Operations and Resource Management in Education EdAd 5915

Course Description: This course will focus on the skills, knowledge and dispositions that enable administrators to plan and schedule work, models of resource allocation, procurement, apportionment, accounting, budgeting, scheduling, and evaluating fiscal and human and time resources in alignment with schools, Minnesota state and federal expectations, contracts, bargaining processes, and arbitration, and models and processes used for creating class and district schedules. Competencies
This course is designed to enable students to demonstrate competency in the following Core Leadership Competencies:
A2. Providing purpose and direction for individuals and groups B1: Demonstrating an understanding of organizational systems B2: Defining and using processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation; B3: Planning and scheduling personal and organizational work, establishing procedures to regulate activities and projects, and delegating and empowering others at appropriate levels; B4: Demonstrating the ability to analyze need and allocate personnel and material resources; B5: Developing and managing budgets and maintain accurate fiscal records B6: Demonstrating an understanding of facilities development, planning and management B7: Understanding and using technology as a management tool C1: Demonstrating an understanding and recognition of the significance of diversity, and responding to the needs of diverse learners; J4. Describing and demonstrating the ability to apply the legal requirements for personnel selection, development, retention, and dismissal; J5. Demonstrating understanding of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management; M2: Demonstrating the ability to formulate safety and security plans to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures; M3: Demonstrating the ability to identify areas of vulnerability associated with school buses, buildings and grounds and formulate a plan to take corrective action; M4: Demonstrating understanding of procedural predictabilities and plan variations where possible. Principals Competencies: B2: Demonstrating an understanding of student guidance systems and auxiliary services; B3: Demonstrating the ability to implement a positive and effective student management system B4: Demonstrating the ability to develop and implement effective student discipline plans B5: Demonstrating the ability to develop a master instructional schedule; C2: Demonstrating understanding of different organizational systems and structures at pre-K, elementary, middle or junior high, and high school levels Superintendents Competencies: D1: Demonstrating knowledge of factors that affect school finance, including sources of revenue, expenditure classifications, generally acceptable accounting principles; and local, state, and federal finance calculations

Assessment: Creation of a fiscal year school budget using actual Minnesota school district data, 5-year
projection chart for teacher salary settlement possibilities, 5-year projection chart based on demographic data and current and proposed referendum for actual school district, with rationale for choices made, creation of a sample semester schedule for an elementary and a secondary school using an electronic student management system.

Instructional Strategies: Face to face meetings are currently scheduled for Saturdays, January 23, March 6, and April 24. These are structured to meet with the companion course EdAd 5914. Moodle Discussions are weekly web-based threaded discussions--original posts and responses with critical reflection, collaboration, and discussion regarding your assignments. Check out the self assessment that will be asked of you with regard to your posts and responses. Grading and Due Dates:
1. 5-year projection chart for teacher salary settlement possibilities - 10% Salary settlement chart due February 10 2. Capital repairs and building budgets assignment - 10% Capital assignment due February 24 3. Creation of a fiscal year school budget using actual Minnesota school district data - 20% School budget due March 10 4. 5-year projection chart based on demographic data and current and proposed referendum for actual school district, with rationale for choices made 15% Referendum chart due March 31 5. Fund raiser assignment - 5% Fund raiser assignment due April 14 6. Creation of a sample semester schedule for an elementary and a secondary school using an electronic student management system - 25% Schedule due April 28 7. Moodle dialogue exchanges and class participation - 15% Self Assessment due April 28

Instructional Plan:
This course will include the following topics: 1. Equity, efficacy, and equality in school finance legislation 2. Strategic financial planning 3. Financing public, tribal and alternative education 4. Budget structuring for sites and districts 5. Schedule creation 6. Student management systems 7. Effects of modifications and accommodations on schedule, guidance, fiscal and facilities management 8. Rules and processes for bargaining and arbitration

Required Materials:
Waggoner, C. (2005). Communicating school finance: What every beginning principal needs to know. Lincoln, NE: iUniverse, Inc. Society for Human Resource Management. (2008). Weathering storms: Human resources in difficult times. Alexandria, VA. UFARS Manual: State of Minnesota Suggested Materials: Garner, C. (2004). Education finance for school leaders: Strategic planning for school leaders. Columbus, OH: Pearson Publications. Minnesota Association of School Business Officials. (2007). Manual for new superintendents. Brimley, V. & Garfield, R. (2007). Financing education in a climate of change. Pearson. Webb, L. & Norton, M. (2002). Human resources administration: Personnel issues and need. Pearson.

IMPORTANT
I invite any of you who have any disability, either permanent or temporary, or any other special circumstances which might affect your ability to perform in this class to inform

me so that together we can adapt methods, materials, or assignments as needed to provide equitable participation. ALSO, IF YOU EVER FEEL THAT YOU HAVE NOT BEEN TREATED FAIRLY, PLEASE SPEAK TO ME ABOUT IT OR JOYCE STRAND, OUR DEPARTMENT HEAD. YOU ALWAYS HAVE THE RIGHT TO GO DIRECTLY TO OUR STUDENT ACADEMIC GRIEVANCE POLICY: Follow the Student Academic Grievance Policy to address your situation. (http://www.d.umn.edu/catalogs/current/umd/gen/grieve.html) (You may need to copy and paste this into your URL site.) Student Conduct Code: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Student are expected adhere to Board of Regents Policy: Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf Teaching & Learning: Instructor and Student Responsibilities: UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html Academic Integrity: Academic dishonesty tarnishes UMDs reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. UMDs Student Academic Integrity Policy can be found at: http://www.d.umn.edu/conduct/integrity/ Final Exams: All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives. All final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. To reference the full policy please see: http://www.d.umn.edu/vcaa/FinalExams.html Excused Absences: Students are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html Appropriate Student Use of Class Notes and Course Materials:

Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. For additional information, please see: http://www.d.umn.edu/vcaa/ClassNotesAppropriateUseof.html
Course Requirements and Expectations As members of an online learning community, the expectation is that we all contribute to the learning of the group and each other, and share in creating a quality learning environment. Class members bring diverse and extraordinary experience to the process, and we will encourage and rely on that experience to deepen the learning of the group. Participation is expected in the online threaded discussions. This class is a combination of face to face class meetings and online discussions. Our face to face meetings are planned as a foundation and springboard for our online discussions. Moodle Discussions: Asynchronous threaded discussions constitute the majority of interaction in the course after the initial inperson meeting. Discussion topics and questions will be posted usually in one to two week units. The minimum expectation is that you will complete the assigned reading, and participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. I expect that you will make at least two substantial posts each week. I suggest you allow yourselves 3 - 4 hours per week to engage in threaded discussions. Considerations: Writing your insights, thoughts, and responses to others in a way that's relatively public and semipermanent (at least for the duration of the semester) can be a little unnerving at first and can stifle creativity or thoughtful discussion. Always remember this rule of thumb--if it's worth doing, it's worth doing badly! So don't worry about misspellings, incomplete sentences, or questionable grammar. Remember to maintain a tone of civility and respect when discussing potentially controversial topics. As to kind of posts: Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit's discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on others' posts, do you agree or disagree, do you have questions, and does this lead you to think about something else? Asynchronous online discussions: With asynchronous online discussions, it is also important to simply "be present" to find ways to describe in writing what you might be doing non-verbally, e.g. nodding your head, smiling, or looking quizzically at someone. Imagine making a statement in person in a class, and having no response from the audience. This doesn't help the flow of conversation. So let people know you're there, that you've read their posts, even if you don't have something content-related to contribute at that moment. Also, let others in your small group know when you might be out of town or away from your computer, and when you'll return.

Netiquette: Netiquette refers to network etiquette. Apply proper netiquette 'rules' when engaging in various online communications. Here is a good website on the core rules of netiquette. Grading and Assessment: Part of your grade will be based on online discussions and assignments related to a variety of topics. Participation in discussions is a strong expectation in this course. You will be expected to post at least two times per discussion/assignment (one initial and one or two response posts.) These should be substantial posts. Self-Assessment: Rather than my grading your posts, I'd like to propose that you do a self-assessment at the midterm time and at the end of the course. Review the Discussion Rubric and the grading and assessment criteria. Send me an email with your self-assessment. Keep in mind, this should take you a couple of minutes to do! Ask yourself-Did I spend at least 2 hours each week posting and reading posts in Moodle? (Not counting your article reading, web search, and/or your research times.) Did I respond to all of the questions? Did I read and respond to others in my group? Were my posts/responses more than always casual/friendly? Were they often descriptive? Were they sometimes detailed, analytical, and reflective (use the discussion rubric to do your self evaluation)? Send me an email by the April 24th meeting so we have an opportunity to discuss should our assessments differ too greatly. Use the following format: Attendance in Moodle: ________ hours (the minimum requirement for this class is two hours per week for posting and reading posts, not counting your article reading, web search, and/or your research times). Initial Post-Rating: ________ (1= Casual/Friendly, 2=Descriptive, or 3= Complete in terms of responding to all the questions asked and Reflective/Analytical) Response Post-Rating: _______ (1= Casual/Friendly, 2= Descriptive, or 3= At least one or two Reflective/Analytical responses) I will consider your self assessment along with my own evaluation of your posts based on the same rubric. A minimum of 2 - 3 detailed, thoughtful posts per unit is adequate. More is always welcome! Please remember that early initial postings will help with more reflective dialog within and/or across your groups.

Course Title: Operations: Resource Management in Education Number: EdAd 5915

Course Description: This course will focus on the skills, knowledge and dispositions that enable administrators to plan and schedule work, models of resource allocation, procurement, apportionment, accounting, budgeting, scheduling, and evaluating fiscal and human and time resources in alignment with schools, Minnesota state and federal expectations, contracts, bargaining processes, and arbitration, and models and processes used for creating class and district schedules. Competencies
This course is designed to enable students to demonstrate competency in the following Core Leadership Competencies:
A2. Providing purpose and direction for individuals and groups B1: Demonstrating an understanding of organizational systems B2: Defining and using processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation; B3: Planning and scheduling personal and organizational work, establishing procedures to regulate activities and projects, and delegating and empowering others at appropriate levels; B4: Demonstrating the ability to analyze need and allocate personnel and material resources; B5: Developing and managing budgets and maintain accurate fiscal records B6: Demonstrating an understanding of facilities development, planning and management B7: Understanding and using technology as a management tool C1: Demonstrating an understanding and recognition of the significance of diversity, and responding to the needs of diverse learners; J4. Describing and demonstrating the ability to apply the legal requirements for personnel selection, development, retention, and dismissal; J5. Demonstrating understanding of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management; M2: Demonstrating the ability to formulate safety and security plans to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures; M3: Demonstrating the ability to identify areas of vulnerability associated with school buses, buildings and grounds and formulate a plan to take corrective action; M4: Demonstrating understanding of procedural predictabilities and plan variations where possible. Principals Competencies: B2: Demonstrating an understanding of student guidance systems and auxiliary services; B3: Demonstrating the ability to implement a positive and effective student management system B4: Demonstrating the ability to develop and implement effective student discipline plans B5: Demonstrating the ability to develop a master instructional schedule; C2: Demonstrating understanding of different organizational systems and structures at pre-K, elementary, middle or junior high, and high school levels Superintendents Competencies: D1: Demonstrating knowledge of factors that affect school finance, including sources of revenue, expenditure classifications, generally acceptable accounting principles; and local, state, and federal finance calculations

Assessment: Creation of a fiscal year school budget using actual Minnesota school district data, 5-year
projection chart for teacher salary settlement possibilities, 5-year projection chart based on demographic data and current and proposed referendum for actual school district, with rationale for choices made,

creation of a sample semester schedule for an elementary and a secondary school using an electronic student management system.

Instructional Plan:
This course will include the following topics: 1. Equity, efficacy, and equality in school finance legislation 2. Strategic financial planning 3. Financing public, tribal and alternative education 4. Budget structuring for sites and districts 5. Schedule creation 6. Student management systems 7. Effects of modifications and accommodations on schedule, guidance, fiscal and facilities management 8. Rules and processes for bargaining and arbitration

Required Materials:
Waggoner, C. (2005). Communicating school finance: What every beginning principal needs to know. Lincoln, NE: iUniverse, Inc. Society for Human Resource Management. (2008). Weathering storms: Human resources in difficult times. Alexandria, VA. UFARS Manual: State of Minnesota Suggested Materials: Garner, C. (2004). Education finance for school leaders: Strategic planning for school leaders. Columbus, OH: Pearson Publications. Minnesota Association of School Business Officials. (2007). Manual for new superintendents. Brimley, V. & Garfield, R. (2007). Financing education in a climate of change. Pearson. Webb, L. & Norton, M. (2002). Human resources administration: Personnel issues and need. Pearson.