Open and honest communication is the cornerstone of robust and productive superintendent-school board relationships, most superintendents know. But there are some commonly made mistakes that can drive relations off the rails.
An effective way to prevent disruptions is for superintendents to strike “social contracts” with their school boards, counsels Robert L. Long III, the division director for board development services at the Texas Association of School Boards. These contracts cover everyone’s commitments, how conflicts will be resolved and how the superintendent and members expect to be treated, among other issues.
“It’s incumbent on the superintendent—they’re the community’s leader for education and the education experts,” Long says. “It’s important for them to make sure there are guidelines and guardrails up.”
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A key to this collaboration is reaching a consensus in the community. “It’s important for the superintendent to work with the board to define what consensus looks like,” Long adds. “Is it a 7-0 vote? Is it a split vote and, if so, are we OK with that?”
Strategic planning is an ideal project for superintendent-school board collaboration, says Brian Nichols, superintendent of New Kent County Public Schools in Virginia. He intends to have conversations with school board members as the district rolls out its strategic planning in January. “I want board members to see themselves in our plan and in our work, and to give them credit when we make big things happen,” Nichols says.
School board relationships: 4 roadblocks
Here are four mistakes that Long says are often the culprit when superintendents stumble in their relationships with their school boards:
- Trying to avoid conflict: Superintendents may try to stay out of the way when board members fall into conflict. Superintendents, in these cases, may leave it to the board president to fix or feel inclined to turn their attention to “school work,” such as instructional issues and other campus problem-solving. Superintendents should be able to rely on members of their cabinet and other administrations to handle day-to-day operations while they help get the school board back on track.
- Sink-or-swim mindset: Superintendents shouldn’t leave new board members on their own to get a handle on their responsibilities. Superintendents should see themselves as a guide, coach and mentor to members, whose role on the board may not be a first priority (compared to their day jobs). Superintendents should provide clear and concise information to prevent school board members from falling prey to rumors and misinformation. Board members may need even more guidance when reviewing student and school data.
- Overlooking onboarding: Superintendents should ensure districts have comprehensive onboarding plans for new school board members. It should cover everything from roles and responsibilities to giving members contact information for all the personnel with whom they are going to work.
- Not getting involved in elections: Superintendents, board presidents and members can hold a meeting with all candidates to go over responsibilities, operating procedures and ethics, among other big issues. “It provides a level of transparency in the community that nobody’s hiding anything,” Long concludes. “It also provides candidates with an understanding of what they are getting themselves and other ways to be engaged with schools.”
District Administration’s Get on Board series allows superintendents and other experts to share ideas for creating and maintaining productive relationships with school board members.
