As part of establishing effective practices within middle school schedule, one of the key aspects to note was the lack of funding for the recommendations considering that the school does not have new money in the budget. Snyder, Hemmeter, McLean, Sandall, McLaughlin, & Algina (2018) argue that budgeting is one of the key aspects associated with any approach in educational institutions, as it seeks to determine the overall levels of effectiveness in the achievement of set goals. In this case, the main focus is ensuring that the middle schools are well positioned to improve on the learning capacities for the students, as well as, ensuring that the students gain from the education process. To achieve this goal, the key approaches adopted included adopting the 4 A/B block schedule and hiring a full-time professional reading coach. These two approaches focused more on the idea that they would further the LMS goal of improving reading among sixth-grade students. When dealing with the 4 A/B block schedule, the main area that the financial director at Lincoln Middle School would need to consider is an elimination of some of the additional non-instructional positions. In funding of new educational programs, one of the vital areas that educational institutions focus on is the non-institutional positions, as these positions tend to have a major impact on the financial position (Hui, 2017). In this case, the main focus would involve elimination of positions that include supporting staff and teaching assistants in some of the upper classes. The support staff positions that may be eliminated include technical assistance and cleaners with the institution focusing more of its attention towards incorporating the finances into the funding of the new educational schedule to meet the students’ needs and demands. To meet the target in an implementation of the 4 A/B block schedule, the key focus will be eliminating positions that amount to a total of $304,084(plus or minus $13,750). That means that the institutions would reflect more on its financial position to determine the non-institutional positions that have a major impact on the performance of the school and those that only seek to drag the institution financially. On the other hand, LMS would also need to reflect on the idea of hiring a full-time reading coach for all teachers at the school as part of building capacities in reading and comprehension. According to the figures presented, the institution would need to focus on finding new measures that would help in meeting the financial demand associated with hiring a full-time professional at the institution. Although the institution would be in a better position to improve its performance, it is equally important to reflect on the financial implications of the new position. The idea of hiring a new full-time professional at the school would translate to a total $82,932(plus or minus $3,750) annually to meet the costs associated with adoption of the new strategy. The main justification for hiring a full-time reading coach at the institution is that this coach will pave the way for enhanced performance capacities for the teachers engaging in different subjects. Gannicott (2016) argues that the focus for any educational institution ought to be ensuring that it creates a positive learning environment for its students by working towards building that positive platform from which to determine performance. In this case, the main focus for the institution would be the idea of increasing class size, as this would work as a viable approach towards reducing operational costs while increasing revenue.
As part of establishing effective practices within middle school schedule, one of the key aspects to note was the lack of funding for the recommendations considering that the school does not have new money in the budget. Snyder, Hemmeter, McLean, Sandall, McLaughlin, & Algina (2018) argue that budgeting is one of the key aspects associated with any approach in educational institutions, as it seeks to determine the overall levels of effectiveness in the achievement of set goals. In this case, the main focus is ensuring that the middle schools are well positioned to improve on the learning capacities for the students, as well as, ensuring that the students gain from the education process. To achieve this goal, the key approaches adopted included adopting the 4 A/B block schedule and hiring a full-time professional reading coach. These two approaches focused more on the idea that they would further the LMS goal of improving reading among sixth-grade students. When dealing with the 4 A/B block schedule, the main area that the financial director at Lincoln Middle School would need to consider is an elimination of some of the additional non-instructional positions. In funding of new educational programs, one of the vital areas that educational institutions focus on is the non-institutional positions, as these positions tend to have a major impact on the financial position (Hui, 2017). In this case, the main focus would involve elimination of positions that include supporting staff and teaching assistants in some of the upper classes. The support staff positions that may be eliminated include technical assistance and cleaners with the institution focusing more of its attention towards incorporating the finances into the funding of the new educational schedule to meet the students’ needs and demands. To meet the target in an implementation of the 4 A/B block schedule, the key focus will be eliminating positions that amount to a total of $304,084(plus or minus $13,750). That means that the institutions would reflect more on its financial position to determine the non-institutional positions that have a major impact on the performance of the school and those that only seek to drag the institution financially. On the other hand, LMS would also need to reflect on the idea of hiring a full-time reading coach for all teachers at the school as part of building capacities in reading and comprehension. According to the figures presented, the institution would need to focus on finding new measures that would help in meeting the financial demand associated with hiring a full-time professional at the institution. Although the institution would be in a better position to improve its performance, it is equally important to reflect on the financial implications of the new position. The idea of hiring a new full-time professional at the school would translate to a total $82,932(plus or minus $3,750) annually to meet the costs associated with adoption of the new strategy. The main justification for hiring a full-time reading coach at the institution is that this coach will pave the way for enhanced performance capacities for the teachers engaging in different subjects. Gannicott (2016) argues that the focus for any educational institution ought to be ensuring that it creates a positive learning environment for its students by working towards building that positive platform from which to determine performance. In this case, the main focus for the institution would be the idea of increasing class size, as this would work as a viable approach towards reducing operational costs while increasing revenue.
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References
Gannicott, K. (2016). Did Gonski get it right?: School funding and performance. Policy: A Journal of Public Policy and Ideas, 32(2), 1019. Hui, J. (2017). The Path to Deepening School-Enterprise Cooperation in Higher Vocational Education. Chinese Education & Society, 50(5-6), 451-457. Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232.Gannicott, K. (2016). Did Gonski get it right?: School funding and performance. Policy: A Journal of Public Policy and Ideas, 32(2), 1019. Hui, J. (2017). The Path to Deepening School-Enterprise Cooperation in Higher Vocational Education. Chinese Education & Society, 50(5-6), 451-457. Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232.
