Lessons from the Trenches: Insights for Boards of Education and Administrators

Reporter: Kurtis Smyth, Illinois State University 

Presenters: Kelly Dunnill, Board of Education Member and Teacher, Bourbonnais ESD 53, Adam Ehrman, Ed.D., Superintendent, Bourbonnais ESD 53

In this candid and engaging session, Superintendent Adam Ehrman and teacher-leader Mrs. Kelly Dunnill, who also serves on his BOE, explored the realities of superintendent–board relationships and the communication habits that either strengthen or strain district leadership. Drawing on their own district’s difficult experiences including leadership through the COVID-19 pandemic, a six-day teacher strike, and the turnover of four board seats — the presenters framed their message around a simple but powerful truth: district success depends on honest, real conversations that too often do not happen.

Ehrman opened by emphasizing that superintendents and boards must be willing to “get into the dirt” to address unspoken frustrations, clarify assumptions, and tackle issues that may be uncomfortable but are necessary for progress. He reiterated that the guiding purpose must always be centered on students. “Why do we do what we do? It has to be what’s best for kids,” he stated, noting that personal agendas or political tensions only distract from that mission.

Their district’s story offered a practical backdrop. When Ehrman stepped into the superintendency during COVID, he inherited fractured relationships and competing narratives. A previous “unicorn board,” highly unified, had splintered after the strike, with four newly elected members supported by the teachers association. In this environment, Ehrman found that the superintendent’s most essential skill was relationship-building. Today, the district operates five schools, three of which are rated Exemplary, progress he attributes directly to rebuilding trust and engaging in the difficult conversations necessary for alignment.

A significant theme was redefining communication. Board members do not and cannot read every document, so administrators must provide clear, balanced information rather than one-sided opinions. At the same time, superintendents must resist the urge to “sell” a preferred outcome. Instead, their role is to offer context, present options, and ask clarifying questions that lead to better decision-making. Dunnill added that tone, respect, and professionalism shape how messages are received; condescending or defensive communication undermines trust regardless of content.

The presenters identified four “pillars” essential to healthy governance: Communication, Respect, Trust, and Purpose. These ideas surfaced repeatedly as they described practical challenges such as board members posting about meetings on social media, micromanagement disguised as engagement, or board members seeking private clarifications that should have been asked publicly. They argued that transparency and consistency must guide all interactions.

To strengthen trust, the presenters encouraged leaders to adopt principles such as:

• No surprises
• Assume best intent
• Keep students above egos
• Respect roles and boundaries
• Pause and reflect before reacting

Ehrman also shared that he uses weekly update videos and emergency communications to maintain openness. Conversely, “radio silence” from a board member signals misalignment and requires immediate attention.

Ultimately, the session underscored that districts thrive when boards and administrators engage authentically, communicate purposefully, and hold themselves accountable to a shared mission. As Ehrman concluded, the key question for every leader is: Are your daily actions aligned with your purpose?