Interview with Board President

I was fortunate to interview our School Board President on Friday, August 8th.  I used the continuous improvement questions from the book Key Works of School Boards.  I asked these questions and his responses are below each question. 

1)  Do we clearly communicate that we are committed to continuous improvement?
The Board President said that he believes the Superintendent has his principals working hard at a providing direction towards continuous improvement but we could do a much better job at communicating this.  He said we are committed to improvement however resources are limited and often slows down the process of improvement.


2)  Is continuous improvement built into the planning processes?
There isn't a set plan in place for continuous improvement to happen, but believes our staff and administration do a great job at moving the district forward. 




3)  Are the programs and initiatives being assessed linked to short and long-term strategic objectives?
This is an area that is left up to the principals and their assessment of the programs in place.  We currently do not have any long or short term goals set for the district and will look forward to putting some in place....soon. 


4)  Is there community participation in continuous improvement discussions and plan reviews?
There is community participation at the annual meeting and at every board meeting.  Very seldom, if any are there any discussions about a continuous improvement or plan.  In all his years as a board member the public have never taken part in any type of discussions.


5)  Do we focus on solutions to problems instead of blaming?
There is very little blaming going on in our district.  We seem to always focus on finding a solution or an alternate plan to fix the problems.  In the event there is any blaming going on we quickly find a solution to the problem and move forward.


6)  Are adjustments made and resources reallocated in a timely manner?
We make adjustment throughout the year, however the majority of the time things/programs are set.  When adjustments need to be made things do tend to linger on.  Decisions could be made much faster.


7)  Do school board members, administrators, teachers, and other staff need continuous improvement training?
I would say yes....this is an area that has not been focused on.  I do believe that our district does move forward, however wonder if there was something in place and consistently reviewed, if we would move forward faster and more efficiently. 


After this discussion with the Board President I realized if given the opportunity to be Superintendent where I would need to focus some of guidance and direction.  This district is in need of an improvement plan and something to work towards.  I have spoken to a few board members about a one year plan, three year and five year plan.  I also asked them how do they see this happening or taking place in this district, along with who do they involve?  They (board members) really didn't have a clue on how to begin this process.  So in the event I were to become Superintendent in this district I can see where my first order of business will need to be. 

Implementing Policy Governance

Hey --- The discussion board has been giving me fits and won't allow me to post this so I am putting it on my blog.... thanks

                                            Implementing Policy Governance

In the process of moving a district/school board toward policy governance the first and most important aspect is developing a level of trust with all board members.  Building strong relationships will only enhance and improve your chances of moving the district towards this process and allow administration to run the day to day operations of the school.  The governance process will then allow the board to focus on policies. 

 

Once when trust is established, the process educating the board members can begin.  There are a couple ways a district administrator can educate the board. One is to work closely with the board president and hold board retreats to professionally develop about the concepts and/or hire an outside agency to come in and assist the district administrator in the education process. 

 

Next step is the District Administrator must communicate with the board about what is working well and in what areas that need improvement.  When situations or problems arise communication is the key to working through these problems.  This entire process takes a lot of work and all stakeholders working together.  

 

The third step is to hold regular board retreats to review the policy governance process and also educate any new board members that happen to be appointed or elected.  In the event that new board members are running for a seat the District Administrator should meet with them prior to getting elected so they have a better understanding of how the board works and the responsibilities of the board.     

 

School Board Governance - Vision and Mission -- Student Performance

The framework for school board policy governance without a question has a direct correlation of student achievement and providing a vision/mission for school districts.  The saying of "Excellence in the classroom starts with excellence in the board room" has been shared and tossed around in our class.  Through our discussions, class reading and various books it is evident that this statement is true and the most effective schools live by this philosophy.

The District Administrator has a huge role is making this statement come to life in a school district.  The District administrator first off has to educate the board to their roles as board members and keep them focused on the policies.  The District Administrator then should begin the process of community involvement. This will allow the community to have a voice in what they want for their school, buildings, expectations etc... School Board Governance has a direct influence on the climate and culture of the school district by setting goals for the school district.  The ability to set high expectations for all district leaders to implement and instill in their buildings along with having a strategic plan in place will have a direct affect on student achievement.

The Policy Governance process allows district leaders to lead effectively and keeps board members focusing on what their roles and not micromanaging the school.  This allows everyone to do their jobs and do them much more effectively.   An effective school district ideally will live in all five areas of community engagement, policy governance, strategic planning, deployment of the plan, and focusing on results.  A school that can live in all areas is much stronger than ones that don't, however it is very difficult to live in all areas equally so you will see schools visiting some areas and living in others more frequently.  I also see each district as being different in which areas they will ultimately live in based on the dynamics of their board, community and the current issues the district faces.

700 -- Interview of Superintendent and Leadership Style

I interviewed two other Superintendents, (not in my current district) to compare their monthly checklists they currently use.  I also wanted to compare their daily and monthly checklists with each other along with what my current Superintendents duties.  It was very interesting and I am glad I took the time to compare.  These Superintendents answered a few questions that I asked and also provided me with some information about their day to day duties along with what they accomplish on a monthly basis.

My findings from both administrators were similar in the area of:

1. meeting with building principals, providing direction and guidance 
2. having weekly conversations with the board president via phone or email
3. looking at policies and updating them as the need arises
4. preparing board agenda 
5. reviewing purchase orders 
6. daily communication with book keeper and district secretary

Both Administrators shared that their duties vary from month to month based on they time of year, such as budget, e-rate, preparing for the upcoming school year, state aide, hiring of staff, non-renewals, evaluations and the list goes on and on.  

I did come to the conclusion after I asked both Administrators about what, if any, steps they took to implement a vision statement in their current districts and it was evident they have very different leadership styles.  One administrator was very proactive in his approach to include the community/staff and administration in what they called Vision 20/20 while the other administrator in my estimation is more of a reactive leader who created a vision without community or staff involvement.  Both came up with a vision for their districts however the district that included the community carries much more clout and involvement.  I also realized that the administrator that created the 20/20 Vision is always looking at ways to improve the district and is driven by improving student achievement and continuous improvement, while the other administrator is more focused on keeping things status quot and not have a continuous improvement plan in place.  Both styles work for them in their respective districts and they both mentioned they continue to grow professionally within their district.

I chose to interview two other administrators outside of my current district because I am very familiar with my current District Administrator and his duties because he communicates these duties with me on a consistent basis.  I also wanted to get other perspectives as to how other District Administrators operate and compare their leadership styles to my current DA.  I also see areas within my current district that would help our district move progressively forward much faster if we had a vision statement that reflected administrative goals but we currently don't operate in this fashion.  This assignment has provided me with valuable information that I will use when I get the opportunity to be a Superintendent.  

Peter Block -- Community

COMMUNITY TAKEAWAYS 

"The Structure of Belonging"

Community written by Peter Block provides support for leaders who are willing to take on the task of building a stronger community and connections within the community.  Everyone of us "belongs" to a community, however as Block explains there are two meaning of belonging to a community.  One "as to be related to and part of something" the second is to "act as a creator or owner."  I really like how he also refers to the "structure" as a way of "building" and "constructing" these communities to create a better place to live and work.  

Take Away #1

"The Stuck Community"

In order to make a real difference we need to look at doing things differently.  We need to look at ways to lead others to create new solutions and not lay blame on someone for what has happened.  Our communities become "stuck"  because of fear and fault.  We need to look at ways to identify the problems, fix them and create an environment that citizens are able to change the community.  I am a firm believer in are you part of the "problem" or "solution?"  If you are not part of the solution it is my belief you are part of the problem because you are not working towards the solution.  Moving forward and growing.  I see this thought process happening in a "stuck community."  One that doesn't look at finding a solution. 

Take Away #2
"Questions are more Transforming than Answers"
Asking the right questions is more important than the answers we provide is something that stuck out in my mind while reading this chapter.  Questions provide in depth conversations that keep the dialog going and more meaning.  One portion of this chapter stuck out the most to me is when Block mentioned that people become "impatient with questions and hungry for answers" because the questions have "no meaning."  We often get wrapped up in "argument, explanation, analysis and defensive conversations which takes away from communities coming together.  I have witnessed many staff exhibit this type of behavior when they are presented opportunities to change and asked various questions.  They provide quick answers to questions and not really look at the big picture.  Another aspect of this chapter that I enjoyed was the list of questions that have little power when trying to bring communities together.  They carry little power.  In order to engage people of the community it is important to have questions that come with power.  These type of questions "confront their freedom," "engage them in their freedom and co-create a future possibility."  Also creating an "advice free zone" is critical in this process because advice weakens the process and stops the conversation.

As I reflect upon this book and my experiences in a leadership role I realized there are many positive and negative hings I can reflect upon to help me in the process of building a stronger community.  It is imperative to connect with the entire community or the majority to enhance the opportunity to create a stronger community and build relationships that will ultimately help our school grow.  It is important to get involved in some community organizations that will strengthen the relationship between the school and entire community.   

School Board Meeting Analysis

School Board Meeting and Analysis

I attended our regularly scheduled board meeting which is always held the second Wednesday of every month.  I am required to attend all meetings, along with the High School Principal, Maintenance Director, and School Psychologist.  Our meetings start at 7:30 and are held in our Elementary Library.  Typically there is a facilities committee meeting, technology committee meeting, or policy committee meeting that precedes our 7:30 School Board Meeting.

Our board meetings are very consistent each month where we address any old business, then any visitors can speak openly and the we move into new business.  At that time the Administration gives their building report. This report is designed to discuss the great things happening in our buildings.  It is a time to celebrate accomplishments, share with the board various things that our students are working on and give praise where it is deserved. Our school board is very supportive and follows the lead of the Superintendent.  With that being said ,where it pertains to school improvement, strategic plan or setting goals this is something our district is lacking.  Our district has the lowest mill rate in our entire Cesa and quite possibly one of the lowest in the entire state.  We are in a good place financially, however we need to make some improvements to our system such as curriculum, technology and general maintenance of the buildings.      

At various times throughout the board meeting either in our reports or during the committee report portion of the agenda the Administration educates the board on various changes that are happening throughout the state, such as EE and Common Core.  We also report various test results (data) of how our students are performing, benchmark data, school report card, and any other pertinent data.  The board typically will take that information, ask a few questions and then use that information to make some of their decisions.  If I elaborate more on the "successes" or "failures" of the school board where it pertains to guidance from the Superintendent I would say the school board is doing exactly what the Superintendent wants.  They don't ask many questions or challenge anything from the Administration.  I think this is good because the school board doesn't micromanage, but when we are not moving forward consistently then I believe it isn't good they don't speak up more.  

As for success or failures...I see our district as a school with a lot of promise, however needs some leadership that will focus on student achievement, continuous improvement and set some goals in the process.  In my role as the Principal and DAC, I provide the data to the Superintendent and board, make recommendations to the Superintendent about improvements, however only to have things move slower (than I would like) in the forward progress of the district.  Staff become frustrated because they also see this happening and realize because we are not making the necessary improvements then our school district isn't reaching its potential.  I see our school board following the lead of the Superintendent, however I think our Superintendent lacks seeing any sort of vision for our district.  Don't get me wrong, he has our district in a very good place financially, but at what expense?  Student Achievement? Continuous Improvement? Providing all our students with the best possible opportunities for success?   I guess it depends on who you ask and what their vision is for our district.  

The three steps I would take to improve the boards focus on a continuous improvement is:

1. To educate them about a strategic plan and work with them to put a plan in place.  One that is balanced in three areas.  Student achievement, Financial and School Improvement. 
2. Begin working with staff, school board and community members about a "Vision" statement for our district that will provide a constant reminder of what goal(s) we are striving toward.
3. Educate them on how to interpret the data we use to drive our decisions we will make or need to make in order to improve our schools.  I would also work collaboratively with the Administration team to ensure we are all on the same page and share the same goals as an Administrative team. 

I believe our school board is very eager to make some  improvements and changes, however it is my estimation they lack the knowledge of how to begin this process or implement these improvements.  It solely lies on the leadership of the Superintendent to provide the direction of our school district.  I see our district (currently) as very slow moving or stagnant at times.  When and if I get the opportunity to take over the leadership of this district I see the need and benefit to providing the school board with the knowledge and understanding of the importance of continuous improvement.   

Creating a Vision

Creating a Vision for others to follow

The development of a vision is an important step for any school leader to implement.  The process will create some changes within the school system and can also be challenging because of those changes.   The ultimate goal is to get all stakeholders on the same page where they are focused on student achievement.

The first step I would take when I am appointed Superintendent is to communicate with the Board of Education about the importance of having a strategic plan that encompasses a vision statement.  I believe that there are a series of questions or statements that need to be addressed in order to put together an effective vision statement.

1. Keep the process simple...this statements says it all.  Keep the vision statement clear and concise will ensure the vision statement can be followed by all stakeholders.
2. What is it that we are wanting to create?  This question ensures that every stakeholder ultimately knows which direction we are headed and provides a common understanding of what we are trying to accomplish.
3. A good vision statement requires a balance of the community, school district, employees and most importantly the students.  If one of these has more weight put on it than others, the vision then becomes out of balanced and is less effective.
4. According to Marzano and Waters: District Leadership that works this process should include 5 areas in which district leaders should engage.

• collaborative goal setting 
• Board Alignment and Allocation of Resources
• Monitoring Achievement 
• Establishing nonnegotiable goals for instruction and achievement
• Allocating resources that support the goals for instruction and achievement 

The next step in the process is to include staff members so they have a voice and it enhances the buy in.  The process I plan to use is to break the staff into smaller groups where they will be able to I believe to list all the great things happening in our district and then identify any weaknesses.  Another area of focus is what kind of working conditions would the staff come up with and then what type of environment would they want for their own children?  What would these look like?  How different would they be?  We would reconvene in a large group format and share all information.   After all this information is shared I would then have them get back into their small groups and begin writing what their own vision statement.  We would then get back together as a large group and share each groups vision statements.  Then we will continue to narrow it down into a clear, concise vision statement that is focused on moving our school district forward.

This process is an exciting one that engages all staff members to take part in achieving greatness in our school.  It also creates unity among staff, that holds everyone accountable and provides direction for all stakeholders.