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134
XI. Professional Development Staff & Costs
This expenditure element includes spending on the professional development of a
school’s staff and the staffing resources necessary to support it. Professional
development staff should be entered as full-time equivalents (FTEs), and cost
figures should be entered as a dollar amount, both of which may include decimals.
Enter each staff member’s name that corresponds to the FTEs entered in the
related fields. Indicate in parentheses if the staff member is not a 1.0 FTE in that
category.
A. Number of Professional Development Days in the Teacher Contract: Number
of days the teacher contract specifies for professional development.
B. Substitutes and Stipends (teacher time): Dollar amount budgeted for
substitutes and stipends that cover teacher time for professional development.
For time outside the regular contract day when students are not present before
or after school or on scheduled in-service days, half days or early release days,
the dollar amount is calculated by multiplying the teachers’ hourly salary
times the number of student-free hours used for professional development.
For planning time within the regular contract, the dollar amount is calculated
as the cost of the portion of the salary of the person used to cover the teachers’
class during planning time used for professional development. For other time
during the regular school day, including release time provided by substitutes,
cost is calculated with substitute wages. For time outside the regular school
day, including time after school, on weekends, or for summer institutes, the
dollar amount is calculated from the stipends or additional pay based on the
hourly rate that the teachers receive to compensate them for their time.
C. Instructional Facilitators/Coaches: Number of FTE instructional facilitators
and coaches. This may include on-site facilitators and district coaches
(though only the FTE for the specific school should be recorded). Outside
consultants who provide coaching should be captured in an estimated FTE
amount depending on how much time they spend at the school.
D. Trainers/Consultants: Dollar amount for outside consultants who provide
training or other professional development services. If trainers are from the
district, convert to a dollar amount.
E. Administration: Number of FTE district or school-level administrators of
professional development programs. (Again, only the FTE for the specific
school should be recorded).
F. Travel: Dollar amount of the costs of travel to off-site professional
development activities, and costs of transportation within the district for
professional development.
G. Materials, Equipment, and Facilities: Dollar amount of the materials for
professional development including the cost of classroom materials,
equipment needed for professional development activities, and rental or other
costs for facilities used for professional development.
Object Description
| Title | Allocation of educational resources to improve student achievement: Case studies of four California charter schools |
| Author | Patrick, Ramona Kay |
| Author email | rpatrick@usc.edu; ramonakaypatrick@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-05-04 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | Charter schools are growing at a rapid pace have significantly more flexibility in their allocation of resources in comparison to their traditional public school counterparts in California. Because of this, it is important to study how successful charter schools, with this increased flexibility, are utilizing their resources to achieve high results with their students in a time of fiscal constraint. There is a plethora of data and research on effective school practices to improve student achievement, but a dearth of research on the effective allocation of resources at charter schools. The purpose of this study is to analyze how four high performing charter schools, with high percentages of socioeconomically disadvantaged students in Los Angeles, California, are implementing school improvement strategies and utilizing resources at their school site to impact student achievement. The Evidenced-Based Model, (Odden & Picus, 2008) along with Odden and Archibald’s (2009) Ten Strategies for Doubling Student Performance were used as a lens in this study to compare resource allocation as well as school improvement strategies to best support student achievement at the schools. This study will describe each schools’ instructional vision and improvement strategy, how resources are utilized to implement their instructional improvement plan, how the current fiscal crisis is affecting their allocation of resources, and how actual resource patterns are aligned with the Evidence Based Model (Odden & Picus, 2008). |
| Keyword | charter schools; resource allocation; evidenced-based model |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3815 |
| Contributing entity | University of Southern California |
| Rights | Patrick, Ramona Kay |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Patrick-4438 |
| Archival file | uscthesesreloadpub_Volume51/etd-Patrick-4438.pdf |
Description
| Title | Page 142 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 134 XI. Professional Development Staff & Costs This expenditure element includes spending on the professional development of a school’s staff and the staffing resources necessary to support it. Professional development staff should be entered as full-time equivalents (FTEs), and cost figures should be entered as a dollar amount, both of which may include decimals. Enter each staff member’s name that corresponds to the FTEs entered in the related fields. Indicate in parentheses if the staff member is not a 1.0 FTE in that category. A. Number of Professional Development Days in the Teacher Contract: Number of days the teacher contract specifies for professional development. B. Substitutes and Stipends (teacher time): Dollar amount budgeted for substitutes and stipends that cover teacher time for professional development. For time outside the regular contract day when students are not present before or after school or on scheduled in-service days, half days or early release days, the dollar amount is calculated by multiplying the teachers’ hourly salary times the number of student-free hours used for professional development. For planning time within the regular contract, the dollar amount is calculated as the cost of the portion of the salary of the person used to cover the teachers’ class during planning time used for professional development. For other time during the regular school day, including release time provided by substitutes, cost is calculated with substitute wages. For time outside the regular school day, including time after school, on weekends, or for summer institutes, the dollar amount is calculated from the stipends or additional pay based on the hourly rate that the teachers receive to compensate them for their time. C. Instructional Facilitators/Coaches: Number of FTE instructional facilitators and coaches. This may include on-site facilitators and district coaches (though only the FTE for the specific school should be recorded). Outside consultants who provide coaching should be captured in an estimated FTE amount depending on how much time they spend at the school. D. Trainers/Consultants: Dollar amount for outside consultants who provide training or other professional development services. If trainers are from the district, convert to a dollar amount. E. Administration: Number of FTE district or school-level administrators of professional development programs. (Again, only the FTE for the specific school should be recorded). F. Travel: Dollar amount of the costs of travel to off-site professional development activities, and costs of transportation within the district for professional development. G. Materials, Equipment, and Facilities: Dollar amount of the materials for professional development including the cost of classroom materials, equipment needed for professional development activities, and rental or other costs for facilities used for professional development. |
