Superintendent’s Roles and Responsibilities in the Budgeting Process

As I spoke to my Superintendent, a recurring theme resounded with me.  At each turn, she mentioned communication.  The role of the Superintendent in the budget process is officially defined as, “Preparing and submitting to the Board a proposed budget and administering the budget,” per our District Board Policy.  The steps that must be taken in order to complete the task are many, and communication is at the center or the process.

She expressed to me that the Superintendent is a coordinator of team effort.  The analogy of a conductor was used more than once.  In her words, we have different teams, students, community stakeholders, teachers, non-contract staff, principals, and central office personnel that require resources to complete their charge every day.  Each of those stakeholders plays a part.  It is through communication that the Superintendent collects the information and marries it to the Vision of the Board.  Through effective communications with all parties, the budget is produced, just as a conductor communicates and works with all parts of an orchestra to produce a symphony.

At the end of each cycle, the Superintendent is held responsible by all stakeholders for the success or lack thereof of the District.  The “buck” stops with the Superintendent.  For that reason, it was also made very clear that the Superintendent must have a very strong Assistant Superintendent of Finance (or equivalent).  The presence of a strong financial leader will allow the Superintendent to make intelligent decisions regarding programs and long-term sustainability of key District initiatives.

At the end of the interview, she reiterated to me that, “It is all about communication.  Whether it is good news or bad news, I must communicate it to keep my job.  The students are counting on that, even though they don’t directly realize it.”

The interview really allowed me to realize that the entire budget process is a cycle of actions.  No single action is more important than another.  The Board communicates their Vision through the DIP.  Each school then creates a CIP in order to carry out the Vision of the Board.  The results that will be measured at the end of the year will assist all parties to produce the following year’s DIP and CIP.  Through this cycle, the budget enables the district to make positive steps toward fulfillment of the CIP and DIP.  The DIP / CIP and budgeting processes are reliant on each other and cyclical.  Without one, the other could not exist.