Nominations for VSBA Board of Directors . . . . . . . . 5

Let’s Protect the Collective Bargaining Process . . 7

Vermont Education Policy Service . . . . . . . . . . . . . . .12

Teacher Contract Settlements . . . . . . . . . . . . . . . . . .21

RESOLUTIONS continued on page 3

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BoardroomBoardroom

The VSBA is the consolidated voice of Vermont’s school boards for major issues affecting the education of our students and the funding and governance of our educa-tion system. On any given day, Vermont has approximately 1,500 elected school board members serving. Each year, over 200 new individuals are elected to boards. Nearly every community in Vermont has an elected board. Together, school boards can exercise a very strong voice around public policy issues.

The VSBA, through its executive director, is continuously engaged in discussions with a wide range of policy makers both during the legislative session and beyond. It is critical that the organization has a strong, unifi ed position on issues where ever possible.

There are times when issues arise and the VSBA needs to do the best it can to

INFLUENCING PUBLIC POLICY: VERMONT SCHOOL BOARDS ASSOCIATION RESOLUTIONS

prepare a position on short notice. This is usually done through the VSBA Board. However, we are a far stronger organiza-tion when issues are vetted well in ad-vance by the full membership. The formal vehicle for this is the process of adopting resolutions. The process is as follows:

Member Boards submit draft resolutions to the VSBA Resolutions Committee for consideration by the organization. Dead-line for submission through this vehicle is July 15, 2011.

The Resolutions Committee analyzes the submissions and makes a recom-mendation to the membership on whether to “pass” or “not pass” the resolution or whether to take no position.

Submitted resolutions, regardless of the support of the Resolutions Committee, go

2

Sometimes as board members we fi nd ourselves in confl ict with the beliefs of other members of our board, or in the case of supervisory unions, other local district boards. We simply cannot agree on a particular position, or how to proceed with a governance decision, because our beliefs or values differ. The result can be inaction, prolonged strains in relationships within the boardroom and the district, and sometimes negative publicity.

I think our primary responsibility as board members is to make sound decisions for the district by providing the best educa-tional program possible in the most eco-nomical way, fulfi lling the mission agreed to by the board and the community, and serving the community interest to the best of our ability. These are all responsibilities that we share with our fellow board mem-bers; one person cannot do it alone. We can agree on the mission only by working together and listening to each other and to our community members. After all, it takes a majority of the board to make any decision.

The best way boards make decisions is to gather as much information as they can about the decision, weighing the informa-tion and integrating the details with their mission and the community’s interests. When time allows the board can solicit opinions from community members as well.

Sometimes board members still have to go with their instinct and try to represent the community as best they can. When a board member does this, they are often relying on their knowledge of only a part of the community. It is critical to hear from other board members who know different people and may represent very different viewpoints.

Often there is no real diffi culty in reconcil-ing all of the information to make a clear decision. However, sometimes there are majority and a minority positions and the board member may be caught in the middle. At that time, I suggest you look back at the oath of offi ce:

You do solemnly swear (or affi rm) that you will faithfully execute the offi ce of School Director for the Town of ____ and will therein do equal right and justice to all persons, to the best of your judg-ment and ability, according to law. (If an oath) So help you God. (If an affi rmation) Under the pains and penalties of perjury. (Emphasis added.)

These are weighty concepts – equal right and justice. Further, they are due to “all persons,” not just your local taxpayer or student, but to anyone who might be impacted. (Do the actions of one board have potential impact on other districts

RULES continued on page 3

to the fl oor of the VSBA Annual Meeting. That meeting is scheduled for late after-noon on October 20 at Lake Morey.

Other resolutions may be introduced from the fl oor of the Annual Meeting. Suffi -cient copies must be provided for voting delegates.

Resolutions passed by the Annual Meet-ing become offi cial positions of the Asso-ciation and guide the advocacy efforts of the Executive Director.

Current resolutions can be found on the VSBA website on the legislative page. Proposed new resolutions may be submit-ted on the VSBA homepage www.vtvsba.org (the 2011 Fall Conference tab) and on page 20 of this newsletter.

We urge boards this month to consider proposing any resolution about which you feel strongly. Let’s let our voice be heard!

3

Editor: David Cyprian email: dcyprian@vtvsba.orgLayout: Kerri Lamb email: klamb@vtvsba.orgArticles printed represent diverse points of view and may be controversial in nature. It is the belief of the Association that the democratic process functions best through discussions which challenge and stimulate thinking on the part of the reader. Therefore, materials published present the ideas/beliefs of those who write them and are not necessarily the views or policies of the VSBA unless so stated. This newsletter is distributed at no charge to all members of the Association. Contact the Association by calling 802-223-3580.

Want more?

www.vtvsba.orgVisit the VSBA website to fi nd...

Streaming videos on varying • topics;Examples of governance study • documents;Legislative information;• Teacher negotiation data;• School model policies;•

within the supervisory union? Given our education funding mechanisms, our bud-get decisions may affect taxpayers in other communities and so on.)

The board’s actions both before and after a vote should be informed by this idea: equal right and justice to all persons. Making sure all people are considered while making a decision. After a decision is made board members in the majority should continue to afford equal right and justice to the minority while enacting the decision. Board members in the minority may continue to hold and speak their opin-ion, but must give equal right and justice to the majority decision.

When the topic at hand seems divisive, remembering this phrase may help focus on hearing opposing ideas with more empathy and open doors for better un-derstanding and better implementation of governance decisions, maybe with less strain on relationships and less negative publicity.

Thanks for reading and enjoy the beautiful Vermont summer we all share.

Kalee Roberts is the president of the VSBA.

RESOLUTIONS continued from page 1

RULES continued from page 2

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4

I grew up in a household where community service was not an expression, it was a way of life. My par-ents always helped those in need, even while they struggled to support their own family. I grew up on a small farm in Newfane, Vermont. We raised our own food and sold what we didn’t use. With only a rare day off, I hand-milked our family cow twice a day during middle and high school - a serious drawback for a teenager craving a social life! My par-ents were independent, open-minded and tolerant. They encouraged us to speak our minds and feed our passions. It was a youth fi lled with work, challenges and a great many rewards.

In the early 1960s, with three of his six children already in school, my father was talked into running for the local school board. During the many years he was school board chair, my parents would “do the books” for the school on our kitchen table. Much to her children’s dismay, our mother cleaned the school in the evenings and our participation was unquestionably required. Later, as chair of the high school board, my father signed several of his children’s diplomas. I suppose you could say public service and school board work are part of my heritage.

Like my father, I began my own tenure as a school board member when a friend asked me to consider fi lling a vacancy on the Newfane School board, where our two children were enrolled. It was 1994 and we had only recently moved back to my

VSBA Board Member Profile: Emily Long

hometown after seven-teen years away. My husband and I were both self-employed, which allowed me the fl exibility to participate. I reluctantly agreed and was surprised to discover I enjoyed the work. After serving

fi ve years there, I found myself “written in” to fi ll a vacant position on the Leland & Gray Union Middle/High School board, where I am now in my twelfth year.

Some may wonder why I want to serve on school boards in the town where I grew up, where my father served and where I went to school. Along with my sincere belief that all children must have access to an outstanding education, it is my childhood experiences and my parents’ values that have motivated me more than anything else. While Vermont is truly unique and progressive, it is also a state steeped in tradition. Our values are many, varied and deeply held. We need public servants who can represent all perspectives and I am truly grateful my parents raised me to be open-minded and service-oriented in a state where education is considered a top priority.

Working to support public education in Vermont is a job not unlike those of my youth – one that presents challenges and many rewards. I chair the Leland & Gray school board, as well as the Windham Central Supervisory Union board. Even by Vermont’s standards, Windham Central is a complex supervisory union. We have

SERVICE continued on page 6

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5

School boards are entrusted with assuring that ch i ldren in a particular

communi ty re-ceive high quality

education and they must be certain that

communities are getting the expected return on investment. VSBA was created to support these committed public servants

in fulfi lling their roles effectively and in promoting sound education policy in the state.

VSBA is a non-prof i t , mem-ber -serv ices organ iza t ion that relies on a strong board to be effective. VSBA Board members as-sure that VSBA is performing its role and is responsive to local needs. They also substantially infl uence statewide educa-tion policy. The individuals who serve on the VSBA Board are serving not only the children of their communities, but also those of the entire state of Vermont.

VSBA board membership provides a great benefi t to the board member, as well. Serving on a school board can be a lonely job. You are focused on the particular needs in your particular community. Serv-ing on the VSBA can help broaden your view of educational issues and help you better understand education policy on the state and federal level. Board members are regularly exposed to state policy-

Nominations for the VSBA Board of DirectorsBy Stephen Dale, VSBA Executive Director

makers and some participate in National School Board Association events.

The VSBA Board is comprised of two groups. One group consists of fi ve offi cers and two at-large members elected at the Annual Meeting during the fall conference. A Nominating Committee develops a slate for those slots. The second group consists of representatives from the eight VSBA regions. Each region elects a regional president and vice-president. Elections from those nominated will take place dur-ing regional meetings held in September and October. (See page 22 for the date of the meeting in your region.) Each region

has one vote on the VSBA board with the vice-president voting in the absence of the president.

This year, we are changing the nomi-nations process for the regional slots. All regional nomi-

nations will be submitted in advance of the regional meetings by mail or e-mail. If you are interested, we urge you to self-nominate or nominate another person serving on a school board in your region. The deadline for nominations is September 2, 2011.

VSBA Board meetings occur monthly (currently the second Wednesday of each month). Meetings begin at 5:00 p.m. and a light dinner is served. Mileage reimburse-ment for Board members is provided.

We urge your full involvement in this process. The VSBA, the school boards of Vermont, and the children we serve thank you!

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We are now accepting nominations for regional officers.

Email Kerri Lamb at klamb@vtvsba.org

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Emily LongVSBA Windham Regional President

ten towns, twelve school boards, eight operating schools and fi fty-one school board members. Over the last seven-teen years, I have worked with seven superintendents. It is easy to become overwhelmed by our diverse and often confl icting needs. Our work to improve student learning opportunities can seem like a never-ending struggle. Yet we con-tinue to make progress, despite the many challenges we face.

In another role, I am a member of the board of directors of the VSBA. My work on the VSBA board has given me a broader foundation for addressing educational issues and understand-ing our various roles and responsibilities. It has greatly increased my respect for the level of commitment of those who dedicate them-selves to public edu-cation. School board members often work in isolation, wrapped up in the demands of our own districts. In order for us to succeed at this job, my experi-ence has made me recognize the need to encourage professional development for all school board members. Working with the VSBA has allowed me to develop new contacts, increase my interest in and awareness of the impact of state legisla-tion and broaden my perspectives, all of which make me a more informed and ef-fective board member.

I look toward the future with hope and believe the road to success in public

schools could be considerably less ar-duous. There is no question Vermont has a complex funding system and a governance structure that has remained nearly unchanged for decades. We are facing declining enrollment, ever-changing state and federal mandates and economic obstacles. To meet these challenges, we must remain steadfastly focused on two things: student learning and student outcomes. It is incredibly easy for school

boards to become absorbed in daily minutia, assuming it is their job to run the schools. In fact, we hire a superin-tendent to admin-ister the operation of our schools and then we hold them accountable for get-ting the job done. School boards set the vision, inform goals and write policy. We must regularly share our results and accom-plishments with the broader community

we represent. In short, we are the link from our communities and the values they embrace to the schools that educate our children.

To quote a slogan of the Peace Corps, being a school board member is, for many, the “toughest job you’ll ever love.” It is not for the faint-of-heart or those who cannot commit time to serve. But for those who fi nd it fi ts their personalities and sched-ules, it can be extraordinarily rewarding. It is a unique opportunity to infl uence public education policy, and in the process, im-prove the future for our students.

SERVICE continued from page 4

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On May 23, the South Burlington School Board filed an Unfair Labor Practice charge against the South Burlington Educators’ Association (SBEA) and the Vermont-NEA. This action was neces-sitated by a threat made by the executive director of the Vermont-NEA to picket the law offi ce of the South Burlington school board chair. The VSBA is actively sup-porting South Burlington’s charge because the Vermont-NEA’s action threatens to undermine the integrity of the collec-tive bargaining process in communities throughout Vermont. VSBA has formally fi led a motion with the Vermont Labor Relations Board to intervene on behalf of board members statewide.

South Burlington’s Unfair Labor Practice charge results from the following events:The SBEA and the South Burlington School Board were involved for over a year in bargaining for a new contract. The board voted to impose a contract on the teachers on February 16, 2011, and the SBEA had scheduled a strike vote for March 2, 2011—all lawful parts of the process.

On February 25, 2011, the executive director of the Vermont-NEA sent an e-mail to the chair of the school board, Rich Cassidy, threatening to picket his private law practice if bargaining did not resume.

As a result of this communication, Mr. Cassidy was forced to withdraw from further involvement in negotiations. He rightfully believed that his role in negotia-tions had been compromised, since what-ever action followed could be perceived as done in self-interest. Board members

Let’s Protect the Collective Bargaining Process

By Steve Dale, VSBA Executive Directormust make decisions solely in the inter-ests of the students and taxpayers of the district they serve, and they must recuse themselves if the independence of their decision-making is compromised. The Vermont-NEA’s email, sent just be-fore Town Meeting Day, appeared to be strategically timed. The dynamics of the situation changed dramatically when two new board members were elected and Mr. Cassidy was forced to recuse himself. This placed the board at a disadvantage as a strike vote loomed.

The threat by the Vermont-NEA against the board chair was a direct assault on the collective bargaining process. By relying on a threat to leverage an im-proved outcome, the Vermont-NEA has undermined the integrity of the process, which should be based solely on good faith negotiations.

Serving on a school board is an act of commitment to one’s community and its children. Board members should never be subjected to bullying tactics. Threaten-ing to picket a board member’s place of

BARGAINING Continued on page 18

8

New York Association Proposes Reforms to Reduce Districts’ Costs

By David Cyprian

The New York State School Boards As-sociation (NYSSBA) recently presented to state policymakers a package of seven proposed legislative reforms intended to improve the cost structure of school district operations. The fi scal pressures New York districts are facing would be familiar to board members in Vermont and several of the proposed reforms have been discussed in this state. In a cover letter dated May 2, NYSSBA states that discussions around public education funding usually focus on the revenue side. The Association cites the nationwide fi scal crisis, diminished state aid, and taxpayer fatigue in making the case for legislation that would allow districts to operate more affordably. It states that enacting these reforms would alleviate pressure on districts to make less desirable changes including layoffs and cuts to educational programs and services. What follows is a brief description of each of the proposed legislative actions.

Eliminate Automatic Step Increases When Contracts ExpireState law in New York requires districts to provide employees with step increases in their salary schedules after negotiated contracts expire. NYSSBA notes that this provides unions an advantage in collective bargaining negotiations, particularly when a board is seeking concessions in the next contract, because employees receive pay increases without an agreement being reached. NYSSBA estimated that the cost of providing automatic step increases when contracts expire accounts for half of one percent of total teacher salaries statewide.

In Vermont, whether a district must provide automatic step increases after contracts expire is a provision of individual district contracts, not state law. A large majority of districts do provide this benefi t to employ-ees. Assuming the cost of providing the benefi t is similar to New York (half of one percent of salaries), automatic steps come at a cost of $2-3M annually in Vermont.

Eliminate “Last In, First Out”When New York districts must make teacher layoffs, state law requires them to consider one factor: seniority. NYSSBA is asking that the law be amended to allow districts to consider teacher performance and credentials in addition to seniority when making layoff decisions. The As-sociation does not specify what teacher performance measure should be used, but it does suggest that it could be tied to a performance evaluation system the state education department is developing. NYSSBA notes that a recent public opinion poll shows that New Yorkers strongly favor a consideration of teacher performance in layoff decisions (85 percent in favor).

Streamline Teacher Disciplinary Pro-ceduresThis policy reform is state-specifi c; it in-volves a suggested change to state law regarding the prescribed due process requirements for teacher disciplinary cases. NYSSBA explains its support for streamlining disciplinary procedures by noting the high cost of litigation in many of these cases and revealing that, according to an Association survey, 32 percent of districts considered bringing disciplinary

NYSBA continued on page 9

9

charges against a teacher but decided against it due to the cumbersome and/or expensive process involved.

Establish Maximum Employer Health-care ContributionsAs in Vermont, collective bargaining agreements between New York school districts and their employees determine the percentage of healthcare costs paid by the employer. NYSSBA is proposing that the state enact a law mandating a maximum school district contribution of 85 percent for individual plans and 75 percent for family plans while still allowing for in-dividual district negotiations within these parameters. NYSSBA notes that these maximums would reduce contribution lev-els for a large majority of school districts but that these maximums would still be more permissive than the national aver-age for employer healthcare contributions across the public and private sectors.

Create New Pension OptionsNYSSBA proposed creating a new tier or tiers in the state pension system for new school district employees that would not include a “defi ned benefi t” pension. The Association suggests the new tier should be a “defi ned contribution” pension or a hybrid defi ned benefi t/defi ned contribu-tion pension.

In 2010, Vermont amended its law on employee contributions to and benefi ts from the state teachers’ retirement sys-tem. Vermont kept all teachers on a defi ned benefi t system and increased the maximum pension benefi t a long-serving educator can earn, but it also signifi cantly increased the employee contribution to the system (from approximately 3.4 percent to 5 percent of salary). These changes reduced the state’s annual fi scal obliga-tion to the system. Vermont educators

currently pay a greater percentage of their salary towards retirement than do their New York peers.

“Rebuild” Special EducationSpecial education law is a hybrid of the federal Individuals with Disabilities Education Act (IDEA) and companion laws enacted in many states. Vermont and New York each have approved laws that extend and exceed the minimum requirements of IDEA, although there are differences in each state’s approach. According to recent statistics, New York has the nation’s largest special education cost per child receiving services. NYSSBA recommends that the state evaluate and potentially eliminate many of the state re-quirements for special education services that exceed IDEA.

Expand Options for Districts to Partici-pate in Purchasing CollaborativesNYSSBA recommends that the state relax its laws preventing districts from par-ticipating in large, national procurement cooperatives.

In Vermont, a new custodial supplies purchasing collaborative just completed its fi rst year of operation with participa-tion from 84 schools. The collaborative reported signifi cant cost savings for its member schools and is actively seeking new members to expand the group’s pur-chasing power. The collaborative is also considering whether to expand its scope of purchasing to include heating fuels and offi ce supplies. For more information on the purchasing collaborative, contact Marty Spaulding at Lamoille Union High School by phone at (802) 851-1394 or by email at mspaulding@luhs18.org.

Here is a link to NYSSBA’s document including the proposed reforms:http://www.nyssba.org/clientuploads/nys-sba_pdf/GRPlayBook.pdf

NYSBA continued from page 8

The communication channels and rela-tionships you maintain with your board are critically important to the board’s effective-ness and effi ciency. No individual board member has any personal authority; it is only when a majority of board mem-bers agree and take ac-tion that the work of the board gets done. As a board, you can take steps to nurture board relation-ships and repair potential splits before they become problematic.

An excellent way to work on board relation-ships - and brainstorm ideas - is a board retreat. It’s a bit like busy parents going out to dinner together and leaving the kids at home. A comfortable atmosphere away from home, where the telephone doesn’t

ring and where someone else cooks and washes the dishes, can do wonders for a relationship. At a board retreat, you leave the kids at home but you do talk about

Forging a Working RelationshipWithin The Leadership Team:

A Focus On Board Retreats and Work SessionsBy Winton Goodrich, VSBA Associate Director

them, and you do talk with each other.

Many boards in Vermont utilize a relatively simple and inexpensive form of board retreat. For example, they go to a nearby

quiet country inn or board member’s house for the day. They have breakfast and lunch together, follow an agenda with someone taking good notes of what’s covered, and they spend some informal social time together before it’s over. At retreats, boards as-

sess progress, set up new committee structures, strengthen relationships with administrators, and establish annual and long-range goals. “Retreating” from time to time is a worthwhile investment in im-proving board operations.

Getting to know board members and administrators better is invaluable. With a deeper understanding of personal in-terests and style, it is much easier to be assertive and open in a mutually respectful way during diffi cult board deliberations.

Boards can conduct retreats with inde-pendent facilitators or on their own. It de-pends on what they have set as outcomes. If you contract with a facilitator, you can expect him or her to take direction from you for desired outcomes, to keep you on track, and to provide a detailed organized report about work session outcomes. Be clear up front about work session expec-tations.

VSBA staff can facilitate board retreats for a nominal expense.

Rutland Windsor SU and Windsor Southwest SU Board Members

2011 VSBA Board Retreat

10

Does the school board play a central role in fostering and guiding community dialogue about the vision for its schools?

Is community broadly defi ned-staff, parents, students, service organizations, school site councils, union representatives, higher education, business, and so on?

Do the district’s vision and mission refl ect the student achievement expectations and needs of the community?

Do the school board and superintendent act as a team to communicate the vision and make it a reality?

Is there a strategic plan to implement the vision?

Does strategic planning focus on student achievement, and is the community engaged in planning processes?

What policies need to be in place to support strategic plan initiatives?

How do we continuously assure our vision is future-focused?

Vision Questions the School Board Should Ask Itself:

Vision Questions the School Board Should Ask the Superintendent: Have specifi c plans been developed to engage the community in the vision and strategic planning processes, and how do the plans ensure that participants are representative of the community?

What are the district’s student achieve-ment strengths and weaknesses? How do students compare to students in other districts? Where does the vision need to take us?

How do the short- and long-term goals of the strategic plan promote student achievement?

How are school improvement plans integrated with district strategic plans?

What strategies will be used to improve achievement and how were they selected-best practices and research based?

What indicators are used to measure progress at the district and school level?

Source: “The Key Work of School Boards,” National School Boards Association.

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www.vtvsba.orgA 24/7 resource for board members

The VSBA strives to keep our website current and loaded with useful, free information and resources for school board members. Online, you can fi nd archives of our Legislative Reports (including the recently released 2011 Legislative Session Summary), also current and past is-sues of From the Boardroom. We have dozens of short

videos and written materials intended to help inform, instruct, and evaluate you and your board as effective school directors. Model school district policies and collective bargain-ing negotiations data are two of the most important resources just a few clicks away. We always welcome constructive critiques or suggestions to make the website more valuable for members – log on today and do not hesitate to let us know what you think!

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In Vermont, the most important function of school boards is policymaking. It is the fi rst responsibility assigned to school boards by the statute listing 32 funda-mental responsibilities of school boards.

The school board … shall determine the educational policies of the school district. Board policies shall be of general ap-plication to the district, shall be in writing, codifi ed, and made available to the public. Board policies shall be adopted at regular or special school board meetings. A school board shall give public notice of its intent to adopt a board policy, stating the substance of the proposed policy, at least ten days pri-or to its adoption. A school board may also approve or disapprove rules and regulations proposed by the principal or superintendent for the conduct and management of public schools in the district. 16 V.S.A. § 563(1).

A school district with current, legally com-pliant written policies and administrative procedures enjoys several advantages:

Policies and procedures provide di-1. rection to administrators and boards when dealing with daily occurrences and ensure that boards and admin-istrators are performing their respec-tive policy and management func-tions;Policies allow the board to articulate 2. school district goals and establish long-term continuity;Policies describe the board’s expec-3. tations and provide a means for it to delegate the responsibility for meet-ing those expectations to administra-tors;

We are pleased to announce the introduction of the Vermont Education Policy Service, pro-vided through the Vermont School Boards Association (VSBA) with strong support from the Vermont School Boards Insurance Trust (VSBIT) and the Vermont Superintendent’s Association (VSA). This effort will be directed by John Nelson, former Executive Director of the VSBA.

To reach John or to access spe-cifi c services, call Kerri Lamb at 223-3580.

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Adoption of policies is the fi rst step. How-ever, to assure smooth operation of a school district as well as to manage risk, policies must be implemented. In many instances policy needs to be translated into operational procedures.

The Vermont Education Policy Service (VEPS) provides fi ve distinct levels of assistance to Ver-mont school boards and administrators.

This service is available to all types of school boards as part of basic VSBA membership. The VEPS makes available regularly updated “Mod-el Policies” which districts can use for guidance in revising policy manuals. VEPS assures that model policies are kept current with changes in federal and state law and regulation and noti-fi es member districts of major changes that are

Key Components of the Vermont Education Policy Service

4. Policies are an essential component of a risk management program; they ensure compliance with various federal and state mandated policy requirements when failure to comply can expose the district to legal liabil-ity.

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The Importance of Policy Implementation

needed. Districts can ask for guidance on policy interpretation questions and general policy manual development. Inquiries can be generated by either school superintendents or school board members. Level I services can be accessed through the main VSBA phone number 800-244-8722 or through klamb@vtvsba.org.

Cost: Included as part of the VSBA annual membership.

If a member district is concerned about the state of its policies, VEPS can work with the district to review its policy manual and recommend revi-sions as needed. • Review district or S.U. policy manual:

* ensure that all required policies are includ-ed, and are current and annotated;

• Provide audit report indicating:

* Revisions or additions necessary to bring district/S.U. required policies into legal compliance;

* Any recommended additions or revisions to other district/S.U. policies;

Cost: The cost of this service is $1,000 for the review and report recommending changes or ad-ditions needed in the manual.Following a policy audit, a district/S.U. may desire to have extensive policy development work coordi-nated or completed by VEPS, up to and including presentation of a draft manual for board approval. Services could include:

• On-site meetings (2-3 hours each) with the board or board policy subcommittee and ad-ministrators to discuss specifi c district/S.U. pri-orities in policy areas requested by the district or recommended by VEPS.

POLICY continued on page 15

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We realize the value of board members networking, asking and answering questions of one another. We have added a Member to Member page on our website. This page can be accessed through our homepage www.vtvsba.org. Select the Member to Member link.

MemberMember ttoo MemberMember

Does your Board allow the children of non-resident teachers to attend the school? If so, please provide any relevant language from your policy or Master Agreement covering this issue. Q:

A: 1. We only allow non- resident students to attend our school if they pay full tuition. This includes teachers’ children. It has never been an issue.

2. We were asked by our teachers for such an accommodation however on the advise of our Superintendent we chose not to because of cost for special services which may arise and in addition to other cost issues.

3. For thirteen years we allowed two teachers and two paras to let their chil-dren attend our school, we felt rather than lose the teacher or the paras we would accommodate them. They are excellent teachers and to want to send their kids to our school says something for the school and how they perceive us.

So up until last Sept. another school in our district wanted to do the same as us. But someone started to holler about a bonus we were offering, That put the stop to it. Unfortunately it is sad that we were forced to stop offer-ing what we thought as a good thing to do.

We only made them pay a small amount just to say we charged them something.

Sometimes its not always about the money.

4. There are some districts that do that. We are phasing it out because one of the problems is they need to be taxed and it has to show as income on their W4 form.

5. By contract agreement as per the recently settled contract we allow three children of non-resident teachers to attend our school on a tuition-free basis. It is, in my opinion, a peculiar arrangement which underscores the nature of the strangle-hold that the NEA has on the overall process of education. These vouchers are awarded not to the students in question

M to M continued on page 15

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• Develop draft policies and, in consultation with administrators, administrative procedures that refl ect district/S.U. priorities and district assign-ment of board and administrator responsibili-ties.

• On-site meetings with the board or board policy subcommittee and administrators to review draft policies and discuss desired modifi ca-tions.

• Make requested modifi cations and prepare fi nal annotated policy manual for adoption by school district.

Cost: Costs will be negotiated at the outset based on the extent of the work to be done and the num-ber of meetings and reviews anticipated.

In the volatile world of potential school gover-nance changes, VEPS is prepared to assist dis-tricts in modifying policy structure as needed. Examples of the types of situations that may prompt a need for policy assistance are:• The districts of a supervisory union decide to

create a single, consistent policy manual• Districts are merging to create a Regional

Education District and new policies need to be adopted with a single manual

• Services are being centralized, requiring ad-ditional policy work at the supervisory union level

Cost: Some of these may fall under a Policy Audit in #2. This work would be treated as a customized service with a specially negotiated price.

School Districts must make sure that policy is regularly reviewed and updated and that it is being implemented through procedures or in practice. VEPS can provide a policy review (recommended to be reviewed every fi ve years) to provide general feedback to the district or S.U. on the state of policy in the district or S.U. services are similar to those outlined in #2.

Cost: The 5-year review would be billed as a pol-icy audit.

POLICY continued from page 13

but to the union, which then awards them as it sees fi t.

We recently had a request from a teacher to waive the limit of three and award an additional voucher so that all of the children of the teacher in ques-tion could attend our school. Techni-cally we would have been granting the exception to the union, which then would have awarded the voucher.

6. I am unaware of the question aris-ing in our district, at least in the last 20 years or so. It certainly has never been raised during collective bargain-ing.

However, I see no basis on which to al-low the children of non-resident teach-ers to attend our schools for free. It is conceivable that, during the collective bargaining process, arrangements could be made for children of non-res-ident teachers to attend local schools. But, it would have to be in the collec-tive bargaining context or else it might be considered an additional benefi t for one teacher (or a very few teachers) that the districts are in no legal posi-tion to provide without union consent. Even in the collective bargaining case, I think that the agreement should pro-vide for a debit to the parent-teacher’s salary of the tuition in an amount of the tuition rate set by the Board each year, even if the teacher gets the ben-efi t of having that amount deducted on a biweekly (or other periodic) basis.

The questions and answers on the Mem-ber to Members site are completely anon-ymous. We remove all reference to spe-cifi cs in the answers. The questions are from Vermont school board members.

M to M from page 14

What makes an effective school board – one that positively impacts student achievement? From a research perspec-tive, it’s a complex question. It involves evaluating virtually all functions of a board, from internal governance and policy for-mulation to communication with teachers, building administrators, and the public.

But the research that exists is clear: boards in high-achieving districts ex-hibit habits and characteristics that are markedly different from boards in low-achieving districts. So what do these boards do? Here are eight characteristics:

Effective school boards commit to a vision of high expectations for student achievement and quality instruction and

defi ne clear goals toward that vision. Effective boards make sure these goals remain the district’s top priorities and that noth-ing else detracts from them. In contrast, low-achieving boards “were only vaguely aware of school improvement initiatives” (Lighthouse I). “There was little evidence of a pervasive focus on school renewal at any level when it was not present at the board level,” researchers said. (Lighthouse I)

Effective school boards have strong shared beliefs and values about what is possible for students and their abil-

ity to learn, and of the system and its abil-ity to teach all children at high levels. In high-achieving districts, poverty, lack of parental involvement and other fac-tors were described as challenges to be overcome, not as excuses. Board mem-bers expected to see improvements in

Eight Characteristics of Effective Schools Boards

From the NSBA’s Center for Public Educationstudent achievement quickly as a result of initiatives. In low-achieving districts, board members frequently referred to external pressures as the main reasons for lack of student success. (Lighthouse I)

Effective school boards are accountability driven, spending less time on operational issues and more time focused on policies

to improve student achievement. In interviews with hundreds of board members and staff across districts, researchers Good-man, Fulbright, and Zimmerman found that high-performing boards focused on establishing a vision supported by policies that targeted student achievement. Poor governance was characterized by factors such as micro-management by the board.

Effective school boards have a col-laborative relationship with staff and the community and establish a strong

communications structure to inform and engage both internal and external stakehold-ers in setting and achieving district goals. In high-achieving districts, school board members could provide specifi c examples of how they connected and listened to the community, and school board members received information from many different sources, including the superintendent, curriculum director, principals and teach-ers. Findings and research were shared among all board members. (Lighthouse I; Waters and Marzano) By comparison, school boards in low-achieving districts were likely to cite communication and outreach barriers. Staff members from

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low-achieving districts often said they didn’t know the board members at all.

Effective school boards are data savvy: they embrace and monitor data, even when the information is negative, and

use it to drive continuous improvement. The Lighthouse I study showed that board members in high-achieving districts identi-fi ed specifi c student needs through data, and justifi ed decisions based on that data. Board members regularly sought such data and were not shy about discussing it, even if it was negative. By comparison, board members in low-achieving districts tended to greet data with a “blaming” perspective, describing teachers, stu-dents and families as major causes for low performance. In these districts, board members frequently discussed their deci-sions through anecdotes and personal experiences rather than by citing data. They left it to the superintendent to inter-pret the data and recommend solutions.

Effective school boards align and sus-tain resources, such as professional development, to meet district goals.

According to researchers LaRocque and Coleman, effective boards saw a responsi-bility to maintain high standards even in the midst of budget challenges. “To this end, the successful boards supported extensive professional development programs for administrators and teachers, even during times of [fi scal] restraint.” In low-achieving districts, however, board members said teachers made their own decisions on staff development based on perceived needs in the classroom or for certifi cation.

Effective school boards lead as a united team with the superintendent, each from their respective roles, with

strong collaboration and mutual trust. In successful districts, boards defi ned an initial vision for the district and sought a superintendent who matched this vision. In contrast, in stagnant districts, boards were slow to defi ne a vision and often recruited a superintendent with his or her own ideas and platform, leading the board and superintendent to not be in alignment. (MDRC/Council of Great City Schools)

Effective school boards take part in team development and training, sometimes with their superintendents, to build shared

knowledge, values and commitments for their improvement efforts. High-achieving districts had formal, deliberate training for new board members. They also often gathered to discuss specifi c topics. Low-achieving districts had board members who said they did not learn together except when the superintendent or other staff members made presentations of data. (Lighthouse I; LFA; LaRocque and Coleman)

Though the research on school board effectiveness is in the beginning stages, the studies included in this report make it clear that school boards in high-achieving districts have attitudes, knowledge and approaches that separate them from their counterparts in lower-achieving districts. In this era of fi scal constraints and a national environment focused on accountability, boards in high-performing districts can provide an important blueprint for success. In the process, they can offer a road map for school districts nationwide.

To see the full report on characteristics of effective school boards, visit:http://tinyurl.com/4p5tzmd

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On April 7th & 8th, VSBIT held its 13th Annual Spring Conference at the Stowefl ake Mountain Resort. Those who attended participated with the presenters covering federal and state health care reform, School Crisis Manage-ment and APPA’s Maintenance Staffi ng Guidelines (APPA is a national association of physical plant managers).

Federal and State Health Care Reform: Presenters from Blue Cross Blue Shield updated the attendees on the status of Fed-eral Reform. Schools, with help from BCBS and VEHI, have already made changes to ben-efi t plans to comply with federal regulations. School districts also learned that health care reform will be rolled out over a few years and will help the uninsured obtain health insurance through the new plans that will be created by the

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business or home is clearly unacceptable. The victim of this threat happened to be an attorney, but he could have been a hairdresser, the owner of a corner store, or any other citizen of the district. If allowed to stand, it would deter individuals from volunteering to serve.

The Vermont-NEA’s actions could un-dermine honest negotiations in any com-munity in Vermont. There are more than 250 elected school boards throughout the state, with almost 1,500 members. There are scores of collective bargaining agreements, many of which are being negotiated at any given time. If the Ver-mont-NEA is allowed to engage in threats

BARGAINING Continued from page 7 and intimidation in South Burlington, it could rely on similar tactics anywhere in Vermont. A clear line must be drawn in order to protect the integrity of the collec-tive bargaining process.

Unlike other states, where collective bargaining laws have been under attack, Vermont has a long history of support for labor unions and the collective bargain-ing process. The Vermont-NEA’s actions threaten to undermine that tradition.

We will keep school board members ap-prised of developments. Detailed informa-tion about this matter and the documents that were fi led with the Vermont Labor Relations Board can be found on the VSBA website (www.vtvsba.org).

federal government. The presenters also summarized what the state is doing to create a single payer health care system. The Vermont General Assembly passed H.202, which will become the foundation that will support health care reform in Vermont. The next legislative session will focus on ways to fund the new system.

School Crisis Management: Those who attended participated with panelists (an attorney, a superintendent, a police of-fi cer and the chair of the Vermont School Crisis Planning team) in creating real life crisis situations and how to handle them. The panelist addressed the identifi cation and prevention of school violence/crisis and what to do if there is an event at a school.

APPA’s Maintenance Staffi ng Guidelines: The presentation focused on the number of staff required to maintain a building at various levels of cleanliness. The pre-sentation was timely as schools seek to conserve budget dollars.

By Joe Zimmerman, VSBIT Director

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This spring, VSBA conducted an online membership survey. Responses were returned from representatives of 52 school boards.

About 70 percent of respondents indicated they were pleased with a) the VSBA’s ad-vocacy for high quality public education, b) the education and training provided to board members, and c) the VSBA’s ef-fectiveness and effi ciency in researching issues and disseminating information.

Respondents indicated they were availing themselves of VSBA website informa-tion, model school district policies, and workshops. A majority of those who had used these services gave them good marks. Fewer respondents had attended the annual conference or received board development DVDs. Only one-third of respondents had used the superintendent evaluation tool and those that did use it reported mixed reviews.

The survey also asked for comments on the strengths and weaknesses of VSBA services. What follows is a summary of the most prevalent responses.

Membership Survey Results SummaryWhat I like best about the VSBA:

Availability of the staff to respond to • member queries, quick and helpful responses;Dissemination of information (email • updates, legislative updates, newslet-ter);School board training sessions with As-• sociate Director Winton Goodrich.

What the VSBA needs to change is:To become more engaged with, respon-• sive to, and inclusive of the positions of local school boards;To provide more assistance with nego-• tiations and other union issues;To provide more training and workshop • sessions for board members;To strengthen VSBA’s independence • from other state education organiza-tions.

The biggest need I have for the VSBA to provide is:

Dissemination of information from • Montpelier;Support for governance change pro-• cesses;Advocacy for local school boards;• Trainings and workshop sessions for • board members.

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2011 VSBA Resolutions

VSBA Resolutions are the Association’s offi cial positions on important educational issues and are adopted by the membership for each biennium. These positions guide your Association Board of Directors and staff as they represent you in Montpelier and at the federal level. The 2011 annual meeting will be on October 20 at the Lake Morey Resort. Please check the current resolutions at www.vtvsba.org. If your board (not individual members-member school boards must approve a resolution for submission) has additional sug-gestions for resolutions, please submit them for consideration by the Resolution Committee no later than July 15, 2011.

Resolutions may cover any topic of signifi cant statewide or national concern. They address desired legislative or gov-ernmental initiatives. Please be concise and clear so the intent, as well as the requested action is understandable. It is the “Resolved” portion (or action requested) that is voted on, not the “Whereas” rationale, which should be used only to explain your board’s position.

NOTE: Resolutions may also be submitted from the fl oor at the business meeting, provided they are “in writing with suffi cient copies for voting delegates. A majority of the voting delegates present must approve a motion to allow the resolution to be introduced for discussion.” [VSBA Bylaws]

SPONSORING SCHOOL BOARD:___________________________________TOPIC OF CONCERN: __________________________________________WHEREAS:______________________________________________________(please explain why the action you are requesting should take place)_________________________________________________________________________AND WHEREAS:__________________________________________________(further explanation if necessary)______________________________________________________________________________________________________BE IT RESOLVED:________________________________________________(explain what action you desire)_______________________________________

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The VSBA collects negotiated teacher contracts from school districts around the state. We make salary data available on our website (http://www.vtvsba.org/teacherdata.html). School board members must request a username and password from our offi ce to access the data. This year, we will be working to make salary and contract data easier to access and compare across school districts. This is an evolving process so watch for an improved product both online and in future newsletters. Please let your superintendent and busi-ness offi cer know how important this comparison data is for contract nego-tiations and ask them to inform VSBA of any contract settlements as soon as they are able. Here are a few examples of recent contract settlements.

Teacher Contract Settlements

District: Chittenden East SUSettlement Date: January 14, 2011Contract Term: FY10-FY11Salary: No steps, New money: FY10: 3.11%, FY11: 3.03%; Re-structured the salary scheduleHealth: 15% (was 12% in FY09)Contract Particulars: Added sti-pend for National Board Certifi ca-tion

District: South BurlingtonSettlement Date: March 16, 2011Contract Term: FY11-13Salary: New Money: FY11: 2.8%, FY12: 2.6%, FY13: 2.5%Health: 15% (was 12% in FY10)

District: Essex TownSettlement Date: May 11, 2011Contract Term: FY11-13Salary: New Money: FY11: 2.9%, FY12: 2.8%, FY13: 2.7%Health: FY11: 12%, FY12: 13%, FY13: 14%

District: Orange Southwest SUSettlement Date: May 18, 2011Contract Term: FY12-14Salary: Steps plus base increase of: FY12: 1%, FY13: 1%, FY14: 1.5% Health: FY12-13: 13%, FY14: 14%

District: Burlington Settlement Date: June 1, 2011Contract Term: FY11-13Salary: New Money: FY11: 2.6%, FY12: 2.7%, FY13 2.8% Health: FY11: 12%, FY12: 14% FY13: 15%Contract Particulars: Eliminated pay-ments of unused sick time upon re-tirement for new teachers and those with < 5 years of service.

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September 8 - Chittenden/Grand Isle Region, Winooski High School

September 12 - Bennington Region, Southwest Vt Career Dev. Center

September 13 - Franklin Region, BFA St Albans

September 15 - Orange/Washington Region, VSBA Conference Room

September 19 - Rutland Region, Rutland High School

September 20 - Lamoille Region, Green Mountain Tech Center

September 22 - Addison Region, Mt. Abraham Union High School

September 26 - Orleans/Essex Region, No. Country Union High School

October 3 - Caledonia/Essex Region, Lyndon Town School

October 6 - Windsor Region, Woodstock Union High School

October 10 - Windham Region, Leland & Gray Union High School

VSBA Regional Meetings

We urge all board members to attend the meeting in your area. Also, consider these dates when scheduling board meetings around holidays in September. The regional meetings are FREE of any charge. The meet-

ings will begin at 5:00 with a light dinner, continue into regional elections and regional discussions followed by a workshop/discussion time regarding statewide issues.

VSBA, like all membership organizations, depends on participation from you — local school board members — for its strength and vitality. The primary purpose of VSBA’s regional meetings is to provide you the opportunity to provide important input and representation to the Association by electing members from your region to serve on the VSBA Board of Directors and Resolutions Committee. The VSBA Board provides direction and support for the programs and services offered to the member boards, while the Resolutions Committee recommends positions on various issues that the Association membership acts upon at the Annual Meeting.

Please mark these dates on your calendars and the calendar in your school district and supervisory union to ensure there are no confl icting meetings

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The VSBA/VSA Fall Conference is scheduled for October 20-21 at the Lake Morey Resort in Fairlee. We are at a critical time in the evolution of Vermont’s education system. It will be very important for school board mem-bers to attend this important event. The VSBA Annual Meeting is scheduled for the afternoon of October 20. If you have limited time, October 21 is the best day for board members to attend. Our keynote speaker (presenting on October 21) will be Jamie Vollmer who is a nationally known speaker who will address the value of local boards and

VSBA/VSA CONFERENCE—SAVE THE DATE

the challenge of engaging communities in understanding what educa-tion needs to become. His message will resonate with board members from throughout Vermont, and we expect he will provide energy and insight for the ongoing work ahead. More in-formation will be forthcoming, but we urge you now to set aside the date.

Nominations are invited for the 2011 VSBA Leadership Award. This honor may be presented by the Vermont School Boards Association to a school board member or an entire school board who has demonstrated extraordinary leadership as defi ned in the criteria outlined below.

A VSBA selection committee will review all applications and recommend to the VSBA board up to one individual and/or one board for receipt of the this annual award. Final determination will be made by the VSBA Board of Directors and recipients will be honored at the VSBA Annual Conference in the fall.

VSBA is looking for an individual board member or an entire board who has demonstrated some or all of these qualities:• Has served their community for many years;• Has served above and beyond the call of duty;• Has accomplished a major milestone;• Has demonstrated a focus for all children in the district, including a focus on student

achievement;• Has worked well with fellow board members or as an entire board;• Has pursued self-improvement and growth in boardmanship;• Has worked tirelessly as an advocate for the district and its students.

To submit an individual or a board for nomination, visit: www.vtvsba.org/awards.html

Jamie Vollmer

VSBA Leadership Award Nominations

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