Every week, there’s another regional or national story in the news about “dysfunctional” school boards - districts where governance takes a back seat to personalities and politics. What’s important to remember is that there are by far more high-functioning school boards than there are those that are lacking good governance. What makes the difference, and how can you foster a more positive and productive school board in your district?

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Find Qualified Candidates

The first step is identifying and encouraging qualified school board candidates. This process may begin well before the next school board election. Encourage interested and engaged community members to participate in a committee or task force. In these initial contacts, prospective members can be introduced to the board’s ultimate goal -doing what’s best for students.

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Well-Informed Leads to Well-Functioning Board

Once elected to a position, the work has just begun. Well-functioning school boards are well-educated and have a deep understanding of their individual roles and responsibilities. This training may begin formally with a board retreat or attending workshops, such as those provided by the Minnesota School Boards Association. Informally, fostering positive relationships starts with open and honest dialog. As an administrator,it’s vital to nurture good working relationships with your board members,particularly your board chair. 

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Clear Boundaries

Well-functioning boards establish and respect boundaries; they have a clear understanding of their roles and responsibilities. Keeping focus on what’s in and out of scope for school boards fosters a healthy relationship between school administration and the board itself. School boards that focus too greatly on the day-to-day operations of the district risk the chance of overlooking the important aspects of their role of governance. The Oregon School Boards Association’s blog post, “Boardsmanship 101: Tips for New Board Members” outlines some of the attributes and practices that delineate these responsibilities, including the following:

• Know your board member code of conduct backwards and forwards.
• Assume your position with an open mind. Abandon preconceived notions and hidden agendas, including opinions about administrators, teachers, and other staff and board members.
• Remember, you will be making decisions that affect the children of your district. Always keep their best interest in mind.
• Do not surprise your superintendent, administrators or your fellow board members at a public meeting with unexpected comments or requests.
• Your role is to establish policy and set goals. It is up to the superintendent to manage the district and get it where the board says it needs to go.
• Learn your district’s chain of command. Refer all complaints to the proper person.

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Keeping the Board’s Eyeson the Prize

A well-functioning board not only sets policies for the district, but it provides a shared vision for the future through strategic planning. This is the time for your board to shine. Strategic planning helps ensure all members of the district, from the board to staff and families are all rowing in the same direction by providing a vision for where the district is headed. Resources such as those provided by the Minnesota School Boards Association can help boards get started.

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Shared Vision Benefits Students

Well-functioning school boards don’t just happen. They are the result of time and dedication from all members to focus on the needs of their students with mutual respect and a shared vision. They require close monitoring and self-evaluation to ensure codes of conduct and policies are adhered to. The best time to begin work on your board was in the past; the second-best time to start is now.

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Interview:
Relationships and Education  ̶ The Recipe for Well-Functioning Boards

Mabel-Canton Superintendent Gary Kuphal has seen his share of school boards in his 42 years of school administration over seven districts. While there have been disagreements among board members over the years, Kuphal has been fortunate to have had his boards maintain their professionalism and functionality. “I attribute some of my good fortune to establishing solid relationships, both between myself and board members and among board members themselves. I’ve found over time that most board members are in it for the right reasons.”

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Shared Values: What’s Best for Students

Kuphal believes that while his approach to collaborating with board members may not be original, itis vital. “Whenever a new member comes onboard, I make a point of sitting down with them to get to know them and their values and for them to learn about me and mine. What I find is that while we may have differing opinions, we share the same value of striving to do what’s best for our students.”

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Getting Back to Basics

When faced with disagreements that could interfere with the productivity of the board, Kuphal goes back to basics. “I try to understand what motivates a member with a seemingly opposing point of view and learn more about how their beliefs shape their desire to do what’s best for our kids.” However, sometimes these disagreements linger. “At those times, I rely on other board members to step in and keep the best interest of all students at the forefront.”

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Self-Reflection Benefits the Whole

Boards that can keep each other in check in a professional and positive manner have the resiliency to weather clouds of dissent. Self-evaluation is an important factor of the high-functioning boards Kuphal has participated in. “I have relied on board members to monitor themselves and keep their activities professional.” 

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Take Advantage of Available Resources

Kuphal also believes professional development is vital, and he encourages his new board members to broaden their knowledge from day one as they take on their new role. “We’re fortunate to have resources like those offered through the Minnesota School Boards Association (MSBA) that can get board members started on the right foot. I encourage all my board members to take advantage of the opportunities to continue their professional development.”

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Know Your Role

Finally, role clarity can’t be taken for granted. “New board members and new superintendents sometimes don’t fully understand their role. Sometimes you can’t know something until you’re in it.” New board members may not have an appreciation for what’s expected of them and what is expected of the superintendent. “That’s where having a mentor can make a difference. I have been a mentor myself to new superintendents and have encouraged board members to take advantage of the mentorship program offered by MSBA.”

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It would be impossible for a board to agree on every topic. It’s how the board deals with the inevitable that makes the difference between a well-functioning board and one that is enmired in dissension. Taking proactive steps is the recipe for success for both the boardroom and ultimately the classroom.

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This series on strategic communications in schools is provided as a service from Resource Training andSolutions to provide additional resources to busy school leaders.

Jayne Helgevold is an Account Manager at DehlerPR