Clinical Field Experience A-Interview

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Clinical Field Experience A: Program Leader Interview
Leah N. Maclin
Grand Canyon University
EAD-510-0501: Education Finance
Dr. Rich Rundhaug
June 23, 2021

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Clinical Field Experience A: Program Leader Interview
For my Clinical Field Experience, I interviewed my principal mentor, who is my
employment’s assistant principal and currently administrating our district’s middle school
summer school. From her, I learned how our school’s budget operates and the summer school’s
needs. The second participant I interviewed was my grade-level teammate, who is the President
of my school’s Parent Teacher Organization. Their organization is not included into the school’s
budget, but they still must follow the school’s guidelines.
During my principal mentor’s interview, she explained to me how we are a Title I school,
and our district receives these funds from the government. It is then the district’s job to divvy
the money amongst our elementary, middle, and high schools. The amount of money schools
receive from the district is determined by the school’s number of students, which causes it to
fluctuate from year to year. The initial amount is merely a projection, and the schools do not
receive this income until after the first ten days of school and the funds are finally received by
the district. When the budget has been given to schools, it is also accompanied by guidelines.
These guidelines are in the form of percentages that specify how much of the budget should be
allocated to certain categories, such as parental involvement, food, printings, Title I, and student
resources. Once this information has been given to administrators, meetings are then held. Each
grade level has assigned a School Improvement Team representative, and it is their job to
conduct meetings with their grade level and then, voice these concerns in the School
Improvement Team meeting. The principal is also present in these meetings to hear and learn of
concerns, and altogether, they determine how and what to spend the money on that aligns with
the school’s mission and vision. Fundraisers can be used as a means to receive additional funds;
however, schools’ potential ideas have to be approved by the district’s School Board and give
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how the funds will be spent. Our school does conduct fundraisers, which include: JumpRope for
Heart, yearbook purchases, picture purchases, and t-shirt purchases. The school’s income and
budget are focused to be spent on instructional resources and programs for the students. Again,
the budget’s expenses are allotted according to if they follow the school’s mission and vision
statements. When the budget is being accounted for, the monthly meetings tend to involve the
principal, bookkeeper, and Central Office.
For my school’s newer Parent Teacher Organization, their funding is solely from
fundraising and not the school’s budget. Their fundraisers include staff and students, and the
year’s budget fluctuates from year to year. However, the organization does try to have consistent
expenses each year in order for the group to estimate and budget accordingly. When the budget
is being written, the group comes together to discuss fundraisers and potential purchases. Every
purchase is suggested with the school’s mission and vision in mind and what will benefit a
majority of the staff and students. These funds are then documented on budget notes, and the
notes are read in the beginning of every meeting. The Parent Teacher Organization understands
that their purpose is to boost morale amongst the staff and students, and they do an amazing job
showing that someone cares about the school and its success.
According to the created Needs Assessment, the participants answered the questions
according to them being a PTO member and an administrator of a summer school program. The
strength they both identified was their groups ability to work well together and do the work
necessary. The identified weaknesses for PTO are their ability and flexibility to have
fundraisers. Their approval and timing must be allowed by the school’s administration, so this
process can hinder their ability to fundraise and increase income. This weakness was also noted
as being the organization’s need. For the summer school program, their weakness is the
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magnitude of courses in such a limited time, such as: credit recovery courses, E.L.A, Math,
Science, Social Studies, and P.E. Even with this second chance, the program has a need for
supplies for these students, such as: highlighters, markers, and pencils. Both groups have based
their needs and wants around the success of students. The PTO would like to be able to donate a
portion of their income to teachers so that they can setup their classroom and prepare the learning
space for students. Providing supplies for these students in summer school is giving them a
second chance to learn and prepare for the next grade level in a more individualized program.
Throughout this interview and Needs Assessment process, each piece and response
encompassed the school’s mission and vision. Standard 1 of the Professional Standards for
Educational Leaders states, “Effective educational leaders develop, advocate, and enact a shared
mission, vision, and core values of high-quality education and academic success and well-being
of each student (NPBEA, 2015).” This course has encouraged having the mindset of making
every decision in accordance with the school’s mission and vision in order to best serve every
student. By creating a budget with students at the forefront, it completes this standard.
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References
National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author.

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1

Clinical Field Experience A: Program Leader Interview

Grand Canyon University

EAD-510-0501: Education Finance

Dr. Rich Rundhaug

June 23, 2021

Clinical Field Experience A: Program Leader Interview

For my Clinical Field Experience, I interviewed my principal mentor, who is my

budget, but they still must follow the school’s guidelines.

principal, bookkeeper, and Central Office.

Educational Leaders 2015. Reston, VA: Author.

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