Overview
Chapter 5 Scenario AssignmentAdams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs
Chapter 5: Handling Financial Matters
Chapter 5 Scenario: Preschool Personnel Program Budget
Objective: To create a sample program personnel budget and to evaluate your budget.
Scenario: You are the director of a small early childhood program, forecasting for your upcoming year. Your program will have three classrooms open, each projecting to be full: two toddler rooms of 8 children each and a preschool room of 18. All three rooms will need 2 teachers for the entire hours of operation, 9:00 am to 5:00 pm. You need to create an annual budget that considers the expenses of 6 teachers plus you (adding in 25% for fringe benefits to base salaries) to the income generated by tuition. Current rates are $175 per week for toddlers and $150 per week for preschoolers.
Focus Assignment:
- Create a spreadsheet to calculate the average hourly rate you can pay all your teachers and yourself, which includes the percentage of total income you are spending on payroll.
- Read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your letter.
- Review the assessment rubric to see how your assignment and self-evaluation will be graded.
Self-Evaluation:
- For your budget:
- Explain how this budget addresses the issues in the scenario.
- Give evidence from the chapter supporting this budget (with citations).
- Describe and justify how your budget would improve teaching and learning in the scenario.
Aligned Outcomes
Professional Standards | NAEYC.ECPS.LM.10.C.01 - Financial policies and the procedures to implement them provide evidence of sound fiscal accountability using standard accounting practices. Financial policies and procedures are consistent with the program’s vision, philosophy, mission, goals, and expected child outcomes. Operating budgets are prepared annually, and there is at least quarterly reconciliation of expenses to budget. A system exists to review or adjust the budget if circumstances change, and it includes a yearly audit. Budgets are reviewed and amended as needed. Fiscal records (such as revenue and expenditure statements, balance sheets, banking reconciliation, etc.) are kept as evidence of sound financial management. |
NAEYC.ECPS.LM.10.C.02 - The person directly responsible for program implementation (administrator, site manager, program manager, or supervising teacher) is included in long-range fiscal planning and in operating budget preparation, reconciliation, and review. | |
Bloom’s Taxonomy | Bloom’s Revised Taxonomy: Applying |
Bloom’s Revised Taxonomy: Analyzing | |
Bloom’s Revised Taxonomy: Evaluating | |
Bloom’s Revised Taxonomy: Creating | |
Text Learning Objectives | 5-2 Explain how to prepare and operate a budget. |
Grading Rubric
Criteria | 3 Exemplary | 2 Accomplished | 1 Beginning | 0 Not Evident |
Response shows the student’s understanding of chapter information | Masterful understanding of meaning, explanation, or restatement of chapter ideas | Skillful understanding of meaning, explanation, or restatement of chapter ideas | Little understanding of meaning, explanation, or restatement of chapter ideas | No understanding of meaning, explanation, or restatement of chapter ideas |
Response shows the student’s capacity to apply chapter information in a novel situation | Masterful application of learned material in new situations | Skillful application of learned material in new situations | Little application of learned material in new situations | No application of learned material in new situations |
Response shows the student’s capacity to analyze chapter information in a novel situation | Masterful analysis of material into component parts and the relationship between parts | Skillful analysis of material into component parts and the relationship between parts | Little analysis of material into component parts and the relationship between parts | No analysis of material into component parts and the relationship between parts |
Response shows student’s capacity to create relationships | Masterful demonstration to put together separate ideas to form new whole ideas and establish new relationships | Skillful demonstration to put together separate ideas to form new whole ideas and establish new relationships | Little demonstration to put together separate ideas to form new whole ideas and establish new relationships | No demonstration to put together separate ideas to form new whole ideas and establish new relationships |
Response shows the student’s attention to grammar, punctuation, and spelling | Masterful attention to grammar, punctuation, and spelling | Skillful attention to grammar, punctuation, and spelling | Little attention to grammar, punctuation, and spelling | No attention to grammar, punctuation, and spelling |
Response shows the student’s knowledge of skills needed to be an effective director | Masterful attention to skills needed to be an effective director | Skillful attention to skills needed to be an effective director | Little attention to skills needed to be an effective director | No demonstration of skills needed to be an effective director |