Superintendent Relations Superintendent Searches Staff provides search assistance as part of dues-based services. If, however, you wish staff to serve as a professional employment consultant — processing applications, providing complete, confidential secretarial support, making interview appointments, and critiquing board interview techniques — there is an additional fee involved. Contact your Field Service Representative for more information. Superintendent Evaluation Staff provides initial training and oversight to assist boards in developing process, compiling materials, and structuring the summary conference.
Alvin Wilbanks, on right, work together to gain trust. Although a strong partnership between school board and superintendent is widely seen as crucial to district success, administrators and the non-educators filling board seats do not always receive training in how a disparate group of individuals becomes an effective team.
Promoting such teamwork, many say, requires systematic attention: Without such a shared set of expectations, relations can fray and district progress can stall. The challenges are both familiar and up-to-date: School board Superintendent and school board relations make policy, while superintendents manage day-to-day operations.
But in practice, lines are sometimes crossed: Boards insist on choosing principals, or superintendents try to negotiate contracts. The first order of business is defining the ground rules for their relationship—everything from how administrators will handle constituent complaints to whether board members can demand on-the-spot school tours to who will announce new initiatives to the press, Mincberg says.
Those ground rules provide the foundation for everything that follows. Then the superintendent and the board must set goals and devise a strategic plan for their district, decide how progress toward those goals will be assessed, and establish regular reporting benchmarks.
At twice-yearly retreats, the Bellevue school board plans its calendar, asking school administrators to pick the best time to report back on such topics as math achievement or vocational education, says Mills, the superintendent.
National corporations do this routinely. Superintendents should faithfully carry out even decisions they dislike, says Domenech, and present both sides of every argument, not just the one they favor. When one board member requests information—for example, SAT scores for the schools in her constituency—Wilbanks sends the same data to every board member to ensure that no one is caught flat-footed at a public meeting.
Indeed, good communication—whether about a big expenditure or an upcoming news story—is the lifeblood of the board-superintendent relationship. Gregory Firn, now a Utah-based consultant, put communication at the top of his agenda when he began his two superintendencies, in Milford, Conn.
The thick paper packets of yesteryear are giving way to PDF attachments, and instantaneous email updates have replaced time-consuming telephone calls.
But communication innovations have also created new spaces for misunderstandings—like on personal blogs where board members, or their spouses, post criticism of board colleagues and school administrators. Remembering who is in charge As they forge a relationship with their boards, superintendents also must understand the built-in limitations on their authority, says Luvenia W.
Dysfunction at the top distracts from the implementation of needed programs, and the bad publicity that accompanies infighting makes it harder to recruit and retain good teachers and administrators.Even with a superintendent brave enough to try, and a school board willing to make the effort, sorting out roles in the gray areas of decision making is difficult.
A balance must be achieved that does not hamper the day-to-day efficiency of the district or weaken the superintendent's effectiveness. TSBA provides the training for the five core modules: Board/Superintendent Relations, Advocating the Board’s Vision, Board Policy and Operations, School Finance, and School Law.
Planning, Teaming, and four online modules are offered by request. Although a strong partnership between school board and superintendent is widely seen as crucial to district success, administrators and the non-educators filling board seats do not always receive training in how a disparate group of individuals becomes an effective team.
Superintendent-School Board Relations The board of directors shall exercise those powers that are expressly required by law, those implied by law and those essential to .
The relationship between a board of education and superintendent is one of the most critical in a school district. Research has shown that a positive working relationship.
Board and Superintendent Relationships Objective To understand how the board-superintendent leadership roles are interconnected as well as the process for decision making and evaluation.