Superintendent-School Board Relations That Work

School Administrator, August, 1994 by Elizabeth Donohoe Steinberger

Tschirki, King explains, "assists and supports parents, but he is not a cheerleader." According to King, people view Tschirki and the administrative cabinet as competent and approachable. They see the board and the superintendent as working together. Because potentially explosive issues such as budget cuts, school violence, and multiculturalism have been handled sensibly, sensitively, and openly, people "understand the realities" and "more and different voices are being heard than before," says King.

What have Tschirki and board members done to encourage public understanding of complex issues? In essence, Tschirki and board members are responsive. They also recognize the importance of securing and disseminating the best available knowledge. King says, "People know they can pick up the phone and call the superintendent's office and know they will be heard."

People also get detailed information firsthand. Tschirki attends parents' council meetings and has pulled together groups representing employees of different departments and parents from all geographical areas. Employee and district newsletters inform people on what is going on in the district.

Mutual Respect

King's observation of Tschirki and the board is that "one is not the rubber stamp of the other."

"Each person brings his or her own perspective to the table," explains King. "They don't always agree, but they have the ability to work through the best approach for the whole district."

Their ability to stay focused and work through differences is grounded in a deep mutual respect for the talents and expertise each has to offer and a sincere, personal concern for one another.

Spence says the board respects Tschirki's "incredible work ethic" and his ability to bring out the best in people. "Bob is accomplishment-oriented and doesn't accept the status quo as okay. He is committed to improving student achievement, and he insists we have to do better even with declining resources. He expects maximum participation, and he models this for staff," asserts Spence.

Tschirki highlights the personal realm of their relationship. "It is important to really acknowledge the needs of board members and be responsive to these," says the superintendent. "You have to let them know you genuinely care about them, how they are feeling about their role, and whether they feel joy in their work."

Lowpoint-Washburn Consolidated

In small, rural Lowpoint-Washburn Consolidated School District, most of the major changes in people's daily lives have occurred in the schools-- not out in the community.

Nancy Schumaker, secretary of the school board, says the area "doesn't have a lot to offer except the school system." Small businesses come and go, but for the most part the community is fairly stable.

Residents over the years have supported their schools. They never turned down a bond referendum, and they haven't balked at changes in curriculum and instruction that in other districts often strain board-superintendent relationships.

Lowpoint-Washburn recently implemented full-day kindergarten and a whole language curriculum. The district replaced letter grades on elementary progress reports with learning outcomes statements and revised grading policy and practices at the junior and senior high schools. The school system also transitioned to an inclusion model for learning disabled students across grades K-12.