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Organizational Management

Organizational Management Philosophy Statement

          According to Drucker (cited in McGowan & Miller, 2001), "management is
doing things right, leadership is doing the right things" (n.p.). Effective
superintendents must possess both management and leadership skills.
Strong management skills allow superintendents to use data to plan and
make decisions, establish procedures, delegate to others, allocate personnel and
material resources, develop and manage budgets, and oversee facilities.
Management skills do not, however, motivate employees, set the stage for staff
buy-in, build trust in the decision-making process, or lead employees down a
difficult path. You need leadership skills to accomplish these important
organizational tasks. According to the Coach 4 Growth website (2007), "in order
to be fully rounded, you must have the ability to manage the day to day tasks and
deliver results, while seeing the opportunity for change and the big picture" (n.p.).
Therefore, it is the combination or blend of both skill sets - management and
leadership - that educational administrators need to demonstrate in order to
successfully run their organizations.
          Superintendents must be knowledgeable in school structure and
organization to assist schools in designing, implementing, and evaluating their
different policies and practices. Superintendents should use their knowledge
and skills in this area to promote learning, prevent problems, and create school
climates that are advantageous to all students. Speaking from a special
education standpoint, "administrators have the responsibility of planning
programs and services to provide a free appropriate public education (FAPE) to
all eligible children within the local education agency (LEA) and they must be
able to justify costs to superintendents and school boards" (Weishaar, Borsa, &
Weishaar, 2007, p. 129). This is a huge responsibility that requires the use of
strong program evaluation techniques. At the heart of the program evaluation
process is data collection. As a superintendent, I will need to be able to
gather, analyze, manage, and use data to back up my decisions.
          As a superintendent, I believe it is vital to be well versed in state and federal funding mechanisms for both general education and special education. As Weishaar, Brosa, and Weishaar (2007) suggest, "administrators must become knowledgeable of funding sources to access available funds" (p. 129). In a time when budget cuts are a reality for all school systems, it has become increasingly apparent that superintendents need to be able to not only manage budgets and maintain accurate fiscal records, but come up with creative solutions to save money through strategically reallocating resources and tapping into newly discovered funding sources.
          In summary, effective superintendents do not "just manage or
administer [their] way through school change for its complexity requires a
process of adaptive learning" (McGowan & Miller, 2001, n.p.). In my opinion, this
"adaptive learning" that McGowan and Miller refer to points to the need for strong
leadership skills in organizational management. As a superintendent, I will
strive to demonstrate a blend of both the management and leadership skill sets.

References
Coach 4 Growth. (2007). Leadership vs. management: What are the
characteristics of a leader and a manager. Retrieved February 8, 2010, from :
http://www.coach4growth.com/good-leadership-skills/
leadershipvmanagement.html

McGowan, P., & Miller, J. (2001). Management vs. leadership: Placing
leadership development and renewal at the forefront of school change. The
School Administrator, November 2001, n.p. Retrieved January 25, 2010, from:
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=10674&terms=leadershi
p

Weishaar, M.K., Borsa, J.C., & Weishaar, P.M. (2007). Inclusive educational
administration: A case-study approach (2 nd ed.). Long Grove, IL: Waveland
Press, Inc.

D. Organizational management

  1. demonstrate knowledge of factors that affect school finance, including sources of revenue, expenditure classifications, Generally Acceptable Accounting Principals, and local, state, and federal finance calculations.

Artifacts

The following artifacts demonstrate my competency in the area of organizational management:

The two artifacts above demonstrate my knowledge of factors that affect school finance, including sources of revenue, expenditure classifications, Generally Acceptable Accounting Principals, and local, state, and federal finance Calculations (D1), specifically as they relate to the creation of a budget planning process.  During my superintendent field experience, I had the opportunity to discuss with my field experience supervisor the budget planning process that is used in his district. I was also able to learn about another SCRED member district's process that is more formal and involves a larger administrative team. Through these experiences, I was not only able to gain a better understanding of the different budget planning processes superintendents may use, but also apply my new knowledge and skill to create a more defined process at SCRED.

The two artifacts above demonstrate my knowledge of factors that affect school finance, including sources of revenue, expenditure classifications, Generally Acceptable Accounting Principals, and local, state, and federal finance Calculations (D1), specifically as it relates to the planning and financing of a building project. During my superintendent field experience, I had the opportunity to learn about the funding option my field experience supervisor shared with his board for a new Alternative Learning Center facility. It was helpful to see how he laid out the advantages and disadvantages of the financing option, as well as a tentative timeline. In addition to learning about how a superintendent might present a potential funding option to the board, I also learned about the Request for Proposal (RFP) process for a building project.

 
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