tag:blogger.com,1999:blog-89600567028425061592024-03-05T06:51:13.892-05:00TrusteeUBest Practices in Independent School Governance and Leadership
Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-8960056702842506159.post-29690237853604248032014-01-06T15:13:00.000-05:002014-01-06T15:13:05.756-05:00 Board Chair/Head Relationship 101: Trust, Respect, No Surprises!<div dir="ltr" style="text-align: left;" trbidi="on">
<i>By Barbara Kraus-Blackney, Executive Director</i><br />
<i>Association of Delaware Valley Independent Schools (ADVIS) </i><br />
<i>Bryn Mawr, PA </i><br />
<br />
At ADVIS’s annual Board Chair-Head of School Dinner program last spring, we separated heads and board chairs into small groups that brainstormed the following questions (among others):<br />
<ul style="text-align: left;">
<li>What words describe what you expect from your head or board chair?</li>
<li>List those words that describe what you think your head or board chair expects from you.</li>
</ul>
A comparison of actual expectations versus perception of expectations is illuminating (see insets). <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuyRUXg8DwKNFxfnfScdRBfMr2lrIQngSsosY-FyXERaRgBH7Dt0qGZ-HqqS4RMEEzTZdY5Hmd6T64ZsCRdaeMPnlmQ9xzQPbkH1iKxVHYMco5rgePGmWNQisqzc9HypJuitKyKUtfyOxG/s1600/BCs+expect+of+HOS.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuyRUXg8DwKNFxfnfScdRBfMr2lrIQngSsosY-FyXERaRgBH7Dt0qGZ-HqqS4RMEEzTZdY5Hmd6T64ZsCRdaeMPnlmQ9xzQPbkH1iKxVHYMco5rgePGmWNQisqzc9HypJuitKyKUtfyOxG/s1600/BCs+expect+of+HOS.jpg" height="108" title="" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b>What Board Chairs Expect of Heads</b></td></tr>
</tbody></table>
<div style="text-align: right;">
</div>
Interestingly, words such as trust, integrity, and honesty are the only commonality on all four lists; i.e. the expectation of this personal characteristic in the relationship is among the most important real and perceived expectations by both heads and board chairs of one another.<br />
<br />
<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPnOfOW9F0SAqdEAiteVJAjx3VEPXB56IW3k60YANMpmMU4whmVelLn0-cFIrL2t_o1DWwSBaWXS4sEIMZlKx1e_cB7ljoLTo6b8i4MOMttXYPOXKRq7IgyYUJmAqPmsVk02xi2vmbkXVV/s1600/Heads+expect+of+BCs.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPnOfOW9F0SAqdEAiteVJAjx3VEPXB56IW3k60YANMpmMU4whmVelLn0-cFIrL2t_o1DWwSBaWXS4sEIMZlKx1e_cB7ljoLTo6b8i4MOMttXYPOXKRq7IgyYUJmAqPmsVk02xi2vmbkXVV/s1600/Heads+expect+of+BCs.jpg" height="124" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b>What Heads Expect of Board Chairs</b></td></tr>
</tbody></table>
Respect was also mentioned in response to almost every question. This bodes well in that these expectations are mutual and shared, but also speaks volumes to the crisis that can develop if trust and respect are not established, or trust is betrayed, on either side of the head/board chair equation.<br />
<br />
<div style="text-align: left;">
</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhID7ptFTZNClWJhLzXrYq7XWuUx4KkBk8kCJtrl99armrQoMt5_PT3dEvyPJnmGawcIg6YSMo4E5Kza9YI04ljK9475X3vmGBYuD6-uKG2sDCm73uiKh14fofIPVWvFlde71HNeKcqx0VB/s1600/BCs+think+HOS+should+expect+from+BC.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhID7ptFTZNClWJhLzXrYq7XWuUx4KkBk8kCJtrl99armrQoMt5_PT3dEvyPJnmGawcIg6YSMo4E5Kza9YI04ljK9475X3vmGBYuD6-uKG2sDCm73uiKh14fofIPVWvFlde71HNeKcqx0VB/s1600/BCs+think+HOS+should+expect+from+BC.jpg" height="101" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b>What Board Chairs Think Heads SHOULD Expect</b></td></tr>
</tbody></table>
The frequent citing of trust and respect goes hand in hand with a study ADVIS conducted in partnership with Strategy for Growth, LLC, in 2012. We surveyed board chairs and heads from all 133 of our schools and a small cohort sat for more extensive interviews. The results were clear: The quality of the board chair/head relationship is paramount in many ways, including to job satisfaction (for both the head and chair).<br />
<br />
<div style="text-align: right;">
</div>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSttQbw4kMIYNgXqzHL45Hl7igop1zb7Pu5O9bgWxsZupkLJTAvBSfU6iJLsNqsYtkVyFim5NQ3P0L_d3rK0gExSsiN2Ip3ypTbsA3gt39Z-LMJjZjutWOxAQWba9cGifcMLF84SWlEN-v/s1600/HOS+thinks+BC+should+expect+of+HOS.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSttQbw4kMIYNgXqzHL45Hl7igop1zb7Pu5O9bgWxsZupkLJTAvBSfU6iJLsNqsYtkVyFim5NQ3P0L_d3rK0gExSsiN2Ip3ypTbsA3gt39Z-LMJjZjutWOxAQWba9cGifcMLF84SWlEN-v/s1600/HOS+thinks+BC+should+expect+of+HOS.jpg" height="136" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b>What Heads Think Board Chairs SHOULD Expect</b></td></tr>
</tbody></table>
Not surprisingly, the impact goes well beyond job satisfaction, to performance and the long-term health, vitality, and viability of the school. One head said: “My relationship with my chair sets the tone for my relationship with the board. That’s my foundation. If I have a board meeting that doesn’t feel good, the energy and solidity and confidence I carry into school is impacted. The energy I carry into the hall, in meetings, in my willingness to be ambitious, to think about what’s possible, is affected. I can use it to move the school forward or I can feel I’m in quicksand.” <br />
<br />
Chairs rightly perceive that heads desire and need constructive and supportive feedback from them regarding difficult situations that inevitably arise within life at a school. Heads indicate this need with their choice of words such as perspective, partner, trust, honesty and understanding. The headship can be a lonely, difficult job at times, and a trusted partner with objective perspective, who can maintain confidentiality and serve as a sounding board to brainstorm about sensitive situations, can be a critical key to the sustainability of the head.<br />
<br />
Heads expect and need their board chair to be a partner in another critical way: the strategic leadership and visionary governance of the school. Vision and leadership were among the most frequently mentioned words that heads think their chairs should expect of them; interestingly these word were not top of mind for the chair’s expectations of the head, though strategic and forward-thinking were mentioned.<br />
<br />
When we asked heads, “What one thing can your board chair do to support you as head?” the most frequent responses were:<br />
<ul style="text-align: left;">
<li>Respect head’s time and family</li>
<li>Bring in the donors</li>
<li>Establish an effective working partnership</li>
<li>Run interference (with the rogue trustee, parent, employee)</li>
<li>Show gratitude, public support, and appreciation</li>
<li>Stay ahead of the board</li>
<li>Don’t micromanage; maintain proper level of involvement (not too much/too little)</li>
</ul>
The last set of questions considered by the small groups generated a near unanimous response. The questions:<br />
<ul style="text-align: left;">
<li>“What do heads do that upsets chairs?”</li>
<li>“What do chairs do that upsets heads?”,</li>
<li>“What one thing can your head do to help you better manage and lead the board?”</li>
</ul>
The answer, board chairs and heads alike agree: The #1 rule is “No surprises!”<br />
<br />
<i>Barbara Kraus-Blackney has served as Executive Director of ADVIS since 1999. ADVIS works to support and strengthen its members through professional development for school leaders and advocacy for independent education and its 133 member schools in PA, NJ, MD and DE, which educate 48,000 students in the Greater Philadelphia region.</i></div>
Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-79857397804667960182013-03-29T20:01:00.001-04:002013-03-29T20:01:38.358-04:00ADVIS HEAD-CHAIR PARTNERSHIP STUDY<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnWRqrysH4aeGIBg-U4rkbaBYSwbyykZo4b2_70QdDV63cJ8ni7KLKqmYWRJmUvMDFREhf_GJxVvCrDo_hkv64NvRow4EVQkg6IN93cJYtHeO1xiweED8bkeZEAJXDepRZHJbcCH1kjI7W/s1600/Fotolia_33856287_S.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnWRqrysH4aeGIBg-U4rkbaBYSwbyykZo4b2_70QdDV63cJ8ni7KLKqmYWRJmUvMDFREhf_GJxVvCrDo_hkv64NvRow4EVQkg6IN93cJYtHeO1xiweED8bkeZEAJXDepRZHJbcCH1kjI7W/s400/Fotolia_33856287_S.jpg" width="400" /></a></div>
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<br />
<div class="MsoNormal">
It’s often said that the relationship between the Board
Chair and the Head is the most important relationship in the school. Popular
wisdom holds that when Head and Chair can’t find a way to see eye-to-eye, negative
repercussions are felt in many corners -- and that, conversely, a great
collaboration makes big successes possible.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
But are these things true? To find out more about the dynamics involved, last spring
ADVIS and I invited Heads and Chairs to be part of a research project on the
subject. In this study, I intended
to focus on 3 main questions:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
</div>
<ul style="text-align: left;">
<li><span style="text-indent: -0.25in;">What
makes for great head-chair relationships?</span></li>
<li><span style="text-indent: -0.25in;">Do great
relationships enhance productivity?</span></li>
<li><span style="text-indent: -0.25in;">What
happens when relationships aren't so good?</span> </li>
</ul>
<br />
<div class="MsoNormal">
In the first stage of the process, 15 Heads and Chairs
generously offered an hour or so of their time for preliminary interviews on
this subject. When you’re a
researcher and even the first preliminary data is fascinating, you know you’ve
hit pay dirt. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What did I hear?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
First, both Heads and Chairs in my sample of 15 were
uniformly clear that the quality of this relationship mattered a great deal. For one thing, it made a big difference
in comfort and job satisfaction. One Chair, who had worked with several Heads over
the years said:</div>
<div class="MsoNormal">
<i>This
is my best relationship without a doubt… We’ve both said it makes our jobs </i></div>
<div class="MsoNormal">
<i> a lot easier… </i><i>This is huge for me.</i></div>
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<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This was intriguing, to say the least. We all want a high quality of
satisfaction in our work life (and this is certainly high-level work for both the Head
and the Chair, even though only one of them receives a paycheck). </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
But, going further, did the relationship make a difference <u>beyond</u>
job satisfaction? Did it help either
the Head or the Chair (or both) perform at more effective or productive levels
in their respective jobs? </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The experience of one relatively new Head definitely pointed in
that direction:</div>
<div class="MsoNormal" style="margin-left: .75in;">
<i>My relationship with my Chair sets the tone for my relationship with
the Board. That’s my
foundation. If I have a Board
meeting that doesn’t feel good, the energy and solidity and confidence I carry
into school is impacted. The
energy I carry into the hall, in meetings, in my willingness to be ambitious,
to think about what’s possible, is affected. I can use it to move the school forward or I can feel I’m in
quicksand. <o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Also important, I heard that this relationship may not
always be easy. An experienced Head
described a relationship that was the most “thorny” out of the half dozen chairs he’d
worked with. In fact, perhaps it
started out <u>too</u> thorny, maybe involving an over-balance of criticism,
but improved somewhat over time:</div>
<div class="MsoNormal" style="margin-left: .5in;">
<i>The
stress level was up on me – but how to sort it out? He was a messenger of judgment. We needed to hear it.
He’s learned to show public appreciation to me. He’s learned how to be a board chair.<o:p></o:p></i></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoNormal">
Indeed, both Heads and Chairs shared that tense
relationships could be very costly, at times. From both sides, I heard sobering reports of:</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Loss of sleep</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Weight loss/gain</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Constant worry, wasting time looking over one’s
shoulder</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Chest pains</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Loss of pleasure in other areas of one’s life</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Irritability</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Loss of confidence</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->… and more</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In sum, these 15 Heads and Chairs raised my curiosity
enormously: What more could we learn?
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the next entry, I’ll start outlining the rich information
produced in the second phase of this research project. Stay tuned.</div>
<!--EndFragment--><br />
<br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-84247368230488273312013-02-19T08:47:00.002-05:002013-02-19T08:47:34.337-05:00FULL PARTNERSHIP: THE 4TH OPTION<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU3MtiobSWDtI5W9hbPGoexiVgvHTlGJu83RTIxz_lvbOTMIsTZ2D6g9YufLrs_OCvLtot5DQ6UNuztZsDI5-tbNo5KsNGxL5fA0sMGs4eX7K0s6HW0YjZVztA6xMJ91uCQpnw928zudqu/s1600/Fotolia_37527232_XS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU3MtiobSWDtI5W9hbPGoexiVgvHTlGJu83RTIxz_lvbOTMIsTZ2D6g9YufLrs_OCvLtot5DQ6UNuztZsDI5-tbNo5KsNGxL5fA0sMGs4eX7K0s6HW0YjZVztA6xMJ91uCQpnw928zudqu/s200/Fotolia_37527232_XS.jpg" width="200" /></a></div>
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For many Heads, the concept of working in full, equal partnership
with their school’s Board is a fairly new one. Until recently, many Heads have chosen between three models
for this relationship (Drucker, 1990; Herman & Heimovics, 1991; Price, 2005). From the Head’s point of view, the
models might sound like this:</div>
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</div>
<ol style="text-align: left;">
<li><i style="text-indent: -0.25in;">The Board’s in charge; I take my marching
orders from them.</i></li>
<li><i style="text-indent: -0.25in;">I want the Board to think they're in charge -- but they're not really up to the challenge. I'll have to manipulate things behind the scenes to get the outcomes we need.</i></li>
<li><i style="text-indent: -0.25in;">We need a competent board. I'll have to take responsibility for their development so they can be effective.</i></li>
</ol>
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Certainly, the third option offers
the best possibility for long-term success. However, it still leaves the school in a position of great vulnerability. If it’s up to the Head to set Board development
in motion, what if the Head moves on or retires? What if the Head's attention is taken up by a capital
campaign or other project?
Unfortunately, many of us know these pitfalls all too well.</div>
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<br /></div>
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If we check the Friends Council on Education’s <i>Principles of Good Practice</i> (2005), the
5<sup>th</sup> principle stipulates that Board development is the Board’s
responsibility, not the Head’s:</div>
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<i>The
Board concerns itself with its own development and well functioning.<o:p></o:p></i></div>
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<br /></div>
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Responsibility is further outlined in the 12<sup>th</sup>
and final principle in NAIS’ <i>Principles
of Good Practice</i> (2012):</div>
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<i>The
Board is committed to a program of professional development that includes
annual new trustee orientation, ongoing trustee education and evaluation, and
board leadership succession planning.<o:p></o:p></i></div>
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<br /></div>
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Let’s agree: the Board is responsible for its own
development. But <u>who</u> has responsibility
for this on the Board and where do they start?</div>
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Board development is the core responsibility of the Governance
Committee (also called the Membership or Trustee Committee), which is charged
with:</div>
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</div>
<ul style="text-align: left;">
<li>Making sure that sufficient numbers of trustees <span style="text-indent: -24px;">with strategically-targeted skills are recruited for membership</span></li>
<li><span style="text-indent: -24px;">Providing an annual orientation for new members</span></li>
<li><span style="text-indent: -24px;">Creating a plan for training throughout the year, so that all members will be able to actively engage in strategic initiatives</span></li>
<li><span style="text-indent: -24px;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>Monitoring the quality of Board meetings and planning improvements, always needed</span></li>
<li><span style="text-indent: -24px;">Structuring succession planning for both the Board and the Head</span></li>
<li><span style="text-indent: -24px;">Organizing end-of-year evaluations for the Head, Chair, Board, committees, and individual trustees</span></li>
</ul>
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For full partnership – the 4<sup>th</sup> option -- a high
level of independent development is required for both the Head and the
Board. </div>
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Stay tuned: In the next entry we’ll talk about
interdependence.</div>
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<span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;">Drucker,
P.F. (1990). <i>Managing the non-profit organization: Principles and practices.</i> New York: HarperCollins.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 9.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">Friends Council on
Education. (2005). <i>Principles
of Good Practice for Friends School Boards and Every Friends School Trustee.</i> Philadelphia: FCE.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 9.0pt; mso-bidi-font-size: 12.0pt;">Herman,
R.D., & Heimovics, R.D. (1991).
<i>Executive leadership in nonprofit
organizations: New strategies for shaping executive-board dynamics.</i> San Francisco: Jossey-Bass.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 9.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">National Association of
Independent Schools. (2012). <i>Principles
of Good Practice: Board of Trustees.
</i>Washington, DC: NAIS.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-size: 9.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">Price, T. <i>Experienced
School Heads and Their Work with Trustees.</i> (Doctoral dissertation,
University of Pennsylvania, 2005).
ProQuest. Paper AAI3168040.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-17985724644500585842013-01-10T15:55:00.001-05:002013-01-10T15:56:54.372-05:00PREVIEW: FINANCIAL WELL-BEING<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Have you already registered
for Trustee U’s winter online course, starting January 15th?<o:p></o:p></i></div>
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<br /></div>
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<i>You <u>won’t</u> want
to miss it. </i></div>
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<i><br /></i></div>
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<i>Can't attend all the sessions live? No matter! The recordings are available to registered schools 24/7.</i></div>
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<br /></div>
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<i>The upcoming 3 sessions will be expertly
moderated by Marc Frankel and Judy Schechtman of Triangle Associates. Below, Marc gives us a preview of
the course’s crucial content.<o:p></o:p></i></div>
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<i><br /></i></div>
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<i><br /></i></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSsHJmwVYu9K9aYiV7Y5Rwepi2y2XC5E8HSrEHC0H0ANSL78DFOpbLBDhUx0DmpJjpcYD7Tne3YxyQckFB1KLIO3yIUE8ro6aeYvU77vWzBsNwjnNj-geeaeOtv5r-Hzw3md0StXlYqcUa/s1600/Money.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSsHJmwVYu9K9aYiV7Y5Rwepi2y2XC5E8HSrEHC0H0ANSL78DFOpbLBDhUx0DmpJjpcYD7Tne3YxyQckFB1KLIO3yIUE8ro6aeYvU77vWzBsNwjnNj-geeaeOtv5r-Hzw3md0StXlYqcUa/s320/Money.jpg" width="320" /></a></div>
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<i>From Marc Frankel:</i></div>
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Boards
of trustees have an obligation to ensure the long-term financial well-being of
their institutions -- for their children's children, as the saying goes. And there’s a new urgency to this
obligation, deriving from an increasing awareness in the independent school
world that our long-term trend of increasing tuition well beyond inflation is
unsustainable. <o:p></o:p></div>
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<br /></div>
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This
obligation accrues not just to strategic planners or members of the finance
committee, but to each and every individual board member, regardless of prior
interest or literacy about matters of money.</div>
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<o:p></o:p></div>
<a name='more'></a><br />
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Questions
about sustainability combine with the fact that more and more schools are using
sophisticated financial instruments to finance capital needs, some with valuations
approaching $100 million. This
means that no longer can trustees fulfill their obligations and plead financial
ignorance.<o:p></o:p></div>
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<br /></div>
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In
light of these shifts, ADVIS and the Friends Council on Education, through
their joint venture "Trustee U", will offer a unique flight of three
webinars this winter to bring school governors up to speed. <o:p></o:p></div>
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<br /></div>
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The
sessions will be presented by acclaimed subject matter experts:<o:p></o:p></div>
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Pat
Bassett, President of NAIS<o:p></o:p></div>
<div class="MsoNormal">
Sarah
Daignault, former Executive Director of NBOA<o:p></o:p></div>
<div class="MsoNormal">
Michael
Saxenian, SFO at Sidwell Friends School<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Basset's
webinar, the first in the series, will tackle the big picture; e.g., the
changing environment for schools and the important drivers of our current
financial unsustainability. <o:p></o:p></div>
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<br /></div>
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In
the second webinar, Daignault will address the board's role in finance,
including the types of questions board members should ask, the data they need,
and the board's relationship with school administration. <o:p></o:p></div>
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Saxenian
will end the series by exploring multi-year financial planning models,
including an integration of strategic objectives and financial factors.<o:p></o:p></div>
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<br /></div>
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The
webinars will offer something to all trustees, regardless of their years of
board service or degree of financial literacy. <o:p></o:p></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal">
<i>READY TO REGISTER? Just click <a href="https://events.r20.constantcontact.com/register/eventReg?llr=rr8ljbdab&oeidk=a07e6qpevw7db734af6" target="_blank">here.</a></i></div>
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Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-53009910503477724122012-12-06T20:29:00.000-05:002012-12-06T23:10:03.228-05:00NURTURE AND SUPPORT<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjee0yIog1v3fxMkUuHwDMEW_j_erQIir2chq_ijJmWT870nfIIojJxLDXIHDgWqYo6LsoxUfaWdv8l7i7YtJAdQvV6ffHKHeeW1Mh8ns1oEzqjiMH7v8dWysHXswECrHRAd-acCiW8j9W6/s1600/Gas+gauge.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjee0yIog1v3fxMkUuHwDMEW_j_erQIir2chq_ijJmWT870nfIIojJxLDXIHDgWqYo6LsoxUfaWdv8l7i7YtJAdQvV6ffHKHeeW1Mh8ns1oEzqjiMH7v8dWysHXswECrHRAd-acCiW8j9W6/s200/Gas+gauge.jpg" width="200" /></a></div>
Are you curious how your board stacks up on the crucial roles and
responsibilities of trusteeship?<span style="mso-spacerun: yes;"> </span>A
great way for trustees to find out, together, is to take a walk through Friends
Council’s or NAIS’ <i>Principles of Good Practice.</i><span style="mso-spacerun: yes;"> </span></div>
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Over the years I’ve noticed one particular principle that
often raises eyebrows, good questions, and rich insights.<span style="mso-spacerun: yes;"> </span>In the Friends Council version, it’s this
one: </div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="mso-tab-count: 1;"> </span>The
Relationship with the Head</i></b></div>
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<i style="mso-bidi-font-style: normal;">The
Board selects, nurtures, supports and evaluates the head.<span style="mso-spacerun: yes;"> </span>It contracts with the head and sets the
head’s compensation.</i></div>
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In follow-up discussions, trustees often voice a range of
surprised reactions: </div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level1 lfo4; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><i style="mso-bidi-font-style: normal;">Support
our head?<span style="mso-spacerun: yes;"> </span>No, actually, she
supports <u>us</u>!</i></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level1 lfo4; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><i style="mso-bidi-font-style: normal;">We haven’t
thought about this before.<span style="mso-spacerun: yes;"> </span>Why is
it important?</i></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l4 level1 lfo4; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><i style="mso-bidi-font-style: normal;">This <u>is</u>
one of our board goals – but now we notice we don’t have a single specific
action step for doing it.<span style="mso-spacerun: yes;"> </span>Are we
providing any real support at all?</i></div>
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<a name='more'></a><br />
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By the way, heads may be equally surprised by this
idea.<span style="mso-spacerun: yes;"> </span>One head I know recently
said, “I like the idea of support, though in my personal life I usually think
of it as help for an area of weakness.<span style="mso-spacerun: yes;">
</span>I don’t really want that kind of attention from my board.”<span style="mso-spacerun: yes;"> </span>I loved this comment.<span style="mso-spacerun: yes;"> </span>For one thing, it made me realize that in
my time as head of school, I wanted (and most often got) just the opposite:
attention from my board in my areas of strength.<span style="mso-spacerun: yes;"> </span>This can be quite energizing, of course.<span style="mso-spacerun: yes;"> </span>And isn’t this where we’d expect to get
the most forward motion?</div>
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Frankly, surprise is understandable, especially since in
many schools governance culture has relied on having the head at the center,
motivating and empowering and sometimes even directing the board. <span style="mso-spacerun: yes;"> </span>There are many disadvantages to this
model.*<span style="mso-spacerun: yes;"> </span>Just to name two, it’s an
efficient way to prematurely wear out a head.<span style="mso-spacerun: yes;"> </span>And second, it forfeits the key opportunity of having a full
strategic partnership between board and head.<span style="mso-spacerun: yes;"> </span></div>
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The literature on governance is very clear in pointing out
that rapid turnover in the headship is hard on schools (Bassett, 2010).<span style="mso-spacerun: yes;"> </span>Some say, in fact, that schools start
getting the best return on their investment in a head between years 8 and 15
(Littleford, 2005) and yet many heads don’t stay that long.<span style="mso-spacerun: yes;"> </span>In my own conversations with heads, one
of the reasons I most often hear is burnout at the top – caused by overwork, a feeling
that one has to carry the entire institution on one’s shoulders, and sometimes lack
of partnership with or appreciation from boards.</div>
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With these thoughts in mind, perhaps the best reasons for
nurturing and supporting your head are:</div>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>To build optimal professional development into
the head’s job (in short order accruing benefit to the school)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>To prolong the productive span of the headship </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>To build trust in the board-head partnership --
always important but crucial if hard decisions or big changes are ahead</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>To enhance the joint board-head productivity
picture</div>
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What, you might ask, are some concrete ways boards have
found to nurture and support their heads?<span style="mso-spacerun: yes;">
</span>Here’s a partial list from my recent experience, ranging from ideas that
are easily affordable to more expensive options:</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Ask your head what <u>he</u> would like in terms
of support and nurturing.</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Make time to build the relationship.</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Do an annual evaluation of your head and then
publicly affirm the great job she’s doing, highlighting specific
accomplishments as well as your enthusiasm for future endeavors.</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Notice the great job your head is doing and
share your appreciation directly, face-to-face.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Check in with your head about the number of
hours he works each week and, if the total is unsustainable, figuring out how
to reduce those hours together.</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Develop a board culture that operates
effectively on all three levels: fiduciary, strategic, and generative.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Educate and re-educate board members about their
roles and boundaries.</div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Preserve the head’s capital by planning ahead
for controversial or difficult decisions; as board and head, share community splash-back
if you can.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Make sure your head has a well-funded budget for
her own professional development separate from the faculty development line.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Arrange for a partial or full sabbatical year.</div>
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*BTW, the opposite model, where the board is calling the
shots and the head isn’t fully functioning at the strategic level, doesn’t work
any better -- and may result in the same rapid turnover in the head’s office.</div>
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<span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Littleford,
John.<span style="mso-spacerun: yes;"> </span>“The Longevity of Heads and
the Effectiveness of Schools,” Littleford and Assoc. Website, Feb. 2005.</span></div>
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<span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Bassett,
Pat.<span style="mso-spacerun: yes;"> </span>“Assuring Healthy Schools,” <i style="mso-bidi-font-style: normal;">Independent School Magazine,</i> Summer
2010.</span></div>
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<b style="mso-bidi-font-weight: normal;">To hear Pat Bassett's
thoughts on this topic from a recent Trustee U video, click <a href="http://youtu.be/PNc2HBWp00E" target="_blank">here.</a></b></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/PNc2HBWp00E?feature=player_embedded' frameborder='0'></iframe></div>
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<b style="mso-bidi-font-weight: normal;">Your thoughts?<span style="mso-spacerun: yes;"> </span>I invite you to share them, using the
comment box below.</b> </div>
</div>
Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-72900865599129329612012-11-02T09:08:00.000-04:002012-11-05T22:19:47.948-05:00PROTECTING STUDENTS FROM SEXUAL ABUSE: WHERE TO BEGIN?<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Dear Readers,</i></div>
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<i>From time to time we’ll enjoy the contribution of a guest blogger on the Trustee U page. Today I’m delighted to present Debra Wilson, Legal Counsel at NAIS and featured speaker on our most recent Trustee U video podcast, entitled </i><b>#1 Legal Issue for Schools: Student Safety.</b><i><o:p></o:p></i></div>
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<i>In this blog, Debra Wilson highlights the importance of addressing student safety at the fiduciary level, as well as the need for maintaining our proper roles and responsibilities in the partnership between board and administration. </i></div>
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<i><br /></i></div>
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<i>Please feel free to add your thoughts and questions in the Comments section at the bottom of this page.</i></div>
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<o:p><i>Debra Wilson, Legal Counsel at NAIS, writes:</i></o:p></div>
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It has been a little over a year since the facts of the Penn
State sex abuse scandal broke. Since then, as often happens when a high profile
case of this nature breaks, the news has been filled with more victims and
institutions coming forward with facts and allegations about other instances of
sexual abuse of minors. The independent school world has not been insulated
from these troubling events. Sadly, there are almost no child related
industries that have not been scarred by similar stories over time.</div>
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Many schools have been overwhelmed by even the idea that
students in their care could be preyed on by the very people who should be
taking the most care with our vulnerable charges. Many trustees are concerned,
but they also don’t want to step too far over the line into school management
territory. While the school leadership is the group to research and implement
best practices and policies in this area, trustees have two important roles in
the steps that schools need to take. </div>
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<a name='more'></a></div>
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First, ensuring the safety of students is a fundamental part
of the fiduciary obligation of a board of trustees. In the world of school risk
management, student safety is firmly within the top three priorities. While the
administration in an independent school may be responsible for creating policy
and procedures in this area, the board should know that the school has all
appropriate, up-to-date, policies and procedures in place and that it follows
them. </div>
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Ensuring the research, implementation, and compliance with the policies
and practices in this area confirms that the correct steps are being taken and
builds the trust between the board and school administration. Board members can
be strong advocates for the school and educate the school’s community when they
understand the steps the school administration takes to keep students safe. </div>
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Second, one of the key learnings from the Freeh
Report (<a href="http://thefreehreportonpsu.com/">http://thefreehreportonpsu.com/</a>)
is that a board should ask questions, and leadership should discuss issues
related to substantial risk or exposure. These are all elements of the “no
surprises” rule that leads to healthy board and school leadership
relationships, as well as appropriate management of crisis situations. </div>
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<br /></div>
<div style="background: white;">
An
important aspect of this rule is that the board and administration should have
an understanding about what steps the administration might take in a variety of
high risk exposure situations. As Dick Chait, a professor at Harvard
University’s Graduate School of Education noted in an article for Inside Higher
Ed: “Every board has to strike a balance between two
undesirable extremes: one is undue deference and the other is undue
interference. That spectrum changes as a result of the issues.”<a href="http://www.blogger.com/blogger.g?blogID=8960056702842506159#_ftn1" name="_ftnref" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]-->[1]<!--[endif]--></span></a>
When the issues are particularly high risk, as in cases of student abuse or
risk, the board will want to be more involved and aware. <o:p></o:p></div>
<div style="background: white;">
<br /></div>
<div style="background: white;">
This sliding scale is much more apparent after Penn
State, and both boards and school leadership should have constructive
conversations now to ensure that if something happens, both groups know what
steps will be taken, who will be notified, and when the board as a whole might
be brought in. Everyone involved should realize that the unfolding of these
conversations will not be an exact science. Most situations will depend on the
facts, but laying the foundation for the expectation of these communications
can help in a crisis. </div>
<div style="background: white;">
<br /></div>
<div style="background: white;">
Finally, boards and school leadership teams need to
enter into these overviews with a healthy sense of respect and trust for each
other. These conversations can walk closer to the line between management and
school governance than many schools may routinely encounter. However, having
healthy conversations now can save schools from unhealthy breakdowns later. <br />
<br />
<br />
<i>Debra, many thanks for these valuable insights.</i></div>
<div style="background: white;">
<br /></div>
<div style="background: white;">
<br /></div>
<div style="background: white;">
<span class="MsoFootnoteReference"><!--[if !supportFootnotes]-->[1]<!--[endif]--></span>
Read more: <span style="color: #003399;"><a href="http://www.insidehighered.com/news/2012/07/13/penn-state-report-says-board-didnt-ask-tough-questions-administrators#ixzz2An6Jcvxx">http://www.insidehighered.com/news/2012/07/13/penn-state-report-says-board-didnt-ask-tough-questions-administrators#ixzz2An6Jcvxx</a></span><br />
<br />
<br />
<b>Resources:</b><br />
<br />
<br />
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Department of Health and Human Services, Administration for Children and Families<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.childwelfare.gov/preventing/programs/types/sexualabuse.cfm">http://www.childwelfare.gov/preventing/programs/types/sexualabuse.cfm</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Darkness to Light<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.d2l.org/site/c.4dICIJOkGcISE/b.6035035/k.8258/Prevent_Child_Sexual_Abuse.htm">http://www.d2l.org/site/c.4dICIJOkGcISE/b.6035035/k.8258/Prevent_Child_Sexual_Abuse.htm</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Child Sexual Abuse: Reporting Guidelines<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.nais.org/Search/Pages/Results.aspx?k=rizzuto">http://www.nais.org/Search/Pages/Results.aspx?k=rizzuto</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Handbook on Child Safety for
<st1:place w:st="on"><st1:placename w:st="on">Independent</st1:placename> <st1:placetype w:st="on">
School</st1:placetype></st1:place> Leaders<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.nais.org/Bookstore/Pages/ProductDetail.aspx?productid=ae63980a-bc67-e111-9a8c-00505683000d">http://www.nais.org/Bookstore/Pages/ProductDetail.aspx?productid=ae63980a-bc67-e111-9a8c-00505683000d</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Guidelines for Dealing with Educator Sexual Misconduct<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.nais.org/Articles/Pages/Guidelines-for-Dealing-with-Educator-Sexual-Misconduct.aspx">http://www.nais.org/Articles/Pages/Guidelines-for-Dealing-with-Educator-Sexual-Misconduct.aspx</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;">Crisis Response in Shifting Times: What Would We Have Done?<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: x-small;"><span style="font-size: 10pt;"><a href="http://www.nais.org/Articles/Pages/Crisis-Response-in-Shifting-Times-What-Would-We-Have-Done.aspx">http://www.nais.org/Articles/Pages/Crisis-Response-in-Shifting-Times-What-Would-We-Have-Done.aspx</a>
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
</div>
<div>
<div id="ftn">
<div class="MsoFootnoteText">
<br /></div>
</div>
</div>
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Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-47351304540135762242012-10-16T09:24:00.001-04:002012-10-16T09:27:31.097-04:00THE PAST ISN'T EVEN PAST<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
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<!--StartFragment-->
<br />
<div class="MsoNormal">
Last week a trustee at one of our schools voiced a familiar dissatisfaction,
“Generative thinking. I like the
idea, but the whole thing’s too abstract.
What are some concrete ways to DO it?”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Want to hear my favorite recent example?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Last year at a PreK-8 school in our network, ideas were percolating
for long range planning. The
school had acquired an adjacent property, though its current tenants wouldn’t
vacate for many years. That left
time to consider what Pat Bassett calls “blue sky” options. </div>
<div class="MsoNormal">
<o:p></o:p></div>
<br />
<div class="MsoNormal">
How to do this well?
At a Governance Committee meeting, the chair mentioned that he’d just
been reading <i>Governance as Leadership</i>
(Chait, Ryan, and Taylor, 2005) and wanted to try out a suggestion from the book. “Let’s do
something that brings lessons from our history<br />
<br />
<a name='more'></a>into our thinking for today,” he
said. “I like that general
concept,” he added, “but what would actually work for us?”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We thought for a while and finally the Head of School had
an idea. “You know, a tremendous number of the things that define our school
identity actually started in the ‘80s and early ‘90s during the time of the
Head before me. I’m talking about
the middle school (both the building and the program), our racial diversity, the all-school coordination of academics, a more formal administrative structure, and the preschool. What if we had our former Head come back to talk
about how these changes came to be?”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
And so it was. A
few months later we gathered for a retreat day. The former Head was delighted to be there and started us off
with a fascinating walk through a seminal time in the school’s history, 20-30
years ago. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The things the community now banked on weren’t always that
way, we learned. We heard how
serendipity had played a part in progress, how she’d felt a pressing need with
no possible way to act on it -- and then had been able to step quickly into an
opportunity when it presented itself.
More than once, too. We heard
about the obstacles, as well as the kerfuffles. There was lots of laughter and huge appreciation for
the legacy the school now enjoyed.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Then we broke into 4 groups identified by topic:</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Curriculum</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Healthy Finances</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->The Care Relationship between the Quaker Meeting
and the School</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Managing the Impacts of Growth</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Our assignment was to discuss:<span style="font-family: 'Times New Roman'; font-size: 7pt; text-indent: -0.25in;"> </span></div>
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li><span style="text-indent: -0.25in;">What important things did we learn from the
Head’s talk about history, values and power at our school?</span></li>
<li><span style="text-indent: -0.25in;">What important similarities and differences do
we notice comparing her time period to our current one?</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">How do they matter?</span></li>
<li><span style="text-indent: -0.25in;">What questions does this discussion raise for
us, related to the work ahead?</span></li>
<li><span style="text-indent: -0.25in;">What implications do these learnings have for
doing the best job possible in the period ahead of us?</span> </li>
</ol>
<div class="MsoNormal">
Takeaways? They
were huge and varied. For some of
us there was a striking realizing that we love the school in exactly the way,
for the same reasons, as our former Head did, so many years ago. Others saw a pathway to fundraising
informed by persistence, inspiration, and connection – not a new learning, but
newly informed by our history. One
important message was the central role of the Meeting in the future of the
school and the steadfast attention required to keep this relationship
healthy. For me, the most important idea centered
on the role of preparedness and vision, being ready to take advantage of an
opportunity should it arise.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In generative governance, we open the door to big questions
and we hope to create whole new frames for our thinking. On this day, the past came to visit
with important lessons for a vibrant future.</div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br />
<!--EndFragment--></div>
Anonymoushttp://www.blogger.com/profile/12757870067002438989noreply@blogger.com0tag:blogger.com,1999:blog-8960056702842506159.post-3359344036583796942012-09-26T16:08:00.000-04:002012-09-26T16:09:10.262-04:00READY FOR TAKEOFF<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
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<br />
Last night I met with a terrific board at one of our ADVIS schools. An important item on their list this year is setting up <b>a process for coordinating goals and evaluation.</b><br />
<br />
If your school doesn't already have a system in place, this is a great time to make it happen. Goals for the year should be prepared by:<br />
<ul>
<li>Each board committee </li>
<li>The board as a whole</li>
<li>Each trustee </li>
<li>The head of school </li>
</ul>
If you have a current strategic plan, this year's portion of the work will be captured in your goals, of course. If you don't have a plan right now, setting coordinated goals may be the best thing you can do <br />
<a name='more'></a>to enhance productivity while you get a plan in place.<br />
<br />
For the board as a whole or for individual trustees, it's a good idea to reference <i>Principles of Good Practice</i> from the Friends Council or NAIS. Both books have good sections on optimum practice and will be very useful in setting individual or board priorities.<br />
<br />
Timing? Goals and action steps should be prepared by the first board meeting in the fall. Even better, have them done by the end of the school year for the year ahead.<br />
<br />
Coordination? Head and board need to take time for shared input, discussion, and prioritizing. Then head, board, and committee goals can be distributed to all. (Individual trustees will probably get the best mileage out of considering their personal goals in private.)<br />
<br />
As with all other internal work, goals must be kept in strict confidence.<br />
<br />
<b>What about evaluation?</b><br />
<br />
Evaluation holds everyone accountable, of course. But it actually serves a much larger purpose, in offering opportunities for organic board education. At evaluation time you find out if your work gained you the strategic advantages you anticipated. You uncover surprises that lead to generative discussions. You see which goals were too big for one year, as well as which ones netted you larger gains than you thought possible. You identify areas that need development and you uncover existing resources. You fine tune your planning skills for the next year, too.<br />
<br />
With written goals in hand, evaluation is quick and
easy to do. This morning I had an email exchange with another board, this one from the Friends Council network. They're using a goal format for committees that's
simple to fill out and use. With evaluation data added at the end of the year,
it's a clear method for accurate reporting. And it provides a great jump start
on the following year. Here's a sample of a simple format:<br />
<br />
<b>FACILITIES COMMITTEE 2012-13 <span style="font-size: xx-small;"> </span></b><u style="font-size: x-small; font-weight: bold;">SAMPLE</u><br />
<div class="MsoNormal">
<span style="font-size: xx-small;"><br /></span>
<br />
<div class="MsoNormal">
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<b><span style="font-size: xx-small;">GOALS &<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: xx-small;">Action Steps<o:p></o:p></span></b></div>
</td>
<td style="background: #DBE5F1; border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 62.8pt;" valign="top" width="63"><div class="MsoNormal">
<b><span style="font-size: xx-small;">Resources Needed<o:p></o:p></span></b></div>
</td>
<td style="background: #DBE5F1; border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 56.15pt;" valign="top" width="56"><div class="MsoNormal">
<b><span style="font-size: xx-small;">Deadline<o:p></o:p></span></b></div>
</td>
<td style="background: #DBE5F1; border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 70.8pt;" valign="top" width="71"><div class="MsoNormal">
<b><span style="font-size: xx-small;">Completion Data<o:p></o:p></span></b></div>
</td>
<td style="background: #DBE5F1; border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 166.3pt;" valign="top" width="166"><div class="MsoNormal">
<b><span style="font-size: xx-small;">Evaluation Notes<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 118.25pt;" valign="top" width="118"><div class="MsoNormal">
<b><span style="font-size: xx-small;">COMPLETE A CAMPUS
MASTER PLAN<o:p></o:p></span></b></div>
</td>
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<span style="font-size: xx-small;"><br /></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 56.15pt;" valign="top" width="56"><div class="MsoNormal">
<span style="font-size: xx-small;"><br /></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 70.8pt;" valign="top" width="71"><div class="MsoNormal">
<span style="font-size: xx-small;"><br /></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 166.3pt;" valign="top" width="166"><div class="MsoNormal">
<span style="font-size: xx-small;"><br /></span></div>
</td>
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<span style="font-size: xx-small;">Interview and get prices from 3 architects<o:p></o:p></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;">Propose a project plan to the board<o:p></o:p></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;">Submit a complete master plan to the board<o:p></o:p></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;">ETC.<o:p></o:p></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<span style="font-size: xx-small;"><br /></span></div>
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<br />
The same school has been doing creative board
evaluations for quite some time. This year they repeated an evaluation they did
in 2009, a simple online survey based on FCE's <i>Principles of Good Practice. </i>Hot
off the presses, they've got a gold mine of comparative data, showing areas
they've improved in as a board (we were glad to note that these represented
achievements in top priority areas from the past 3 years) and some places where
they'll want to pay attention in the future.<br />
<br />
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The plane's on the runway -- is your board fueled and ready to go?</div>
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