governance101.com – Site with information on A Framework for School Governance, a framework of governance responsibilities, with detailed rubrics for determining the level of effectiveness (at four levels from ineffective to basic to proficient to distinguished) for boards performing those governance responsibilities. This detailed framework helps boards to understand their responsibilities. It offers examples and non-examples of board practice, but does not prescribe ‘one best way’ to perform those responsibilities. The following two sites offer ‘how’ to perform governance responsibilities.
policy.governance101.com – Site with information on the Policy Governance (R) model of John Carver, author of Boards That Make a Difference. Policy governance is a model of governance that boards can use to optimize their performance. The board prioritizes its focus on Ends policies and sets limits on executive decision-making with its Executive Limitations policies. Then it delegates sufficient authority (within the limits defined in policy guidance) to achieve desired student outcomes defined in Ends policies. Finally, it holds the executive accountable for organization performance by rigorously monitoring to assure the organization achieves desired outcomes defined in Ends while operating within limits defined in Executive Limitations. At the same time as it monitors organization performance, the board holds itself accountable for governance performance by rigorously monitoring its own performance in meeting expectations as defined in its Governance Process policies and its Board-Executive Relations policies.
coherent.governance101.com – Site with information on the Coherent Governance (R) model of Aspen Group, International (Linda Dawson and Randy Quinn, authors of Good Governance is a Choice.) Coherent governance is a similar model that boards can use as an alternative to policy governance. The board prioritizes its focus on Results policies and sets parameters for executive decision-making with its Parameters policies. Then it delegates sufficient authority (within the parameters of policy guidance) to achieve desired student outcomes defined in Results policies. Finally, it holds the executive accountable for organization performance by rigorously monitoring to assure the organization achieves desired outcomes defined in Results while operating according to guidance defined in Parameters. At the same time as it monitors organization performance, the board holds itself accountable for governance performance by rigorously monitoring its own performance in meeting expectations as defined in its Governance Culture policies and its Board-Management Delegation policies.