001ging us in for the second special board meeting of the week for the PGUSD board of education on November 20th. And we are going to start with our land acknowledgement. So good evening. We as we begin this meeting, it's important to pay respect and acknowledge that we are in the traditional land of the Costaan, Aloney, and Elin people and additionally pay respect to elders both past and present. So with that, could I get a roll call vote? Of course, President Dr. Hazen >> here, >> Luke McNary >> here, >> trusty Utman >> here, >> trusty Shamas >> here, and Trusty Wex >> here. >> And we have a short agenda ahead of us. So, we will open up to public comment if anyone has concerns or questions about the agenda. >> Seeing none online and
002none in the room. Um, anybody from the board had question or concern about the agenda? I have something. Um just wanted to well I just wanted to remind whoever is submitting um the um consents for uh extracurricular activities out of county that it's 4 weeks and we're getting one of them I think 4 days prior. So, just a reminder that those should be coming a little bit earlier unless there's some pressing circumstance. I know it was a tournament, but >> that was the exact pressing uh circumstance. And I think in this case, because it wasn't on the original schedule, right, if it's they make it to a certain level, they'll only have a few days in advance. But typically, we try to, you know, stay in line with that um with that. >> I think
003it was just all but one of them. So, okay. Okay. I didn't know that if I don't know if that they're all tournaments, but anyway, just wanted to bring that to the attention. >> Thank you for that reminder, Trusty Art. Yep. >> Any other board comments or discussion? >> Seeing none, can I get a motion to adopt the agenda as presented? >> Also move. >> And a second. >> I'll second. >> Okay. Motion was made by Trusty Otmar and seconded by Clerk McNary. All in favor, please say I. >> I. I. >> Any opposed? >> Not. It passes 5-0. So I will now identify our close session topics and these we're not going to be dealing with items A or B on negotiations but we have public employee discipline dismissal release leave complaint government code
004a confidential student matter and then review of superintendent 2526 goals. So is there any public comment on these closed session topics? Again, seeing none, I will go ahead and adjourn us to close session. Ging us back in at 6:34. And I'm going to report out what we discussed on closed session, which is item D, information was received and direction was given. And for item E, information was received and direction was given. So now we have the pledge of allegiance. Um, Clerk McNary, would you mind leading us in the pledge? Okay. And now we are on to our consent item which this is um basically no discussion unless a member of board requests it or someone from the public suggests we deal with it as well and the board can echo that decision. And we have
005one item item A. So is there any public comments on the consent agenda? Not seeing anyone online or anyone in the room. Can we check Lewis? How many participants are any of those non-d district staff? And I only ask because they're just Okay, it's not district staff. Okay. Okay, good. I will keep I will keep referring to you one person hopefully can if useful. Um board, any question concern about the consent? If not, I will go ahead and make a motion to approve consent items as presented. Could I get a second? >> A second. Motion made by myself, seconded by Trusty Wax. All in favor, please say I. >> I. >> All opposed. Not. It passes. 5-0. And now on to action discussion items. We have two SLAs's. Don't say it, Beth. Side letter agreements
006for tonight. >> Officer, we do bring before you two uh side letters of agreement. Um once again it's uh uh partnership with CCSEA and PG U USD that when uh there are a significant change that we bring those to the board and we work with CSSEA to come to a side letter of agreement to implement those changes. Um this this first item that we're looking at is going to be a halfhour reduction in the workday of the career tech at the um adult school. you will see that this is a temporary uh reduction in the assignment. Um and what that means is that should the person who currently holds the position ever move on, the position remains an 8-hour position with the district. However, um for this temporary time, it's going to get reduced to
007um a 7 and 1/2 hour position, which uh as you'll see is going to result in a savings of $5,655 for the current fiscal year. Happy to answer any questions that you might have about this site letter of agreement. >> Do we have anyone from the public interested in commenting? If not, I look to the board. Um, yeah. You know, I'm I feel like this is odd. Um, just because I I read it and I think I don't know if you said anything about precedent, but it does seem like what would prevent other employees from wanting to adjust their schedules and get it approved? Um, there was no reason given. So, I'm assuming it's a personal reason for this. Um, but I just I just found it kind of odd because it's for one one
008person and maybe because it's over at the adult school, but it's still through CSEA. I don't know. So, precedent is what I'm concerned about. Mhm. I think to speak to that just just a bit, um I don't think that this is the first time that people have made adjustments to their to their schedule in the in the district. What is different um maybe than has has been in the past is um that we're working with C CSEA when this occurs and putting together the formal process of a side letter of agreement to get the board to agree to to to this and also to memorialize that it's going to remain a 1.0 know in the event that this person should move on or if circumstances should change and the adult school realizes that they need
009the full 8 hours instead of the 7.5 then we have the ability to go back to that original amount. Um I think that if there are other schedules that need to be adjusted I think that you can expect to see maybe more of these agreements coming coming forward. um the adult school does tend to have more than the other sites and I think that is due to the flexibility of the schedule. Yes. >> And um sort of the uh malleable nature of the adult school whereas our K through 12s are a little more entrenched in the school day. >> I agree with that. Okay. Thank you. >> Any other board comments? So just to clarify, this was at the request of the employee, not of the district. >> Correct. >> Okay, great. Thank you. >>
010I got um so it says temporary, but is it temporary besides under any stipulation besides that employee? It's not for like a time frame. >> So there's no end date on it. Correct. And so if um the principal does decide that they are needed that extra half hour, what's the process for that? >> So then what we would do is um get together w with the employee and ca let them let them know of our of our need and either the employee would be able to meet that extra half hour. If if if the employee isn't able to meet that, then um it's one of two two paths. either the district would find a temporary employee for a 0.5 of an hour, right? Or um the employee may consider that they can't hold that job,
011right? Right now, we don't foresee that happening or we wouldn't be making this change. Yeah. >> Okay. Um well, anyone can make a motion if they would like on this side letter agreement. >> I'll make a motion um to approve the side letter agreement between CSEA and PGUSD uh regarding a temporary reduction in hours at the PG adult school for career technician. >> I'll second. >> Okay. Motion made by clerk and seconded by trusteem. All in favor, please say I. >> I. All opposed. It passes 5-0. We have another uh side letter agreement. >> Right. The next side letter of agreement um has to do with the minimum day that's going to be coming up next next week, which is the reason why we're bringing it to the board at this special board meeting. Um
012you may recall that in our agreement with PGTA um one of the things that we agreed to was that on the minimum day um the teachers would be released 30 minutes after uh students dis dismissal on these m minimum days. One of the things that we tried to do is be equitable among our employee groups. And so this a agreement is also going to allow our classified staff to be able to leave 30 minutes after um the student dismissal on the Thanksgiving minimum day. The reason why it's only for one of the days is there are still some details that need to be worked out with some of the other minimum days that don't apply to this one. So, we wanted to bring the agreement for the Thanksgiving day forward first so that we could
013do it in a timely fashion while we hammer out the details for the winter break, the spring break, and the last day of day of school. You can expect to see that in an up upcoming meeting as well. So, for now, we bring forward the minimum day dismissal agreement um with the California School Employees Association. >> Great. Is there anyone from the public that would like to comment on this item? Seeing none, I'll go back to the board. Any comments on this? Okay. Yeah. >> Did we not agree to this already in the in our last negotiations? I thought we did. It was part of PGTA um and we were working through some of the details but couldn't reach a agreement when we um closed the negotiations with CSEA last year and the reason being
014is um some of the employees cannot leave school 30 minutes after the student dismissal like the BAS SRP staff some of the custodial. So, what we're doing is we're working um with the supervisors to uh find time to make up for the time that they're not going to be able to take take off. >> Okay. >> Yeah. And so, those are the >> It seems like we did talk about this or you briefed us on this um with CS about CSA. We did um in some of the updates and summaries that the board received. Um but when the tenative agreement came forward, this language was not in the ten the tenative agreement because some of the complications that we discovered as we were trying to put the finishing touches on the agreement. >> Okay. Thank
015you. >> Perfect. Could I get a motion on this item then as presented? I will go ahead and make a motion then um that we approve the silletter agreement with CSEA regarding Thanksgiving. >> I'll second. Uh motion is made by myself, seconded by Trustee Shimos. All in favor, please say I. >> I. >> All opposed. If not, it passes 5-0. So, we're now on to item C, the board governance training and self-evaluation session. So, I think we're going to take our mics and head to the tables. Okay. Thanks so much. I'll come back to gavvel out at the end. My memory can be so >> Oh, mine too. It's >> like maybe I was eating 10 minutes. >> I wonder if I say it with you. The calories don't count for me. and we will
016start with a um a little, you know, your favorite part of it, right? That little icebreaker at the beginning. So, I've got a little one to follow up on what we've done, you know, up until this point as well. Um but this is really what we're looking at. A little team builder for 10 minutes. Uh we're going to take a moment to just review our norms again right at the start or from our handbook. Uh tonight we'll be talking about chapters three and four. So I've kind of got some prompts for us that'll lead through that discussion. Uh definitely the uh self-evaluation process. So we have a tool I've got hard copies for us this evening as well. And I thought we could just take the time you know to review that um and just
017gather some input and any additions or changes we want to make to that prior to our reviewing that at our next governance session. Um, I had three topics that were requested. So, those are listed as far as just some discussion items. So, we've got that on a slide. Uh, how not to be a terrible board member activity. And I think just looking at the list of everything, we'll see how much time we have. And I think we'll just gauge ourselves. But I think you know the most important piece of the core governance and that self-evaluation tool for tonight and then we'll gather and take some time at the end for um topics for next session. Sound good? Okay. All righty. Here we go. our energy bus reflection. So you will recall and I need to
018guess. So we've done two of these already since No, no, no. You know, you do not need to read this one. It was a present. I like that. So remember, yeah, this was we're reading it as a as a leadership team. We're also reading it at the district office. And so it's really been neat because we make activities, you know, we kind of we've broken it up into chapters and we've done a lot of fun things. So I kind of see how effective those activities are and then it's nice I can pick one of them that we do as a board. So here we are >> squeaking this there's like a a squeak >> maybe have a problem. >> It's weird. that was for the first time. >> The whistle. >> Okay. >> Who knows?
019My ears. >> Oh, is that >> because we're sitting here in a different location, but even so, we haven't heard it before, right? We've been here. Um, okay. So, really what I did with our leadership team this week, it's been it's been a a heavy heavy month with a lot. I think you know I opened up our leadership team by just looking around the room and thinking especially looking at our principles of just some of the heavy load and the heavy lifting they've been having to do you know in the last couple of weeks and um you could feel it was heavy in the room and I just know my cabinet right now I mean they are they you know they've got a lot on their plates you know as we talk about you know
020self you know self-care you know that kind of thing so we really just I wanted to allow time you know in the meeting to just allow for some reflection you know we talk so much through the energy bus about the energy that we're showing up with. Um, you we're trying always try to, you know, keep that as positive as possible. But sometimes when you are when you're carrying a lot, there's heavy emotional, you know, baggage that comes along with that, right? And I think we've got to be able to take the time to just stop and reflect. So that's really where this, you know, opening, you know, piece comes in. Um, you know, it's number one that we get to choose the energy we bring, right? I think that's the important thing. We're the driver
021of our bus. Uh, but sometimes it can be a little bit more challenging, right? Sometimes there's some road bumps in the road as we're driving that bus that, you know, may require us to, you know, either slow down or, you know, take a different path. Uh you you may recall the energy bus talks a lot about those energy vampires, right? And so they, you know, energy vampires, they're, you know, we want to be sure that we're not allowing them to attach themselves to our bus, right? And so as we're going, just being aware and, you know, self-reflecting on that. So that's the first one. Um, and then another book that I'm reading right now, Crucial Conversations, you know, really is I saw such a close link in the reading we did most recently in the
022energy bus with something that I've I've read in that book. Um, that when you know stakes are high, when emotions are running, you know, maybe a little bit tenser, when opinions maybe differ, all right, and we've got to have some awkward and hard conversations, you know, it's how we approach and how we have that conversation in the moment matters more than ever. So just combining those two thinking about okay the energy that we show up and what I'm going to ask all of us today is to even just focus on today or this week right but you know it can be as simple as today you know the energy that you brought in you know when you came you woke up this morning right or whatever think about your day whatever you know you had
023on on your schedule for the day maybe it was even you know mid midday you had a meeting or you know picking up an interaction with your kiddos um or you know tonight right even the energy you've brought in you to the to the room when you came in here for the beginning of the ball meeting and even the energy you're carrying now, right? Has that changed? Has that shifted? So, really, that's what I want you to think about as we figure out we and we work through the first prompt. So, thinking that through the energy, knowing there's a lot that you're all carrying right now. Um, you what is that energy that you've been showing up with lately? Where in your work have you been maybe stretched thin, rushed, or pulled in many directions?
024And how has that showing up in your interactions? Just to think on that, I'm going to go ahead and pass out a little index card for all of you to jot those down. And this again, it's just for you. Um, I'm also going to hand out the index cards you wrote before. And the idea is going to be, you know, for we have paper clips for you to go ahead and um, you know, attach this to your um, your most your your last prompt before. But for now, just go ahead and and think that through. Jot down your reflections. Why are you doing that? Then a hand up or I'll move on to the second part of it because it's related. You'll have some time to finish up that as you're reflecting on where you
025are. Maybe think of one strategy that you use. Maybe you are using it or you need to be using it more. Stay grounded when things feel heavy or urgent. and what helps you respond rather than react to some of those more, you know, high state matters. Go ahead and reflect on that. And that's what we'll be sharing out in our pairs in a bit. No time. Sorry, I realized that actually Nira had already paper clipped an extra index card. So, of course she did, right? So, just you know what happens now. That's good. >> The date um it >> wasn't that the >> first governance session which was I think >> I mean I know we did one on September September >> 18th >> but we've did one we did one before that as well.
026So >> okay. >> Oh that's good to kind of have the dates on there. I like that for your reflection. All right. Well, we're going to go ahead and pair up. So, do you want to pick the people you paired with before or you want different partners? >> What do we want to do? >> Okay. All righty. Just go ahead with your All right. I'm going to We'll do Okay, you go. And I think that's how we were paired, right? The two of you two of you and then I'll pair up with Elliot and I'm going to come on over your way. >> Share. Um >> Yes. Exactly. Yep. Yep. What's parach um I think uh for the past yearish I've been getting better at actual gratitude and so um realizing things are out of
027my control sometimes or putting them into perspective is helpful. Um, and then also helping me respond is the realization that there are multiple ways to achieve things that will get the same results and uh I don't have to be tied to the process or my way. I think I'm getting better at them. I hope I think >> I'm putting your ego over here a little bit. >> Um, okay. I could well my strategy is I think about what I need to support my preparations like >> what have I dealt with in the past that pertains to this situation. So the one thing I was >> we were told to prepare and do this for this meeting >> then when you go and you find out in the email like this we're going to have to
028close session like it's a whole different topic you know like okay so then that you know how do I get that in order in my head to feel prepared So that's what I'm doing. >> So do you like run through the >> run through the meeting in your head basically? >> Well, I mean, okay. So we saw that whole discussion >> you know I'm thinking okay what >> is it even whatever but like Ultimately, >> I'm just saying like mostly So for my kids, I like And then like respond. But anyway, so that's for me. >> Okay. Was that like something I needed to think? Yeah, like yeah. Tuesday morning. You're not remind How do Right. >> And I'm like, no, you know, like What? Okay. I also have >> a very thought. Most charged.
029that >> you have to see Elliot's pictures of his road trip. Uhhuh. >> Because it's just calming. It's beautiful. He's going to send it to Louis. >> Thank you. >> All right. So, we had a chance to kind of reflect with our partners and do you want to go ahead and just, you know, share out briefly some ahas and maybe some good strategies that you learned from your partners? >> Okay. I mean, unfortunately, it's either I copied Linda's answers or she copied mine because we had pretty much >> word for word about that, but just, you know, focusing on when you're in that position to feel grounded is the centering like remember where you are. breathing came up for both of us in both of our parts as well. Um you know relying on the
030strength of others is one thing Linda shared I think is safe to say and then um you know if you need to take some time to not react right away is take the time to think about the decision before whatever it is um before it has to be made. >> I'll summarize. Thank you. >> Uh I'll go next. Um, one strategy, Laura shared three strategies, which I feel like is a strategy in itself, having a toolkit um, of multiple things. Um, but one thing she shared is, uh, movement and specifically going for walks, um, really helps. And then um Jen said kind of it was the same thing about getting out and walking. Also doing like breathing exercises like breathing through things. >> Um >> well I think well I kind of shared my for
031he kind of summarized it for both of us and he did an excellent job. So yeah. So, you agree? >> I agree. >> Um, so Mike was saying that he um has been feeling more grateful. >> Yeah. >> And that that's kind of helped him be more of a u centered. I think >> you didn't say centered, but I don't know what what do you mean? Uh yeah, I mean I I guess that is true. >> Yes, gratitude. And uh that you do have control of >> I guess this leads into my second thing I was saying transition was uh I've been less fixed on doing something like my way like I realized that the same goals and just going to happen >> in a variety of manners. Oh it's a shared goal with me.
032And then um trusty was saying that she >> get >> I got it. I understand your own conversation >> um that she basically >> she gave me a free parenting lesson too um about um to not respond to how something is going actually go. >> Well, okay. So, up there you have um what helps me respond rather than react. And I was just saying that that was one of the things that in my communication classes we always talked about what's the difference and then I was saying that you know so when you're reacting you're either in your head or you're in your gut and um so so where you want to be is in your heart where you're where you're not taking it personal. And then Mike was saying, "Well, what about if you're trying
033to to um negotiate a settlement between two people?" I said, "Like kids?" And he goes, "Yes, >> purely hypothetical." >> And I said, "Yeah, okay. Well, >> yeah. >> What I was taught was, you know, you always deal with the loudest one first because they're the ones that are most frustrated, most uh needy, right? Then even if they're the most guilty, you still work with that person first and hear them and then turn to the other one because usually the one that's not as charged will be able to wait until you address that other one. So just the only one that you didn't you know mention was really I think you use you know Elliot used the example of the road trip recently where you know you went and nothing was planned or scheduled right
034you just kind of no hotels or you know so sometimes doing something out of your comfort zone right and maybe going along with you know it doesn't always have to be your way you know I see connection there from both of you and then you also mentioned you're just always looking for the bright spots as well you know your whole journaling And you know practice is really important. Yeah. Yeah. I love that. >> Well, I think you know the closing message for this and I've kind of put on that last the next slide is you know yeah in your lives right now you are carrying a lot. um you know and I think that that next bullet being human doesn't disqualify you from being excellent leaders and I think fill in the black the blank
035there right whether it's excellent you're an effective parent an effective friend um you know just invites awareness and I think that this whole practice of being self-reflective and and really you're building that awareness of where you are where your energy is how you're showing up how you're responding all reacting right just to don't take control you know back of of that energy game. Um, it's not about perfection. It's about intention, right? Choosing our energy, slowing down when possible, and remembering that there's the human on the other side of that conversation, right? And how we how we show up for that matters. And yeah, we won't share it out, but just, you know, as you're going through this, I hope you can, you know, really commit, you know, something that you've taken away from today that
036you're going to take into the next week with you, maybe into the holidays. Be great. All right. Well, thank you all. I'm going to I'll collect these at the end. Just kind of leave them, you know, there. We'll keep them nice and safely in our energy bus envelope. And just really appreciate you all, you know, continue to participate in that. All right, we're going to go ahead and just review our norms. And Lewis, would you mind just clicking on the handbook page? And we have six of them again. So, we'll each have a turn to read one. And I'll go out of order this time just because normally I start and then that means we're all reading the same one. So, um, do you want to start with us today, Laura? Let me go ahead
037and hold on. I will just get them page six, right? Thank you. Okay. And it's they're on page six, Elliot, when you do get it open. Thank you. Page six. Yeah. And the first one is accountability. >> Accountability. We take collective responsibility for the performance and success of our governance team. Each trustee contributes to maintaining trust, transparency, and the integrity of board operations while staying focused on what's best for students. Number two, competence and judiciousness. We commit to acting as informed, thoughtful, and ethical stewards of public education. We honor our roles, avoid micromanagement, and collaborate constructively through professional development, preparation, and respectful conduct. We model effective leadership, and focus on the district's long-term vision, >> ethics, and integrity. We uphold the higher highest standards of ethical conduct, fairness, and transparency. We adhere to the Brown
038Act and only discuss issues in adherence with the Brown Act. We do not engage in serial or multi-board member conversations outside of board meetings. We avoid conflicts of interest, honor confidentiality, and do not use our positions for personal gain. Trust is maintained through honesty, discretion, and a shared commitment to integrity in all interactions. solidarity. We value our collective impact over individual interests and personal opinions. Personal disagreements are addressed privately and respectfully. We maintain a united front, engage in thoughtful deliberation, and avoid personal attacks, ensuring our decisions are grounded in student centered governance. How the board communicates. We prioritize open, honest, and respectful communication. Differences of opinion are welcomed and discussed civily. Once decisions are made, we speak with one voice to foster public trust and avoid undermining the work or reputation of the board or
039superintendent. >> I'll do the last one. Support, respect, and consideration. We treat one another as equal partners in leadership, showing courtesy, empathy, and appreciation for each other's contributions. We avoid gossip or personal complaints, support the superintendent's role, and respect each other's time, motivation, and perspectives. Thank you all for joining me and just I think I continue to think how important it is we just remain, you know, keep revisiting those at the beginning of each time meeting and keep our awareness with it. So, I'm just going to go ahead and um distribute. We're going to go on to our coverage of our, you know, the next two chapters, but we had great discussions at our last session, you know, we think back to September. And like I did the time before, I've just gone ahead and,
040you know, just I took notes while we were having those discussions. Um, and I really just want to, you know, take a moment to just share this with you, get to take this, you know, with you. Um but there were just really some some great um takeaways some great ahas that came out of that. So you know looking to you know chapter one remember that was the governance mindset. Um you know just you know some of our the the pointers that each of you brought forward that really stood out in the notes that we took was just you know make making sure that we're um you know staying mindful of what the the role is of our one-on-one meetings that we continue to you know um show clarity you know in in in what the
041purpose of those is. Um, you know, one thing that you all pointed out in that was making sure that yeah, it's that's not a moment for one-on- ones. It's not direction, it's conversations that we have and making sure that from those, you know, we we get that information is then shared, you know, with all trustees. Um, you know, an example from that was, you know, consent item discussion. We, you know, kind of took the time to review um learning environment for trustees was a big one. You know, really I highlighted their mistakes are learning opportunities, right? We talked a lot about that. Um, and I think you were really all just, you know, really open with one another as well and sharing some examples. Um, using the handbook and managing ego, you know, that was
042kind of, you know, a big part of our discussion, making sure we have this great handbook that we're using it to reference and refer to. Um, future challenges and differing world views. You know, I think the the SRO, you know, topic came up there as far as, you know, one example of, you know, where we something we'd recently come out of where there may have been differing opinions, but how did we move forward as a board, right? in in order to you know manage that modeling for students you were all very clear on that's you know an important component improving discourse and preparedness um and then you know we talked a lot about the guidelines um you know on page 21 um and there was a lot of discussion there you know I used the
043example you don't have the votes we're not you know bringing that that up again you know just an example I think that was part of the conversation we had um in you know that was something that was was um incorporated in chapter one but um you know just used as as a a means of um how uh you know just when we get to a point where you know there's maybe not an interest across the board right for a topic to be brought back again you know sometimes it is a matter of kind of just having to come out and state that and sometimes that's the board president's you know role so we had that discussion um and then moral imperative you know just being aligned right in in what in what that is and
044what it stands for chapter two we talked a lot about you know that was all about strengthening governance and infrastructure um you know system stability through transitions, you know, really kind of making sure that as we bring in, you know, new board members and the and the the the nature and the the the makeup of the board changes, right? That's why it's so important that we, you know, have those systems in place, trust, transparency, and accountability. We talked a lot about, you know, those growth opportunities of one another and the trust, right, with all of you in order to bring things up when we need to have hard conversations. uh superintendent's role in infra in infrastructure when it comes to board governance. There was a lot of talk about that, you know, being accessible and
045transparent. Board self-evaluation was a big part of, you know, of that that second chapter. And so, um, that's exciting the fact that we're going to be, you know, starting that process tonight. Um, there was that whole, you know, concept, if you recall, of, you know, helicopter the helicopter fire metaphor, right? And we, you know, use recent examples of that. And then really we came to, you know, a summary there, you know, tools to strengthen governance. And, um, you know, four, you know, items were listed there. um and commitment to ongoing improvement was really kind of another, you know, commitment that we made. I just share that with you. You know, that's really from the notes directly. I take them directly into the slides so we have them, but you've got this and I think that's
046just important to start with. You know, that helps give us the grounding before we move into our next two chapters. All right. So, chapter three and chapter 4. Um again, that's that same quote that I keep bringing to you, right? Effective gun is about it's not about it isn't about control but coherence, collaboration and the courage right to lead for every student. Okay. So um you know the title of chapter 3 the govern we're really looking at the governance triangle. A lot of talk right about that whole you know who makes up the governance team right and the triangle we often talk about ourselves you know it's it's the five trustees in our instance with me as the superintendent but really what is brought up a lot in this chapter is the role that cabinet
047members you know play as well and I think that's you know we came up you know a little in our last discussion but you know just that ability maybe in a future you know governance session for us to really have our cabinet members join um and for us to you maybe do some you know activities that you could bring them into those discussions. Um, but yeah, I think that that's the triangle itself, you know, and I think what this chapter really, you know, speaks a lot to is about clarity on on what the the roles are of each individual, who decides what and how decisions move through the system. And that's what sort of stood out to me a lot in in this chapter. The fact that um, you know, it's all about the systems
048we have and the and the clarity of roles, right? And that's a lot where the you the handbook comes in. um mindset and having that governant mindset in action. You know, it becomes real through the habits, protocols, communication patterns and expectations, right? So, even though we, you know, can have everything in our handbook, it's really about us as a governance team to be sure that we're following through on, you know, what we have identified as important and what we've identified as what our protocols are. You know, shared language, shared purpose, right? Predictable decision pathways. Um I tied it in a little here to you know culture of wei when we're looking at you know our performing systems operating with alignment rather than uniformity that that stood out to me as I was you doing the
049reading through that chapter. Trust clarity and consistency you know reduces confusion conflict and mixed messages. There's a lot of talk about the ability for us to kind of have it all you know spelled out but then you know how we're putting that into practice and how we're building trust with one another. And then I just you know the key point from there clarity about roles, goals and decision-m pathways is the glue that holds the governance system together. That's just sort of a summary that you I've put together for us. I think through the the prompts I'd really this will be your opportunity to share a little of what you you know pulled out and you know what stood out to you in your readings. Um, but if you're good with it, I thought we could
050maybe just start with role clarity and decision- making um to really for us to think about in in through what you've read, you know, where do you think we've got strong clarity between the board superintendent and cabinet roles? And, you know, do you see any overlap gaps or drifting into each other's lanes? Are there times when that happens? And I'll come up first to say yes. I think definitely. But you know this is your chance all of you do to weigh in. Take notes as we talk as well. One of the things I I'll say two things if it's okay quickly just to kick us off and you know one being that it's one of the difficulties of again being a small district is that there are times where these roles get more blurred than
051if we really did have true separation in tasks if that makes sense. And I I think that's okay but I think that's kind of the it's not okay. It would be ideal if that weren't the case, but given that that is the case, it's figuring out how we delineate when someone is acting in which role, if that makes sense. I mean, I'll bring up somebody who isn't here, but it's a great again, it's a great example, but one one person who was in here and then one about myself even, but Josh Dorne, our our CBO, is lacrosse coach as well as um also our assistant superintendent and our CBO. And there are definitely times I mean luckily I have full belief that he's done everything in you know above board but there's times where those
052roles have different requirements and responsibilities and so I think that's just again the difficulty of the small district and I wouldn't want him not to be the lacrosse coach. The other one I'll just add and this is what I wish the book would have dealt with a bit more but I understand why it didn't. I I find on a almost daily not daily uh at least weekly basis though is the difference between being a board member and a parent or grandparent that is still where these overlap gaps and drifts happen more than I would like. And what I would say is I think it's hard to achieve. It's hard to balance the roles of a board member with advocating for your student or students, your individual students, because there is that always that concern of
053impropriety that if I raise a concern about one of my children, >> I'm asking for a fix as board president and I deserve better and that's not ever my intent, but there's that there's always that unspoken potential. So, I think that's one I would love, you know, I mean, choreograph 3.8 name maybe to discuss a little bit about is that there are those inherent conflicts of interest I'll say that aren't wrong but that's why a lot of us are on the board is because we do care about children our children okay sorry that was a bit of a soloquy I apologize >> that actually came up for me when I was reading um about the crossover between being a parent and a board member and it's one thing to to say I'm speaking as a
054parent right now cuz you have to say that but at the same time I'm still the face that's sitting up at the dis and it's hard for somebody to completely disconnect that and you know it can go one of two ways there can be excessive push back because you're a board member or there could be someone that's feeling intimidated somehow or feeling like I don't want to so it's it's something that I didn't expect when I got onto the board and it's something that I still have a hard time getting used to no matter how many times you say I mean or you know or just being at a school just what you know a parent at the school not with a name tag or you know having a volunteer sticker on um it's still
055it's just an interesting you know I picked it was that was what kind of came out for me I'll say I um underlined um a couple of things that I thought were so true just of my past experience. And one was um that the partnership with the superintendent and the board is a fragile bond. It says that can be easily broken if not conscientiously and continuously maintained. And I just think that's so true. And and even what you guys are are just talking about just a dilemma of a being a parent and a board member. Um, yeah, you I mean I think you have to always be maybe somehow able to talk about it either with us or with a superintendent so that you you do um kind of monitor yourself and and give yourself
056permission to be the parent of course. And um you know it is kind of interesting they don't really seem to address that in here. Um, but that was one that, you know, that I I've seen that that happen where um, and it kind of goes into the next chapter about onboarding because that that's when it really can happen when you get a new board member and it there's nothing in place or the or up an existing board doesn't really um do anything special to bring the new person into the group and um weird things happen you know just in the past I've seen this okay but it's true like I mean it surprisingly you know like people are very sensitive to being accepted in a group and um it you know so just one wrong
057word or >> or you know a left being left feeling left out of something like there was one thing in here they they uh were highlighting this other uh district and it said here that the super independent will meets with two board members at a time and I thought to myself I don't really like that >> because of that you know I like she's meeting with with us one on- one and I think that's a very um appropriate way to kind of to make sure that everyone is feeling like, hey, I've got my time with the superintendent and it's shared and I'm not feeling like um the superintendent is favoring somebody else or is hearing somebody else more than me, you know. So I and I think those are those are just very um like
058it says fragile little things that you don't realize sometimes how it starts to break apart your bond. The one thing I'll say, I mean, I could see in a a less well functioning board, having two board members at a meeting could help prevent the one board member from being like, "Hey, you need to do this for my kid or you need to, you know, because it it it can pro, you know, it provides a little bit of oversight, but I agree in a situation where you have a well functioning board, it's better to do the one-on-one meetings." >> Yeah. Well, I mean, of course, when the board president and the clerk are meeting, you know, that's that's I don't I don't think that's a different that's a purpose for the agenda setting and it's not
059the same, but it was just pointed out here that this was a a system they used, you know, and I was just wondering like, I wonder how that two and two if it's a five member board, how does that work? You know, like cuz people they take notice of that, you know, some people maybe not, maybe they don't care, you know, but you just never know. and and um so those are things that I think are um always important to um bring up. I'm you know and I think that us doing these kinds of um board check-ins is really important for that. >> I have one more just quick to add. Sorry, I did I'm jumping over a little bit here, but the you know, another one, again, this is a small district issue, but
060we have people in cabinet roles that have filled other roles. And so that becomes difficult is if there's a question about Forest Grove principal decisions made in the '90s, we might want to go to Chief Rogan because he was, you know, he has that knowledge. So that's another one of these things that becomes difficult when you have people that have served in multiple roles throughout the district. you have pockets of information that sometimes is, you know, it's not a bad thing. I think it's good, but it just makes it so that it's easier to pull people out of their roles to drift into lanes because of that knowledge. I'll say >> and I think to add to that as well without having systems in place, we're reliant on individuals. So having the systems that do
061provide strong clarity of like this is your role now this is your lane you know you don't need to drift over there because we've created an HR system now where like somebody else doesn't have to monitor it really is valuable so we can stay in our lanes instead of like kind of naturally drift over because we see a gap or because you know um something maybe needs to be addressed. Um, on the parent front, I hear you too. And I I I guess for me it gets tricky because sometimes it's like am I in the parent lane and advocating or am I in the board member lane and advocating? And for me often times it feels like yes, both. >> Yeah. Right. Okay. >> Um, and that an issue that comes up with regard to
062like my personal life is affecting my family, but oftent times that's like the starting point of the issue. And there may be there are other students and other families that have or are experiencing similar circumstances. So, I think sometimes it starts with like your child or seeing something from your own personal experience in your bubble, but then it's kind of taking the time to gather information and data and see if this is something that is a bit more broad because it is worth looking into like if if something comes up with regard to your child, your child's in a class of 30 perhaps. There are other students figuring out like when you should go to the principal or when I should come bring it to Linda. I kind of, you know, trust that you'll say,
063"Hey, Jen, this is a Mr. Roach question regarding your student." You know, have you call, have you emailed him first? And I feel like you do that if if you're not sure, you know, where we're coming at it from. And that I really want as a board member just to say like, Jen, it sounds like a parent hat is being put on and, you know, or just to guide me in a different direction. Um, but it's it's so tricky. I think the messiness comes in when there is you know I think everything that's brought forward is a legitimate concern to want to you know look at it you know more holistically but I think that's where yeah going back to what our protocols are and you know I think if it isn't at something the
064side is with your child specifically that you know about now you know going and and I think you all you you all and I appreciate the fact that you all struggle with it a little and you think it through a lot because you do come to me first before you're going to go to the principal you know to kind of have that convers And I think I'll being able to have that conversation, you know, thank you, you know, for, you know, being one to be open and trusting in that. Um, and sometimes it does, it takes me to have to say to you, no, you this is absolutely your you are wearing your parent hat in this role and and you state that, you know, emphatically when you hold that meeting. But, you know, I
065think that I I try to empower all of you, you know, in in that role. And and you're right. I mean, you said it, Laura, as much as you say it. I'm here as a parent right now. everyone all they can see when they're meeting who we are not help you know but at the same time I think that's we've all got to navigate and yeah it is going to get messy and there is no clear you know I used to have many years ago a superintendent would tell us oh it's the there's a pick a pick a fence you know between the boards here and and the the administration and the superintendent here right it sounds so simple and easy I remember hearing yeah that makes so much sense right until you know it's
066relationships are are messy See where you said it Beth where you know it's it's this beautiful bond that we're having to build and nurture right with you as a board with me as the superintendent and you know it it gets messy as all relationships do and how we trust each other and and are committed to having open conversations when the difficult things come up is everything and how we're able to you know you know work through it right um and I think you're calling on me to you know just be more direct in my you know feedback you know to each of you I think is necessary in that right you know that's my role to you know be able to give that to you with with kindness and firmness right but you know I
067know that when you're coming to me you need to hear that from me right and yeah >> one one addition I'll just say on that is you know we do have this no no surprises rule so I do think there is some value even if we are wearing the parent hat for us to let you know because that way it's you know if I'm going to go and be like >> you know I won't even give some examples but something really bad happened to my student. As a board member, I think it is important for us to let you know this is something we're raising through the school because I think that's something that hopefully you can at least be aware of, but also do that judicial balance of they're going as a parent, but
068now I know as a superintendent, >> right? And that also allows me, I think, to give support to our staff at the site if it is a principal, right? Because I think that can be, you know, anxietyinducing, right? How am I going to handle this? Right? So, you know, I I I agree with that, Elliot. I think the fact that you all do that there's there's a trust there and no surprises. Absolutely. Yeah. And I think part of what we're maybe just agreeing to is that Yeah. You know, I think that's what the chapter's telling us that it isn't as as clear-cut, right, as it needs to be. And how we deal with it and navigate it when there is a bit of blurring, right, is so important. Yeah. And I appreciate you all that
069willingness to, you know, just kind of mess through it a little bit sometimes. Yeah. Okay. Okay. Well, coherence is a leadership practice. You know, I think that question, how well do our policies, goals, and messaging align across the governance triangle and mixed messages might we unintentionally send to staff, families, or the community. Um, I forget exactly which part of the chapter I started like thinking in my head about this. Um, so maybe it's the third part, but um, and this is kind of a tangent as I'm prone to doing, but I think like it would be helpful in so many arenas. um like if we talk about failures more often or like like we talk about you know we highlight the good things happening in the district at each meeting but I also think it's
070important to to kind of make note of things that aren't didn't go right or are we're falling short because I think um I've noticed this in my in past And now like sort of as a trustee like people get you want to like cover yourself because you're scared of failing, you know, because it's failure is thought of as so bad. Um, and really if you try something there's a chance that you're going to fail and I think for for students especially like they have we have to accustom them to failing and that it's okay. And same with teachers, trustees, everyone. As long as your heart as your goal are proper for for lack of a better word. Um because uh I think failure is is too detrimental or seen as too much of a bad
071thing when it's really just an attempt that didn't quite hit the mark, I guess. Well, and and following on that, failure is how you learn most of the time, too, right? And I >> wearing my parent hat. I often use the quote like you're going to make mistakes. It's whether you get up and what you do to respond to them that's what matters because don't if you lay on the ground throwing a tantrum fit or a tantrum or fit because you made the mistake, you're not learning from it. You're not improving yourself. So I mean I I think it's a delicate balance because you know do we want to be like you know superintendent report here are the three things that we did well and here are the three things we did horribly at right.
072No but I think once we start getting this you would like that I know we said we're saying and here's where we have space to improve because this happened and you know if we can reflect on it and here's where we can go or whatever but >> I think there's a balance there >> is essential it's an essential piece of life. I mean, not anybody that's sitting at this table has everyone here has failed at some point or something or some like, you know, moment where you feel like, well, there it went. And but I mean, that's it's part of what makes us resilient and human and and relatable and all those things. So yeah, I I agree with not painting everything like flowers and roses because there may come a point where it seems
073insincere, you know, where it's just sort of we're just powdering everything to make it look pretty and then you know it's the apple thing I was telling you about. There's the picture whatever it's like >> that social media picture of every this shiny beautiful apple. Well, there's a mirror behind it and it's back half of it's rotten. And by no means am I saying that that's what's happening, but I just mean to present always something pretty um isn't real, you know. >> Yeah. And I I think it's also like uh bringing back to kids sort of too or spouse whatever like you're coming at it with love, I guess. So like your love is unwavering. It's like just being candid with the situation, you know. Um, yeah. >> Well, on that that you raised a
074really good piece. I I think what I'll do in our notes for next time, right, is maybe we actually focus on a section of identifying, you know, three or four things, right, that we, you know, do feel we need to actually focus on and get better at. if there's anything now we want to put in the notes, you know, that we can think of, or do we want some think time on that between now and our next session? >> I mean, um, honestly, I' I'd like to hear it more from teachers. >> Oh, okay. >> Um. >> Uhhuh. and both about us things in their classes you know whatever because you know that's more that's like the most direct path while also being uh not micromanaging >> right well look >> speaking of mixed messages
075might unintentionally send >> really think I mean our self-evaluation tool right I mean this is an opportunity you know for us as a governance team to really be honest, you know, when we're going through these and we're not doing it tonight, you know, tonight we're really just going to kind of look at the questions, but as we do, as Lou is going to be walking us through this, right, this is an opportunity for us to really be, you know, upfront about what are the areas we think we're doing well at and and what do we need to do better at, right? But you're also bringing up a good point, Mike. You know, how do we can we get, you know, more input from our community as well and and the staff? >> But I do
076think that that gets into the mixed message. I mean, I said it a little faciciously, but in an especially I'll say in the role of board president when you're responding to emails, you know, on these things. That's a great example of where sometimes you can, you know, if because what I would say is I would like to hear about some of the failures, but I would like to hear about them with the potential for the growth. if that makes sense. Cuz I don't want to get us into a district where we're like, well, this these are the 17 things wrong with the district and I don't have any ideas for any of them. Like it's more like here are things that have are going, you know, poorly and here or that, you know, I would
077like to see go better. Those are the kind of things I think would be helpful so that we're dealing with not just the failure part, but the the followup and that's something again, you know, responding to these emails can be difficult because it's like, you know, there are many people in the community that do feel like we've made a lot of mistakes. um whether it's TK whether it's our budgeting process whether it's whatever and it's you know how do we you know how do you respond from a place of understanding which again everybody has feelings my kids have feelings I have feelings so it's important to recognize that people have strong feelings about a number of these things but how do we also say how do we say it's important but it's part of the
078landscape not the only landscape if that makes sense that's the that's again one of those balances where I think Sometimes it's easy for a reactive board to focus on every issue that arises. So, it seems like that's the the main goal of our district at the time. If that does that make sense? I went a little rambly again. >> Yeah. >> What was that? I fell asleep. I'm gonna start throwing the pens in that honest and candy. Well, I was going to say actually, you know, this last um email you responded to, I think you did a pretty good job of um somewhat admitting that we're, you know, it we may be not perfect there, you know, and so I think that's one way that you're being honest, but without, you know, making it a
079crisis or, you know, saying, "Oh, you know, we don't know what to do," or something like that, you So, um, I give you props for that because I liked how you phrased that because you were more honest about, you know, >> acknowledgement. >> Yeah. An acknowledgement like, hey, yeah, it's like these, you know, this happens and we're dealing with it. You know, we don't have the perfect answer yet. like that, >> which feels honest. And that's how we keep the trust going is if we don't have answers, we can say we don't have answers or it's a work in progress or thank you for bringing it to our attention and we'll look into it. But as long as we're honest about, you know, the truth of the matter, like that's the way to keep the
080trust going. And it so quickly can disappear when an incident happens. And I'm just thinking of past things where we didn't have Linda, you know, after the shoe game to send out a message to say like here's what we're going to do moving forward. We acknowledge these circumstances happened and it's left to the community to kind of stir their own pot and um instead of that, we've got you sending a clear message and taking actionable steps moving forward so that people can have something to work with. Um where I feel like we sending no message used to just be like I mean, does the board care? Does the district care? Is this important? You know, the community would clearly >> just thanks for your input, right? >> That's what it used to go out, >>
081right? >> You know, received >> received information received, direction will be given. >> Yeah. Yeah. this message just made me feel so much more hopeful like oh somebody gets it and they're taking time to think about how it could be different moving forward instead of just like yeah acknowledged and received um and done. So I think in this day and age it's really hard not to send mixed messages. It's just how we respond if when if and when it happens and being willing to acknowledge it as well. Like, oh, we had bad information or circumstances changed. >> And I'll just say the last part of that is communication is the key. That's what it's communication and trust, but communication is the key because again, that's >> I didn't this time. I apologize, uh, Linda, but
082I usually will send my a lot of my dropped emails to you before, too. They'll be like, "Is this in line?" You know, is this something that do I have an issue where I'm saying, "Yes, we're working on this when we're actually not, you know, and so I think that's the also react and response type thing which has worked well. Although I am taking up your time to review that as well. Mhm. >> gives you that moment to pause and decide like and when I'm learning more and more from you is anytime you can practice your patience, it's usually going to end up with a better result than kind of your initial reaction. So kudos to you for taking all that time and energy to respond to every single one for us as well. >>
083Really have. I mean, I love that you're hearing it from, you know, the rest of of of the board, but, you know, there's been a lot you've had to respond on behalf of in your role in this post. >> You've done it well. Yeah. >> Thank you. But and I think we all do this to a degree, which is why it's valuable to forward around. But it is I think it is important when we get those letters, again, part of what makes us good board members is to try to put ourselves in those shoes. Like even if we disagree, like if someone sends a message that says something, it's just like putting ourselves in their shoes and feeling what what they're feeling so that we can again recognize that, justify it, and be honest about
084what we could do because there's definitely been times where someone would be like, >> you know, and we need to make sure that we have 13 classes instead of eight. Like that's a great idea, but unless you're invent the time machine, that's not something we'll be able to do, right? Like for example, 13 classes in a day. Thank you all for those comments. I'll just say >> watching the time. You know, I had one more area for chapter 3. Do we feel like there's any more we want to say for chapter 3? Um or do we want to move on to the next chapter? I >> I'll just quickly say just the systems again. This is the part like the things that we've done to refine this. And with the help of everyone here, with
085the help of Lucero, with the help of the cabinet, with the help of the community, that's what helps support coherence. I think without a doubt and knowing that we all are valuable but human so that we can go and Beth can tell me I was rambly and that I Laura can tell me that I put her to sleep like that's that's important to be able to do that honestly and you didn't even apologize. >> That's right. I know you did it but >> I love it. That's awesome. You're nice. I think also from the >> DO office sometimes when the structures have been previously lacking like this at least on my time here you all have been very like um willing to like look at the process again and institute new structure for the next
086time that certain situations arise which is um you know great that's you you want a responsive uh administration. >> Okay, I'm going to move us on to chapter four then. >> Um and I kind of highlighted thing. I won't go through, you know, all of it, but I mean this is really just it's the I love the way this chapter was written. It was really I I found it probably one of the easier ones to read. >> I thought there were some typos at the beginning. >> Oh, you did? >> Oh, I didn't notice that. No, really. >> Like the wording thing. What? >> There's something very weird. >> Yeah, I thought it was me. >> What? >> I was like, I'm being like >> the typos or like just formatting or what? You >>
087No, the wording. It was a weird sentence structure. I >> um >> I would like you to diagram that sentence on the spot. In almost every word, >> in almost every organization, public and private, more attention is being given to onboarding someone new by providing them with a full complement of tools, an explanation of the culture of the organization, and a clear definition of roles and responsibilities. But that's right after saying um or they're trying to make the point that onboarding is not going well or something, >> but they're basically saying it it was just a little bit >> Oh. Oh, okay. >> That wasn't mine. There's another part of the chapter where I was like, make sense. I didn't make sunscreen. Okay. Well, fine. >> My pizza. >> Going back to the topic rather
088than the grammar edit. >> No, I think this is something that honestly we as a board >> and I really look to you Mike and Beth because you've been on boarded more than once. But >> that's right indeed. >> I do think that there is some nature to the board that is learn as you go. Okay. And it's not the hopefully it's not the governance norms and it's not what we're trying to do. >> But I would love and I think someone could make a lot of money if anyone's out there listening figuring out a way to better onboard >> you know >> school board trustees with the issues facing to ramp it up. So I would love >> the district. >> Yeah. Right. >> But but if I don't know how you felt Mike
089about how you're on boarding things you wish we had done differently. Um, no, I definitely agree. I mean, I'm still getting acquainted with everything. Um, but I think in um I'm now like part of some other boards or whatever and I definitely value the the cohesion and um organization of this because it's in stark contrast to some other things now that I've experienced. Um so and I think also right after I guess shortly after swearing and going to the conference is good just in terms of non-governance onboarding but learning who each of you are and being comfortable and not feeling left out. Um, so I I honestly I was thinking about this when reading. I I don't exactly know what it would change specifically like other than thinking that um for a job that you
090just kind of have to go through. It was pretty good. >> But yeah, Beth, the multiple onboarding like how do we do compared to past boards you've been on? Um well, one of the things that I noted here after reading this, I I thought this was a pretty good chapter in terms of um the um direction it gave the first 100 days and understand that time is your best friend. You know, I thought that was a good a good realistic comment. Uh, but what I was surprised at is that this whole chapter says nothing about creating a policy to guide your on boarding, which is what we did back in the day. And then and then boards after me didn't follow it, >> but it was board policy. And the whole reason we put it
091together was because of that, like >> because it was so stressed to me when I was first on that board. Well, I told you this before, but when you come on a board and and it's an immediate tension, you know, then you know the one good thing about that is, you know, you got to pay attention to it. You got to do something or you're not going to be able to work together. >> So, you know, so that's why we went into it is because we we kind of had to. It wasn't like we just got one board member that was quiet. We got three of us and It was, you know, a recall had been threatened but then taken back and then these three people came in, me one of them. We didn't know
092each other, but we were all three strong viewpoints, you know, and opposite viewpoints and like and then we have a superintendent that was uh his own intense personality. half of the teachers hated him and like you know it was a lot like so so we in the fire and we had to forge something you know so that's where that came from >> and and it worked you know and I guess that's why after I left the board you know people were oh well we're getting along so well you know well you know and then and they and even though when I would go to the board meetings and say hey you know don't forget you need to have a board self- evaluation you know they were just kind of poo poo we were fine fine,
093we're fine. You know, and so I just could never convince them that, you know, how how it is meaningful even when you feel like you are getting along, but there's always something that you need to be in touch with or you can do better like like Mike was saying, what do we what do we need to do better? Um, but I liked what um Oh, and then just for me coming on, I I thought, you know, we did a good job. Um, I like that, you know, Mike and I could as new board members could meet with Linda and Josh and get that separate some separate tud toutelage. Um, that was good, you know. Um, and then doing this is, you know, that's all. So, um, I I like I said, I I liked the,
094um, tips that they gave in here. I thought they were well well thought out. I >> think just if I go to and thank you both, you know, I can be that was a great question to have. No, I love it. That's good. that's it's kind of they've got it most fresh in their mind and how did we do right if we're wanting to >> um but yeah those that's kind of how I you know sort of drafted the guiding questions and maybe we don't have to go through all of them but our you know strengthening the onboarding experience I think both of you have kind of answered that is there anything else you know the rest of you feel you know that we maybe want to add to that for the future >> I
095mean I'll say one thing that I think is a little unseen on the the last the how can veteran trustees which I am not one even though I feel like one after being in the trenches for a few years is the is being available is a is one of the biggest things and again there's these Brown Act issues so it's not discussing board policy or board decisions but it's being available to say hey you know this is just for whatever concerns there might be I mean obviously the superintendent is there as well but sometimes there's just board specific things where it's like >> I don't know what to do about this or >> why did you give that evil look to the other person in the room. You know, stuff like that can help. That
096gets a little browny. Sorry. But >> yeah, >> it can get a it can help just being hopefully again feeling that availability can help the >> mentorship actually um you know site visits were offered. >> Yeah. >> Um which I did some of but I I think I I missed some. I think Beth did more than me. Um, but on the ones that I did, it's, you know, it's it's sort of like a openhouse thing, like understandably kind of like showing the best version. Um, but it would be nice to kind of have like a one-on-one with you and the principal sometimes or like maybe that first time to get to know them a little bit better and like what their situation at school is because um >> cuz each site kind of has its
097own >> Yeah. Yeah. Yeah. >> Okay. Yeah. But it >> could be question could be questions like what are you most proud of and what's the most difficult thing you're facing right now? are some of those those things that >> well and the other thing I think too for Mike I felt like um you know I didn't have to ask a lot of questions because not only because of prior experience but also because I'd been coming to board meetings for five years you know so I I was kind of up to date with a lot of things but Mike you know is new and so you know, he was directed to ask questions ahead of time and and then that's all appropriate, but I I also sometimes I felt like, no, just let him ask
098in the board meeting sometimes because it's it's good for all of us to kind of hear an answer sometimes to a new person's question about even if we think we know the answer. And I just felt like it it's more inclusive of him if he I didn't I didn't want you to feel like oh I can't ask this question because whoops I should have asked ahead of time or what I that's that's the only thing I really felt like sometimes I wanted like oh I >> I hope he can ask this question without a feeling like he's taking up too much time. Oh, I don't I don't think I didn't ask questions because I didn't felt I felt like I should have asked them before. Maybe because of time sometimes, >> but that's also understandable.
099>> Good about asking questions in our in the little board update. Yeah. Or, you know, ahead of time, which I really appreciated because I could tell they were your questions. Oh, these are very good questions, you know. Um, yeah. >> So, but it's good to know if you didn't feel >> Oh, yeah. That is important. >> Squashed. >> And I hope none of you feel that way. I mean, look, I think the the purpose of that is we want to know as much as we can. I don't want it being, you know, I've got this question. I'm going to save it, you know, to the dice and and do it as a gotcha. I think that's the no surprise as we want. I think when we're having an in-depth conversation, it's very legitimate and and
100you all do it right. I mean, it'll someone's, you know, Laura's question will spark an interest in me and I'll think, "Oh my gosh, that just makes me think of something right now. I hadn't thought of this before." You know, that's part of the, you know, conversation that happens, right? >> Um, so I think they can be seen, they can live separately, right? >> The one way I'll push back because I'm allowed to do that is that there's questions that are off. they're either off. The thing about it is our board meetings are conducting board business. So, one thing that I I would say that I wish I had done a better job reigning in not just Mike or Beth or and I mean for all of us along the way since I've been in
101this role for 11 months, but who's counting? Um is that when there's questions being asked that again is either more personal or is um not or business. That's those are the questions I would say really need to be and it's not a issue of transparency. It's just it's an issue of efficiency. And so that's one thing I remember we we got into a argument when I first got on the board about about the term of effectiveness and efficiency because efficiency may not be a goal. Um but I would argue again this is where if we're efficient we can handle more of the board business that we need to handle. If we're not efficient and we're focused on, you know, things that are what color the new school is going to be painted, maybe that's a
102burden. I don't know. But like that that it just brings back to that what our core governance values are. And so that's where I think I would say I won't say questions should be quashed, but I would say questions could probably should be redirected to non board meeting times as long as they're not >> Yes. But However, um, as long as, okay, let's say I'm asking a question and you're thinking, I don't want her to take any more time. So you can say something about how can we handle this question in a in a different venue maybe or what we I mean I would want to be somehow considered um and not just about a timeliness. I I I I bristle at too much timeliness because we don't really have that much time. You're right.
103But part of the reason we don't have that much time is we don't we have fewer board meetings, you know, so we don't have that kind of, you know, this is great because here we are, we have this luxury of discussing things. And so I I miss that a little bit in a board meeting. I understand and I can respect the um need of course to uh monitor and to keep people on task. I would just want to be I guess given an opportunity to maybe ask it at a different time, put it on a future agenda maybe, you know, any anything. I'm just saying that that how it's handled is is important, too. >> I I agree and I I've tried hard, not always, but I try hard to talk with after the meeting.
104So, like if I think you're asking a lot of completely unintelligible, off-point questions, I will do my best to reach out to you oneonone and say, "Hey, I totally think these are good questions for you to have, but like you know, we weren't able to get to the 15 items >> or in a different >> Yeah. Yeah. In a different venue." And again, that's just an >> I I can handle that. >> And as a board member, you have the thing as board members, we have the right to ask whatever question we want within reason. But again, I think that shared purpose is what gives us the coherence, right? If we are, you know, if I'm really focused on what I keep coming up with great examples today, but like what color the new uniforms
105are going to be at the middle school, like I could make sure that that that's its due time, you know, at a meeting, but is that really again come back to our goal of students first, you know, and making sure that's so that's where that's where just that balance and it's and it's not a right or wrong. It's like it's a river that flows and you're just trying to always hopefully steer it >> towards the >> Yeah. And I think part of what you're bringing up is like um what's helpful is to get to the reason that that person feels it's so important right now to to bring this up. So if it's like the color of the uniforms, you know, okay, I might be missing something that why that's coming up for you. And
106and so if we get to that, it's a lot easier to either, you know, to be able to put it at a different time or because you satisfied my feeling of like, okay, you know that this is important to me. >> Anything else we want to talk about on chapter 4? one, you know, practices that can help reinforce a governance mindset from day one. You know, I on the slide before I'd kind of added a quote that was on one of the pages and thought this was just really there were two, but every time a trustee joins the board, it's becomes a new board, right? And then the governance culture of a board is always subject to flux and trustees with a governance mindset understand the importance of making a new trustee a valued member
107of the team. I think it's that whole sense of you know one of you mentioned it maybe it was you Beth but you know you can you can have one new trustee come on and with have you know a whole different idea of what they they're you know they've joined the board for this reason right you know so I think the importance of you know all of us maintaining and bringing you know making them aware of what that mindset is and what our practice and protocols are as soon as possible is important but um you know what do you all think about that though you know what practice ices do we have in place that reinforce that governance mindset? Would you in your opinion um well the mindset of what that we're just um in
108tune with each other or >> Yeah. I mean do we do you think we do you feel we have that and if so how do we >> practice >> starting with CSBA from day one I think is that that for me my first that was huge because again it's not just us getting to know each other it's also learning from other boards which is such a valuable lesson of like wow they dealt with this and this is how they did it um I mean that kind of thing and then what we're doing tonight I mean those are the two those are the two like active things the other is I mean you had read from our um you know our governance norms and just being reminded of that and you know working on those regularly
109too whenever someone comes on is an important part of that. >> Yeah. Okay. >> Yep. So that Well, you ready to move on to the next one? Right. The next one is our governance tool. I mean, our self-evaluation reflection, which is, you know, tool as well. So, we um going to take a little break before we go on to that. We're going to just head straight into it. Let's do it. Okay. Okay. So, I've got a hard copy. I'll distribute that. >> Okay. So, steam. This came from You're losing steam. >> 430, I think. I mean, maybe we just hours until thinking 8:30, you know, for an ending time for us, you know, I mean, how about that if we know 20 minutes left and this could be really one of our closing items, right?
110And let's make that, right? >> I think that's a good I mean, do we have the three do we want to maybe share at least the three items that people shared with you? >> Yeah. >> So, for for us to think about and maybe we can weigh the two. >> I think this is important, but >> and this was really just the additional topics to discuss, right? I think it would be good for us to have that in mind. No one has shared any feedback on the actual tool itself but you know we wanted to talk a little bit more it had come forward you know just and this is part of our practices right theou that we brought forward for early you know retirement incentives there was a request to maybe have an opportunity
111in close session for items like that to discuss in advance um you know and I think in that particular case that made sense to me just because you having an open discussion about that could then look like or you know we're not in support of but just things you know of that nature So it's not a you know it's not a surprise and that could be under negotiating topics. Um walk-on items has been a topic you know recently just on the protocols and you know when is it necessary and acceptable right for a walk-on item to be brought on and you raised that you know last two meetings Laura so I think that's an important topic for us. I've actually gone back to our sites and addressed that with, you know, not only our principles,
112but at our clerical meeting this past week of just, you know, it's it's we don't want that to become like a norm, right? Um that it's acceptable if you miss the deadline, it's okay, you know, you can do it as a walk-on. No, you know, and I kind of went through the requirements of what, you know, that would qualify. >> We even talked about maybe rewarding it as something, right? Not walk on maybe implies that it's okay, right? >> So, you know, just some things there. Employee recognition has been a topic that's come up from you know a couple of you on just how you know we're um we've obviously got our new rec formal recognition system in place that you know will be kicking off in January this year which is new for us
113this year right but um you know I think it's come up just at board you know meetings is there an opportunity for us to you know all out you know attention to you know just great things that we're seeing and and that our staff are doing and then there was a request for cultural proficiency training. You know, we're doing this work with Ann and Caroline right now. Um would there be an opportunity for a future governance session for maybe them or you know, Larry could also lead an activity that, you know, he's been leading with our cultural proficiency team as well. Those are the four topics that came up. >> One other I would just add to that I think we mentioned quickly is the idea of the forward looking like what is the what
114is something the board would like to accomplish and they >> that is >> good year. Yeah. The next year. So that that might be one I just I like the idea of maybe having some of these folk sigh on the next governance and I don't think we should if it's okay with folks I don't think we should discuss these now but >> push them forward and do the sound good to folks because we will run out of time otherwise. >> Okay. Well, let's go again. Have a peek at our self evaluation form. >> So, remember this will be something that Lou is going to guide us with. So, bad news. You know, we had it scheduled for December. Um, what is that date? It's the 18th. I think that Thursday. It's our special meeting and
115Lou was, you know, kind of ready for it and had agreed to it and then he just good news for him because his daughter's going to be in town and she's arriving on the 16th and he's asked if we could reschedu for, you know, another month. So um you we're looking at January, February, but I want to just make sure make all of you aware that that's you know kind of what we're looking you know I think the good news on it is that it gives us a bit more time you know to kind of you reflect on it and give him feedback before he comes you know to that session to actually you know guide us through the process right so I think what he's looking for now is for us to just you
116know take time to review the questions and if there's any changes we want to make on this tour we agree to that I can then get that feedback back to him but this is the tool he's used it from the Zano Smith that you know he has actually facilitated with several boards very successfully for them to um you know complete the process. Mike you were going to ask something >> and just the the reminder of the pro protocol is we will be filling these out on our own before and then bringing them. So it is something I mean it might be a worthwhile exercise for us all to go through and even just fill these out now because we could try I mean that would give us the ability to say this question doesn't make
117sense or this does I mean not here I'm saying like as a homework assignment. >> Okay. Oh I see what you're saying >> right like a homework assignment for us to do this just to not >> go over it and might even be worth it like I don't know it makes sense to have a checkin before we do the official evaluation but could be something we want to do. Well, we do still have that special meeting on December. You know, that's on our calendar. So, we could even Oh, okay. >> I'll be gone. But if other folks will be around, I'm happy. >> Well, and look, I mean, >> let you guys solve all of my problems. >> Evaluate me. DM have 18th be a outgoing board president evaluation day. in my absence. He is
118>> gonna take a quick peek at the calendar just to see what our dates are in January and February and we can you know and I guess that's the question now. Would you So our January special board meeting is scheduled for the 22nd of January. So I could try for that date for Lou or would we prefer the February date? >> Sooner or sooner the better. >> Okay. So I'm going to aim with him for the 22nd. Well, >> what do you want to do? >> I would still hold it for now in case there's topics that come up because there will if there still will be a quorum. >> I'm going to just add Lou to this one for now just so he knows that's the date if you don't mind. I'm going to
119send him a quick invite just when I'm thinking of it. >> Okay. >> But we don't know if he's available though. >> Well, right. That's what I'm going to Exactly. Right. He said January, February, but um yeah, so hopefully that night works for him. We will we will see. Yep. >> Um the only thing I had was um >> just adding an additional question at the very end of it. Um which I phrase like is there any other issue you feel needs to be addressed that has not that has not been in this evaluation? >> Little awkward sense, but has to be looked at. >> Really? >> Numbering as in Do you mean the 012 345 or the >> Oh, I see what you're saying. Yeah. >> One, no number. One >> that is weird,
120right? >> And then it goes 10 nothing. Eight nine. That's an easy fix right now. >> Okay. >> 22 24 26 >> seems like a copy paste is >> exactly right. Yeah. >> What do folks think about adding a question that I was commenting that would cross something off that is about what are the goals for the next year? Like would that make a good sense for a board? I mean that seems like that's an evaluationy type question or Yeah, if it doesn't feel good, that's fine. >> I kind of think our goals are in line with the LCAP and the superintendent's goals. Um, and we would have separate goals for the board. Might need to noodle that. >> Noodling allowed. I will allow it. >> That does raise, you know, that reminds me. I
121mean we have our ball goals right that you know you agreed on last year and so probably would also be just you know I can reshare them with all of you and then we you know it's a nice opportunity as well to kind of look at right refine but you know you know when you filling this out you know have those in front of you as well right to kind of consider but out of this may come that yeah we're looking at the goals and that could be a next step and a next project right that we want to work on. Yeah, because you there's a section where you are evaluating yourself on your goals or your vision planning. So >> you're right. Yeah. >> So then >> based on anything we need to do
122from there, we bump over to >> Right. This is another tangent, but um I think for the district and not just not just you individually or a school, but like to to have a brag sheet of like each year would be kind of good. Um because then it it just is nice to see. Um yeah, >> you end summary. I know I was, you know, really pro failure before sides sh No because uh you know so much of what Yeah. Yeah. So much of what we do gets lost. >> I love it. >> Great idea. >> With that, I think it's a good time for us to go back and gave out >> to you guys. It was amazing. Thank you. Oh yes, please. I'm going to collect. Thank you. >> Wake up. >> Oh
123yeah, I have mine. >> The bus. >> Oh yeah. All right, let's do this. >> Bye, Laura. >> Good night. Have a great weekend. Yeah, I mean we're here to vote on anything. Yeah, >> all of a sudden I know >> ging us out at 8:21 for our board governance session and we will see you in December. Happy Thanksgiving to all.