An expectation anticipates a particular behavior or outcome. Does the superintendent know what the school board expects? Does the board know what the superintendent expects? Does the board and superintendent know what staff, students, parents and community expect? Are expectations intuitive or documented? Should expectations be vague or specific?
An intuitive expectation by definition is vague because it allows for a subjective interpretation by those involved. A documented expectation is specific because it is stated and usually agreed upon by those involved. Should the school board govern and superintendent manage the district based upon vague or specific expectations?
The school board should document its expectations of the superintendent. They may be stated broadly in district policy, more concretely in the superintendent’s contract, and most specifically in the superintendent’s annual assessment.
A superintendent may be reluctant to express expectations of the school board. However, an appropriate time to address these expectations may be during the superintendent’s annual assessment. The written assessment is usually summarized and followed by a discussion of the board’s perception of the superintendent’s strengths and weaknesses. It is an opportunity for the superintendent to suggest expectations for governance that support the perceived strengths and address the weaknesses.
There are ways for the school board and superintendent to identify stakeholder expectations. Staff and student expectations might be identified through surveys or informational meetings at the building level. Parent and community expectations might be collected through surveys or community forums. Representative groups of stakeholders might be invited to meet with a board ad hoc subcommittee or superintendent to discuss specific expectations.
Finally, school board members may have expectations of the board president, officers or each other, as well as board procedures and member standards of conduct. It is important for these expectations to be documented. The board bylaws would be an appropriate place to specify its expectations of itself. A board that might require assistance identifying bylaws should contact its state school board association.
Specific expectations among district leaders can result in greater governance and management accountability. District leaders who can identify and respond to specific stakeholder expectations will build trust, confidence and stakeholder support for the district.
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