School Boards Also Must Be Good Learners
Education is receiving national attention. The public wants to know whether our schools are giving students a top-quality education.
A new vision for school boards is needed. Until the 1960s, boards functioned in a relatively calm political environment. Members generally were well-educated, white, male businessmen. Most votes were unanimous.
Now, school boards and members come under fire and become embroiled in complex and divisive issues such as vouchers, bilingual education, collective bargaining and state and federal laws and mandates. A study done by the Institute of Education Leadership in 1986 concluded that boards were becoming less relevant. They were not providing educational leadership. They lacked the capacity for setting out and accomplishing substantive goals.
They were not spending sufficient time educating themselves on academic issues or on educational policymaking. They were not taking the risks for educational reform required to be an important component of the public education system. The report implied that without major changes, school boards could be irrelevant.
Practical alternatives around the country for restructuring include such ideas as parent councils at the school site (the charter schools concept), merging the school board into the general government, as was done in Boston, and even the elimination of boards, like the Hawaii plan.
School boards must look to themselves and their local communities to provide world-class schools that promote a democratic citizenry for the fast-approaching new century. It’s vital to build public understanding. We must empower the students, parents, civic and business leaders, working men and women, and retirees. The community needs to know what we’re doing that is relevant to their future.
School board members must acquire the management and leadership skills to communicate the needs of our schools in order to preserve local control. If board members choose not to be lifelong learners and leaders, others will fill the gap (unions, federal and state governments, special-interest groups).
Many authoritative books and articles have been written on leadership skills and management styles that affect human behavior. To be leaders we must recognize first the need for improvement. The rest is workable.
Survival skills include knowing one’s strengths and acknowledging one’s weaknesses. In public education, there are complex issues to be digested quickly. Learning and ingesting as much as you can about curriculum, budgets, personnel, community cultures is paramount.
An individual board member will become a force by being able to create an environment that leads to a higher level of participation and accomplishment. By focusing on goals, a board member becomes more productive and is supported by everyone. In situations where winning and losing is most important, adversarial behavior usually comes back to sabotage the good work that is being done.
Adversarial groups can and do dilute progress. Just look at the state budget process as an example of divisiveness in an atmosphere that consumes time and money.
Another example is the collective bargaining process. A labor-management philosophy centering on winners and losers has entered the educational process through this concept. Both labor and educational entities are beginning to recognize the importance of negotiation that encourages collegial relationships and, one hopes, the reduction of adversity.
The root of almost all people problems is lack of communication. At the foundation of a successful communication system is simply lending a sympathetic ear. Lack of communication is a fundamental trait of the power-hungry, self-indulged individual who has the perpetual need to control.
Can you recognize any politicians in this category? It would be refreshing for board members to obtain a level of public service based on respect, reverence and restraint. Both courage and consideration are vital but difficult components to communication success.
Successful professionals admit their mistakes and accept the consequences, rather than trying to blame others. They ask for help when needed; they are able to get along with a variety of people; they have strong interpersonal skills; and they are calm and confident, not moody or sarcastic. (Unsuccessful individuals tend to be abusive and volatile). Learning these skills maximizes effectiveness and ensures success.
However, if trust is not present between parties, it doesn’t matter what programs, strategies or ideas are utilized. They are doomed to extinction. Effective, trustworthy board members can preserve the educational traditions envisioned for all children. Without trust, we fall.
I love my work as a school board member in Orange County. I want us to do all we can to raise our efforts to a higher plateau. I believe our mission has never been more important.
