Budget Flexibility

When it comes to managing a budget, consider the lesson taught to me by three exceptional school leaders, Richard Hooker, Bob Brezina, and Shirley Neeley. Always have some wiggle room. 

In your budget, you need to disguise an emergency fund.  At some time during the year, something is going to happen where the only way to solve the problem is throw money at it.  It might be a repair, a consultant, a training or overtime, but without the funds, the campus is up a creek. Being a good budget steward is not about saving money, it is about being effective and efficient with money in a way that allows the mission of the school to be accomplished. 

  

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: TASSP Summer Conference, Virginia Middle and High School Principals Conference; The National Principals Conference; The Fundamental 5 National Summit (Keynote) 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

More Staff or More Training

The question that every principal wrestles with come budget time, do I invest in staff or training?  What your Assistant Superintendent, Business Manager, HR Director and Title I Office want you to do is fill up on staff. 

It’s the easy solution.  The budget is allocated, class size is reduced, and operational stuff and things get done.  I’m not saying they are wrong. But I’m not saying they are right.

More staff just facilitates the status quo, just a little more efficiently.  But more staff rarely changes anything.  Sub-par instruction for 28 students isn’t made better by providing sub-par instruction to 21 students.  And operational stuff and things being taken care of have next to no impact on the classroom.

What I suggest (and did) is follow the advice of Great Principals.  Go LEAN.  That’s right, don’t add staff.  Instead invest in training.  Train like there is no tomorrow.  Improve the skill set of every adult on the campus.  Make them more effective and more efficient.  That way when the budget is squeezed and everyone else has to cut staff, you have a staff that is better prepared to handle adversity and effectively teach any student in any setting.

Here are two, field tested ways to make this happen.

1. Absorb a position. This is what E. Don Brown would do.  If his staff allocation was 100 teachers he would hire 99. Then with the unused salary, he would have $50,000 to $60,0000 as a training budget.

2. Capture your vacancy.  This is the solution that I used.  Everyone has a vacancy pop up during the school year.  The vacancy is never filled immediately which creates a budget surplus (Central Office knows this and loves this).  But while this surplus is growing, everyone on the campus has to work harder.  What this means is that the campus suffers while the district reaps the reward.  So, I went to my Superintendent (Bob Brezina) with the following proposal, since the staff was having to work harder and was short-handed, let me use the vacancy surplus to bring in on-going training to reward the staff for stepping up. Brezina loved the idea and my staff were among the best trained in the city.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: Texas ASCD Summer Conference, TASSP Summer Conference, Virginia Middle and High School Principals Conference; The National Principals Conference; The Fundamental 5 National Summit (Keynote) 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

More Walk and Talk - Real Leadership Discussions

Early in my leadership career, my Superintendent, Bob Brezina, taught me the value of the “Walk & Talk.”  The “Walk & Talk” may be the most powerful induction / teaching / coaching tool in the arsenal of a leader. 

It works like this. 

1. On a regular basis, the leader goes to the site of the subordinate (instead of having the subordinate come to the leader).

2. The leader and the subordinate walk the subordinate’s site (instead of sitting in the subordinate’s office).

3. What is observed during the walk drives the discussion between the two. 

In these discussions the leader gets to talk about what should be done, why it should be done, and ideas on how it can be done.  With this conversation, the subordinate gains insight into how the leader thinks and the culture of the organization.

The subordinate talks about things that have been done and are being done; initiatives that are being implemented and issues that are being dealt with on the site.  The leader gains insight into the progress and capacity of the subordinate.

And all of this is being done while observing the actual work of the organization. 

Here is a suggested list of who walks with whom.

Superintendent: Walks with Assistant Superintendents and Principals

Assistant Superintendent: Walks with Directors and Principals

Principal: Walks with Assistant Principals, Counselors, Instructional Specialists and Teachers

Assistant Principal: Walks with Instructional Specialists and Teachers

The “Walk & Talk,” improves communication, relationships, staff capacity, and organization performance. So who are you walking and talking with today? 

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Superintendent Writes... Reasonable Accountability - Part 2

In response to the January 14, 2016 post, “Reasonable Accountability – A Primer for the Texas Legislator,” an Old School LYS Superintendent writes:

SC,

Your plan is better than what we have now and obviously written with a heaping dose of common sense.  But... here is your big flaw.  You are still basing your plan on the current system.  When a house has a flawed foundation, you don't fix it by updating the curtains.  

If you strive simply to fix/change the over-testing problem ask the question, “What tests do the Feds require that all kids take?”

The answer is 3^rd and 8^th grade Reading and Math.  Why would we test more than that?  The answer is probably superstition. 

All other tests should be a local decision.  

The next question that needs to be addressed is why have a social studies test? 

Usually an answer addresses something about citizenship, knowing your heritage, etc. Well if that is the case, why not give all 8th graders a version of the U.S. Citizenship and Immigration Services civics test? It’s rigorous and meets the above stated goal's and immigrants have to pass it to become citizens and vote. So why not do he same those of us fortunate enough to be born here?

Next, what should we do about high school testing?  If we are truly interested in college readiness, there is only one test that colleges use to measure readiness for college in Texas (and by the way, it's required now) and that is the TSI (Texas Success Initiative) test. Any other test is a waste of time and resources.  All schools should prepare their students for this and administer it during their Junior year.  

What I have just presented only addresses the number and type of tests.  It does not address the flawed testing instrument that we currently use, the flawed measures in reporting, the excessive curriculum standards, and a flawed public school funding structure and reporting requirements. This would just be the lipstick that we put on the pig every spring.

So in summary.

•                Test only what is required by the Feds.

•                Give the U.S. Immigration Services civics test to cover all social studies.

•                Prepare and administer the TSI test to high school juniors.

•                Anything beyond this should be decided on and paid for by local ISDs.

SC Response

Not surprisingly, I have no material disagreements with what you have shared.

The early accountability advocates (of which I worked for three of the pioneers: Rod Paige, Bob Brezina, Shirley Neeley) believed in the end of course exam.  So I see the current EOC system as a bastardization (or negative politicization) of the original idea. So yes, I’m a proponent of actually fixing the state’s accountability system, not abandoning it.

I also think the state should have higher expectations and standards than the Feds.  We should consider the Fed’s requirements to be the floor or the minimum standard.  And meeting the minimum standard just means that you are “Not Bad,” which in no way should be construed as meaning that you are good. All of that to say, that I’m OK with having more tests than what the Feds require.  And you and I both know if the entire accountability issue is placed in local hands, too many local communities are OK with undeserving the underserved.

I do like your idea of just having one social studies test in the 8^th grade addressing U.S. citizenship that is at least comparable to the citizenship/naturalization test that immigrants must pass.  And the idea of the using the TSI, which tests reading, writing, and math skills is worth consideration, if the TSI is aligned to the TEKS (Texas Essential Knowledge and Skills). If the TSI is not aligned to the TEKS, then that puts schools in a no win situation. One, either teach the state mandated curriculum which only tangentially prepares students for the accountability test. Or two, ignore the state mandated curriculum to prepare students to pass the accountability test.

I can’t argue that the STAAR is flawed.  Hard? Yes. Aligned? Yes. Issues with how the test is administered? Yes. Flawed? Not so much. 

I completely agree that the TEKS are too broad, as does every curriculum expert that has examined them. And the legislature did pass a law last session to narrow their scope.  But remember, our Governor, The Honorable Greg Abbott, vetoed the law due to the misguided and ignorant fear of turning the TEKS into the Common Core. Nothing like pandering to the lowest common denominator.

As for your summary solution? I could easily live with it. But I would also want to strengthen it.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook