Principles for Changing Times
By Dean Langdon
These are interesting times for school board members, and for most of you, the word “interesting” is not nearly descriptive enough.
We have experienced increased polarization, making it more difficult for school boards to work together and make decisions that are in the best interest of all students. Outside interest groups have politicized policy issues and school board elections, resulting in community discussions that may not address educational outcomes. This reduced focus on education issues serves as a distraction for the board, the district, and our collective work toward serving the community. Many times, this can result in the prioritization of a political agenda over the needs of students, limiting the diversity of ideas at the board table. Political ideology and the use of the board platform to speak to special interest groups only serves to limit the kind of community-wide dialogue we need to address our most challenging issues. And more polarization means reasonable, thoughtful citizens are less likely to run for the board in the future. If the trend continues, where does it lead us?
You likely know the IASB Foundational Principles of Governance, related to the board’s role in clarifying purpose, connecting with community, employing the superintendent, delegating authority, monitoring performance, and taking responsibility for self-governance – in other words, the job description of the board. In these times, I would like to suggest a new principle for the board of education – to protect, adapt, and enhance the institution of public education in your community.
Protecting public education starts with the idea that everything we do, individually and collectively, influences those around us. We are all connected. Adaptation incorporates taking responsibility through changing and challenging times. The board of education and individual board members can have a tremendous impact, positively and negatively, on the work of the administration, the staff, and the students. Enhancing public education will look different for each school district and starts with defining and supporting the mission and vision. Enhancement makes a statement for the institution of public education.
Reflect on the following as you consider your role individually and the work of the board: Does the board add value or serve as a distraction for the district staff, students, and the community?
Years ago, I was asked to facilitate a goal-setting session for a board that had just dealt with numerous contentious issues. I was prepared to discuss goals surrounding student achievement, programs, finance, etc. About 10 minutes into my work, the board president stopped me and asked the board, “Can we spend our time planning activities that will improve our reputation as a board in the community?” Brilliant. This board president understood that the board had been a distraction from the work of the district and in order to add value, they needed a plan to improve their credibility. We then spent our Saturday discussing how the board could better govern the district and demonstrate that work transparently to the community.
Does the board model a deliberative process focused on the most important issues of the district and still adapt as the times change?
The pace of change in society and within our communities can be dizzying – I get it. Still, we can’t slow it down and we shouldn’t try to stop it. How do we approach this new and ever-changing environment? Follow your agreed-upon board processes and adapt to the content. We all know that effective boards focus on policy. Let policy be your tried-and-true guide for governance processes while you address these new issues with an open mind. Deliberate thoughtfully and inclusively as new issues arise, knowing that many of the old solutions won’t apply to new challenges. Remember: We want an effective public institution for the next generation.
Does the board provide a supportive foundation that allows leaders to lead, teachers to teach, and students to learn?
A few years ago, I asked a young job seeker what they were looking for in their next employer. The answer surprised me, “stability.” This 20-something was looking for someplace to grow, learn, and thrive. This is a lesson for boards of education, too. Would a superintendent want to work for your board? Does the board provide stability with clear expectations, articulate well-defined roles, and have the discipline to stay focused on common, organizational goals? Employees that are proud to work for your board develop relationships in your community, make a commitment to your children, and become the kind of long-term employees you desire.
Our schools are easy to take for granted because they are effective for so many. Each day, the kids get on the bus. They learn in our classrooms, taught by highly qualified professionals. They participate in activities that help them develop and work well with others. And they become model citizens that positively impact our communities. But our public school system, intended to promote the common good, didn’t happen by accident. We designed it for this purpose. If we want it to thrive for the next generation, then we must follow the principles of effective governance and work to protect, adapt, and enhance public education.