November/December 2024
Vol. 92 No. 6
The Threads of Governance Putting Principles into Practice Insights from Board Presidents
Front Page
RRemember in high school, when your English/Language Arts teachers cautioned you against doing a “dictionary intro”? Never start a paper, speech, or essay with a definition, a teacher would say, because that is low-effort and trite, and it will get you a C-plus at best. And then the class clown would stand up for their speech and gravely intone “Webster’s tell us …” and at most three people would laugh, four if you count the teacher trying not to.
Fair warning to current and former ELA teachers, because I — rebel that I am — deploy the forbidden trope in this issue of the Illinois School Board Journal , to define, disambiguate, and dive deep, with a little help from some friends. But first, here’s an example of the trope:
Disambiguate: to clarify (something ambiguous) especially by providing or considering additional information; specifically, linguistics: to establish a single semantic or grammatical interpretation for (a word, phrase, sentence, etc.).
Disambiguate “to remove the ambiguity from” is based on the adjective ambiguous “open to or having several possible
meanings or interpretations,” plus the affixes dis-, indicating reversal, and -ate, indicating a verb.
That’s fun, and that’s what we’re doing here with governance. More rule-breaking comes later, on page 13, when we take up the threads of Governance. It’s a word we use all the time, it’s something we do on the regular, and we take courses and read publications and hold conversations about it. But what does it really mean? How do we go about it? How can we understand it enough to have the best “governance” for our local school districts? And does it mean the same thing to everyone?
Short answer to that last question: No.
IASB’s governance work on behalf of boards of education and school board members is guided by the Foundational Principles of Effective Governance. In a recent Journal , IASB Director of Outreach & Training Patrick Allen interviewed his dad, John Allen, who in 1997 was on the IASB staff that was instrumental in formalizing the Foundational Principles.
“While the issues that face school boards have changed constantly since 1997, the core governance focus has not, and will not,” said
John Allen in the April/May 2024 Journal. “School boards will continue to face difficult issues within their districts. If they aspire to follow the Foundational Principles, they will be able to effectively lead their district through any crisis it might face.”
In this issue, Allen the Younger and his cohort of Directors of Outreach & Training took the time to share, with Journal readers, their thoughts on governance and the Foundational Principles, starting on page 18.
This Journal also features “Leading with Vision: Insights from Successful School Board Presidents,” by Kara Coglianese, Ed.D., Superintendent of CreteMonee CUSD 201U. Coglianese’s conversations offer a perspective centered on board leadership.
As we explore the topic of governance in this issue of the Journal , consider developing your own definition and disambiguation of “governance,” one that works best for your board and the communities you serve.
Theresa Kelly Gegen is the Editor of the Illinois School Board Journal and a Director of Communications for IASB. Resources associated with this piece can be accessed via IASB.com/Journal.
13 Taking Up the Threads of Governance
By Theresa Kelly Gegen
Discover governance as it applies to boards of education, through process, organization, direction, policy, authority, guiding, influence, deciding, principles, steer, and more.
18
Weaving Principles with Practice
By Theresa Kelly Gegen with IASB’s Directors of Outreach & Training
Follow the threads of the Foundational Principles of Effective Governance with thoughts on each, as shared by the current Directors of Outreach & Training.
22 Additional Resources for Governance Growth
Provided by IASB
No matter how you learn best, IASB has a resource to lead every board members to greater governance.
FEATURE ARTICLES
24 Leading with Vision: Insights from Successful School Board Presidents
By Kara Coglianese, Ed.D.
For board members looking to excel, valuable lessons can be learned from successful school board presidents on collaboration, PD, and community engagement.
Kienzler, Associate Executive Director
Theresa Kelly Gegen, Editor
Bridget Kusturin, Advertising Manager
Jennifer Nelson, Copy Editor
Katie Grant, Design and Production
Matt Schultz, Design and Layout
ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929 (217) 528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.
The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district.
Non-member subscription rate: Domestic $20 per year. Foreign (including Canada and Mexico) $25 per year.
Periodicals Postage Paid at 2105 E Cook St. Springfield, IL 62703
POSTMASTER: Send address changes to Illinois School Board Journal, 2921 Baker Drive, Springfield, IL 62703-5929.
Publication Policy
IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB.
Copyright © 2024 by the Illinois Association of School Boards (IASB), the JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.
IGovernance Starts with Heart
By Kimberly A. Small, J.D.
IASB’s six Foundational Principles of Effective Governance are the cornerstone of IASB’s beliefs and training about the governance process. These principles are intended to support boards with their local conversations and decision-making, known as detecting ends.
As we navigate governing around student learning in the 21st century, the complexities of detecting ends around your board tables have increased. Whether navigating financial constraints and mandates, addressing curriculum changes, or ensuring equity, your local conversations and decisions serve as the backbone of quality public education in Illinois. With the rise of social media and the growing scrutiny of public institutions, your local conversations around the board table also include being mindful of your district’s public image and how your district communicates its decisions to your community.
Bottom line, board members are feeling more pressure to have the right conversations for their communities around student learning, and more. Board governance conversations have never been more critical.
So, when the complexity of governing and detecting ends for
the district gets heavy, how does the board proceed? Of the most importance, is to step back and focus on the basics of the conversations for effective ends development.
To align with the IASB’s Foundational Principles, the best practice to detect ends is by listening and observing. One of the more pressing challenges is ensuring that your local conversations and decisions around ends reflect the communities you are elected to serve. Focusing on ensuring that you are listening to and observing diverse perspectives to enrich the decision-making at the board table ensures that the needs of all students for their learning success are addressed.
When I think of boards or other entities working together to listen and observe, a concept from the book Crucial Conversations comes to my mind, that “skilled people start with heart.” That is, consider the discussion with the right motives. Let’s again use student learning, for example. Consider beginning with the concept and motive that all students in our district matter and need to be resourced for a quality, equitable public education, and then stay focused on your students no matter what happens.
To “start with heart,” it’s important to get to know your fellow board members and learn how your individual life experiences shape your thoughts and positions on the issues you are called to govern. If you know the people you are working with and have built trust, it’s likely easier to move through some of the concepts in Crucial Conversations and move more quickly into discussing the issues. If you feel that your board could use some support building safety and getting to know each other more deeply to enhance your governance conversations, consider enrolling in the Trust Edge Experience, a workshop presented in-district by IASB, based on the work of David Horsager and the Trust Edge Institute. Detecting ends will always come back to how to have a productive conversation around the board table where everyone feels heard and the board has confidence that it has listened and observed with all students in mind. Once the board has developed the safety and trust that it needs among its members to have deeper conversations, consider moving toward the concepts in High Conflict by Amanda Ripley, which coaches readers to establish a shared ground with the
person with whom you may have a different point of view. This perspective-shifting enables you to try to empathize with the other person’s point of view. Your board agreements may set the expectation of members to discuss the issue, not the personality. This is a valuable lens when working deeply into navigating a 21st-century school board governance discussion.
IASB’s Outreach & Training staff provide professional development, services, and tools that align with the IASB Foundational Principles of Effective Governance (you can read more from the Outreach & Training team starting on page 18). These in-district professional development opportunities are central to the focus on student learning and organizational effectiveness and are designed for the board/superintendent governance team. Reach out to IASB, because we are here to help you move forward with the complexities of governance.
Last, once the board has acted and moved through the difficult conversations, the focus should be to ensure that the district has articulated those ends in its written board policy, so that your board can effectively and efficiently monitor district performance and assess its success. If your board has accomplished articulating its ends in written board policy, the next step is to monitor them.
At its core, excellence in local school board governance is about ensuring that every student has access to a quality public education. It is about making strategic decisions that have a lasting impact on students, teachers, and the entire community. As you continue your work, remember that your governance is the key to shaping the future of education in your district.
I want to extend my deepest appreciation for your service and dedication. The work of school boards is challenging, but it is also incredibly rewarding. Together, let’s continue to build strong, effective governance structures that empower our schools to thrive.
Thank you for your commitment to excellence in local school board governance and quality public education.
Kimberly A. Small, J.D., is the Executive Director of the Illinois Association of School Boards. Resources associated with this column can be accessed via IASB.com/Journal.
IASB Board of Directors
As of October 15, 2024
PRESIDENT
Mark Harms
VICE PRESIDENT
Tracie Sayre
IMMEDIATE PAST PRESIDENT
Simon Kampwerth Jr.
TREASURER
Marc Tepper
ABE LINCOLN
Christopher Gordon
BLACKHAWK
Jeff Johnson
CENTRAL ILLINOIS
VALLEY
Tim Custis
CHICAGO PUBLIC SCHOOLS
Jianan Shi
CORN BELT
Nick Sartoris
DUPAGE
Thomas Ruggio
EGYPTIAN
Lisa Irvin
ILLINI
Kimberly KenileyAshbrook
KASKASKIA
Linda Eades
KISHWAUKEE
Robert Geddeis
LAKE
Marc Tepper
NORTH COOK
Alva Kreutzer
NORTHWEST
Chris Buikema
SHAWNEE
Sheila Nelson
SOUTH COOK
Joyce Dickerson
SOUTHWESTERN
Mark Christ
STARVED ROCK
Jim McCabe
THREE RIVERS
Liz Campbell
TWO RIVERS
Lisa Schwartz
WABASH VALLEY
Mandy Rieman
WEST COOK
Janice Roeder
WESTERN
Sue McCance
SERVICE
ASSOCIATES
Stephen Nelson
The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.
The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including
• Premier training experiences;
• Networking opportunities for mutual support;
• Valuable benefits, pooled services, information, and expertise;
• Advocacy on behalf of public education; and
• A platform for a strong collective voice on common interests and concerns.
STying Board Policy to the Foundational Principles of Effective Governance
By John Fines
School boards are entrusted with guiding districts toward academic success, student well-being, and community trust. Central to this duty is effective governance.
The Illinois Association of School Boards outlines six Foundational Principles of Effective Governance. These principles help boards operate effectively and with transparency, while also ensuring their actions are aligned with the community’s will. A key component of these principles is the board policy manual, which supports governance by offering clarity, consistency, and structure to the board’s governance abilities and the district’s goals.
decision made within the district. When a board effectively clarifies the district’s purpose, every stakeholder understands the district’s direction. The board policy manual enshrines this principle in policies such as 1:30, School District Philosophy, 3:10, Goals and Objectives, and 6:10, Educational Philosophy and Objectives. These policies capture the district’s beliefs and aspirations, detailing its purpose to provide a clear reference for all decisions the board makes. IASB provides sample policies through the Policy Reference Education Subscription Service (PRESS), but each board must tailor each policy to reflect its district’s unique values.
[The policy manual] should reflect the district’s purpose. It is crucial that the board regularly review its manual to ensure that each policy captures the essence of the district’s goals.
1. The Board Clarifies the District’s Purpose
A core function of governance is clarifying and communicating the district’s purpose. The board plays a key role in defining the district’s mission, vision, and goals, which serve as a compass for every
While these policies may directly state the district’s mission and vision statements, the entire manual should reflect the district’s purpose. It is crucial that the board regularly review its manual to ensure that each policy captures the essence of the district’s goals.
2. The Board Connects with the Community
A board’s effectiveness is strengthened by its connection to the community. Serving as a bridge between the district and its stakeholders, the board must ensure that the community’s voice is reflected in district policies and practices. Effective engagement fosters trust, transparency, and a sense of inclusivity, allowing the community to actively contribute to the district’s success.
The board’s policy manual supports this connection through policies that promote transparency and public participation.
Section 8 of the board policy manual is entirely focused on the board’s relationship with the community. For instance, sample policy 8:10, Connection with the Community, elaborates on ways in which the board can engage with stakeholders, outlining the district’s public relations strategy and community engagement efforts.
By making the manual publicly available, the board further reinforces transparency. The policy manual is the board’s voice, and it should be heard by the community.
3. The Board Employs a Superintendent
Hiring a superintendent is among the board’s most important decisions. The superintendent serves as the district’s chief executive, taking the board’s vision and bringing it to life.
The board policy manual helps guide the board during the hiring process. Sample policy 3:40, Superintendent, outlines the superintendent’s roles and responsibilities, necessary qualifications, and compensation and benefits, ensuring that the board’s expectations are communicated from the outset. Additionally, sample board exhibit 3:40-E, Checklist for Superintendent Employment Contract Negotiation Process, provides the board with valuable information to educate and guide them through the employment contract negotiation process with a successful superintendent candidate.
A superintendent who is supported by well-crafted policies is better positioned to lead the district toward accomplishing its goals.
4. The Board Delegates Authority
Effective governance hinges on the board’s delegation of authority to the superintendent. Clear lines of responsibility allow the board to focus on governance — setting policy and providing oversight — while also empowering the superintendent to implement the board’s directives. A clear division between governance and management prevents the board from becoming overwhelmed.
IASB Administration and Sta
As of October 15, 2024
OFFICE OF THE EXECUTIVE DIRECTOR
Kimberly A. Small, Executive Director
Jeremy Duff y, Deputy Executive Director
Chris Montrey, Executive Assistant HUMAN RESOURCES
Tulsi Srinivasan, Director
DIVERSITY, EQUITY & INCLUSION SERVICES
Maryam Brotine, Director INFORMATION TECHNOLOGY
Chris Lawton, Director
Patrick Shea, Assistant Manager
OFFICE OF BUSINESS SERVICES
Jennifer Feld, Chief Financial Officer and Associate Executive Director
Karen Faith, Assistant Business Manager
Camille Gillette, Specialist III
Ruth Ann Ferris, Receptionist
Sally Kimmel, Receptionist
EXECUTIVE SEARCHES
James Helton, Associate Executive Director
Carmen Ayala, Consultant
Matt Brue, Consultant
Tim Buss, Consultant
Dave Love, Consultant
Alan Molby, Consultant
Patricia Sullivan-Viniard, Consultant
Victor Zimmerman, Consultant
Mary Torgler, Admin. Assistant
OFFICE OF GENERAL COUNSEL
Jeremy Duff y, General Counsel
Maryam Brotine, Associate General Counsel
Debra Jacobson, Associate General Counsel/PRESS Editor
Megan Mikhail, Assistant General Counsel
Ummehani Faizullabhoy, Assistant Director
Michael Ifkovits, Legal Assistant
Karis Li, Legal Assistant
GOVERNMENTAL RELATIONS
Sarah Miller, Associate Executive Director
Mike Stevens, Director
Alie Wagner, Admin. Assistant
POLICY SERVICES
Angie Powell, Associate Executive Director
Nicholas Baumann, Director
John Fines, Director
Garth Minor, Director
Tammie Ng, Director
Breanna Rabacchi, Assistant Manager
Emily Tavernor, Assistant Manager
Tayler Heidbreder, Admin. Assistant
Jennifer Robinson, Admin. Assistant
Alyssa Sutton, Specialist
OUTREACH, TRAINING & EVENTS
Lori Grant, Associate Executive Director
OUTREACH & TRAINING
Patrick Allen, Director
Arlana Bedard, Director
Kathryn Bulava, Director
Perry Hill IV, Director
Laura Martinez, Director
Natalie Williams-McMahon, Director
Yolanda Garcia, Admin. Assistant
Nancy Johnson, Admin. Assistant
Cindy Rispens, Admin. Assistant
Shantel Rotherham, Admin. Assistant
Miranda Sexton, Admin. Assistant
Gretchen Watson, Admin. Assistant TRAINING DEVELOPMENT
Sandra Kwasa, Director
Tasha Levy, Assistant Director
Rhonda Cass Mackiney, Assistant Director
Mary Ellen Buch, Admin. Assistant
Linda Zulaski, Admin. Assistant EVENTS MANAGEMENT
Carla S. Bolt, Director
Natalie Duke, Director Designee
Haylie Noltensmeier, Assistant Manager COMMUNICATIONS & PRODUCTION SERVICES
Kara Kienzler, Associate Executive Director
Theresa Kelly Gegen, Director
Heath Hendren, Director
Jennifer Nelson, Director
Isaac Warren, Director
Dara Merino, Assistant Director
Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES
Katie Grant, Director
Jeff Armbruster, Print Shop Operator/ Graphics
Matt Schultz, Graphic Designer
The board delegates authority to administrative staff throughout the entire manual with phrases like “The superintendent shall…” or “The superintendent or designee shall…”. Sample policy, 5:200 Terms and Conditions of Employ -
administrative procedures linked to this policy helps the superintendent throughout the hiring process, making decisions that align with the board’s vision while also adhering to legal guidelines.
The board’s willingness
Clear lines of responsibility allow the board to focus on governance ... while also empowering the superintendent to implement the board’s directives.
ment and Dismissal , for example, delegates to the superintendent the duty of overseeing the terms and conditions related to the employment of professional staff. This policy, with many others, establishes the board’s expectations and defines the superintendent’s leadership role within the district. Further, a district’s administrative procedures provide the superintendent with a blueprint for executing board policy, allowing for smooth, consistent operations.
Sample policy 3:40, Superintendent, states that “The Superintendent is authorized to develop administrative procedures and take other action as needed to implement Board policy and otherwise fulfill his or her responsibilities.” Therefore, it is the superintendent who is responsible for creating and maintaining administrative procedures based on the board’s policy manual. For example, sample policy 5:30, Hiring Process and Criteria, delegates authority in hiring to the superintendent, and outlines their duties in ensuring the most qualified staff are hired. The suite of
to trust the superintendent’s expertise, while holding them accountable through policy and regular evaluations, fosters a balance between leadership and oversight.
5. The Board Monitors Performance
Monitoring district performance ensures that the board’s directives are being implemented through district practice, while providing a formal means for board accountability to the community. The monitoring process also allows the board to ensure that its policies are clear enough to have the intended effect of progress being made toward achieving the goals captured in written board policy.
Sample policy 2:240, Board Policy Development, states that the board will “periodically review its policies for relevancy, monitor its policies for effectiveness, and consider whether any modifications are required.” In addition, specific monitoring requirements can be
found throughout the board’s policy manual. The board’s policies also include details about data needed for the monitoring process. For example, sample policy 6:10, Educational Philosophy and Objectives, states “In order for the Board to monitor whether the educational program is attaining these objectives…the Superintendent shall prepare an annual report that includes…”
The ongoing monitoring process provides an opportunity for the board and Superintendent to discuss strategies for continuous improvement.
6. The Board Takes Responsibility for Itself
Finally, effective boards must also take responsibility for themselves. Continuous improvement
through training and self-evaluation equips boards to meet the challenges of effective governance.
Section 2 of the board policy manual captures how the board has determined to do this important work. For example, sample policy 2:120, Board Member Development , provides a framework for board training, ensuring that members are prepared to fulfill their roles. Regular self-evaluation helps boards assess their own performance and identify areas for growth, modeling the accountability they expect from the district. The policy also outlines a new board member orientation program and how the board should best communicate the training they’ve completed to the district.
Conclusion
IASB’s Foundational Principles of Effective Governance provide school boards with a framework for leading with integrity, vision, and accountability. Central to these principles is the board policy manual, which offers clarity, structure, and consistency in guiding the board’s work. Regularly revisiting and updating policies ensure that they remain aligned with the district’s evolving needs. Effective governance is a continuous process of reflection, adaptation, and leadership — rooted in principles that guide districts toward success.
John Fines is Director of Policy Services for the Illinois Association of School Boards.
Online Learning
WFocus and Balance
By Laura Martinez
With so many other things to focus on — coaches, threats, sports, social media posts, AI — how can you possibly concentrate on what you are supposed to be focusing on: Governance?
Rise up out of the mire of the meeting and think about what your focus as a school board member is: ENDS. How often do you talk about your core values and beliefs? How does what students are doing connect to those core values and beliefs? What is the vision of the district? What are your big hopes and dreams for the students and schools that you serve?
These are district identity questions that are unique to every district, and it is the board’s job to answer them.
An individual board member may want special changes to a specific program to benefit their students. But that’s not board work. Board work is about moving forward. Yes, maybe hearing about a program will help move the goal forward. But your focus is the goal, not a program. Think big.
The board’s focus is the big picture, the future, and what’s in the best interest of all students. With only one or two meetings a month, and a board meeting being the only legal place to discuss your work, it’s
important to keep that focus during your meetings. Focus on making decisions, on respectful deliberation with fellow board members, on being the stewards of all the great things that are happening in the district. Focus on being informed about progress on district goals, and being able to answer the question, “How do we know?”
One of my favorite metaphors for governance is trying to balance a yardstick in the palm of your hand. If you look at the bottom of the yardstick, where it touches your palm, it’s wobbly, but if you look at the top of the yardstick, it’s much more stable. Besides the idea of keeping your focus at the top, I like our yardstick for the idea of balance. School board governance is full of things that board members need to thoughtfully consider how to balance: individual passion and what’s best for the district, the board providing input but not directing staff, long-range goals and changing needs of the district, the board being visible without being intrusive, how much information is need-to-know and where it crosses into nice-to-know. One of the most important things to balance is all the programs the district has and wants to have, with the money that the district has to pay for it. In other words, who gets what, for how much?
But how does all this rah-rahgood-governance rhetoric balance with the reality of board work? Fair question. Here’s some practical advice to focus on:
• Determine what you can do individually to prepare for each meeting.
• Figure out how much information you need to know and stay within that amount.
• Schedule events, such as superintendent evaluations and goal-setting conversations on the board’s annual calendar.
• Accept that extra meeting time might be needed to improve the functioning of the board. Schedule a workshop or a board self-evaluation.
• Prioritize the goals the board and district will prioritize this year, or this quarter. The most important things are to work together as a board, keeping in mind the balances of board work and staff work, and to maintain your focus on the big picture.
Laura Martinez is Director of Outreach & Training with the Illinois Association of School Boards, for the Kishwaukee, Northwest, and Lake divisions.
Taking Up the Threads of Governance
By Theresa Kelly Gegen
EEveryone talks about governance, but what does it mean? In particular, what does good governance mean for boards of education?
Governance , n. (gov·er·nance): the act or process of governing or overseeing the control and direction of something (such as a country or an organization). Govern, verb (gov·ern) 1a: to exercise continuous sovereign authority over
especially to control and direct the making and administration of policy in ... 3a: to control, direct, or strongly influence the actions and conduct of 3b: to exert a determining or guiding influence in or over … 5: to serve as a precedent or deciding principle for. Middle English, from Anglo-French governer, from Latin gubernare to steer, govern, from Greek kybernan
Almost every word is perfect for the purposes of a definition of governance as applied to public education: process, organization, direction, policy, authority, guiding, influence, deciding, principles, and steer. The board of education is a unit of local government that establishes direction, goals, and priorities for a school district and determines policy, budget, leadership, and administration.
One of the reasons governance is tricky to define is that it doesn’t necessarily carry the same definition for every organization, every type of organization, or any individual within the organization. But for now, let’s have a simple, best practices, definition of this complicated concept and say school board governance is “the process of overseeing the direction of a school district.”
It’s both as simple as that, and way more than that.
Getting into the way more … what is good governance? You can search the web for “good governance” and see functions, pillars,
is not, the role of the one performing the governance – in our case, the school board member. Good governance, at the local school board level, ensures that every student has access to a quality public education.
John K. Rutledge, a longtime board member for Wheaton Warrenville CUSD 200, speaks of the importance of the process of governance.
“It’s all about process, Rutledge says. “If the process is good, the decision will be good. Very few (if any) board members are capable of running a school district. If we have to tell the superintendent
One of the reasons governance is tricky to define is that it doesn’t necessarily carry the same definition for every organization ... or any individual within the organization.
processes, and more. Because governance isn’t the same for everyone, any of those resources might fit your organization, or yourself. Here are some particularly applicable resources to weave the threads of this amorphous but important idea into something usable.
Good governance ensures you and your school board are acting in the best interests of the district on behalf of the entire community: students, faculty, administration, and staff, plus all residents, be they parents or not. Good governance includes the responsibilities of setting goals and monitoring progress towards meeting those goals. Good governance means teamwork and understanding what is, and what
what to do, we have the wrong superintendent.
“Instead, ask questions about process, Rutledge continues. “What alternatives did you consider in formulating your recommendation? Among them, why did you select this one, pluses and minuses of each? Whose input did you solicit and consider? What are the downsides to your recommendation? What could go wrong and how would you address that? If the answers pass the smell test, I will support the recommendation.”
It’s the responsibility of the board to carry out the process of governing or overseeing the direction of a school district. And it’s the responsibility of each board
member to make sure the board does that, with clear leadership and direction.
IASB Director of Outreach & Training Laura Martinez says, “The idea is that the board oversees everything, but is not involved in everything. The board works together as seven individuals ‘up on the balcony’ to discuss and debate and decide. Governance means keeping your eye on the big picture and always pushing the discussion to district ends – What are the values of this community? What are we here to do? Where do we want to go? How will we get there?”
Although the work of the board of education can only happen in a lawfully called meeting, the process of governance – good, effective governance — takes more.
“The Three Pillars that Forward Governance,” an article in Associations Now magazine, states that the pillars of strategy, structure, and culture provide “a framework for board members to understand how governance works and when it doesn’t.”
Strategy involves goal-setting work and the “changing environment to inform strategic organizational objectives. “Structure is the framework within which the board works to accomplish those objectives. For most boards of education, structure starts with policy and procedures.
Culture “involves the organization’s people and history and either enables — or inhibits — setting strategy, allocating resources, and aligning leadership teams to advance the organization.” A
culture built on trust is essential to good governance.
The goal-setting work sets the direction, the framework for meeting those goals is found in policy, and the culture influences, and reflects, how the board functions as a team.
IASB Director of Outreach & Training Katie Bulava says “School board governance is the idea that individuals from different walks of life can come together to make the best decisions for their most important constituents — the students. The board’s commitment to the students is unwavering, and they can set aside differences to determine their communities’ educational aspirations and work as a team, based on the recommendations of their superintendent, to achieve those goals.”
Writing for Texas Lone Star magazine in 2010, Bill Nemir of the Texas Association of School Boards said, “The primary obligation of any board member is not
with the students or the district or with increasing student achievement or being a good steward of district funds. Those are the primary obligations of the board, and they should be. But the primary obligation of the individual board member is in making sure that the
allows boards to realize effective leadership and accountable, wellled organizations.
As we see often in public discourse, and public education in particular, Carver defines Policy Governance through what it’s not: It’s not a specific board structure, nor
The board must deal with fundamental, long-term issues that require the wisdom and decision-making of a group of seven people who look at the whole — not just at pieces or the issue of the day.
board truly functions in a corporate fashion that both ensures clear leadership and direction and reinforces an operational structure….”
The Carver Policy Governance Model, created by John Carver, Ph.D., is the foundation for IASB’s Foundational Principles of Effective Governance. In the Carver thread, Policy Governance is a comprehensive set of principles that, when integrated and applied,
a set of best practices. It does not dictate group dynamics, needs assessment, problem-solving, fundraising, or managing change, and it “does not limit human interaction or stifle collective or individual thinking.”
What Policy Governance does is “a comprehensive set of integrated principles that, when consistently applied, allows governing boards to realize owner-accountable organizations” that “enables the board
to focus on the larger issues, to delegate with clarity, to control management’s job without meddling, to rigorously evaluate the accomplishment of the organization; to truly lead its organization.”
James Russell, retired IASB Associate Executive Director for Communications and Production Services, was a part of many conversations on the IASB Principles of Effective Governance, board training, and supporting governance documents. Russel says, “Superintendents are tasked to focus on the questions of ‘can’ and ‘how.’ The job of school boards is to stay focused on the questions of ‘why’ and ‘should.’ There are implications for both assignments. But this is the starting point of how effective governance can — and should — work.”
The IASB publication “A School Board Member’s Approach to the Job” outlines the responsibilities and duties of a board of education member whose job is to serve in trust for the community. Number 15 on the list states “Continuously ask of yourself and the board, “Is this board work?” The deliberations of the board must add value. The board must deal with fundamental, long-term issues that require the wisdom and decision-making of a group of seven people who look at the whole — not just at pieces or the issue of the day.”
School board members are locally elected public officials entrusted with governing the local school district. Good governance. Successfully carrying out “the process of overseeing the
direction of a school district,” happens when a school board engages with its community to ensure that the district is responsive to its educational priorities. It’s when the board employs (and evaluates) the superintendent and otherwise delegates authority to that person, through policy. It’s when the board clarifies the district’s purpose through goal-setting and prioritizing and monitors progress to those goals. And ultimately, it’s about the people, how the board takes responsibility for the work it chooses to do, and how it chooses to do the work.
Theresa Kelly Gegen is Editor of the Illinois School Board Journal. Resources associated with this column can be accessed via IASB.com/Journal.
Weaving Principles with Practice
By Theresa Kelly Gegen with IASB’s Directors of Outreach & Training
TThe Foundational Principles of Effective Governance are the cornerstone of the efforts of the Illinois Association of School Boards in support of its vision of “excellence in local school board governance supporting quality public education” and its mission to “Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance.
In 1997, based on extensive research, conventional wisdom, and lots of conversation, IASB formalized a set of governance concepts for board work that were already in practice, according to John Allen, at that time an IASB Field Services Director.
The research for the development of the Foundational Principles included Boards that Make A Difference and other theories by John Carver. The Foundational Principles were first published in 1998, slightly updated
The Foundational Principles of Effective Governance
As the corporate entity charged by law with governing a school district, each school board sits in trust for its entire community. The obligation to govern effectively imposes some fundamental duties on the board:
1. The board clarifies the district purpose.
As its primary task, the board continually defines, articulates, and re-defines district ends to answer the recurring question — who gets what benefits for how much? Effective ends development requires attention to at least two key concerns: student learning and organizational effectiveness.
• Ends express the benefits the school district should deliver, thereby providing the entire system with clarity of purpose and a clear direction. A school board rarely creates district ends; rather, it most often detects them through listening and observing.
• Ends reflect the district’s purpose, direction, priorities, and desired outcomes and are recorded in statements of core values/beliefs, mission, vision, and goals.
• In effective school districts, every part of the organization is aligned with the ends articulated by the school board in written board policy.
• Well-crafted ends enable the school board to effectively and efficiently monitor district performance and assess organizational success (Principle 5).
for clarity in 2017, and have “stood the test of time” to guide the Association’s work in support of Illinois boards of education and their members.
Let’s weave each Foundational Principle of Effective Governance with additional thoughts on each, as shared by the current Directors of Outreach & Training, formerly known as Field Services Directors and providing the same level of commitment to your board team.
My favorite is Foundational Principle is 1- The board clarifies the district purpose. The board will continually define, articulate, and re-define the district ends. District ends consist of core values and beliefs, mission, vision, and board goals. Foundational Principal 1 is important because the board is able to use those ends to let the community, staff, and administration know what the district purpose is (mission) and the steps it will take, or is taking, to accomplish that mission (board goals). Among other things, this leads to alignment throughout the entire district and energizes the staff. It also allows for monitoring and correction, as necessary, instead of finding out too late that something isn’t working as planned. Without the mission and goals, it is difficult for the governance team to know where the district is headed and how it is going to get there.
— Patrick Allen
2. The board connects with the community.
The school board engages in an ongoing two-way conversation with the entire community. This conversation enables the board to hear and understand the community’s educational aspirations and desires, to serve effectively as an advocate for district improvement, and to inform the community of the district’s performance.
• Community engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools.
• Effective community engagement is essential to create trust and support among the community, board, superintendent, and staff.
• A board in touch with community-wide concerns and values will serve the broad public good rather than being overly influenced by special interests.
• The school board must be aggressive in reaching out to the community — the district’s owners — to engage people in conversations about education and the public good. In contrast, people who bring customer concerns to board members should be appropriately directed to the superintendent and staff.
3. The board employs a superintendent.
The board employs and evaluates one person — the superintendent — and holds that person accountable for district performance and compliance with written board policy.
• An effective school board develops and maintains a productive relationship with the superintendent.
• The employment relationship consists of mutual respect and a clear understanding of respective roles, responsibilities, and expectations. This relationship should be grounded in a thoughtfully crafted employment contract and job description; procedures for communications and ongoing assessment; and reliance on written policy.
• Although the board is legally required to approve all employment contracts, the board delegates authority to the superintendent to select and evaluate all district staff within the standards established in written board policy.
My favorite foundational principle is Principle 2: “The board connects with the community.” This is often the most challenging aspect of a board member’s life. It involves creating a level of trust and communication. Communicating with the community is multifaceted, ongoing, and requires participation on two fronts. First, the board must seek to define its message clearly to ensure it conveys the district’s story in a way that makes sense for the community. The board and its members must work to invite the public in, sharing positive outcomes and exciting activities to showcase the best of the district. Second, the board must work to positively convey the “chain of command” when confronted with suggestions or complaints. One of the most important things a board can do is to educate the community on its role and the best way to express concerns to the right people.
— Katie Bulava
Understanding Foundational Principle 3 is an essential practice for successful school boards. Within this process of governance, school boards are responsible for hiring a superintendent and also are responsible for having knowledge of the role of the school board vs. the role of the superintendent. A key aspect of Foundational Principle 4 is that the board is also responsible for evaluating the superintendent. This allows the team to be the “Great 8.” It is essential for the board to speak with one voice and understand that Foundational Principle 3, will help guide them as they lead a successful district.
— Natalie Williams McMahon, Ed.D.
Foundational Principle 4 is more complex than it appears. The delegation of authority is important because it upholds what I call a ‘AAA (Triple A) rating,’ which highlights three pivotal areas. The first area, that first ‘A,’ is Acknowledgment that one’s experience and knowledge is not all-inclusive. The second ‘A’ is Acceptance, and this has to do with board members accepting and upholding their board governance role. The third ‘A’ is that board members must enact Accountability involving employment terms, outcomes, and objective data. When I talk about this level of accountability, yes, we’re talking about accountability of the superintendent — the board’s employee — but we are also talking about how a board’s commitment to accountability serves as a non-negotiable standard/model for the staff-as-a-whole, under the leadership of the board’s employee.”
— Perry Hill IV, Ph.D.
Monitoring is a topic that we spend a lot of time with, working with boards. Monitoring is vital in the conversation when there isn’t clarity around what success is like, or there isn’t clarity about the kinds of questions that would be most helpful or most important for the board to explore and understand. So there are valuable opportunities to spend time on monitoring in board governance, and that connects really well to community engagement because it is not board members’ responsibility to know every little detail, every school-level ques tion. It’s their responsibility to be able to articulate to the commu nity the district goals, to make sense of them, and communicate what you are doing in meeting them, through monitoring. If we clearly identify priorities, whether they’re newer or older, we should be able to answer the question, “How’s it going?”
— Arlana Bedard, Ed.D.
4. The board delegates authority.
The board delegates authority to the superintendent to manage the district and provide leadership for the staff. Such authority is communicated through written board policies that designate district ends and define operating parameters.
• Ultimately, the school board is responsible for everything, yet must recognize that everything depends upon a capable and competent staff.
• “Delegates authority to” means empowering the superintendent and staff to pursue board ends single-mindedly and without hesitation. A board that does (or re-does) staff work disempowers the staff. High levels of superintendent and staff accountability require high levels of delegation.
• Delegation is difficult for anyone accustomed to direct action. However, to appropriately stay focused on the big picture and avoid confusing the staff, members of the school board must discipline themselves to trust their superintendent and staff and not involve themselves in day-to-day operations.
5. The board monitors performance.
The board constantly monitors progress toward district ends and compliance with written board policies using data as the basis for assessment.
• A school board that pursues its ends through the delegation of authority has a moral obligation to itself and the community to determine whether that authority is being used as intended.
• Unless the board is clear about what it wants, there is no valid way to measure progress and compliance.
• A distinction should be made between monitoring data (used by the board for accountability) and management data (used by the staff for operations).
• The constructive use of data is a skill that must be learned. The board should have some understanding of data, but will typically require guidance from the staff.
6. The board takes responsibility for itself. The board, collectively and individually, takes full responsibility for board activity and behavior — the work it chooses to do and how it chooses to do the work. Individual board members are obligated to express their opinions and respect others’ opinions; however, board members understand the importance of abiding by the majority decisions of the board.
• The school board’s role as trustee for the community is unique and essential to both the district and the community.
• While the board must operate within legal parameters, good governance requires the board be responsible for itself, its processes, and contributions. Board deliberations and actions are limited to board work, not staff work.
• The board seeks continuity of leadership, even as it experiences turnover in membership. The board accomplishes this by using written board policies to guide board operations, by providing thorough orientation and training for all members, and by nurturing a positive and inviting board culture.
Theresa Kelly Gegen is the Editor of the Illinois School Board Journal and a Director of Communications for IASB. Resources associated with this piece can be accessed via IASB.com/Journal.
My favorite is Foundational Principle 6 – The board takes responsibility for itself. For me, this is where it all begins. I read an article by Bill Nemir that said the first responsibility of the board is to act like a board, and that has always stuck with me. The board needs to do what it’s supposed to do (governance). Individually, board members need to be respectful, listen, prepare for board meetings, communicate effectively, understand they are one of seven, support the board, abide by the will of the majority, and commit to the work. Trust and communication are so important here. Foundational Principle 6 is about behavior, and human interaction, and working as a team, and group dynamics, and personalities.
— Laura Martinez
Additional Resources for Governance Growth
Provided by IASB
TThe six Foundational Principles of Effective Governance are the top resource for Illinois school board members seeking to understand governance.
IASB offers an array of further resources for boards of education and individual board members. These include in-district workshops for the leadership team, usually presented by the IASB Outreach & Training:
• The Basics of Governance
• Board Self-Evaluations
• Board Governance Review (BGR)
• Board Evaluation Instrument (BEI)
• Starting Right
• Myers-Briggs ® Team Workshop
• Customized Board Self-Evaluation
• Setting District Goals and Direction
• Making Meetings Matter
• Reflecting on Communication and Community Engagement Tactics
• Equity: An Educational Imperative
• The Trust Edge ® Experience
• The Superintendent Evaluation Process
• Monitoring District Goals Using Data
• Monitoring District Performance Through Policy
• Strategic Planning
In addition, the IASB team recommends several resources on governance.
Patrick Allen tabs people as his favorite resource. “One of the best resources when it comes to good governance is relationships with board members from other districts. At events like Division Meetings and the Joint Annual Conference, you can meet others who are interested in improving their overall board governance. This provides the opportunity to build relationships and learn from each other, as well as having people you can reach out to when the need arises for issues you are facing.”
Arlana Bedard recommends The Art of School Boarding by Jim Burgett, which posits that good governance is more art than science.
Katie Bulava and Bedard both mention Coming to Order : A Guide to Successful School Board Meetings for a
tactical approach to good governance. “All board members should have Coming to Order at their disposal,” Bulava says. “This invaluable guide includes items like agenda preparation, legal requirements for meetings, roles and responsibilities, public concerns, working with the media, and many other topics. It also includes guides to everything from parliamentary procedure to seating charts.”
Perry Hill IV recommends the board policy manual as a resource for good governance, “Because it is the board policy manual that references those key mandatory points of consideration that should be discussed, debated, and deliberated upon. Ultimately, they should be the source for any decision that is made.”
Laura Martinez recommends the IASB online publication “A School Board Member’s Approach to the Job,” which outlines the responsibilities and duties of a board of education member whose job is to serve in trust for the community.
Natalie Williams-McMahon recommends the IASB booklet School Board Governance Basics, which includes the Code of Conduct and School Board Member Opportunities and Expectations, because it “answers the many questions that school board members may have, and can give clarity for best practices.” Williams-McMahon also notes that her team, IASB Outreach & Training, can be a valuable resources for school board members.
Those are just some highlights of the resources available to school board members. Visit iasb.com to browse a multitude of resources for good governance. These include free publications, pamphlets, and podcasts. The new IASB Community is a forum for school board members to share ideas with their peers. IASB also has an online bookstore, from which you can purchase titles such as those mentioned above, plus popular titles such as Essentials of Illinois School Finance and The Effective School Board Member, plus many more.
Resources associated with this article can be accessed via IASB.com/Journal.
Leading with Vision Insights from Successful School Board Presidents
By Kara Coglianese, Ed.D.
TThe role of a school board president is multifaceted, particularly in a complex and interactive environment. They are responsible for guiding the district, engaging the community, and ensuring transparent communication. However, this role comes with challenges, such as managing board dynamics and meeting community expectations. For board members looking to excel in this significant role, valuable lessons can be learned from the experiences of successful school board presidents. By hearing their insights into establishing board collaboration, recommendations for professional development, and how to engage the community for succession planning, school board presidents can confidently lead their teams.
Characteristics of an Effective Board President
When school board members evaluate their effectiveness, the discussion invariably centers on one crucial element: quality of leadership, particularly that of the school board president. This leader must embody a compelling vision that fosters a culture of collaboration among board members, invest in board training and development, and, most importantly, prioritize community engagement and succession planning. This engagement is not just a strategy but a fundamental part of the board’s mission, making each community
member an integral part of its success and future.
Three effective board presidents were interviewed to understand how they use specific strategies with their boards. Interviewees were Phil Pritzker, who has served on the board of Wheeling CCSD 21 for 35 years, Terrie Golwitzer, a 24-year veteran of Bradley SD 61, and Maurice Brown, who has been on the board of CreteMonee CUSD 201U for 13 years.
Each president shared successful experiences, highlighting unique perspectives they bring to the table due to the diversity in their communities. This diversity ensures that board members from different districts can gain valuable insights from their experiences.
Building a Collaborative Culture Through Engagement
It is essential to establish an environment at the board table where all members feel their voices are heard while preserving the role of a board member to act as one voice when all is said and done. Each board
president recognizes that, as issues are discussed, it is essential to ensure all board members have an opportunity to share their perspectives.
Golwitzer shared that when she notices one person not participating, she takes note and asks them questions, such as, “Mary, can you live with that decision?” She explained, “It is a way to allow them to weigh in so they don’t feel marginalized.”
Brown’s approach is to let his board members speak first and share their thoughts on a matter before he asks questions or voices his opinion.
“I believe it’s crucial to wait and allow everyone to talk first so that my opinion influences no one. This way, I can ensure everyone has had time to think about what they want to say.” He seeks consensus from each person to ensure they are comfortable with the decision before moving for a vote.
Pritzker shared additional insights on why he spends time getting to know each board member individually. “I work to get to know each board member’s ‘hot buttons’ on particular matters in a meeting so
Pritzker
Brown Golwitzer
Coglianese
I can ensure everyone gets a chance to speak publicly on it.” He allows the whole board to speak and then decides when he needs to intervene to “clean up the discussion” and move it forward. All three board presidents work diligently to allow each board member an opportunity to be visible and engage in meaningful discussions.
Investing in Board Professional Development
Prioritizing ongoing professional development as a group in governance, advocacy, and executive coaching allows school boards to engage with each other and develop shared understandings of their work. Golwitzer believes the success of the Bradley SD 61 board is because the members conduct all training together as a group. “We stay as a group and learn everything together at the same time. For this reason, we have never argued at the table because we have a common understanding on most issues.”
Though Wheeling CCSD 21 and Crete-Monee CUSD 201U boards also participate in most of their training together, they participate individually in workshops, online training, and local and national conferences. Pritzker has pursued continuing education by becoming involved at local and state levels. He served as IASB’s North Cook Division chair for 12 years and held a two-year term as IASB President after 10 years on the IASB Board of Directors, learning from colleagues across the state. His dedication and commitment to board work earned him the Thomas Lay Burroughs Award for outstanding school board member in Illinois. His value of professional growth, not
only for himself but also for his board team, is inspiring.
Understanding Board Governance
Understanding and practicing effective board governance is key to determining a board’s effectiveness. After working as a board president for 11 years, Pritzker emphasizes the importance of board training on governance. He notes that boards need to be clear on their role, “staying on the balcony and not on the dance floor.”
“It is so true,” he added. “If you are on the floor, you get keyed in too tight on specific issues and lose insight from the entire district. The board needs to understand the distinction between ‘staff work,’ which is the responsibility of the administration, and ‘board work,’ which is the responsibility of the board to set policies and oversee the school’s operations.”
Golwitzer echoed this priority, recommending that boards be reminded of this often and that “knowing your place and understanding the hierarchy with the chain of command” helps keep boards on track.
Brown models for his board the importance of following the chain of command. “Community and staff member emails received by the board about staffing issues are always forwarded to the superintendent to alleviate ‘jumping off the balcony and onto the dance floor.’”
Advocacy Training
Board training on how to engage state representatives in advocacy for local districts is vital. Pritzker recommends additional training to foster a board’s active participation in advocacy. Through his work at the state level
with IASB, he has gained insight into the importance of knowing state legislators and how the General Assembly works. He added that districts “need a local response at the district level and need to advocate more and believe that they have a voice.”
Brown also recommends boards learn more about accessing state representatives and inviting them to school district events. “As board members, it is up to us to invite our representatives into our schools so they can learn more about what is going on. This allows for more interaction and opportunities for advocacy.”
Executive Leadership Coach Training
Finding executive coaching and mentoring opportunities is another area for professional development for school boards. Coaching and mentoring for new school board presidents and board members offers the benefit of an experienced leader to bounce ideas off and explore effective strategies for leading teams. Newer board presidents could learn from more seasoned presidents about their insights, challenges, and strategies for success. Establishing informal mentoring engagements is essential.
Board presidents may benefit from a more formal coaching opportunity: access to an executive leadership coach. This coach could guide and facilitate reflective dialogue with the board president on strategies for cultivating a cohesive and collaborative team, managing conflicts, and establishing effective working relationships with the district leadership team. “Though for some board presidents, the leadership role may be
intuitive, for others, it may be a good idea to offer it,” said Pritzker.
As a newer board president, Brown thought spending time with a coach who worked outside his district would be productive. Golwitzer agreed that this type of customized professional development would be helpful and that she would consider extending a leadership coach to work with her executive board team.
SD 61 board has had seats filled with the same members for 10 to 34 years. However, the Crete-Monee CCSD 201U board has had slightly more turnover, with most members serving between two and five years and the most experienced serving upwards of 13 years.
Stability of school board seats leads to stability in the district’s vision, and such districts tend to
Understanding and practicing effective board governance is key to determining a board’s effectiveness. ... “staying on the balcony and not on the dance floor.”
For the board president, there needs to be more training on being an effective leader at the board table, as most training is focused on the team itself and governance. An executive coach could provide reflective coaching based on the individual goals set by the board president on their leadership style. Professional and certified coaches are utilized in the executive C-suite of many business organizations and would benefit board presidents leading districts for more impact.
Community Engagement for Succession Planning: A Call for Active Involvement
Community engagement has been lacking in recent years. As noted by all three board presidents, most school board election seats are non-contested when there is little controversy in the community. For example, most board members in the Wheeling CCSD 21 community have served on the board between 12 and 35 years, and the Bradley
retain their district superintendents for extended periods. The challenge for several school boards is to determine what type of succession planning is necessary when some of the more veteran board members retire. Who will take the next lead?
In the upcoming election, Pritzker raised this question with his board colleagues: When do you begin thinking about getting some fresh perspectives on the board? How do you recruit the next team when no one is interested in running? Golwitzer concurs that there seems to be a “lack of interest.”
On a positive note, both Pritzker and Golwitzer believe that the community is satisfied with the current boards’ work and does not see a need for change. “If people realize you are listening to everyone and try to come up with a rational response, they say, ‘Okay, I don’t know if I’d do anything different,’” Pritzker said. However, at what point does change need to occur to allow the next person the chance to move the district forward?
He believes school boards must start having these conversations and creating plans to effectuate change.
Golwitzer has proactively created a new board member training manual in her district to provide incoming board members with crucial information to onboard them to their new roles. There is so much to learn, so this type of documentation is helpful. It allows board members who may have been reluctant to serve on the board to have more access to information and less trepidation.
Brown believes the key to actively engaging the community in seeking board candidates is to stay active in community projects. For instance, last summer, he worked to connect several key community members to organize the first multi-village and district Juneteenth celebration. He, his superintendent, and several community members from each of the four villages they serve worked to organize this event.
The event collaborated with the district’s Education Foundation, the Crete Runner’s Club, local park districts, local vendors, food trucks, and villages to host a live band and showcase students’ talents within the band, show choir, and JROTC. Community members then stopped by with their families to interact with district personnel and attending board members and listen to testimonials of the positive things happening in the district.
This personal interaction allows time to learn about community members who are interested in learning more about becoming a board member in the future or different ways to become involved through volunteering or mentoring. “I love talking and sharing what is going
on in the district with various community members,” said Brown. “It is one of the best parts of being a board president.” Overall, school boards need to find ways to discuss succession planning in their districts and engage their communities for the sustainability of their school boards.
A Call to Action
Having (or being) an effective board president is a critical responsibility of any school board. Building collaborative relationships with each board member allows the board president to understand what is important to them and then facilitate board meetings that enable them to be seen and heard as valued members at the table. Board presidents need to collaborate with their teams to
identify additional training opportunities to instill board governance procedures and examine their own practices for continued success. Each board president may want to consider investing in an executive coach and mentoring resources for themselves and members of their executive team to reflect on their leadership practices as they lead their teams.
Lastly, school boards should begin to discuss and plan how they will recruit future board members to replace long-standing members who may be looking to retire from their positions.
Conclusion
The insights shared by Pritzker, Golwitzer, and Brown offer valuable lessons for all school
board presidents. By prioritizing collaboration, continuous learning, and community engagement, board leaders can ensure their districts have the strong leadership required to thrive in today’s ever-changing educational landscape. Investing in board development and fostering a shared responsibility will benefit students, educators, and the school community.
Kara Coglianese, Ed.D., is Superintendent of Schools for CreteMonee CUSD 201U. With a 30-year career in education, she describes her experience as a teacher, administrator, national speaker, and professional development trainer as “a labor of love.” Resources for board presidents can be accessed via IASB.com/Journal.
Forward Together
Reporter: Nashwa Mekky
Panelists: Anthony McConnell, then-Superintendent; Damon Ascolani, Board President; and Al Malley, Board VicePresident, Lemont-Bromberek SD 113A
IIn 2010, media chronicled how mismanagement of school funds in Lemont-Bromberek SD 113A led to overcrowded classrooms, cuts in activities, and 40-plus class sizes. Teaching positions were cut and a school was shut down. Community trust was broken, and three consecutive referendums to address the district’s needs failed to pass.
Fast-forward to April 2021, and SD 113A passed a limiting rate referendum with historical community support. The first successful referendum in over 40 years, its success resulted from years of prioritizing building community trust by engaging all stakeholders in a shared vision for success.
In 2018, a strategic district improvement plan was developed and implemented. Under the leadership of Superintendent Courtney Orzel and the Board of Education, programs were slowly brought back.
COVID-19 brought new obstacles. But, momentum built. District improvement efforts took hold, including a new preschool program and one-to-one learning. Other facility improvements included new flooring and new school and district logos, which aided in improving the image of the district. Because of these implementations, the district received the IASB Board Governance Award in 2019 and 2020 and the Illinois Horizon Schools to Watch Award in 2020. Years of consistent improvements and community trust-building led to another ballot referendum try in 2020. Unfortunately, this referendum did not pass.
ICYMI (In Case You Missed It) features panel reports from the 2023 Joint Annual Conference. Reporters are participants in the Educational Administration Internship program, a collaboration of IASB and the Illinois Council of Professors of Educational Administration.
ICYMI
In July 2020, Superintendent Anthony McConnell continued to champion the district strategic plan and ballot referendum. Because the district’s three objectives were the cornerstones of the strategic plan, the community was already familiar with the message. Messaging answered, “Why now? and “How much?” and “What will the funds be used for?” Naysayers were invited to share their concerns, allowing leadership to acknowledge the community’s voice and provide reassurances to alleviate concerns. Messaging reinforced the district’s commitment to educating all students, and taxpayers were reassured that their children would get a better education and property values would increase.
That referendum passed in April 2021, with 70% voting “Yes.” The success of this referendum resulted from intentional community outreach and relationship building, including going out to the community directly. Most importantly, the message to the community was not to tell the people to vote yes or no, but to deliver a clear and concise message that tells a story and allows voters to make informed decisions. One year later, the work the district outlined was completed. The community was invited to the school’s grand opening, to see the renovations for themselves. Keeping the cycle of trust means letting the community know you did the things you would do. Communicating to the whole community, reaching as many constituents as possible to make them aware of the district’s needs, being specific in what needs to be fixed or improved, and being transparent with both the good and bad allowed Lemont-Bromberek SD 113A to be a courageous example of how focusing on trust and honesty builds credibility, and in the end, achieves the funds needed to meet the needs of the school community.
Nashwa Mekky is Chief People, Equity and Culture Officer for the Illinois Math and Science Academy and was a participant in the Educational Administrator Internship program.
Service Associates Directory
Appraisal Services
INDUSTRIAL APPRAISAL COMPANY
Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook (630) 575-0280
Architects/Engineers
ARCON ASSOCIATES, INC.
Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard (630) 495-1900; www.arconassoc.com; sjmattes@arconassoc.com
BERG ENGINEERING CONSULTANTS, LTD.
Consulting engineers. Schaumburg (847) 352-4500
BLDD ARCHITECTS, INC.
Architectural and engineering services for schools. Decatur (217) 429-5105; Champaign (217) 356-9606; Bloomington (309) 828-5025; Chicago (312) 829-1987 www.bldd.com
CORDOGAN CLARK & ASSOCIATES
Architects and engineers. Aurora (630) 896-4678; www.cordoganclark.com; Tpowers@cordoganclark.com
DEWBERRY ARCHITECTS INC.
Architects, planners, landscape architecture, and engineers. Peoria (309) 282-8000; Elgin (847) 695-5840
DLA ARCHITECTS, LTD.
Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca (847) 742-4063; www.dla-ltd.com; info@dla-ltd.com
DLR GROUP
Educational facility design and master planning. Chicago (312) 382-9980; dlrgroup.com; mengelhardt@dlrgoup.com
ERIKSSON ENGINEERING ASSOCIATES, LTD.
Site Planning/Studies, Civil Engineering, Tra c/Transportation, Landscape Architecture. Grayslake (847) 223-4804; Chicago (312) 463-0551; Mokena (708) 614-9720
FARNSWORTH GROUP, INC.
Architectural and engineering professional services. Normal (309) 633-8436
FGM ARCHITECTS, INC.
Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282 www.fgmarchitects.com
GREENASSOCIATES, INC.
Architecture/construction services. Deerfield (847) 317-0852; Itasca, (847) 317-0852; Springfield
HEALY BENDER PATTON & BEEN
ARCHITECTS
Architects/Planners. Naperville (630) 904-4300; www.healybender.com; dpatton@healybender.com
HURST-ROSCHE, INC.
Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.hurst-rosche.com
JMA ARCHITECTS
Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design.South Holland (708) 339-3900; www.jmaarchitects.com; allison@jmaarchitects.com
KLUBER ARCHITECTS + ENGINEERS
Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Aurora (630) 406-1213
LARSON & DARBY GROUP
Architecture, engineering, interior design, and technology. Rockford (815) 484-0739; www.larsondarby.com; snelson@larsondarby.com
LEGAT ARCHITECTS, INC.
Architectural and educational planners who specialize in creating e ective student learning environments. Gurnee (847) 622-3535; Oak Brook (630) 990-3535; Chicago (312) 258-9595; www.legat.com; jboyce@legat.com
IASB Service Associates are businesses which o er school-related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.
To learn more about IASB Service Associates membership, visit www.iasb.com or contact IASB at bkusturin@iasb.com
PCM+DESIGN ARCHITECTS
Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting, and related services. East Peoria (309) 694-5012; www.PCMPLUSD.com; whelmick@pcmplusd.com
PERFORMANCE SERVICES, INC.
An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg (847) 466-7220
PERKINS&WILL
Architecture, educational planning, programing, master planning, re-referendum services. Chicago (312) 755-0770
mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com
RICHARD L. JOHNSON ASSOCIATES, INC.
Architecture, educational planning. Rockford (815) 398-1231; www.rljarch.com
STR PARTNERS
Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting. Chicago (312) 464-1444
STUDIOGC ARCHITECTURE + INTERIORS
StudioGC is passionate community-minded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates. Chicago (312) 253-3400
TERRA ENGINEERING, LTD.
TERRA is a Woman Business Enterprise (WBE) firm certified with the City of Chicago and Illinois CMS systems, providing transportation and tra c engineering; municipal, structural, electrical, and construction engineering; site development and landscape architecture; recreation and athletic facility and land use planning; land surveying; and GIS services. Chicago.
TRIA ARCHITECTURE
An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities. Burr Ridge (630) 455-4500; www.triaarchitecture.com
WIGHT & CO.
A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000
WOLD ARCHITECTS AND ENGINEERS
Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine (847) 241-6100
Building Construction
BOLLER CONSTRUCTION CO., INC.
Construction Manager and General Contractor specializing in building and renovating schools. Waukegan (847) 662-5566
CORE CONSTRUCTION SERVICES OF IL., INC.
Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@coreconstruction.com
F. H. PASCHEN
A general/construction manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago (773) 444-1525; www.fhpaschen.com; aizzi@fhpaschen.com
FREDERICK QUINN CORPORATION
Construction management and general contracting. Addison (630) 628-8500
HOLLAND CONSTRUCTION SERVICES, INC.
Full service construction management and general contracting firm specializing in education facilities. Swansea (618) 277-8870
IHC CONSTRUCTION COMPANIES LLC
IHC Construction Companies LLC is a full-service construction management firm that delivers new construction, additions, and renovations for School District clients on-time and within budget. Elgin (847) 742-1516
INTERNATIONAL CONTRACTORS, INC. (ICI)
An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects. Oakbrook Terrace (630) 641-6852
NICHOLAS & ASSOCIATES, INC.
Construction management, general contracting, design and build. Mt. Prospect (847) 394-6200 info@nicholasquality.com; nickjr@nicholasquality.com
PEPPER CONSTRUCTION COMPANY
Construction management and general contracting services. Barrington (847) 381-2760; www.pepperconstruction; jripsky@pepperconstruction.com
POETTKER CONSTRUCTION COMPANY
Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese (618) 526-7213; www.poettkerconstruction.com
RUSSELL CONSTRUCTION
COMPANY, INC.
Russell provides successful, knowledgeable construction management and contracting services in the PreK-12 market from concept to completion and continuing care for your facility needs. Davenport, Iowa (563) 459-4600; www.russellco.com; sbaumann@russellco.com
SERVPRO TEAM WOLFE
Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a fire, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and e ectively.
E ngham (314) 502-1337
S.M. WILSON & CO.
Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis (314) 645-9595; www.smwilson.com; kristyn.newbern@smwilson.com; amanda.bohnert@smwilson.com
TRANE
HVAC company specializing in design, build, and retrofit. Willowbrook (636) 305-3600
Computer Software, Supplies, Services
COMMON GOAL SYSTEMS, INC.
We o er cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more. Des Plaines (630) 592-4200; www.common-goal.com
COMPUTER INFORMATION
CONCEPTS, INC.
Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics. Greeley, Colorado (312) 995-3342
EDMENTUM
We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning. Bloomington, Minnesota (952) 832-1570
Consulting
EOSULLIVAN CONSULTING
Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums. Libertyville (815) 353-1991
SCHOOLS OF ILLINOIS PUBLIC COOPERATIVE
SIPC is a non-profit procurement co-op for Illinois schools. Membership is free and at-will. SIPC negotiates best pricing on behalf of members for building and grounds management, operations, maintenance, improvements, janitorial, energy projects, waste management. Carbondale Environmental Services
ALPHA CONTROLS & SERVICES, LLC
We deliver energy cost justified solutions that make the learning environment comfortable, secure, and e cient. Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com
VEREGY
Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments.
St. Louis (636) 230-0843; Chicago (773) 633-0691; veregy.com; bsmith@veregy.com
ENERGY SYSTEMS GROUP
A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773-7201; jcohn@esg.email
GRP MECHANICAL CO., INC.
Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, plumbing, windows, doors, and mechanical services. Bethalto (618) 779-0050
IDEAL ENVIRONMENTAL ENGINEERING, INC.
Asbestos and environmental services. Bloomington (309) 828-4259
ILLINOIS ENERGY CONSORTIUM
Sells electricity and natural gas to school districts, colleges, and universities. DeKalb (815) 753-9083; www.ILLec.org; hwallace@iasbo.org
ENGIE SERVICES U.S. Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and e ciency; reduce operations costs; and maximize the lifespan of critical assets. Chicago (312) 498-7792; sharon.uslan@engie.com
RADON DETECTION SPECIALISTS
Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont (630) 325-4443 or (800) 244-4242
Financial Services
BERNARDI SECURITIES, INC.
Municipal bond specialty fi rm; o ers a full range of school bond underwriting services, including capital needs fi nancing and debt refi nancing. O’Fallon (618) 206-4180; Peru (815) 587-8972; Chicago (312) 281-2014; jvezzetti@bernardisecurities.com
BMO
BMO's experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources. Chicago (312) 461-7895
GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting. Peoria (309) 685-7621
ICE MILLER, LLP
Nationally recognized bond counsel services. Chicago (312) 726-7127
KINGS FINANCIAL CONSULTING, INC.
Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello (217) 762-4578
SPEER FINANCIAL, INC.
Financial planning and bond issue services. Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com; rmckenzie@speerfinancial.com
STIFEL
Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville (800) 230-5151; noblea@stifel.com
WINTRUST FINANCIAL
Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont (630) 560-2120
Human Resource Consulting
ACCURATE BIOMETRICS
Live scan fingerprinting for Illinois and FBI background checks. Live scan system sales and placement. Managed services for data security and compliance. Itasca.
BUSHUE HUMAN RESOURCES, INC.
Human resource, safety and risk management, and insurance consulting. E ngham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com
Insurance
THE SANDNER GROUP
Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago (800) 654-9504
O ce Equipment
EDUCATIONAL ENVIRONMENTS BY FRANK COONEY COMPANY, INC.
Furniture for educational environments. Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com
Other
ECRA GROUP
Superintendent searches, board and superintendent workshops. Arlington Heights (847) 318-0072
Milestones
Continued from page 34
John F. McConville, 94, died October 3, 2024. He served for many years on the Ophir School Board of Education in LaSalle County and is the father of past IASB President Dennis McConville.
Peggy A. McFadden, 86, died September 6, 2024. She had served on the Riverdale CUSD 100 Board of Education.
Jerome B. O’Kraski, 88, died September 19, 2024. He had served on the Streator ESD 44 school board.
Donald Patrick O’Neil, 98, died August 17, 2024. He served on the school board for Hinsdale CCSD 181.
Gary Pittenger, 77, died September 3, 2024. He served on the Morton CUSD 709 school board.
George Rumpf, 87, died September 20, 2024. He had served on the Malta School Board in DeKalb County.
Francis R. Schaver, 91, died September 6, 2024. She was a longtime member of the Erie CUSD 1 Board of Education.
Marion E. Schirer, 93, died August 13, 2024. He was a past member and president of the Roanoke-Benson CUSD 60 school board.
Robert E. Short, 86, died August 12, 2024. He had served as member and president of the Onarga School Board in Iroquois County and Iroquois West CUSD 10.
Dean N. Sommer, 89, died September 18, 2024. He was a school board member for Bellflower High School in DeWitt County.
Donna R. Steiner, 88, died September 14, 2024. She was a past member of the Buckley-Loda School Board in Ford County.
Dewaine VanHoveln, 88, died August 6, 2024. He had served on the boards of education for Crescent-Iroquois CUSD 249 and Woodland CUSD 5.
IASB accepts information on the passing of members for acknowledgment in the Milestones section. Please email to communications@iasb.com.
ACCURATE BIOMETRICS
Illinois Statewide Fingerprint and Background Check Services
• Over 20 years of experience
• IASB Associate Member by Invitation
• FBI CJIS approved AWS GovCloud secure data storage
• Walk-in locations statewide, convenient hours
• Mobile on-site service for large groups
• Bilingual call center for live customer support
• ABLE Track dashboard for easy applicant tracking
• Illinois privacy requirement compliance
Julie Mester
Director, Account Management and Inside Sales
jmester@accuratebiometrics.com
500 Park Boulevard, Ste. 1260, Itasca, IL 60143 773-685-5692
The preferred fingerprint vendor for private and public agencies serving vulnerable populations.
Milestones
In Memoriam
James Perry Abbey, 96, died September 12, 2024. He had served on the Fairbury-Cropsey School Board in Livingston County.
Don Bergman, 101, died September 22, 2024. He had been a member of the Perry School Board in Pike County.
Greg E. Campbell, 68, died August 18, 2024. He served for 15 years on the Yorkwood School Board in Warren County.
Charles Albert “Charlie” Cluskey, 87, died September 26, 2024. He served on the Germantown Hills SD 69 Board of Education, including terms as president.
Ralph J. Coffey, 92, died August 11, 2024. He had served on the board of education for Eldorado CUSD 4.
Jeannine H. Craig, 91, died August 31, 2024. She served on the Cary CCSD 26 school board for 10 years, including time as president.
Gary Crane, 82, died September 30, 2024. He served on the Rantoul THSD 193 Board of Education.
Waneta J. Dailey, 91, died September 8, 2024. She had served as a member of the Watseka School Board in Iroquois County and was an ACBL Life Master duplicate bridge player.
James Lewis Diekroeger, 89, died August 13, 2024. He served two terms on the Williamsville CUSD 15 Board of Education.
James Dombek, 68, died October 3, 2024. An attorney and lifelong volunteer in his community, at the time of his passing he was a member and president of the Sycamore CUSD 427 Board of Education.
Richard “Dick” Dosier, 91, died August 17, 2024. He had served on the school board for Greenview CUSD 200.
William “Bill” Duncan, 81, died August 20, 2024. He spent 12 years on the board of education for Jersey CUSD 100 and was also a school bus driver for the district.
R. Earl Fowler, 92, died August 7, 2024. He was a member of the board of education for the Williamsville CUSD 15 school district.
Phillip E. Frey, 85, died August 19, 2024. He served on the school board for Polo CUSD 222.
Russell E. Funderburg, 86, died September 15, 2024. He had been a member d the New Holland-Middletown ESD 88 school board.
Jack DeWayne Getz, 81, died September 11, 2024. He was a member of the Findlay School Board in Moultrie County.
Mary Zilske Gill, 75, died August 29, 2024. At the time of her passing she was a member of the Coal City CUSD 1 Board of Education. Deeply committed to her community, she served on the board for over 25 years and was involved in many district and board initiatives.
Mitchell A. Goede, 33, died October 3, 2024. At the time of his passing he was a member of the Buncombe CSD 43 Board of Education. He worked as a dispatcher for the Johnson County Sheriff’s Department for 15 years.
James Glenn Graff, 98, died August 11, 2024. He had served on the Middletown School Board in Logan County.
Eddie Hannant, 82, died September 17, 2024. He was a member of the Perry School Board in Pike County.
Ralph A. Hermann, 83, died August 14, 2024. He had served on the Woodland CUSD 5 board.
Kelly Jennings, 56, died September 17, 2024. He served as a member of the board for Massac CUSD 1.
John L. Jones, 74, died August 7, 2024. He served on the Jersey CUSD 100 school board.
David Michael “Dave” Keeley, 80, died August 10, 2024. He served as a past member and president of the Dixon Unit SD 170 school board.
Mark A. Killian, 79, died September 15, 2024. He served for many years on the Melvin-Sibley school board in Ford County
Jeff Koontz, 58, died August 23, 2024. He was a past member of the Mulberry Grove CUSD 1 Board of Education.
Donald O. Kurrle, 85, died September 15, 2024. He served on the school board for East Moline SD 37.
Larry Dane Legg, 90, died August 20, 2024. He had served on the Bridgeport Township school board in Lawrence County
Beverly Ann Locke, 91, died August 2, 2024. She was a past member of the board of education for Marseilles ESD 150.
Norma Jean Loos, 95, died August 18, 2024. She was a longtime nurse in the Blessing Hospital Emergency Room and a critical care instructor. She was a past member of the school board for Payson CUSD 1.
Continued on page 33
“A lack of flexibility in the workday. Limited access to mental health resources. Mandates continue to strip away local control. The Tier II pension system is not attractive to new employees. Those were among the challenges cited and discussed during the first Vision 2030 Workgroup ... assembled to reflect upon the current state of education in Illinois and formulate priorities and policy positions that will serve as a framework for guiding advocacy efforts moving forward ...”
— “Vision 2030 Workgroup Convenes …” by Jason Nevel, Leadership Matters, IASA, October 2023.
“The number of kids eating breakfast and lunch has jumped in the eight states that now have universal free school meals. …
Proponents say that rise in participation is a success story because it means fewer kids are hungry at school and that families have more money to spend on groceries at home. But it’s also brought some logistical challenges and — perhaps more importantly — higher-than-expected costs. That’s raising concerns in some states about the long-term sustainability of these programs.”
— “Kids like free school meals. States are trying to reel in the costs.” by Kalyn Belsha, Chalkbeat, October 3, 2024.
“Social media and publications are full of a wealth of really good ideas about business and social concepts. We are thankful that very smart people bring those concepts to our attention. Far less often, someone comes along with a radical concept
that turns conventional thinking on its head. John Carver, who passed away August 16, 2024 was such a person. … To make sense of governance, he did a thought experiment. He stripped away the board practices of the day to discover the fundamental principles of governance. In time, he identified fundamental principles which applied to any governing board. To name a few: That the board stands in on behalf of an ownership, bringing the owners’ values into its decisions; The board is the highest authority in the organization…. not the board chair and not the CEO. The board operates as a whole, speaking with one voice.”
— “The Mind that Made a Difference: The Genius of John Carver,” by Richard Stringham as published by The Governance Coach, August 2024.
2921 Baker Drive
Springfield, Illinois 62703-5929
Address Service Requested
