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Decision-Making Flow Chart

Transcript: District Level An example of the decisions that must be made by the state for education is that of choosing the standardized test used within the state. As of right now the state of Arizona has not come to a decision on which test will be used as the state's standardized testing during this school year (2014-2015). It was announced in late May 2014 that the state had decided against using PARCC as the standardized test for the "upcoming" school year 2014-2015. The state has said that their final decision will be made known to all educators by late October 2014. The state level of decision-making is left to the responsibility of: state governors legislators state boards of education chief state school officers state education agencies local boards of education The responsibilities are those of certification, budgeting, choosing state standards to follow, and also deciding what standardized test will be used to determine AYP for all schools within the state. Baboquivari Unified School District No. 40. (2014). School Board. Retrieved from http://busd40.org/index.cfm?pID=5544 Baboquivari Unified School District No. 40. (2014). Administration. Retrieved from http://busd40.org/index.cfm?pID=5545 Arizona Department of Education. (2014). Retrieved from http://www.azed.gov/ Introduction Decision-Making State Level Decision-making is a great responsibility and those in charge must really take into account the effects that it could have on every individual involved. In education, decision-making is a difficult tasks because there are times that the decisions are not left up to the people closest to the beneficiaries of those decisions. This flow chart will demonstrate the decision-making in the world of education. At the district level the people responsible for decision-making would be the following: School Board Members Superintendent Administration These individuals are responsible for the budgeting of our schools, the hiring of staff, the rules and safety regulations and also the curriculum choices that are within our schools. There are many stakeholders in education but all decisions must really be brought down to the fact that they must benefit our students (our future). No matter what level the educational decisions are made they will all be passed down to the next level until the school level decides to make to correct use of it based on its students and what is best for them. Andrea Trias EDL/ 535 September 1st, 2014 Melissa Connors Decision-Making School level The new principal has recently made a purchase of digital cameras for each teacher in hopes that the cameras will be used to document academic success within the classroom. This was not introduced to the teachers until the purchase had been made and a short meeting was held to explain the uses of this new technology. Within a school decision-making is usually left up to administrators, which include: principals, vice principals, counselors, and program coordinators. They take into consideration the thoughts of the teachers but ultimately make the decision themselves. Decision-Making Flow Chart This past school year our district decided to add new technology to our classrooms, from elementary to high school classes. There were several meetings set up to introduce the new televisions that would be replacing our Promethean Boards as touch screens. Teachers and all staff members were invited to help in the decision-making of which would benefit the teachers and students at our school. In the end, the district made the decision based on budget and their understanding of how the new technology worked. Example of Decision-Making District Level Conclusion School level State level References

Decision Flow Chart

Transcript: Superintendent of Education The district will monitor each school's compliance with this policy. Local Principal Assignments Decisions Made at State Level Board of Education Teacher Certification Standards Accreditation Standards Testing Requirements & Standards Attendance/Truancy Requirements Student/Teacher Ratios Grade Completion Standards Are districts in compliance with Federal and State requirements? Federal Policies and Regulations Budget Facility Upgrades Dress Code Decision Flow Chart Board of Education Boundaries within the District School Locations Local School Principal Assignments Are schools in compliance with Federal, State, and District requirements? Curriculum Selection Hiring and Firing of Teachers & Staff School Calendar of Events Budget Facility Upgrades Dress Code Testing Schedule Curriculum Selection Hiring and firing of teachers and staff School Calendar of Events Testing Schedule District Superintendent Assignments The school principal will decide the testing plan to ensure all 3rd-12th grade students take the required exams. Budget District Assignments State Superintendent of Education This becomes state policy. State Board of Education decides that 3rd-12th grade students will take standardized testing. Decision Making Example Principal References State Congress Teacher Certification Standards Accreditation Standards Testing Requirements & Standards Budgets Attendance/Truancy Requirements Student/Teacher Ratios Grade Completion Standards District Assignments District Superintendent Assignments Are districts in compliance with Federal and State requirements? National Association of State Boards of Education. (2013). State Boards of Education. Retrieved from http://www.nasbe.org/about-us/state-boards-of-education/ Responsibilities, Duties, Decision-Making, and Legal Basis for Local School Board Powers. (2013). Retrieved from http://education.stateuniversity.com/pages/2391/School-Boards.html Stader, D.L. (2007). Law and Ethics in Educational Leadership. Retrieved from The University of Phoenix eBook Collection database. Who Makes Decisions in School. (2006). Retrieved from http://www.soundout.org/howdecisions.html District Policies and Regulations This decision affects the education system because the action agent must plan and execute to comply and all intermediate levels must monitor to ensure compliance. Decisions Made at School Level Decisions Made at District Level Superintendent of Education Boundaries within the District School Locations Are districts in compliance with Federal, State, and District requirements? State Policies and Regulations Board of Education Jenn Paccapaniccia EDL 535 November 18, 2013 Dr. Rahim Jones

Decision-Making Flow Chart

Transcript: The district is made up of 63 schools with over 58,000 students. There are over 7,000 employees. Each decision made by the School Board directly effects each of these people. It is one of the largest districts in the state. Decisions in Public Schools Decision-Making Flow Chart Ashley Brobst EDL 535 Professor Jones Bezzina, C. (1993). School-based decision making and renewal. The International Journal of Educational Management, 7(5), 18. Retrieved from http://search.proquest.com/docview/229139774?accountid=458 Center for public education. (n.d.). Retrieved from http:// www.centerforpubliceducation.org/You-May-Also-Be- Interested-In-landing-page-level/Audience-The-Public-YMABI /The-Role-of-School-Boards Virginia Department of Education. (2012). Retrieved from http:/ /www.doe.virginia.gov/about/index.shtml The Virginia Board of Education is made up of several members. There is a president, vice president and seven members. These members are appointed by the governor and approved by the General Assembly for a four year term and can only serve two consecutive terms. In order to organize the schools in the Commonwealth of Virginia, the Virginia Department of Education is in place. Public elementary and secondary schools policy making body is the VDOE. They govern many parts of education including teacher education, curriculum, evaluation and accountability. Our school consists of two principals, a department chair for each subject area, and a reading specialists. Each grade level team is also organized with a team leader. In addition, committees for many different areas are in place. District Responsibilities Each and every decision is important when it comes to the education of our children. Here, you will see three branches that govern and help run successful schools in our state. Everyone that has a part in these branches makes important decisions for students everyday. State Decisions Leaders at the State Level School Decisions District Decisions School Board members serve a four year term and are elected by community members. Each of the five members are elected for the area that they live in. Many responsibilities are left up to the individual schools. Some of these include: Discipline procedures and consequences Daily schedule for each grade level Extra-curricular activities for students Field trips and in-school performances Staff development plans on some teacher workdays School improvement plan decisions Responsibilities at the School Level Leaders at the District Level Decisions Made by the State Responsibilities at the State Level The main duties of the Board of Education include: Setting curriculum standards for the state Establishing requirements for high school graduation Determining qualifications for classroom teachers, principals, and other education personnel Create and regulate state testing and assessment programs Establishing standards for accreditation of local school divisions and preparation programs for teachers and administrators Enforcing the No Child Left Behind Act and administering federal assistance programs Developing rules and regulations for the administration of state programs. The School Board serves the community schools in the following ways: ensures that the eduction the students get is the best seek and use community views in decisions assist in curriculum material purchases decide which buildings will be renovated, replaced and when new ones will be built create calendar for students and teachers develop and maintain a budget References Leaders at the School Level Each school in the world is alike and different in many ways (Bezzina, 1993). It is because of this that it is important that schools be able to make many of their decisions on their own. According to a bill passed in the Spring of 2014, several Standards of Learning tests were eliminated from school requirements. These include three in elementary schools and two in middle schools. School implications: With the pressure of the testing eliminated, teachers can incorporate more extensive, hands-on activities. In turn, students learn through more exciting, constructivist methods. District implications: Departments in the district are charged with developing an alternative assessment to measure students learning in these areas.

Decision-Making Flow Chart

Transcript: Because the Washington, D.C. is not a state the powers of hierarchy differ slightly. The mayor is in control followed by the State Board of Education, OSSE, the Chancellor, and then the Instructional Superintendents. As a result the funding and some of the criteria may change every time the city receives a new Mayor. Responsibilities of the State Board of Education Level OSSE has decided to accept the Common Core Assessment in D.C. AS a result Kaya Henderson, Chancellor for DCPS has decided to suspend teacher evaluations that include student test scores. According to (Russo, 2014) "I don't think there's a problem with our evaluation system. I believe it does what we want it to do," Henderson said. "Our teachers have increasingly more and more faith in it. I want them to continue to have faith in it." The Chancellor wants to make sure that students and teachers can adequately benefit from the new system. Audley Bain EDL 535 June 23, 2014 Dr. Rahim Jones The State Board of Education is responsible for advising the State Superintendent of Education on educational matters, including state standards, state policies, including those governing special, academic, vocational, charter and other schools, state objectives; and state regulations proposed by the Mayor or the State Superintendent of Education. The "Dc.gov State Board Of Education" (2014), "The State Board of Education is accountable for approving the District of Columbia's statewide accountability plan". Decision-Making Flow Chart References Decision Making Power Makes sure Public and Charter schools are in compliance with the State Board of Education ("District of Columbia Public Schools", 2014). Governs and makes sure that students have transportation. Makes sure that Administrators and Educators are licensed Determines the curriculum students will adhere to. Governs the accountability of No Child Left Behind. The decisions to hire teachers, approve budgets, buy textbooks, or manage the daily operations of traditional or pubic charter schools. The Mayor: Selects 4 out of the 11 School Board members. DCPS is under direct control of the Mayor. The Chancellor: Works directly with the Mayor to implement, his or her vision for the District. Instructional Superintendents: Work directly with the principal and staff Conclusion Decisions Made by Office of the State Superintendent of Education Example of OSSE DECISION DC.gov State board of education. (2014). Retrieved from http://sboe.dc.gov/page/state-accountability District of Columbia public schools. (2014). Retrieved from http://dcps.dc.gov/DCPS/ Nuckols, B. (2014, June 19). DC to suspend test scores in teacher evaluations. abc NEWS. Retrieved from http://abcnews.go.com/Politics/wireStory/dc-suspend-test-scores-teacher-evaluations-24217064

Decision-Making Flow Chart

Transcript: New York State District Main branches with the State include: Office of P-12 Education Office of Higher Education Office of Cultural Education Office of Performance Improvement and Management Services Chief Financial Office Office of Counsel Office of the Professions Office of Adult Career and Continuing Education Services Dr. John B. King, Jr. is the Commissioner of Education and President of the University of the State of New York. Dr. King Jr. is responsible for making crucial decisions that impacts the educational system within New York State. For instance, Dr. King Jr. aided in the decision to adopt the Common Core curriculum in New York State, which as been pushed in schools districts this current school year. Dr. King Jr. endorses the Common Core and has pushed numerous initiatives to school districts as well as resources and education on how to appropriate use the new state standards. New York Department of Education (2014) Within a district, each school may approach the decision-making process differently, depending on the building principal. At this level, the principal is at the top of the hierarchy with other administrators following. The principal is responsible for student discipline, observations, new hires, extra-curricular activities, as well as faculty meetings and facilitating information. For instance, the principal determines disciplinary action. He or she can designate students to detention, in- or out-of-school suspension. Duanesburg Central School District (2014) Decision-Making Flow Chart References At the district level, the superintendent is at the top of the hierarchy. All decisions presented to the district is ultimately decided upon by the superintendent. At Duanesburg Central School district, the superintendent, Mrs. Crowley, is responsible for decisions involving budget, new hires, tenure observations, etc. Typically, Mrs. Crowley works collaborating with building principals in many decision-making processes. For example, during a teacher's year of tenure approval, the superintendent has the overall say in the matter, but calls upon the specific building principal for further information. During this year, the superintendent must observe the teacher in order to approval to be considered. Duanesburg Central School District (2014) Duanesburg Central School District. (2014). Retrieved from http://www.duanesburg.org New York State Education Department. (2014). Retrieved from http://www.nysed.gov Schimmel, D., Fischer, L., & Stellman, L. R. (2008). School law: What every education should know. Boston, MA: Pearson Education, Inc. Tara Fossetta EDL/535 March 31st, 2014 Professor Jones State Responsibilities vary at each level: State Districts Schools Each level is organized in a hierarchy-manner that allows for efficiency and appropriate decision-making. Schools

Decision Making Flow Chart

Transcript: Examples of Decisions Introduction The School Includes Teachers and Administration State board of Education decides to implement Common Core State Standards effective 2014/15 school year Individual Districts must decide how to transition their district from the Louisiana Comprehensive Curriculum to the Common Core State Standards. Districts must make sure they have the qualified staff to teach the new standards Schools within each district must make sure teachers are implementing the transitional curriculum in the years leading up to 2014/15 and then must make sure they are implementing full CCSS in the 14/15 school year. Violations must be reported to the district level. Student progress will start with new tests at the state level and passed on through the districts State of Louisiana is lead by the State Superintendent of Education (publicly elected official) Publishes list of requirements for teacher certification as well as student promotion, retention and graduation Administers high stakes tests and publishes results Identifies major issues, makes them public and attempts to resolve them Makes decisions with the support of the Board of Elementary and Secondary Education (BESE) The District Superintendent implements policies from BESE Educates students within their schooling zones Approves hire of own teachers, curriculum needs, textbook usage and programs of study Implements early education programs, extended study and GED programs Must secure funds, sites, construction, etc... with approval of District School board Principal is the leader of each individual school School is responsible for the individual education of each student as well as behavior management Individual Administration oversees individual school budgets Site administration is responsible for oversee of teachers, high stakes testing and curriculum Decision Making Flow Chart Five Tips for Decision Making. (2012). Retrieved July 21, 2014, from Education World: http://www.educationworld.com/a_admin/decision-making-five-tips.shtml Louisiana Believes. (n.d.). Retrieved July 20, 2014, from Louisiana Believes: http://www.louisianabelieves.com The State Includes State Superintendent, BESE, legislators References Everything that happens in a school is based on a decision someone else made. Everything has its purpose. As a teacher or a teacher leader at a school, we must know there is a chain of command and decisions made at our level are based on directives (or decisions) made at other levels of the educational ladder. It is our job as teachers and teacher leaders to make decisions that are beneficial for our school and our students. Conclusion Before we get mad at decisions made by our administration we have to think about where their directives are coming from. What has the legislation passed down to them. A good leader analyzes their school and decides when it is good to implement certain things based on solid decisions. The District Includes School Board Members, Superintendent and Administration

Decision-Making Flow Chart

Transcript: Applications are taken at the county level and appointments are recommended by Lead teachers within the discipline. After the annual allotment meetings, the Directors and Lead teachers recommend changes when necessary, taking care of surplus staff first. North Carolina Department of Public Instruction Decision-Making Flow Chart The district curriculum is not prescriptive. The implementation of the unit plans is left to the discretion of the teacher to select the scripts used in the plans, the pacing of the curriculum and the grades awarded for the work that is done. The State adopted Common Core and the State standards are aligned with the Common Core Essential Standards at the District level. Unit plans are developed for all Essential Standards across all grades. In Theatre Arts, all teachers are provided with the new standards and unit plans. The PTSA manages the Legacy fund annually. This fund covers the cost of materials teachers need to be effective in their classrooms. Last year the PTSA raised $130,000 to supplement the funds of the school. Teachers can use these funds to attend conferences in their field. They may also buy supplies for their classrooms. The school has used these funds to buy additional technology when the laptops supplied by the district were inadequate as configured. Not all schools have an alumni association as active as the one at Reynolds. Money coming into the school system comes from the following sources: State - 65%, Federal - 11%, Local 21% and Grants 3% (Finance, 2014) Curricula are developed and adopted at the State level. The State has adopted Common Core and developed Essential Standards. (Curriculum, 2014) Curriculum Curriculum. (2014, May 10). Retrieved from NC Public Schools: http://www.ncpublicschools.org/curriculum/ Finance. (2014, May 10). Retrieved from NC Public Schools: http://www.ncpublicschools.org/fbs/finance/ Human Resources. (2014, May 10). Retrieved from NC Public Schools: http://www.ncpublicschools.org/district-humanresources/key-information/ Winston-Salem/Forsyth County Schools Winston-Salem/Forsyth County Schools R. J. Reynolds High School Financial Support Decision-Making Flow Chart Linda Moody Legal and Ethical Issues in Education EDL/535 May 12, 2014 Dr. Rahim Jones Licensure details are determined at the State level, although the mandate may be from the Federal government, as in the "highly qualified" status mandated by No Child Left Behind Act. (Human Resources, 2014) Teachers are appointed by the Principal, based on qualifications and requirements for extra-mural activities. The Principal is not permitted to appoint anyone who is not fully qualified into a full-time position, when a fully qualified candidate is available. The appointments are made on the enrollment numbers presented during allotment meetings with the Superintendent of High Schools. Licensure R. J. Reynolds High School References Teacher salaries are paid by the county, together with a county supplement. A portion of the taxes raised within the county are allocated to the School Board who decide how the funds will be allocated. The income derived from the tax base of each school is used as the measure for the allocation of these funds. This system is not conducive to equity among the schools. The School Board proposes a bond referendum to raise the funds for large capital outlays, such as the refurbishing of old buildings, building and furnishing new schools, buying new technology etc. R. J. Reynolds High School Winston-Salem/Forsyth County Schools

Decision Making Flow Chart

Transcript: School Level Decision Making Additional graduation requirements School budgets Dispersment of funding Bargain with teacher unions Funding of educators School policies Curriculum requirements Administration District Level Fletcher, A. (2006). SoundOut. Retrieved from http:// www.soundout.org/howdecisions.html It is not always obvious who makes decisions related to education. However, it is imperative to understand decision making pathways in order to affect school improvement and change (Fletcher, 2006 ). This chart represents who may become involved in decision making at the state, district, and school levels, and the roles and responsibilities included. Board of Education This position may be elected or appointed, and the individual can work with the state school board, the governor, or independently. This person implements rules, regulations, and budgets. District School Board References District Administration The school board is made up of elected officials who get recommendations from the public and the superintendent. They set the budget and agenda for schools, assign students to schools, make rules and policies, and set learning standards. Decision Making Flow Chart Laura Nevenner EDL/535 February 17, 2014 Melissa Connors Provide leadership Publicly represent school Mediate conflicts Interact with district, state, and federal authorities Authorize budgeting Guide student activities Participate on special committees Fletcher, A. (2006). SoundOut. Retrieved from http:// www.soundout.org/howdecisions.html Schimmel, D., Fischer, L., & Stellman, L. R. (2008). School law: What every educator should know a user- friendly guide. Boston, MA: Pearson Education, Inc. School Level Teachers References District Superintendent District Level Decision Making Conclusion Teacher Certification Graduation Requirements State Mandated Testing Procedures School and District Accreditation This elected group of officials oversees schools and ensures that the state adheres to federal rules and regulations. Policies set by the school board are requirements for all public schools. State Level This group can include principals, assistant principals, and school counselors. These are the leaders of the school. Introduction State Education Leader/Superintendent The district administration determines funding, rules, and regulations for the schools within their district. State Level Decision Making Teacher leaders and teachers make decions ding curriculum, committees, and classroom and behavior management. State and Regional Administration These people administer federal and state programs to meet school needs. They also provide professional development, administrative guidance, and funding to districts and schools. The district leader is responsible for all schools within a district. They act as the figurehead and authority of all education related issues. Educational decisions are made by state officials, district administration, and school officials. All of the decision makers have a governing body that helps guide the and protect the schools. Large decisions can be made at multiple levels and in or out of the school. Smaller decisions are usually made within the individual school. When stakeholders understand how, where, when, and why decisions are made, they can beging to influence decision making changes (Schimmel, Fischer, & Stellman, 2008).

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