Surviving Your First Year

Surviving Your First Year A QUESTION AND ANSWER GUIDE FOR BOARD MEMBERS

NORTH CAROLINA SCHOOL BOARDS ASSOCIATION REVISED JANUARY 2006

Copyright Š 2004 by the North Carolina School Boards Association. All rights reserved. Except as permitted under the United State Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the North Carolina School Boards Association.

Send inquiries to: Ramona Miller, Board Development Manager North Carolina School Boards Association P.O. Box 97877 Raleigh, North Carolina 27624-7877

Table of Contents About this Guide CHAPTER 1 – I’m a Board Member, Now What?...........................................................1 1. What is the primary function of a school board and what are some of the powers and duties of the board?

2. What is expected of a new board member?

3. How do I learn my job?

4. Are there any guidelines I should follow to help me be an effective board member?

5. What type of training do I need to be an effective board member?

6. How actively should I participate as a new board member?

7. What are the duties of each officer?

8. What do board members do?

9. How do the school board’s responsibilities differ from the superintendent’s?

10. What is the role of the superintendent relative to the school board?

11. What is micromanagement?

12. When and how does the board evaluate the superintendent?

13. Where, or to whom, do I go for information?

14. How much time can I expect to spend on school board responsibilities?

15. How do I decipher all the educational jargon and acronyms I hear at each board meeting?

CHAPTER 2 – Can We Talk?.............................................................................................7 1. How do I effectively communicate with the superintendent?

2. If I disagree with board members or the superintendent, what is the best way to make my feelings known?

3. How do I approach my superintendent or board if I have a suggestion for a change?

4. Is it OK to talk to board members outside the board meeting?

5. What can I say, or not say, to parents and friends about school issues?

6. What information is considered confidential?

7. How do I address concerns about my children with a teacher once I am on the school board?

8. Is it okay for school board members to use email to communicate with each other?

CHAPTER 3 – Meetings, Meetings and More Meetings.................................................11 1. What should I expect at my first board meeting?

2. Where should I sit?

3. How formal should a board meeting be?

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4.

5.

6.

7.

8.

9.

What is considered an acceptable dress code at board meetings?

How should a board room be arranged?

How does being on TV affect board members?

What are the legal requirements for school board meetings?

What is the purpose of the Open Meetings Law? How can a board have good discussions given the restrictions of the Open Meetings Law? 10. Can board members meet socially without violating the Open Meetings Law? 11. What role does the superintendent play during board meetings?

12. Who appoints committees?

13. Who is responsible for setting the agenda?

14. How can I get my issues on the board agenda?

15. What is a consent agenda?

16. How does the public give comments to the board during a meeting?

17. Is it OK for me to ask questions at the board meeting?

18. How is voting done at a board meeting?

19. When does the board chairman vote?

20. Can a member of a board of education vote by proxy at regular or special board meetings?

21. When is a unanimous vote important?

22. When must I recuse myself from voting?

23. What questions should be avoided during public sessions?

24. Do all questions go through the superintendent before being discussed at a board meeting?

CHAPTER 4 – How Am I Going to Work with This Board?.........................................17 1.

2.

3.

4.

5.

6.

7.

8.

When are issues serious enough to bring to the board?

Explain the committee structure, function and role.

How can I best assimilate into the team?

What should a board do when it is not working well as a team?

With whom should the board consult when making decisions?

What is the most important consideration when making a decision?

How do I support what I think is a bad decision?

Should the board of education set goals for itself each year?

CHAPTER 5 – You Have Homework, Too!.....................................................................21 1.

2.

3.

4.

5.

6.

Is it important that I know every policy in my policy book?

How do I find out about board development programs?

Do I pay for these programs or does the district?

What services are offered by NCSBA? Is board development mandatory?

How do I stay abreast of changing legislation?

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CHAPTER 6 – Community Connections..........................................................................23 1.

2.

3.

4.

5.

6.

7.

8.

9.

How do I make an effective decision that represents my community?

How should the board communicate with the community?

How do I respond to questions about school board decisions?

How do I respond to questions from the media?

How does the board respond to public concerns expressed at board meetings?

How should I respond to parental complaints?

What should I do when inaccurate information is being circulated in the community?

How do I bridge a communication gap that may exist between the community and board?

How do I encourage school board service?

EDUCATIONAL ACRONYMS...............................................................................................27

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About this Guide Education has the attention of citizens throughout North Carolina and around the nation.

National and state reports on education have focused this attention on some critical and complicated issues. The implementation of education reform has created debate among parents, educators, the business community and the legislature. The leadership in dealing with these issues falls to the locally elected citizens who have accepted the challenge of school board membership.

As citizens increasingly demand educational excellence and fiscal accountability, the responsibilities of school boards are far more numerous and of greater impact than at any previous time in history. Delivering quality public education is complex and serving as an effective school board member today requires time, a sincere interest in public education and a commitment to improving student learning for all.

You will not be expected to know everything about school board service or the delivery of education in your district, the state or the nation as you offer to serve your community.

It will be in your best interest, however, to learn as much as you can as quickly as possible. This guide is intended to help you get started and seeks to answer some of the basic questions of becoming an effective school board member. If you have not participated in NCSBA’s seminar, School Board 101, you are strongly urged to attend the next workshop to learn many of the basics of school boardsmanship—public school finance, the legal duties of school board members, parliamentary procedure, targeting student learning through effective policy development.

More detailed information is available from the North Carolina School Boards Association.

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Chapter 1 – I’m a Board Member, Now What?

1. What is the primary function of a

little about. You need to take the time to

school board and what are some of the

learn about your job and the issues at the

powers and duties of the board?

same time you are performing your job.

The primary function of the board of education is to oversee the education of students in the district. The board is ultimately responsible for school district operations, but the board does not get involved with the day-to-day operations of the system. Rather, the board of education sets the direction and goals, and the administration decides how to get there.

Some of the activities you will be expected to do are: attend board meetings, participate on committees, attend school functions, keep yourself informed about issues, pursue board development opportunities for yourself and interact with your fellow board members and the superintendent. These activities require a significant amount of time, but it is time extremely well spent when you consider that you are helping to

The North Carolina Legislature gives the

shape the future of the children in your

board power to oversee a number of areas:

community.

education, safety, property acquisition, employee management and spending.

3. How do I learn my job?

The board also has specific

A great deal of learning takes place “on

responsibilities such as employing a

the job,” as you prepare for and

superintendent and approving a budget.

participate in each month’s board

2. What is expected of a new board member?

meetings. The superintendent and the board chairman may arrange an orientation for newly elected board

As a new board member you will be asked

members. The North Carolina School

to make decisions on major issues that

Boards Association (NCSBA) also

affect the students and citizens of your

provides training. Through seminars and

community. You will be asked to vote

programs of the NCSBA Academy of

publicly on matters that you may know

School Boardsmanship, the association

Chapter 1 – I’m a Board Member, Now What?

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provides extensive training opportunities.

complex issues, laws, fiscal

Most importantly, don’t hesitate to ask

responsibilities and personnel needs

questions. Nobody expects you to have

required of you without any training? That

all the answers and most boards and

is what school board members are

superintendents welcome the opportunity

expected to do every day. You should not

to get you up to speed.

pass up the opportunity to attend NCSBA

4. Are there any guidelines I should follow

workshops, seminars and conferences.

to help me be an effective board

School Board 101 serves as the

member?

association’s “basic training” for board

Yes. To be an effective board member you must first realize that you are part of a team. No one on the school board operates alone; decisions are made by the entire board. As a team member, you can increase your effectiveness if you: • • • • • • •

contribute ideas and solutions recognize and respect differences in others value the ideas and contributions of others listen and share information ask questions and get clarification are flexible and respect the partnership created by a team – strive for the “win-win” have fun and care about the team and the outcomes.

5. What type of training do I need to be an

members. The seminar delves into the basics of understanding public school finance, legal duties and responsibilities of school boards, liability issues for school board members and so much more.

Your participation in this seminar will give you a solid foundation as you begin your board service.

Several training opportunities are offered throughout the year that focus on various aspects of boardsmanship and education.

It is important that you take advantage of these meetings in order to have an understanding of all the issues involved in overseeing a school district.

6. How actively should I participate as a

effective board member?

new board member?

If you inherited the reins of a

Your school board is in charge of running

multimillion-dollar corporation tomorrow,

one of the largest businesses in your

would you be equipped to handle the

community. If you started a new job at a

Chapter 1 – I’m a Board Member, Now What?

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company, what would you do your first

The vice-chairman presides at board

day, week or even month? Would you

meetings when the chairman is not there

walk in the door and start telling people

and assumes the office of chairman in the

what to do and how to do it, before you

event of a vacancy until a new chairman is

even learned your job? New board

elected.

members often want to jump in and make an impact as soon as they are elected to the school board, but this may not be the most effective way to operate. The key is to figure out how best to interact with your fellow board members in reaching decisions on the issues that face your

The superintendent is an ex-officio, nonvoting member of the board who records and signs minutes of meetings, orders, resolutions and other proceedings of the board.

8. What do board members do?

board. Yes, your community wants you to be active; they also want you to be

As a board member you have been

effective. This may require taking the

entrusted by your community to oversee

time to learn your job as a board member,

the educational, financial well-being and

as well as becoming familiar with how

operation of your school district.

your board operates.

Everyone elected to the school board is a board member and has a responsibility to

7. What are the duties of each officer?

The board chairman sets the tone on how the school board will function. The chairman conducts the board meetings, interfaces with the superintendent and other board members, serves as the board spokesperson to the media and the public

the community. Exactly what you do will be determined by how your board functions. As a board member, however, you are expected to take an active role on your board, working with the other board members to address education-related issues and make decisions.

(unless someone else is identified to be spokesperson) and appoints standing and ad hoc committees and chairs.

Chapter 1 – I’m a Board Member, Now What?

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9. How do the school board’s responsibilities differ from the superintendent’s?

The school board is responsible for setting policy and establishing goals for the school district. The superintendent works for the school board and is the person who translates the policy into action. The superintendent and staff run the schools, making the day-to-day decisions that affect the operation of the school consistent with the goals established by the school board.

10. What is the role of the superintendent relative to the school board?

An easy way to think about the superintendent’s role is to consider him/her the CEO of the school district, where the school board is the board of directors. The superintendent is the only employee that is hired directly by the board. All other staff are hired by the board upon the superintendent’s recommendation. Where the school board is responsible for setting the vision and mission for the district, it is the superintendent who will carry out the goals you set. The school board tells the superintendent what it wants done; the

Chapter 1 – I’m a Board Member, Now What?

superintendent determines the best way to do it.

11. What is micromanagement?

Micromanagement is a term used in business that describes a manager who is overly involved in tasks or details that should be handled by those who report to him/her. In the case of a school board, “micromanagement” is used to describe a board that becomes involved in the dayto-day operations of the school district rather than setting direction through goals and policies and letting the administration determine how to accomplish the goals.

12. When and how does the board evaluate the superintendent?

Your school board should have a welldefined system for evaluating the performance of the superintendent. This process should include gathering comments from each board member and compiling a summary evaluation form.

This form might cover several general areas such as leadership ability, financial controls, communication with the school board, personnel management, etc. In addition to a form, there should be an opportunity for comments related to his/her specific performance. The actual

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performance review of the superintendent

For example, if the district is going

is done at a board meeting. The

through a building project, hiring a

association’s Master Board Program

superintendent or working on a bond

offers individual boards the opportunity to

referenda, the time needed for board

develop and implement an effective

meetings may be more extensive.

process for evaluating the superintendent.

13. Where, or to whom, do I go for

15. How do I decipher all the educational jargon and acronyms I hear at each

information?

board meeting?

The superintendent is a great source of

It is true there are a lot of abbreviations

information. The superintendent can

and acronyms for educational terms. A

usually provide answers to your questions

glossary of terms is included at the back

on protocol or procedure, as well as issues

of this manual which covers some of the

facing the board. Other board members

vocabulary you will need in your position

are also good resources. NCSBA is

as a school board member. For jargon or

another resource for information and has

acronyms that are not included here,

specialists on staff able to answer some of

consider asking your superintendent or

your questions or point you in a direction

other board members.

where you can get answers. Check out NCSBA’s web site—www.ncsba.org—for in-depth information on a variety of issues.

14. How much time can I expect to spend on school board responsibilities?

The time required to complete your school board responsibilities will most likely vary by month. It will depend on how many meetings are scheduled, committees on which you may serve and what issues are going on in the district at the time.

Chapter 1 – I’m a Board Member, Now What?

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Chapter 2 – Can We Talk?

1. How do I effectively communicate with the superintendent?

Good communication is an essential key to establishing a sound working relationship. If you have questions, it is better to call the superintendent and discuss them before the board meeting, rather than surprise him/her at a public meeting. If your concerns relate to

two or more views may result in a better decision, than if everyone agreed from the beginning and the simple solution was selected. Be certain you respect the individual, however, and debate the issue, not the person. Demeaning comments or loud discussions do not facilitate effective decision making.

3. How do I approach my

negative feelings from the community,

superintendent or board if I have a

the superintendent will appreciate

suggestion for a change?

knowing about these in advance of the board meeting so that he/she can come prepared to address them. It is appropriate to call the superintendent, set up a meeting to discuss questions, or even email him/her for simple questions or requests.

2. If I disagree with board members or

You can always bring an issue up in committee if the suggestion is part of the business of a committee on which you sit. If your suggestion needs to be discussed by the entire board and voted on, it should be added to an upcoming agenda. You should contact the superintendent or the board chairman to

the superintendent, what is the best

discuss your idea and have it either put

way to make my feelings known?

on the agenda or referred to committee,

Remember the golden rule: Do unto others as you would have them do unto you. You should always treat your

so that staff will be adequately prepared to respond to your issue. No one likes surprises!

fellow board members, the superintendent and administrators with respect, even if you disagree with them.

A discussion about an issue that reflects

Chapter 2 – Can We Talk?

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4. Is it OK to talk to board members outside the board meeting?

Yes, you are permitted to speak to your fellow board members outside of board meetings. As with the superintendent, you should try to establish good relations with each of the other board members.

Talking with them in social situations or at school sporting events, for example, will give you an opportunity to learn about them outside of school board meetings. Be careful, however, that you do not conduct school board business if you have a quorum (4 members out of a board of 7, for example). This could

school board meeting. Adhering to this rule of thumb will go a long way in maintaining trust with the superintendent and the other board members.

6. What information is considered confidential?

Most information regarding personnel and student record issues is considered confidential. Also, the information discussed in a closed board meeting is confidential. The allowable reasons for going into closed session include the following: •

constitute a meeting and violate North Carolina’s Open Meetings Law. 5. What can I say, or not say, to parents and friends about school issues?

confidential or privileged information

•

real property acquisition

•

most personnel matters

•

report of alleged criminal conduct

School board business that is discussed

•

school violence response plans

in closed session or relates to

•

consultation with an attorney

•

and consideration of material

confidential matters – such as a personnel issue or student discipline issue – should never be discussed with anyone other than another board

exempt from disclosure under another statute.

member, appropriate school administrator or the board attorney. A good rule of thumb is to discuss only items that have been made public at a

Chapter 2 – Can We Talk?

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7. How do I address concerns about my

appropriate staff member. If you are still

children with a teacher once I am on

not satisfied, then it may be appropriate

the school board?

to bring your issue to the attention of the

This is a tricky area. No matter what you say about “speaking as a parent, not a board member,” it is difficult for some teachers to separate your role on the school board from the issues you may want to address as a parent. It’s not surprising that some teachers may be somewhat intimidated by your role as a board member.

You should be certain that you are not using your position as a school board member to secure special treatment for

superintendent’s designee. Regardless of how delicately you handle this situation, there likely will be some unintended fallout. At the same time, your parental responsibilities should not be relinquished simply because you have been elected to the school board. It will take great finesse on your part to find a workable solution.

8. Is it okay for school board members to use email to communicate with each other?

your child. Your child should be treated

School board members may use email to

the same as the other students in the

communicate with each other only if

school and be subject to the same rules

they are not using it to decide issues in

and requirements. If there are issues you

advance of a meeting or as a means of

wish to discuss with a teacher, you

avoiding open meeting requirements.

should follow the normal procedures by

You should be particularly careful to

contacting your child’s teacher to

avoid sequential email communications.

discuss them. In some cases, the teacher

While a board member may send an

may be somewhat cautious, but

email to ask a question of another board

assurance from you that you are there in

member, it is not appropriate to forward

your role as a parent might be helpful.

the question and answers on to other

If you are not satisfied with the results, then it is appropriate to discuss them with the school principal or another

Chapter 2 – Can We Talk?

board members, as this might appear to be a decision-making process. Likewise it is not appropriate for board members to engage in an “online chat” situation,

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particularly if you are discussing school board issues. Remember, according to the Public Records Law, all email concerning public business must be given to the public or media when requested, whether it is on a personal or school computer.

Chapter 2 – Can We Talk?

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Chapter 3 – Meetings, Meetings and More Meetings!

1. What should I expect at my first board meeting?

If you have never participated in a board meeting, you may be overwhelmed by your first meeting. There are basic rules of parliamentary procedure that should be followed, but each board operates in its own way. It would be a good idea to talk with the chairman before attending your first meeting to ask basic questions such as: Where do I sit? How is the agenda set up? How long do the meetings usually take? When is it appropriate to speak? Hopefully you will have had your orientation by a board member and/or superintendent to explain the way in which your board functions. You should also receive your board packet with the agenda and any supporting information several days before the meeting. Be sure you go through the material carefully and take the time to call the superintendent or board chairman to ask questions about anything you don’t understand.

meetings, with name plates at the seats for each person at the table. Some boards have assigned seats that do not change from meeting to meeting. To feel comfortable prior to attending your first meeting, you might want to contact the board chairman and ask if there are any “traditions” that you should know about in advance of the meeting, including where you should sit.

3. How formal should a board meeting be?

All board meetings need to follow some rules of order. The method that your board selects should be identified in your board policy. Most North Carolina boards elect to follow Robert’s Rules of Order with specific exceptions identified in board policy. Other boards may specifically elect to not follow Robert’s Rules, but prefer a basic version of parliamentary procedure.

Your board’s policy will dictate how formal your meetings will be.

2. Where should I sit?

Most boards have their rooms set up in a consistent configuration for board

Chapter 3 – Meetings, Meetings and More Meetings!

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4. What is considered an acceptable

6. How does being on TV affect board

dress code at board meetings?

members?

A good rule of thumb is to dress

Some board meetings may be aired on

appropriately for a business meeting.

television. Anytime you are being filmed

Remember also that the public may

or are in the public eye, it is normal to be

attend, as well as the press. Your dress

more self-conscious and nervous.

should reflect the professional approach

Naturally, the first time you participate

that your school board takes in

in a taped board meeting you can expect

overseeing the operations of the school.

that you may be less articulate and think

5. How should a board room be arranged?

of things afterwards that you wish you had said. After you attend a few taped meetings, though, you should become

The chairman should be in a central

comfortable and even forget the camera

position, visible to everyone in the room.

is on. It is a good idea to periodically

Your board might want to identify a

review a tape to see how the board is

reserved seating area for the press and a

presenting itself. Board members are

number of chairs for any community

often surprised by their unconscious

members and stakeholders that choose to

body language that may or may not

attend. Generally the board table is set

accurately communicate their feelings.

up in a “u” shape, opening out to the audience. If your room is large, or you expect a large number of people to

7. What are the legal requirements for school board meetings?

attend a meeting, you might want to

School boards must meet in compliance

provide a podium with a microphone for

with the state’s Open Meetings Law and

speakers to allow them to be heard by

make public records available consistent

everyone.

with the Public Records Law. Basically, the Open Meetings Law requires that school board meetings, including committee meetings, be open to the public and that proper notice be given to

Chapter 3 – Meetings, Meetings and More Meetings!

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announce all meetings as well as special

to conduct all discussions in open

meetings. Minutes of the meetings must

session except during the limited and

be taken and include specific

narrow situations that permit closed

information required by the Open

sessions.

Meetings Law. 8. What is the purpose of the Open

10. Can board members meet socially without violating the Open Meetings

Meetings Law?

Law?

The basic intent of the Open Meetings

Yes. Social gatherings are not

Law is to strengthen the right of all

considered school board meetings, even

North Carolina citizens to know what

if a quorum is present, so long as the

goes on in government by requiring

board members in attendance do not

public bodies to conduct nearly all

conduct school business.

business at open meetings. The full law explains all of the requirements in more detail. NCSBA’s seminar, School

11. What role does the superintendent play during board meetings?

Board 101, addresses this topic in great

The superintendent is a key person at all

detail. Also, a booklet, Open Meetings

school board meetings. The

Law, published by the UNC School of

superintendent and chairman plan the

Government, is available for sale to help

meeting together, but the superintendent

you comply with this important law.

makes certain the meeting room is set up

Visit their website at www.iog.unc.edu.

as required and all equipment that is

9. How can a board have good discussions given the restrictions of the Open Meetings Law?

needed is available, such as a tape recorder, easel, overhead projector, microphone, etc. Each item on the agenda is introduced by the chairman;

The Open Meetings Law should not

however, for discussion or action items,

preclude the board’s ability to discuss

the superintendent is often asked to

issues thoroughly. There may be some

explain the issue. Even if the

topics that are uncomfortable to talk

superintendent is not the person who

about openly, but the board is obligated

explains a particular point, the

Chapter 3 – Meetings, Meetings and More Meetings!

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superintendent’s opinion or

to have it added to the agenda the night

recommendation should generally be

of the meeting. Be careful not to spring

solicited before a vote is taken.

any surprises, though. If a decision is

12. Who appoints committees?

not needed immediately, it is better to have the topic added to the agenda for

The chairman is responsible for

the next meeting, so board members will

assigning board members to committees

have sufficient time to become informed

if your board operates on a committee

and prepared to discuss the topic. You

structure. If you have an interest in

should refer to your board’s policy that

participating on a particular committee,

deals with placing items on the agenda.

make certain the chairman is aware of your interest. Assignments are usually

15. What is a consent agenda?

made shortly after the organizational

A consent agenda is a group of items

meeting.

passed with a single motion and a vote.

13. Who is responsible for setting the agenda?

These materials and/or items are routine business or have been thoroughly discussed in prior board meetings open

The superintendent and board chairman

to the public. The purpose of the

are responsible for setting the agenda

consent agenda is to expedite business

according to most boards’ policies. In

and streamline the meeting. No debate

some districts, the vice chairman also

is allowed on any item included on the

participates in the pre-agenda meeting.

consent agenda. If a board member wants separate consideration of any

14. How can I get my issues on the board agenda?

The best way to get an item on the board

item, it may be removed by request and placed on the regular agenda for that meeting.

agenda is to contact the superintendent or chairman prior to the pre-agenda meeting. If you have an issue that comes up after the agenda has been distributed, you still have an opportunity

Chapter 3 – Meetings, Meetings and More Meetings!

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16. How does the public give comments to the board during a meeting?

North Carolina law requires the opportunity for public input. Your board’s policy on public participation should clearly define how citizens interact with the board during meetings.

It is important to share your board’s policy with your community. A welcome brochure is an excellent avenue to layout the public’s role during school board meetings.

17. Is it OK for me to ask questions at the board meeting?

Yes. Hopefully, you have taken time to review your materials in your board packet and have asked for clarification from the superintendent. Certainly as the discussion of an item ensues, other questions may occur to you that you have not previously asked. It’s

Votes taken at a school board meeting are a matter of public record and must be recorded in the minutes. Board members may not vote anonymously.

Votes can be taken by roll call vote, show of hands or any other permissible method.

19. When does the board chairman vote?

Whether the board chairman votes on an issue or to make or break a tie is a matter of local board policy.

20. Can a member of a board of education vote by proxy at regular or special board meetings?

No, it is not permissible for a board member to vote by proxy. North Carolina law permits a board of education to take action on a motion only at a lawfully convened meeting.

21. When is a unanimous vote important?

important that you get all your questions answered so that you have a

This may seem like a trick question, but

knowledgeable and well-thought-out

it is not. It is appropriate to vote no

vote.

when you disagree with a motion.

However, once the motion passes, the

18. How is voting done at a board meeting?

entire board should support the final decision of the board regardless of how each member voted. Sometimes, it is extremely helpful for the board to vote

Chapter 3 – Meetings, Meetings and More Meetings!

15

unanimously, such as when hiring the

meeting so that he/she can come

superintendent or voting on a bond issue.

prepared to answer your questions.

22. When must I recuse myself from voting?

You are required to recuse yourself from voting when you have a conflict of interest, which should be declared prior to the vote.

23. What questions should be avoided during public sessions?

You should avoid asking questions at a public board meeting that would divulge confidential information protected by law.

24. Do all questions go through the superintendent before being discussed at a board meeting?

No. It is not necessary to clear your questions with the superintendent prior to a meeting. You should be thoughtful of the questions you ask, however, and not spring a surprise on the superintendent. If you have a question that may require collecting data or information not already in your board packet, it would be wise to let the superintendent know prior to the

Chapter 3 – Meetings, Meetings and More Meetings!

16

Chapter 4 – How Am I Going to Work with This Board?

1. When are issues serious enough to bring to the board?

It’s difficult to have a rule of thumb that works in all situations. If you are hearing from a number of people in your community about concerns, you might want to check with other board members to see if they are hearing the same concerns. An issue or activity that is counter to board policy should be brought to the attention of the chairman or the superintendent. When in doubt you should feel free to discuss concerns

where the board members serve on several committees. Committees address issues first before they come to the full board for consideration. Board members are usually appointed to standing committees by the chairman.

Ad hoc committees may also be established to deal with a particular onetime issue. The committee structure works best when all board members fully trust each other and are willing to accept the work and recommendation of the smaller subset of the board.

with the superintendent and the

The use of a committee structure does

chairman at any time. They can help

not mean the full board cannot ask

decide if the board needs to be proactive

questions and become informed prior to

about the issue.

voting on a motion at a board meeting;

2. Explain the committee structure, function and role.

in fact, they need to become informed in order to vote responsibly. Rehashing the entire work of a committee, though,

Some boards operate as a “committee of

defeats the committee’s purpose. Boards

the whole” where all issues or activities

that follow a committee structure feel it

are addressed by the entire board

saves time and allows each board

together. Boards that choose this

member to delve more deeply into fewer

method of operation usually receive the

areas. Some boards find they are able to

same information at the same time, and

deal with more issues with this

have the opportunity to deliberate each

approach, and each board meeting is

issue. Other school boards function with

more reasonable in length.

a well-defined committee structure

Chapter 4 – How Am I Going to Work with This Board?

17

One last point to be aware of is that

assist individual school boards with such

committees are subject to the Open

issues.

Meetings requirements.

3. How can I best assimilate into the team?

5. With whom should the board consult when making decisions?

As appropriate, board members should

It’s always a good idea when joining a

seek input from district administrators,

new organization to take time to listen

other employees, community members

and observe. You should certainly feel

and experts such as the school district’s

comfortable asking questions and

legal counsel, financial advisor or

making recommendations, particularly if

auditor.

you have taken the time to do your homework. Remember, some of your fellow board members have been together for many years and the board

6. What is the most important consideration when making a decision?

may be very cohesive. Like any other

The board’s primary consideration

team situation, initially it may be

should always be the impact a decision

difficult to feel part of the team.

will have on students. If you understand

However, with patience, an open mind

the facts and relevant data and you keep

and a willingness to learn, it shouldn’t be

the needs of all students in mind when

long before you feel like a part the team.

making decisions, you will undoubtedly

4. What should a board do when it is not working well as a team?

make good decisions. Remember, your first responsibility is to every student in your district. Keeping this in mind will

Open communication is critical to the

greatly assist you in making the right

proper functioning of your board. If you

decisions despite pressures you might

feel your board is not functioning well, it

receive from certain constituent groups.

may be appropriate to consider participating in NCSBA’s Master Board Program which is designed to

Chapter 4 – How Am I Going to Work with This Board?

18

7. How do I support what I think is a bad decision?

If you don’t agree with a decision that the board has made, it is still your responsibility to support the final decision of the board. Your opportunity to show your disagreement was during discussion and through your vote, which is public record. If you are asked about the decision, you should explain why the board voted the way that it did. While it is okay to say how you voted and why, you should not do it in a way that undermines the board’s majority decision.

8. Should the board of education set goals for itself each year?

Yes, it is a good idea for a board to have goals and to evaluate them on a yearly basis. In this way you have a scheduled forum for discussing the effectiveness of your board and how to improve it.

NCSBA offers individual school boards the opportunity to assess board effectiveness through the Master Board course, Evaluating Your Board.

Chapter 4 – How Am I Going to Work with This Board?

19

NCSBA Board Member Code of Ethics NCSBA has developed a Code of Ethics for school board members. Several boards have adopted the code as a board policy. Nevertheless, you should be able to embrace the concepts presented.

As a member of my local board of education, I will strive to improve public education, and to that end I will: •

Attend all regularly scheduled board meetings insofar as possible, and become informed concerning the issues to be considered at those meetings.

•

Endeavor to make policy decisions only after full discussion at publicly held board meetings.

•

Render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups.

•

Encourage the free expression of opinion by all board members, and seek systematic communications between the board and students, staff and all elements of the community.

•

Work with other board members to establish effective board policies and to delegate authority for the administration of the schools to the superintendent.

•

Communicate to other board members and the superintendent expressions of public reaction to board policies and school programs.

•

Learn about current educational issues by individual study and through participation in programs providing needed information, such as those sponsored by the state and national school boards associations.

•

Comply with North Carolina General Statute 115C-50 by earning the required 12 hours of training annually.

•

Support the employment of those persons best qualified to serve as school staff, and insist on a regular and impartial evaluation of all staff.

•

Avoid being placed in a position of conflict of interest, and refrain from using the board member's position on the board for personal or partisan gain.

•

Take no private action that will compromise the board or administration, and respect the confidentiality of information that is privileged under applicable law.

•

Remember always that a board member's first and greatest concern must be the educational welfare of the students attending the public schools.

Chapter 5 – You Have Homework, Too!

20

Chapter 5 – You Have Homework, Too! 1. Is it important that I know every policy in my policy book?

It would be nearly impossible to know every policy in your policy book, although you can become familiar with much of it by using the book as a reference guide. A good place to start would be to become familiar with the policies on board operations. If your board functions with a committee structure, review the areas that pertain to the committees on which you serve.

And finally, refer to relevant sections of the board policy manual as your board

Some trainings are also offered online for board members who are unable to travel to attend a conference or seminar.

Details regarding training programs are available on NCSBA’s website at www.ncsba.org. Activities also are publicized through direct snail and email to individual board members.

3. Do I pay for these programs or does the district?

It is appropriate for the district to pay for your continuing education classes.

4. What services are offered by NCSBA?

addresses various issues during the school year. You’ll find that you will

NCSBA provides a broad range of

become familiar with many of the

services to school boards. Membership

policies during the year if you just refer

in the association gives board members

to the policy manual each month.

and administrators access to resources

NCSBA offers sample policies or the

that can help them fulfill their

opportunity to revise your manual

governance and leadership roles and

through the association’s policy services.

help them ensure high levels of student achievement.

2. How do I find out about board development programs?

Members enjoy a full range of services that support all aspects of local school

Board training opportunities are offered

governance. The association provides

through the Academy of School

respected leadership at the state and

Boardsmanship. The training is offered

federal levels. NCSBA is the only

in various formats throughout the year.

Chapter 5 – You Have Homework, Too!

21

statewide organization representing the local school governance perspective and is the voice for all 115 local boards. The strength of NCSBA’s membership enables the association to be more influential on behalf of all North Carolina students.

NCSBA’s services are divided into two categories. Many services are provided as part of membership. Other fee-based services, designed to meet specific needs and which benefit specific members, also are offered.

5.

6. How do I stay abreast of changing legislation?

Through NCSBA’s website, you have access to relevant information, as well as links to various state and national education organizations.

The easiest way to stay abreast of changing legislation is to check two websites regularly: the North Carolina School Boards Association at www.ncsba.org and the North Carolina Department of Public Instruction website www.ncpublicschools.com. Both of

The support of all North Carolina school

these websites have legislative links

boards is critical to keeping all NCSBA

where you can find discussions of issues

services available. Without your strong

before the government, review recently

support, NCSBA’s voice on behalf of

enacted laws or search for information

school governance would be less

about a specific law in which you have

effective.

interest. If you’re not a computer user,

Is board development mandatory?

ask your board clerk to print out for you a copy of NCSBA Now!, the

Yes. North Carolina General Statute

association’s monthly newsletter, to help

115C-50 requires that all school board

you stay current on school legislation.

members receive 12 clock hours of training annually. NCSBA maintains a record of board member attendance at association training programs, as well as locally sponsored or other educational association meetings.

Chapter 5 – You Have Homework, Too!

22

Chapter 6 – Community Connections 1. How do I make an effective decision that represents my community?

You were elected to represent your community; however, not everyone in the community will agree on every issue.

After gathering and considering community input, you should base your decision on what you believe is best for all students in your district. As an elected board member, you have been empowered by your community to make decisions for them.

2. How should the board communicate with the community?

You should review your school board policy on community relations. If you don’t have one, your school board should consider developing a policy or utilize NCSBA’s Policies to Lead the Schools (PLS) service. You should strive for two-way communication with members of the community and engage them in ongoing dialogue about your district. The more the members of your community are involved in the schools, the easier it will be to gain help when needed—whether it is to pass a bond

to explain a controversial decision that the school board makes. Be sure to celebrate the successes of each school with the community as well!

3. How do I respond to questions about school board decisions?

It’s normal to hear questions about the board’s decisions. You can respond by explaining the thought process that went into the decision and why the board arrived at the conclusion they did. Be sure to answer honestly and without emotion. One of your roles as a school board member is to be an advocate for the district. Being asked about board decisions provides an opportunity to promote the positive activities that are occurring in your schools, while at the same time responding to community questions.

4. How do I respond to questions from the media?

Boards should designate one member as spokesperson who will make most official comments to the media on behalf of the board. Many boards designate the

issue for much-needed improvements, or

Chapter 6 – Community Connections

23

board chair as the board’s spokesperson

be added to the agenda for a follow-up

and refer media matters to him/her.

meeting.

However, if you are approached by the media individually, you should make it clear that you are speaking in your individual capacity, not on behalf of the full board.

6. How should I respond to parental complaints?

The best way to respond to parental complaints is to be a good listener. In the process of listening, you can ask

Avoid saying “no comment.” In all

questions to understand the situation

situations, be honest – never lie! Speak

better, but be careful the parent does not

in plain English using short, quotable

interpret your questions or comments as

sentences. If you are on camera,

an indication of future board action.

remember that body language can

Avoid becoming too involved in matters

sometimes speak as loudly as your

that may come before the board in a

words.

hearing. Once parents have shared their

5. How does the board respond to public concerns expressed at board meetings?

complaints with you, give them guidance on how to get their concerns addressed through proper channels. Remember, it is not your responsibility to take on the

Community members need to know that

concerns of each community member

they have been heard. When people

who calls you. You should listen, but

show up at a board meeting to voice a

then make sure they know to contact the

concern, be sure you treat them with

school staff to have their concerns

respect and listen to their comments.

addressed. It’s important they

Issues brought to the board’s attention

understand that in your role as a school

during the public comments portion of a

board member, you do not get involved

board meeting should be referred to the

in the management of the school; your

administration or a board committee for

role is to set goals and oversee the

discussion and review. If any action is

school district’s operations.

then determined to be necessary, it can

Chapter 6 – Community Connections

24

7. What should I do when inaccurate information is circulating in the community?

9. How do I encourage school board service?

Promoting school board service as a

If you are aware that members of the

meaningful way to contribute to your

community have inaccurate information,

community is an ongoing responsibility

be proactive in trying to clear up any

for school board members. Your

misinformation. You should notify the

actions, teamwork and enthusiasm for

superintendent and board chairman

board service will influence people in

regarding misinformation that may

your community to consider serving on

impact the integrity of the board or

your school board. Attracting qualified

affect the operation of the school system.

and energetic candidates results from

8. How do I bridge a communication gap that may exist between the community and board?

your year-round activities, not just at election time. By increasing community participation within the schools, you can identify community members who might

Engaging the community in public

be willing to consider school board

school issues can lead to increased

service. Invite individuals to join ad hoc

student achievement and stronger

committees, volunteer at school in the

community support for schools. The

classroom or simply attend various

process of bridging a communication

events at school to become more

gap requires a clear understanding of the

involved. In this way, potential

benefits of community engagement and

candidates can become more aware of

a constant review of how your school

the challenges facing your schools and

system is perceived by the community.

the successes you have enjoyed.

Evaluate your communications program.

NCSBA offers a four-hour Master Board course for individual boards that can help you identify the different publics in your community and how to engage these groups effectively.

Chapter 6 – Community Connections

25

Education Acronyms Acronyms create some of the “educationese” that often keeps the general public from understanding educators. It is important to understand these acronyms, but avoid using them in ways that confuse others.

AASA American Association of School Administrators; national organization for school administrators ABCs The ABCs of Public Education. The ABCs is North Carolina’s comprehensive plan to improve public schools that is based on three goals: strong local accountability, an emphasis on student mastery of basic skills, and as much local control as possible. The ABCs has been in operation in all schools since 1997-98. The model focuses on schools meeting growth expectations for student achievement as well as on the overall percentage of students who scored at or above grade level. The model uses end-of-grade tests in grades 3-8 in reading and mathematics to measure growth at the elementary and middle school levels and end-of-course tests to measure growth at the high school level and at the middle school level where appropriate. Certified staff receives bonuses based on student growth and schools receive recognition based on the percentage of students’ scores at or above grade level.

ACT American College Testing. An alternative test to the SAT that students take as a precursor to college/university admission.

ADM Average Daily Membership. The sum of the number of days a student is enrolled in school in a school year divided by the number of days in that school year.

AP Advanced Placement. The AP program enables high school students to complete college-level courses for college placement and/or credit.

ASBO Association of School Business Officials; national organization for school business managers ASCD Association for Supervision and Curriculum Development; national organization AYP Adequate Yearly Progress. Required under the federal No Child Left Behind law, AYP provides another way to measure school performance. To meet AYP, a school must meet target goals for each group of students that numbers 40 or more. Target goals are set annually by the state for reading and mathematics at grades 3-8 and 10, and for attendance rates or graduation rates as well. AYP is an all-or-nothing model. If a school misses one target, it does not make AYP. The long-term goal of AYP is to have every school at 100 percent student proficiency by 201314.

DOL U.S. Department of Labor; federal agency charged with enforcing labor laws.

EEOC Equal Employment Opportunity Commission; federal agency charged with enforcing EEO laws.

EOC End-of-Course. EOC tests are designed to assess the competencies defined by the North Carolina Standard Course of Study for each of the following courses: Algebra I, Algebra II, English I, Biology, Chemistry, Geometry, Physical Science, Physics, Civics and Economics, and US History. Tests are taken during the last 10 days of school or the equivalent for alternative schedules.

EOG End-of-Grade. EOG tests in reading and mathematics are taken by students in grades 3–8 during the last three weeks of the school year.

ERIC Education Resources Information Center; computerized system to develop, store, retrieve information in all fields and levels of education

Education Acronyms

27

ERS Educational Research Service; a nonprofit agency which offers current research and management information to subscribers ESEA Elementary and Secondary Education Act. This is the principal federal law affecting K–12 education.

ESL English as a Second Language. ESL is a program model that delivers specialized instruction to students who are learning English as a new language.

F&R Free and Reduced Price Lunches. Children who qualify, due to their parent’s financial status, receive either free or reduced priced lunches through a federal government program.

FICA Federal Insurance Contributions Act; federal program financing social security FLSA Fair Labor Standards Act FRN Federal Relations Network; an organization of school board members from each congressional district sponsored by NSBA for grassroots political action at the federal level GED General Education Development; high school equivalency testing program and the diploma equivalent GPA Grade point average IDEA Individuals with Disabilities Education Act. This federal act requires all states to develop alternate assessments for students with disabilities for whom the standard statewide assessment program is not appropriate.

IEP Individualized Education Program. The IEP is a written statement for a student with a disability that is developed, at least annually, by a team of professionals knowledgeable about the student and the parent. The plan describes the strengths of the child and the concerns of the parents for enhancing the education of their child, and when, where, and how often services will be provided. The IEP is required by federal law for all exceptional children and must include specific information about how the student will be served and what goals he or she should be meeting.

LEA Local Education Agency. Synonymous with local school system and indicating that a public board of education or other public authority maintains administrative control of the public schools in a city or county.

LEP Limited English Proficient. Students whose first language is one other than English and who need language assistance to participate fully in the regular curriculum.

NABE National Association of Bilingual Education NACBE National Advisory Council on Bilingual Education NAEP National Assessment of Educational Progress. Also known as the “Nation’s Report Card,” NAEP assesses the educational achievement of elementary and secondary students in various subject areas. It provides the best data for comparing the performance of students in North Carolina to that of their peers across the nation.

NAESP National Association of Elementary School Principals NASBE National Association of State Boards of Education NASSP National Association of Secondary School Principals

Education Acronyms

28

NC DPI The North Carolina Department of Public Instruction. The N.C. Department of Public Instruction administers the policies adopted by the State Board of Education and offers instructional, financial, technological and personnel support to all public school systems in the state.

NC WISE North Carolina Window of Information on Student Education. This secure Web-based tool provides educators with direct and immediate access to a full spectrum of data on a student's entire career in the North Carolina public school system.

NCAAAI North Carolina Alternate Assessment Academic Inventory. NCAAAI is a curriculum-based inventory used for assessment of students with disabilities who are following the North Carolina Standard Course of Study and are unable to take the standard statewide assessments, even with accommodations.

NCAAP North Carolina Alternate Assessment Portfolio. NCAAP is an alternate assessment based on data collection that assesses students with disabilities who have serious cognitive deficits, and are following a course of study that focuses on the acquisition of functional life skills.

NCAE North Carolina Association of Educators NCAEOP North Carolina Association of Educational Office Personnel NCASBO North Carolina Association of School Business Officials NCASA North Carolina Association of School Administrators NCCOSA North Carolina Council of School Attorneys NCHSCT North Carolina High School Comprehensive Test. A multiple-choice test designed to assess the English Language Arts and Mathematics competencies the typical student should master by the end of the 10th grade.

NCHSAA North Carolina High School Athletic Association NCLB No Child Left Behind. NCLB is the more recent reauthorization of the Elementary and Secondary Authorization Act and represents a sweeping change in the federal government’s role in local public education.

NCLB has a variety of goals, but the most dominate ones are for every school to be at 100 percent proficiency by 2013-14 as measured by student achievement on state tests and for every child to be taught by a “Highly Qualified” teacher. The new law emphasizes new standards for teachers and new consequences for Title I schools that do not meet student achievement standards for two or more consecutive years. For more information on NCLB, please go to www.ncpublicschools/nclb.

NCSBA North Carolina School Boards Association NCSBT North Carolina School Boards Trust NCSPRA North Carolina School Public Relations Association NSBA National School Boards Association NSPRA National School Public Relations Association; national organization for public information officers OCR Office of Civil Rights in the federal Department of Education; addresses student discrimination claims OSHA Occupational Safety and Health Administration; federal agency

Education Acronyms

29

PEP Personalized Education Plan. Plans specifically designed to improve a student’s performance to grade-level proficiency. PEP also stands for Principals’ Executive Program. This preparation program for principals provides relevant and rigorous professional development opportunities based on the best current theories and practices.

PLS Policies to Lead the Schools PSAT Pre-Scholastic Assessment Test. The PSAT is normally taken by high school juniors as a practice test for the SAT. Some schools use the PSAT as a diagnostic tool to identify areas where students may need additional assistance or placement in more rigorous courses.

PTA Parent Teacher Association SAS Student Accountability Standards. Statewide standards North Carolina public schools students are required to meet as one consideration for promotion from grades 3, 5 and 8.

SAT Scholastic Assessment Test. The SAT, which is often taken by high school juniors and seniors as a precursor to college/university admission, assesses a student’s verbal and mathematical skills.

SBE State Board of Education. The State Board of Education is charged with supervising and administering “the free public school system and the education funds provided for its support.” The Board consists of the Lieutenant Governor, the Treasurer, and 11 members appointed by the Governor and confirmed by the General Assembly in Joint Session.

SCS Standard Course of Study. The North Carolina Standard Course of Study is the guiding document as to what should be taught in North Carolina public school classrooms.

SIMS Student Information Management System. SIMS is the school-based statewide student information system currently being replaced by NC WISE. SIMS consists of a highly modified, DOS-based, cots software package installed as either a stand-alone application or on a local area network in each individual school. Local school systems’ central offices, and charter schools are responsible for transferring individual school data to the state.

SIP School Improvement Plan. A plan that includes strategies for improving student performance, how and when improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more than three years.

Title I A federal funding program for schools to help students who are behind academically or at risk of falling behind. Funding is based on the number of low-income children in a school, generally those eligible for the free lunch program. Title I money supplements state and district funds.

Title IX Title IX of the Educational Amendments of 1972 bans sex discrimination in schools receiving federal funds, whether it is in academics or athletics.

Education Acronyms

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