The Board and Superintendent

The Board and Superintendent A School Board Team Discussion Tool Click here to continue

Exercise Outline • Case Studies: Deliberation about how to approach board/superintendent relationships. • True and False: make a choice and explain why. • Principle Development: applying business research to board/superintendent work. Click here to continue

Case Studies Please consider the following two situations. Be sure to describe the pros and cons for each action considered;then check the thoughts offered by IASB. Click here to continue

Situation A The Dreamfield district’s superintendent, Cathy Clear, is meeting with her board president, Sam Smart. “Sam, I am really having trouble with our new board member’s attitude. Jess criticizes everything I say and always has his own ‘counter suggestion’ when I make a recommendation to the board. He just doesn’t seem to be a team player to me. Can you do anything to help me out here?” Click here to continue

Four Possible Actions Using Handout #1 from the 5-page handout provided, consider the following actions: What are the advantages/ disadvantages/ potential consequences of the following action which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Stop and see the new board member. Tell him about his role as a board member. Remind him that it is important to support the superintendent if the board wants to use the expertise of the superintendent to good advantage. • Call a private meeting including Sam himself, the new board member and the superintendent. Let the new board member know that the superintendent has been complaining about him. Encourage the two of them to “hash out their differences” and referee if the going gets rough. • Place an item on the next month’s agenda: “Considering Superintendent Recommendations: A process for questions and answers.” Discuss as a whole board what works and what does not for getting clear information regarding recommendations. • Compose your own choice. Click here to continue

Action 1 What are the advantages/disadvantages/potential consequences of the following actions which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Stop and see the new board member. Tell him about his role as a board member. Remind him that it is important to support the superintendent if the board wants to use the expertise of the superintendent to good advantage. Click here to go to Thoughts From IASB

Thoughts from IASB If he approaches Jess individually, Sam needs to remember that Jess is an equal part of the board team who has the right to express his opinion at the board table. If Sam does decide on this approach he will need to weigh the possibility that he will alienate Jess if he tries to “be the boss” and tell him how to act. He may wish to focus on how Jess asks his questions and note that he (Sam) finds it works best to ask questions in advance and always seek information: “Can you explain why you recommend…?”, not challenge: “That is dumb and it would obviously work better if…” Sam can explain that it is the superintendent’s responsibility, not the individual board member’s, to make recommendations to the board. Click here to continue

Action 2 What are the advantages/disadvantages/potential consequences of the following actions which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.”While considering options be sure to discuss the “why” it might or might not work. • Call a private meeting including Sam, the new board member and the superintendent. Let the new board member know that the superintendent has been complaining about him. Encourage the two of them to “hash out their differences” and referee if the going gets rough. Click here to see Thoughts from IASB

Thoughts from IASB This approach clearly places the board president “in between” the board member and the superintendent. The board president’s job description does not include the word “referee.” Each person may leave the meeting with the impression that the board president “was clearly not on my side.” Or vice-versa. If the board president is an experienced negotiator and can summarize viewpoints clearly, equally, objectively and succinctly: “Jess, I hear you saying you believe…”, “Cathy, I hear you saying you believe…” then this approach might be helpful in motivating each person to reflect on the other’s viewpoints. However, the board president’s words, however well-intended, may come back to haunt him at the board table. “Remember, Sam, you said I was right in thinking…” Click here to continue

Action 3 What are the advantages/disadvantages/potential consequences of the following actions which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.”While considering options be sure to discuss the “why” it might or might not work. • Place an item on the next month’s agenda: “Considering Superintendent Recommendations: A process for questions and answers.” Discuss as a whole board what works and what does not for getting clear information regarding recommendations. Click here to see Thoughts from IASB

Thoughts from IASB If this approach is used it may result in a good clarification of the board’s role and the superintendent’s responsibilities. It will be important for the board president to clearly establish that this is to help the whole board do a better job fulfilling their responsibility to consider and clarify superintendent recommendations before they vote. It will give the superintendent an opportunity to tell the whole board what is helpful (advance notice, pleasant tone, etc.) in dealing with questions about recommendations. The board president will need to be skillful in establishing this as a help to improve the whole board’s actions and not be seen as directed at a single member. Encouraging others to admit confusion and say what they have learned works for them will help. Developing a process outline for questions on recommendations would be a great outcome. Click here to continue

Action 4 What are the advantages/disadvantages/potential consequences of the following actions which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Compose your own choice. Click here to see Thoughts from IASB

Thoughts from IASB There is no one perfect answer in this situation and no guarantee that behavior will change immediately. Work for the long-term improvement of the relationship through improved communication. Any solution must include a review of roles: • Ensure all board members recognize the professional expertise of the superintendent and the superintendent’s responsibility to provide thoughtful, researched recommendations to the board. • Ensure the superintendent and board members recognize the right of individual board members to respectfully seek clarification on recommendations so they can cast informed votes. Click here to continue

Situation B The Minefield District has a board member, Amos Athlete, who is an avid golfer. Amos pretty much ran for the board on the premise that Minefield must add a golf team to its roster of extra-curricular activities. The superintendent, Gus Gamble, has made board-approved cuts to district programs and has chosen not to recommend any new programs at this time. Amos has offered to coach the program for free and has been individually contacting each of his fellow board members: “I have told our superintendent, it’s either golf or Gus goes. Either add golf or look for a new job. He seems to be ignoring me.” If you were a board member on this board, what would you say and do? Click here to continue

Four Possible Actions Using Handout #2 from the 4-page handout provided, consider the following actions. What are the advantages/ disadvantages/ potential consequences of the following actions a board member might consider? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Let Amos know that you recognize he was elected for this purpose and you will support him because you feel he represents the public view. Be open with the superintendent that you support Amos on this one. • Ask Gus to please prepare a brief list of pros and cons for the board to consider in relation to the addition of the golf program. Let Gus know that the board is being lobbied hard on this one, and that the public may be showing up at board meetings. • Prepare a statement supporting the cuts that Gus has made. Let the public know that the board supports the superintendent and that you will never support Amos on this single issue he is pushing. Convey to the public that your job is to help the superintendent manage the district. • Compose your own choice. Click here to continue

Action 1 What are the advantages/ disadvantages/ potential consequences of the following actions a board member might consider? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Let Amos know that you recognize he was elected for this purpose and you will support him because you feel he represents the public view. Be open with the superintendent that you support Amos on this one. Click here to see Thoughts from IASB

Thoughts from IASB Amos was not elected for this sole purpose. He was elected by the public to make the best possible decisions for all the children of the district. He was also elected to be part of a whole board which evaluates the superintendent on pre-established goals. He cannot “threaten” firing as an individual board member based on one issue. When Amos calls his fellow board members, these would be two important points to make before things get even further out of hand. As a board member, you might want to congratulate Amos for his passion for a lifetime sport and ask him to consider how to best approach the superintendent in a positive manner on this matter. Click here to continue

Action 2 What are the advantages/ disadvantages/ potential consequences of the following actions a board member might consider? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Ask Gus to please prepare a brief list of pros and cons for the board to consider in relation to the addition of the golf program. Let Gus know that the board is being lobbied hard on this one, and that the public may be showing up at board meetings. Click here to see Thoughts from IASB

Thoughts from IASB This might be a good issue to get out on the board table. Admittedly, there is a risk here in that, if it gets on the agenda, Amos will make a motion to add a golf team and the “race to win” the vote is on. The plus here is that this provides the opportunity for open discussion of all sides of this issue: does Amos have coaching certification? Will this present a conflict of interest for him? (not legally, if he is not paid, but should he, ethically, abstain on related issues?) What other costs (transportation, etc.) will be involved, etc. This provides the opportunity for the superintendent to prepare and for the voices of those opposed to any additions (when perhaps the music program has been cut) to be heard. Also, the rest of the board can openly congratulate Amos on his passion for the program and at the same time voice their appreciation for a fiscally conservative superintendent. Click here to continue

Action 3 What are the advantages/ disadvantages/ potential consequences of the following actions a board member might consider? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Prepare a statement supporting the cuts that Gus has made. Let the public know that the board supports the superintendent and that you will never support Amos on this single issue he is pushing. Convey to the public that your job is to help the superintendent manage the district. Click here to see Thoughts from IASB

Thoughts from IASB The board has already supported the cuts by voting for them. The board may want to reiterate their reasons for making the cuts if they feel those are not clear to the public. The board might wish to encourage the superintendent to present the district’s fiscal condition to the public (and to the board) in a variety of ways. For a board member to say they will never vote for something is always dangerous. Changes happen. What is a bad idea this year may not be a bad idea in the future. The public does not want a board that is unwilling to at least consider multiple sides of any issue. The board needs to convey to the public that they are a governance board, setting a general direction for the district and that the superintendent makes management decisions. Click here to continue

Action 4 What are the advantages/ disadvantages/ potential consequences of the following action which Sam is considering? Please consider all options (1-4) and discuss as a board team before clicking on the “Thoughts from IASB.” While considering options be sure to discuss the “why” it might or might not work. • Compose your own choice. Click here to see Thoughts from IASB

Thoughts from IASB Any approach should include: • Acknowledgement that any board member has the right to support an idea or suggestion, but that the board does not make commitments on how it will vote before they hear pros and cons at the board table. • A reminder that the board determines the superintendent’s performance based on many factors and his/her contribution to the district as a whole. • A means to remind every board member of the “big picture” (governance role) of board work. Click here to continue

True or False? Using Handout #3 from the 5-page handout provided, look over the following statements and decide whether each is true or false. After you have chosen true or false, explain to your fellow board members why you made that choice; then click on the identifying letter of the question to find the correct answer. Caution: Don’t forget to talk about the “why” before you check your answer. True or False: The superintendent is the chief executive officer of the school district. As such, the board meeting is his meeting and he or she should be in control of the board meeting. A. True or False: When the superintendent makes a recommendation it is the result of his professional judgment, which the board hired the superintendent to exert; therefore, the board should always vote in favor of that recommendation. B.

True or False? Using Handout #3 from the 5-page handout provided, look over the following statements and decide whether each is true or false. After you have chosen true or false, explain to your fellow board members why you made that choice; then click on the identifying letter of the question to find the correct answer. Caution: Don’t forget to talk about the “why” before you check your answer. True or False: The superintendent should always communicate any district information to all board members. C. True or False: The need to keep strong communication links between board and superintendent is primarily the responsibility of the superintendent. D.

True or False? Using Handout #3 from the 5-page handout provided, look over the following statements and decide whether each is true or false. After you have chosen true or false, explain to your fellow board members why you made that choice; then click on the identifying letter of the question to find the correct answer. Caution: Don’t forget to talk about the “why” before you check your answer. True or False: No matter how experienced the board and superintendent team, they can always profit from discussing the difference between the board’s role and the superintendent’s role in a given situation. E. True or False: Part of the board’s responsibilities for governance is approving good, clear goals for the superintendent and evaluating how he/she is doing in relation to those goals. F.

True or False? Using Handout #3 from the 5-page handout provided, look over the following statements and decide whether each is true or false. After you have chosen true or false, explain to your fellow board members why you made that choice; then click on the identifying letter of the question to find the correct answer. Caution: Don’t forget to talk about the “why” before you check your answer. True or False: The superintendent should be responsible for approving good, clear goals for the board and for evaluating how individual board members are doing in relation to these goals. G.

Food for Thought: Quotes Please examine the following four quotes from the literature on effective business practices and clarify how they might apply to the work of the board/superintendent team. Devise a sample principle for your board/superintendent team based on the quote. After the board has devised a principle, click on the “Sample Principle” box to view a suggestion from IASB. Click here to continue to the first quote

Quote 1 “A brand is what a business is all about in the hearts and minds of the people most important to its future. In any competitive market, what distinguishes the business is the brand. (What makes a business grow and outdistance competition) is a brand ideal of improving people’s lives.” Grow, How Ideals Power Growth and Profit at the World’s Greatest Companies, (A study based on 10 years of market research) Stengel, 2011. pp 7-9 Sample Principle

Sample Principle 1 The mission of our school district is important. Keeping that mission in front of us at the board table and consistently having the board members and superintendent reference that mission in decision making will unite and energize our board/superintendent team. Click here to continue to the next quote

Quote 2 “We must set our moral course, and then fix our sights firmly on it. There will be many distractions along the way, but we can’t let ourselves be led awry by what happens. We must first determine and then hold our course.” Integrity Works, Strategies for Becoming a Trusted, Respected, and Admired Leader, Telford and Gostick, 2005 p. 111 Sample Principle

Sample Principle 2 Setting a clear vision will help the board/superintendent team avoid distractions and understand differences of opinion. Clarifying different opinions in terms of how they might lead to realization of the shared vision of the district will build trust and understanding. Click here to continue to the next quote

Quote 3 “Recognizing the behaviors you want and those you don’t is essential to keeping people on track toward achieving your ‘Big Goal.’ In order to ensure that you are recognizing the right things in your business, you’re going to need a system whereby you can track progress and identify when things are going well and when they aren’t. People get moved by what is truly measured.” Taking People With You, The Only Way to make Big Things Happen, David Novak, 2012, p. 193-195 Sample Principle

Sample Principle 3 If the board/superintendent team is going to work toward big goals, it needs to get very clear about what behaviors they can practice that will lead to goal accomplishment. Once the board/superintendent team sets certain standards of behavior for itself, it can begin to measure how well it is doing as a team. Board evaluation is important. Superintendent evaluation is important. Neither will make much difference if they are not based on objective standards of behavior and are not aimed at finding ways to support each other’s improvement. Click here to continue to the next quote

Quote 4 “Focusing on the whole means keeping the perspective of the larger organization constantly in view. Focus on the whole becomes more important as you rise in the leadership hierarchy; it is the quality that most separates great leaders from good ones.” Decent People, Decent Company, (how to lead with character at work and in life) Robert and Carolyn Turkett, 2005, p. 181. Sample Principle

Sample Principle 4 If the board/superintendent team is going to work in the best interest of the district, it is important to always keep the entire district, and all district children, in mind. It is important not to let individual constituencies pull the board/superintendent team into factions, letting consideration of a narrow, special interest group force the needs of a vocal few above the interests of the district as whole. Click here to continue to the next page

References IASB 2011-12 School Board Member Handbook (Chapters 3 and 7) Local Board Development workshops are available from IASB and can facilitate a meaningful discussion on board/superintendent relationships, resulting in the development of specific principles to guide future actions. Contact C.J. Bloyer for more information. cbloyer@ia-sb.org (800) 795-4272, ext. 246

The Board and Superintendent