St. Joseph School District Board Retreat June 18, 2018

1. St. Joseph School DistrictBoard RetreatJune 18, 2018 Janet Tilley, Director of Board Development

3. Focus on New Governance Team(8:30-8:45) • Examine the change process • Consider collective commitments of the board to ensure Dr. Van Zyl’s success • Consider collective commitments of the board and superintendent to ensure student success.

4. Collective CommitmentsFill in the Blanks • “How will I _(verb)____ if I am going to become the kind of __(noun)___ I seek to become?” • “How will we _(verb)____ if we are going to become the kind of __(noun)___ we seek to become?”

5. Change and Growth • “How will I act if I am going to become the kind of board member I seek to become?” • “How will we act if we are going to become the kind of board we seek to become?”

6. Change: Loss and Opportunity • Change is about loss • Not afraid of change; afraid about loss • Commitment to change when see that what is gained is more valuable than what is lost • Change needs to happen slowly • not because it is hard to adjust to the new • but because it is hard to deal with discarding the past • Change is generally welcome until person realizes its specific effect on him/her • The impending change/loss will be create discomfort • The uncertainty of the new creates doubt and resistance • Need to recognize impending loss and help find ways to navigate it

7. Change Adjustment Process

8. Change Adjustment Process • Uninformed Optimism: unsure how change will affect you; few doubts • Informed Pessimism: experience how change affects you; begin to doubt the change decision; “checking out” may occur • Private “checking out”: do not voice doubts or concerns; draw inward; may act negatively • Public “checking out”: give voice to doubts; address concerns • Hopeful Realism: concerns have been validated; doubts still exist; reaffirmed “just maybe” change will work • Informed Optimism: as change becomes more integrated, increased confidence about the change • Commitment: understand costs surrounding change are worthwhile; commitment to the change

9. Our Change • Ask you (individually and as a board) to make some changes in governance practices • Each of you will be asked to let go of current action • Each of you will experience loss • Each of you will experience discomfort • Listen and Consider how the change can be of more value • Each of you will have doubts • Share these doubts; don’t internalize

10. Collective CommitmentsFill in the Blanks • “How will I _(verb)____ if I am going to become the kind of __(noun)___ I seek to become?” • “How will we _(verb)____ if we are going to become the kind of __(noun)___ we seek to become?”

11. Teacher • “How will I speak to students if I am going to create a positive classroom climate?” • “How will I reach out to families if I am going to become partners with them for their students’ learning?” • “How will I speak about students and families to othersif I am going to be an ethical and trustworthy teacher?”

12. Superintendent • “How will I communicate with staff if we are going to have a cohesive team? ” • “How will I reach out to families if we are going to establish trust and open communication?” • “How will I communicate with board membersif we are going to be effective in reaching the district vision and mission?”

13. Board • “How will we communicate with each other if we are going to have a cohesive team? ” • “How will we reach out to families if we are going to establish trust and open communication?” • “How will we communicate with the superintendentif we are going to be effective in reaching the district vision and mission?”

14. Governance Team • “How will we use social media and still make sure we are in alignment with ethics and board policy? • “How will we communicate with each other and still maintain transparency in decision making in accordance to law and policy?

15. Governance Team • “How will we deliberate on important decisions if we are going to make decisions based on facts and not opinions? • “How will we listen to all viewpoints in making decisions if we are not going to influenced by individuals or special interests? • “How will we systematically monitor progress on district priorities if we are going to ensure achievement of the district’s vision and mission?

16. Change Benefits • Ensure Dr. Van Zyl’s success • Create positive relationships • Between board and superintendent • Among board members • Between board and staff • Support positive district climate and culture • Increase community trust and support • Increase in student achievement

17. Board Purpose and Roles(8:45-9:00) • Balanced Leadership Approach • Impact of Balanced Leadership • Effective Board Governance • Student Achievement

18. Four Key Studies • Does School Board Leadership Matter? (2014) Shober and Hartney, Fordham Institute • The Problem: Low-Achieving Districts and Low-Performing Boards (2015) Lee and Eadens, University of Southern Mississippi and Northern Arizona University • Eight Characteristics of Effective School Boards(2011) Center for Public Education • Lighthouse Study #1 (1998-2000) and Lighthouse Study #2 (2002-2007), Standards of Effective Boards. Iowa Association of School Boards

19. Effective Governance Teams • Primary focus on student learning and performance • Effectively fulfill board responsibilities • Ethical and legal behaviors • Delegate authority • Ensure accountability • Collaborative relationship with superintendent • Encourage two-way reliable and representative communication with all stakeholders • Engage in training and professional development to improve governance practices

20. Collaborative Partnership • Communicate clear expectations with one voice • Clarify district purpose & priorities • Identify measurable goals and critical priorities for the district • Effectively fulfill board responsibilities • Demonstrate ethical and legal behaviors • Delegate authority to superintendent • Regularly monitor district performance using data

22. No Individual Authority MSBA Policies BBA and BBF • “…the Board has authority to take official action only when it is acting as a whole.” (BBA) • “Recognize that individual Board members have no authority to speak or act for the Board.” (BBF, #3) Colombo v. Buford, 935 S.W.2d 690 (1996) • “Unless otherwise authorized by the Board, individual members are not empowered to act and cannot govern.”

23. Balanced Leadership Roles

25. Leadership Roles Board Governance Leadership Superintendent Administrative Leadership Superintendent acts through Plans and Procedures Superintendent determines the “how” “the means” District staff take direction from the Superintendent CB: School Superintendent • Boards act with their vote, using their Governing Documents • Board focus on the “what” “the ends” • The Superintendent takes direction from the Board • BBA: Board Powers and Duties

26. Delegate Authority The Board delegates authority to the superintendent to manage the district and provide leadership for the staff. • Model following the chain of communication • Refer teachers, parents and community members to staff person most closely associated with the issue • Support superintendent’s leadership • BBF School Board Ethics (#5) • CB School Superintendent • KL Public Concerns and Complaints

27. Common Challenges • Circumventing Chain of Command • Board members contacting staff and not superintendent • Board members suggesting administrative tasks to staff • Alliances (Perceived or Real) • Between board members • Between board members and certain staff • Between superintendent and certain board members • Deliberation of district issues outside meetings • Deliberation of issues electronically (phone, email, text) • Social Media • Discussion of district issues on personal accounts

28. Circumventing Chain of Command • Why does this occur? • Lack of clearly defined district priorities • Lack of trust of superintendent and/or staff • Ego and/or personal agenda of board member • What are the consequences? • Interfering with superintendent’s ability to develop a cohesive team • Creating confusion and being an impediment to progress on district priorities • Communicating to superintendent/staff person that he/she is inept • Communicating that your individual priority is of more importance

29. Personal Alliances • Why does this occur? • “I voted for you” mentality • Former colleagues; current friends • What are the consequences? • Unable to create a strong team • Viewed as untrustworthy by those not in your alliance • Focused inward on interworking of board and relationships and not on district vision and mission

30. Deliberation Outside Meeting • Why does this occur? • Myriad of district issues • Desire to make decisions at board meeting more quickly • What are the consequences? • Possible Sunshine Law violations • Feeds community distrust • Leads to poorer decisions

31. Use of Social Media • Why does this occur? • Quick way to share with “friends” • Considered to be a constitutional right • What are the consequences? • Does not allow for accurate and reliable feedback • Opens door to legal violations and litigation • Personally • District

32. Common Challenges-Needed Changes • Circumventing Chain of Command • Board members contacting staff and not superintendent • Board members suggesting administrative tasks to staff • Alliances (Perceived or Actual) • Between board members • Between board members and certain staff • Between superintendent and certain board members • Deliberation of district issues outside meetings • Deliberation of issues electronically (phone, email, text) • Social Media • Discussion of district issues on personal accounts

33. Change Benefits • Ensure Dr. Van Zyl’s success • Create positive relationships • Between board and superintendent • Among board members • Between board and staff • Support positive district climate and culture • Increase community trust and support • Increase in student achievement

34. Communication Norms/Protocols (9:00-10:15) • Develop set of communications protocols • Between Board and superintendent • Between Board and staff • Between Board and stakeholders • Deliberation regarding district issues • District, Board and individual use of social media

35. Communication Protocols • Independence School District • Value and Respect Each Other, the Superintendent and Staff • Listen and Communicate Effectively • Lee’s Summit School District • Communication • Media • Respect • Taunton, MA School District • How We Communicate • Iberville Parish School District Policy • School Board Member Social Media Policy • Board and Superintendent Working Agreements (Clatskanie) • Communication Agreements • Media Communications

36. Draft Communication ProtocolsSmall Group • Review example norms and SJSD Board policies • Between Board and superintendent • Between Board and staff • Between Board and stakeholders • Deliberation regarding district issues • District, Board and individual use of social media • Draft possible communication norms • “Steal” from sample norms • Address all areas (listed above) • Draft possible norms • Limit to 4-6 total norms • Capture on chart paper and post • Select spokesperson

37. Whole Group Review • Spokesperson share • Seek clarification • Review for similarities and differences • Collaboratively agree to 4-6 communication protocols • Need to address all areas • Between Board and superintendent • Between Board and staff • Between Board and stakeholders • Deliberation regarding district issues • District, Board and individual use of social media • Provide direction to Janet for revision

38. Next Steps • Janet will return draft version for board review • Board revises communication protocols • Board approves protocols • Protocols shared with district staff • Board and superintendent implement protocols • Superintendent and board members hold each other accountable • Staff will operate according to protocols • Establish quarterly review

39. Revision of District Priorities (10:30-12:30 p.m.) • Review current district priorities (2016-18) • Identify 3-5 Key Priorities for 2018-2021 • Identify Board Level Key Performance Indicators for priorities • Draft strategies for board monitoring of Key Performance Indicators

40. Monitor Performance The board constinuallymonitors progress toward district goals and compliance with board policies • Clearly defined goals • Establish performance measures • Discuss and analyze data • Use data to inform governance and district practices

41. Key Questions • Are district goals, operational performance data and student performance data referenced in board discussion and used to guide governance decisions? • How knowledgeable are board members regarding district student performance and district improvement initiatives? • How knowledgeable are stakeholders regarding district strengths and challenges

42. SJSD Program Evaluation Process

43. Academic Performance • State achievement data (annual) • DistrictAcademic Services Strategic Plan • Measurable Goals • Short and Long-term Action Plan • Performance Measures • DistrictAssessment System • Measurable Goals • Key Performance Indicators (progress and growth) • District assessments (iReady) • Student Growth by Grade and School • Strive for Five

44. Climate and Culture • Key Measurable Goals • Student perception of safe and caring environment • Staff perception of work satisfaction, engaged, and supported through professional development • Annual improvement of parents’ perception of district good ROI (CCR), communication, partner with district for education. • Employee Exit Surveys • Why leaving • Salaries and benefits • Work place environment • Board and district leadership

45. How Can Board Improve Monitoring ? • Review and engage with Program Evaluation Reports • Collaboratively establish Key Performance Measures • Broad, yet precisely defined • Long-term • Remain consistent over time • Focus on district purpose or principles • Lay the foundation for improvement work in the district • Inform and contribute to superintendent evaluation • District Scorecards • Board Level • District Level

48. Monitoring District Priorities • Collaborative identification of evidence-based district goals and priorities • Updates on progress of district goals and priorities on each agenda at every board meeting • Indicate alignment of district goals and priorities to Board agenda items • Ensure alignment of District Plans to identified goals and priorities • Budget reflects alignment of staffing and resources to identified Priorities • Include Priorities into superintendent evaluation

49. District Priorities • Trust and Credibility • Public confidence • Community engagement • Staff morale • Operations • Stabilization of operations and budget • Passage of levy and bond • Long-term facilities planning • Strategic Planning • Meaningful strategic plan • Define 21st Century Learning and create plan

50. Dr. Van Zyl’s First Year Priorities • Communication • Public confidence and engagement • Positive culture and climate; staff morale • Assessing and Planning • With board, staff and community, create vision for future • Evaluate current structures for effectiveness and efficiency • Operations • Long and short term goals • Long term financial plan • Passage of operations levy