In the EDLD 5342 week 4 lecture, Dr. Lu explains that differentiated staffing can be used to create increased efficiency by assigning teachers and other educators different responsibilities based on carefully prepared definitions of many teaching functions (EDLD 5342 Week 4 Lecture, Page1). Using this thinking to restructure professional responsibilities, school districts can work towards eliminating non-essential staff. This is especially important in current times where Texas school districts are receiving decreased funding. Campus as well as district leaders must examine all positions to determine if the responsibilities of one or more positions can be eliminated. The eliminated position responsibilities can then be divided among the remaining employees. One example of this would be to have instructional specialists, who have typically not been assigned to teach a classroom of students, teach at least half of one day. Instructional specialists are campus level employees who have been utilized to provide direct interventions for struggling students, write local assessments, observe and guide direct instruction at the campus level, and revise curriculum. Eliminating half of the instructional specialist position allows the district to eliminate half of a teaching position for every two instructional specialists. Instructional specialists would still be able to perform their duties but would only have half of the day to do so. This realignment of instructional specialist responsibilities would result in about a 20,000 dollar savings per instructional specialist. This savings could be significant when applied across a school district.
While the elimination of one half an instructional position appears to be pretty simple, a great deal of collaboration among central office curriculum professionals as well as among campus leaders must occur. All professionals must be able to communicate to all employees the need for the restructuring. Additionally, school districts must be able to ensure that all responsibilities are reassigned in the same manner from campus to campus and also be able to determine where gaps in performance might occur. Addressing these potential gaps will ensure the continued success of the district’s instructional program, even in the face of decreased budgets and the elimination of staff. Having a clear cut plan determining how to examine and address needs in the face of campus personnel restructuring will help to not only help the district save money but, the district will ensure that student needs continue to be met.
PART 3 REFLECTION
I felt that Dr. Lu Stephens did a wonderful job of explaining differentiated instruction during her interview. School districts are looking at a variety of strategies to address personnel and budget cuts. As a future superintendent, I realize that it takes a great amount of time to collaborate with key stakeholders to have crucial conversations about cutting positions. I think that during those crucial conversations, the goal is to see where can you cut positions and still be able to address the needs of the districts so that students are still going to be successful. It is a positive to be able to save money and still address the needs of the district. Of course, this puts an increase on significant positions workload. Serving as a principal, I have had the opportunity to visit with our superintendent and justify every position. We had a discussion that if we ever had to RIF, what areas would have the possibility to do so. I think it is an unfortunate time for education. We have an increase in accountability ratings and expectations and we are being provided with less funds from the state.
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