School Finance - Final Reflection

      School finance was considered a weakness of mine from the beginning of the Superintendent certification program. Competency 8 now has more strengths and competent than before. I am competent in the budget development of the procedures and timelines that should be followed to accomplish this each year. The reason I think my greatest strength is in regards to personnel. I believe in looking for qualities a person has to benefit the organization and I do well with set policies.  The policies, laws, and procedures must be followed exactly each and every time – no exceptions with selecting, evaluating, disciplining, reassigning, and dismissal of personnel. I will continue to seek improvement in understanding more depth of school finance. I understand the expenditures and budget what funds you have, but I still having difficulty of where and how much all the funds are coming from. I am going to do additional research on state and federal funding, plus schedule another appointment with our business person at my district to clarify a few remaining questions I have.

     The lectures gave me a direction to accomplish the assignments and the main focus for that week. The TEA link for finance was extremely helpful resources and I utilized the TEA Budgeting Guidelines frequently. I found the Summary of School Finance for the districts to be quite interested and sparked my interest in analysis surrounding districts. The equity and adequacy can easily be seen in your own backyard.

     Each week brought something new to my attention regarding school finance. The words equality, equity and adequacy now carry the face of school children in my mind. The children in Texas are not receiving the same learning experiences and each district is unique with their own challenges. The calendar of events for developing a budget is something I will use in the future. The activities of comparing districts were beneficial for looking at WADA, revenues and expenditures of a district. Also, the introduction and discussion of the Financial Integrity Rating System was knowledgeable for me.  The group collaboration became a rewarding experience as we worked on each week’s assignment. The reassurance of having someone to communicate with on the assignments made this course manageable.

    This course will assist me in my current position with the understanding more of the district budget planning that I am part of. I will be able to follow and have a more meaningful understanding of the current issues with school funding. The course has already brought me having conversations within my district on funding and budgeting. The road to providing equity and adequacy education is going to continue to be a bumpy and difficult road with no end in sight.

Code of Ethics for School Leaders

Code of Ethics for School Leaders

The following are examples of ethics’ violations.

1. Standard 1.2 – The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charges for personal gain or advantage.

Example:  Purchasing equipment for personal use but giving education related justifications. IPAD ‘s, laptops, and computers are examples of this misuse.

2. Standard 1.3 – The educator shall not submit fraudulent request for reimbursement, expenses, or pay.

Example: Request payments associated with an overnight stay for a conference. Then not attending the conference, but sight-seeing in the area.

3. Standard 1.5 – The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage.

Example: Purchasing from a certain vendor or business to receive personal cash back from the vendor.

4. Standard 2.3 – The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

Example: Dismissal of an employee without following policies and laws. This could cost the district in legal and attorney fees.

5. Standard 2.4 – The educator shall not interfere with a colleague’s exercise of political, professional, or citizenship rights and responsibilities.

Example: Asking an employee to find a way not to serve on a jury. When an employee serves on a jury this is a district expense.

Short and long-range consequences with prevented actions:

Below are possible outcomes on three incidents from educators who violate the code of ethics.

1. Example: Purchasing from a certain vendor or business to receive personal cash back from the vendor.

An educator who takes this risk is deceiving the school district. Once this becomes known the employee should be placed on administrative leave and the proceedings of this case could find the employee with criminal charges. The outcome of this incident could be a criminal conviction.

The TAC 249.15 states the action of the State Board for Educator Certification has in regards to an educator’s certificate. This includes restrictions on a certificate, issues a reprimand, suspend a certificate, revoke or cancel a certificate.

The TAC 249.14 states the superintendent must report within seven days of any employee that illegally transferred, appropriated, or expend school property or funds.

The TAC 249.14(b) states that any complaints against an educator must be filed in writing.

The TAC 249.26(b) involves anyone who has a criminal conviction with crimes involving school property or funds.

Preventive Action:

A preventive action plan would be to have strong and consistent procedures when purchasing from vendors. This depends on the supply and type of expenditure. A large expenditure may require a bid and approval from the board process. District’s have procedures and level’s of approval before reaching the business office and usually the business offices give the final approval based on the approvals received. However, an additional procedure would be to have perimeters in the computer system to red-flag new vendors, expenses over a certain amount, and/or frequency of purchase from a certain vendor.

2.      Example: Request payments associated with an overnight stay for a conference. Then not attending the conference, but sight-seeing in the area.

A school employee who does not use the funds as intended is committing fraud. The short-term consequences could be as simple as a local reprimand to possible non-renewal of a contract with the district. The district could file a complaint with the SBEC which could result in a revolt of certificate.

Standard 1.3 – The educator shall not submit fraudulent request for reimbursement, expenses, or pay.

Preventive Action:

When an educator attends a conference a proof of attendance from the conference must be submitted upon arrival. Also, requesting an evaluation form the employee that includes supported evidence of attending. This must be signed by their supervisor and turned into central office.

3.      Example: Dismissal of an employee without following policies and laws.

Standard 2.3 – The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

An educator could be reprimanded or loss their certification by dismissing as employee without following policies. The effect on the district as a whole could result in costly legal expenses.

Preventive action:

The procedures of hiring, evaluation, and dismissal of an employee need to be in place. Every district should have a personal department to oversee those procedures and policies are in place. Training to principals, directors, or supervisors should be conducted at least twice in the school year for updates and reminders of the proper procedures and policies regarding the hiring, evaluation, and dismissal of employees.

TAC 247.1 “….in accepting a position of public trust…. “all educators must uphold to this statement in every action they take every moment, more so, as the Superintendent of a district. Parents, community, and stakeholders trust the funding is in the best interest of the students. The expectations that all school employees will make the right choices and keep the integrity of the district. The ratifications of misrepresentation of funds are and should be a stiff penalty for every educator who violates this ethic code of conduct

Financial Audits

The Superintendent explained the annual external financial audit is overseen by the Assistant Superintendent of Finance. WISD school policy allows the district to have the same auditor for three years. Then the process of bids is conducted for the next three years. WISD always changes auditors every three years.

The auditors conduct the annual pre-work for 2-3 days in late July or early August. The auditors return in October or the beginning of November for a week. The first year with new auditors takes the longest and by the third year the audit goes more quickly.

The auditors are looking for inconstancy in the financial records and will make recommendations if needed. WISD has never received a negative report or discrepancies.

The results are communicated to the board at the December board meeting. The board received bond copies and a letter. The board will vote, approve and sign the necessary reports. The auditors submit to Texas Education Agency on behalf of the school district.

Understand Personnel Salaries in District Budgets

WISD total personnel salaries are 82% of the total district budget. Personnel salaries is always going to be the largest expenditure and requires evaluating the positions held within the district to assure efficiency. Last spring our district offered incentives for employees who choose to leave the district. During this process the district did not have to let anyone go and moved existing employees as needed. WISD did a reconstructing of the master schedule all campuses to fulfill the needs of the students with the employees we have. WISD did not hire anyone and is still on a hiring freeze.

The positive impact of a five percent salary increase would be a motivator that the district works a team and saved in other areas to be able to offer the raise. In reality, this would not be possible and would be havoc on the budget. The raises could give the public the wrong message and the district could be perceived the local/state budget is not a reality. Several years ago our board approved a set amount for all teachers and a set amount for administrators. This caused some thinking this was unfair because this allowed some employees to receive a higher percentage of raise that others. The main point was the board and the budget was in the position to award all employees.  

District's M&O Fund

Woodville I.S.D. is a 2A school district, but we are the largest of the five school districts in Tyler County and are considered a property wealthy district by the state. This results in WISD having to send local revenue to the state while WISD is experiencing serious budget cuts. The total revenue is $14,372,001, where 68% is from local and 32% is from the state.  The I&S tax collection for the district is 524,849.  The WADA is only $1,879 with a population of 1,400 students. Economically disadvantage is 64.2%, Special Education is 16% (WISD is the county co-op for the county), Career & Technical education is 20%.  The largest allotments are from Special Education and Compensatory Education making up 20% of the revenues. WISD also receives the small district allotment.

The expenditures for instructional is 54% and the second highest is plant operations of 14%. The instructional expenditure is $8,275,320 were 50% is for regular education, 26% for special education, and 14% for accelerated education.

WISD provides special education services to the other districts in the county. WISD has a beautiful auditorium that is shared with the county districts and local community where WISD receives funds. This is similar to Dr. Hicks excerpts from Learning from the Best (Harris) of the win-win situation of using a facilities to benefit many. WISD facilities are well aged, but the renovations and well maintained buildings are some of the best I have seen. The best of technology available is used by our students and the career & technical programs is impressive and you would not expect to find in such a rural area. WISD plan the budget well and obtains a healthy fund balance. WISD will be able to weather the storm during these difficult times. However, there is great concern with several of the 1A schools in the county being able to survive.

Additional Stakeholders - Budget Process

     A superintendent must address all the different stakeholders input regarding budget to understand their position and meet the financial needs of the district.  My superintendent pointed out that now he asks what are you really using and what can you live without. He has made it very clear in the district that if you are not using it for the benefit of the students, then you don’t need it for the next school year. The district must again make major adjustments for the budget to balance and the district cannot afford to lose much more employees. The superintendent is currently in the process of developing a task course committee made of staff from each campus, students, parents, and community members to explain where we are and what needs to be done. He wants the perspective of this task force to be part of the budget process decision making for the next school year.

      My reaction to the current situation is that everyone is part of the budget process. Every employee must use their current resources efficiently and find ways to not spend unnecessary money. I do believe our principals are working closely with their departments/leadership campus teams to analysis and review how things regarding the budget are being done. I can remember just a short while back with the stimulus money asking for “wish lists” from campuses. The community members are personally feeling financial cutbacks and are actually showing a concern and interest in school finance.  Our board is reporting of parents and community members asking questions about the changes from last year’s cuts and what cuts are to be expected for next year. Parents, staff, board members, and community members are feeling the ripple effect from last year’s changes and are anxious about the upcoming year. We are experiencing difficult financial times and everyone is going to be uncomfortable as we weather this storm together. However, as educators we will see that our students are successful.

    

     The following is the input considered while working on the budget:

·         Central Office Administrators and Staff:  The cost and/or additional cost of web base programs, service agreements, insurance increase, and any additional expenses that may be needed. The costs of professional development, district programs, and technology upgrades.

·         Principals: Principals wants the best for their campus. The costs of the programs and equipment they use on campus. Any maintenance or building improvements to enhance their campus. The principals work to ensure their teachers have the materials, supplies, and training they may need for the upcoming year.

·         The Site-Based and District Improvement Committee focuses on student achievement for the most part and seeing that all students are represented in the planning process of their plans. The allocations of the budget are included, but the actual dollar amount is not their concern. The assumption that funding will be available to reach the goals. Sometimes a strategy or activity is in the plan and during the budget process this will be considered to find the funding from another department or funding source.

·         Teacher Organizations and Key Stakeholders are usually groups looking in from the outside.  They are passion on an issue and they can be your best friend or greatest enemy. These groups must be kept informed of what is going on and have them involved on some school and district committees. We must gain trust and be open with our communications.

·         Board of Trustees: The board has the obligations that the school district spends the money wisely. Their questions and input are welcomed. The board is the eyes of watching the funds and budgets. The revenues and expenditures are looked at closely each month by the board.

·         Food Service, Maintenance, and Transportation are other areas that must also be included in the budget process. Each of these departments has unique financial needs that can be difficult to fund and maintain.

Superintendent's Roles and Responsibilities in the Budgeting Process

  The interview answers I received from my superintendent is consistent with goal driven budgets, communications, and the budget process materials I am being exposed to in this course of School Finance. I learned from my superintendent the time, effort, and planning involved of budget, revenues, and expenditures. He stated his main responsibility is to have a good average and stay in the guidelines. Determine the revenue sources from the state, federal and local grants. Also, must take into account of adjustments in the budget and decrease of money actually received. The board is focused on the district goals and one goal is the expenses will mirror our enrollment.

      My superintendent reviewed the Summary of Finance report from TEA. He explained to me the LPE and DPE. The numbers were the same, but the DPE will change when enrollment is put in and tax collections. This site is only an estimate and he utilizes the live time collections often. He works closely with the Asst. Superintendent of Finance. I also learned of the amount the district sends to the state because WISD is considered a property rich district.

      I am appreciative of the information and time I receive from my superintendent. He is always willing and finds the time to discuss with me any questions in regards to this course. I value his responses because of his network and his years of experience as a superintendent in more than one district. He demonstrates the importance of communicating the funding (or lack of) and finances with all the campuses and the community. The previous year and this year my superintendent is making great strides to keep all inform of the budget and challenges we are faced with. Last school year was a turbulent year and he has begun preparing the district to expect the same for this spring.  

Goal Driven Budget

      A goal driven budget is a guideline based on the intentions of all stakeholders to meet the goals and vision of the district for student success.  Dr. Arterbury implied the board, district, and campus goals should be a “version of the vision” and this is the foundation for the budget process.  A goal driven budget is complex and receives the attention of all employees in district and the community. This is accomplished from the various committees’ and different people throughout the district.

       WISD district improvement plans states the district goals and the resources for funding by each strategy. The various types of funding is identified as  local, state, federal, special education, state compensatory, title, rural and low income, and Title II D Technology. The amount of the funding available is not presented in the improvement plan, but is included in the budget planning process.

        WISD district goal of student achievement is the area where the complexity of funding is evident. The funding resources are received from the different identities based on student enrollment in PEIMS and ADA. The funding for target student population is evident by utilizing state compensatory, special education, and rural and low income for achieving these needs of the district.

      Goal 4 of WISD states: “Operations: WISD will keep budgeted expenditures aligned with revenue projections to achieve a balanced budget. Staffing levels and student enrollment will be closely monitored to ensure payroll mirrors ADA.”  The objective to monitor financial projections is funded by local, Title, rural and low income, title, special education, and state compensatory. The majority of the resources for the objectives and strategies for this goal is local funding. This goal is a strong message that WISD will operate with a strong and balanced budget according the ADA. The district uses reliable revenue projections and the superintendent communicates this with the district and holds public meetings to keep the community abreast the current state funding.

            WISD has a total of six district goals and the funding resources are evident in the plan.  The campuses improvement plans includes the same goals listing their strategies and funding to achieve the goal. Therefore, a goal driven budget is developed by committee’s of several stakeholders at different levels within the district. According to Dr. Arterbury conversation, WISD process is a reflection of “a goal driven budget”.

           

Understanding TEA Budgeting Guidelines

  The preview of the TEA Budgeting Guidelines January 2010 organized the process and information that is pertinent to school finance. The information I learned to be most beneficial to me is the clarification of the various type of budgets, effective budget calendar, WADA and adjusting the difference in student population, and future forecasting.

    An overall line-item budget is traditional and the most familiar with. Each item of the budget is accounted for. However, program budgeting must be utilized into the budget process to review the district/campus programs for sufficient funding. Also, the program funding is vital information for reviewing the results of the program. The zero-based budget process is something I would be interested in investigating because of the justification and how the funds will be utilized. The zero-based budget process requires to use the expenditures as planned.

     An effective budget calendar is a must. The column format stating the completion date, activity, and person responsible would organize myself in accomplishing the budget process.. The calendar would require the budget to be planned  with all stakeholders and campuses. Also, the calendar would allow efficiency in completing the state mandate dates and provide sufficient time to develop a cohesive school budget.

     The importance on PEIMS is one of the most important parts of WADA. The students must be entered correctly and reviewed to see that the district is receiving the most funding possible. The adjusting the difference in student population according to the special education population and the career technology population would motivate me as a superintendent to express the value of PEIMS input.

     Future forecasting of revenue, expenditures, capital cost, debt service cost, and operating costs is a data collection and analyzing the budget is challenging, but more important in today’s current situation. The ability to forecast and plan in years to come represent a strong district that can overcome the changes in revenue and not find themselves in a crises situation.

    The TEA Budget Guidelines would be a resource that I would utilize as a new superintendent. The complexity of budgeting and funding is an area where there is constant change that requires more than just a general understanding of school finance.

School Finance - Introduction

Introduction to School Finance

Part 1 – School finance history.

1.       1845 – Texas became a state and the new constitution began the complexity of funding a free and appropriate education. The difficulty of having adequate funds for all schools in Texas has been the center of debate in school finance and considered “unconstitutional” in several court cases.

2.       1949 – Gilmer-Aiken Laws changed the funding and operation of state schools. The State Board of Education was founded, teacher salaries were increased, and formal school year were established from these laws. Also, the organization of state supplementing local taxes to adequately find public school.

3.        Edgewood v Kirby lawsuit that ended up with the Texas Supreme Court decision leading to the 1993 – “Robin Hood Plan” where property wealthy districts distribute their revenue based on one of five methods. This plan came from after a series of lawsuits beginning in 1984.

Part 2 – Issues impacting the state formula

1. Local property tax base varies greatly across the state. Thus, having a fair formula is impossible without the development of the “Robin Hood” plan.

2.        Foundation School Program (FSP – This is how Texas distributes its funding to school districts. The formulas and calculations in Tier 1 and Tier 2 along with the system of using the Weighted Average Daily Attendance (WADA) impacts the funding of a district and the allotment amount of the different special programs. District must continuously work on student attendance and most important, the students must be coded correctly to receive all allotment funds.

3.      Inflation: The current system of funding uses formulas created many years ago and has not adjusted to keep pace with the increasing costs and needed salary increases.

Part 3 – Equality, Equity, and Adequacy

Equality - Every student has the same access to the same type of basic educational program, all students benefit. Example: funding for meeting the needs of educating a student in the core subject and facilities suitable to the student’s academic need. (Texas Education Code Chapter 42)

Equity – fair and responds to the needs of the individual. Example: special education funding and bilingual education.

Adequacy – sufficient amount of funds for students to achieve. Example: minimum teacher salaries and textbook funding

Part 4 - Comparing Two District Improvement Plans

At first I found Austin’s plan difficult to understand and follow, but upon closer review I discovered Austin’s plan begins with a plan and is followed throughout the district. I do believe Austin’s plan is lacking in following the funding for their goals and compensatory education. I would like to continue with Woodville’s format and include behind each goal the update/detail information such as Austin.

Supervisor Conference

I met with my site-supervisor on Friday, Sept. 16 at 10:00 AM in my office. I expected the meeting to last about 45 minutes, but we were still talking at noon. This meeting gave us an opportunity to review my plan in detail and to talk about the superintendent program at Lamar.  Dr. Kenner, Assistant Superintendent, has been in education for over 30 years and she has a wealth of knowledge that she shares so willing with me.

 One of her concerns she had was the ability to address all of the 38 activities and how many of the activities were outside of my responsibilities. Therefore, in reviewing the activities she made several recommendations that made the plan pertinent to our district and to give me opportunities that I had not thought of. For example, she invited me to a meeting of COMPASS (Community Performing Arts Series at the Summit) where our choir will be asking to perform in January. This will give the opportunity to be more involved with the community and to assist the choir director when the choir performs in January.  

Another change we made was the review of discipline referrals. We looked at the Performance Based Monitoring Report and an area of concern is the discipline referrals of special education students. I will be researching the discipline data, gathering information from campuses, and share the findings with the district leadership team.

Dr. Kenner was impressed with the activities I have already completed or in progress. I did several professional development presentations to our county of five districts and our district in August. I also collaborate and assist with planning for all of our district professional development. I do requisitions for testing materials and services often with my present position. I was able to obtain donations for a family night our Elementary School hosted this past Friday.

Dr. Kenner believes this plan will give me a good glimpse into about every area of district. She pointed me in the right direction on a few activities and offered advice how to accomplish others. The most important thing I valued from our meeting was having the opportunity to reflect on several issues facing education and sharing our view points on overcoming these obstacles. One of the main benefits I will receive during this internship is having a mentor that will help guide me into new leadership roles this program may bring my way. This is indeed an exciting time for me as I pursue my superintendent certification.

Superintendent Interview

The interview process was completely different than I had expected. I already had a perceived idea to what I thought the replies would be for many of the questions. After all, I am part of the executive meetings and part of the central office. However, I soon realized I was looking through a narrow scope and not a wide-angle lens. The experience from the interview now intrigues me to initiate other similar conversation with my superintendent, Glen Conner. The most significant common trend Mr. Conner offered was the value of honesty. Honesty to yourself and others is his guide to leading the district. Mr. Conner’s definition of leadership is having the style and ability to give guidance and leadership direction to benefit the children we serve.

The attributes of a good superintendent is to be a good listener. Look for compromise and be a mediator for the public, parents, and Board. A superintendent must be comfortable with saying, “No”, discern some things and make decisions for all. In today’s society a superintendent must think global and holistic when dealing with all the facets of leading a district.

I scored well in Competency 1 which emphasized the importance of integrity, fairness and ethical behavior. I believed ethical leadership had more to do with your behavior. After asking this question to Mr. Conner, ethical leadership is not only your own behavior, but that of the entire district. Mr. Conner stressed a superintendent must be honest and the patrons demand transparency in a small community such as ours. Another major area of ethical leadership is to confirm that the board members are demonstrating ethical leadership themselves. The superintendent may have to point out integrity, fairness, and ethical behavior to the Board because of a conflict of interest will arises at times.  After all, trust in the district is the hardest to gain back if ever lost.

I stated to Mr. Conner that Competency 3 was an area where I needed assistance and advice to be successful with communicating and responding to the community members and knowing how to evaluate the effectiveness of this. Mr. Conner quickly stated the community will tell you how successful you are in non-objective way. In our community the school employees are our patrons. Woodville’s biggest employer is the school district. Therefore, listening to what is going on and looking at everyone's perspective. In a small community, it is expected to be at as many school and community events as possible.

As I had expected, building a good relationship with the Board is difficult. Establishing a personal relationship with the board members and not letting that interfere with Board business. The Board must respect each other and know there will be times of disagreement. Always remember that a decision is not made by one board member, but by at least four others. Understanding the backgrounds and different dynamics of the Board is necessary. Mr. Conner said by having a strong board president makes all the difference in having a productive and strong team.

Mr. Conner believes to accomplish wide range strategic planning that enhances the teaching and learning, alignment of curriculum and the other areas of Competency 5 is easier in a bigger district that a small. This is a huge process and must have an instructional leader to meet the demands of the state and federal. Mr. Conner does not know how smaller schools than ours are able to handle this effectively. Even in our district a few people must wear many hats.

Mr. Conner’s advice to me develop an effective internship is to have the opportunity to work in as many areas as possible. Mr. Conner said I have a chosen a great time to seek this internship because of my position with the district and I will have the opportunity to work more closely in all areas, versus a larger school district. After all, because of the challenges ahead we have to be flexible in the way we do the business of education. Business is not the same as usual. I am in the position to be on the cuff of dramatic change where current leadership must be inspired by this challenge.

Vita

Annette Adkins

P.O. Box 2036

Woodville, Texas 75979

(W) 409-283-3752; (C) 409-766-0767; aadkins@gmail.com; annette.adkins@esc5.net

Education/Certification

M.Ed.                                      Master of Science in Educational Management, University of

                                                Houston-Clear Lake, Houston, TX, 2005

BS                                           Bachelor of Science in Academic Studies, Sam Houston

                                                State University, Huntsville, TX 1994

Superintendent

Certificate                              Texas (In progress)

Principal Certificate             Texas, 2005

Teacher Certificate              Elementary Self-Contained (1-8), Texas, 1995

                                                Elementary Mathematics (1-8),Texas, 1995

Administrative and Leadership Experience

District Instruction and Assessment Coordinator

Woodville Independent School District

Woodville, Texas 2009-present

·         Unified the state assessment process and implemented necessary procedures for the district. This includes district training to superintendent, principals, and campus testing coordinators for all state assessments.

·         Analyzed and disaggregated data of individual students, sub-groups, campuses, and the district to assist in the improvement of student achievement.

·         Provided professional development to district, campuses, and departments based on the needs of the district.

·         Provided support, training, and resources during the first year and current year of CSCOPE curriculum. Woodville I.S.D. received Recognized status for district’s history.

Assistant Principal, Woodville Middle School

Woodville Independent School District

Woodville, Texas  2007 – 2009

·         Developed and implemented campus wide discipline plan on the positive behavior model of CHAMPS.  Resulted in a decrease in office referrals and discipline reporting.

·         Developed a student incentive to improve attendance and recognize academic achievement.

·         Scheduled and supervised Para-professionals based on campus needs.

·         Evaluated, monitored, and conferenced with teachers using the state’s evaluation process to improve student achievement.

·         Oversaw daily operations and served in the capacity of the principal when needed.

Assistant Principal, Santa Fe Intermediate

Santa Fe Independent School District

Santa Fe, Texas  2006 – 2007

·         Developed a campus wide lesson plan and procedures for monitoring.

·         Coordinated and organized a math and reading night for two campuses that resulted in over 400 families that participated in the event.

·         Simplified and enforced a tardy policy that reduces morning tardies.

·         Responsible for assistant principals duties in the morning and responsible for three math classes at Santa Fe Junior High campus in the afternoon.

Summer School Principal Gr. 5 – 12

Santa Fe Independent School District

Santa Fe, Texas  2006 (Summer)

·         Oversaw all campus operations for 180 at-risk students and 25 staff members for grades 5^th through 12^th.

·         Produced student/teacher schedules, provided procedures, enforced student code of conduct and addressed parent/student concerns.

Math Department Chairperson,

Santa Fe Junior High, Santa Fe, TX 2000 – 2007

·         Planned, developed, and implemented of aligned math curriculum. This included inclusion, remediation, regular, G/T, and Pre-AP.

·         Increased student performance on state assessment each year. Santa Fe Junior High received the first recognized rating in the campus history.

·         Implemented researched-based teaching instructional practices and intergraded technology.

·         Monitored curriculum and instruction of other members in the department and made recommendations for improving student achievement.

·         Prepared aligned local assessments for department.

·         Disaggregated benchmarks, exams, benchmark and state assessment data. Adjusted curriculum and recommended classroom instructions based on data for department

Campus Teacher Mentor Coordinator

Santa Fe Junior High, Santa Fe, TX  2004 – 2006

·         Coordinated campus mentor program and trained mentee’s.

·         Mentored new teachers. Two new teachers received the district’s most effective First Year Teacher award.

District Educational Improvement Committee

Santa Fe Independent School District, Santa Fe, TX 2002 - 2004

·         Assisted with developing a new mission statement for the district and new district improvement plan format.

·         Reviewed district improvement plan with committee members for corrections and clarification.

Campus Educational Improvement Committee

Santa Fe Junior High, Santa Fe, TX  2002 – 2006

·         Chairperson of campus discipline committee to provide a positive learning environment.

·         Assisted with developing the school year master campus schedule with emphases on providing best middle school practices for the betterment of student achievement.

·         Chairperson for organizing a campus wide parent involvement event with parent participation of 70%.

Teaching Experience

Math and Pre-AP Algebra I Teacher - 8^th Grade,

Santa Fe Junior High, Santa Fe, TX 1995 – 2006

·         Developed and implemented a math remediation program. Increased student achievement for at-risk students.

·         Aligned and developed Pre-AP Algebra I curriculum. Excellent results on state assessments, including 100% on End-of-Course Algebra I

·         Piloted inclusion math classes and assisted with campus wide implantation of inclusion.

Math Teacher – 7^th Grade

C.E. King Middle School, Houston, Texas 1994 – 1995

·         Assisted on grade level committee on various year long activities to motivate and improve student achievement.

·         Mentored and tutored at-risk students.

Additional Professional Development

·        Texas State Assessment Conference, 2011, 2010

·        Galveston County Leadership Academy, 2006

·        Texas Middle School Conference, 2009, 2008, 2007, 2003, 2000, 1998

·        ASCD Conference, 2008, 2005

·        Gifted and Talented State Conference, 2002

Presentations

·         Adkins, A. (2011, August). Navigating STAAR. Presentation at Woodville I.S.D. Faculty In-service, Woodville, Texas.

·         Adkins, A. (2011 August). What Do We Know About STAAR? Presentation at Tyler County Professional Development Conference. Professional development for educators for 5 districts, Woodville, Texas.

·         Adkins, A. (2008, August). Discipline Management. Presentation at Woodville Middle School. Faculty In-service. Woodville, Texas

·         Adkins, A. (2007, August). Classroom management. Presentation at Woodville Middle School. Faculty In-service. Woodville, Texas

·         Adkins, A. (2006) Ruby Payne’s – A Framework for Understanding Poverty. Faculty book study. Santa Fe, Texas

·         Adkins, A. (2006) Ruby Payne’s – A Framework for Understanding Poverty. Faculty book study. Santa Fe, Texas

·         Adkins, A. (2004). Math Vertical Teaming – Similarities in TAKS Testing. Santa Fe Middle and High School. Faculty In-service, Santa Fe, Texas

Professional Affiliations

• Texas State-Wide Network of Assessment Professionals, 2010 - present

·         Association for Supervision and Curriculum Development, 2005 - present

·         National Council of Teachers of Mathematics, 1996 - present

·         Texas Middle School Association, 2000-2009

·         Delta Kappa Gama Society International for Women Educators. Officer – Secretary of Delta Epsilon Chapter. 2005-present

Honors and Awards

·         2000 Secondary Teacher of the Year. Santa Fe Independent School District, Santa Fe, Texas

·         1999 Regular Education of the Year for Special Education, Santa Fe, Texas

·         1998 Teacher of the Year – Texas Association of Community Schools, Galveston County

References

References will be included on the following page, if requested.