Sunday, April 22, 2012

Additional Stakeholder Input


EDLD 5342

Additional Stakeholder Input in the Budgeting Process

Central Office Administrators and Staff- Input I could receive from this group could be changes in federal and state mandates, grant funding available, changes in program and staff needed, revenues received or generated for different programs, weekly/month expenses of departments, evaluation of new best practices and cost, technology improvements, PEIMS data, testing data and staff development needs.

Principals- Input I could receive from this group could be program costs, FTEs needed to support student requests/academic/extra-curricular needs, CIPs, reports on maintenance and utility costs.

Site-Based Decision Making Committees- Input I could receive from this group could be coordination of district/campus goals and objectives, evaluation of effectiveness of programs, suggestions for reducing costs, prioritizing programs, and reaction to proposed budgets cuts and expenditures.

Teacher Organizations- Input I could receive from this group could be reaction from teachers and staff about district plans for personnel changes, prioritized list of employee benefits requests, and cost comparisons between districts pertaining to personnel benefits and work conditions. This group would be essential in helping to explain budget considerations and gather questions from employees about the process.

Key Stakeholders- Input I could receive from this group could be corporate and homeowner tax changes, political issues, business needs, grants and community programs to help the district.

Board of Trustees- Input I could receive from this group could be priorities of the community and what they want from our schools, political considerations, reactions of the public to district programs, and how the public perceives the district and the value it brings to the community.

1 comment:

  1. Reflection

    It is imperative to have all stakeholders involved in the budget process. Not only does this help when there needs to be explanation of the district's priorities, but being as transparent as possible helps gain buy-in and support of district goals. By taking advantage of a variety of expertise and ideas, a superintendent doesn't have to be so alone in putting the budget together. Good ideas can come from anywhere. Also, when all stakeholders have a clear understanding of budget considerations and that their input is valued, many conflicts can be avoided.

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