Being a superintendent for eighteen years, I developed a deep respect for those who served on the school board. During that time, I was fortunate to have worked with many great board members in two districts. That is not to say, however, that I did not have a few board members who, on occasion, worked very hard to make their superintendent’s life difficult.
Looking back, it seems to me there were two factors that contributed mostly to the challenges I experienced with those few board members. The first was poor communication, the result of unclear expectations between board members and superintendent. The second was the lack of a clear understanding of the board member’s leadership role versus the superintendent’s administrative role.
Now that I am a retired superintendent, I have the privilege to serve on the adjunct staff of the Michigan Association of School Boards (MASB). I have the opportunity to conduct board training on important leadership topics like policy development, implementation and oversight; the unique relationship between the school board president and superintendent; succession planning; and the board’s role in school construction. In collaboration with MASB, I have focused board leadership development on two important factors. You guessed it, (1) communication and (2) role clarification.
Along with a myriad of high quality services for school boards, MASB is the main resource for board leadership development in Michigan. MASB provides comprehensive training for board members on many important leadership topics and sponsors a Certified Board Member Award program (CBA) that is second to none. MASB also provides on-site professional development for the local school board.
Through MASB, I conduct a three hour on-site professional development session for the school board and superintendent focused on five important topics: Policy, Finance, Collective Bargaining, Lines of Communication, and Chain of Command. In my view, these topics reflect the fundamental leadership responsibilities of the school board in collaboration with the superintendent. Because these topics are so important, I attempt to distinguish clearly between the board’s leadership role and the superintendent’s administrative role in each of them.
For experienced board members, this professional development is a kind of refresher course. It affirms their views of their role on the board as well as their practices. Often, experienced board members have very constructive observations and recommendations they share during the session. For newly elected board members, this professional development helps them to better understand their role. Some come to service on the board with a personal agenda and then quickly realize that board service is much more than simply advocating for a singular issue. Superintendents also are receptive to the professional development. It often affirms what they have advised their board in terms of its leadership role and their administrative role.
The three hour, five topic professional development I conduct might be the perfect content for an August back to school board retreat or professional development day. It also might be appropriate or helpful after the board election when newly elected members join the board at the board’s reorganization meeting.
For more information about MASB services, the Certified Board Member Award Program or on-site board professional development, please contact the Michigan Association of School Boards at info@masb.org or call 800-968-4627 or leadership services at 517-327-5918.
