Books
A Framework for School Governance:
Assessing Performance and Planning for Growth
(c) 2017
Available at Amazon.com CLICK HERE
The Framework for School Governance is a detailed description of the responsibilities of school boards, cataloging a research-backed continuum of attributes that collectively demonstrate a board’s capacity for effective performance – a capacity that includes beliefs, values, and attitudes that predispose the board to act; knowledge with which the board can understand various situations and decide what to do; and behaviors that make up what the board actually does to assure district success as measured by student learning.
Using rubrics to describe progressive levels of board effectiveness, boards have the means to determine not only whether or not they are effective, but how effective they are and in what particular aspects of governance. With this knowledge, they can decide where to make improvements along a path of continuous improvement from ineffective to distinguished. The framework also describes how key members of the board-superintendent team (the superintendent and each individual board member) can contribute to collective board performance.
The framework is about boards and board members. Although undeniably linked, there is a distinct and qualitative difference between the board – the entity that wields power – and the individual board member. The board has legal authority; individual board members do not legally act except through the board, and the board only acts when convened. Yet the behaviors of individual board members are more easily observed than the collective behaviors of the board, so it is not always easy to separate our understanding of boards from that of their members.
The framework is similarly about governance and boardsmanship. Just as in the case of boards and board members, there is a difference between the work of the board – governance – and that of the board member – boardsmanship. Governance is an act of the board operating as a corporate body. It is not the work of board members, who can as individuals engage in boardsmanship, for better or worse, but they cannot do governance in any manner or form.
If boards aspire to grow in their practice, they can use the framework to enhance their collective competence as a board: informing, shaping, and improving practice, and positively impacting student learning.
Boards can benefit initially by reviewing responsibilities described in the framework to determine if they are even paying attention to all their areas of responsibility. Many boards focus their limited time and attention on the most visible of board functions, so are not even aware of responsibilities they have been neglecting.
There are several uses for which the framework is well suited. New board members can use it as an introduction to the board role, and an explanation of how the individual board member role relates to that of the ‘board as a whole’ and the board-superintendent relationship. The board can use it to self-assess and plan for future growth. Superintendents can use it to familiarize staff with the relationship between board work and staff work and to learn areas of board responsibility that impact staff. Finally, members of the public can use this framework in the context of the board’s responsibility to be accountable to the public.
Once a board is aware of the difference between less and more effective boards, it can progress along the continuum, step by step, in an upward path.
The framework does not promote ‘one best way’ – it has no magic checklists or other shortcuts. Good governance demands that the board take a professional approach and ‘do the work’ (its own work) if it is to improve practice.
Services Available
| Example Activities | Description | Estimated Time for Session |
|---|---|---|
| Initial Briefing | Provide introduction to and initial discussion of A Framework for Governance (c) 2017 | 2 hours to 1 full day |
| Board Assessment | Provide feedback on: Survey of board members and staff; Analysis of board performance based on the 4 domains and 10 components of A Framework for Governance (c) 2017 | 2 hours to 1 full day |
| Planning for Improvement | Based on Board Assessment, facilitate board plan for improvements (structure, policies, protocol, practices) | 2-4 hours |
| Board Meeting Critique | Provide feedback on: Observation of board meeting in person, or as electronically recorded; Provide critical analysis of board performance based on the 4 domains and 10 components of A Framework for Governance (c) 2017, with recommendedations | 1-2 hours |
| Board Retreat | Facilitate reflection on essential board responsibilities as described in each of 4 domains, 10 components and 35 elements. Assess current performance. Plan for improvement based on a thorough assessment. Plan for evaluation of the improvement effort. | 1 full day |
| Strategic Planning Review & Adjustment | Facilitate thorough organizational assessment and board assessment, including both desired results and effectiveness of governing approach. | 2-3 days |
| Governing Models: Policy Governance, Coherent Governance | Introduction to a systematic approach for how to effectively perform the board's responsibilities, an approach that focuses on what can be called 'owner-accountable' governance. See policy.governance101.com or coherent.governance101.com | 2-3 hours |
| For specific questions, please contact: admin@governance101.com | ||