Board Self-Assessment: Charting Your Path to Success A Deeper Dialogue Session 9:30 a.m.

Presenters: Central Lee and North Scott

Moderator: Tom Downs

Vision & Voice for Public Education

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Reflection Questions – Board Self-Assessment 1. How does your board team currently monitor or assess the effectiveness of its work?

2. What are 1-2 potential benefits of board self-assessment?

3. What are key factors that might inhibit a board from doing self-assessment?

4. Does your board have a policy or past practice regarding board selfassessment? If yes, what is it?

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Eight Traits of Effective School Boards Research is clear: High-achieving boards exhibit different habits and characteristics Patte Barth What makes an effective school board— one that boosts student achievement? From a research perspective, it’s a complex question that involves evaluating virtually all of a board’s functions, from internal governance and policy formulation to communication with teachers, building administrators, and the public. But the research that exists is clear, according to a brief published by NSBA’s Center for Public Education (CPE) in late January. The brief, which examined seven research studies conducted between 1993 and 2008, says high-achieving boards exhibit habits and characteristics that are markedly different from those of their low-achieving counterparts. What makes a board effective?

Here are eight characteristics found in the research: 1. High expectations, clear goals: Effective school boards make a commitment to a vision of high expectations for student achievement and quality instruction. They define clear goals to meet the vision, make sure the goals remain the top priorities, and allow nothing to detract from them. 2. Belief that all children can learn: Effective school boards have strong shared beliefs and values about what is possible for students and their ability to learn, and of the system and its ability to teach all children at high levels. In highachieving districts, poverty, lack of parental involvement and other factors are described as challenges to be overcome, not as excuses. Board members expect to see improvements in student achievement quickly as a result of initiatives. 3. Focused on achievement: Effective boards are accountability driven. They spend less time on operational issues and more time focused on policies to improve student achievement. 4. Collaboration and communication: Effective boards have a collabora-

tive relationship with staff and the community. A strong communications structure is in place to inform and engage key groups—internal and external—in setting and achieving the district’s goals. 5. Data savvy: Effective school boards embrace and monitor data, even when the information is negative, and use it to drive continuous improvement. In highachieving districts, board members identify specific student needs through data, and justify decisions based on that data. 6. Goals and resources aligned: Effective school boards align and sustain resources, such as professional development, to meet district goals. This occurs even during the most severe budget challenges, such as the ones districts now face. 7.Team leadership: Effective school boards lead as a united team with the superintendent, each from their respective roles, with strong collaboration and mutual trust. Boards in successful districts define an initial vision for the district and seek a superintendent who matches this vision. 8. Team training: Boards that are effective take part in team development and training, sometimes with their superintendents, to build shared knowledge, values, and commitments for the district’s improvement efforts. Training is formal, deliberate, and often on specific topics. Danger signs

The CPE did not set out to specifically focus on what makes boards ineffective. However, some descriptions—we call them “a dozen danger signs”—of ineffective boards emerged in the research review. Ineffective school boards: A • Are only vaguely aware of school improvement initiatives, and are seldom able to describe actions being taken to improve student learning. B • Focus on external pressures as the

28 American School Board Journal ■ www.asbj.com ■ March 2011

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main reasons for lack of student success, such as poverty, lack of parent support, societal factors, or lack of motivation. C • Offer negative comments about students and teachers. D • Micromanage day-to-day operations. E • Disregard the agenda process and the chain of command. F • Are left out of the information flow, with little communication between the board and superintendent. G • Describe a lack of parent interest in education or barriers to community outreach. H • Look at data from a “blaming” perspective, describing teachers, students and families as major causes for low performance. I • Have little understanding or coordination on staff development for teachers. J • Are slow to define a vision. K • Do not hire a superintendent who agrees with their vision. L • Receive little professional development together as a board. Though the research on school board effectiveness is in the beginning stages, the studies included in this report make it clear that school boards in highachieving districts have attitudes, knowledge, and approaches that separate them from their counterparts in lowerachieving districts. In this era of fiscal constraints and a national environment focused on accountability, boards in high-performing districts can provide an important blueprint for success. In the process, they can offer a road map for school districts nationwide.

Patte Barth ([email protected]) is the director of NSBA’s Center for Public Education. The full report, The Eight Characteristics of Effective School Boards, written by researchers Chuck Dervarics and Eileen O’Brien, is available at www.centerforpubliceducation.org.

Copyright, March 2011, National School Boards Association. All rights reserved. You may make up to 50 copies for individual or noncommercial use. Any other use requires express written permission. Permission to use NSBA materials does not imply endorsement of any product or service.

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Eight Traits of Effective School Boards An IASB School Board Self-Assessment

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Eight Traits of Effective School Boards An IASB School Board Self-Assessment

Purpose

This IASB board self-assessment is based on the research brief, Eight Traits of Effective School Boards, published by NSBA’s Center for Public Education. The brief describes the characteristics of highly effective boards that research shows positively impacts student learning. Together the research brief and self-assessment, along with a subsequent whole-board discussion, will help you reflect on the eight traits and your board team’s perceptions about the critical nature of this work. The assessment also provides an opportunity for the board to identify strengths and potential “danger signs” to avoid.

Thoughts to Keep in Mind

Board members’ perceptions about key roles may differ, and coming to consensus about where the board is now will help you arrive at a clearer understanding of where you want to be in the future and where you want to focus improvement. The assessment asks you provide ratings and more importantly, rationale for those ratings. Your honesty and openness will make this board effectiveness process more meaningful and useful to you and your board.

Instructions •

• • • • • •

Prior to filling out the assessment form, read NSBA’s research brief, Eight Traits of Effective School Boards on the last page of this tool. For each trait listed, consider how the board is doing on each trait. Circle the number that best describes the current performance of the board on the scale from 1–4. In the next column, prioritize the traits for importance by placing a ranking score from 1–8 for each trait. In the final column, explain your rating for each trait. List evidence that indicates where your board team is on this trait at this time. Complete the form by responding to the remaining open-ended reflection questions. When finished, send your assessment results to the designated point person.

Important Considerations •

•

•

This completed self-assessment will be beneficial to the board once it has been shared with and discussed by the whole board. Any information submitted as part of the self-assessment process may constitute a public record and therefore may be subject to disclosure in compliance with Iowa Code Chapter 22. Please note that the final self-assessment report constitutes a public record and is subject to disclosure in compliance with Iowa Code Chapter 22. When completing the assessment, it is vital to use discretion in making narrative comments. It is productive to identify positive behaviors to help enhance the effectiveness of the board. It is also helpful to clarify behaviors that need to change, but is not beneficial to name specific individuals or to blame fellow board members. Productive sample comment: The board needs to display respectful behaviors to each other, especially on complex topics. Unproductive Sample Statement Jim (or “the board president”) needs to stop yelling at others during board meetings.

©Iowa Association of School Boards

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Rating Scale - Please indicate how your board team is doing on each trait. 1 - Just starting 2 - Some progress 3 - Good progress 4 - Well on our way Trait

Circle a Rating

Priority

a) High expectations, clear goals

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b) Belief that all children can learn

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c) Focused on achievement

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d) Collaboration and communication

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e) Data savvy

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f) Goals and resources aligned

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g) Team leadership

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h) Team training

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List evidence that indicates where your board team is on this trait at this time.

Reflection: Please respond to the following questions. Celebrations As you think back on the eight traits and your ratings, describe two strengths of your board team.

Missing Elements Consider the unique work of school boards. What other traits might be included?

Danger Signs Review the list of danger signs in the last section of NSBA’s research brief, Eight Traits of Effective School Boards. Choose 1-3 of the danger signs that you feel may be roadblocks for your board team. Record your choices below and state why next to each one. Danger Sign

Why might this be a roadblock for our board?

A)

Why?

B)

Why?

C)

Why?

©Iowa Association of School Boards

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Self-Assessment on Standards for Effective School Boards An IASB School Board Self-Assessment

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Self-Assessment on Standards for Effective School Boards An IASB School Board Self-Assessment

Purpose

This board self-assessment is based on IASB’s Standards for Effective School Boards. The standards are designed as a common framework to encourage excellence in school board governance with a focus on student learning as the board’s primary responsibility. The framework is based on research and best practice; it includes a set of six standards, along with related competencies and indicators of best practice, to guide the work of high-performing school boards. The self-assessment results and subsequent whole board discussion can help the board determine where it is effective in providing governance level leadership and where your board may wish to improve.

Thoughts to Keep in Mind

Board members’ perceptions about key roles and the effectiveness of the board, as a whole, may differ. Taking time to discuss the results and come to consensus about where the board is now can help your team define a clearer description of where the board wants to be in the future and where to focus improvement efforts. This self-assessment asks you to provide ratings and thoughts for how you see the board functioning in relation to the six board standards and the related competencies. Your honesty and openness will help make this process more meaningful and useful to you and the whole board team.

Instructions • •

•

• •

Each board member will complete the assessment individually. Prior to starting, skim the IASB Standards for Effective School Boards. o Note that each board standard includes a related set of competencies and example indicators of best practice. o Use the example indicators of best practice as a guide to help complete the assessment as needed. o Note that every indicator does not have to be in place in order to give a high rating for that area. To begin, under each board standard: o Choose the rating for each competency that best describes the current performance of the board. o Where helpful, list evidence or cite specific examples to clarify your rationale for the rating you gave each competency. o Respond to the open-ended question at the end of each section before moving on to the next board standard. Finish the assessment by completing the Prioritizing the Board’s Work on the Standards activity and responding to the last set of open-ended questions. Once completed, send your assessment results to the point person for compilation.

©Iowa Association of School Boards

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Important Considerations •

•

•

This completed self-assessment will be beneficial to the board once it has been shared with and discussed by the whole board. Any information submitted as part of the self-assessment process may constitute a public record and therefore may be subject to disclosure in compliance with Iowa Code Chapter 22. Please note that the final self-assessment report constitutes a public record and is subject to disclosure in compliance with Iowa Code Chapter 22. When completing the assessment, it is vital to use discretion in making narrative comments. It is productive to identify positive behaviors to help enhance the effectiveness of the board. It is also helpful to clarify behaviors that need to change, but is not beneficial to name specific individuals or to blame fellow board members. Productive sample comment: The board needs to display respectful behaviors to each other, especially on complex topics. Unproductive Sample Statement Jim (or “the board president”) needs to stop yelling at others during board meetings.

©Iowa Association of School Boards

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Standard #1: Operate as a visionary governance team in partnership with the superintendent. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 1.1 Vision and Planning: Develops a shared vision and plans for student achievement that reflects common values and core beliefs of the school community. Provide an example or rationale (optional):

1.2 Operating Practices: Uses productive practices for its own operations and development. Provide an example or rationale (optional):

1.3 Decision-Making: Ensures board decisions are based on data and deliberation. Provide an example or rationale (optional):

1.4 Board/Superintendent Relations: Cultivates a strong relationship and partnership with the superintendent, based on clear expectations and accountability. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Standard #2: Provide effective leadership for quality instruction and high, equitable student learning. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 2.1 Clear Expectations: Sets and communicates high expectations for student learning with clear goals and a focus on strengthening instruction. Provide an example or rationale (optional):

2.2 Conditions for Success: Supports conditions for success through board actions and decisions. Provide an example or rationale (optional):

2.3 Accountability: Holds the system accountable to reach student learning goals. Provide an example or rationale (optional):

2.4 Collective Commitment: Builds the collective commitment of community and staff to achieve the student learning goals. Provide an example or rationale (optional):

2.5 Team Learning: Learns together as a whole team to inform decisionmaking around the student learning goals. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Standard #3 Foster a culture that enables excellence and innovation. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 3.1 High Quality Staff: Empowers the superintendent in hiring and developing the best employees available to meet the district’s goals. Provide an example or rationale (optional):

3.2 Shared Leadership: Supports structures that develop instructional leadership and collaboration. Provide an example or rationale (optional):

3.3 Staff Learning: Supports research-based staff professional development aligned with district goals. Provide an example or rationale (optional):

3.4 Environment: Fosters a safe and secure environment for all students, staff, and visitors. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Standard #4 Lead through sound policy, ensuring transparent, ethical, legal operations. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 4.1 Policy Leadership: Develops sound, written policy to clarify the board’s intent for district direction. Provide an example or rationale (optional):

4.2 Legal: Ensures that board and district actions are in compliance with state and federal laws, appropriately addressing legal issues when they arise. Provide an example or rationale (optional):

4.3 Ethics: Models ethical and legal behaviors which enable the board to stay focused on district goals. Provide an example or rationale (optional):

4.4 Transparency: Establishes policies and ensures processes that are open and accountable. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Standard #5 Sustain and enhance district resources through planning and fiduciary oversight. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 5.1 Financial Health: Monitors and evaluates the financial health of the district, ensuring accountability and transparency in board decision making. Provide an example or rationale (optional):

5.2 Financial Forecasting: Ensures strong financial planning for the district. Provide an example or rationale (optional):

5.3 Budgeting: Ensures the district budget aligns with district goals and multi-year plans. Provide an example or rationale (optional):

5.4 Risk Oversight: Ensures sufficient risk management is in place to protect district resources. Provide an example or rationale (optional):

5.5 Facilities: Ensures school facilities enhance and enrich student and staff learning. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Standard #6 Advocate for public education and the needs of Iowa students. Rating Scale: 1 = Have Not Started, 2 = Just Getting Going, 3 = Making Progress, 4 = Well On Our Way! Choose the rating for each competency that best describes the current performance of the board. Where helpful, provide examples to describe why you selected that rating.

Competencies 6.1 Championing Local Governance & Public Education: Clearly articulates and advocates for the value of public education and the important role of local school governance. Provide an example or rationale (optional):

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6.2 Legislative Advocacy: Develops and strengthens on-going relationships with policymakers around improving student achievement and the needs of public education. Provide an example or rationale (optional):

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6.3 Community Engagement: Fosters engagement and collaboration with all stakeholders to ensure high and equitable student learning. Provide an example or rationale (optional):

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Summary thoughts: If this standard were to be a focus for board improvement work, what are one or two key actions the board might take?

©Iowa Association of School Boards

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Prioritizing the Board’s Work on the Standards

You’ve assessed your board’s performance on the board standards and competencies. Next, consider where your board can best leverage your time at the board table to focus on priority areas of work to ultimately advance student learning. Step One: Review your summary thoughts for potential actions for each standard. Consider: Which areas are most critical and in need of the board’s time and attention? Step Two: Select the top three priority standards where your board team should devote considerable time and energy at the board table. Assign a point value to each of those three standards: •

5 points to the highest priority standard – the area of work you feel has the greatest potential for positively impacting the board’s work in improving student learning. It would reflect a significant amount of time on board meeting and workshop agendas throughout the year.

•

3 points to second priority standard which you also feel is also very important; but at this time would require less time and attention from the board than the higher priority standard area.

•

1 point to the third priority standard that you believe would allow the board to make a difference in its performance with a minimum of effort or at this time is sufficient to allocate less time toward.

Standard

Priority Points

Visionary Team Student Learning District Culture Policy & Legal Fiscal Responsibility Advocacy

Please explain your reasoning for the three standards you prioritized.

©Iowa Association of School Boards

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Reflection: Please respond to the following questions. 1. What do you believe are the greatest strengths of the board team?

2. What do you believe are the greatest challenges facing the board team?

3. What should the board be doing to maximize its strengths and address these challenges?

©Iowa Association of School Boards

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Next Steps: Guidance for Whole Board Discussion Once board members have completed the self-assessment, the whole board should devote time to discuss the compiled results and plan future actions for growth and focus. Here are two questions the board may consider during the discussion phase of the effort: 1. After whole board sharing and discussion, what are the big picture themes? Which one, two or three standards would be most beneficial for the board to concentrate on during the next one to two years? 2. What key board actions would have the most powerful impact on the effectiveness of the board? Other resources available to assist are IASB’s School Board Self-Assessment Facilitator’s Guide and Suggested Guiding Questions for Board Team Discussions. These resources and others can be found at www.ia-sb.org.

©Iowa Association of School Boards

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Board Governance Operations An IASB School Board Self-Assessment

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Board Governance Operations Purpose

The focus of this self-assessment is how your school board functions together. This tool is designed to provide you with a general assessment of your school board’s governance operations. The assessment results and subsequent whole-board discussion will help you determine where the board is effective in carrying out key responsibilities, and where your board might wish to improve.

Thoughts to Keep in Mind

Board members’ perceptions about key roles may differ. Coming to some consensus about where the board is now will help you arrive at a clearer understanding of where you want to be in the future and where you want to focus improvement. We cannot start the process without your thoughtful responses. The process will involve listening to each other and to each other’s perceptions.

Instructions

On the following pages is a list of key governance duties and characteristics connected with your position as a school board or policy team member. • For each item you will give one rating on how you believe the board is doing “now.” • Assign a score from 1-7 for each item, where low numbers represent low or minimum success, and high numbers represent high or maximum success. As you rate the items, it is important to think of the school board and superintendent as • a policy team. • Answer the four open-ended questions on the last page to complete the assessment.

For example:

Scale 1-7 (1= low; 7= high)

Now I find being a board member to be a rewarding experience. There are no right or wrong answers. If appropriate, do not hesitate to qualify or clarify your answer with a short written statement. When finished, send your assessment results to your designated point person.

©Iowa Association of School Boards

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Important Considerations •

•

•

This completed self-assessment will be beneficial to the board once it has been shared with and discussed by the whole board. Any information submitted as part of the self-assessment process may constitute a public record and therefore may be subject to disclosure in compliance with Iowa Code Chapter 22. Please note that the final self-assessment report constitutes a public record and is subject to disclosure in compliance with Iowa Code Chapter 22. When completing the assessment, it is vital to use discretion in making narrative comments. It is productive to identify positive behaviors to help enhance the effectiveness of the board. It is also helpful to clarify behaviors that need to change, but is not beneficial to name specific individuals or to blame fellow board members. Productive sample comment: The board needs to display respectful behaviors to each other, especially on complex topics. Unproductive Sample Statement Jim (or “the board president”) needs to stop yelling at others during board meetings.

©Iowa Association of School Boards

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1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18

2 2.1 2.2 2.3 2.4 2.5 2.6 2.7

3 3.1 3.2 3.3 3.4 3.5 3.6

Board Meetings

Now

A board member can easily place an item on the board meeting agenda. Board members are well prepared for board meetings. The agenda is accompanied by an appropriate amount of background information. Board members have adequate time to review the agenda before a board meeting. The board focuses its discussion on issues rather than personalities. The meetings start on time and conclude within a reasonable time period. The board solicits participation from each board member. Items are not added to the agenda at the board meeting by board members or the superintendent. The agenda is divided into action items and information items reflecting the district priorities, and the most important issues are typically the first to be considered. The board spends the majority of its time on education programs and outcomes. There is a rational relationship between how long the board spends on an agenda item and the importance of the item. The board functions as a policy board and does not make administrative decisions. All discussion can be heard by the whole board and audience. The meeting is conducted in a businesslike manner, following accepted board policy. The board president takes charge of the meeting and encourages orderly decisionmaking. Board members are polite and treat each other, as well as school personnel, with respect during the meeting. A conscious effort is made to make the public feel welcome to attend board meetings. At the conclusion of a board meeting there is a general consensus the time was well spent.

Team Building

Now

Board members are able to disagree on matters and still maintain an attitude of mutual respect and trust. Board members pay attention to what each other are saying. Board members hold a common responsible view of the board’s role. Board members encourage each other to work as a team. Board members hold similar expectations for the role of board members. You feel other board members have confidence and trust in you. You have confidence and trust in the other members of the board.

Planning

Now

The board provides vision for the district’s educational future. The board is an active participant in the district’s planning process. The board receives progress reports on the state of the district’s goals and priorities. The board reviews district performance outcomes as a part of the planning process. School based goals are aligned to district goals. The board considers new educational practices and policies in planning for change.

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4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10

5 5.1 5.2 5.3 5.4 5.5

6 6.1 6.2 6.3 6.4 6.5 6.6 6.7

Decision-Making

Now

Board members refrain from making commitments outside of board meetings. Board members treat information in closed sessions and negotiations strategy meetings as confidential for the protection of individuals of the board. Board members avoid personal conflict of interest situations and the appearance of the same. Board members vote their convictions. Board members display the willingness to devote the necessary time to become as effective as possible. The board represents the best interests of all the children of the entire district rather than a portion of the students. The board provides a quality educational program within present district financial constraints. Majority decisions of the board are supported by board members even when individual views may differ. The board exhibits effective decision-making skills. Differences and disagreements between members of the board are accepted as normal and then worked through rather than allowed to continue.

Motivation

Now

You enjoy performing activities of the school board. You feel a responsibility to help the school district be successful. The board members, as a group, are committed to performing their responsibilities. Individual board members feel responsibility for attaining the goals of the school board. The board serves as the key advocate for students.

Board/Superintendent/Staff Relations Before deciding any matter (other than the superintendent’s contract), the board provides the superintendent with ample opportunity to develop staff recommendations for action. The board communicates with the superintendent with clear performance expectations. The superintendent is given direction by the board as a whole rather than by individual members. The board conducts a written evaluation of the superintendent at least on an annual basis. The board views its superintendent as its administrative leader responsible for supervision of operations of the total district. The board communicates with the superintendent in a climate of trust and mutual respect, offering recommendation when earned and constructive criticism when necessary. The board encourages and supports professional growth of all staff members.

©Iowa Association of School Boards

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Now

7 7.1 7.2 7.3 7.4 7.5

8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9

9 9.1 9.2 9.3 9.4 9.5

Communications

Now

Information about important activities and circumstances is shared among the board members. Communication among board members is honest and free from distrust and coverup. Board members demonstrate good communication skills when dealing with the public. The board communicates high expectations for the performance of all students. The board has a comprehensive communication policy on addressing relationships with the media.

Community/Public Relations

Now

The board solicits input from all segments of the community in establishing goals for the district. The board has procedures which assure proper follow-up of citizen concerns. The board allows adequate time for public participation at board meetings but prevents a single individual or group from dominating discussions. The board balances the recommendations of Consultants and professional educators with wishes, needs, and desires of the community. The board encourages participation of advisory and community groups in an advisory capacity to help solve specific problems. The board has policies which deal with the use of district facilities by civic groups and other local organizations. The board encourages public recognition of student, staff, and district accomplishments. The public is kept informed of the status and progress of educational programs. Board members participate actively in community affairs.

Policy

Now

The board operates according to written policies. The board actively seeks the contributions of faculty, students, and community members before drawing up a new policy. Policies are systematically reviewed and evaluated for their effectiveness at least once every three years. The board holds the superintendent responsible for implementing board policies. Both the board and staff adhere to current policies adopted by the board.

10 Board Development 10.1 10.2 10.3 10.4 10.5

Now

The board maintains a comprehensive orientation program for newly elected board members. The board assesses its performance on a regular basis. The board encourages its members to participate in learning development activities. The Iowa Association of School Boards is used as a resource to inform and develop the board. The board implements plans to improve its performance in areas of need.

©Iowa Association of School Boards

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11 Legislative Leadership

Now

11.1 The board is actively involved in state education legislation. 11.2 Legislative reports are included on the board agenda. The board’s legislative resolutions are proposed to the Iowa Association of School 11.3 Boards.

Reflection: Please respond to the following questions. 1. What do you believe are the greatest strengths of the board team?

2. What do you believe are the greatest challenges facing the board team?

3. What should the board be doing to address the challenges?

4. What are two focus areas for improvement of board work that you really believe could help your team better serve the needs the district’s students?

©Iowa Association of School Boards

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Decision-Making, Relationships & Teamwork An IASB School Board Self-Assessment

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Decision-Making, Relationships & Teamwork Purpose

The focus of this self-assessment is how your school board functions together. The assessment results and follow-up whole-board discussion will help determine where the board is effective in carrying out key responsibilities, and where your board might wish to improve.

Thoughts to Keep in Mind

Board members’ perceptions about key roles may differ. Coming to some consensus about where the board is now will help you arrive at a clearer understanding of where you want to be in the future and where you want to focus improvement. The assessment asks you to indicate on a scale how you see this board in many aspects; and, more importantly, it asks you to give examples of what you mean. Your honesty and openness will make this board effectiveness process more meaningful and useful to you and your board.

Instructions • • •

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Each person will fill out the assessment individually and independently. On each scale, circle the letter that most accurately reflects where your board falls between the two descriptive statements. Read both statements before deciding on your response. If you believe that your board is more accurately defined by Statement 1, then you should circle “a” or “b.” If some of both statements apply to your team then you should circle “c”. If you believe that your board is more accurately defined by Statement 2, then you should circle “d” or “e.” In the space below each statement, give a specific example of a real board situation that influenced your response. The examples will be used to help us elaborate on this board’s effectiveness and identify areas to improve. To complete the assessment, answer the reflection questions on the last page. Once completed, send your assessment results to the point person for compilation.

Important Considerations •

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This completed self-assessment will be beneficial to the board once it has been shared with and discussed by the whole board. Any information submitted as part of the self-assessment process may constitute a public record and therefore may be subject to disclosure in compliance with Iowa Code Chapter 22. Please note that the final self-assessment report constitutes a public record and is subject to disclosure in compliance with Iowa Code Chapter 22. When completing the assessment, it is vital to use discretion in making narrative comments. It is productive to identify positive behaviors to help enhance the effectiveness of the board. It is also helpful to clarify behaviors that need to change, but is not beneficial to name specific individuals or to blame fellow board members. Productive sample comment: The board needs to display respectful behaviors to each other, especially on complex topics. Unproductive Sample Statement Jim (or “the board president”) needs to stop yelling at others during board meetings.

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Board Focus Statement #1 This board’s basic overall objectives are clear to me. All of our board efforts are directly related to just accomplishing our goals. Whenever a question arises about what needs to be done, we are able to set priorities by referring to our basic objectives.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 It seems there are people on the board (even me) who spend a lot of time and energy doing things that are not consistent with what I believe is our main purpose. They downplay or overlook important parts of our total objective or they direct their efforts at things that aren’t very important.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

Clarity on Roles and Responsibilities Statement #1 In almost every situation, we are clear about who should do what.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 Situations often arise during our board meetings where I’m not certain what should be done. Frequently, I’m not even sure if a situation is the board’s responsibility or a responsibility of the administrative team.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Equity Statement #1 We all get a chance to express our opinions in our discussions. We listen to everyone’s point of view and contributions. No one is ignored. Everyone is drawn into our discussion.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 When we discuss things together, some people get cut off or their suggestions seem to die. People pay more attention to some members than to others. As a result, some board members do most of the talking while others participate very little.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

Capacity for Problem Solving Statement #1 When a problem arises, we take the time to define the issue. By the end of the discussion, we have reached an agreement on who should do what.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 After our meetings, I frequently walk away wondering what we accomplished and what is supposed to happen next. We talk about problems but rarely spend time to define and solve them. It often seems as though we don’t accomplish as much as we should.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Working Toward Concerns Statement #1 When a disagreement arises on the board, we try to have a thorough discussion on the subject until each party can see some logic in the ideas of the other party. Then we work to reach an agreement that goes beyond compromising and becomes consensus which has everyone’s support.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 When a disagreement arises on the board, we try to let it pass and hope that it will be forgotten.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

Team Trust and Safety Statement #1 I feel safe being myself with this board. I can say what is on my mind. I think most of the board members accept me as I am.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 A member would really take a chance to be him/herself on this board. You really want to be careful what you say and do on this board.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Effective Teamwork Statement #1 I like working with this board. We work through difficult problems together. When things aren’t going well, we really make an effort to work together as a team.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 People on this board don’t seem concerned with helping each other get the job done. Board members are pulling in opposite directions and looking out for their own special interests.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

Timely and Effective Decision Making Statement #1 I usually have a feeling of satisfaction from the decisions we make as a board.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 I often feel like I spend too much time making sure decisions we make actually get carried out. I’m not sure it’s worth the effort to hammer them out in the first place.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Maintaining Objectivity Statement #1 Despite the demands and pressures of meeting our own goals, we are objective and make thoughtful, wise decisions.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 When we are involved in controversial issues, we are often more concerned with our own image rather than making thoughtful, wise decisions.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

Working Intently Toward the Vision Statement #1 We have a good understanding of where we are going and how to get there. We strive to plan ahead.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 As a board, we are constantly trying to fix today’s problems. We rarely plan in advance. We are reactive rather than proactive.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Governance Rather than Management Statement #1 We effectively delegate to administrative staff, assigning responsibilities that align to their position.

A Just Like 1

B More Like 1 Than 2

C In Between 1 and 2

D More Like 2 than 1

E Just Like 2

Statement #2 As a board we attempt to solve problems that are the responsibility of the administrative staff, often getting in the way of their decisions and work.

Example(s): In the space provided below describe one or more examples from your board experience that illustrate your response.

©Iowa Association of School Boards

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Reflection: Please respond to the following questions. 1. What do you believe are the greatest strengths of the board team?

2. What do you believe are the greatest challenges facing the board team?

3. What should the board be doing to address these challenges?

4. What are two focus areas for improvement of board work that you really believe could help your team better serve the needs of the district’s students?

©Iowa Association of School Boards

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Facilitator’s Guide IASB School Board Self-Assessment Tools

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IASB School Board Self-Assessment Facilitator’s Guide Why Board Self-Assessment? Effective board work is a journey, not a destination. The quality of your board’s journey depends on the board team and how it works together in accomplishing its responsibilities. How can your board know how well it is functioning? One important way is through a regular method of reviewing board performance. IASB recommends that school boards conduct a thorough self-assessment annually. A key step in the improvement process is for the board team to take time to assess their current level of achievement and set goals for their learning, growth and focus. Your board might use one of the IASB self-assessment tools available, and/or work with an IASB staff member to help with tool selection and the board selfassessment process.

What Must We Consider First? It is important for the board to understand that no single assessment process and instrument is ideally suited for all boards. Boards should be willing to adopt a process that holds promise for effectively measuring board performance, with the understanding that the process and instrument may change with the board as it grows. Thus, the assessment process is always evolving.

How Do We Start? Here are some recommended steps to getting started: 1. Discuss the “why” with your board. Why is board self-assessment a benefit? Note that this is not because your board isn’t doing good work, but rather because it is important to focus on ways you can be even better! 2. Select a specific board self-assessment tool. This can be done by the board president or by the whole board team with or without the help of the superintendent. If you are doing a board self-assessment for the first time, a recommendation from IASB may be helpful, making the selection process more efficient. 3. Ask for a motion to engage in self-assessment. Discuss why it is important that whole board be involved with this work. 4. Set a time frame for the board self-assessment process. This will include the distribution of materials, allowing time for individuals to complete the self-assessment forms and time for the whole board to discuss results and plan future actions. 5. Identify a point person(s) to lead and facilitate the process. The facilitator plays a key role in the board self-assessment process, and the person selected should have skills in leading these types of discussions. The facilitator might be the board president, or

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another experienced board member, or an IASB staff member. Some board teams assign this leadership role to the superintendent, which may work well. However, it is important that the board recognizes that if the superintendent leads the board through their own team self-assessment, the superintendent will be involved in the process of assessing his or her own evaluator. This is a consideration the board should discuss. 6. Determine who will take part in the assessment. The board self-assessment should include the entire board, but who else should take part? The board should decide if or how the superintendent or any other administrative staff should take part in the board self-assessment process and if so, how they will be included. 7. Important: a. When completing the assessment, it is vital to use discretion in making narrative comments. It is productive to identify positive behaviors to help enhance the effectiveness of the board. It is also helpful to clarify behaviors that need to change, but is not beneficial to name specific individuals or to blame fellow board members. b. Any information submitted as part of the self-assessment process may constitute a public record and therefore may be subject to disclosure in compliance with Iowa Code Chapter 22. Please note that the final selfassessment report constitutes a public record and is subject to disclosure in compliance with Iowa Code Chapter 22.

How Will We Discuss Assessment Results? An important step in the board self-assessment process is to determine a method for the board team to discuss assessment responses, draw conclusions and set goals for improvement. There are different ways this can be done and there is no right or wrong method. Here are two sample strategies for the board team to share and discuss results of the board team self-assessment: Compiling Assessment Results First: Designate a point person to whom each board member will send individual assessment results. The point person compiles rating scores and written responses into a document that is shared and discussed with the whole board team during a follow-up board meeting. Team members discuss the assessment results, and share rationale for scores and responses. Consideration: Once the assessment results are compiled and distributed to board members, the results become an open record.

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Discussion without Compiling Results: The whole board team discusses ratings and responses without compiling the results ahead of time. Referring to individual forms, each board member takes turns discussing how and why they rated an item. It is important members talk about the rationale they used for each score or written response as each item is discussed. Consideration: Since each board member retains their own written assessment form, the individual forms themselves do not become open records. The individually completed documents solely become “food” for discussion.

Guiding Questions

For either method, guiding questions can be used to promote good dialogue, build understandings and plan future actions. Guiding questions can help the board set 2-3 high priority goals, indicators of progress toward reaching the goals and a plan for monitoring the goals. For a list of suggested guiding questions see the IASB resource, Guiding Questions for the Board Self-Assessment Process.

How Can IASB Help? IASB strongly values board self-assessment and is prepared to help you all along the way! Feel free to call for guidance. Staff members are available to: • Answer questions. Every question is a good question! • Help you select a board self-assessment instrument. IASB has several quality board-self-assessment tools. Let us help you select the form that best fits the needs of your board team. • Help prepare you to facilitate the process. IASB can help you think through the steps and talk through the discussion and goal-setting process. Staff will share insights, experiences and tips to help you lead an energized and effective board-selfassessment process. • Facilitate your board-team self-assessment. IASB staff are highly trained and have years of experience in working with diverse board teams. Call and discuss having an IASB staff member help organize and facilitate your board team through productive and meaningful board-self-assessment.

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Suggested Guiding Questions for Board Team Discussions IASB School Board Self-Assessment Tool

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Suggested Guiding Questions for Board Team Discussions Overview Congratulations. By conducting a board self-assessment, your board is taking a vital step to becoming a more effective governance team. A critical part of the board self-assessment process is the discussion phase when board members come together to discuss assessment results. After the board shares and discusses ratings and answers to open-ended questions, the facilitator can use these guiding questions to conclude the discussion and plan future actions. The questions can help the team make overall observations, set board goals, identify related indicators of progress and develop a plan to monitor progress toward reaching the goals.

Guiding Questions Facilitator may start by saying: As we reflect on our self-assessment ratings, our written responses to open-ended questions, and on our discussion today: 1. What are some overall observations you can make? 2. Where are we similar in our thinking? Where are we different? What specific similarities and differences do you notice in board member responses? 3. What do you see as some of our overall strengths as a board team? 4. What do you see as some areas of improvement for our board team? 5. What are two or three areas of focus that seem to be emerging from our discussion that we can elevate to the level of board goals for improvement? 6. What are some possible indicators of progress we can use for each of these goals? How will we know that as a board team we are making progress toward reaching the goals, and what are we willing to accept as evidence toward making progress? 7. How will we monitor ourselves to make sure we are making progress toward reaching the goals? How often should we meet? Are we ready to set dates? 8. What are some next steps for our work? What supports will we need to make this happen? 9. What are the relationships between our goals and the superintendent’s goals?

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Reflection Questions – Board Self-Assessment - End 1. Which of the board self-assessments initially catches your attention? Why?

2. What might be 1-2 potential benefits to a board team that uses this selfassessment?

3. What is one key take-a-way or insight from this session?

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