Should School Boards Be in Charge? The Effects of Exposure to Participatory and Deliberative School Board Meetings

2021 ◽  
pp. 1-15
Author(s):  
Jonathan Collins
Keyword(s):  
School Board ◽  
School Boards

Backtalk: School boards and superintendents should work in concert

2021 ◽  
Vol 103 (1) ◽  
pp. 67-68
Author(s):  
Rachel S. White ◽  
Mark Y. Lineburg
Keyword(s):  
Decision Making ◽  
School District ◽  
School Board ◽  
School Boards ◽  
Board Members ◽  
School Board Members ◽  
Shared Language

In response to a column by Joshua Starr about how superintendents act as buffers between the school district and the community, Rachel S. White and Mark Lineburg suggest that school board members must also serve a buffering function. They encourage school board members and superintendents to work in concert when making decisions and communicating those decisions to the community. Specifically, they stress the importance of centering students in their decision making and of creating a shared language about the decisions they have made.

An Institutional Analysis of School Closures in Saskatoon and Windsor

1993 ◽  
Vol 25 (11) ◽  
pp. 1607-1626 ◽  
Author(s):  
A G Phipps
Keyword(s):  
School Board ◽  
Empirical Analysis ◽  
School Boards ◽  
Institutional Analysis ◽  
Archival Data ◽  
School Closures ◽  
The Real ◽  
The Public ◽  
The Empirical Analysis

During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.

A Study of School Board Minutes: Records of Reform

1989 ◽  
Vol 11 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Jeri Nowakowski ◽  
Patricia F. First
Keyword(s):  
Educational Reform ◽  
School Board ◽  
School Boards ◽  
Policy Making ◽  
Reform Movement ◽  
Educational Governance ◽  
Local Policy ◽  
Local School District ◽  
Local School

The purpose of this study was to evaluate the degree to which the Illinois Educational Reform Act of 1985 was being implemented at the local school district level as measured by the number of reform-related board motions, discussions and reports documented in local school board minutes the year preceding passage of the reform act and the 2 years following its passage. The study provides evidence of the amount and nature of local policy-making directly responding to legislated reform. Further, it indicates that school boards are responding to some areas of the reform bill more than to others, and that some school boards are responding to reform provisions more than to others. Finally, the study raises serious policy questions about why local school boards have been neglected in the eighties reform movement and about the role of these boards in the future of educational governance.

scholarly journals Governance in Transformation: Alberta School Board Chairs’ Perspectives on Governance

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Keith Seel ◽  
Jim Gibbons
Keyword(s):  
School Board ◽  
School Boards ◽  
Nonprofit Sector ◽  
Boundary Spanning ◽  
Large System ◽  
Five Dimensions ◽  
Frontières Symboliques ◽  
Legislative Changes ◽  
Symbolic Boundary ◽  
School Board Chairs

ABSTRACTSchool boards are typically removed from nonprofit sector analyses because they are part of the “MUSH” set of organizations (municipalities, universities, schools, and hospitals) that both stand outside of the more typical nonprofit sector and tend to be closely affiliated with government. Nevertheless, school boards offer a unique opportunity to examine the governance of a large system of regulated activity that affects millions of citizens. How such systems should be governed has been a matter of concern for nearly 40 years. This study presents data from Alberta school board chairs regarding their perception of governance transformation being brought about by legislative changes. Five dimensions of governance are proposed as defining the current and anticipated governance domain within which school boards operate. Tensions within and between these dimensions signify symbolic boundary constructions that need to be scrutinized in anticipation of the governance transformation and boundary spanning activities of school boards required by the new legislation.RÉSUMÉLes conseils scolaires sont généralement retirés des analyses du secteur communautaire parce qu’ils font partie de l’ensemble d’organisations « MUSH » (les municipalités, les universités, les écoles et les hôpitaux); ces organisations se distinguent du secteur communautaire typique et ont tendance à être étroitement associées au gouvernement. Néanmoins, les conseils scolaires offrent une occasion unique d’observer la gouvernance d’un vaste système d’activités réglementées qui affecte des millions de citoyens. La façon dont de tels systèmes devraient être gérés fait l’objet de préoccupations depuis presque 40 ans. Cette étude présente les perceptions de présidents de conseils scolaires de l’Alberta en ce qui a trait à la transformation de la gouvernance apportée par des modifications à la loi. Cinq dimensions de la gouvernance sont proposées pour définir à la fois le domaine de gouvernance dans le cadre duquel fonctionnent actuellement les conseils scolaires et celui dans le cadre duquel il est prévu qu’ils fonctionneront. Les tensions entre ces dimensions et les tensions au sein de celles-ci indiquent des constructions de frontières symboliques qui nécessitent un examen minutieux dans le but de prévoir la transformation de la gouvernance ainsi que les activités d’expansion des conseils scolaires exigées par la nouvelle législation.

Charter school board members’ readiness to serve and implications for training

2019 ◽  
Vol 57 (2) ◽  
pp. 102-117 ◽  
Author(s):  
Marytza Gawlik ◽  
Ann Allen
Keyword(s):  
School District ◽  
School Board ◽  
Charter School ◽  
School Boards ◽  
Training And Development ◽  
Board Members ◽  
School Board Members ◽  
Content Type ◽  
Roles And Responsibilities ◽  
The Usa

Purpose Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent. Findings The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board. Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

A social cognitive investigation of Australian independent school Boards as teams

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Aparna Krishnan ◽  
Kerry Barnett ◽  
John McCormick ◽  
Geoffrey Newcombe
Keyword(s):  
Collective Efficacy ◽  
School Board ◽  
School Boards ◽  
Self Efficacy ◽  
Board Member ◽  
Social Cognitive ◽  
New South ◽  
New South Wales ◽  
Independent School ◽  
South Wales

Purpose The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia. Design/methodology/approach A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature. Findings The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance. Originality/value This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.

Long-Term Rural Superintendents: Characteristics and Attributes

1992 ◽  
Vol 2 (4) ◽  
pp. 470-482 ◽  
Author(s):  
Edward W. Chance ◽  
Charles Butler ◽  
Joe Ligon ◽  
Rendell Cole
Keyword(s):  
School District ◽  
School Board ◽  
School Boards ◽  
Local Community ◽  
Rural School ◽  
Demographic Information ◽  
Open Communication ◽  
Rural School District

This paper presents the results of a study of superintendents who have served in one rural school district for twelve years or more. Superintendents in twenty-four districts were identified and interviewed. The superintendents shared demographic information, insights into their school boards, and professional opinions as to the reasons for their longevity. Reasons for their success were a stable school board, open communication, hiring good employees, and working closely with the local community.

scholarly journals A Comparative Study of Impact of “No Detention Policy” on Different School Boards in West Bengal

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. S Rehan Ahmad ◽  
Dr. Ajay Behera ◽  
Mohammad Un Nisa
Keyword(s):  
Comparative Study ◽  
School Board ◽  
School Boards ◽  
West Bengal ◽  
Right To Education ◽  
Assessment Technique ◽  
Class Viii ◽  
Education Act ◽  
Set Up ◽  
The Right

The “Right to Education Act 2009” accommodates no confinement of any understudy till Class VIII. Be that as it may, there has been much civil argument on this condition, with surmounting weight for renouncement of the No-Detention Policy and Continuous and Comprehensive Learning. In any case, “No confinement” does not signify “no evaluation”. CCE is the assessment technique under NDP, where evaluation is for learning” and not mere passing or failing. The present study is to assess the effect of No Detention Policy on schools under four major boards in West Bengal named, State Govt. School Board, State Govt. Madrasah Board, CBSE Board and ICSE Board.  To perform the same, three unique sorts of Schedules to be specific as Schedule –T, Schedule –P and Schedule –S have been set up for instructors, Parents and Students respectively to assess the effect of NDP by the relative investigation of these three schedules. After near study it is found that ICSE board is slightest affected and WBMB are exceedingly affected by this policy, rest board is in the middle of these two boards. The order in which the schools are influenced are as following ICSE board, CBSE board, WBSEB   & [In ascending order]

On leadership: When activists speak with sound and fury

2021 ◽  
Vol 103 (4) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
School Board ◽  
School Boards ◽  
The Public ◽  
Tuning Out ◽  
District Leader

School board meetings have become increasingly contentious in recent months, but, as Josh Starr explains, the tactics activists are using are not new. During his career as a district leader, he saw parents and other members of the public approach school boards with constant demands that their particular concerns receive attention. When these issues are on the fringe or outside the board’s purview, yet activists engage in increasingly outrageous behavior, leaders develop the habit of tuning out public voices, which serves no one.

scholarly journals School Board Induction Initiatives

2002 ◽  
Vol 1 (1) ◽  
Author(s):  
Raymond T. Chodzinski
Keyword(s):  
Beginning Teachers ◽  
Novice Teachers ◽  
School Board ◽  
School Boards ◽  
Teaching And Learning ◽  
Leadership Roles ◽  
Induction Practices ◽  
Faculty Of Education

This issue of Teaching and Learning is devoted to induction practices as they relate to beginning teachers and other leadership roles. The Brock-Golden Horseshoe Consortium consists of eleven school boards partnering with Brock Faculty of Education. An important question in terms of the focus of this issue is what are these school boards doing to promote induction activities for novice teachers? The following is a summary of information gathered about what beginning teachers hired by one of our partner school boards might expect.

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