A Board Divine or Divided: Sustaining a Positive Relationship - school boards and superintendents - Brief Article

School Administrator, April, 2000 by Ann B. Fuqua

For three years the atmosphere was tumultuous in the upscale western New York community of high-achieving students where I serve as district superintendent. Taxpayer associations had won seats on the board of education, creating a dynamic climate where competing values sometimes caused power struggles replete with personal fireworks.

The challenge for the superintendent in such an environment is to lead with a plan for sustaining a student focus, maximizing communication and defining a culture of quality and respect amidst diverse and often uncivil adult issues and behaviors.

Fortunately, the strategies that have been productive in dealing with this upheaval were put in place four years ago when times were tame by comparison. It is gratifying to see strategies that worked in good times also work in trying times.

A Respectful Culture

What follows are the practices and understandings that have worked well for me in building and sustaining a positive board-superintendent relationship during years of harmony and divisiveness.

Applied consistently, these practices have sustained a culture of quality and respect and reinforced the role of the superintendent as the educational leader of the school district.

* Define the culture.

Defining the proper environment from day one-by stating two non-negotiables--clarified for everyone in the school system my expectations for quality education and quality interactions. The non-negotiables are these: Students' interests come first and we will treat each other with respect. The mission of the district proclaims the student focus and serves as the beacon in every discussion and decision.

Respectful relations are reinforced in settings where district employees, students, parents and board members gather. By defining the culture through my words and deeds, I consistently emphasize that distracting, uncivil behavior, when it occurs, is out of place. Individual board members are responsible for serving as role models.

* Set goals.

Leading the board in a special, facilitated goal-setting session annually has been critical to establishing an agreed-upon direction that mirrors the mission of the school district. In difficult deliberations, consistent reminders of the goals stabilize the board and allow members to move closer to common ground.

The focus on collective goals is particularly powerful when the board is divided philosophically and personally.

* Treat them equally.

Superintendents are not required to like each board member, but we must treat everyone equally. In the defined culture of respect, the superintendent must display a business-like, cordial demeanor toward each board member, regardless of whether the courtesy is reciprocated.

Modeling appropriate behavior worthy of emulation is a major responsibility.

Equal treatment means all board members are provided the same information at the same time. One technique that works for me is the "Friday Report," a weekly communication from the superintendent to the board. It includes brief comments in "various sections," one of which is labeled Board Inquiries.

This section lets all board members know the questions asked or information sought from the superintendent by individual board members as well as the superintendent's response to those inquiries.

* Work for the majority.

When competing values are a reality, individual board members mistakenly may believe they can move their individual agendas forward through subtle means or overt direction. Having an existing understanding in place between the board and the superintendent can be a calming influence when passions flow and tension mounts.

In my district, our understanding is that the superintendent will take direction only from the majority of the board.

* Do not socialize.

Another early understanding with the board that aids in sustaining a quality relationship in times of discord is the superintendent's upfront statement that socializing with board members either individually or collectively will not occur. From the standpoint of treating all board members equally, the sheer logistics of keeping a score card about lunches, dinner parties and golf outings would be cumbersome, and inevitably some board members will feel slighted. Feelings of favoritism by board members can only exacerbate an already competitive, often contentious environment.

Quality interaction with the board requires cordiality, collegiality, humor and respect, not partying.

* Stay out of the fray.

Keep yourself out of the dynamics that have nothing to do with education. Once the superintendent joins the fray, the student focus can be lost or compromised.

During stressful times, the superintendent must remain the educational leader whose comments and actions address only matters related to the welfare of students. This practice also provides a mentally healthy approach that contributes to a superintendent's personal quality of life.

Ann Fuqua is superintendent of the Williamsville Central Schools, 415 Lawrence Bell Drive, Williamsville, N.Y. 14231.