Superintendent And School Board Relations

Superintendent and School Board Relationships

Simple arithmetic is not an easy task. Just like some students have difficulties with basic mathematics skills, so does the Superintendent. This is not to say that the Superintendent cannot do basic math. What this is really comparing is the challenging undertaking involved in counting four out of seven votes in favor of the Superintendent's recommendations. Swaying back and forth for Board votes is timely and very hard to accomplish, but it is an essential part of the job. Sharp and Walter (2004) explain board members have no authority as individuals. However, together or as a majority they can be extremely powerful in making policy. Longer tenures and more efficient working relationships are truly evident when the Superintendent is able to sustain the Board's backing. Positive relationships between the School Board and Superintendent are fundamental keys to school district success. In order to maintain these collaborative and trusting relationships, the Superintendent must be able to clearly outline the roles of the Board, provide a consistent system of communication, and develop a team concept framework.

School Boards can be both good and bad. Much depends on the how effectively a Superintendent can define the members' roles and responsibilities, including his own. Sharp and Walter (2004) state that problems arise when boards and superintendents do not have a clear knowledge of the rules and responsibilities of each side. When Boards are elected they feel a sense of power, and not knowing their roles can lead some of them to spin out of control. Individually and even as a group, they may venture into uncharted waters. That is why it is important that Boards are familiar with the guidelines and regulations set forth by the State Board of Education (SBEC). Board responsibilities revolve around the following responsibilities: the selection of the superintendent; the establishment of policies and procedures, in accordance with which the educational services are administered and a range of programs developed; the establishment of policies relating to planning and to accountability; the adoption of the budget and the enactment of provisions for the financing of the schools; the acquisition and development of necessary property and the provision for supplies; the adoption of policies regarding, and the appointment of, necessary personnel to staff and varied services; and the appraisal of the work of the schools and adoption of plans for development (Sharp and Walter, 2004). It is interesting to know that members can't be fired, even if they don't know what they're doing. Members serve as long as their tenure requires and as long as they are re-elected. Since most states have delegated educational governance to the district level, the members who serve on the board are considered officers of the state (Sharp and Walter, 2004). They are in fact a very influential and powerful group, but only as majority. It is the majority of the Board, if not all, that Superintendent is consistently and resiliently trying to sway toward his favor. Outlining the roles of the Board is the responsibility of the Superintendent. When preparing this exchange of information, the Superintendent needs to be clear and concise in his communication and delivery.

Communication is just as important as a set of governing rules by which to efficiently function. They are the heart and soul of keeping everyone in the loop. In the world today, there are many forms of communication, but just simply picking up the phone to say "hello" to members of the board can be beneficial for the Superintendent. The main concern that most board members have with communication is that it be distributed equally, so it is important to establish a consistent system of communication. Always distribute information to all board members (Effective Superintendent-School Board Relations). Assume that every piece of information is useful to all members, and keep in mind that they are an organization unto themselves, and feel it to be necessary that they function like one. Along the same lines, it is important that when individual board members request information it is sent to every single member. Otherwise, the Superintendent gives up the opportunity to understand from where each board member is coming (Effective Superintendent-School Board Relations). This to some extent could be used as informational leverage, which could help down the line when trying to sway support. Keeping records on request is also considered very helpful when working with Boards. It is important that they stay informed, but it is also just as valuable that they get some feedback as to how much information they are requesting. They may tend to back off from requesting so much information. Regardless as to how and how often, the Superintendent must establish a communication system. Boards do not like surprises. It undermines board members' trust, and makes them look bad, when they hear information about the district from another source (Effective Superintendent-School Board Relations). Getting the Boards trust can assist in creating a team concept.

In any relationship, whether it is at home or work trust is essential for success. Trust is fundamental to