Cohesion on an Ever-Changing School Board

Board-Savvy Superintendent

The success of a school district hinges on the functionality of the board of education and its relationship with the superintendent.

Typically, many of us in the superintendency focus on traditional approaches to facilitate board functionality. We follow a legalistic orientation to remind board members about the distinct role of governance versus administration. Each school year begins with a board retreat that covers topics ranging from the basics of district governance to comprehensive deliberations about district goals.

New board members go through an extensive orientation. They meet with the school attorney and all district-level administrators to facilitate a clear understanding of policies, practices and protocols, all in the name of contextualizing roles and responsibilities.

Reciprocal Measures

Being in the same district for more than a decade, I’ve seen the turnover in board membership becomes a rite of passage. However, in the midst of such changes, the prevalent needs remain for constancy of purpose and consistency in outcomes. This is facilitated by a provocative approach to involvement of board members in the fabric of the district.

Essentially, it works this way. When it is evident to board members that their actions have a direct and potentially significant impact not only on organizational effectiveness, but on the established reputation of the schools, the tone and tempo shift. The mantra about committing to excellence plays out in each decision and action. Therefore, those elected to the board want to be a part of a positive environment, a winning team.

The reciprocal nature of that desire cements the need for practical steps to keep the board informed and feeling appreciated for its important contribution to the quality of the education.

Board members serve as liaisons on various building- and district-level committees, making them a partner in the quest for progress and performance. Discussions are open and focused on building positive momentum in supporting students. Even in disagreement, it is rarely about why or what we are doing, but how we best do it. The involvement of board members in such opportunities helps them understand and appreciate educational provisions.

Specifically, board members function as liaisons to individual schools, serving as members of their respective school’s shared decision-making team, which we refer to as partnership teams. Board members fully recognize that as individuals they do not speak as an authority for the entire board, but they present reports to the entire board monthly.

In addition, school board members are encouraged to sit on districtwide committees, such as the District Instructional Technology Integration Committee and the Districtwide School Safety Committee. Board members gain a genuine sense of how things happen in schools.

Promoting Transparency

The ongoing work of ensuring a healthy balance between governance and administrative roles and responsibilities demands regular, structured communication. Each year, my office creates a year-at-a-glance presentation calendar based on targeted district goal areas and other salient topics. This removes the guess work and makes each board member an invested partner.

Every Friday, I personally send the board an update on issues, events or impending initiatives, and timely e-mails throughout the week update members on breaking news.

The communication and transparency operates both ways, with board members expected to be open and forthcoming in their communication with the superintendent.

As an indicator of success, over the past 11 years, there have been only two split votes among board members, 5-2 and 6-1, never 4-3.

Further, the effectiveness of the board and administration is reflected in the community’s confidence. During the same period, the district’s operating budget, a public referendum, passed by more than a 2:1 margin with the 2016-17 budget ratified by a 4:1 margin. An exit poll question about the direction of the district consistently receives 80 percent or higher approval. On another question, 94 percent of voters rate the schools’ quality as good to excellent.

Oliver Robinson is the superintendent of the Shenendehowa Central Schools in Clifton Park, N.Y.