Boards of Education

The relationship between school superintendents and boards of education in public school districts can have considerable impact on the success or failure of those schools in terms of student achievement, financial stability, and other indicators of organizational well-being. Many factors determine the quality of the relationship between the superintendent and the school board, including the clarity and tone of communication, the personalities involved, and a clear mutual understanding of the respective role that each plays in school governance.

If the relationship between the board of education and the school superintendent is strained, as is the case in some school districts, the effect is an unproductive organizational climate and culture that in turn can lead to ineffective and inefficient organizational outcomes. The need for effective and efficient public schools that provide meaningful learning opportunities for all students is too important to allow relationship issues to interfere. Therefore it is essential for school districts to address this issue in a positive manner.

The quality of relationships, and thus their effect on how the school district operates, depends on a number of factors, including how power is shared, [Page 112]the level of trust between the parties, the sense of commitment toward the relationship, and the amount of satisfaction derived from the relationship.

Boards of education are legally constituted entities that are responsible for the control and management of school districts. Boards of education are to provide programs of public education for students within their communities. Generally speaking, boards of education determine the long-range direction of a school district. They do this by establishing policies that direct instructional and support programs. In addition, boards of education communicate with the public, employ and evaluate the superintendent and treasurer, approve the annual budget, and provide funds needed through means authorized by law. In general, the state legislatures authorize local boards of education with broad powers to operate public school districts.

Clearly absent from the list of board roles and responsibilities is the task of administrating the school district. Administration of the district, carrying out policy, and making day-to-day decisions should fall to the administration, led by the superintendent. Specifically, tasks such as assignment of teachers, maintaining records, and making recommendations should be the responsibility of the superintendent of schools, who acts as executive officer for the board of education. In successful school districts, boards of education develop policy, and administration carries out policy; the two entities do not cross over into the other's province.

In some school districts, however, the boundary of responsibility is crossed over by either the board or the administration, whether owing to a lack of understanding of the roles and responsibilities, a lack of trust, or a desire for power. When such problems exist, the school district can become ineffective. In addition, the relationship between the administration and the board of education will suffer. Boards of education and superintendents need to understand how to establish, maintain, and, if needed, repair relationships.

One of the best ways to develop and maintain the type of positive relationship that is desired between boards of education and superintendents is to address and discuss certain specific topics either at the beginning of the relationship or, if required, during the course of the relationship. Among the first of these is whether or not the board has written policies for the guidance of the superintendent in the operation of the schools. Making sure that policies are written and understood by all parties can go a long way in starting the relationship off in the right direction. A second area to be addressed is that of how the board of education will evaluate the superintendent. The board should provide the superintendent with clear expectations of performance and personal qualities against which he or she will be periodically measured. A third area to be considered when developing or repairing the board–superintendent relationship is to ensure an open line of communication between the board and the chief executive officer. Although all board members should have access to the superintendent, it is often best if the board president serves as the chief communicator with the superintendent. The superintendent should also have a clear understanding as to the manner in which he or she is supposed to communicate with the board. Although the board president often serves as the primary point of contact, it is wise to make sure that all board members are equally informed on significant, school-related issues. Ongoing, two-way communication is important for a healthy relationship and a successful school organization. A fourth consideration is the climate that is established between the board and the superintendent. Ideally there is a sense of mutual trust and respect. The board should offer commendations when appropriate and constructive criticism when needed. In addition, the superintendent should feel that he or she can discuss issues, ask questions, and challenge assertions when issues arise, without fear of reprisal. However, when a final decision or course of action is determined, then both entities need to support one another. A fifth consideration regarding relationships deals with the way contentious issues are dealt with. Inevitably, there will be disagreement on some situations. When this occurs, addressing the matter promptly ensures that issues are not allowed to fester and cause harm. A sixth area for consideration is to make sure that there are opportunities for professional growth. This is important not only for the superintendent but also for the board of education. Board retreats and workshops should be scheduled at least annually to keep board members current with issues, techniques, and strategies of boards-manship. Most state school-board associations provide this type of training. In addition, university professors can be a valuable resource for in-service [Page 113]programs for school board members. A seventh consideration is for the board to make sure that there is a professional salary for the superintendent that is comparable with salaries paid for similar responsibilities in other professions. Finally, and perhaps most important, board members should refrain from becoming overinvolved in the administrative management of the school district, recognizing and respecting the distinction between administration and policy setting.

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