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In the Name of God, Most Gracious, Most Merciful BEST PRACTICES FOR EFFECTIVE GOVERNANCE FOR NEW ENGLAND COUNCIL OF ISLAMIC SCHOOLS SESSION I WELCOME ABOARD Non-PROFIT GOVERNANCE Roles and Responsibilities of BOARDS. “No other singular variable is more - PowerPoint PPT Presentation
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In the Name of God, Most Gracious, Most Merciful
BEST PRACTICES FOR EFFECTIVE GOVERNANCE FOR
NEW ENGLAND COUNCIL OF ISLAMIC SCHOOLS
SESSION IWELCOME ABOARD
• NON-PROFIT GOVERNANCE• ROLES AND RESPONSIBILITIES OF BOARDS
“No other singular variable is more
important for the health and vitality of
an school than the way it is governed.’’
Gary Gruber
PROFIT VS. NON-PROFIT ORGANIZATIONBUSINESS NON-PROFIT
What defines success? Profit Accomplishing the mission
Who are the owners of the organization?
Business owners,investors
Community
Who does the Board represent? Business owners,investors
Community
Who are the primary beneficiaries?
Business owners Community
Where does the organization get start up & operating funds?
Sales revenues, investors and bank revenues
Fees for services,donors and grants
If revenues exceed expenses, what happens to the surplus?
To owners,invest in business
Reserves,expand programs
What is the primary basis for making decisions?
Profitability Mission
WHAT IS A GOVERNING BOARD?
The governing board is a group of people working together within a well-defined structure who employ a formal process to carry out a mission of the school. They have the ownership of the school.
Group of People + Well Defined Structure + Formal Processes = Carry out mission
WELL-DEFINEDSTRUCTURE
FORMAL PROCESSES
CARRY OUTTHE MISSION
GROUP OF PEOPLE
OWNERSHIP & ACCOUNTABILITY• The board has the ownership of the non-profit. This
ownership comes with responsibility and accountability.• The power of a board is vested in all board members not an
individual board member.• The board is collectively accountable for the well-being of the
school.• The board delegates power to the principal to manage and
lead the school.• The board is still accountable for the well-being of the school.• To ensure the viability of the school, the board monitors
progress.
WHO EMPOWERS THE BOARD?
BOARDEMPOWERS
THE PRINCIPAL
COMMUNITYEMPOWERS
THE BOARD
WHO HAS THE OWNERSHIP & ACCOUNTABILITY?
OWNERSHIP
RESPONSIBILITY
DELEGATION
MONITORING
ACCOUNTABILITY
LIFE CYCLE OF BOARDS
STAGE IWORKING BOARD
STAGE IIPOLICY BOARD
STAGE IIIHIGH-IMPACT BOARD
LIFE-CYCLE OF BOARDSCYCLE I
WORKING BOARD
• Board members help start the school and help with everything• Board members are hands-on especially if the school doesn’t have a principal
CYCLE II POLICY BOARD
•There is a professional principal•The board delegates and monitors effectively•The board becomes a “policy board” that writes policies to give guidelines to the principal and govern the school with policies
CYCLE III HIGH-IMPACT
BOARD
•There is an professional and effective principal, and policies and procedures in place•There are prominent people on the board to raise funds for the school•The board becomes a “high-impact board” by continuously developing and improving board governance so that they offer high-impact services to the community
ROLE OF THE 21st CENTURY BOARD
• Enjoying the community trust
• Roles are defined according to discretion of individuals
• Recruiting based on personal relationships
• Seeking friends and comrades
• No formal board education
• No formal board evaluation
• Agreeing to serve on the boardwhile unclear about roles, expectations
HIGH-IMPACT BOARD • Having to be accountable
• Roles are clearly defined. Committee structure demands members to perform
• Recruiting selectively according to needs: board profile
• Nomination process
• Formal, ongoing board education
• Formal, ongoing board evaluation
• Clear job description and letter of commitment
BOARD OF THE PAST
LEGAL & ETHICAL RESPONSIBILITIES OF BOARD MEMBERS
• A board member has certain fiduciary responsibilities. Fiduciary responsibilities mean to act in the best interest of the school. Those can be viewed as duties of compliance, loyalty, and care.
• A board’s success is dependent upon all board members committing themselves individually to the code of conduct and the legal and ethical responsibilities of board members:– Duty of Compliance– Duty of Loyalty– Duty of Care
LEGAL & ETHICAL RESPONSIBILITIES OF BOARD MEMBERS
DUTY OF COMPLIANCE
• Requires board members to be:
• Faithful to the school’s mission
• Ensuring all legal requirements are being met. All taxes are being paid. All policies are up-to-date and enforced.
• Accepting of personal responsibility for fulfilling the school’s fiduciary obligations
DUTY OF LOYALTY
• Requires board members to:
• Maintain a fidelity to the school and those whom it serves
• Consider personal interests to be subordinate to those of the school and those whom it serves
• Avoid conflict-of-interest situations and always promote the best interest of the school
DUTY OF CARE
• Requires board members to:
• Monitor financial health and programmatic accomplishments of the school
• Monitor the performance of the board, performance of the principal, and the school’s programs
• Regularly attend and actively participate in board meetings
EXAMPLE OF CODE ISSUESIf a board member has a relative in the printing business, it would be ethical for that relative’s business to print materials for the school if:
• The board knows that the printer is the board member’s relative
• The job is bid competitively, so there is evidence that the price and quality are equal to or better than the competition
• There is no expectation from the family that the school will
guarantee work or use them in the future without competitive bids
BOARD ROLES & RESPONSIBILITIES
1. MISSION
2. BOARD MANAGEMENT
3. PRINCIPAL
4. FINANCIAL MANAGEMENT
5. PLANNING
6. POLICY MAKING:
7. LEGAL OBLIGATIONS
8. MONITORING
9. ACCOUNTABILITY
10. ADVOCACY & PUBLIC RELATIONS
BOARD ROLES & RESPONSIBILITIES
STANDARDS OF EXCELLENCE FOR BOARDS
“By adopting and living up to Professional Governance Standards,
we are modeling what we expect from our staff”
Rose Filicetti, a board member
WHY DO WE NEED STANDARDS?
The standards provide a framework for boards that helps them operate more effectively.
Before successful board performance can be achieved, the board must collectively determine the standards against which it will measure its own performance.
Boards must demonstrate accountability by measuring their performance and progress against predetermined and agreed upon standards.
Boards should lead the standards movement by example.
STANDARD ONEDETERMINE THE SCHOOL’S MISSION AND PURPOSE
The board with the partnership of the principal creates, articulates, and guards the mission, vision, philosophy and strategic goals of the school that is shared and supported by the community.
The board is the ultimate guardian of this mission. It is the board’s responsibility to ensure the mission of the school is relevant in every aspect of the school and the decisions are made considering the mission of the school.
STANDARD TWOBOARD MANAGEMENT
The board is responsible for its own management through approved policies and procedures
The board demonstrates a commitment to stronger structure, continually improving teamwork, problem solving, and decision making skills through a conscious board development program
STANDARD THREEPRINCIPAL
The board hires, supports, nurtures, supervises and evaluates the principal so that the mission, strategic direction, goals and policies can be implemented.
The principal is the only employee of the board.
STANDARD FOURFISCAL OVERSIGHT
The board is accountable for both the financial stability and financial future of the school by engaging in strategic financial planning, assuming primary responsibility for the preservation of capital assets and endowments, overseeing operating budgets, and participating actively in fund-raising.
STANDARD FIVEPLANNING
The board will lead the school to a systematic, formal strategic planning process in setting goals, priorities and the future direction based on a rational analysis of strengths, weaknesses, and opportunities.
STANDARD SIXPOLICY MAKING
The board adopts, evaluates and updates policies consistent with the law of the land, Islamic principles and ideologies, mission and strategic goals of the school.
STANDARD SEVENLEGAL OBLIGATIONS
The board assures that the school and the board both operate in compliance with applicable laws and regulations.
The board adopts, maintains and reviews bylaws that conform to legal requirements, including duty of loyalty, duty of obedience, and duty of care.
STANDARD EIGHTMONITORING
The board is accountable for monitoring the programs and services to ensure that the school offers quality services as promised in the mission statement.
Monitoring means keeping track of progress toward goals established during strategic and annual planning.
A responsible board will ensure that the school achieves its stated mission by monitoring.
STANDARD NINEACCOUNTABILITY
The board members are the trustees of the school and have the ownership of the school.
This ownership comes with accountability. The board members are collectively accountable for the well-being of the school and to the community.
The board assesses its own performance, principal’s performance, and the school’s ability to achieve its mission.
STANDARD TENADVOCACY AND PR
The board serves as the school’s key advocate andsecures the community’s support for the school’smission, vision and the long-term direction.
The board engages in an ongoing two-way conversation with the community.
The purpose of the conversation is to enable the board to hear and understand the community’s educational aspirations and desires and as the advocate of the school to inform the community about the school’s
performance and success.
DISCUSSION POINTS• How is our board adding value to our school?
• Have most important issues been identified?
• Have these issues been prioritized?
• Does the board have the right information to address issues?
• Has the board listened to the concerns of those affected by our actions?
• What criteria are relevant in the board monitoring itself and program outcomes?
• What steps should be taken to improve the board?
In the Name of God, Most Gracious, Most Merciful
SESSION II
GOVERNANCE STRUCTURE
• BOARD STRUCTURE
• BOARD OFFICERS AND JOB DESCRIPTIONS
• BOARD COMMITTEES AND JOB DESCRIPTIONS
BOARD CHAIRTHE LEADER OF THE
BOARD
PRINCIPALTHE LEADER OF THE
SCHOOL
LEADERSHIP TEAM
ORGANIZATIONAL CHARTSTAGE I: WORKING BOARD
SCHOOL BOARD
PRINCIPAL/TEACHER TEACHER VOLUNTEER VOLUNTEER
MASJID BOARD
ORGANIZATIONAL CHARTSTAGE II: POLICY BOARD
SCHOOL BOARD
PRINCIPAL
TEACHER TEACHER TEACHER TEACHER
MASJID BOARD
ORGANIZATIONAL CHARTSTAGE III: HIGH-IMPACT BOARD
MIDDLE S.DIRECTOR
ELEMENTARY DIRECTOR
PRESCHOOLDIRECTOR
BUSINESS MANAGER
ADMISSIONDIRECTOR
PRINCIPAL
SCHOOL BOARD
LIBRARIAN ADMIN.ASSISTANT
PRESCHOOLTEACHING
STAFF
ELEMENTARY SCHOOL
TEACHING STAFF
MIDDLE SCHOOL
TEACHINGSTAFF
MAINTENANCE &SECURITY
OFFICE STAFF
BOARD OFFICERSAlthough a variety of titles are used by various nonprofit school boards, officers generally include the:
• Chair
• Vice chair
• Secretary
• Treasurer
BOARD OFFICERS
BOARD CHAIR
VICE CHAIR SECRETARY TREASURER
CHAIRPERSON’S RESPONSIBILITIES• Providing leadership to the board and being a partner with the principal in achieving the
mission• Overseeing the preparation of the board materials, minutes, and agendas with the input
from the principal• Chairing all board meetings• Ensuring that the board fulfills its governance duties and responsibilities• Enforcing the bylaws, policies, procedures and rules• Encouraging the board’s role in strategic planning • Selecting and supervising all committee chairs• Ensuring that the committees function appropriately and effectively• Representing the school to the community• Assisting the school in all fundraising activities• Working with members of the board to recruit new volunteers to the board and its
committees• Working with principal to ensure that the school is meeting all compliance and fiduciary
responsibilities
VICE-CHAIR’S RESPONSIBILITIES• Understanding the responsibilities of the board chair and being able to
perform these duties in the chair’s absence
• Assisting the chair in all aspects of the position and holding positions and special assignments as requested by the board chair
• Participating in the vital part of the board leadership and being consistently informed and involved in all major governance issues
• Serving as the chair of the board when the chair is absent or unable to serve
• Providing leadership and chairing one or more committees and task forces
• Performing other responsibilities as assigned by the board chair
TREASURER’S RESPONSIBILITIES• Manages finances of the school• Ensures development and reviews and approves the financial policies• Prepares and presents annual budget to the board for approval• Keeps accurate financial records for the school• Provides to the board the financial condition of the school and reports
all financial information to the board of directors on a regular basis• Ensures that all funds of the school are deposited in the school’s
banks• Ensures that funds are disbursed by the school properly• Ensures that the school arranges for an annual fiscal audit• Ensures that board members are trained in the areas of fiscal
management
SECRETARY’S RESPONSIBILITIES
• Responsible for all board attendance records and the board calendar• Ensures notice of meetings, agendas, and board packages are
distributed in a timely manner prior to the meetings• Ensures minutes, action items, and board motions are distributed to
members shortly after each meeting• Assists in reviewing school’s legal documents and makes
recommendations to the board when there is a need for revision• Oversees, prepares, and maintains all official board records and
ensures their accuracy• Ensures that board minutes are properly recorded• Ensures that a master file is maintained for the board
BOARD COMMITTEESThe heart of the work of the board is its committee structure.
The board has two types of committees: • Standing Committees
• Ad-hoc Committees or Task Forces
BOARD COMMITTEES1. Governance Committee2. Finance Committee3. Development Committee4. Program Committee5. Marketing Committee6. Planning Committee
BOARD COMMITTEES
BOARD CHAIR
Governance Committee
Finance Committee
Development Committee
Program Committee
Marketing Committee
Planning Committee
MOST COMMONAD-HOC COMMITTEES
1. Audit Committee
2. Principal Evaluation Committee
3. Financial Aid Committee
4. Research Committee
MOST COMMON AD-HOC COMMITTEES
BOARD CHAIR
Audit Committee
Principal Evaluation Committee
Financial Aid Committee
Research Committee
MOST COMMON STANDING COMMITTEESGOVERNANCE COMMITTEE
Ensures effective board practices, structures and roles, committee development, nomination, orientation, training, retreat planning and board evaluation.
MOST COMMON STANDING COMMITTEESFINANCE COMMITTEE
Oversees development of the budget; ensures accurate tracking, monitoring, accountability for funds; ensures adequate financial control.
MOST COMMON STANDING COMMITTEESDEVELOPMENT COMMITTEE
Oversees development & implementation of the development plan; identifies and solicits funds from external sources of support, working with the development officer if available.
MOST COMMON STANDING COMMITTEESPROGRAM COMMITTEE
Liaison between the board and the staff regarding school services and programs. Recommend research and evaluate new programs.
MOST COMMON STANDING COMMITTEESMARKETING COMMITTEE
Oversees development & implementation of the Marketing Plan, including identifying potential markets, their needs and how to meet those needs.
MOST COMMON STANDING COMMITTEESPLANNING COMMITTEE
• Initiates, guides, develops, reviews the strategic planning process.
• This committee also develops the annual operational plan based on the strategic plan to reach the goals.
MOST COMMON AD-HOC COMMITTEES
AUDIT Plans and supports annual or occasional financial audits and reports to the board
PRINCIPAL EVALUATION
Plans and conducts the annual principal evaluation and reports to the board
FINANCIAL AID Develops financial aid policies and procedures. Conducts annual financial aid process and reports to the board
RESEARCH Conducts specific research and/or data gathering to help the board to make informed decisions
COMMITTEE CHAIR’S RESPONSIBILITIES• Call, attend, and preside all committee meetings; set the agenda and the direction
for the committee meetings• Invite the board chair and the principal as ex-officio to the committee meetings and
inform them about the agenda items and decisions• Work with the principal and the board chair and get their recommendations and
advice on who should serve on the committee• Recruit committee members from outside the board and delegate responsibilities to
committee members• Distribute minutes of committee meetings to committee members for action and
information; and to board members for information• Develop a budget to support the committee’s plans and submit it to the finance
committee and subsequently to the board for approval• Prepare and present written committee reports with the decisions and
recommendations made by the committee for each board meeting• Develop the committee’s “Annual Agenda” with the annual goals and action plans
and submit it to the board of directors for approval
In the Name of God, Most Gracious, Most Merciful
SESSION III
BEST PRACTICES IN GOVERNANCE
• CHARACTERISTICS OF HIGH-IMPACT BOARDS
• CHARACTERISTICS OF HIGH-IMPACT BOARD MEMBERS
• CHARACTERISTICS OF HIGH-IMPACT BOARD CHAIR
14 CHARACTERISTICS OF HIGH-IMPACT BOARDS
1. TRUSTEESHIP
High-impact boards have a sense of ownership.
2. JOB DESCRIPTIONS
High-impact boards are clear about their roles and responsibilities.
3. CONTINUOUS IMPROVEMENT
High-impact boards continuouslyorient, train and develop their board members.
4. STRATEGIC THINKING
High-impact boards focus their time and attention on strategic issues.
5. ANNUAL AGENDAOPERATIONAL PLAN
High-impact boards develop their annual operational plan based on their strategic plan
to reach their goals.
6. ACCOUNTABILITY SYSTEM
High-impact boards annually evaluate their principal,
the board as a whole, individual board members, and committee chairs.
7. MEETING MANAGEMENT
High-impact boards plan for and conduct efficient board meetings.
8. GOVERN MORE - MANAGE LESS
High-impact boards focus on governance, not administration.
9. INTERDEPENDENCEPRINCIPLE OF NO SURPRISES
High-impact boards create a mutually respectful partnership
between the board and the principal.
10. POSITIVE BOARD CULTURE
High-impact boards create a culture of open,
honest communication and constructive debate that leads to shared decision making.
11. BOARD RECRUITMENT
High-impact boards have a structure to recruit board members.
12. DIVERSITY
High-impact boards have diversity in their board composition
(Gender, Socio-economic, educational Background, Three Generations, Cultural Diversity).
13. THE BOARD HAS ONE VOICE
High-impact boards are clear that they can only act as a whole body;
individual board members have no authority.
14. DEVELOP BOARD OF EXPERTS
High-impact boards develop their own experts.
Every board member has expertise and a specific responsibility.
16 CHARACTERISTICS OF EFFECTIVE BOARD MEMBERS
1. PASSION TO THE CAUSE & MISSION
Board members have passion to the cause.
understand, support, and promote the school’s mission and strategic goals.
2. COMMITTED TO ATTEND MEETINGS & PARTICIPATE
Board members attend all regularly scheduled
board meetings, coming to meetings well prepared and ready to participate.
3. COMMITTED TO BOARD EDUCATION
Board members continuously educate themselves by attending
board development seminars and workshops.
4. CARE FOR ALL CHILDREN
Board members’ first and utmost concern is
the welfare and the academic performance of all students and they are committed to care
for the benefit of all students not the needs of an individual child.
5. UNDERSTAND SCHOOL'S FINANCES
Board members understand the school’s
financial statements and that they have fiduciary responsibilities
to the school for financial management.
6. HAVE CONNECTIONS
Board members have connections and they are willing to assist in fundraising by identifying
prospective donors and personally asking them to make a contributions.
7. GIVE AN ANNUAL GIFT TO THE SCHOOL
Board members contribute to the school’s
development program and give a significant annual gift to the school.
8. PARTNERSHIP WITH THE PRINCIPAL
Board members maintain a good working relationship with
and publicly support the principal.
9. BUILDING RELATIONSHIPS
Board members deal with each other,
staff, and the school community in a fair, ethical, and courteous manner.
10. HELP WITH RECRUITMENT
Board members recommend qualified individuals
with relevant skills and experience as possible nominees for the board.
11. PARTICIPATE ACTIVELY
Board members participate in board and
committee meetings as well as other activities of the school.
12. ENHANCE SCHOOL'S PUBLIC IMAGE
Board members take advantage of opportunities
to enhance the school’s public image by speaking positively about the school
at the community events.
13. RESPECT CONFIDENTIALITY
Board members respect the confidentiality of the board.
14. AVOID CONFLICT OF INTEREST
Board members avoid conflict of interest
whether at a business or personal level.
15. FOCUS ON GOVERNANCE ISSUES
Board members focus their attention on
strategic issues and significant policy issues rather than administrative matters.
16. INDIVIDUAL BOARD MEMBERS DO NOT HAVE AN AUTHORITY
Board members are aware that authority is vested in the board as a whole
and that individual board members do not have any power.Board members speak on behalf of the board
only when authorized to do so.
CHARACTERISTICS OF EFFECTIVE BOARD CHAIR
THE BOARD CHAIR’S ROLEThe board chair is the leader of the board and responsible for everything in the board, including providing guidance and discipline to the board members:• Clarifies roles and expectations before the members are on board• Encourage that every board member has a specific responsibility• Encourage discussion and debate• Offers guidance and help to board members• If a board member is out of line, disciplines• Offers appropriate thanks and appreciation• Encourage participation so broad spectrum of views and perspectives are
presented• Ensures that no one feels penalized for voicing an unpopular view• Encourages asking questions
These are the questions we are still wrestling with…What are your thoughts on each?What questions have we failed to ask that we should have
considered?
12 CHARACTERSTICS OF EFFECTIVE BOARD CHAIRS
The board chair is the leader of the board and is responsible for everything in the board, including providing guidance and discipline to the board members. The board chair ensures that the board operates within the bylaws and standards:1. Board Management2. School head Oversight, Support and Evaluation3. Board Committees4. Manage Board Meetings5. Create a Positive Board Culture6. Board Recruitment & Management7. Board Development8. Board Evaluation9. Policy & Planning10. Budget & Finances11. Fundraising12. Public Relations & Communications
STANDARDS FOR BOARD MEETINGS The board chair runs meetings in a fair, open, professional, and orderly fashion
The agenda is well-designed by the board chair and the principal
The board chair and the principal convene before meetings to clarify agenda items and anticipate problem areas
The board packages are received by the board members in advance
The board sticks to its agenda and the board chair keeps board members on task
Each board member is given an adequate opportunity to participate in the discussion and in the decision making
There is a respectful atmosphere in the board room
The board members relate to each other and to the principal in a courteous, dignified, fair, and ethical manner
Board members always have the well-being of children as the top priority
The board always base their decisions according to the mission of the school
STANDARDS FOR BOARD MEETINGS Board members support decisions made by the board, even if they disagree
Board members have collective power and they have no individual power
The board follows standard parliamentary procedures and bylaws
Board minutes are kept in an organized minutes book
Board meetings start on time and adjourn on time
Board members arrive at meetings on time and stay until the meeting is over
Board members read their agenda packets before the meeting and are prepared to discuss issues on the agenda
The board adopts written policies and procedures for conducting board meetings
The board defers action on items not on agenda until they can be studied and discussed, and the administration has had a chance to respond
The board works toward consensus when there are disagreements among members
CHARACTERISTICS OF HIGH-IMPACT BOARD CHAIR
1. Develop shared vision2. Build trust3. Ensure participation4. Create a learning culture5. Ensure that the board values and embraces diversity6. Challenge the board to creative problem solving7. Embody and model integrity8. Build community
RECOMMENDATIONS FOR BOARD CHAIRS The board chair ensures that:• The board meetings are run in a fair, professional, and orderly fashion• The agenda is well-designed by the board chair and principal• The board package is received by the board members in advance• The board sticks to its agenda. The board chair keeps board members on task• Each board member is given an adequate opportunity to participate in discussion and
decision-making• Board members relate to each other in a courteous, dignified, and ethical manner• The board always bases its decisions according to the mission of the school• Board members agree to support decisions made by the board, even if they disagree• Board members recognize that they have no individual power, they have collective power• Standard parliamentary procedures and bylaws are followed• Board meetings start and adjourn on time• Board members arrive at meetings on time and stay until the meeting is adjourned • Board members read their agenda packets before the meeting and prepare to discuss
issues on the agenda • The board defers action on items not on the agenda until they can be studied and
discussed, and the administration has had a chance to respond• The board works toward compromise and consensus when there are disagreements
among members
BOARD CHAIR DISCIPLINESPROBLEM BOARD MEMBER
Problem Board member:• Focus on a single issue• Always take the contrarian view• Expound on strongly held opinions that are rarely backed up by fact or research• “Board hop” — sit on many boards, but serve none well• Regularly miss meetings• Not accept or complete tasks• Be motivated by personal agendas• Monopolize discussion or never participate in discussion — except after the
meeting• Treat peers disrespectfully or refuse to cooperate• Betray confidentiality• Fail to disclose conflicts of interest• Fail to understand when it is time to retire and allow others to carry the torch.
In the Name of God, Most Gracious, Most Merciful
SESSION IV
KEYS TO BUILDING A STRONG BOARD Board Development The Governance Committee Board Development Plan Nine Steps of the Board Building Cycle Board Member Recruiting Matrix
INTRODUCTIONThere is a close relationship between the effectiveness of the board and the future growth and development of the organization.
However, many boards don’t put the same amount of time into developing and supporting their boards as they do in building their programs, expanding the staff and raising funds.
After 30 years in the nonprofit universe, I am convinced that the single most difficult and most important role of a board is to effectively recruit, orient,
support & motivate the board members
Andy Mc Sheffery
WHY BOARD DEVELOPMENT
Every non-profit executive wants to have an ideal board whose members are:
• Deeply committed to the mission of the school
• Who talk passionately about the school
• Who bring different areas of expertise to the board • Who are willing to ask for funds for the school • Does such an ideal board exist?
WHERE DO WE START?Strong, effective boards do not occur automatically; an ideal board must be built with careful planning, diligence, and continuous improvement and periodic evaluation.
The new trend is to establish a new committee called the Governance Committee, and it is charged with this important task.
GOVERNANCE COMMITTEThe Governance Committee ensures that the board continuously works to be as effective as it can be.
The purpose of this Committee is to make certain that the board is constantly working at its highest level of efficiency. Responsibilities:
1. Board Recruitment2. Board Development3. Board Effectiveness and Accountability
1. BOARD RECRUITMENT• Lead in the assessment of the current and anticipated needs for
board composition.• The Committee will determine the knowledge, skills, abilities and
influence the board will need.• Develop a profile of the board as it should evolve over time.• Identify potential board candidates and explore their interests
and availability (establish a pool of candidates).• Make sure that there is sufficient information on each candidate,
so that the committee can make educated decisions.• Interview possible candidates to ascertain their interest and to
begin the education process.• Develop a slate of new candidates, with back-up candidates for
each slate.• Ask chosen candidates if they will serve.• Present a slate of trustees to the board for approval.• Regularly review and revise board recruitment materials.• In cooperation with the board chair, meet annually with each
trustee to assess his/her continuing interest in board membership.
2. BOARD DEVELOPMENT
• Develop and review the “Board Development Plan” for the year.
• Design and oversee a process of board orientation.
• Design and oversee a process of board retreat.
• Design and implement an ongoing program of board information and education to help board members.
3. BOARD EFFECTIVENESS & ACCOUNTABILITY
• Lead the periodic assessment of the board’s performance. Facilitate board self-assessment and provide other evaluation tools.
• Provide ongoing counsel to the board chair and other board leaders on steps s/he might take to enhance board effectiveness.
• Propose, as appropriate, changes in board structure, role and responsibilities.
• Regularly review the board’s practices regarding member participation, conflict of interest, confidentiality, etc., and suggest improvements as needed.
• Periodically review and update the board’s bylaws, policy guidelines and practices.
BOARD DEVELOPMENT PLAN1. Create a governance committee
2. Identify and recruit new board members
3. Plan orientation programs for new members
4. Plan for on-going board training
5. Plan for carefully organized annual retreats
6. Schedule a few minutes’ board training session for every board meeting
7. Arrange for board buddies 8. Create and review Board Development Tools
9. Plan for the annual board evaluation
10. Celebrate the success of the board
STEP1IDENTIFY
STEP 8EVALUATE
STEP 9 CELEBRATE
STEP 2CULTIVATE
STEP 3RECRUIT
STEP 4ORIENT
STEP 5ENGAGE
STEP 6EDUCATE
STEP 7ROTATE
THE BOARD BUILDING CYCLE The process of building strong boards
STEP 1IDENTIFY
1. Establish criteria for selecting board members
2. Identify the board’s needs and develop a board matrix– What is the current composition of the board?
– What do we have? What is missing?
– Do we have diversity in our board?
– What characteristics, skills, experience, and backgrounds do we need now?
– What are the priorities for identifying and recruiting new members?
– What attributes or qualities are important for our board members to have?
DEVELOP A BOARD MEMBER PROFILE Expectations and desired qualifications for our board members:• Positive character traits• Passion and commitment to the cause• Experience serving on nonprofit boards• Broad strategic thinker with leadership skills• Team player-- works well in a group• Advocate of the school• Understanding roles and respecting boundaries• Respect confidentiality• Careful about conflict of interest• Financial support and capacity to attract new resources• Attend the meetings• Prepare and participate in meetings• Participate as an active board member• Participate in board training• Particular expertise or learn skills to develop expertise• Volunteer, work, and/or business experience
STEP 2CULTIVATE
Develop a pool of people for potential board membership.
• Ask every board member to introduce at least three potential members to the board.
• As soon as potential members are identified create a “board member candidate list”.
• Keep them interested and keep them informed by:1. Sending them reports, brochures, newsletters2. Inviting them to special events3. Involving them on committees and task forces4. Inviting them to observe board meetings
STEP 3RECRUIT
The recruitment process is lead by the Governance Committee:1. Ask each board member to present 3 names as potential candidates2. Review the “Potential Board Member List”3. Establish a “Candidate list” by using the Board Matrix and Board Member
Criteria4. Prepare a Recruitment Package with: Introductory Orientation Information
Application formExpectations from board membersExpectations from individual board members
5. Explore the potential candidate’s interest in serving on the board6. Encourage the right candidates to fill out an application to be nominated7. Arrange for interviews
Describe why a prospective member is wanted and needed Describe expectations and responsibilities for board members Elicit their interest and preparedness to serve Invite questions
8. Compile the data from the recruitment and interview process9. Present to the board the final slate of nominees who are willing and able to
serve10. The board will take formal action to vote. As soon as election results are
compiled, the board president will contact the newly elected board members to welcome them.
HOW DO YOU APPROACH CANDIDATES?
“I am on the School Board. We are talking to a number of prospects for the board seat we have open, and you’ve been mentioned as a great prospect. Our recruitment process includes a number of steps, including an interview with the governance committee. Would you consider submitting an application?”
STEP 4ORIENT
• Board orientation starts when the candidate is first approached for the board position.
• The formal board orientation is a continuation of this process and would be held before new board members attend their first board meeting.
• Each new board member would receive a Board Manual within two weeks of being elected and before the orientation.
• One of the most valuable parts of orientation is to fill in the new members about the culture of the board.
• Create a board buddy system by pairing up a new board member with a more seasoned member as a mentor.
• After a few months, it is a good idea to schedule a follow-up session to respond to questions.
ORIENTATION PACKAGEOrient new board members to the board by informing
them:About the School:• History of the school• Mission, vision and goals• Past two years’ budgets• Strategic plan and operational plan• Current programs and events• Annual ReportsAbout the Board:• Roles and responsibilities of board members• Bylaws & Articles of Incorporation• Schedule of upcoming events, board meetings• Bios of all current board members• Board structure and organizational chart• Committees
STEP 5ENGAGE ALL BOARD MEMBERS
Board members need to feel connected and needed:• Make it clear from the start that everyone is
expected to participate and follow through.• Discover their interests and availabilities.• Involve them in committees or task forces.• Assign them a “board buddy”.• Solicit feedback.• Encourage board members to ask questions.• Hold everyone accountable.• Express appreciation for work well done.
STEP 6EDUCATE
The Governance Committee will provide ongoing education to the board:1. Start the year with board orientation.2. Plan for a board retreat to focus on issues that
are not covered at board meetings.3. Plan at every board meeting to have an article
or a video clip and then discussion to provide ongoing training.
4. Plan at least twice a year to have a board training session.
5. Plan for board members to attend Board Development seminars.
6. Establish a portable “Board Library” for board members to borrow, read and share books.
STEP 7ROTATE
Refresh your board by rotating board members.
• Develop new leadership by inviting new members.
• Establish and use term limits.
• Do not automatically re-elect for an additional term; consider the board’s needs and the board member’s performance.
STEP 8EVALUATE
The governance committee will lead the board to assess the effectiveness of the board by conducting:• Board performance evaluation
• Individual board member evaluation
• Board chair evaluation
• Committee chairs evaluation
• Principal evaluation
• Board meeting evaluation
STEP 9CELEBRATE
• Recognize accomplishments and progress.
• Appreciate individual contributions to the board.
• Plan for social interaction.
• Make room for humor.
• Finalize the year with a social event to recognize the board’s contributions.
SESSION V
BUILDING A STRONG PARTNERSHIP
BETWEEN THE BOARD & THE PRINCIPAL
1. CLARITY OF ROLES & RESPONSIBILITIES
2. MUTUAL EXPECTATIONS
3. KEYS TO A SUCCESSFUL PARTNERSHIP
4. CHALLENGES RELATED TO A PARTNERSHIP
“No single relationship in the school is as important as that
between the board and the principal.”
-John Carver, Boards that Make a Difference
LEADERSHIP FOR NONPROFITS
Leadership is having a vision for the organization and the ability to attract, motivate, and guide people to achieve that vision.
The leadership of a nonprofit organization
is fundamental to its success
LEADERSHIP TEAMIn non-profit organizations, leadership is shared between the board and the principal. The compatibility of the board-chair and the principal is critical for the successful running of the organization.
• Board Chair’s Leadership: The board chair is the official leader of the organization and the strength of the board depends on the effectiveness of the chair. The board chair leads the board.
• Principal’s Leadership: The board delegates its authority to the principal to carry out day-to-day responsibilities of the organization. The principal leads the staff.
LEADERSHIP TEAM
BOARD LEADERSHIPBoard chair leads the board
PRINCIPAL LEADERSHIPPrincipal leads the staff
An effective school is the product of both a high-impact governing board,
and a high-impact principal, who work together as a
cohesive strategic leadership team.
1. CLARITY OF ROLES & RESPONSIBILITIES
BOARD’S ROLE & RESPONSIBILITIES
1. Mission2. Board Management3. Principal4. Financial Management5. Planning6. Policy Making:7. Legal Obligations8. Monitoring9. Accountability10. Advocacy & Public Relations
BOARD’S RESPONSIBILITIESTOWARDS THE PRINCIPAL
The principal is the one and only employee of the board and the board is responsible for:
1.Hiring2.Compensating3.Nurturing4.Supporting5.Motivating6.Supervising7.Rewarding8.Terminating if necessary
PRINCIPAL’S ROLE & RESPONSIBILITIES1. Visionary Leadership
2. Instructional Leadership3. Inspirational Leadership4. Human Resources Management5. Financial Management6. Facility Management7. Information Management8. Relationship with the Board9. Relationship with Parents10. Relationship with other Schools11. Relationship with Community12. Building Moral & Ethical Culture13. Building a Culture of High-Expectations14. Building a Culture of Life-Long Learning
THE BOARD CHAIR’S ROLE & RESPONSIBILITIES
The board chair is the leader of the board and is responsible for everything in the board, including providing guidance and discipline to the board members:1. Clarifies roles and expectations before the members are on the board
2. Encourages that every board member has a specific responsibility
3. Encourages discussion and debate
4. Offers guidance and help to board members
5. If a board member is out of line, disciplines
6. Offers appropriate thanks and appreciation
7. Encourages participation so broad spectrum of views and perspectives are presented
8. Ensures that no one feels penalized for voicing an unpopular view
9. Encourages participation by asking questions• These are the questions we are still wrestling with…• What are your thoughts on each?• What questions have we failed to ask that we should have considered?
2. MUTUAL EXPECTATIONS
WHAT DOES THE BOARD EXPECT FROM THE PRINCIPAL
1. Board expects a competent, productive, capable, skillful visionary principal who effectively and efficiently run operations of the school and manages the people and the money.
2. Board expects that the principal is a self-starting leader who initiates programs and finds creative solutions to problems.
3. Board expects that the principal understands that the board members are volunteers and busy people, offering commodities that are high demand (time, expertise, resources).
4. Board expects from the principal adequate information and focused background materials to run well-organized meetings.
5. Board expects from the principal to be responsive and sensitive to board needs and being positive and supportive to its members in all board meetings and public forums.
6. Board expects from the principal to keep the confidentiality of board discussions, as the principal expects each member of the board to do.
WHAT DOES THE PRINCIPAL EXPECT FROM THE BOARD
1. The principal expects that the board respect the principal and accept that the principal is the CEO of the school, charged with its day-to-day management.
2. The principal expects that the board understands that the principal’s job is long and lonely and he/she needs support, encouragement, praise and appreciation.
3. The principal expects that the board understands that the principal’s job is difficult, given the competing and sometimes conflicted demands of the various constituencies of the school.
4. The principal expects that the board will educate the constituencies of the school as to the role of the board and the individual trustees.
5. The principal expects that the board understands that the principal is not answerable to each individual trustee, but rather to the board as a whole.
6. The principal expects that the board ensures that any disagreements with the principal are discussed in a private forum, with confidentiality.
7. The principal expects that the board is competent and skillful in handling governance issues; board members are passionate for the mission, open minded, and they don’t have personal agendas or conflicts of interest.
8. The principal expects that the board contributes to the school’s growth by giving annual donations, participating in fundraising, and providing their skills and abilities.
WHAT BOARD MEMBERS AND THE PRINCIPAL EXPECT FROM THE BOARD CHAIR
The chair serves as the leader and the manager of the board and ensures that:1. The board does not overstep its limits.2. The chair meets regularly with the principal.3. The chair is a supporter and willing listener of the principal’s concerns and serves as an advisor.4. The chair consults regularly with the principal to anticipate and strategize board issues, concerns,
and priorities.5. The chair is a private confidante, advisor, and critic when necessary. The chair is the principal’s
No.1 public advocate.6. The chair ensures that the principal has an opportunity to participate in reviewing potential
trustees and officers.7. The chair ensures that trustee orientation and board development takes place.8. The chair ensures that the board conducts its business in the most effective way.9. The chair provides particular oversight and direction to the school finances and resource
management.10. The chair accepts the responsibility to be the disciplinarian of the board when necessary and is
willing to counsel unproductive, disruptive, and counterproductive trustees of the board. 11. The agendas for the board meetings are developed in consultation with the principal and are sent
out in advance; board meetings are run efficiently.12. Proper research is done on all issues in advance and ample time is allocated for discussion on
agenda items.13. The chair makes sure that the annual board evaluation and the evaluation of the chair take place.14. The chair takes a lead and makes sure that the evaluation of the principal takes place.
3. SUCCESSFUL PARTNERSHIP
PARTNERSHIP BETWEEN THE BOARD AND THE PRINCIPAL
• The relationship between the board and the principal is the most critical factor in determining the success of the school.
• The main element in that relationship is the mutual respect and trust and clarity of roles and responsibilities of the principal and the board.
• The annual principal evaluation process is one of the essential steps in creating a climate of trust.
• The evaluation of leadership is not a one-way street. Boards should also annually assess their own performance, inviting the principal to contribute constructive criticism as part of that process.
• An annual goal-setting session between the board chair and the principal is another important step to reach mutually agreed-upon measures of success.
A successful partnership is based on the following principles: • Effective and healthy board/principal partnership starts with mutual trust and respect.
• Mutual trust and respect are built on open and honest communication and avoiding hidden agendas, secrecy, and side talks.
• Agreement and clarity about roles and responsibilities and how to work together is crucial for professional and cordial relationships.
• A rule of “no surprises” should always be respected. The board and principal both hate surprises in board room.
• The principal and the board members both have the responsibility to support each other and to demonstrate that support publicly and privately within the community.
• Disagreements should be resolved behind closed doors. “Praise publicly, criticize privately”.
• Authority is vested in the board as a whole. Individual trustees do not become involved in specific management, personnel, or curricular issues.
• Confidentiality both by the principal and board members needs to be respected.
PRINCIPLES OF A SUCCESSFUL PARTNERSHIP
RECOMMENDATIONS FOR BOARD CHAIRS
The board chair ensures that:1. The board meetings are run in a fair, professional, and orderly fashion2. The agenda is well-designed by the board chair and principal of the organization.3. The board package is received by the board members in advance4. The board sticks to its agenda while the board chair keeps its members on task5. Each board member is given an adequate opportunity to participate in discussion and
decision-making6. Board members relate to each other in a courteous, dignified, and ethical manner7. The board always bases its decisions according to the mission of the school8. Board members agree to support decisions made by the board even if they disagree9. Board members recognize that they have no individual power but have collective power10. Standard parliamentary procedures and bylaws are followed11. Board meetings start and adjourn on time12. Board members arrive at meetings on time and stay until the meeting is adjourned 13. Board members read their agenda packets before the meeting and prepare to discuss
issues on the agenda 14. The board defers action on items not on the agenda until they can be studied and
discussed, and the administration has had a chance to respond15. The board works toward compromise and consensus when there are disagreements
among members.
4. CHALLENGES RELATED TO BOARD-PRINCIPAL PARTNERSHIP
PROBLEM BOARD MEMBERS• Focus on a single issue
• Always take the contrarian view
• Expound on strongly held opinions that are rarely backed up by fact or research
• “Board hop” — sit on many boards, but serve none well
• Regularly miss meetings
• Not accept or complete tasks
• Be motivated by personal agendas
• Monopolize discussion or never participate in discussion — except after the meeting
• Treat peers disrespectfully or refuse to cooperate
• Betray confidentiality
• Fail to disclose conflicts of interest
• Fail to understand when it is time to retire and allow others to carry the torch.
INAPPROPRIATE TRUSTEE BEHAVIOR1. Do not attend board and committee meetings.2. Are out of touch with the board and the school.3. Do not contribute financially to the school.4. Do not respect the confidentiality of board meetings.5. Use trusteeship to get their way within the school.6. Dominate and/or disrupt board meetings.7. Do not recognize that the board acts as a group, not as individuals.8. Withdraw children from the school.9. Speak negatively in public about the school and/or its personnel.10. Publicly embarrass the school or the principal.11. Cannot work constructively with the chair or the principal.12. Seek to gather support for a personal point of view.13. Holds a philosophy of education different from the school’s and keeps
pushing it.
POSSIBLE CONSEQUENCES OF INAPPROPRIATE TRUSTEE BEHAVIOR
1. Board reluctance to tackle difficult issues for fear of angry outbursts.
2. Inability to accomplish planned and necessary board business.
3. Inappropriate parent or community involvement in the operations of the school.
4. Failed annual giving or capital campaign.
5. Loss of credibility in handling governance or operational issues.
6. Inappropriate interference in the school’s operations.
7. Tarnished school image.
8. Resignation of capable trustees.
9. Unwillingness of strong, capable individuals to serve as trustees.
10. Early resignation/dismissal of the principal.
DISCIPLINING TRUSTEES:JOB FOR THE CHAIR
The principal says: “We have a trustee stirring up trouble, communicating inappropriately with staff and community members, and not respecting confidentiality, bringing up his children’s issues to the board room and my board chair will not discipline this trustee.”
The board chair says: “How can I discipline volunteers? They give their time and money. I didn’t agree to do this when I signed up to be chair. Let’s just let him finish his term.”
WHAT ARE THE ISSUES?WHAT DO YOU DO?
HOW DOES THE BOARDRESPOND TO COMPLAINTS
• The trustees who hear complaints from parents, staff or community members should not try to solve them themselves, but refer them directly to the principal and the trustee should immediately inform the principal. Even silence can be misinterpreted as agreement with a complaint.
• A trustee who learns of an issue is responsible for bringing it to the principal or the board chair and must not deal with the situation individually.“I appreciate your sharing this with me and hope you will either share your concern directly with the teacher or with the appropriate administrator”.
• If a complaint comes in writing, a written answer should say that the question is being referred to the principal and indicate that a copy of the reply is being sent to the principal.
• The board should not sit as a court of appeal on the principal’s decisions.A board or sub-committee allowing access to the complainer undermines the authority the board has delegated to the principal.
BOARD-PRINCIPAL PROBLEMS• When communication breaks down between the principal, board chair, and the board,
the school is in trouble.
• A chair who after trying to work with the principal, feels that the principal is not running the school effectively or not informing the board of the condition of the school should document these shortcomings for careful consideration by the whole board.
• The board must examine the chair’s and its own actions first and make sure that the deficiencies are clearly the principal’s. If there is still concern about the principal’s performance, the board should work with the principal to resolve the difficulty.
• If all the efforts to resolve the problems prove unsuccessful over time, the board should ask for the principal’s resignation.
• Because the principal and the chair are partners, the premature resignation of the principal is usually a sad reflection on the performance of the chair too.
• If a chair is ineffective or if the chair and the principal together are disregarding the opinions of the board, the governance committee should make sure that the annual board and chair evaluation convey an accurate sense of the board’s feelings. If necessary, the governance committee may recommend a new chair to the board.
PROGRESSIVE DISCIPLINE PROCESSWhen the board discovers that the performance of the principal may be lacking in quality, the Progressive Discipline Process will be used. This process gives an opportunity for a methodical, fair, and comprehensive procedure for monitoring and improving the principal’s inadequate performance.
1. Identification of the problem
2. Documentation of the problem
3. Development of a plan, with timelines, to address the problem
4. Tools to correct the problem
5. Periodic assessments of progress toward resolution of the problem
6. Official unsatisfactory warning and record
7. Sufficient time for remedial action
8. Second unsatisfactory rating and recommendation for dismissal
TERMINATION• When a change of a principal is imminent, it is in the interest of the school and
the principal for notice to be given preferably twelve months before the end of the school year.
• Except for reasons of poor physical health or serious incompetence in performing duties, the principal should not be required to leave in the middle of the year.
• Dismissal action is taken by the whole board, not by individuals; the board should not start a search or conduct interviews without letting the principal know.
• The principal should not negotiate for another position in secret; once the principal has decided to leave, the constituencies should be informed at the earliest possible time.
• In cases of sudden dismissal, if a board could not find a qualified principal, an interim principal for a year may be an excellent solution.
• If the interim principal is a staff member or trustee, it should be stated clearly in advance whether or not the person is a candidate for the principal position.
DEALING WITH ANGRY PARENTS
SCENARIO
It is 6:30 p.m. on a Wednesday evening. You are just about to sit down for dinner with your family when the phone rings. On the line is a very upset person wanting to visit with you right now about a specific issue.
Of course, before they will let you go, they want an immediate solution at this very moment.
WHAT SHOULD YOU DO?
DISCUSSIONTake a few minutes to discuss among yourselves what appropriate action you can take to help this person and resolve the issue.
RECOMMENDATIONS TO BOARD MEMBERS
• Follow the chain of command. • Refer the parent back to the individual closest to
the situation. (Teacher, Principal)• Do NOT promise the person that you will take
care of the situation.• Remember, only the Board can take action.
Individual trustees have no power or authority.• Bear in mind that by listening to a complaint your
impartiality may be compromised.• Keep in mind your board code of conduct.
RECOMMENDATIONS TO STAFF MEMBERS
• Be a good listener. Sometimes just listening is all that a parent wants. They want to express their concerns and know that you care.
• Try not to get emotional or defensive. Show that you care.• Stay calm and level headed. You have the responsibility to control
the tone of the conversation. • Use your school policies to support your understanding of the issues.
Refer the parent to the policy manual. • Do NOT breach the rules of confidentiality. • Follow-up with the parent as quickly as possible to make sure school
policies are followed. • If you have to call the parent back try to do so within 24-hours.
SESSION VI
DEVELOPING ANACCOUNTABILITY SYSTEM
I. BOARD EVALUATION
II. PRINCIPAL EVALUATION
I. BOARD EVALUATION
INTRODUCTION
According to the study conducted by Littleford & Associates:
More than 70% of boards evaluate their Principals
Less than 20% of boards evaluate their own performances
WHO EVALUATES WHOM?The principal, unless it is assigned to another administrative
staff member, will conduct the performance evaluation of all the employees of the school
The board will be responsible to conduct the performance evaluation of the principal
The board chair will delegate the Governance Committee or a task force to lead the board in board evaluation, individual trustee performance evaluation, and meeting evaluation.
THE PURPOSE OF BOARD EVALUATION:IMPROVE PERFORMANCE
To set a proper example that the board leads with “leadership
by example”
Keep the board mindful of its own
operations and procedures
Provides a basis for assessing weaknesses
and strengths
Initiates dialogue and provides feedback
among board members
Identifying the next steps for becoming a more effective board
Assisting in the planning for board
development retreat
Providing a venue for continuous
improvement and effectiveness
Identifying and dealing with problems early,
before molehills become mountains
Enables the board and principal to hold each
other accountable
CHARACTERISTICS OF SUCCESFUL EVALUATION
Performance evaluations should
be based on the stated purpose and
mission of the school
Most productive form of evaluation is one that is based on review of setting
measurable goals and accomplishing
them
Major elements of evaluation should be praise, support, encouragement of
good work and recommendations
and suggestions for improvement
Evaluations should deal with issues not rumors or opinions and personalities
PERFORMANCE EVALUATION TOOLS
PERFORMANCE EVALUATION
TOOLS
Board Standards
Board Annual Agenda
Board Annual Goals
Job Descriptions
Self-Evaluation
SEVEN STEP BOARD PERFORMANCE EVALUATION
STEP 1Planning
STEP 2Pre-evaluation
STEP 5Meeting with
Principal
STEP 3Building
Consensus & Process
STEP 4Mid-term
Progress Review Meeting
STEP 6Summative
Meeting
STEP 7Post-evaluation
Meeting
BOARD EVALUATION CYCLE
STEP 1 PLANNING FOR BOARD EVALUATION
Board will assign Board Evaluation Task Force (The Task Force). The Task Force is charged with the following:
Draft “Board
Evaluation Policy”
Collect different
evaluation tools
Present to the board a tentative
“Board Evaluation Process”
Present to the board
“Board Evaluation
Tools”
Present to the board tentative “Board
Evaluation Timelines”
STEP 2PRE-EVALUATION MEETINGIn June or July the Task Force will get board approval and resolution for:1. Board Evaluation Policy2. Board Evaluation Process3. Board Evaluation Tools4. Board Evaluation Timelines
2. Board members individually complete the
self evaluation survey
3. Discuss the survey results and set annual goals
for the board
STEP 3BUILDING CONSENSUS
Board Evaluation Policy is reviewed
revised and approved
Board Evaluation Process is
reviewed, revised and approved
Board Evaluation Tools are
reviewed, revised and approved
Board Evaluation Timelines are
reviewed, revised and approved
Prior to the beginning of the new school year, the Task Force will present Board Performance Evaluation Package:
STEP 4MID-TERM PROGRESS REVIEW
In December or January a the Task Force will lead the board to mid-year evaluation
In that meeting the the Task Force will lead the board to second self evaluation process and individually fill the agreed upon evaluation tools and discuss the progress in board performance and achieving the annual goals
The purpose of this mid-year evaluation is also to stimulate a discussion. Through these discussions board might identify other areas of improvement.
STEP 5MEETING WITH THE PRINCIPAL
The task Force members will request a meeting with the principal to formally request the principal’s feedback about the board performance
This will help the board include the principal’s perceptions and expertise to the final board performance evaluation
STEP 6SUMMATIVE MEETING
At the end of May the Task Force will request a meeting with the board to finalize the
evaluation process
In that meeting the the Task Force will lead the board to final self evaluation process
and individually fill the agreed upon evaluation
tools
The Task Force will also initiate a discussion session with the board to discuss the progress in board performance and achieving the
annual goals
After receiving the feedback the Task Force will finalize the
Board Performance Evaluation Report
SUMMATIVE MEETING
STEP 7POST-EVALUATION MEETING
In mid June, the Task Force will finalize the written Board Performance Evaluation Report
They put together commendations and recommendations. The Task Force will present these documents to the board and they will initiate a dialogue
In the end of this session:1. The board will agree on next year’s goals2. Board Performance Improvement Plan will be established3. Board would start planning for board development
II. PRINCIPAL EVALUATION
INTRODUCTION
Selecting, supporting and evaluating the performance of the principal is one of the board’s most important responsibilities.
This evaluation system is a year-long, multistep process through which the board supports, oversees and
evaluates the school principal.
This system incorporates a number of components, including principal’s annual goals and self-reflection,
board evaluation, and both staff and family feedback. The Principal Evaluation Committee oversees this process,
then reports its findings to the Board.
PURPOSE OF PERFORMANCE EVALUATION
The purpose of the performance evaluation is to measure the effectiveness of the principal and ensure that the principal’s performance conforms to the job description, leadership qualities, annual goals, and school’s strategic priorities
The evaluation process should allow both the board and the principal the opportunity to identify areas of competence and excellence, as well as any areas of further growth and improvement
The evaluation process provides oversight and assurance that the policies are being effectively implemented
The evaluation process provides opportunities to identify the areas of improvement which will guide the plans for professional development
The evaluation process also provides critical data for contract extension as well as termination if necessary.
PRINCIPLES OF AN EFFECTIVE PERFORMANCE EVALUATION
The evaluation process should occur on a regular basis annually. The evaluation cycle starts in June and will be finalized in the following June.
The entire board should participate in the performance evaluation of the Principal. The board might assign a task force or the principal’s evaluation committee, to lead the board to plan, discuss & finalize the evaluation process.
The evaluation criteria should be based on annual goals, leadership qualities and the job description of the principal. It also should reflect the mission, strategic priorities of the school and accreditation recommendations.
For successful performance evaluation, there should be no surprises between the principal and the board. The performance evaluations should not to be linked to crisis or unsatisfactory remarks of few individuals.
SUCCESSFULPERFORMANCE EVALUATION
The Performance Evaluation Process should be agreed upon by the principal and the board
The Performance Evaluation Tools should be agreed upon by the principal and the board
The Performance Evaluation Goals should be formulated by the principal and jointly agreed upon and finalized by the board
The Performance Evaluation Timeline should be jointly agreed upon by the principal and the board.
SEVEN STEP PRINCIPAL PERFORMANCE EVALUATION
STEP 1Planning
STEP 2Pre-evaluation
Meeting
STEP 5Preparing
Evaluation Tools
STEP 3Building
Consensus
STEP 4Mid-term Progress
Review Meeting
STEP 6Summative
Meeting
STEP 7Post-evaluation
Meeting
STEP 1PLANNING FOR PRINCIPAL EVALUATION
Collect evaluation tools and put a tentative evaluation process & timelines.
Meet with the principal to discuss and agree on the evaluation tools, evaluation process and evaluation timeline.
Inform the board about the final and agreed-upon evaluation process.
Plan & conduct pre-evaluation, mid-evaluation and post-evaluation meetings.
Plan for a confidential board session for principal evaluation.
Finalize and file the performance evaluation documents.
The board, in a planning retreat, will assign a small group of board members as the Principal Evaluation Task Force. The Task Force will lead the board to plan, discuss and finalize the evaluation process. This task force will be charged to:
STEP 2PRE-EVALUATION
In June or July, the pre-evaluation meeting will take place between the Task Force members and the principal to start the dialogue for principal evaluation. During this meeting the principal and the Task Force members discuss the plans for the evaluation process and agree on the evaluation tools and timelines.
1. Principal’s
AnnualGoals
2.Principal’s
Job Description
3.Leadership& Character
Traits
4.Self
Evaluation &
Reflections
5.Staff
& ParentFeedback
STEP 3BUILDING CONSENSUS
After mutual agreement between the principal and the Task Force members, they will present a report to the board about the principal evaluation.
The Job Description is reviewed and revised if necessary
Principal’s goals are proposed by the principal and agreed upon by the Task Force
The leadership traits will be agreed upon by both the principal and the Task Force
Staff and parent evaluation tools & timelines will be discussed and finalized
The evaluation process and the whole package will be presented to the board
STEP 4MID-TERM PROGRESS REVIEW
In December or January a mid-year evaluation meeting will be held between the Principal and he Task Force.
They discuss the progress in achieving the goals and feedback about the job description and leadership traits.
They also focus on achievements and strategies to achieve unmet goals.
STEP 5PREPARING EVALUATION TOOLS
During the months of February and March, the principal prepares all the agreed upon evaluation documents.
The Task Force will arrange for a confidential board meeting to lead the board to participate in the principal evaluation process.
If the principal and The Task Force members agreed on the portfolio assessment, then this will be the time
to prepare the portfolio.
STEP 6SUMMATIVE MEETING
At the end of March or beginning of April, the Task Force will meet with the principal to finalize the evaluation process with all the agreed upon performance evaluation tools, principal’s job description, annual goals, leadership traits, self-evaluation, and portfolio, if they were agreed upon as a tool for evaluation. The staff and parent evaluation will be distributed, collected and analyzed.
STEP 7POST-EVALUATION/SUMMATIVE MEETING
In April, the Task Force will finalize the written performance assessment with
commendations and recommendations on behalf of the board.
The Task Force will present the final Principal Evaluation Package to the board for discussion
and approval.
After this final step the Task Force and the principal will agree on next year’s goals, and
the performance evaluation cycle will start again.
PRINCIPAL EVALUATION TIMELINE
TIMELINETIME OF THE YEAR EVALUATION PROCESS
June-August Pre-evaluation meeting
December-January Mid-term evaluation meeting
February-March Preparing evaluation data
April-May Post-evaluation/Summative meeting
June-August Evaluation cycle will start
PERFORMANCE EVALUATION TOOLS
PORTFOLIOJob description
Principal’s annual goals
Leadership/character traits
Principal’s Self evaluation/Reflection
Parent/StaffFeedback
PROGRESSIVE DISCIPLINE PROCESSIdentification of the problem
Documentation of the problem
Development of a plan with timelines
Tools to correct the problem
Periodic assessments of progress
Official unsatisfactory warning and record
Sufficient time for remedial action
Second unsatisfactory rating and recommendation for dismissal
The fundamental obligation of board leadership is to ensure that the school achieves its chosen destiny;
which is creating the future!
GOOD LUCK IN CREATING THE FUTURE!Please contact us at
for more information, other services or consultation
