I was more than welcome to ask the superintendent about anything, and I certainly could be invited through him to visit classrooms.
Encourage them to attend as observers site council and school committee meetings; have them rotate activities and committees periodically to get a feel for different school cultures, needs, and personnel.
Must schools teach democratic values? These are the kinds of policies that rarely get debated in a public boardroom unless some particular local topic like offering a sex education course, usually brings people out.
But in practice, lines are sometimes crossed: Policy also involves airing critical educational issues: Doing this will help them understand how important placement of items is on an agenda, how much goes into getting the right information, how staff members contribute, and so forth.
A culture of transparency and collaborative leadership to build upon success is necessary. There are many templates and evaluations available online. A school board should have a vision in place before hiring a superintendent.
Even with a superintendent brave enough to try, and a school board willing to make the effort, sorting out roles in the gray areas of decision making is difficult.
Although a strong partnership between school board and superintendent is widely seen as crucial to district success, administrators and the non-educators filling board seats do not always receive training in how a disparate group of individuals becomes an effective team. The community — including administrators, teachers, students, parents, businesses, government agencies and residents — should have input in the development of the vision and in communicating the vision once it is established.
Nor can we rely on the wisdom of individual superintendents who are subject to being fired every few years. Often it has to do with roles: They may also view this as practically impossible, particularly if the district is large.
Not the least of the issues is that trustees are part-time volunteers. Parent-trustees should also be encouraged to see how applicable the skills and knowledge acquired for board participation are in their own family, facilitating communication and conflict resolution.
The critical place to start is at the beginning. When one board member requests information—for example, SAT scores for the schools in her constituency—Wilbanks sends the same data to every board member to ensure that no one is caught flat-footed at a public meeting.Even though most described harmonious relations with the board, the superintendents also acknowledged that opposition, even from a.
While these theories help clarify the political nuances of school board-superintendent relations, there is simply not much in the professional literature dedicated to the examination of the historical development of both institutions. School Board Policy (available here) lays out the relationship between the School Board and the Superintendent.
It states: The School Board creates policy and governs through the policy it creates. The Superintendent manages operations of the school system in accordance with School Board policies. PROCEDURE AND GUIDELINES. ADMINISTRATION.
Superintendent-School Board Relations. The board of directors shall exercise those powers that are expressly required by law, those. MSBA promotes, supports and enhances the work of public school boards and public education.
Howard Carlson, superintendent of Arizona’s Wickenburg Unified School District and co-author of So Now You’re the Superintendent noted in “Three Keys to a Successful Superintendent/School Board Relationship,”4 for American Association of School Administrators that, “Treating school board members ‘equally’ is the first lesson that.Download