MANAGEMENT
OF
RESOURCES
MANAGEMENT
OF
RESOURCES
Principals, are responsible for not only the people in their building, but are also ultimately responsible for maintaining the facilities. While there may be individuals who handle the day-to-day operations of maintenance, it falls on the principal to check in regularly, just as they do with classroom teachers. This includes ensuring the school follows all state-mandated regulations, such as fire and tornado drills. While these responsibilities can feel overwhelming, having systems in place, such as being able to delegate these scheduling duties to a safety committee can help. The principal's role then becomes more overseeing, rather than direct planning. Beyond maintenance, principals also play a key role in supporting programs that expand student opportunities. For example, Hampton launched an elementary robotics program this year, offering 4th–8th graders a chance to build, code, and compete on a national stage. One team was named a regional champion and is heading to the VEX World Championships in Dallas. Additionally, the HAWK herd program, started four years ago, continues to grow—not only providing educational experiences in agriculture but also furnishing meat for the school kitchen.
In addition to building upkeep and student programs, principals must demonstrate sound financial stewardship to the community. This means being both transparent and proactive. One effective method is showcasing the impact of investments through social media. For example, while a new program or purchase may come with a significant cost, highlighting the direct benefits to students can shift community perception. Hampton has used platforms like Instagram and Facebook to keep families updated in real time on student successes—such as robotics teams advancing to state and national competitions, students earning medals in speech, and top finishes in stock market challenges. Regular posts and updates help tell the full story of how school resources are creating valuable opportunities for students, ultimately reinforcing community support and pride.
All three districts—Hampton, York, and Cross County—utilize some form of the Standard Response Protocol for emergencies. However, there are notable differences in how it's implemented:
York has just adopted the SRP this year (2024–25) and is still in the early stages of full implementation.
When it comes to fire drill requirements, York handles them by discussing procedures with students rather than physically evacuating the building.
A few of these include limited student entrances where students had one entry point into the building. Another common theme was the requirement to keep classroom doors locked at all times. However, even this manifested in some differences among the districts I visited. Hampton and York both have the expectation that classroom doors remain locked and shut during the school day. Cross County, on the other hand, requires doors to be locked but allows them to be propped open, with exceptions made during testing periods or when excessively loud activities are taking place. A security team comprising teachers, administrators, local law enforcement, and the fire chief was an effective way for Hampton to be proactive rather than reactive.
Along with the SRP, state-mandated fire and tornado drills were also practiced at each school. In Hampton, the school aligns the tornado drill with the National Weather Service's "Severe Weather Awareness Week" and the town holds a mock tornado warning. All of the schools also had their SRP posted in every classroom in a packet with easy access in case of a lockdown, fire drill, or tornado. In the event of one of these, there are rosters for each period of the day, allowing students to be quickly accounted for.
Fiscal Stewardship
In smaller schools like Hampton and Cross County, principals often have a more direct role in budgeting and maintenance. In some cases, they have discretion to approve spending under $400, while anything over that amount requires additional administrative approval. Every dollar spent is carefully tracked and designated for a specific purpose. Teachers are encouraged to utilize ESU co-op orders whenever possible to take advantage of cost savings.
In Hampton, the superintendent allocates a specific amount to each program, and the high school principal is responsible for managing expenses within that budget. Principals emphasized that while they are supportive of larger purchases, they want to ensure that these items are used in meaningful ways that benefit students and expand opportunities.
District wealth varies considerably. Cross County is a smaller school district, but is considered well-funded compared to other area schools. Hampton, though not a wealthy district, works diligently to accommodate every request and prioritize student experiences. York, a larger school district, is also not considered a wealthy district and must make difficult decisions regarding budgeting. York carefully weighs its spending and places emphasis on responsible fiscal planning.
Extra-Curricular Activities
Activities are generally funded through an activities account with annual budgets set based on prior expenditures. These budgets usually cover essentials—equipment, uniforms, and repairs. Any additional or enhanced items are often funded in one of three ways:
Booster Clubs – Many schools have active booster organizations that help support extra needs. Being a successful administrator often includes being involved with or supporting these booster efforts.
Fundraising – Hampton limits each activity to one fundraiser per year and encourages service-oriented efforts rather than traditional sales.
Participant Contributions – In some cases, students or their families may be asked to contribute financially to support certain items.
In Hampton, we have initiated a couple of event-wide fundraisers, such as annual plant sales and McDonald's nights, to support all student activities. These events limit individual selling and promotes a stronger sense of community, though there are concerns about participation levels when students don’t feel directly connected to the benefit.
At York, the district funds all extracurriculars through the state level (e.g., state competitions, state tournaments, etc.). However, any events or competitions beyond the state level (e.g., nationals or international travel) require the individual activity or group to fundraise separately. This puts the responsibility on the specific group to secure additional funding through targeted efforts, donor outreach, or other means.
Across all schools, there is an emphasis on exposing students to diverse perspectives and cultures, particularly important in rural communities. Principals strive to ensure students have access to technology that allows them to connect with others beyond their immediate environment. This includes virtual field trips, collaborative online projects, and platforms that facilitate communication with students and educators from different parts of the country and world.
This effort reflects a broader understanding that students in the 21st century must be prepared to operate in a global, interconnected society—even if they are educated in a small, rural district.
FIRE DRILL RESPONSIBILITIES
SAFETY HANDBOOK
PRINCIPAL'S FISCAL FORMS
Other artifacts that may be appropriate for this topic
Throughout this semester, one of the most impactful lessons I’ve learned is how essential resource management, particularly the handling of finances, is to the role of a principal. I’ve always believed that our goal in education is to make every day better than the last for our students, and that same philosophy applies to how we steward the resources entrusted to us. If we’re not careful with finances, we risk compromising our ability to serve students effectively. In many ways, managing school funds is like the saying about character and reputation—it takes years to build trust and just moments to lose it. One misstep, one moment of carelessness, can undo a great deal of good work.
To ensure that trust is maintained, schools must have secure, transparent systems in place. Whether it's handling money from a basketball game or submitting purchase orders, there should be clearly communicated procedures that everyone understands and follows. For example, having a set process for who counts money, where it's stored, and how it's deposited provides accountability. Requiring P.O.s to be signed before placing orders or seeking approval before using a school credit card are small steps that help prevent big problems. These systems don’t just protect the school—they protect the people in it. By setting expectations early and consistently reinforcing them, we create a culture where integrity is the norm, not the exception.
I’ve also learned that regardless of a school’s size, the principal is ultimately responsible for everything that happens within those walls. If a ceiling leaks, it may not be the principal’s job to fix it, but it is their responsibility to make sure it gets fixed—or to follow up with the person who should. If staff arrive late repeatedly, even by just a few minutes, it's the principal's role to ensure that the issue is addressed. Delegation is necessary—no one can do everything alone—but follow-up and awareness are non-negotiable.
At the end of the day, everything we do should revolve around one question: Is this what's best for our students? If we can answer “yes” with honesty and consistency, then we're on the right path. Managing resources responsibly, holding people accountable, and building a culture of trust are all part of that bigger mission—making every day better for the kids we serve.