(49 Questions to Ask Your Board)
When asked, “How can a new school board member get off on the wrong foot with colleagues?” experienced board members replied:
| – Be belligerent – Talk too much or too loudly – Have all the solutions for all the problems of the district – Fail to be a good listener – Neglect to read your board policy manual – Show apathy – Discuss with press and constituents board matters discussed in executive session – Backstab another board member | – Monopolize the media and public spotlight – Indicate you will support an issue in one way, and then vote differently without giving any advance notice – Be indifferent to the experience of your colleagues and ignore their advice – Be inflexible – never explain alternative decisions or change your mind on issues – Publicly criticize a board decision when your vote was in the minority Becoming a Better Board Member1 |
A board handbook that summarizes board policies can offer new members an introduction to the board’s expectations for members’ conduct as individuals:
The Board believes that informed, respectful and thorough discussion, and even rigorous debate is the best means of arriving at good decisions for the school district. Accordingly, during discussion Board members will listen attentively, consider all points of view, support their positions with evidence, be prepared to answer questions from other Board members, focus on the issue at hand, avoid negative and personal comments, and be prepared to compromise, understanding that the goal of debate among Board members is not to prevail but to arrive at the best possible decision.
― University Place SD2
Sometimes the best prevention is advance knowledge of expectations. This principle works well in classrooms, where a well-managed class is essential to student learning. Norms for board members are equally important in helping shape boardsmanship behavior.
To build a sense of teamwork, members agreed to support the majority decisions of the board following any split vote. Communications between any individual board member and the superintendent go out to all members. The board produced a binder of board roles and responsibilities that the district gives to anyone who is considering running for school board. “Right away, off the bat, I want to make sure that we are raising expectations so that potential board members aren’t pursuing a single issue,” he said. “We’ve had board members running who have promised a lot of little things to people once they were elected, and I’ve said, ‘Here is some of the information that we have on that…’ It’s not really our role to say we’re going to get new basketball uniforms. That just gives the public the perception that the school board is just a good ol’ boys club.”
― Nancy Walser3
At times board members can be disruptive in meetings. Other board members or the chair can redirect such disruptive behavior by reminding them of existing policy expectations:
Maintaining up-to-date policies and…a clear process for building meeting agendas are two ways boards can deal with disruptive members…[With] “policy on new policies”…they can more easily deflect [attempts by individual members] to impose their will on the group…with surprise proposals or other tactics…The board can say, “That’s an interesting thought, but…would require changing policy…and there’s a process to change policy” – it’s a way to channel the let’s-do-it-now-I-want-it-done into a process that’s neutral and not aimed at the individual board member. You can just say, “That’s how we handle these things.”
― Tom Gentzel3
Another example of policy language that can be helpful in guiding board member behavior:
Members will: focus on issues rather than personalities; respect decisions of the full board; exercise honesty in all written and interpersonal interaction, never withholding information or intentionally misleading or misinforming each other; criticize privately, praise publicly; make every reasonable effort to protect the integrity and promote the positive image of the district and one another; never embarrass each other or the district; maintain appropriate confidentiality.
– Lake Washington SD4
The effective board adopts a protocol with principles that guide individual board member behavior. It values an orderly board process and sets expectations for individual member contribution to it. The board process works through decision-making by a board majority. It aligns boardsmanship expectations with community values and district goals. It intentionally enforces that protocol in meetings, correcting instances of violation of board process as they occur, usually through the leadership of the chair.
NOTE: Please feel free to comment. 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 (2017), Rick Maloney
Additional References:
- 1Becoming a Better Board Member (2006), NSBA
- 2Board Handbook (2017) University Place School District
- 3The Essential School Board Book (2009) Nancy Walser
- 4“Governance Process Policy” (2014) Lake Washington School District
Next: Question #27 Does Your Board Facilitate Boardsmanship?