What Do School Boards Do?

Communities typically elect a school board of three, five or seven trustees to oversee the local school district and make certain the desires of the community are met.

The school board's primary responsibilities are to:

• Set the vision and goals for the district
  
• Adopt policies that give the district direction to set priorities and achieve its goals
• Hire and evaluate the superintendent
• Adopt and oversee the annual budget
• Manage the collective bargaining process for employees of the district

A typical school board meeting will include many business items, such as approving the school calendar, adopting curriculum, overseeing construction, and approving contracts with outside vendors. A successful school board will balance discussion of the seemingly tedious business of running the district while paying close attention to the district's priorities for academic achievement.

School Board Members Who Have Made a Difference

These two school board members, one a leader in a large urban district and the other an integral part of a suburban district board, exemplify how school board members can have an important influence on the direction of their districts.

Arthur Griffin: Providing Vision and Leadership in Charlotte-Mecklenburg, North Carolina

When Arthur Griffin, a North Carolina paralegal, became concerned about students being passed from grade to grade without learning proper skills in his urban district, he decided it was time to get more involved. Thus began an 18-year tenure on the Charlotte-Mecklenburg school board that led him to leadership roles in his district, county and the nation. The Council of the Great City Schools honored him in 2003 with the Richard R. Green award for his exceptional contribution to urban schools.

Griffin began his first term on the board by asking the tough question: "Where do we want our schools to be in 2010 and how will we know that we have gotten there?" He then worked with his board and superintendent to set the vision and goals for their district. When a new superintendent was hired, he insisted that the adopted school district goals be written into his contract, and that the superintendent be evaluated annually based on the goals.

In 1996 the Charlotte-Mecklenburg board adopted goals focusing on achievement levels for students to reach by 2001. Two of their goals were that 50 percent of all high school students would successfully complete one Advanced Placement (AP) or one International Baccalaureate (IB) course, and that 85 percent of all students would be proficient in reading and math by 2001. When those goals were reached in 2001, the board set new, higher goals to be achieved by 2005.

"It’s important for a district to have a shared vision and to get buy-in from the community," notes Griffin. "The board shouldn't micromanage but rather say to the superintendent, 'Fix it,' and help those in command to focus attention and resources where they are most needed."

Because school districts are affected by state and federal education policies, Griffin also got involved at these levels. He held positions of leadership on the boards of the Council of Urban Boards of Education and on the Council of Great City Schools. He lobbied government officials at the state and national level. Working on these boards gave him the opportunity to look at issues from a national perspective, and to understand many different, often conflicting, points of view.

Laura Rich: Integral Part of a Team Effort in Menlo Park, California

Laura Rich, a marketing professional and involved parent in Menlo Park, California, credits her success as a school board member in her suburban school district to a team of board members who bring different skills and perspectives yet respect each other and collaborate well. "Our board is comprised of two lawyers, two M.B.A's and a marketing person," notes Rich. "We bring different strengths but we have a common vision of where we want this district to be."

In 2002 the board developed a strategic plan and vision for the district. The strategic planning process led the board to support a community-wide parcel tax of $298 that would fund art, music, technology and support programs for students. The measure overwhelmingly passed.

Another goal set forth in the strategic plan focused on teacher training and staff development. This led the board to support the development of the Mid-peninsula Teachers Institute, a joint project of several neighboring districts that provides a place for teachers to collaborate and learn from each other. The board also supported adding three days to the school year specifically devoted to staff development.

In order to communicate to the public how the parcel tax funds were being spent, and how the district was progressing in meeting its goals, the board produced an annual report to the community. "This document, written and produced by the board, forced us to assess our effectiveness as a board and be accountable to the community," notes Rich.

"Our board is also politically active because policy doesn't only get decided at the local level," adds Rich. "We have all been involved in state senate and assembly campaigns, pointing out to candidates what school issues are important."

Electing Effective School Board Members

How can you be sure that the education in your local public schools meets your expectations? A good place to start is by electing effective school board members.

When deciding which candidate to support and vote for, you'll want to attend community candidate forums and ask hard questions. Former school board member Arthur Griffin suggests asking the following questions:

For incumbents:

• What actions have you taken to improve student achievement?

For challengers and incumbents:

• What are your visions for this school district five to 10 years from now and what systemic changes will you work toward to achieve that vision?
  
• What policies would you initiate to improve student achievement?
  
• What are the characteristics of a superintendent you most admire?
  
• How would you measure success for a superintendent?
  
• What level of skills should high school students have upon graduation?

You'll also want to find out if the candidate has good analytical, leadership and collaborative skills to move the district forward. A good candidate does not have a single-issue focus but rather is interested in the success of all students in the district.

Deciding To Run for the School Board

If you have sound judgment, an even temper, a willingness to collaborate and a sincere interest in public education in your community, you might consider running for your local school board. You will need to be 18 years of age, a registered voter, a resident of your district and eligible under the state constitution to run for office.

If mounting your own campaign seems daunting but you are concerned about who is on the board, consider gathering a group of concerned citizens together to seek and support a candidate or candidates who share your vision for the district.

Most importantly, be sure to educate yourself about the issues and encourage others in your community to do the same. And don’t forget to vote!

Signs of an Effective School Board Member

Here are signs of a school board member focused on moving the school district forward and educating all students to meet high standards:

Great school board members have a clear vision for the district.
They set the vision and goals, and measure the success of the district and superintendent against the goals.

Great school board members communicate their actions to the community.
Through public discourse and written reports, great school board members keep the public informed of the district's progress and challenges.

Great school board members work as a team.
They collaborate well with others and are respectful of the other board members and superintendent.

Great school board members adopt a fiscally sound district budget.
They pay attention to finances and regularly monitor the fiscal health of the district.

Great school board members focus on what is best for all students.
They focus on student achievement and implementing policies that will ensure success for all students.

Great school board members advocate at the local, state and national level for public education.
They take advantage of opportunities to communicate the needs of public schools to other levels of government and advocate for strong public schools.

Signs of an Ineffective School Board Member

If you notice any of the following signs, it's time to find some new candidates to run for your local board:

• The school board member continually focuses on one issue or talks aimlessly at meetings.
  
• The school board member doesn't conduct him or herself in a respectful, collaborative manner in public.
  
• The school board member comes to meetings unprepared.
  
• The school board member "rubber stamps" all the superintendent's proposals without asking hard questions.
  
• The school board member micromanages rather than focusing attention on district-wide policies.
  
• The school board member uses his position on the school board as an opportunity to put forth a political agenda with little relevance to student achievement.

Updated November 2006