Module 8 Managing School Resources - · PDF fileNew Teacher Induction program ... ASSESSMENT Reflective ... Post a question before next module that will be sent to the Equity guest

1 Principal’s Qualification Program – Module 8

Module 8

Managing School Resources


EXPECTATIONS

Develop strategies to manage all of the resources in the school

Discuss various change theories and processes

Be familiar with various research methods used to obtain data

Understand how Equity, Inclusive Education and Diversity are considered in school budget

development

Understand the funding formula and its impact on board budgeting

Understand the board budget process and the implications at the school level

Understand effective school budgeting procedures and the impact on student learning

Develop an understanding of the financing of education in Ontario

Understand how to maximize maintenance planning for the school site

Review the issue of accountability for public funds Identify potential community resources and

partnerships Understand the use of community resources and partnerships in enhancing school

resources

L I N K T O STANDARDS

Facilitate the development of students as contributing citizens of Canadian society

Uphold the principals of the ethical standards in learning communities

Inform professional practice via experience, research, collaboration and knowledge

Apply professional knowledge to practice

L I N K TO ETHICS

Honour honesty, reliability, moral action, human dignity, emotional wellness and cognitive

development

Express commitment to students’ learning

L I N K TO T H E O N TA R I O L E A D E R S H I P F R A M E W O R K

Use the framework to reflect on your own leadership practices

Recognize the relationship between practices and competencies

Integrate a common leadership language


S T R AT E G I E S / A C T I V I T I E S

Using the pre-course assignment, discuss the writing, reading and interpretation of a

cover letter

Hiring Practices presented by HR representative from local board to discuss hiring

procedures and policies

o Teaching Staff: Selection and Development from OPC's Handbook for School

Leaders

o Review of Regulation 274

o Review Reg. 274/12

o Q & A Reg. 274/12 OSSTF

o Understanding Reg. 274/12

New Teacher Induction Program - Candidates will review resource handbook for

principals. Review the roles and responsibilities of the principal and the D.S.B. for the

New Teacher Induction program

Explore hiring the right teachers

o The Essence of Professional Capital

https://www.youtube.com/watch?v=aNPDTXTutMY

o Human, Social and Decisional Capital

https://www.youtube.com/watch?v=49Rfxzgi6FM

Instructor will share their school’s staff development plan and make connections to the

Board Improvement Plan and School Improvement Plan – discuss the role of the

principal and link to the OLF, and human, social and decisional capital.

The instructor will explain student focused funding and connect it to the school budget.

The instructor will share a school budget and how funds in the school are allocated.

Instructor will demonstrate the use of technology to track and manage financial resources

and discuss the implications

Instructor will facilitate the discussion of the process of allocating staff and include a

simulation exercise

https://www.principals.ca/book/readBook.aspx?token=5523FA65

https://www.principals.ca/book/readBook.aspx?token=5523FA65

https://www.principals.ca/documents/REG274EN.pdf

https://www.principals.ca/Display.aspx?cid=9038

http://www.osstf.on.ca/en-CA/news/regulation-274-information

https://www.principals.ca/documents/UnderstandingOntarioRegulation274-12.pdf

http://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html

http://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html

https://www.youtube.com/watch?v=aNPDTXTutMY

https://www.youtube.com/watch?v=49Rfxzgi6FM


Discuss dilemmas in budgeting

In groups, candidates will design a school budget, present their rationale for their

allocations and discuss guiding principles. Groups will also share how Equity and

Inclusive Education and Diversity was considered in budget development

Candidates will participate in a “walk-about” exercise to identify the complexities of

maintenance and physical plant issues including health and safety. They will explore

issues regarding inspection and priorities

Candidates will role-play “The Principal on the Hot Seat”

Candidates will discuss Ken Leithwoods video comparing leadership and management

Collaborative Inquiry presentation - Managing Resources

Book Talk - Leader of Challenging Conversations

Candidates to complete the on-line EQ-I Instrument

A S S E S S M E N T

Reflective journal

E-Learning

E - L E A R N I N G

View Antiracism and Antiracist Education. Post a response to the following:

What is being done in your school to address the issue of race?

Discuss the intersection of race and racism and special education, discipline and the

achievement gap.

Post a question before next module that will be sent to the Equity guest presenter.

http://www.principals.ca/stream/video/launchVid.aspx?vidID=103

https://www.principals.ca/stream/video/launchVid.aspx?vidID=61


SCHOOL BUDGET GROUP EXERCISE

Step 1

Each group will create the general profile of a school by identifying:

a. FDELK – 6 : FDELK – 8 : 7 & 8 : 9 – 12

b. Number of students

c. Social – economic situation

d. School initiatives

e. Special programs, courses, classes?

f. Parent involvement

g. Staff strengths, needs, commitments

h. Other pertinent information

Step 2

Calculate your total school budget – based on number of students X $100.00

Step 3

Design your budget keeping in mind:

Photocopying

Consumables

Subject allocations

Text books

Paper

Principal’s allocation

OTHER

Step 4

Be prepared to present your budget providing the rationale for all allocations


A L L O C A T I O N O F H U M A N R E S O U R C E S S I M U L A T I O N –

E L E M E N T A R Y

T A S K S

1. Using the Classroom Organization form, your SO has asked you to prepare a number of

possible scenarios for allocating the teaching staff at your school. Given ministry rules

around class size requirements, you will have three units of kindergarten, seven classes of

grades one through three and ten classes of grades four through eight. Given this

breakdown, you can organize the school into three subgroups of FDLK, 1-3 and 4-8.

Prepare the following combinations

a) Two possible FDLK models (total 1.5 teachers)

b) Three possible grade 1-3 models (total 7.0 teachers)

c) Three possible grade 4-8 models (total 10.0 teachers)

2. Identify the key issues that emerged as you tried to staff the school by divisions.

3. Indicate who, in your school, would be included in the process of determining the

classroom organization in your school.

4. Outline how you would share this information with staff.

5. Define the role of the union in the process of classroom organization.

R U L E S

1. The Ministry of Education primary class size caps are 20 students for all FDLK to grade

3 classes

2. The Ministry will allow some exemptions up to 23 students maximum in any FDLK to

grade 3 class


3. Only 10% of all FDLK to grade 3 classes in the board are allowed to have exemptions to

23 students

4. Schools may opt to have a grade ¾ combined class which will not count in the 10% of

classes designated for exemptions

5. Exemptions are determined centrally by Family of Schools Superintendent

6. Your superintendent has allocated one exemption for your school in the FDLK area; you

have been assigned 3 FDLK units

7. You have been assigned 7 classes for students in grades one through three

8. The board class average for grades 4-8 is 25.0 students but the board uses a divisor of

27.5 to get to that average because of the congregated ESL classes that are part of the

grade 4-8 staffing allocation

9. If you have combined classes, you must have a minimum of 4 students in either side of

the combined class

A S S U M P T I O N S

1. The principal, vice principal, teacher-librarian, ESL/ELL teacher, special education

congregated and special education resource classes are all staffed separately

2. The preparation time allotment for your school is identical to what you will need for your

allotment of classes and is provided separately. You do not need to consider this for the

assignment.

3. There is a qualified teacher available at each grade level.

4. Your school has the following number of students:

FDLK – 63 Grade 5 – 60

Grade 1 – 43 Grade 6 – 68



Grade 4 – 42


C L AS S RO O M O R GA NI Z ATI ON FO R M

R O B I N S O N P U B L I C S C H O O L - E N R O L M E N T : F D L K – 8 F T E = 4 4 6

18.5 teachers 17.5 teachers 16.5 teachers 16.5 teachers

FDLK

32

FDLK

32

Grade One

43

Grade Two

38

Grade Three

56

Grade Four

42

Grade Five

60

Grade Six

68

Grade Seven

60

Grade Eight

47


C L AS S RO O M O R GA NI Z ATI ON FO R M – ROB I NSO N P. S

Enrolment: FDLK-8 FTE = 445.5

Enrolment FDLK-8 Head Count = 477

Classroom FDLK FDLK 1 2 3 4 5 6 7 8 Total Students

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Total Students

32 43 38 56 42 60 68 60 47 477


CLASSROOM ORGANIZATION FORM – ROBINSON P.S

GENERAL INSTRUCTIONS

1. Under the classroom column, simply use one line per classroom (this is usually where the

teacher’s name is entered once the organization has been finalized and the teaching assignments have

been given)

2. Place the number of students in the appropriate column (e.g. if class 1 has 20 FDLK students then

put 20 on line one so that it is under the FDLK column)

Place that number directly across in the total students column at the far right

Add the total number of students in each grade column and place the sum total at the bottom of each

grade column where there is a ‘Total Students’ row

3. When you are using a combined class, place the corresponding number of students from each

grade the appropriate column (e.g. if class 1 has 10 grade 2 students and 10 grade 3 students, then put 10

under the grade 2 column and 10 under the grade 3 column for line one)

Place that number directly across in the total students column at the far right

Add the total number of students in each grade column and place the sum total at the bottom of each

grade column where there is a ‘Total Students’ row


C L AS S RO O M O R GA NI Z ATI ON FO R M - RO BI N SO N

P U BL I C S C HOO L – I N S T R U CTO R EX A MP LE A



GRADES


1. 20 (JK)

20

2. 11(SK) 9(JK) 20

3. 23 (SK)

23

4. 20 20

5. 13 7 20

6. 10 10 20

7. 11 9 20

8. 10 10 20

9. 19 19

10. 18 18

11. 27 27

12. 15 10 25

13. 25 25

14. 25 25

15. 23 23

16. 23 23

17. 22 22

18. 30 30

19. 30 30

20. 47 47

21.

Total Students

31 32 43 38 56 42 60 68 60 47 477


C L AS S RO O M O R GA NI Z ATI ON FO R M - RO BI N SO N

P U BL I C S C HOO L – I N S T R U CTO R EX A MP LE B



GRADES


1. 10 (JK) 10(JK) 20

2. 21 (SK) 22 (SK) 20

3. 23

4. 10 9 19 5. 11 9 20 6. 11 8 19 7. 11 8 19

8. 4 16 20 9. 20 20

10. 20 20 11. 29 29

12. 13 14 27 13. 29 29

14. 17 12 29

15. 28 28 16. 28 28 17. 30 30

18. 30 30 19. 24 24

20. 23 23 21.

Total Students

31 32 43 38 56 42 60 68 60 47 477


A L L O C AT I O N O F H U M A N R E S O U R C E S S I M U L AT I O N

S E C O N D A R Y

TASKS

1. Allocate teaching staff for each course based on the numbers of student selections as

indicated – this will be your “first draft”.

2. Determine other information that you need to gather in order to refine your “first draft

decisions”.

3. Outline the processes that you will seek to implement before the allocations are finalized.

4. Based on your “first draft allocations”, identify the more significant issues that will need

to be resolved in those processes.

5. Discuss the role of the union in this process.

RULES

The following maximum class sizes are required by the collective agreement.

Applied (P) 24 Grade 11/12 Open (O) 28

Grade 9/10 Open (O) 27 University (U) 33

Academic (D) 30 University/College (M) 33

Workplace (E) 23 Tech Studies Courses 22

College (C) 28

ASSUMPTIONS

1. There is a qualified teacher available for each course section that you allocate.

2. The allocations for administration guidance, special services, learning strategies, library,

cooperative education and credit recovery have already been provided for – i.e. disregard these

for this assignment.


Staffing Information

Benson Collegiate Institute

NUMBER OF TEACHING SECTIONS TO BE ALLOCATED: 160

COURSE NAME & TYPE CODE STUDENT

SELECTIONS

ALLOCATION

OF SECTIONS

COMMENTS

GRADE 9

Music – Open AMV1O 45

Visual Arts – Open AVI1O 47

Business Information-Communication

BTT1O 49

Canadian Geography – Academic

CGC1D 46

Canadian Geography – Applied

CGC1P 48

English – Academic ENG1D 53

English – Locally developed ENG1L 6

English – Applied ENG1P 40

French – Academic FSF1D 42

French – Applied FSF1P 47

Spanish – Level 1 – Open LWS1O 37

Food & Nutrition – Open HFN1O 29

Principles of Math – Academic

MPM1D

49

Foundations of Math – Applied

MFM1P 47

Math – Locally developed MAT1L 11

Physical Education – Coed – Open

PPL1O 95

Science – Academic SNC1D 47

Science – Applied SNC1P 50

Science – Locally developed SNC1L 12

Integrated Technologies - Open

TTI1O 45


GRADE 10

Drama – Open ADA2O 11

Instrumental Music – Open AMU2O 14

Vocal Music – Open AMV2O 12

Guitar Music – Open AMG2O 22

Visual Arts Design – Open AWD2O 19

Drawing & Painting – Open AWM2O

60

Business Info & Communication – Open

BTT2O 16

Introduction to Business – Open

BBI2O 9

Computer & Information Science – Open

TIK2O 12

English – Academic ENG2D 54

English – Applied ENG2P 58

English – Locally Developed ENG2L 17

Food & Nutrition – Open HFN2O 24

Canadian History – Academic

CHC2D 52

Canadian History – Applied CHC2P 70

Career Studies and Civics – Open

CHV2O 105

Principles of Math – Academic

MPM2D

39

Foundations of Math – Applied

MFM2P 69

Math – Locally Developed MAT2L 29

French – Academic FSF2D 19

Spanish – Level 2 Academic LWS2D 3613

Physical Education – Co-ed PPL2O 36

Science – Academic SNC2D 57

Science – Locally Developed SNC2L 18

Science – Applied SNC2P 51


Communication Tech – Open

TGJ20 64

Construction Tech – Open TCJ2O 36

Manufacturing Tech – Open TMJ2O 23

Technical Design – Open TDJ2O 8

Transportation Tech– Open TTJ2O 49

Hospitality & Tourism Technology – Open

TFJ2O 39

GRADES 11 & 12

Drama (Gr.11) Univ/Coll ADA3M 20

Drama (Gr.12) Univ/Coll ADA4M 2

Drama (Gr.12) - Open ADA4O 1

Music (Gr.11 Guitar) - Open AMG3O 8

Music (Gr.11 Theatre) - Open

AMT3O 2

Music (Gr.11 Instrumental) – Univ/Coll

AMU3M

10

Music (Gr.12 Guitar) – Univ/Coll

AMU4M

5

Music (Gr.11 Vocal) - Open AMV3O 3

Visual Arts (Gr.11) – Open AVI3O 1

Drawing & Painting (Gr.11) – Univ/Coll

AWM3M 21

Design (Gr.11) – Univ/Coll AWD3M 12

Visual Arts (Gr.12) – Univ/Coll

AVI4M 13

Accounting Fundamentals (Gr.11) – Univ/Coll

BAF3M 9

Information Tech (Gr.11) – Open

BTA3O 13

Marketing (Gr.11) - College BMI3C 20

Computer Information Science (Gr.11) – Univ/Coll

ICS3M 15

Accounting Principles (Gr.12) – Univ/Coll

BAT4M 4

Communication/Multimedia (Gr.12) – College

BTX4C 3

Computer Information Science (Gr.12) – Univ/Coll

ICS4M 6

English Media (Gr.11) – Open

EMS3O 21


English (Gr.11) – Univ ENG3U

ENG3U 36

English (Gr.11) – College ENG3C 56

English (Gr.11) – Workplace ENG3E 21

English (Gr.12) – Univ ENG4U

ENG4U 54

English (Gr.12) – College ENG4C 49

English (Gr.12) – Workplace ENG4E 8

Writer’s Craft (Gr.12) – College

EWC4C 8

Writer’s Craft (Gr.12) – Univ EWC4U 1

Ont. S.S. Literacy Course (Gr.12) - Open

OLC4O 2

Living & Working With Children (Gr.11) - College

HPW3C 25

Living Spaces & Shelter (Gr.11) – Open

HLS3O 16

Intro to Anthropology (Gr.11) – Univ/Coll

HSP3M 28

World Religions (Gr.11) – Univ/Coll

HRT3M 32

Individuals and Families (Gr.12) – Univ/Coll

HHS4M 7

Travel & Tourism (Gr.11) – Open

CGG3O 13

Canadian & World Issues (Gr.12) – Univ

CGW4U 5

World History (Gr.11) – Univ/Coll

CHW3M 28

American History (Gr.11) – Univ

CHA3U 4

Canadian Law (Gr.11) – Univ/Coll

CLU3M 21

World History (Gr.12) – Univ CHY4U 11

Canadian History (Gr.12) – Univ

CHI4U 3

World History (Gr.12) – Univ/Coll

CHY4C 1

Functions (Gr.11) – Univ MCR3U 25

Functions/Applications (Gr.11) – Univ/Coll

MCF3M 4

College Math (Gr.11) – College

MBF3C 47


Workplace Math (Gr.11) – Workplace

MEL3E 36

College Math (Gr.12) – College

MAP4C 28

Geometry/Algebra (Gr.12) – Univ

MGA4U 23

Data Management (Gr.12) – Univ

MDM4U 8

Advanced Functions (Gr.12) – University

MCB4U 25

Workplace Math (Gr.12) – Workplace

MEL4E 13

French (Gr.11) – University FSF3U 6

French (Gr.12) - University FSF4U 8

Spanish (Gr.11) - Univ LWSCU 10

Spanish (Gr.12) - Univ LWSDU 2

Fitness/Young Women (Gr.11) – Open

PAF3O 20

Healthy Living (Gr.11) – Open

PPL3O 34

Health for Life (Gr.11) – Open

PPZ3O 7

Healthy Living (Gr.12) – Open

PPL4O 18

Exercise Science (Gr.12) - Univ

PSE4U 11

Biology (Gr.11) – Univ SBI3U 20

Biology (Gr.11) – College SBI3C 24

Chemistry (Gr.11) – Univ SCH3U 12

Physics (Gr.11) – Univ SPH3U 18

Science (Gr.11) – Workplace SNC3E 13

Chemistry (Gr.12) – College SCH4C 10

Physics (Gr.12) – College SPH4C 6

Physics (Gr.12) – Univ SPH4U 13

Chemistry (Gr.12) – Univ SCH4U 28

Biology (Gr.12) – Univ SBI4U 19

Horticulture (Gr.12) – Open IDC4O 29

Communications Tech (Gr.11) - Univ/Coll

TGJ3M 40

Construction (Gr.11) -College

TCJ3C 17


Construction (Gr.11) – Workplace

TCJ3E 7

Transportation (Gr.11) – College

TTJ3C 26

Manufacturing (Gr.11) – College

TMJ3C 6

Manufacturing (Gr.11) – Workplace

TMJ3E 3

Design (Gr.11) – Univ/Coll TDJ3M 4

Hospitality (Gr.11) – College TFT3C 19

Hospitality/Tourism (Gr.11) – Workplace

TFH3E 27

Hospitality/Tourism (Gr.12) – Workplace

TFH4E 15

Communications Tech (Gr.12) – Univ/Coll

TGJ4M 27

Design (Gr.12) – Univ/Coll TDJ4M 7

Construction (Gr.12) – College

TCJ4C 13

Construction (Gr.12) – Workplace

TCJ4E 2

Manufacturing (Gr.12) – College

TMJ4C 7

Transportation (Gr.12) – College

TTJ4C 12

Automotive Electronics (Gr.12) - Open

IPD4O 15


B U D G ET D ILEMMA S F O R D IS C U S S IO N

Dale Scott, principal at Wayne Gretzky School has been seeking to purchase nine copies of Cue

for Treason for an unusually large English class. While visiting Toronto one weekend, Dale

found them at Chapters Book Store and also found a copy of “Fit for Life” and “Trekking in

Katmandu”. Dale had been seeking to purchase both of these for some time.

Discuss the potential consequences of this purchase.

The administrative assistant who oversees the petty cash process in your school brings to you a

request for reimbursement made by the industrial arts teacher. The item purchased is a two-year

subscription to the magazine “Cottage Life”.

Discuss the steps that you would take as a principal to deal with this issue.

A School Council member shares with you that the community is feeling ‘nickeled and dimed’ to

death by the money requests from the school. They would like some changes made. You

receive this information in the morning and have been asked to address a School Council

meeting that evening.

How will you as principal approach this issue at the meeting?

What follow-up would you anticipate?

You arrive in your new school as principal to discover that the previous principal over spent the

budget by $20,000. This amount has been taken away from your current budget, and central

office will not bail you out claiming that they “will not set a precedent in supporting poor fiscal

management”. Your staff is grumbling because you issued a memo in August requesting that

staff cut down on their photocopying.


How would you approach this issue with:

a) your staff?

b) your S.O.?

The tradition at school has been to charge all Grade 4-8 student $5.00 for their French cahier

which contains the guided practice to lessons taught. A parent has challenged this cost stating

that "if French is a mandated Ministry curriculum, then Ministry, Board or school budgets should

pick up the cost of basic materials like this".

What is your response?


Module 8 – At A Glance

Managing School Resources *Candidates are advised that the schedule may be subject to change, at the discretion of the instructor, to accommodate workshop presenters and speakers

Day 1 Day 2 Assignments

Using the pre-course

assignment discuss the

writing, reading and

interpretation of a

cover letter.

HR expert to share

hiring practices and

policies.

Principals role in NTIP

Professional Capital

Student focussed

funding and school

budgets

Create budgets and

staffing plans for

elementary and

secondary

Discuss budget dilemmas

Walk about” – physical

plant issues

The Principal on the “Hot

Seat”

Ken Leithwood comparing

leadership and

management

Collaborative Inquiry –

Management of

Resources

Book Talk – Leader of

Challenging

Conversations

Reflective Journal Collaborative

Inquiry

E-Learning Miscellaneous

Reflect on the competing roles of leader and manager. Refer to at least one digital resource (i.e. Blog) in your reflection. Refer to the OLF.

Management of

Resources

View Antiracism and Antiracist

Education

https://www.principals.ca/strea

m/video/launchVid.aspx?vidID

=61. Post a response to the

following:

What is being done in your

school to address the issue of

race?

Discuss the intersection of

race and racism and special

education, discipline and the

achievement gap.

Post a question before next

module that will be sent to the

Equity guest presenter

Complete the on-line EQ-I

Instrument

Edited cover

letter submitted

to instructor

Module Evaluation




Documents

Module 8 Managing School Resources - · PDF fileNew Teacher Induction program ... ASSESSMENT Reflective ... Post a question before next module that will be sent to the Equity guest