001ipated outcome of that new program is so that we as a board don't feel the need to start asking a lot of very detailed questions which ultimately are trying to understand the why and what is the outcome that we're achieving because I think again many of us as a board really are interested in achieving the longer term strategic goals but in order to help direct that longer term focus and thinking. We need the underlying data and presentations to us from the cabinet or teachers or whoever it is to help us to understand this is the why and this is how is how it's allowing us to achieve that next step. And I think if we're able to get to that, then ideally that would help us to run much more efficient meetings, have much more
002strategic level discussions without feeling a need to kind of do a deep dive into why are you doing this this way, >> right? Well, that that's excellent feedback for us because it gives us a chance to reflect upon how we've been presenting information and are there ways for us to present it better so that it's clearer, more focused. It gives you the information you need as a member of the board so that you have all that you need when someone stops you in Whole Foods and wants to have a conversation. I mean, we know that that's part of part of my responsibility is to equip you with the knowledge so that you're not surprised in the produce section there. Just >> and the data that's presented is a very key part of that as well.
003Yeah. So that the data itself shows outcomes and trends and history so that it's obvious to us that okay this makes sense this is the right way to do this >> right and as you know that using that same illustration that you highlighted with the CEO and the constraints there sometimes the data is not so easy and we need to be open about that sometimes the data isn't available that would make it easier to understand and it sometimes it takes time because you have to look at the long-term longit itudinal and sometimes anecdotal data is really valuable and important especially in the change process or the implementation process of something new. But we have to say that out loud and we have to be clear that we don't have this data yet that would be
004easier for you to digest. But in time we will have it and this is what it will look like. But this is what we have now and this is the story it's telling. And for us, you know, people and and hearing our our new director of elementary ed this morning talk about how she uses data. Data tells a story. We have to tell that story so that the community understands what it is that we're doing. >> Thank you, >> John. And I'd just finish by saying, you know, when we are asking those questions that we don't have all the information, the skepticism kind of builds and then the community feels that skepticism on the board and it just feeds on itself. So, um, you know, if we can start with the data and with the
005presentation and with the right communication, we're going to avoid a lot of, I think, the turmoil that we've seen in, you know, probably the last four or five years. But it's incumbent on us also when we're pulling the cabinet and the administration to um not always sound like a skeptic. And and I think again I think this is a great thing because we're building upon better communication to us so then we won't have to feel like we have to act as a skeptic every day. That's a great point and one of the phrases that I used to hear all the time from the board members in Ry was we're in this world all the time. We understand what you're talking about, but could you say it a little differently so that people who aren't in
006the world of as you speak or aren't looking at this on a daily basis can have a better understanding and and board members qualified questions with that uh and it was really helpful. Okay. Um, I like where the conversation's going and I think that we're kind of flushing out some checks and balances that we can kind of have internally. You know, if if we have a board member or certain board members who, you know, has a plethora of questions and a litany of follow-ups, you know, that's probably an opportunity for us to say like, "Wow, you had a lot of questions about that. Is there something that you like fundamentally disagree with?" You know, like what is your real issue with it? And I think that if we can drill into that and develop not
007just that awareness as a board, but hopefully a little more self-awareness as well, um you know, thinking about sharing mic time and and giving those opportunities, I think that that could be um really helpful for all of us. And I also think, you know, to to kind of coming back to Greg's point as well, being a systems thinker and thinking about how everything affects everything, hopefully that helps us have more offline conversations. And to be clear, I'm not talking about conducting board business or establishing votes. I'm just talking about those conversations to better understand the difference of perspectives that we each come from and to, you know, maybe get a little further into some of the background information that will help us have more efficient and higher level conversations at the table. I think there's
008two things in what you're saying that um you know coming out of the COVID era I think we're seeing so many different areas where relationships were impacted and I think relationships between board members is really critical. You don't have to agree but you should be able to pick the phone and talk to someone and say what did you think about this or I didn't like XYZ or what have you. And I think we're all still rebuilding a little bit. Um but I think it's really a really important piece of it. um and you know between all nine of us not not just um so I think that's that's an important piece. Thank you for raising that one. I think the other thing that I think we can always be thinking about is a lot of
009times we have more open-ended questions and we I think um want to always be thinking what is the purpose of why I want to hear this? How does it relate to the decisions I need to make as a board? because sometimes I think that we fall down the we fall down just thinking I'd like to know more about this when in reality it's interesting but it is not particularly gerine to board level decisions um and that we might need to shunt those questions to another forum >> right oh and I'm happy if you want to understand the background of something I'm I'm happy to work with the board officers on a a a way to do that um like literacy things. I'm I'm an educational wonk. So if you want to talk curriculum and stuff
010like that, we can schedule those kinds of conversations within an agreed upon structure. One, um I would rather sacrifice my time to have those conversations with you than pull my colleagues from this side of the table because their work is huge and so important. Um, but if that gives you the information you need in a timely manner, I I that's a commitment I can make at this table today. >> I guess my one of my things I'm struggling with a little bit is that while we need to be systems thinking, the way that we do our budget is, you know, we are responsible for every penny, right? We we go through every line line and that it gets so so in the weeds and so in like we know we were arguing a few years
011ago about whether we were going to have bread making in the language like department. It was just like that's where you know those little things >> that's when I would tell you you've got the fire hose and >> but like how do you when we when we do go maybe this is a conversation for later when we talk about fiscal planning but like how do we get out of looking at line 102633 you know like >> right so so I think that's a a great question and one that we'll have to grapple with as a group because um as I'm learning this new budget process and this new timeline and thanks to Rich who's already started my education on this. It is very different from where I came from. So, um, we have a different
012timeline. We have to work with municipal officials and and but to me the conversation at this table should be the big picture strategy of what are we trying to accomplish with the budget. So whether it's what are we trying to accomplish with the curriculum budget, what are we trying to accomplish with the facilities budget and how does that serve the purpose of this body? And that's a process that I will certainly be engaged with you as I learn with Rich and Marge and Shirley and Amy how it all functions here because it's been clear to me not only just from the board members but from administration that the budget process the last two years has been challenging just in in the way it went off the rails a bit. So my job is to get
013us back on track uh and design a process that doesn't go off the racks and if it does you make the adjustments as needed >> and I think that we can extend that to the the fire we need to take the fire hose out of the hands of the other municipal bodies that are responsible for >> well but that goes back to the community engagement. So, you know, the trust and confidence sometimes, uh, folks want to control those pur springs, purse strings because they don't have confidence in in what's been going on. And that's part of my responsibility is to bring them. >> I I think um there's, you know, there's two halves to that. How do we um that particularly vis the budget process? And I would say um you know part of it
014is understanding the strategic focus of the budget and making sure that things you know that our budget dollars align with what our strategic focus is and part of it is that we as a board have to focus on real budget drivers not so much on some of the puts and takes. I think we end up at puts and takes sometimes at at the at the at the end just trying to you know figure out what's really necessary but from the beginning um staying focused on those drivers and understanding that that there are trade-offs um that we can't just you know that we can't just think about what's nice. We have to think about things relative to one another. But hopefully um this year we're going to move some of that. We tried last year it
015was a little better but we'll continue to work on moving that strategic focus discussion earlier so that there's less uh pressure on making sure that the alignment is there when the book is printed. I think that's an important >> Well, I also I mean we can certainly speak to this later on, not necessarily today, but >> you know, there are budget challenges that are going to exist and they're not pleasant conversations to have, but it's reality and we'll have to talk about that reality when we get to the point. I mean, >> it makes no sense to, you know, hold back on talking about things because the information isn't as pleasant as we want. and we need to as we build the process for what that's going to look like this year, we'll take that
016into account. >> At the same time, I think for the benefit of the public, we have all talked about um surprises and not having a lot of surprises. So, I think we are all nine of us plus administration invested in making sure that those relationships and those conversations >> are um a little more fleshed out along the way. kind of want to go back to what Robin brought up with this why. And I I keep thinking about are there questions that we shouldn't that we ask too often because I think we ask too much about how and who and not enough about why and when. >> And maybe when isn't even that important, but that's more financial to me. >> But how do we get out of this? And should we kind of think in
017that mindset of don't ask how, that's your job. But but but eventually you have to ask a how right to understand what is being done. So how do you get out of that mindset of understanding what it is that's happening versus trying to you know fight the fire. >> It is not easy number one uh because our natural inclination is to go to why uh go to how not to the why. So, it's our job um when we present something to make sure that the the why is included there and that the how is included there so that you know we're clear with you so that you understand what it is we're trying to accomplish, what our process is going to be, and how will we know if it work. I mean, that's sort of
018the frame that we should be thinking about for anything we do. And when you start to jump and you're coming into the weeds with us that we let you know that uh in again it's got to be in a respectful way knowing that it's something that we're all working at that it's something that we're going to say we got this. This is just a reminder this is how we're doing it. You're going to stick with the why and the oversight and do it that way. But it's also among each other uh being able to say, "Did I get a little too in the weeds on that one?" Asking a fellow board member to give their opinion and I suspect that you'll get confirmation or not. You know, >> right, we're on the next one. >>
019Okay, the next one's a good one. Strategic focus. Um, and I I'm gonna start this before we discuss. So, one of the things we're going to talk about a bit later today, um I think after the the lunch break is the board goals. And I mentioned this in my um report. When you think about on page 39 at the very top, this made me immediately go to the the board goals versus the strategic plan and district goals. People often confuse strategic thinking with strategic planning. Strategic thinking refers to the mindset that drives the work of governance. Strategic planning refers to the work of the organization staff as they develop specific operational goals, projects and plans to implement the strategic direction set by the governing board and superintendent. So when I first saw the strategic plan
020and the document that was board of ed strateg board of ed goals slash district strategic goals that didn't make sense to me this is what confirms that to me. So when we talk about that a little you have a frame and a context of why I'm going where I'm going. And I think to summarize that a little, what you're saying is each organization needs to own its own strategic focus and work and we are a different organ. We we govern you, but we're a different organization than you all. Um, so we own a different set of >> we have definitely different responsibilities within that umbrella. >> Yeah. And that goes to I have underlined in multiple underlines bottom sentence on that page. It says in under in other words, effective trustees spend their time and
021energy doing their job rather than spending scarce resources on doing the job of those they hire. >> And I'm not going to say, but it did come up in an entry conversation last week and it wasn't from one of my colleagues that it seems like we have central office administrators running around to get things to the board that they shouldn't be wasting time on rather than doing their jobs. So that that's recognized by a a board trustee that we have administrators doing things that are in service of the board. Um and it didn't quite make sense to that individual and I really appreciated that comment. That's something we all fall into. Boards fall into all over. School districts fall into that trap all the time. But when we recognize is trying to address that, think
022differently and act differently. And I think a point on that just to follow up is that it's not just impactful for the administration. >> It ripples. >> It's actually well it ripples all the way down the chain, but it also ripples into the board itself. So when we talked earlier about like how are people developing relationships? It's it's sort of hard when there's 78 meetings during the year and not everyone has 100% of their time to dedicate to the board, right? So, where do you find that time to actually have the conversations outside of the scope of formal board meetings when there's so much time being spent in the board meetings? >> Katie, um, Eric, I'd like to ask you a question. So in us kind of identifying that sometimes we might you know get
023off of the efficient track and by way of you know mistrust and questioning the work and maybe you know not having full information background whatever it might be that's that's leading us into those kind of like operational digging questions. What's the best way for us as a board to kind of recognize in ourselves and be able to respectfully and collaboratively sort of say, you know, to you and or you via the cabinet or anyway, I think you know what I mean. Um, how do you kind of say like, look, like we have a problem with this or I have a problem with this and you know, I don't I don't feel that we're getting the answers that we need. I don't feel that the conversation has been productive. How how does that work? >> Well,
024in in my world, what I've typically done is that would be a communication directly to me following the appropriate channels. So, the board officers and a conversation um and for me, I need to hear that information and then it will be my decision at that point if I need to have conversations with my team and others and we need to make some modifications. I'll that will be my takeaway from that conversation. If in fact in that conversation what you're asking or what what one is asking is something that isn't uh on track I'll tell you that too. I mean that that's you know the honesty going back and forth is an important part and if something's not working for you is there a way we could so it does work for you or are you
025asking us to do something that isn't appropriate in the role that you're in? Just to be clear, those are conversations that you welcome. That's part of this exercise is the the need to have that kind of open and honest dialogue >> in between my how many meetings, Greg? >> 78. >> Yes, absolutely it is because we're not going to move forward as a governance team if we don't have those conversations. >> Any other thoughts on the strategic I'm just going to read one. Go ahead. >> Say um the on page 40 I underline the most common complaint is that board agendas are not focused on children's issues but rather on administrative work and how do we so my question to you is how do we change our agendas to more reflect you know the bigger
026picture um from where it is now. I think that's a a longer conversation in terms of agenda setting that I think would be an important one for the board to have at a later point and for the officers in Idah. I I do think there are some mechanistic ways that it could change. Um, you know, I I don't know if you've ever considered using a consent agenda because there are a lot of things that are those small decisions that become big time sucking conversations that aren't necessary. Um, and the use of a consent agenda and building a structure around that. Um, I would want to check with the attorneys and make sure that's something that is allowable. I suspect that it is. Um, and in different communities, decisions are made based on the community expectations.
027So, I worked in a district where they never used consent agenda. Um, and they were typically in meetings till midnight or 1:00 in the morning. And at a certain point, they decided that we're we're so inefficient in not using it. we could have the discussions we need to when necessary, but they were because of the nature of that agenda and not being in a consent agenda. Every single item had discussion whether it was necessary or warranted. It just did because of the structure of the agenda. So, it would be a good conversation for us to have for everybody to think about. Should we be looking differently at the mechanistic piece of our agendas and motions and approvals and should that look differently to be more efficient? Not taking away discussion, not taking away oversight. It's
028all still there, but is there a fix in that manner? And I think that's a worthy conversation at some point. I I also think that in thinking about, you know, what are the discussions that we should be having? So if we need you to be in a strategic place around the oppos the curriculum and instruction a strategic place around that means you have to and this goes into the next section which is the deep learning you need to have a good understanding of the big picture from us. So we, you know, structure our meetings so that there is an educational component that isn't us reading bullet points on a slide, but an educational piece that comes with every meeting that connects back to our core mission. So is there something around teaching and learning that
029we begin every meeting with or many meetings with until we get to like deep budget conversations that helps inform the discussion of the board? I there are great examples of how you could do that. takes time to get to that, but it's certainly possible. But it's thinking about so what are those items that are on the agenda for discussion? I I think there's a list of things that are tentatively slated to be agenda discussions throughout the year. Should would that be the list? I don't know the answer to that question, but that would be a good question to ask. >> Anyone else? >> One more. >> Go ahead. >> And that was the last line I was going to read. Joan, >> great. >> Ju just in ter I mean we're talking about strategic focus
030and I you know I think one of our big things in terms of strategic focus is around the strategic plan and um it's a five-year plan. You know a number of board members that are sitting here today weren't part of the original plan. So I think that's a complication in terms of like the way that we do that. and um you know we're going into a year where we're effectively supposed to be doing focusing on a new strategic plan for the next five years, but we're going to put it off for a year. Um that's to me is like a place where we should be spending most of our time is getting that in place. I don't know if five years is the right amount of time. Maybe we're asking for too much in a
031short period of time or maybe we're not revisiting it often enough. But I think that's where because board members are on three-year terms and there's change over at the board level. I think either there's an onboarding issue with new board members to get them up to speed in terms of what the strategic plan is and like getting buy in in terms of what that looks like versus you get on and you're like hey we're doing this and it's because of the strategic plan and you don't realize that until you get really deep into the you know your you know couple years on the board or whatever. >> I I think that's a great conversation before launching the next strategic plan process is what's the purpose of it? How do we make it so that it
032transcends individual members who are sitting at a table? Because you have personnel changes that are impacted by this and have to manage the strategic plan and you have board members and you have staggered. So every year you have the potential of change over on the board based on an election. Strategic plan should not be dictated on that. But the strategic plan should transcend any of that kind of transition. But it's got to be designed the right way to do that. So, um I I think that's before engaging in any in that next plan. Um I think that's a really important conversation to have. >> Um this is kind of touching on both the agenda and strategic plan. There's a line in here um that I do like a lot on page 40 kind of last
033paragraph um that there are many examples. just lost my spot of policy or strategic goal-based agendas that are designed to keep board discussions focused on that important work so that you don't get into the incremental >> you know linear agenda which is what we were just talking about. So if you have experience or ideas about that I think that could be helpful. >> Yeah. So so I'll give a a perfect example. So the way that um the meetings were structured in my previous school district there would be the opening of the meeting um the regular stuff the you know before the agenda there would be discussion one and discussion one based on a a preset number of items over the course of the year we had it calendared out. So, you know, in in a
034year like this for us, there should be some kind of update on the literacy initiative, the the K3 literacy initiative. That would be a presentation and discussion with the board. You would then finish that. Um, you have your depending on sequence, your public comment comes in wherever and then you move to your consent agenda. So you have different components of consent agenda and there are tools that help you with this u docs which you may or may not have discussed in the past. Um and there's consent agenda general which are general items consent agenda fiscal consent agenda curriculum instruction and assessment consent agenda personnel consent agenda PPS and special education. So in each of those areas, you have those whatever those agenda items for approvals are, but you only discuss them if there's a particular
035one you need to discuss. You vote by consent. So it's one vote. It's not, you know, 25 roll calls for 25 agenda items, but that's something that the board has to be comfortable with. So So that's one way to structure it, but there is a main topic of presentation and discussion that is very focused. Okay. And I I think that lends itself nicely to that deep learning piece because if if you want to be able to provide the oversight and the strategic thinking around initiatives or the work that we're doing as the team implementing it, you need to have enough knowledge about that particular topic. So um thoughts, noticings, In this section, >> there are a couple things in this session that stuck out to me. The first being, um, school visits and, you know,
036they talked about, you know, trustees or board, you know, board members needing to get into the schools to understand and see what's really happening. Um, and I know when I joined the board five years ago, I was told that no board members are not allowed to enter the schools. So curious how you envision that. What you've done, what have you done in previous districts? and because I I think that would be invaluable to be able to see things in action, but I do know it has to be done as they mentioned in a you know prescribed structured way. So curious your thoughts on that. >> Different places different things. So um I would say the the place where visits to schools were most successful with when I was in chat we had probably twice a
037year when we would do learning walks with the board. We followed a very specific learning model protocol and it was to learn not for judgment purposes. Um, and our job was to frame the day, organize the visit or the not the day. It's not going to be a full day, but you're going for something very specific. Everyone knows what the purpose is. Uh, and then we go out and see it. It's not a dog and pony show. seeing actual >> teaching and learning and for us to help engage and educate you better on those particular topics. If that's something the board wishes to do, we could certainly set that up. Obviously, there are cultural pieces we need to explore on our end because if board members have been told they can't be in schools for
038years, that's a conversation we have to have because if teachers, if we're going into a classroom and yes, the board should be able to do that in a structured manner, people are going to become anxious and they need to understand the purpose of it. Um my understanding is that we already do learning walks within teachers and administrators. So that's a good sign because they hopefully there's an understanding of what it is that it's not a value. >> So that's certainly an area that you we can >> I think there's multiple benefits of that. You know I I currently only have high school students, right? Like I my kids were young 10 years ago. What does it look like in an elementary school today? Right. Um >> and I also feel like we've said multiple times
039there's a lot of good going on in this district that we don't necessarily celebrate. And if we can say, well, I was in this classroom and I saw XYZ. Look how great that is. You know, that to be able, it's just another way that we have proof that there is excellent stuff going on. >> With the size of the board, it would be like probably two different groups or three different groups so that it's smaller. But it's certainly something we could try out if if the board wishes. We could certainly >> I've done learning walks with board members and been very successful. They chose not to do them in Ry. Um, I tried to get them to do them, but they felt like they had so much interaction with teachers and administrators and the content.
040Um, and it because of how we structured our meetings, but you know, different places you could do that >> and I think, you know, teachers are proud to show you the good work they're doing and we should be doing that. >> I have more to say, but I don't want to monopolize. Um, I had a a couple of thoughts on this. Um, I really liked on I think it's page 42 the fact that they brought up the six C's which in my mind actually really reminded me a lot of our vision of the graduate >> which was a surprise to a pleasant surprise to me because um it kind of reinforced the reason of the why or why are we doing that and you're input you're putting that into the curriculum and spending so much
041time doing that. So that was a really helpful just from a mindset standpoint and deep learning. And then that kind of gets to my next point about um you know it it there's a statement in here I think it's also on the same page or maybe the next page is the administration only informing the board or are they engaging the board because if we are supposed to if the board is supposed to own the educational program which it there's a quote in here exactly about that. Um but the board's not supposed to get involved in operational details. I' I'd love to have some thoughts on how you actually own the educational program, but you're not involved at the operational kind of detail level. So, as a board, to the extent that we could get ourselves
042there from a strategic standpoint, and any direction you have on how we can do that better, I think would be really helpful. >> Yeah, I think it's a process. I think the the learning itself and us giving you the information you need should be helpful in getting us to that place. But I like the the overall kind of um section here. I think it's really important >> for me the part that spoke to me in the whole the whole chapter was this part about trust and it feels like my entire time on the board it's battling trust and even before I came on the board there was there was difficulty in trust in the organization and the special education. I mean, it feels like all we've been battling is trust of the information and and
043how do we get past that? Because we we try we try we try and it's just and that's how we end up I think in this battling of how we're going to do something because we all know better than someone else of how to do something and I just feel like we end up in this vicious circle and downward spiral, whatever you want to call it, of just mistrust. >> I think we have to work at it. There's no simple answer. It's trust comes from competence and from people you you can't have one without the other. So if people feel that we're doing the right thing and doing it well and that we are using research and making sound decisions there the trust will build. It's not going to happen overnight but we need to
044show them over time that we deserve their trust as a system as a governance team as an organization. Um, and for most people, if you are competent in what you're doing and you do it well and people understand because we could be very competent in things that we do and no one knows it, I think that's another piece that came up a lot in the conversations last week is communicating what it is that we are doing, why we're doing it, and how we're doing it so that people have a better understanding. We can do that. That's easy to do. um making that commitment and actually doing it and sticking to it. That's another item alto together. But it's clear to me that that's a need. Just in what was it 26 entry interviews last week,
045it's clear to me that that's an area that we need to focus on. And if we can do that and continue working at that, I think the other things start to fall into place. >> Sorry to jump back. I just wanted to come back to the concept um you know of like the learning walks and I know that we spoke about this concept the learning walks and the board being present in the schools. Um I just wanted to publicly say that I'm I'm would be a huge um fan of of trying to make that work in the most appropriate way. I think that not only um is it nice for us to develop relationships and to see things in a more tangible >> firstperson view. I also think as a board as board members it
046really helps remind us of of of the why and of the students. Um and then you know I would also say that beyond learning walks too if there are opportunities that are appropriate for board members to be more involved in any sort of volunteer capacity. you know, um I was asked as a board member to be a mystery reader at one of the elementary schools and I was completely delighted and loved it. So, um to any teachers watching, um volunteer mystery reader right here. Um but any of those opportunities, you know, where where we can kind of serve and see, I think could be really beneficial um in a two-way street. >> That's great. This Katie's comment goes to one of the things that I also had start in in there the top of page
04745 where it mentions you know we get a lot of our information through informal means whether that's talking through family members through our own children through our neighbors >> darianne moms right um >> we're not allowed on that site so >> well there are men on it um >> oh >> um but I think it's important to recognize that that information that in informal information that we get is only one point of view. Um, and I think, you know, just being assured that that's the broader that we're thinking again, we're thinking up here, not necessarily what your neighbor is telling you at the mailbox. So, that's it's a trap that I've fallen into. You know, like in one comment here extrapolates into. So, >> when you're surprised in the aisle of the supermarket, you fall
048into that trap, >> right? >> Yeah. And just to follow up on that, you know, I tried not to follow fall into a trap of anecdotal stories and my personal experiences um at even how great they were. That's not everybody's experience and understanding that people have different experiences. But also, you know, again, being removed from the schools these most recent years, I don't get the teacher in my ear or the staff member in my ear. I get some through a circuitous f fashion at the high school once in a while but um you know so I think that's a big thing to remember like we're hearing one perspective especially from a staff member and we got to kind of broaden it goes back to the trust administration also >> like it's a small town right
049like >> perspectives are so important um I I was a principal of a school where my child was a student and seeing it as a principal before she was there and then I left and seeing it as a parent after I was no longer principal were radically different. Um and it was really um good learning for me. But that perspective as the parent of Hannah was different than the perspective that anyone else was going to have because their child had different context in that situation >> and manners. All right, I think we can get to uh manner >> break. >> Jumping out on me the bottom of page 47. The point here is that the success of any leaders, anyone in power and authority, no matter how big or small their office, are determined in
050large part by the manner in which they carry out their leadership. It's not in in this book, but I always go back to u the book the corner office uh if you're familiar with it. Um really powerful book talks about the new CEO who was wearing a scarf like to wear scarves and over time noticed that lots of other people in the organization started wearing scarves after becoming the CEO. U I it's either Daniel Pink or Adam Grant. I think it's Daniel Pink. It's just a really interesting perspective that we think about on everything we say, everything we do, the way we act, the way we speak, the way we write is consumed by so many people. And it has an impact, good, bad, and different. And that's because we're in these leadership roles. And
051I think that's an important one for us to work at and keep in the back of our heads. And uh I I've worked out over time how um how I show things physically. I think I probably went too far to the other side where I try to show absolutely nothing. It's become an issue for me. But um I I think that's a really important piece, you know, whether it's what we say and how we say it, what we're doing, strong messaging. I >> think we're the top of the food chain for our students and what we role model is critical for the culture of town and particularly for the young ones. So I think how we conduct ourselves really, really, really matters. Not long ago, there was a superintendent who was at a high school
052football game, Friday night lights, went crowd surfing, wasn't a good look, and ended up with a DUI later on that night. Those that sent reverberations throughout New York State. Everybody knew this guy and knew what he had done. And that's an extreme case, but that's an important thing. You know, when I used to think about going to my daughter's competitions, I was the by then she she had just won the lottery. I was the assistant superintendent at that point. So, I was going to her competitions, her cheer competitions, and I was cheering, but I thought about how I was cheering in that stand because of the role I had in the organization. And she knew I was there cheering her on and supporting her, and I did, but I had to think about that a
053lot. Um, thank you for all of this. Um, a line stuck out to me on the next page. Um, one of the most important and often least appreciated traits of highly effective trustees is management of their public behavior. And I feel like we already started the conversation uh of this when we were um speaking about the board handbook, the code of conduct, the level of integrity and standards that we hold ourselves to. So my question is how do we turn this from an abstract philosophical conversation today into concrete actions and accountability going forward. There isn't a direct method to hold a board member accountable. We're elected officials. So the the the only way to you know do anything as it were would there there's not we're elected. But I do think we can create a
054culture and we can uphold that culture and if we don't like how someone is is behaving, I think we can pick up the phone and speak to them. I think we can make sure that whatever we do as individuals, we're modeling what we would want others to do. Um, and I I think I think modeling is one of the most critical things that we can do. Um, and I think communication is also critical. >> Thank you, Jill. Um to be clear, I I fully understand the legal um limitations that we have. But my question was actually for Eric because I think that this board has struggled with that for a while and I feel that you are bringing in a fresh perspective and some fresh ideas on how we might change and grow. So um
055I would pose the question to you. So I would say that the the only way it can go is by everybody making a commitment to this effort to this work and then as individuals when something is uncomfortable for someone or seems like we're losing base is to figure out a respectful way to share that. Um not in a public manner. I I think that there are ways to have conversations and if if the conversation is um you want to point something out to me because you've noticed something I did that to me is the sign of an effective team that you can have those kind of conversations. I think um I think it's a commitment and it's something that we have to work at and if certainly if this is a direction the board wishes
056us to go as a governance team I will do my level best to support that work going forward and it's takes time and and takes a commitment >> but I think it's also important to understand that that you know in your role it is not your job to govern our behavior right it is our job to govern our ownh behavior. So, >> um I think that's pretty critical. I think that if someone is speaking inappropriately to a member of your staff, that is a time when when it would be appropriate for you to say something. >> 100%. >> Yeah. >> I found it really interesting that these bullet points on page 46 or 280 years, I think, they're still exactly what we should be thinking about. >> Human behavior doesn't change very much. we understand
057some of it a little bit better. >> I have a general question. Um, so the one thought I had in reading all this was what if eight of us want to adopt uh a governance mindset and one doesn't? How do we move forward or get stuck just sort of catering to that one person trying to get them on board? It's a good question. Um I I think I'm going to need some time to think about that because I think it it needs you have to have a strategy to how to try and move forward with the work. Um I've I've seen effective governance governance teams where it was not a united group. Um and and when I say united, united in working a similar way. Um but it is a challenge to it. What you
058have to try and do is not let that issue derail the work at becoming a really effective efficient governance team. And I think that it's just working at it. But I'll I'll think some more on that. That was a great question, Joan. >> All right. With that, we're at one o'clock. I will um take a motion to you have it written for me adjourn for a brief break and reconvene this meeting at 1:30. That's Sarah seconded by Dennis. All those in favor, that's unanimous.