Using the CTE Budgeting Process to Support Student Achievement  

TARGET AUDIENCE:       Administrative and Supervisory CTE Personnel

DATES/LOCATIONS:         October 17, 2019 – Nittany Lion Inn, State College                                                

PIL HOURS TO BE AWARDED: 30                                            

DESCRIPTION:

Using the CTE Budgeting Process to Support Student Achievement

This 30-hour PACTA PIL will be offered in one location with optional helping conferences provided in the west and in the east.  Participants are required to attend a Report-out Session to present their culminating project.  The course includes 14 contact hours.  Participants may elect to earn Act 45 hours or to simply participate in the sessions.  Business administrators are encouraged to attend with their school's Administrative or Executive Director.  The PIL includes budget philosophy; program planning; performance accountability; phases of budgeting; effective use of fiscal (federal, state, and local) resources; budget management, and presenting the budget to the Board and member school districts.  The role and responsibilities of the CTE Director, other administrators, teachers, business administrators, and the superintendent of record in budget development and management will be discussed.

There are three job embedded assignments (16 hours).  The assignments are essential elements of every school’s CTE operating budget:  (1) Using your school’s comprehensive plan and PDE Chapters 4 and 339 Regulations, identify your student achievement goals; (2) Analyze the school’s current budget and make recommendations for funding your student achievement goals; and (3) Develop a draft JOC/school board document showing the impact of funding your student achievement goals through the general fund operating budget (functions and objects).  Participants will deliver a brief presentation during the Report-out Session summarizing their priorities and budgetary changes designed to improve student achievement.

Administrators will gain skill and evidence for components of the Framework for Leadership in Domains 1a, 1b, 1c, 1d, 2a, 2c, 2e, 3a, 3b, and 4c.