Introduction – A Framework for Governance
This site offers a description of board responsibilities which can be used by a board to assess its current level of performance and identify areas for improvement.
Responsibilities are described at three levels of detail:
- Domains – The first level of board responsibility contains a broad description of responsibilities in each of 4 areas, or domains
- Components – At the second level, in slightly more detail, there are 10 components that further extend the definition and clarity provided at the domain level of board responsibility
- Elements – At the third level, each of 35 elements provides more detailed explanations than is available at the component level of board responsibility.
Rubrics
Rubrics are provided at similar levels of detail, depending on the depth of content that is desired, the time available for board discussion, etc.
- Domains Rubric
- Components Rubric
- Elements Rubric
| Ineffective | Basic | Proficient | Distinguished |
|---|---|---|---|
| Description of character attributes (beliefs, values, attitudes); competencies (knowledge and skill); or actions that indicate a board performing at an ineffective level. | Description of character attributes (beliefs, values, attitudes); competencies (knowledge and skill); or actions that indicate a board performing at a basic level. | Description of character attributes (beliefs, values, attitudes); competencies (knowledge and skill); or actions that indicate a board performing at a proficient level. | Description of character attributes (beliefs, values, attitudes); competencies (knowledge and skill); or actions that indicate a board performing at a distinguished level. |
| Characterized by: • Failing to be, know, or do what contributes to effectiveness. • Acting contrary to best practice, against its own interest. • Doing the wrong thing, with or without the CEO’s help. • Doing harm to the district. | Characterized by: • Being, knowing, and doing the right things in half-hearted fashion. • Sometimes lapsing into inconsistency, after some steps in the right direction. • Over-dependency on the CEO to do the right thing. • Avoiding instances of the board doing harm. | Characterized by: • Employing best practices. • Consistent board work led by the chair • Individual board members act in support of the whole board. • The board does the right thing in its own process, independent of the CEO’s work. | Characterized by: • Continuous, self-correcting systems that maintain governance effectiveness. • Board work is interdependent with CEO work to enhance board capacity to withstand challenges, and become fully effective. |
Domains
At the broadest level are four major responsibility areas, or domains. For each, indicators of effectiveness (values, attitudes, knowledge, skills, and actions taken from a considerable body of governance resources) can be used to chart a path toward success in a particular board responsibility along a continuum from ineffective to marginally effective (basic) to fully effective (proficient) to exceptionally effective (distinguished).
For further information on Domains
Domains Rubric
At the first, broadest level, is the domains rubric, consisting of 4 rows (the domains) and 4 columns (ineffective, basic, proficient, distinguished.
This rubric can be used to quickly assess and guide the board in performing its four primary responsibilities. Each is described along a continuum from ineffective (does harm) to basic (avoids harm) to proficient (does good) to distinguished (creates a system that sustains and increases its capacity to do good).
Each cell in the rubric contains attributes (values, beliefs, attitudes, behaviors, knowledge, and/or actions) that describe various levels of board performance.
Exploring board responsibilities at greater depth…
Components
Each domain is composed of 2 or 3 major components, which provide additional detail in the description of the board’s responsibilities. As in the case of domains, each component can be performed along a continuum (ineffective to distinguished) of relatively increasing board effectiveness.
For further information on Components
Components Rubric
At the second, mid level, is the components rubric, consisting of 10 rows (the components) and the same 4 columns (ineffective, basic, proficient, distinguished.
This rubric can be used for a more in-depth assessment. It offers the board a more comprehensive pathway to improvement in its performance.
If the board wishes to go into further detail…
Elements
In turn, the components that makeup each domain of board responsibility are further defined by specific elements in which a board can exhibit varying levels of effectiveness.
Informed by findings from research into board effectiveness and time-honored examples of best practices that together identify factors leading to success, attributes associated with varying levels of board (and district) effectiveness can be identified. Once identified, those same board attributes can serve as markers along a path of continuous improvement for the board, which in turn contributes to organizational success.