fire dept inspections of facilities. Examine work orders.	Randy Spiker	Aug 2010
21a	9	Interview director of transportation – include cost, maintenance, personnel issues, training and safety, and student problems.	Randy Spiker/ Jeff Wise	July 2011
22a	9	Interview district food service manager – discuss current requirements, concerns and issues.	David Smith	July 2011
23other	7	Discuss non-renewal, termination process, contract types	Dwain Bates	July 2011
24b	8	Interview finance director – discuss responsibility, guidelines, training, and other major needs required of the position.	Kathy Kendall	Jan 2012
25a	3	Interview person responsible for district public relations – include strategies for effective communication to AND from the community. Community politics	Ray Ivey	Nov 2011
26c	3	Write a short proposal for increasing parent involvement and attitude toward school.	Kella Rippy/ Kim Hutton	Sept 2011
27b	6	Meet with teachers to discuss LA literature used with regards to gender stereotyping.	Kim Young	Nov 2011
28a	3	Compile a list of social agencies that are available to help and support students, faculty and administration.	Jenny Clevenger/Eva Dee Lewis	Sept 2011
29a	7	Obtain job description and evaluation for instructional specialist position. Analyze	Kim Young/ Tanya Anderson	Sept 2011
30a	2	Interview retired Principal on the oral history of the community and school system.	Thomas Hicks	Dec 2011
31a	1	Draft a list of guiding principles for ethical behavior. Discuss with one school and one business leader to solicit the principles they employ. Compare and contrast.	Ray Lea/ Nate Simmons	Oct 2011
32a	2	Work on improving interpersonal relationships in the following areas: -Avoid criticizing and value diverse options. -Seek to know and understand others. -Encourage consideration of varying perspectives.		July 2011
33c	4	Review bd training requirements and the role of superintendent in process.	Ray Lea	Feb 2012
34f	9	Interview someone with grant writing experience – review a grant- procedures and steps involved/ submitting.	Becky Trotter	March 2012
35a	6	Examine issue implementing WOW framework	Ray Lea/ Tanya Anderson	Dec 2011
36a	6	Compile a list of current issues that affect teaching and learning.	Kella Rippy, Tanya Anderson, Ray Lea	Feb 2012
37a	10	Gather list of professional organizations for Superintendent.	Ray Lea	Sept 2011
38a	10	Gather list of resources recommended for Superintendent.	Ray Lea	Sept 2011

The Internship Plan is a brief, but specific, document indicating your overall approach to the Internship Program. Within this document, you will briefly identify the areas of activities you will approach and indicate which of the ten TExES Superintendent Competencies and Quality Indicators are used with each. You will also provide a brief description of the activities, your resource person to be used, and estimated completion date for the entire plan. As always, this is a living document and subject to update and change.

District action research plan – Students may wish to add an action research plan to their Superintendent Intern Plan. You may use the two Action Research templates (School or Professional Improvement – SIP/PIP) Template, also located in your Resource Section. The action research is not a mandate, but we do encourage you to participate in district or campus initiatives that are part of your District or Campus Improvement Plan(s). You will be asked to report on your School Improvement Recommendations in your final course, EDLD 5399.