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A Curriculum Management Audit - page 13 / 140





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The Curriculum Management Audit assumes that an educational system, as one kind of human work organization, must be responsive to the context in which it functions and in which it receives support for its continuing existence. In the case of public educational systems, the support comes in the form of tax monies from three levels: local, state, and federal.

In return for such support, mass public educational systems are supposed to exhibit characteristics of rationality, i.e., being responsive to the public will as it is expressed in legally constituted bodies such as Congress, state legislatures, and locally elected/appointed boards of education.

In the case of emerging national public school reforms, more and more this responsiveness is assuming a distinctive school-based management focus which includes parents, teachers, and, in some cases, students. The ability of schools to be responsive to public expectations, as legally expressed in law and policy, is crucial to their survival as publicly-supported educational organizations in the years ahead. The Curriculum Management Audit is one method for ascertaining the extent to which a school system or subunit thereof, has been responsive to these expressed expectations and requirements in its context.

Standards for the Auditors

While a Curriculum Management Audit is not a financial audit, it is governed by some of the same principles. These are:

Technical Expertise

CMAC certified auditors must have actual experience in conducting the

all levels audited. management.








affairs of clues of

a school system at sound curriculum

The Clover Park School District Curriculum Management Audit Team included auditors who have been school superintendents, assistant superintendents, directors, coordinators, principals and assistant principals, as well as elementary and secondary classroom teachers in public educational systems in several locations: Arizona, California, Montana, Iowa, Minnesota, Florida, Texas, Georgia, North Carolina, Maryland, New York, Kansas, Idaho, South Dakota, and Pennsylvania.

The Principle of Independence

None of the Curriculum Management Audit Team members had any vested interest in the findings or recommendations of the Clover Park School District Curriculum Management Audit. None of the auditors has any working relationship with the individuals that occupied top or middle management positions in the Clover Park School District, nor with any of the past or current members of the Clover Park School District Board of Education.

The Principle of Objectivity

Events and situations which comprise the data base for the curriculum management audit are derived from documents, interviews, and site visits. Findings must be verifiable and grounded in the data base, though confidential interview data may not indicate the identity of such sources. Findings must be factually triangulated with two or more sources of data, except when a document is unusually authoritative such as a court judgment, a labor contract signed and approved by all parties to the agreement, approved meeting minutes which connote the accuracy of the content, or any other document whose verification is self-evident.

Triangulation of documents takes place when the document is requested by the auditor and is subsequently furnished. Confirmation by a system representative that the document is in fact what was requested is a form of triangulation. A final form of triangulation occurs when the audit is sent

Clover Park School District Audit Report Page 7

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