Leadership in Administration Case Study Case Study

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While the superintendent may feel or even firmly believe that they have covered all of the bases on expenditures and other relevant issues in school budgeting, the failure to connect to other stakeholders throughout the district, who may or may not add to the data that the superintendent has prepared for presentation, is likely to result in some among those stakeholders feeling slighted or ignored and often lead to complicated budgeting which could have been avoided through simply opening the communication channels during this critical process of school administration.

SUMMARY & CONCLUSION

This work in writing has related the various aspects of the school budgeting process which are the responsibility of the school superintendent as well as relating the various concerns of school budgeting and the importance of staying connected to the stakeholders in the community of the school district throughout the entire process of school budgeting. This work has related the importance of having a budget calendar which sets out for stakeholders in the entire school district the timeline of the school budgeting process and as well has emphasized the importance of communication in and among all stakeholders including community members, students, teachers, principals, and other school staff and employees. The school superintendent has a vast host of responsibilities in the school budgeting process and as related in this work the participatory process is one that is a democratic process and one that has been shown to be successful in the process of school budgeting and in mitigating confusion and debate and even delay in the process of developing the school budget.

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Finally, communication is a key element in effective and efficient school budgeting as providing information to all stakeholders during the course of development of the school budget avoids the complications that result from stakeholders feeling that they have been ignored or slighted due to the superintendent failing to inform them of the school budget decisions and for having failed to acknowledge their concerns or poll them for their opinions and beliefs about the needs of the specific school of their focus.

BIBLIOGRAPHY

Davis, Stephen, Darling-Hammond, Linda, LaPointe, Michelle, and Meyerson, Debra (2005) School Leadership Study: Developing Successful Principals. Stanford Educational Leadership Institute. (SELI). 2005. Online available at: http://www.srnleads.org/data/pdfs/sls/sls_rr.pdf

Joynt, T. (2002, December). School budgeting: Cost cutting through onion layers. The School Administrator. Accessed May 16, 2005 at www.aasa.org/publications/sa/2002/focJoynt.htm

Howley, C. (2003, October). Sustaining small rural high schools. The School Administrator, 9(60), 16-1.

Almack, John Conrad (1970) Modern School Administration, Its Problems and Progress. Ayer Publishing, 1970.

Cirello, Maria J. (nd) Principal as Managerial Leader. United States Catholic Conference Department of Education.

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https://www.aceyourpaper.com/essays/leadership-administration-case-study-20474
   

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