(49 Questions to Ask Your Board)
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.“
― Stephen Covey1
Management by objectives – MBO – is a managerial philosophy that focuses business school students on the bottom line. It makes sense for school districts as well to focus on results rather than activity (the means) that, while at times exciting, can confuse and distract efforts to achieve results (the ends.)
For a school board, beginning with the end in mind ensures that the board establishes clear outcomes that schools must achieve for students before it worries about programs, activities, or resources that will be needed to achieve those results.
“The most important work of any organization is to create and re-create the reason for organizational existence…The only justifiable reason for organizational existence is the production of worthwhile results.“
― John Carver2
Scenario: Ethel urged her board colleagues to apply for the annual school board of the year award. She brought some examples of recent winning entries for similar national and state competitions. Betty noted that in almost every case the sizzle of a new program was the main point of emphasis, rather than the steak that might be the substance of something real to be admired and perhaps emulated. “What has anyone learned about the results of these new programs? I wish just for once that a board of the year award were based on demonstrated results after a minimum implementation period of several years’ experience with such innovative programs!” Bob interjected, “Why not us? Our district has been following some good strategies to raise student achievement for several years now, and they are beginning to yield positive results. Let’s base our application on those proven ideas.”
The effective board actively uses existing goals documents to guide its work, frequently referring to them and demanding information on results that have been achieved. The board focuses more on results than the various programs and other staff means by which those results are achieved. It sets non-negotiable community expectations for student outcomes and writes a clearly stated vision for student success. A statement of desired end results is the core of the district’s strategic plan, and the board demands alignment of district resources and programs with the goals in the strategic plan.
NOTE: The opinions expressed in these blog entries are informed by references cited herein, and the experiences of the author. Your comments are welcome additions to the conversation.
ALSO: Please feel free to register in order to receive future posts like this one as soon as they are published.
Excerpt from:
- A Framework for School Governance (2018), Rick Maloney
Additional References:
- 1The 7 Habits of Highly Effective People (1989) Stephen Covey
- 2Boards That Make a Difference (1997), John Carver
Next: Question #17 – Do Your Goals Focus on the Long Term?
Donald Rumsfeld once said that you work with the army you have. Not the army you want. Sadly the educational army is extraordinarily weak. Board can set all the high results goals that they want. Without a well trained and highly educated team the results will never be achieved! Colleges arre the laughing stock of any university system. Color in the lines and you get a degree!
And the results demonstrate it! My analysis of NAEP 4th grade reading and math data demonstrate that almost 50 million 4th graders are below grade level i. Reading and math over 20 years.
Until there is a paradigm shift in the fundamentl structure of K-12 education that includes rebuilding the laughable colleges of education and instituting rigorous and accountable career ladders for teachers and administrators, no amount of pie in the sky governance goal setting will make a difference.
Truth be told!
Bill, it is important that the board set enduring, results-oriented goals that focus on student outcomes, as opposed to goals that promote programs and activities, even if those goals are well intended. Such goals are not a magic bullet for boards. They must exist, and they must remain the focus of governance work undertaken by the board. Research supports such goal-setting and board focus, because together they focus the work of the district leadership and school leadership. I have experienced this combination over the last 21 years since our local board dedicated its work in an approach that assures, year in and year out, a disciplined focus, and our results have been impressive. See niche.com and schooldigger.com