ANALYSIS More and more, the trend in school systems is Transportation
Professionals as Educators
By John D. Musso, CAE
becoming one of inclusion rather than exclusion of the support services. School systems that are on the cutting edge of educational reform rec- ognize that success depends on the partnership between the instructional departments and the support service areas. Transportation profes- sionals are key players in that partnership. In these times of competing resources, ev- aspect
ery of educational reform involves
innovative approaches to maximize resources and resource allocation and to utilize alterna- tive sources of revenue and resources. Tese resources include time, people and money. Transportation professionals are certainly an integral part of that process and have the skills and knowledge necessary to be productive members of the instructional team. Te partnership between the transportation
professional and the superintendent, school board and the instructional program staff then becomes what I refer to as a systemic cooperative model. Te model illustrates the overlap necessary from support departments into the instruction-
Transportation
Student Achievement I
s
al process needed to maximize student learning. Transportation that is depicted by the dotted green circle shows how it links all school system departments. Te model is systemic because it must be replicated system-wide, across the wide range of operational and support areas of the school system, which includes transportation. Transportation professionals bring many skills
to the table. Let’s take a 25,000-foot aerial view of the operations and support side of the typical school district. We see a host of other support areas along with transportation: technology, pur- chasing, nutrition services, facilities and plant maintenance, grounds, custodial, accounting and budget, payroll, accounts payable and receivable, warehousing, and risk management. Everyone
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86 School Transportation News Magazine July 2010
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