Superintendents, too, must share their power and operate from consensus, built on good information and thoughtful communication, not control. If superintendents do not carve out this new role for themselves, inevitably they will not let go of enough power to allow the growth of responsibility and development of leadership abilities needed to make shared decision making function smoothly.
A school board should have a vision in place before hiring a superintendent. Policy also involves airing critical educational issues: School board members make policy, while superintendents manage day-to-day operations.
But even in business board rooms, CEOs and directors are just beginning to understand that it also applies to them. But board policymakers should concern themselves, after thoughtful public exposure and debate, with important policies like what the community Superintendent and school board relations its children to be able to do, how to set appropriate goals and standards, how to deal with federal or state mandates without sacrificing community values and objectives, and how or even whether to make parents real educational partners.
And, of course, the superintendent is still the expert, making sure that the information upon which the team's decisions will be made is adequate and accurate. Must schools teach democratic values? Trustees must be prepared and expected to perform as caring, competent, consensus-based leaders.
It's time to recognize parents as equal partners in their children's education and not just mouth the words to show community input. But it can be done—provided the trustees are willing to shoulder the added learning and responsibilities necessary.
Equally important, the superintendent must ensure that his or her teammates—the trustees—are ready: Education Law Section It is also important to not spring new ideas at a board meeting, but to give the board members time to process new ideas, especially if a school board meeting is being broadcast.
Superintendents identify needs and policies, develop regulations, provide leadership and manage the day-to-day operation of the district. They can also, simply by changing how they relate to current trustees, get them to do a lot more.
Just as we see with kids in a classroom, when excellence is not demanded, when thoughtfulness is not valued, and when self-directed meaningful work is not required, then apathy and mediocrity result.
If staff, especially teachers, are to exercise the incredible effort required to transform schools into places where students are expected to perform to high standards, then we must guarantee that those efforts are not in vain.
I also do not want to minimize the difficulty of this process for even those superintendents personally committed to restructuring. For instance, if one board member asks a question, then, most likely, all board members would be interested in the answer.
They've come to believe that they can't do much, don't know much, and shouldn't do much—and act accordingly. Include educators who work in other districts. Often it has to do with roles: Superintendent Relations Consultation An effective relationship between the board and the superintendent is key to a successful district.
In these days of transparency and expectations, one of the best ways to achieve this is to have a superintendent evaluation in place. A school board should have a vision in place before hiring a superintendent.
National corporations do this routinely. Building relationships takes planning, which includes a strategic plan for the school district based on the vision initially created by the community.
Equal treatment is the key. They can also, simply by changing how they relate to current trustees, get them to do a lot more. 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.
She may be reached at P. The challenges are both familiar and up-to-date:Superintendent-Board Relations Source: “Local School oard Under Review” 21 •School boards lack training or capacity to develop productive, positive, and long-term relationships (results: high turnover of. As a professor of educational leadership, and a former superintendent of schools, the author understands and appreciates the value and benefit of a positive working relationship between a board of education and its superintendent of schools.
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 relationship between a board of education and superintendent is one of the most critical in a school district. Research has shown that a positive working relationship. MSBA promotes, supports and enhances the work of public school boards and public education.
Superintendent-School Board Relations The board of directors shall exercise those powers that are expressly required by law, those implied by law and those essential to .Download