Superintendent/board relationship Michael Dunn, Ed.D. Superintendent, NorthEast Washington ESD 101 [email protected]

superintendent/board relationshipMichael Dunn, Ed.D.Superintendent, NorthEast Washington ESD [email protected]

understanding the organizational

situation

superintendent/board relationship

what the board expects you to accomplish



Challenging Realities for Today’s School Boards

System must prepare all students to be competitive in the worldIn a rapidly changing world, it is not enough to simply improveFacilitation of diversity is critical to the future of schools and societyMeeting the needs of all learners requires high performing learning environmentsTremendous financial challengesQuality of staff is greatest factor affecting achievement…how to handle professional development, evaluation, retirements, layoffs

style…communication


a key principle…


be visiblebe valuable

personal development


trust and collaboration


ensure development and approval of board and superintendent goalsensure your communication with and about each board member is professional and ethicalknow board member interests and talentsseek board member involvement on district committees based on interests and talents


special case…the board president

build your personal relationship with him/her

clarify your perspectives and mutual concerns, and reach agreements on action plan for supporting and/or improving the work of the board

work to present a united front to the board as a whole


a few things not to do…DON ’T:

criticize the past

neglect communication

surprise the board

try to change the board


and if the board is not unanimous…

always set your board up to succeed with the decisions they make, providing options and pros and cons

ask non-threatening questions for clarification

keep the focus on student learning

always assume positive intent


Board/Superintendent Team Operating Principles

(example provided)

Leadership Team RolesCommunications/cooperation and supportJudgment and trustDecision makingDealing with citizen or staff complaintsBoard meetingsListening/communicationHonesty, loyalty, and disagreement


Avoiding Micromanagement…

Signs of:The board tells you how to do projects rather than focusing on what needs to be doneThe board’s focus appears to be on specific details rather than the big pictureThe board frequently sends messages to you that members want to be consulted before decisions are made, even in areas clearly within your scope of responsibilityThe board has a habit of becoming directly involved in tasks because members are concerned that you and the administration may not do what they want


And what to do…Start by having an open and direct conversation about your perception of micromanagementSuggest that when a task, project, or initiative is identified, the board should focus on outcomes that all would agree define successIdentify intermediate points at which progress reports and updates will be provided and howBe open and timely with your communication regarding adjustments, change of course, or when success might be impossibleBe quick to recognize and compliment the board and individual members when progress is noted


what type of organization is your school district?what type of organization can and should it

become?


To become great, schools must be transformed into

learning organizations that nurture

engagement.

CommunityLeaders &Advocatesfor Schools

Board ofDirectors

Owners &Advocates

SafetyInspectors

&Fire Marshals

HearingOfficers

&Parole Board

School Board

as:

Partners &Members ofthe SchoolCommunity

Guarantors&

QuestionableAllies

SupplySource &

Determinantof Product

Quality

Primary Shipper &Receiver

DistrustedVisitor

Parent as:

Moral and IntellectualLeaders &Capacity Builders

CEOTechnicians& Support

Staff

PlantManager,Inspectors

&Supervisors

PropertyManagers,Director of

Maintenance,Shipping, &Personnel

Bureau ChiefDepartmentDirectors, Hearing

Officers & Parole Officers

Supt. &CO as:

Leader ofInstructional

Leaders

Chief ofStaff

Shop Foreman

Mid-levelBureaucrat& Keeper

of the Keys

Warden

Principalas:

Prison

Warehouse

ServiceDeliverySystem

LearningOrganization

Factory

Schoolas:

Instructional Leader &

Curriculum Designer

Clinician &Diagnostician

SkilledWorker

Clerk &Keeper

of Records

Guard

Teacheras:

Volunteer &Customer for

QualitySchool Work

Client

Raw Material& Product

ExcessInventory

Inmate

Studentas:

Conflict Habituated

Threatened

WellManaged

HighlyEngaged

Passive Congenial

LikelyClassroom

Profiles

Alienated

PassiveIndifferent

Calculative

Moral

PassiveCompliance

Commit-ment

to Shared Beliefs &

Values

Schlechty - Center for Leadership and School Reform

Arms Length

Building Community

Societal Conflict

Group Authority

Not Managing

Creating a Responsive System

Values and Purpose Driven

Outward Focused

In a Learning Organization, the School Board Would Be More Like This:

Arms Around

Responding to Community

Personal Conflict

Individual Authority

Micromanaging

Responding Personally

Constituent Driven

Inward Focused

Most School Boards Are Like This:


the most important relationship in the school district is

between you as superintendent, and

your board of directors




Documents

Superintendent/board relationship Michael Dunn, Ed.D. Superintendent, NorthEast Washington ESD 101 [email protected]