ICYMI: Working with Board Values, Bias, and Generational Differences

By Tracey Miller
Moderator: Patricia Sullivan-Viniard, Ed.D., retired Superintendent and Consultant, IASB Executive Searches. Panelists: James LaPrad, Ph.D., Macomb CUSD 185 Board Member, Professor at Western Illinois University; Pamela Rockwood, Ph.D., Retired Superintendent, Assistant Professor at Western Illinois University; and Mark Scott, Superintendent, North Greene USD 3


A Confederate flag is flown on the back of a float during the annual Fourth of July Lion’s Club Homecoming parade. The local newspaper and social media bring the issue to the attention of the community. A member of the school board comments that anyone should have the right to fly a Confederate flag at any time, as citizens of the United States have protected rights under the First Amendment. The local media contacts the local school superintendent for comment on the issue and also questions why two of the elected members of the board of education would choose to fly a Confederate flag at their homes. As the school superintendent, what do you do?

Although elected to serve on the same board of education, many school board members find that their officials differ in values, bias, and generational perspectives. A pattern of diversity is only expected to grow as the United States Bureau of the Census predicts that more than 50% of the population in 2040 will be composed of racial minorities. In addition to the diverse cultural perspectives this shift in population is expected to bring, the United States is also experiencing an increase in the number of languages spoken by citizens. Within the context of schools, these cultural and linguistic changes impact educators’ abilities to communicate effectively with students, families, and community members, and also increase the need for educational systems to provide students with adults who mirror their race and ethnicity and model the successful pursuit of education and career success. 

Despite best intentions, each of us holds specific biases that include and are influenced by the generation in which we were born. In 2018, the Initiative One Leadership Institute published statistics related to the current workforce. This organization estimated that 2% of the workforce hails from what is known as the Silent Generation, born between 1925 and 1945; 25% were born between 1946 and 1964 and are considered Boomers. Gen X, with birthdates between 1965 and 1980, makes up 33% and 35% are Millennials born between 1981 and 2000. Finally 2% make up the Gen Z group, born between 2001 and 2019. Each generation has events, preferred styles of communication, and values that generally define those born within their respective windows. 

Generational, cultural, and linguistic differences have the potential to create conflict and misunderstanding within the team atmosphere. What can boards of education do to acknowledge the values of each member and work together to create a cohesive and productive team? The presenters shared research that recommends that boards of education should commit to a set of common beliefs and values while also creating a vision for student achievement. Through this communication and shared vision, differences between generations and personal beliefs can be mitigated through a common focus on student achievement and goals for the district. 

Creating a shared set of values is one solution to the scenario presented at the beginning of this article. The superintendent and board of education might meet to discuss their values and determine those which are already in place and which require additional professional development to fully implement. Then, the team might create a plan for exploring these areas and implementing each value into practice. 

The board of education might also create a process for holding each member of the team accountable and would therefore determine whether the flying of the Confederate flag was consistent with the board’s values, and then identify how to collectively address each other and their community.
 

Tracey Miller is Director of Assessment, Instruction, and Evaluation at Hinsdale CCSD 181  and was a participant in the Educational Administration Intern program, a collaboration of IASB and the Illinois Council of Professors of Educational Administration. ICYMI (In Case You Missed It) features panel reports from the 2019 Joint Annual Conference.