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First Teams that Work

First Teams that Work. Reminder- do an agenda for tables. ASBA 2011 Fall General Meeting. Tuesday, November 22, 2011. (video). Paradigm shift. What if we viewed governance and system leadership through a “First Team” lens?. Most “break- throughs ” begin with a “break-with”. The story.

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First Teams that Work

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  1. First Teams that Work Reminder- do an agenda for tables ASBA 2011 Fall General Meeting Tuesday, November 22, 2011

  2. (video)

  3. Paradigm shift What if we viewed governance and system leadership through a “First Team” lens? Most “break-throughs” begin with a “break-with”

  4. The story From blissful ignorance… To marginal competence… To “first team” paradigm.

  5. The First Team: Setting each other up for success

  6. Definition of Governance “The exercise of authority, direction and control of an organization or system in order to ensure its purpose is achieved.” ~ASBA

  7. Role of the board (sample) • Accountability to provincial government • Assurance to community • Strategic planning • Policy • Board/Superintendent relations • Political advocacy • Board development • Fiscal accountability • Faith leadership

  8. Role of the CEO, CEOChief Executive Officer, Chief Education Officer 113(3) The superintendent is the chief executive officer of the board and the chief education officer of the district or division. (4) The superintendent shall carry out the duties assigned to the superintendent by the board. (5) The superintendent shall supervise the operation of schools and the provision of education programs in the district or division.

  9. Core CEO roles & responsibilities Organizational Management Policy/APs Strategic Planning and Reporting Superintendent-Board Relations Educational Leadership Personnel Resources Management Communications/Community Relations Leadership Practices Fiscal Responsibility

  10. My sandbox Your sandbox

  11. Sandbox • Building the castle or mud pie together

  12. Governance and system leadership:The First Team First Team

  13. Top 10 aggravating things superintendents do • Poor communication about emergent issues. • Data dumping. • Keep trustees in the dark in order to appear as an expert or superior. • Expect trustees just to trust them and not ask questions. • Offended by less than perfect evaluation; doesn’t believe there is room to grow. ~Adapted from NSBA conference

  14. Top 10 aggravating things superintendents do • Play “gotcha”; last minute approval requested. • Condescending on financial or education matters. “ I don’t expect you to understand”. • Like to remind the board of their role in a public meeting. • Make the board responsible for all decisions. “The board told me to”. • Tries to be God on Monday and on Tuesday believes it.  ~Adapted from NSBA conference

  15. Boards as part of the First Team: • How will we get there?

  16. Establishing norms and a working relationship Board/CEO retreat • Who is involved?

  17. Establishing norms and a working relationship Board/CEO retreat • Questions to ask and norms to determine: • Should/will the board ever meet without CEO? • Who speaks at board meetings on behalf of staff?

  18. Establishing norms and a working relationship Board/CEO retreat • Questions to ask and norms to determine: • How will communications on issues arising between meetings be handled? • Role of board chair and CEO

  19. Establishing norms and a working relationship Board/CEO retreat • Questions to ask and norms to determine: • How will you solve disputes between evaluations? • Modeling respect and tone at the top in public and in private

  20. 2. Agendas • Who makes them?

  21. 2. Agendas • Information requests: • Who can make them • When and how acted on

  22. 2. Agendas • Clear motions • For research • For action • Timeframe and format

  23. 2. Agendas • Final decision: motion vs. noisy trustee

  24. 2. Agendas • Board plan/monitoring reports

  25. 2. Agendas • Is the agenda public-friendly or a communications tool?

  26. 3. Communications Internal • Determine in your retreat

  27. 3. Communications Internal • No surprises

  28. 3. Communications External • Spokesperson for board

  29. 3. Communications External • On what, when, who? • Are you seen as a team?

  30. 3. Communications • Common key messages based on motions

  31. 3. Communications • Does the board know something is being released externally?

  32. 4. Public engagement • Is it purposeful? • Who on the team is involved?

  33. Levels of engagement • Networking (exchange of information) • Cooperating/consulting (sharing key information/strategies) • Collaborating (commitment to shared risks, responsibilities, resources) • Embedding (transformation of practice/ culture – “the way we do things around here”)

  34. Top ten aggravating things trustees do • Micromanage. Don’t distinguish between setting policy and then letting management practice. • Unprepared trustees. • Boutique Barneys or Bettys. Ran on one agenda or issue. Turn this into asset. • Only concerned with their ward and don’t work for the good of the whole community. • Untrusting and unforgiving of staff or other board members. At the end of the meeting, take out the trash. ~Adapted from NSBA conference

  35. Top ten aggravating things trustees do • Like to hold surprise parties. • Embarrasers. “I am shocked…” “ I can’t believe…” “You don’t care about students if you don’t vote my way.” • Adulterers. Worry about adults more than children. • Lone Rangers. Conduct business on their own. • Personalizers. “Nothing personal, but…” ~Adapted from NSBA conference

  36. Education Act - A First Team challenge 33(1) A board has the responsibility to (d) ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a caring, respectful and safe environment that fosters and maintains respectful and responsible behaviours

  37. A Caring, Respectful and Safe Environment 32. A parent of a child who is a student or who is enrolled in an early childhood services program has the responsibility to (d) ensure that the parent’s conduct contribute to a caring respectful and safe environment

  38. A Caring, Respectful and Safe Environment 31. A student has the responsibility to (c) ensure that the student’s conduct contribute to a caring, respectful and safe environment (d) respect the rights of others in the school (e) refrain from, report and not tolerate bullying or bullying behaviour directed towards others in the school, whether or not it occurs within the school building, during the school day or by electronic means

  39. The Board and the Superintendent are like Batman and Robin: They have to trust eachother, they have to risk together, and they need to be symbols of the moral purpose of the district.” ~ a Board Chair “They have to be caped crusaders working together to save the world.

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