Superintendent-School Board Relations That Work

School Administrator, August, 1994 by Elizabeth Donohoe Steinberger

The solid relationship between the board and administration played a vital role in building support for the school budget, Johnson claims. As with school closures, they got out into the schools with budget forums, helping people understand what was needed for quality educational programs, and then helping them accept changes.

Other emotionally charged issues, such as the new health curriculum and changes in the gifted and talented program at the middle school level, also sparked citizen concern during Helfrich's tenure. Kearly maintains that one thing school board members liked about Helfrich from the start was his expertise and commitment to the school improvement process.

Reform Mandate

Early on, Helfrich sought and received a clear mandate for school change from the Ken-Ton district's key players. The school board, upon Helfrich's recommendation, committed itself to a school improvement program based on the school reform model proposed by I/D/E/A (Institute for the Development of Educational Activities) based in Dayton, Ohio.

Helfrich and Kearly say this joint commitment to school improvement provides a strong foundation for building a relationship of openness and trust.

Sharing common goals, says Helfrich, who retired this summer, helped them "to work together, to focus on what really counts--the children and their education--rather than on things such as taxes that can destroy board-superintendent relationships."

What else has contributed to their effective, working relationship? Both Helfrich and Kearly say that conflicts do not become personalized. "We respect each other," says Kearly. "We don't always agree, but we have learned to agree to disagree."

Helfrich adds, "We encourage differences because we grow that way. We learn from people who disagree with us."

Avoiding Surprises

A policy of "no surprises" also has helped. "If there are issues, we talk about them before going public. A couple of board members may meet with the superintendent to talk over a problem, or we may telephone one another and work out our differences," explains Kearly.

Securing relevant, reliable, and accurate information also enhances relationships. Helfrich, Kearly, and Johnson cite the district's continuing investment in staff, board, and parent education as the key to intelligent decision making at district and school levels.

Kearly credits Helfrich with keeping the board well-informed, and Helfrich credits the board with becoming personally involved in what is happening at the school level by serving on building planning teams.

"I don't have to filter all of the issues for them," explains Helfrich. "They often know more than I do."

Newport-Mesa Unified

Sherry Loofbourrow, board member of Newport-Mesa Unified School District and president of California School Boards Association, likens effective board-superintendent relationships to downhill skiing. "To be successful, to keep your balance, you have to be comfortable shifting your weight from one leg to another," she says.

Loofbourrow believes one reason the team relationship between the Newport-Mesa board and superintendent works is because people have learned to "stay fluid." They have figured out how to avoid becoming "so territorial about roles that the system gets brittle," explains Loofbourrow.