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A Curriculum Management Audit - page 33 / 140





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  • “The district must establish priorities and then hold to a constant course of action.”


  • “No one has been on point to work with the strategic plan.” (Administrator)

Another area of concern was the lack of coordination between the site-based management plans and district priorities. Comments concerning this area are included below:

“Each school’s improvement plan is based on its national model.”



















  • “We are a ship without a rudder . . . we just sort of flounder.” (Teacher)

  • “Site-based management means decisions are made by the council and teachers are just told what

the decision will be without consultation beforehand.” (Teacher)

In summary, the planning process has been fragmented and incomplete. The district’s strategic plan

has not been utilized. School and between school site-plans and the

department plans are independent of District Focus goals is incidental.

each other. Coordination Several departments are

working with department plans, state-mandated are coordinated. If planning is to shape district

plans, action plans, and improvement, this trend

school plans, none of which must be reversed. A district

long-range plan must be Curriculum Management plan.

developed to serve as the core for all school and department plans. The Audit can serve as a data source and provide clear criteria to help focus the

Finding 1.4: Job Descriptions for Sound Curriculum Management Are Adequate in Scope but Inadequate in Quality.

A job description is a descriptive statement that captures the essence of job responsibilities, duties, relationships, and the like. Accurate, current, and clearly written job descriptions are a valuable component of a district’s control function in that they communicate valuable information and direction at the applicant/employee as well as the system level. At the applicant/employee level, a job description serves as an initial and ongoing reference regarding the duties and responsibilities that the system expects of a person serving in this position and an indication of the prerequisite personal skills and knowledge anticipated for successful performance. Accordingly, job descriptions also serve as the benchmark for formative and summative performance evaluation of the employee. At the system level, job descriptions can be used collectively to determine whether or not all of the major functions of the organization have been assigned to one or more positions for operational and implementation purposes as well as to evaluate workload within the organization. Job descriptions also clarify lines of communication and authority.

At the minimum, a written job description should create in the reader’s mind a clear picture of required entry knowledge and skills (qualifications), the essential functions associated with the

position (duties/responsibilities), and reporting relationships (chain organizations, the job description of most positions should also include delivery of the curriculum, the major work of the system. Only those





connections to the design and positions that are clearly of a

logistical supportive nature (i.e., compensation and benefits manager) are requirement. Job descriptions must also be accurate and current if they are to guides.

exempt from this serve as adequate

The Table of Organization that was presented to the auditors included 42 different positions, including line and staff administrative as well as clerical and support positions. Job descriptions for 31 (74 percent) of the positions were provided to the auditors for review. The 11 positions for which no job descriptions were provided are as follows:

Clover Park School District Audit Report Page 27

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