School Budgeting: Traditional Methods and Reform Initiatives
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EDL5500FinanceSchoolBudgetingProjectRubric.pdf
EDL 5500 Finance School Budgeting Project Assignment Rubric
Part One – The Possibilities of Reform (Expository Paper)
Total Points for Section
Content
50
40-‐50 Analysis includes information about traditional methods of school budgeting and reform efforts like Cycle-‐Based Budgeting and Student-‐ Based Budgeting and all reading resources. From a principal’s perspective, a comprehensive case is made for the ability to be in control of a school’s finances. This is thought through in the context of hiring faculty, staff, and contracting with special services. This is thought through in the context of implementing staff development initiatives and implementing innovative programs designed to increase adult and student learning on campus. Goals and a strategic vision for undertaking this finance reform initiative are well thought out and expressed. Knowledge of the subject matter is comprehensive, in-‐depth and ranges over at least three specified sources of information. Understanding is demonstrated through an outstanding ability to grasp concepts and relate theory to practice. Writing skills include excellent mechanics, sentence structure, and organization. Application/analysis is demonstrated by grasping the inner relationship of concepts and excellent use of all specified supporting material.
30-‐39 Analysis includes most information about traditional methods of school budgeting and reform efforts like Cycle-‐Based Budgeting and Student-‐ Based Budgeting and most reading resources. From a principal’s perspective, a good case is made for the ability to be in control of a school’s finances. This is thought through mostly in the context of hiring faculty, staff, and contracting with special services. This is thought through mostly in the context of implementing staff development initiatives and implementing innovative programs designed to increase adult and student learning on campus. Goals and a strategic vision for undertaking this finance reform initiative are expressed. Knowledge of the subject matter is up to date and relevant. Understanding is demonstrated through a high level of ability to conceptualize essential ideas and relate theory to practice. Writing skills include significant mechanics, structure, and organization. Application/analysis is demonstrated by the ability to analyze and synthesize, independent analysis, and good use of specified supporting material.
0-‐29 Analysis includes some information about traditional methods of school budgeting and reform efforts like Cycle-‐Based Budgeting and Student-‐ Based Budgeting and some reading resources. From a principal’s perspective, a case is made for the ability to be in control of a school’s finances. This is thought through mostly in the context of hiring faculty, staff, and contracting with special services, but with gaps in what could be done. This is thought through mostly in the context of implementing staff development initiatives and implementing innovative programs designed to increase adult and student learning on campus, but with gaps in what could be done. Goals and a strategic vision for undertaking this finance reform initiative are relatively unclear. Knowledge of the subject matter is relevant but not comprehensive. Understanding is demonstrated by some ability to conceptualize essential ideas and relate theory to practice. Writing skills include grammatical lapses and emotional responses are used in lieu of relevant points. Application/analysis is demonstrated through informed commentary with some evidence of genuine analysis and some use of specified supporting material.
Part Two – The Reality Check (Interview with Principal)
Total Points for Section
Content
25
21-‐25 All suggested interview questions are asked and answered, including at least two additional questions from the interviewer. These additional questions add well to the interviewer’s ability to ascertain information about school budgeting. Notes, inclusive of principal’s answers, are uploaded into Moodle. The format used for the interview and uploaded into Moodle is presented in a manner requiring no need to ask questions for clarification.
11-‐20 All suggested interview questions are asked and answered, with no additional questions added. Notes from the interview are uploaded into Moodle, but the format used is presented in a manner that may require some need to ask questions for clarification.
0-‐10 Some of the suggested interview questions are asked and answered. Notes from the interview are uploaded into Moodle, but the format used is presented in a manner that requires some need to ask questions for clarification.
Part Three – Your Belief (Expository Format)
Total Points for Section
Content
25
21-‐25 Student considers the case for finance reform and the ideas presented by the principal to create a well thought out, comprehensive description of what s/he truly desires as a principal in regard to the school’s budget. Arguments are clear, convincing, and strong for the desired reality. Knowledge of the subject matter is comprehensive, in-‐depth and ranges over at least three specified sources of information. Understanding is demonstrated through an outstanding ability to grasp concepts and relate theory to practice. Writing skills include excellent mechanics, sentence structure, and organization. Application/analysis is demonstrated by grasping the inner relationship of concepts and excellent use of all specified supporting material.
11-‐20 Student refers to finance reform and the ideas presented by the principal to create a good description of what s/he truly desires as a principal in regard to the school’s budget. Arguments are mostly clear, convincing, and strong for the desired reality. Knowledge of the subject matter is up to date and relevant and refers to most sources of information. Understanding is demonstrated through a high level of ability to conceptualize essential ideas and relate theory to practice. Writing skills include significant mechanics, structure, and organization. Application/analysis is demonstrated by the ability to analyze and synthesize, independent analysis, and good use of specified supporting material.
0-‐10 Student refers to some aspects of finance reform and ideas presented by the principal to create a description of what s/he desires as a principal in regard to the school’s budget. Arguments are somewhat unclear, somewhat convincing, and relatively weak for the desired reality. Knowledge of the subject matter is relevant but not comprehensive, including only some source information. Understanding is demonstrated by some ability to conceptualize essential ideas and relate theory to practice. Writing skills include grammatical lapses and emotional responses are used in lieu of relevant points. Application/analysis is demonstrated through informed commentary with some evidence of genuine analysis and some use of specified supporting material.
