Contents Introduction Context for Resource Allocation Analyzing Current Allocations Guiding Principles for Reallocation Allaying Fears Conclusion

After establishing the context for resource allocation and the guiding principles, the issues that often cause staff, both central and school-level, to fear the process should be addressed.

1. Will control over resources cause a school to look for the "cheapest" teachers to replace those who have more experience and thus cost more?
   This may be the first question asked by teachers. One way for the district to handle this is to require that schools use the district average salary as a cost for the position regardless of the actual cost of the person. This allays the fear, but it does set up another set of inequities in that the experienced teacher frequently costs twice as much as the new teacher. Within several years of gaining control over resources, schools may start to question the "value add" of each staff person. This is good in that it means that the school community is now feeling ownership of and accountability for their students. It does not, however, serve as an incentive for a union or school staffs to support the resource allocation process. Use of average salary as a cost is an easier way to start the process. The more complex issues may be addressed after the process has been institutionalized.

   Hear about: Why a Houston principal thinks a free market system for paying teachers would improve student outcomes.

2. Will my job be eliminated?
   This is the questions on every staff person’s mind once the process gets underway. Everyone begins to feel vulnerable, which does not contribute to teaming to achieve a common goal. Depending on the staff and personal circumstances of those working in the school, it may be possible to accomplish eliminating jobs through attrition rather than removal. If that is not possible, however, the focus must be kept on the job, not the person. In many districts with union contracts, eliminating the position from the school does not mean that the person is without a job. The teacher has a contract with the district, not the school, and may simply be transferred to another school within the district.
   
   
3. Will the union contract be violated?
   No school or district makes progress by alienating its employee organizations. It is usually more beneficial to involve union leadership in the allocation process than to spend time in adversarial situations. Union contracts that are impediments to school-level decision making about the use of resources will have to be renegotiated at the appropriate time.
   
   
4. In student-based budgeting, will the school try to get the maximum number of students enrolled to get the money and then find ways of moving them out of the school?
   One way to minimize the problem is to establish dates within the year when funds are recalculated based on enrollment on that date. No funds may be removed from the school at that time because once contracts are given to staff, they must be honored. However, the change in funding can be a "paper change" that will translate into money gained or lost at the end of the year. This will help schools provide more realistic projections of student enrollment, if the district allows the school to make the projections. If not, then the district controls the enrollment projection and makes it based on the average enrollment for the year rather than the enrollment at the beginning of the year.
   
   
5. Does the school get to carry forward the money it saves?
   The school must be allowed to carry forward the money it saves. Otherwise, it has no incentive to save for big purchases such as technology or major textbook adoptions. If the school is accruing a huge surplus after a few years and has no plans for its use, the issue should be addressed. Is it doing an excellent job with all of its students on significantly less money than is being allocated?

   Sheree Speakman, a director at The Princeton Review talks about directing resource savings into the classroom.