Corey began his career as a classroom teacher and coach before moving into school administration as an assistant principal. Along the way, he earned an MBA alongside his educational administration credentials, which sharpened his interest in operational systems, workflow design, and organizational effectiveness. After working closely with Brownsburg’s previous CFO, Corey officially stepped into the finance leadership role in 2024.
That blend of classroom experience, administrative leadership, and business training gives Corey a deep appreciation for the unique complexity of school finance -- and the critical role the business office plays in serving the district’s mission: supporting kids by empowering the adults who serve them.
Outside of work, Corey has a long-term dream that surprises many people. Someday in retirement, he and his wife hope to work at a winery near Lake Michigan -- Corey running the tasting room and meeting people, his wife handling marketing and promotions. It’s a reminder that even the most systems-driven leaders are motivated by community, relationships, and shared experience.
The responses below are written in Corey’s own voice and reflect his first-person perspective.
School finance lives at the intersection of political, economic, and legislative pressure, and that complexity is always present. Our mission, though, hasn’t changed. We exist to do what’s best for students.
My role is to manage the complexity behind the scenes, so our buildings and departments don’t have to. That means navigating rising costs, constrained revenues, compliance requirements, contracts, and controls -- all while making sure our staff have the resources they need to serve kids well.
We’re not manufacturing widgets. We’re stewarding public dollars in a highly regulated environment, and every decision we make directly impacts students.
Strong systems are the foundation. When systems are designed well, they hold up even as people move in and out of roles. That stability allows us to hire great people, place them into strong systems, and give them the confidence to do their jobs well.
At a local level, that means building treasurers, principals, and department leaders understand where they stand financially and can make informed decisions that support classrooms. Facility teams know their budgets. Leaders aren’t guessing.
When people have clarity and confidence, finance stops being a bottleneck and starts being an enabler of the district’s mission.
Information has to be accurate, timely, and understandable. We manage thousands of accounts required by the State Board of Accounts, and real-time visibility into those numbers is essential.
When our inputs are accurate and our internal controls are strong, the information becomes a tool instead of a barrier. It allows us to project cash flow, manage budgets, and empower people across the organization to make good decisions with our support.
I believe information, at the appropriate level, is helpful for everyone. Our employees are part of the community and get questions all the time. When they understand what’s happening financially and operationally, they can speak confidently and accurately. That transparency builds trust.
Accessibility and safeguards must work together. People need access to systems so they can act quickly when something needs attention -- especially when it affects students or facilities. At the same time, we need strong guardrails to ensure compliance and accountability.
Budgets in a district of our size are inherently complex. We’re budgeting a year in advance while responding to real-time changes in enrollment, funding, and operational needs. Systems that reflect that reality help us manage daily decisions without losing sight of long-term sustainability.
We’ve adopted a mindset of not chasing the shiny object. That applies across the district, including business operations.
We invest deeply in the systems we have and in the people who work within those systems. When new opportunities arise, we evaluate them carefully. What impact will this have on our people? What’s the learning curve? What are the downstream effects on workload and staffing?
We’re not opposed to change. We just want change to be intentional. Every decision goes through a cost-benefit lens with people at the center. Once you make a change, you own all of its consequences.
Our goal is for people to feel confident and comfortable using the systems we’ve put in place. That comes from good onboarding, cross-training, and clarity around roles.
In an organization of our size, we can’t centralize every decision. We need localized decision-making supported by strong systems and clear expectations. When people have the information they need and know there’s support behind them, they’re willing to take ownership.
That confidence allows the organization to move efficiently while staying aligned with our mission.
One of the biggest lessons is recognizing just how complex school operations really are. Everyone went to school, so it’s easy to assume schools are simple to run. They’re not.
Schools function like highly regulated businesses, and even small financial decisions can have significant ripple effects. Part of my role is helping people understand what it takes to operate responsibly.
Schools are also the center of their communities. Our employees interact with families, neighbors, and taxpayers every day. Giving them the language and understanding to speak clearly about decisions helps build trust inside and outside the organization.
Focus on building strong systems and hiring great people to work within them. When people and systems align, outcomes improve.
And don’t hesitate to ask for help. School finance is complex, and no one should try to navigate it alone. Partners exist to support you. Asking questions early and working collaboratively leads to better decisions and far less stress down the road.
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