Reflections on Navigating the School Finance Landscape

Throughout my professional journey, I have committed myself to learning and adapting to the complicated mix of fiscal management and academic administration. With a degree in accounting that was further strengthened by a master’s in administration and a doctorate in educational leadership, my education has laid the groundwork for a career uniquely tailored to school business operations. 

My career began by auditing school districts throughout Delaware and southeastern Pennsylvania. That process gave me invaluable insights into the financial complexities of schools and districts. I became a certified public accountant and started transitioning into the role of a school business leader, a role I have held for 24 years across three diverse districts.

Ethical leaders must make all decisions with the diverse needs of students, staff, and the community in mind while promoting an atmosphere where everyone feels valued.

Throughout my professional journey, I have committed myself to learning and adapting to the complicated mix of fiscal management and academic administration. With a degree in accounting that was further strengthened by a master’s in administration and a doctorate in educational leadership, my education has laid the groundwork for a career uniquely tailored to school business operations. 

My career began by auditing school districts throughout Delaware and southeastern Pennsylvania. That process gave me invaluable insights into the financial complexities of schools and districts. I became a certified public accountant and started transitioning into the role of a school business leader, a role I have held for 24 years across three diverse districts. 

From a 4,500-pupil countywide career and technical district to a 10,500-pupil comprehensive district and then a 6,500-pupil district, my career has evolved from business office supervisor to the executive leadership positions of chief financial officer and director of operations. 

Throughout this journey, I have overseen every non-academic operational department. In addition to my work experience, I have been a member of numerous state and local committees, boards, and working groups, assuming leadership roles such as the one-year presidency of the Delaware Association of School Administrators, a three- year tenure as president of the Delaware Association of School Business Officials, and appointment by the governor of Delaware to the state’s Plans Management Board in 2020. 

These experiences and my involvement as a parent volunteer for various school groups and organizations have helped shape my perspective and equipped me with a deep understanding of ethical fiscal stewardship. They have also driven my passion for advancing and improving schools and districts through effective financial leadership. 

Who We Are as School Business Officials 

The term “school business official” covers a wide range of responsibilities that can vary significantly by organization. In education, this complex role may involve fiscal management; oversight of departments such as human resources, personnel, facilities, construction, child nutrition, transportation, technology, athletics; or any combination thereof. The variety of these responsibilities makes all school business officials unique in their approach to leadership. 

The way we navigate budgeting, personnel management, and operational oversight is equally as diverse. Our personalized leadership style is shaped by individual experiences, organizational needs, and the broader field of education. 

In short, “school business official” serves as an overarching term that includes all the ways in which we contribute to the effective, continuous improvement of our school systems. 

Experience Shapes Our Leadership Style 

The size of a school district unquestionably shapes a leader’s style, influencing the breadth and depth of responsibilities. In smaller districts, leaders must be multitasking experts who wear numerous hats, encompassing fiscal and operations management, as well as personnel oversight. Their success depends on a detailed understanding of day-to-day operations and a hands-on approach. 

Conversely, leaders in larger districts must deal more with large-scale strategic planning, complex budgeting, and policy implementation. Finding the balance among these demands is no easy task. Those who move from small to large districts often bring a greater perspective, making their experience particularly effective in leading educational institutions toward success. 

Ethical Leadership: The Cornerstone of Success 

Ethical leadership is nonnegotiable. As school business officials, every decision we make affects our students, staff, and the community. We must promote a culture of trust and transparency, and ethical considerations must guide every decision. 

Transparency in financial management. Ethical leadership in school district finances involves transparent, accountable financial management. Clear communication with stakeholders about budget allocations, expenditures, and financial challenges builds trust and promotes a sense of shared responsibility for the well-being of the educational community. 

Fair and inclusive decision-making. Every decision, whether it involves budgeting, staffing, or resource allocation, must be fair to all and ensure that everyone is included. Ethical leaders must make all decisions with the diverse needs of students, staff, and the community in mind while promoting an atmosphere where everyone feels valued. 

Adherence to codes of conduct. School business officials must perform to the highest standards of professional conduct. Maintaining high ethical standards upholds the integrity of the organization and our profession while setting an example for others. ASBO’s commitment to promoting ethical leadership has led others to follow. 

The Importance of Grounded Leadership 

Connecting to students, faculty, and the community is critical for effective school district leadership. Grounded leadership involves spending time in schools, understanding the needs of different departments, and fostering a sense of community among employees. 

Time in schools and departments. A deskbound leader can become disconnected from the day-to-day realities of schools and departments. Regular visits to schools and departments provide valuable insights and convey a sincere interest in the well-being of the educational community. Understanding the challenges of teachers, administrators, and support staff strengthens the bond between everyone in the organization. 

Treating every student as your own. The heart of education lies in the students. I have always approached my role with the mindset of making decisions for all students as if they were my own children. I would never ask another parent to do something that I wouldn’t do for my own child. This approach ensures that our decisions are in the best interests of the students. ASBO’s emphasis on student-centered leadership has been a guiding principle. 

Communication with community members. Effective communication with parents and community members is essential to success. Every interaction must be guided by the Golden Rule: treating others as you would have them treat you. Clear, respectful, and open communication leads to positive relationships between the school district and the community it serves. 

Serving Ourselves to Lead Effectively 

As we juggle all the responsibilities that come with being a school district leader, it’s easy to forget that we are also part of the community we serve. It’s important to maintain a healthy perspective on self-care. Taking care of ourselves is critical to success and providing impactful leadership. 

Balancing personal and professional commitments. The demands of school district leadership can be overwhelming. Neglecting personal well-being can be detrimental to effective leadership. ASBO’s commitment to well-rounded leadership encourages members to find a balance between personal and professional commitments, ensuring that leaders are equipped to face challenges with resilience and clarity.

Continual reflection and growth. True leadership involves continual reflection and a commitment to personal and professional growth. ASBO’s emphasis on professional development aligns with the idea that leaders must be lifelong learners, open to shifting with all the changes that come along. Regular self-assessment and a commitment to growth ensure that leaders remain effective. 

School district leadership is a challenging yet deeply rewarding profession. Throughout my years of experience, I’ve come to appreciate the power of ethical leadership, the importance of staying grounded, and the value of continuous learning and professional connections. Being grounded with a focus on the students and community members ensures that all decisions are made with the diverse needs of everyone we serve in mind. It’s important for us to take care of ourselves so that we can more effectively take care of others. We must maintain balance along with a commitment to continual growth to ensure that we are able to lead effectively while preparing for the challenges ahead. 

Current and aspiring school business officials should embrace these principles as they move along their own leadership journey. By doing so, they contribute not only to the success of their institutions and the profession but also to the broader mission of creating an environment where every student can succeed.