New School Board Candidate Packets (posted August 8, 2011)
Letter from AASB Board President
School Board Candidate Guide
What to look for in a candidate?
Sample Letter to candidates
Public Relations Tips
Create positive gossip.
Learn the positive things that are happening in your school district, and tell other people about them. Schools do millions of things right every day, in addition to the occasional goof. Talk about all the things you are doing right in your school district and the positive affect that is having on student learning. Praise a staff member's work to someone in the community or to someone else on your staff.
Use the grapevine.
Researchers tell us that nine of every ten people who receive a personal message will tell ten others, and one of every ten, the professional talker, will tell more than twenty others. There are communications grapevines in every community through which rumors travel, sometimes at alarming rates. That grapevine can also be an effective vehicle for taking your district's messages to an existing system in your community whereby everyone is linked to someone else either personally or professionally.
Set up a personal key communicator network.
Talk to the opinion leaders that you know personally. Tell them about what is happening in your schools, and ask them to share that information with others. Also ask them to tell you what they are hearing about the schools from others and to call you immediately when they hear criticisms or something negative. Remember that some of the most influential key communicators are not necessarily the most visible people in your community.
Be active in the community.
School board members need to spend less time in the board room and more time on main street. Take part in civic club meetings and community events. Form partnerships with community organizations for your mutual benefit.
Attend parent meetings.
There are few topics in education on which there is greater agreement than the need for parent involvement to support student learning. School boards
and parent organizations are natural partners in advocating for children and for schools. By working together they can be more responsive to the needs of children. Both groups need to develop a system of communication and joint participation in school district decision making, as well as an understanding of each other's purpose and responsibilities.
Be a booster.
Make an attempt to attend school events, such as plays, sports, concerts and assemblies. Buy some band candy or donate some time to the school bazaar. By demonstrating your school spirit you encourage others to do the same.
Compliment others.
Tell others when they do a good job, have a good idea or make a positive contribution to your schools and your students. Even the grouchiest person will light up when he or she receives a sincere recognition. Look for opportunities to tell others that they are valued and that you recognize their efforts on behalf of your students. Use board meetings to systematically recognize staff and commend and honor volunteers.
Get to know your fellow board members.
Show an interest in other board members' personal lives, their families, hobbies and jobs. Find out their interests and beliefs, and acknowledge the possibility that you may disagree on issues. School board members and administrators that work well together project a positive image based on trust and open, honest discussions.
Do your homework.
Preparing ahead for a board meeting is one surefire way for a board member to demonstrate leadership skills. Don't be afraid to write all over your agenda. Jot down questions, thoughts or comments. Give administrators the courtesy of knowing in advance when you want more detailed information about a specific agenda item. If you come to a meeting unprepared, don't fake it.
Welcome visitors.
People usually hang onto their first impressions, whether they are about your schools or about your school board meetings. Those first impressions can contribute to the attitudes they form about your school district. Make sure that visitors to your schools and to your board meetings feel welcome and that they know that their involvement is appreciated. Greet all visitors, even your biggest critics, with the attitude that your shared goal is what's best for your schools and your students.
Speak in plain English.
Talk so parents and others in your community can understand what you are saying. Avoid jargon. Jargon sets up barriers to clear communication. If you fall into the trap of using long and complicated words when simple, direct language will do, even those who are directly involved in education may not comprehend the message you want to convey.
Be an active listener.
Look people in the eye when they are talking to you. Question the speaker for clarity or paraphrase to be sure you heard what you think you heard. Reserve your judgment and listen to the full story before you respond. Take notes, but do so sparingly so that your note taking does not interfere with your paying attention.
Be courteous and attentive to speakers.
Even though you probably can read and listen at the same time, don't. Eliminate personal habits, such as tapping a pencil, jangling change in your pocket or endlessly rustling your papers, that might be distracting to speakers. Don't get into a debate with someone in the audience.
Attack problems, not personalities.
Be diligent about expressing your views in a thoughtful, professional way. An off-the-cuff, hurtful remark, even in jest, can greatly damage working relationships.
Set high expectations.
Set the tone for your school district by adopting policies and procedures that support strong public relations efforts and comprehensive school-family-community partnerships. Model what you want by your words and actions.
Keep confidential information confidential.
Avoid making comments or suggestions that could demean or embarrass a staff member. Board members and administrators have access to sensitive information that could, if released prematurely, severely tarnish the
district's reputation and could have negative legal consequences. Information discussed in an executive session should remain confidential until an agreed time for its release.
Express appreciation.
Write personal thank you notes for jobs well done - even small jobs that seem insignificant. Arrange for special events that showcase your schools and express appreciation to all who are involved. Never miss an opportunity to recognize the contributions of others to the success of your school district.
Recognize employee contributions.
Let staff members know that you are interested in their programs by scheduling reports at school board meetings and by visiting their work sites. Develop a staff recognition program for your district that includes opportunities to honor the work of the support staff as well as that of the teacher corps and the administrators. Encourage parent organizations and other community groups to also laud staff achievements.
Encourage community involvement activities.
Support staff efforts to get people into the schools and to take the schools out into the community. Remember that school employees are the key ambassadors and spokespersons for your schools. A successful strategy for winning community support is to go direct to key groups via their opinion leaders, using the school family on a school-by-school basis.
Visit schools.
Meet with employees face-to-face. Personal encounters, even in a group situation, can build trust. Arrange you visits for times when student learning will not be disrupted, and make sure the staff knows that you are coming to learn, not to inspect. Take time to talk to the students, too.
Establish a friendly relationship with reporters.
Develop a personal relationship with the reporters who are assigned to cover your schools. Establishing a positive rapport with reporters before a crisis hits will pay immeasurable dividends. Remember that the new media's role is to provide objective, accurate information, not to make the school district look good. Provide reporters the information they need to do a good job. Be available, friendly, honest and frank, and occasionally ask reporters for their opinions.
Tell the truth.
Never lie to a reporter — or to your staff, or to the public, even if it hurts. It will hurt worse if someone has to dig out the facts because you haven't been honest. Intentionally providing inaccurate or misleading information will affect your credibility and possibly tarnish the reputation of your schools.
Always speak "on the record."
Be prepared to be quoted. If you don't want your words repeated or quoted, don't say them. What you say about the schools is news and, in varying degrees, influences public opinion. It is relatively easy for a reporter to turn information received "off-the-record" into an "on-the-record" quote from another source.
Recognize that bad news doesn't get better with age.
Acknowledge, even announce, when you have bad news and then quickly begin discussing what you are going to do about it. If you are aware of a potentially negative situation, consider going on the offensive by telling the reporters before it becomes public. This gives you an opportunity to manage the situation more effectively. Look at bad news as an opportunity to establish or strengthen positive ties with the news media.
BONUS: Share what you learn at conferences and workshops!
One important thing you can do to better inform your community about education issues is to communicate what you learn at state and national meetings. Participation in conferences and meetings outside your school district is not only justifiable, it is mandatory for effective educational leadership. Summarize, for your board, staff and others in your community, the key points from speakers and workshops, and highlight information that specifically relates to local school projects or problems.
A Community Relations Checklist for School Board Members
Good governance is the best PR!
• Share a common vision and goals. Spending the time to develop this common
vision, with extensive involvement of your community, will help align decisions,
policy, programs and staffing.
• Take a critical look at yourself to make sure the board is discharging its
responsibilities to the community as fully as possible.
• Consider a board self-evaluation based on a positive approach — where are we
doing well and where do we need to improve?
• Develop a board development plan to build your skills as board members. Take
advantage of opportunities to learn more about board work and education trends;
• Plan training programs for board members, especially new members.
• Make or change policy thoughtfully.
Support community relations in policy and structure.
• Develop a clear policy that reflects the board's commitment to communication.
• Hire a communications director or assign the communications function to a
competent staff member.
• Provide budget support for the communications program.
• Start a communications advisory committee that is active and involved.
• Include communications topics and skills in staff inservice programs.
• Hear an annual report on how the district is accomplishing its communication
objectives.
• Agree that only the board chairman can speak for the entire board.
Use each board meeting as a community relations opportunity.
• Send community leaders and other interested people agendas and other
appropriate information in advance of board meetings.
• Invite specific groups (PTA, Chamber of Commerce, etc.) to send regular
representatives to attend board meetings.
• Invite student representatives to attend your board meetings.
• Make sure your district's vision, mission and goals are clearly displayed in the
board room. This will serve as a guide in decision making and a public reminder
of the driving forces behind the board's work.
• Make sure the room is well lit, ventilated, has adequate seating for guests and a
sound system, if necessary, so visitors can hear the board's deliberations.
• Place a nameplate in front of each board member so that visitors will know who
is speaking.
• Start meetings on time and schedule them so they are convenient to the public.
• Analyze your board meeting agendas. Are they complete and easy to
understand by members of the public or staff?
• Plan ways to exhibit student work at each meeting.
• Highlight each board meeting with recognition of the accomplishments of
students, staff and programs.
• Welcome citizen input at board meetings in a structured format.
• Send a follow-up letter to every community patron who addresses the board.
• Thank them for their interest and, if possible, give them further information
about the topic or topics about which they spoke.
• Develop a "Welcome" brochure for board meeting visitors.
• Introduce yourself to visitors before the board meeting begins; welcome them to
the meeting and find out if they have any questions.
• When you have a break in a board meeting, go into the audience and speak to
the staff and visitors.
• Prepare information for the media; provide a press table at board meetings.
• Make sure the highlights of the board meetings are well publicized to staff
members, key citizens and news media as soon as possible after the meeting.
• Hold board meetings in various schools in the community. Publicize in advance
and ask for local representation at the meeting.
• Conduct a board meeting evaluation periodically. What do you spend your time
on? That's what you stand for.
Be visible, accessible, supportive and positive.
• Be visible at school and civic events.
• Attend meetings of the PTA and community groups to be accessible to people.
• Create a staff recognition award for years of service to the schools and the
community.
• Send letters to the parent(s) of each newborn child in your community,
congratulating them and letting them know there's a place reserved in the
schools for that newest of all students — five years from now.
• Develop a plan to bring nonparent groups into your schools.
• Answer all correspondence.
• Follow through on questions and concerns.
• Ensure there are no surprises between board members and the superintendent.
• Keep professional staff and other school district staff members informed.
• React calmly when new or difficult situations arise.
• Keep an "open door" policy.
• Be diplomatic.
• Visit schools regularly.
• Become part of a speakers bureau for your schools. Appear on local television
and radio shows on the school district's behalf.
• Visit local news media editors.
• Make it a point to be informed and aware of your employees' accomplishments
whether they be school-related or otherwise. Send congratulatory notes
to employees.
• Take the time to ride a bus route or two during the year. You will be surprised
at the rapport you can build with bus drivers and students.
• Seek input of all taxpayers, not just the vocal parents in your district.
• Communicate regularly with local officials and state legislators.
• Be a cheerleader and speak enthusiastically about the accomplishments of
your district.
• Develop a list of two or three "brag facts" about staff, student or districtwide
accomplishments. Share them with everyone you meet.
• "Praise what you want to raise." If you want to raise student achievement,
publicly praise academic accomplishments. If you want to improve good
teaching, publicly commend teachers doing a good job.
• Send students letters citing and lauding their accomplishments.
• Recognize contributions to the schools by local citizens.
• Keep in touch with constituents by phone or mail; conduct an annual
attitude survey.
• Take random samplings of local opinion on "hot" or emerging issues.
• Interest people and bring them along by your own enthusiasm.
Clear Board and Superintendent Roles are Crucial to the District
Joseph Reeves
The school board governs and the superintendent administers the school district. While this may sound simple it is often the most difficult area for the board and superintendent to clarify.
Not having a clear understanding of the board and superintendent's proper role can lead to poor communication, mistrust and, in the end, conflict and educational failure. In order for boards and superintendents to begin clarifying their roles agreement must be reached on a few common elements.
In general, boards are elected by the community to set priorities, establish policies and evaluate the outcomes of district operation. Superintendents identify needs and policies, develop regulations, provide leadership, and manage the day-to-day operation of the district.
The Role of the School Board
Each school district's needs and conditions are unique. And since the dynamic between a board and its superintendent varies from district to district, they often fall into their own particular version of the proper roles of governance and administration. Unfortunately, few take the time to analyze the division and discuss options for structuring an approach that will be best for the district.
The school board is the final authority in the district. Since the board can only act as a group it confers to the superintendent sufficient legal authority to implement the board's policies and run the day-to-day operations of the district. The board and superintendent should consult before making any final determination on educational issues affecting the district.
The Role of the Superintendent
The superintendent serves as the board's chief adviser on educational matters and as the district's educational leader. He or she is responsible for ensuring the board is informed about district operations and activities, and about the district's needs.
Developing administrative procedures necessary to manage the district's day-to-day affairs properly and in conformity with board policy is the responsibility of the superintendent. These procedures must be in compliance with all laws, rules and regulations that apply to the district.
The superintendent should ensure sufficient information is provided to the board so it is able to make informed decisions and evaluate the results of those decisions.
Setting Priorities
The board and superintendent should work together to set priorities for the district. Priorities can establish goals for the budget, determine new educational programs, and ensure adequate services are available to students. The board and superintendent should set aside time to define their proper roles within each of these areas.
The superintendent acts as an adviser to the board in establishing its priorities. He or she identifies the current needs of the district, suggests a process, supplies information to the board, makes recommendations and develops strategies for implementing the priorities. Boards make the final determination of priorities for the schools.
Board Policies
Developing its policies is the board's major responsibility. By adopting policies aimed at specific priorities, the board clearly defines its vision for the district while it leaves room for the administration to use judgment in selecting an approach to implementing them. Neither the board nor superintendent can work alone in this process.
The board reviews, evaluates and adopts policies that define its intent for the superintendent and what is needed to implement the policies. The superintendent suggests policies to the board, provides information and drafts written policies, develops regulations, and collects information on the impact specific policies have on the district.
Clarifying Roles
Only the superintendent can manage the day-to-day operations of the district, and only the board can identify the expectations for the district through its policies. Boards that micro-manage are working outside of their policy-making role. Superintendents who macro-manage are superseding the governance role of the board.
Roles of the board and superintendent need to be clarified through discussions of the expectations and responsibilities for various tasks. If there is disagreement about the process or responsibilities, take the time to discuss each participant's perception of what has taken place in the past and what he or she thinks should take place in the future. AASB's Board Standards offer a good starting point for that discussion. Each of the Standards has indicators that define board responsibilities and actions.
The school board and superintendent should treat each other with respect at all times. The actions of the school board and superintendent should provide the public with confidence that the district is being run professionally and in a manner that is consistent with the students' educational needs and the community's desires and aspirations.
If the school board and superintendent make an effort to understand and respect each other's roles, they will avoid unnecessary conflicts. They also stand the best chance of responding successfully to the various issues confronting the district.
Making the Most of School Board Work
It's summer. It seems like it was just the other day when last year’s citizens were beginning their campaigns for local school board races. The wheels are turning in the minds of hundreds of citizens who think they may want to be local school board members. What should voters look for as they assess the qualifications of school board candidates? What skills and commitments are important to school board success? These are some of the things we believe to be important:
Time
Serving on a local school board requires lots of it. No longer is it reasonable to expect board service to take one night per month. Public education has become far too complex and community expectations far too great, for the leisurely pace of yesteryear to be the rule today. Today’s board members say they can easily spend 30 or more hours per month on school issues: negotiating contracts, planning, work sessions, community meetings-not to mention personal phone calls and other contacts made.
Commitment to Teamwork
Individual school board members, by themselves, are not empowered to make districtwide changes, but, by working well with board colleagues, the superintendent and with other groups who are shaping public schools, virtually anything is possible. Occasionally a board will find itself embroiled in controversy and turmoil.
Reasonable adults should be able to disagree agreeably, then move to the next level without chewing up themselves-and the district-by creating lasting divisions that assure loss of public confidence.
Strong Interpersonal Skills
School board members’ ideas may be wonderful, but if they lack the skills to persuade their colleagues and the public of their value, they will be less effective. If only one set of skills were available for an effective school board member, I would choose solid interpersonal skills and attributes, including communication, trustworthiness, honesty, confidentiality, consistency, and other such traits that cause interpersonal relationships to blossom.
Concern for the entire school district not for a special interest or a narrow philosophy.
Most of us have a “favorite” concern about schools. It may be sports, fine arts, “the basics,” special education, or something else. And that’s okay. However, an elected school board member must keep a broad view of the district and see a wide horizon. Every program offered by the district has value, or it should not be offered. Good board members recognize that, and try to build them all to their highest level of quality.
The other dimension of this point, philosophy, is more subtle. More and more, narrowly focused organizations are helping candidates get elected so that their commonly held philosophical views will influence board action. Of course, this is all very legal. In fact, such organizations are to be applauded for their commitment. However, a voter must take the time and make the effort to learn as much about school board candidates as possible in order to know the philosophy of the person they elect.
Willingness to Learn
State law requires few qualifications for service as a school board member. Some individuals are elected with more immediate knowledge and skills than others. But no one, regardless of occupation, intelligence or personal skills, comes in knowing all he or she needed upon election. Those who approach their jobs with a desire to be more knowledgeable and skilled become more effective school board members.
Serving on a local school board can be one of the most rewarding challenges any citizen could hope for. The system works best when able and committed people step forward and serve their communities. If ever there was a time when quality leadership was needed, it is now.
