EDL 744 Syllabus of Record: Educational Finance and …



(EDL 744) Educational Finance and Economic Issues

Syllabus of Record

Catalog Description: This course emphasizes theories of economics, finance and taxation as applied to educational complexities pervasive in the fiscal management and operations of public schools. It focuses on current political and economic issues affecting public schools and is designed to promote thoughtful decision-making by school administrators with respect to school financial matters. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a) to enhance the academic and personal potential of their students

b) to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Common Unit Standards: Michigan Department of Education (MDE), This course supports the Standards for Advanced Programs in Educational Leadership as developed by the Educational Leadership Constituent Council (ELCC), a constituent member of the National Council for Accreditation of Teacher Education.

Specialty Program Standards: Educational Leadership Constituent Council (ELCC)

Course Standards and Assessments:

Course Standards:

▪ Demonstrate effective organization of fiscal, human, and material resources, giving priority to student learning and safety, and demonstrating an understanding of district budgeting processes and fiduciary responsibilities?(ELCC Standard 3.1)

▪ Demonstrate an ability to manage time effectively and to deploy financial and human resources in a way that promotes student achievement? (ELCC Standard 3.1)

▪ Demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity? (ELCC Standard 3.1)

▪ Demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facility? (ELCC Standard 3.1)

▪ Demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability? (ELCC Standard 3.2)

▪ Use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision? (ELCC Standard 3.2)

▪ Develop staff communication plans for integrating a district’s schools and divisions? (ELCC Standard 3.2)

▪ Develop a plan to promote and support community collaboration among district personnel?

▪ (ELCC Standard 3.2)

▪ To use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning? (ELCC Standard 3.3)

▪ Creatively seek new resources to facilitate learning? (ELCC Standard 3.3)

▪ Apply an understanding of school district finance structures and models to ensure that adequate financial resources are allocated equitably for the district? (ELCC Standard 3.3)

▪ Apply and assess current technologies for management, business procedures, and scheduling? (ELCC Standard 3.3)

▪ Demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning? (ELCC Standard 4.1)

▪ Demonstrate the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district? (ELCC Standard 6.2)

▪ Demonstrate an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests? (ELCC Standard 6.3)

▪ Demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics? (ELCC Standard 6.3)

Common Assessment: FINAL EXAM: Candidates are required to pass a final exam that focuses on district-level finance development, issues, and developing innovative ways to address the overall financial needs of the school district.

Major Topics:

• Proposal A Background

• School Funding Basics

• Fund structure-General, Debt Service, Capital Projects, School Service, Activity Funds

• Revenues, expenditures, financial statements, and fund balance

• Budgeting process

• Pupil accounting

• Capital financing

• Enrollment and demographics

• Trend – increasing, declining, stable

• Non-resident, schools of choice, charters

• State Revenue Estimating Conference

• Employee cost burden

• Total compensation concept

• Health care costs

• Pension obligation and legacy costs

• Operating versus capital

• Financing

• Equity

• Expenditure analysis

• Classroom and instructional focus

• “Backroom operations”

• Privatization of support services

• Michigan economy

• Statistics

• Trends

• Michigan tax structure

• Governor’s State of the State

• Governor’s Budget Proposal

Course Knowledge Base:

Michigan’s Economic Future – Charles L. Ballard

Provided by Mackinac Center for Public Policy A Michigan School Money Primer – Ryan S. Olson and Michael D. LaFaive

Materials from the following websites:

Citizens Research Council:

Mackinac Center for Public Policy:

Mackinac Center Revenue and Expenditure Analysis:

Michigan Department of Education:

Michigan State University Educational Policy Center:

Standard and Poor’s:

Off The Record:

Detroit Free Press:

Detroit News:

Lansing State Journal:

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