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the superintendent/board relationship

the superintendent/board relationship. understanding the organizational situation. what the board expects you to accomplish. today’s realities for School Boards and Districts… preparing all students to be competitive and successful mere improvement is not sufficient

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the superintendent/board relationship

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  1. the superintendent/board relationship

  2. understanding the organizationalsituation

  3. what the board expects you to accomplish

  4. today’s realities for School Boards and Districts… • preparing all students to be competitive and successful • mere improvement is not sufficient • facilitation of diversity • meeting the needs of all learners • financial challenges and constraints • quality of staff…recruitment, professional development, evaluation • and local factors/pressures

  5. communication styles…yours and theirs (individualized)

  6. be visible be valuable

  7. personal development – for you andthe Board

  8. trust and collaboration

  9. development of superintendent andboard (district) goals • professional and ethical communication with and about eachboard member • individual board member interests and talents • appropriate board member involvement based upon those

  10. the special case of the board president/chair • Build your relationship with him/her • Clarify your perspectives and mutual concerns, and reach agreements on action plan for supporting and/or improving the work of the board • Work to present a united front to the board as a whole and the district community …but don’t forget or neglect the others

  11. Be careful notto… • criticize the past • neglect communication • surprise the board • try to change too fast

  12. if the board is not unanimous… • always set the board up to succeed with the decisions they make, providing options and pros and cons • ask non-threatening questions for clarification • keep the focus on student learning • always assume positive intent

  13. Board/Superintendent Team Operating Principles • (example provided) • Leadership Team Roles • Communications/cooperation and support • Judgment and trust • Decision making • Dealing with citizen or staff complaints • Board meetings • Listening/communication • Honesty, loyalty, and disagreement

  14. avoidmicromanagement… Signs of: • the board tells you how to do projects rather than focusing on what needs to be done • the board’s focus appears to be on specific details rather than the big picture • the board frequently sends messages to you that members want to be consulted before decisions are made, even in areas clearly within your scope of responsibility • the board has a habit of becoming directly involved in tasks because members are concerned that you and the administration may not do what they want

  15. and what todo… • start by having an open and direct conversation about your perception of micromanagement • suggest that when a task, project, or initiative is identified, the board should focus on outcomes that all would agree define success • identify intermediate points at which progress reports and updates will be provided and how • be open and timely with your communication regarding adjustments, change of course, or when success might be impossible • be quick to recognize and compliment the board and individual members when progress is noted

  16. what type of organization isyour school district? what type of organization can and should it become?

  17. to become great, schools must be transformed into learning organizations that nurture engagement

  18. School Board as: Parent as: Supt. & CO as: Principal as: Teacher as: Student as: Likely Classroom Profiles School as: Commit- ment to Shared Beliefs & Values Community Leaders & Advocates for Schools Partners & Members of the School Community Moral and Intellectual Leaders & Capacity Builders Leader of Instructional Leaders Instructional Leader & Curriculum Designer Volunteer & Customer for Quality School Work Highly Engaged Learning Organization Moral Board of Directors Guarantors & Questionable Allies CEO Technicians & Support Staff Chief of Staff Clinician & Diagnostician Client Well Managed Service Delivery System Calculative Owners & Advocates Supply Source & Determinant of Product Quality Plant Manager, Inspectors & Supervisors Shop Foreman Skilled Worker Raw Material & Product Passive Congenial Factory Passive Compliance Safety Inspectors & Fire Marshals Primary Shipper & Receiver Property Managers, Director of Maintenance, Shipping, & Personnel Mid-level Bureaucrat & Keeper of the Keys Clerk & Keeper of Records Excess Inventory Threatened Warehouse Passive Indifferent Hearing Officers & Parole Board Distrusted Visitor Bureau Chief Department Directors, Hearing Officers & Parole Officers Warden Guard Inmate Conflict Habituated Prison Alienated Schlechty - Center for Leadership and School Reform

  19. Most School Boards Are Like This: In a Learning Organization, the School Board Would Be More Like This: Inward Focused Outward Focused Constituent Driven Values and Purpose Driven Responding Personally Creating a Responsive System Micromanaging Not Managing Individual Authority Group Authority Personal Conflict Societal Conflict Responding to Community Building Community Arms Around Arms Length

  20. the mostimportant relationship in the school district is between you as superintendent, and your board of directors

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