ROI~ES &RESPONSIBILITIES

crvrr AS INSTITUTELOCAL SCHOOL nOARD TRA1NING

Raleigh, North CarolinaMUI'ell 5, 2010

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• Began in the early 1800s c.-l~-J" h-( 5 _ ::-k.Li c:r...>J-v.l'Appolhlcd Bfll;1lds > 'l'rusteo Holt . f I ,-, '..:4-,-",' •.Sup(Jl'int-cllticl\('~ role limited ::;C Vi' H: 66r:::>~'-' ,

. _, -" ,j"....,.4-"~A .....Ji-\.--IJ...... .,''),A,I--? r .• Mid 1800's -Early 1900~l ,J

Number grtll1Uy IIICHmSCld

Scpnilltioll lrom other governmcntnl 1'0101'Eleersd Boards ~RCPI'!JH~HIIi\Hv(} Hol\\Cit~/.wkk" smaller onw'd1l, over hlf!(l{(' number of sdiOoll,

• Mid 1900'sSIJPcrintcntkmt'~ tole cxpllm1c(1

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(:HARAC1~ERISTICS

• Local control to meet specific needs• Separate from general governance• Small boards w/numerous schools• Policy making - oversight• Superintendent responsible for management• Representation through at-large elections

Changes Late 1980s & 2000s

• Decrease local control - state and federalcontrol increasi ng

'"'• Sub-district elections• School boards decreasing/ districts

consolidati ng• Removal of school board by another

governmental body

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ROI,EFunerlon PI' pnrt performed especlally 111a particular operation

RESPONSIBII-JITYState of being responsi ble

WIIAT EXACTLY IS ALOCAL SCHOOL BOARD MEMBER

ACCOUNTABLE IfOR DOINCi?

r~ESPONSIBIldrrIES

• SET VISION• HIRE SUPERINTENDENT• ESTABLISH POLICY• OVERSEE BUDGET• EVALUATE DISTRICT• CONNECT COMMUNITY

VISION

• Vision without action is merely a dream• Action without vision just passes the time• Vision with action can change the world

• TAKEAWAY: ! t.-; 0 Ci -. 5> ~-4_A...-L/h••...•_J

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Can you recite your school hoard's vision

I [ow fast can someone find it on your website

• Responsible for day-to-day management• Needs clear, concise direction• Understands evaluation process

TAKEAWAY: t,.-d... "L'7-"'"V"'~~'c"'(

( n-+'>:Do not micromanageHold him/her accountable

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• Course/Method of action based upon vision Yf/ .

$ Empowers Superintendent and staff• Clear - Concise - Measurable _ ,1\Jl/],Uv~ cJ!-2J

TAKEAWAY:Have youI' copyExperiment on Clarity _ R~ct t rJ.~:1

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(/ll..~< ..A··· ~f)"• Alignment with vision/priorities --• Data driven decisions• Be prepared

TAKEAWAY:Keep a copy of budgetKeep copy of vision/goals/priorities

EVAl.iUATION

• Data• Superintendent.• School board• Yourself

TAKEAWAY:Audits are' profitableSeek training

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COMMUNITY

• Represent the Board - Ambassador• Communicate Vision - Inform• Build Relationships - Listen

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Take away:Take risksInfluence others

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Lindalyn Kak.adelisDirector, North Carolina Education

Alliance704~231·9767

Lkakadeliswnceducaticnalliance.org

COURAGECOl\1'MITMENTCOMMlJNICATION

The Policy Governance® ModelPolicy Governance®, an integrated board leadership paradigm created by Dr.John Carver, is a ground breaking model of governance designed to empowerboards of directors to fulfill their obligation of accountability for the organizationsthey govern. As a generic system, it is applicable to the governing body of anyenterprise. The model enables the board to focus on the larger issues, todelegate with clarity, to control management's job without meddling, to rigorouslyevaluate the accomplishment of the organization; to truly lead its organization.

In contrast to the approaches typically used by boards, Policy Governanceseparates issues of organizational purpose (ENDS) from all other organizationalissues (MEANS), placing primary importance on those Ends. Policy Governanceboards demand accomplishment of purpose, and only limit the staffs availablemeans to those which do not violate the board's pre-stated standards ofprudence and ethics.

The board's own Means are defined in accordance with the roles of the board, itsmembers, the chair .and other officers, and any committees the board may needto help it accomplish its job. This includes the necessity to "speak with onevoice". Dissent is expressed during the discussion preceding a vote. Once taken,the board's decisions may subsequently be changed, but are never to beundermined. The board's expectations for itself also set out self-imposed rulesregarding the delegation of authority to the staff and the method by which board-stated criteria will be used for evaluation. Policy Governance boards delegatewith care. There is no confusion about who is responsible to the board or forwhat board expectations they are responsible. Double delegation (for example, toa board committee as well as to the CEO) is eliminated. Furthermore, boards thatdecide to utilize a CEO function are able to hold this one position exclusivelyaccou ntable.

Evaluation, with such carefully stated expectations, is nothing more than seekingan answer to the question, "Have our expectations been met?" The board,having clarified its expectations, can assess performance in that light. Thisfocused approach reduces the mountains of paperwork boards often feel obligedto review. Moreover, those boards which worry that they are only furnished thedata management wants to give them find that, in stating their expectations anddemanding a relevant and credible accounting of performance, they haveeffectively taken over control of their major information needs. Their staff nolonger has to read their minds.

Policy Governance is a radical and effective change in the way boards conceiveof and do their job. It allows greater accountability. Board leadership isn't justrhetoric. It's a reality.

For a comprehensive discussion of Policy Governance®, we suggest:• Boards That Make A Difference: A New Design for Leadership in Nonprofit

and Public Organizations, by John Carver,• Reinventing Your Board: A Step by Step Guide to Implementing Policy

Governance, by John and Miriam Carver,• John Carver on Board Leadership: Selected Writings from the Creator of

the World's Most Provocative and Systematic Governance Model, by JohnCarver, or

• Corporate Boards That Create Value: Governing Company Performancefrom the Boardroom, by John Carver with Caroline Oliver.

Learn more about these books on the publications page. All are available atjosseybass.com.

A number of individual articles by John and/or Miriam Carver on corporate, NGO,and governmental governance can be found in John's bibliography or in Miriam'sbibliography.

Access journal-length articles describing Policy Governance application:• in equity corporations

- "A Theory of Corporate Governance: Finding a New Balance forBoards and Their CEOs" by John Carver

• in nonprofit (NGO) and governmental organizations- "Carver's Policy Governance® Model in Nonprofit Organizations" by

John Carver and Miriam Carver

ROLES & RESPONSIBILITES OFLOCAL SCHOOL BOARD MEMBERS

Civitas Leadership WorkshopRaleigh, North Carolina

March 5, 2010Suggested Resources:

What School Boards Can Do - Reform Governance for Urban SchoolsDonald McAdams

Key Work of School BoardsNational School Board Association

Education Trustwww.edtrust.org

Center for Reform of School Systemswww.crss.org/home.html

Policy Governance Model by Dr. John CarverVv'Vvw.carvergovernance.comlmodel.htm

Education NextPublished by the Hoover Institutionwww.educationnext.org

Thinking Differently: Recommendations for ir Century School Board/Superintendent Leadership,Governance, and Teamworkfor High Student AchievementRichard H. Goodman & William G. Zimmerman, Jr. (2000)

Local School Boards Under Review: Their Role and Effectiveness in Relation to Students' AcademicAchievementDeborah LandJohns Hopkins UniversityReport No. 56January 2002

The Roles & Responsibilities of School Boards & Superintendents: a State Policy FrameworkEducation Commission of the StatesSeptember 2002

BIOGRAPHICAL SKETCHLindalyn Kakadelis

Since 2003, Lindalyn Kakadelis has served as the Director of the North CarolinaEducation Alliance, a resource network providing North Carolinians with comprehensive data ontopics affecting K-12 education. Dedicated to the fundamental reform of our state's educationalsystem, the Alliance identifies and publicizes innovative and effective solutions to NorthCarolina's education problems.

Before coming to the Alliance, Mrs. Kakadelis served as the director ofthe Children'sScholarship Fund (CSF) of Charlotte for more than two years. CSF, a privately-funded charityproviding tuition assistance to lower-income students, gives disadvantaged families the freedomto choose the best school for their child. Now helping more than 400 children, CSF partners with70 independent schools. Mrs. Kakadelis also served two terms on the Charlotte MecklenburgBoard of Education (CMS). First elected in 1995, she worked on the Legislative and CurriculumCommittees and chaired the Policy Committee. One of Mrs. Kakadelis' key achievements as aCMS board member was her involvement in the implementation of an urban public school choiceplan benefiting more than 100,000 students. Mrs. Kakadelis has also served as a founding Boardmember of Queen's Grant Charter School in Charlotte.

Mrs. Kakadelis began her career in education as an elementary schoolteacher, laterbecoming a preschool director, PTA member, and PTA legislative chairperson when she hadchildren. Above all, her career has been governed by a commitment to empowering familiesthrough educational freedom and competition. Mrs. Kakadelis' work is based on the beliefthat allchildren - poor or privileged - deserve an opportunity to attend the public, private, or religiousschool best suited to their needs. In addition, she believes that competition between schools -through choice and other market-based reforms - results in a better education for students.

Mrs. Kakadelis is a frequent guest on talk radio and television programs throughoutNorth Carolina, and often speaks at public policy forums and gatherings. Her articles appear in awide range of publications, including the educational resource guide, SouthEast EducationNetwork, numerous state newspapers such as the Greensboro News and Record and the RaleighNews and Observer, as well as a the Carolina Journal.