Presentation on theme: "Becoming a High Impact Board Susan Salter Director of Board Development Alabama Association of School Boards."— Presentation transcript:
Becoming a High Impact Board Susan Salter Director of Board Development Alabama Association of School Boards
Getting Started Write your name on a tent card and place it in front of you at your table. Introduce yourself to others at your table and share why you serve on the school board.
Participants will ~ Understand how school boards work to improve student learning and achievement. Understand the roles of the board and superintendent. Objectives
What is: 0102030405060708090100 What should be: 0102030405060708090100 Percentage of time spent on student learning
What do school boards in high achieving systems do differently?
Traits of “high-impact” boards Consistently express the belief that all students can learn and that schools can teach all students. Far more knowledgeable about teaching and learning issues.
Traits of “high-impact” boards Use a variety of data to make decisions. Create a supportive workplace for staff. Balance systemwide direction with building-level autonomy. Involve their communities.
Set clear expectations Create the conditions for success Hold the system accountable Build public will Learn together as a board team Emerging Understanding about the Role of the Board in Improving Student Learning
Effective boards don’t micromanage
What is “Key Work”? So what does all this look like in the real world?
13 Vision isn’t about where schools are; it’s about where the stakeholders want them to be. student achievement as top priority It establishes student achievement as top priority of board, staff and community. Vision
Roles for Vision: Board Set the expectation for creating a vision & mission Approve the vision & mission Use them to guide Communicate them at all opportunities Recommend a process Assure staff support to carry out the process. Propose a strategic plan to make vision a reality Superintendent
16 Define what students should know and be able to do at key points in their school careers. Define how well students must be able to perform in order the meet the standards. Standards: Standards
17 What should students know and be able to do at each grade level? Is the bar set high enough? Is it too high? Has the board provided the training and resources the staff needs to do this? Questions to ask: Standards
Roles for Standards: Board Provide policy Provide resources Build community support ID options for the board to consider Implement decisions Provide data & info on results Superintendent
Vision Standards Assessment
20 Assessment … Provides data on individual progress toward standards. Identify teachers who are most successful. Enable teachers to deliver individualized instruction. Assessment
Roles for Assessment: Board Provide policy Provide resources Build community support ID options for the board to consider Implement decisions Provide data & info on results Superintendent
Vision Standards Assessment Accountability
23 ccountability Establish a strong, shared accountability process focused on: individual student results; comprehensive data collection; growth and improvement as well as scores; transparent, honest reporting. Accountability
Not about finding the guilty Not about blaming Not about punishing Accountability
Roles for Accountability: Board Provide policy Provide resources Communicate to stakeholders ID options for the board to consider Implement decisions Provide data & info on results Superintendent
The Power of the Right Questions Being effective leaders for student learning and achievement does not require board members to have all the answers, but it does require them to ask the right, and sometimes hard, questions.
Table Activity What questions should you be asking at the board table to ensure accountability? What data should you be studying?
29 How you choose to use your resources speaks volumes about the board’s “real” goals and sends a message to staff and community about the seriousness of your intent. Alignment
Alignment is the difference between a regatta and an armada. 30
Align resources and practices to focus on student learning and achievement by considering: budget; staff allocation; curriculum, textbooks, technology and supplies; staff development choices; students and schools with greatest needs. Alignment
Alignment is NOT about how much you need, but about how you use what you have. Remember, Everything is not a priority. Keep first things, first. What? Alignment
Roles for Alignment: Board Provide policy Provide resources Build community support ID options for the board to consider Implement decisions Provide data & info on results Superintendent
42 Continuous Improvement is a thoughtful, constant process: Question, Examine, Revise, Refine and Revisit Continuous Improvement
43 Customer focus Data-based decisions The right questions at the right time Open communication Celebrating and rewarding improvement Continuous Improvement
Culture Change Cost/schedule Decide by hunch Internal standards Fire fighting Self focus Quality first Decide by fact Customer focus Prevention Mutual respect Continuous Improvement
Individual Do your own thing Competition Been there, done that Fix the blame Team Share ideas Collaboration Is there another way? Fix the problem Continuous Improvement Culture Change
Set clear expectations Create the conditions for success Hold the system accountable Build public will Learn together as a board team The board’s role in improving student learning
Set clear expectations Create the conditions for success Hold the system accountable Build public will Learn together as a board team Vision, standards, accountability Alignment, climate, continuous improvement Accountability, assessment Vision, collaboration Continuous improvement LighthouseKey Work