001Jen, welcome. I'm Samantha. My name is Ruby. I'm Natalia. >> And here's the chair. >> I'm the chair. Okay. We have a chair >> right here. Ruby. >> Yeah. So, um I guess we'll turn the floor over to you, Jen. >> Okay. Go ahead and do your thing. >> Well, thank you very much um for having me tonight. I know that we have a couple of these scheduled and we're bit and hopefully we don't overwhelm you too quickly. We'll piece this out a little bit. So, tonight's going to be more about the foundations of our board government essentials. I know that we have three newer board members. Um, so I just want to make sure that we cover some of those things before we start having conversations about communication protocols and board operating agreements and
002board superintendent operating agreements the next time. Um, and then the last time we get together, we're gonna kind of tie all that into the process of the superintendent evaluation and your roles in that and just kind of talk about that a little bit more. Um, so I my name is Jen Dawson. I am a board development specialist and an executive search consultant with OSBA. Um, prior to coming to OSBA, I served for about 20 years as a board clerk. So, I sat on the sidelines and I kind of whispered things about how we should be doing stuff all the time. And now I get to be up here in front kind of sharing all the things I've learned over 20 years with different boards, city councils, school boards. It's all kind of the same but
003a little bit different in the work. So, it's been kind of interesting to see that as we go along. I have most of my work has been in Yanell County. So, I have served in um Carlton, city of Carlton. I was their recorder there. um a lot of things that I've gotten experience with as far as those dynamics and partnerships between smaller communities and the schools and the city councils and those different things. So, I have a lot of experience with that. Um, and it also know and I can also say that I do understand a little bit about smaller communities and how board members can wear different hats and how you're seeing a little bit more out there because everybody who's in town kind of knows you and um the smaller districts tend to
004um focus all of the things around the community and the schools. So there there's a lot of visibility there. So I do recognize that. I also know that there's a lot of work on your shoulders too other than your day jobs and it's highly capable of you doing things. [laughter] So, just to give you a little bit of background, our goal tonight is to go ahead and connect those big government kind of things with um small town and rural districts and hopefully make some connections that are more related to you and not so abstract. So, let me go ahead and see where I am here. Um, you know, you already gave me your names and I did kind of I love that you guys have a get to know me on your website so you
005can read a little bit about where you come from. So, I did actually kind of get some of these answers, but I just want to hear them from you to see what [laughter] you share. You're right. [laughter] Um, so you've already shared your names. you told me um you know uh a little bit about yourself but if you could just tell me why you joined the board and um also if you attended high school here or somewhere else that's always fun to know was reading some go [clears throat] >> I guess I'll start so um I joined the board last June July whichever it was um so I've only gone for a few months um I didn't attend school here I went to Dallas High School and I went to Jefferson High School is where
006I graduated so both small smaller schools Um, I'm on the board mostly because my kids with you today, but um I had homeschooled off first and I wanted them in public school because I went back to finish my own and so um having them in public school I was like I really want to be involved in their learning. I want to know what's going on. So I would rather be engaged and um they're to see and be able to change what's there. So that's what we're working on. >> Thank you. And I went to high school in Dayton. So just down the road. And I joined the board because I was new to the community and I wanted to connect. The story was uh my previous job. Um where I got to facilitate meetings in
007every school district. And so staff members. Yeah. Um, let's see. I've been on the board since 2019, right before the pandemic hit. It was fun. I was appointed to the board in a vacant seat and then I reran when the term came and got elected and I'm on my second term elected. Um, and my final term I just made that very clear. Um, it's not a bad thing on the board. uh it just does take a lot of time over the years and I feel like I've given my time. So, uh I attended high school here at Sheridan, graduated in 2001 and um senior class president, all the fun things. Uh I love the school with everybody in my body and that's one of the reasons I ran because my children were uh coming up
008in the school [clears throat] and um I just wanted to be part of it. I wanted to be an advocate on every level I possibly could be. uh and have been approached years before to join the board, but I just wasn't there yet. Still having children then and uh yeah, so any I'm on the board. My wife has probably changed since I've been on the board. Um my children don't attend school here anymore. Uh, but I do feel a responsibility to the community as an elected official and uh a responsibility to the rest of the board to help train them to get them ready to take over when me and Ricky step away as newbies. Um, yeah, I really am passionate about this district. >> That's great. >> Did you I saw you nod your
009head. This is also >> yes we're hoping to move out of this school district. Okay. >> And I'm the one on the board that doesn't have any name. Uh I also started this last summer. I went to New York High School. Uh I moved here in 2004. Uh and these I have two kids in the district, a 10-year-old and a 14-y old. Uh and we my wife works at school. She's first grade teacher was looking for some members and I there was some you know CE program stuff starting up and I have a background manufacturing and yeah [laughter] 30 years of you know manufacturing and stuff like that. So >> so I and that just kind of it just kind of interested me in mechanics and anything else. So, I thought, well, you know, maybe
010I can offer some suggestions and help with that program as well as just kind of being involved with my kids. >> Great. Thank you so much. >> I hope to go back and graduate. >> Um, and Dory, would you share a little bit as well, please? >> Oh, sure. [laughter] >> Thank you. Um I'm in my sixth year which is really really uh hard to believe in the world in um and um uh this is such a unique uh board and staff. I feel very blessed to be serving in this community. Um I enjoy using my leadership. I enjoy the fact that I'm not bored. Every day is a new adventure and uh there's so much to do and so much to learn. And so um this is a great great group of people to
011work with. Um I um really worked to build those relationships. I was advised to um start talking with community members about being on board >> and so having a conversation did not have a conversation with Natala but [laughter] we you know and the interesting thing about um I thought was really cool about last day's election was that we had several people running >> and that had never happened in shared in fact there were often times a seat where nobody ran and there would be a right as kind of a joke. >> Yeah. >> Went on a very few. Yes. >> Yeah. So, it was great to have people wanting to be in the district, wanting to serve in this capacity. >> Was this the same time that you was in the ballot, too? >> That
012No, that was we failed twice. So, [laughter] >> we went out in 20 November 22, May of 23, and then we won last May. >> Okay. >> Yep. So that was also very that was a huge win for the for the district with the bond passing and what we're able to do with 12 million. >> And where were you from? >> Oh my uh my high school. Yeah, I went to Paloma. >> Okay. I was all 12 years in my mom taught. Um my dad was a church setter and then was um the middle school custodian when Fman Middle School opened. And um yeah, it's a great it's a great community. It's changed a lot since I live in that town. It's very much part of her. >> Well, thank you so much for sharing.
013I know often times when you're born, you don't know these kinds of things about each other when especially when you're just coming on. You don't know where people are coming from. You don't know what they're bringing to the table, their skills and things are. And sometimes it's really nice to have those opportunities. You don't always get to do that because all your work has to be done in the public. So you need to share in public also and it has to be something that you can do in public and you can only get together just one or two here or there. So it's kind of you know I like to have those opportunities and it really goes into the work that we're talking about as you board member and we'll get into that more um
014about what you bring to the table and how that works together. So I wanted to go ahead and have an opportunity to do that right off that. So I'm just going to ask a couple of questions to kind of just start thinking about things before we dive right in. And the first thing I'd like you to consider is you can answer out loud or you can kind of consider to yourself is why do school boards matter? You all had a reason for why you wanted to be on here. Did you really know what you were being when you signed up? Did you know what board members do? Often not. We have an idea or we think we do until we get on the board. We always say, you know, we we don't really know what
015we, you know, board members do and we didn't join. So, um, so what do you think? Why the school boards matter? Why does the school board matter? >> Um, I think it matters because each community is different >> and the school board helps tailor that to the school district. So, focusing on the community and the children here because we often get forced into things from the state that don't fit our district at all and our school board gets to be the filter for that through policy. You've thought about this before. [laughter] >> Anyone else? What are your thoughts? Why is the work that you do on these boards? >> I agree. I I have some. And so I really like being able to take I mean it's kind of hard to say but like I
016really like being able to take what I see at school and being able to use it in the school board to help make decisions about our kids and how they're learning and what they're learning and what kind of curriculum they're reading and things like that that I think will really benefit them because I know we are a very unique community compared to some and so there's a lot of challenges we have to overcome and so like like you said Taylor it's been our community really And as far as like us being a board of you know individual folks and stuff, we all have different backgrounds. We all bring different perspectives to the table. I think that's what makes it really good. >> I also add just holding each other accountable too. Like I think the
017board is really good for obviously keeping Dory accountable but making her keep everyone below her accountable too. just like that. It's having someone to check in with, you know, so that we're staying on track and doing the things we need to do to serve our community and our our schools well. >> I think that's part of the policy committee. Um, and I've done that since I've been here. So, I like that aspect of it, making sure that we are, you know, in line with our policy, maybe put in place policies that will help, you know, our district. Yeah, it's great. Thank you very much for sharing. You all kind of hit it on the head that we just, you know, summarized that you create those conditions for student success. You're providing that kind of like
018on the ground kind of perspective as well as like your community, but also you have to be aware of the things that are coming down as you do. So, it's you're in a great position to kind of really be changing it and makes effects on your students that are here in the school. So, you've all covered that pretty well. So, now I want to ask a little bit deeper. So, why do you think the board culture matters? But the the relationship you has a board as board members, individuals coming together doing the work, the culture you create, the expectations. Why does that matter? >> Well, and what happens in the boardroom ends up in the classroom. >> So if we aren't working together and being teammates and how do we expect anyone else to be
019how we expect to be successful, period >> and I think because we also will have times where we don't always agree, but we have to agree to disagree, right? have a good culture and >> not go out in the community and say bad things and all that. We still have to be like, "Hey, that's that's one of my board members." So, yeah, I would disagree there, but that's okay. >> Moving forward, >> I'd also say that I hope the board culture retains the superintendent. [laughter] >> No pressure, [laughter] >> but it's true. A superintendent in the state of Oregon is three to five years. Yeah. >> And I finally figured out why. It's because that's when the board will flip. >> And if you don't have like-minded people coming on or they don't agree with
020your vision or what you're trying to do, you're out and somebody else. >> Well, and we've dealt with we've dealt with some situations, not with the current work, but with the last one that let us put us in these really weird feeling situations where things weren't explained and all that. That's why we were kind of like going forward, no surprises. No surprises for Dory, no surprises for us. Like, it's a mutual thing. Um because it's it's really hard to function as a team or as a board when you're not sure what's going on over there. You know that comment, where did that come from? I don't want to tell you. When you need to though, [laughter] >> we need to unpack it >> because not just you need to unpack the people who are listening
021and >> Yeah. Where did that come from? Yeah. So I think we have that now really well. >> Good. So yeah, that core culture really influences how you work together as a team and retaining your leadership and being strong together. So that as that trickles down and we'll get more to that trickling down later. So I just wanted to kind of get you think about this. So why does that board's relationship with your superintendent matter? retention, [laughter] >> not just retention, but also that you know stability because stability and having somebody around a long time in institutional knowledge. All of these things really have proven with research that that helps students to feel secure in their education. It helps parents to feel the same way that they know who to go to talk to. Especially
022in a small district like Sheridan where parents and kids actually know our superintendent. >> Yes. >> Right. Big districts don't really know the superintendent head. >> I mean they're more than a bigger head but you know what I mean. >> Yeah. It's a lot in the community some of the larger ones for sure. >> Great. Well, you know board and I feel like some of you may have seen some of this material before because we have some great answers. So when we're talking about why does that board matter, really it comes down to that that board is that you're governing a public institution that's like central to Sheridan's identity and your future when we're talking about education here. Um you do as you mentioned um said that you mentioned that you hold the district accountable
023to the families, taxpayers, parents, you know, the broader community and you serve as that link between all of these different things, the community's values and the district's operations. um you do sometimes have to provide that buffer as you said about you know when laws come down from the state we have to kind of explain why those laws are there and how we're going to make it work here because you understand what the concerns are here at the local level as well. So when concerns arrive you're kind of that buffer you have to keep those students needs at the center. Um and then you're also here to kind of set that long-term vision for what's possible for the sharing students. um you've helped shape that culture like you talked about that board culture, how you're working
024together and the expectations you have um that supports the academic, social and emotional success of your students. Um and then in smaller world districts, as we kind of mentioned before, like the board's actions, they're seen. They're very very visible and they're deeply impactful in the smaller community as well. So every decision really resonates with those around you. So that's um just a continuation of the conversation about matter so much and you're at the center of things especially in small communities. So, I want to pause briefly to ask you a couple of questions. I'm going to ask you to read them silently. You don't have to answer them out loud, but I want you to consider them. They're kind of rhetorical questions, but at the same time, they're not. They're really getting to the core of
025um what your beliefs are as a board. So, can every child learn? Can every child show growth? Can every child succeed? Can we predict student outcomes based on social factors? And if we can, is that what we want? So just consider these. And if anybody feels the need to share, please do. what these questions I'm sure that you understand that we're really getting to is that how the board believes um their influences and their expectations and the budget priorities and policy decisions. what you believe about the answers to these questions really dictates everything that you do as a board. Um if you believe that not every child can learn um that not everyone can succeed or show some sort of growth that's relative to their um situation um then you unconsciously kind of lower the
026bar. Um but if you believe that at some level they can succeed. success might look different for every student, but if you believe that there is some level of, you know, growth and success and learning that can occur for every student, then that's kind of going to help you to um raise those expectations and that's going to inform every decision you make as well. If you have that belief at the center of what you um the work that you're doing. [clears throat] So then we ask when you're looking at all these things, you think about these things. The final question is then okay, so what percentage of students not graduating would be acceptable for your work? And you all agree that is cool. Yeah. >> But sometimes there's board members who don't agree with that
027and those beliefs we need to talk about. We need to have a chance to share that and and and uh kind of come to a consensus and make sure that our beliefs are aligned. Um so yeah, that's kind of where we start. When we start talking about beliefs, we start talking about Hi, welcome. Thank you for joining us. [clears throat] I'm going to pause here just really quickly and I'm going to put you on the spot. Everybody else had to [laughter] if you would mind just sharing um your name and um how long you've been on the board and then you can also let me know why you joined the board and where you're from as far as did you graduate from Japan or somewhere else. Uh so board member since was >> um >>
028and no I'm not wasn't born here or anything lived in Sheridan since 2016 I think is so my kids go to Sheridan school district and then the board um over the years has expressed the need for people to come forward and be a part of the the community and part of the organization uh to support it and I felt like the school board was the place to do that. >> Yeah, >> there's a lot of other issues but as far as like why bring to the board and and wanted to help do more for the school. >> Thank you very much for sharing. Just going to catch you up. You've been talking a little bit about like why the school board work matters and why the culture between all of you as board members and
029the work that you do matters in your community and how you're kind of at a touch point between um what the community needs and what the school district needs to do for the students. So we're just kind of getting there. We're talking a little bit about beliefs now. You're looking at some of these questions just kind of what you believe as a board, you know, can every child succeed? So we'll go ahead and move on. really we've kind of come to this point where that single belief that all students can and will learn that's really at the heart of effective governance. That's what we've found not just in research but just also in what we witness out here in the districts. Um it doesn't by having this belief that all students can learn. It doesn't
030mean that you um that you ignore that there's barriers that there's sometimes there's disparities um but you refuse to let that define what's possible. And that's really what having this belief about the core of the work that we do is really important. Um boards that truly believe that all students can learn on whatever level that is for them. Um they really have they go with a clear purpose. Um and they can set those higher expectations. This is really your why and we're going to start talking about that a little bit more too. It drives your priorities. It drives the kind of questions you ask. >> [clears throat] >> um it also drives what you do in your decision making. So um just kind of connecting this belief and and it's great because you put these
031things up here and then you have your your statements up here that you're kind of looking where all students can learn. You have all students that they can grow and succeed. Each student will be engaged and inspired and ready for the next set of challenges. So it's kind of nice that you put this up here and you already have those kinds of things at the door. >> Brand new water. >> Aren't they beautiful? They're just lovely. I love it. [laughter] >> Got so many compliments. >> It's so great. >> So, it's kind of nice when what you're learning about is tying into what you're already doing. So, it can be some validation for you as well. So, I hope that that is seen. So, we already started talking about how we show up in the
032classroom and it's kind of indirect, but we do. You mentioned that earlier and um that's why uh we kind of started talking about this idea of this causal chain. It's one of the things that kind of centered around what we do as well with the research. Everything we do at OSBA is based in research. We have a lot of things that we've read and lots of different studies and stuff that we combine and you sit there and make sure and see what are the patterns and what is it proving over time. Like I mean some of these are over 20 years of research and stuff. So we have a lot of backing um to what we do and that high performing boards they really measurably influence impact on students. And when you have low performing
033boards, those also have a negative impact on students. So, we've seen both sides where um things that you're doing that actually have positive influence and negative influence. Um effective boards really stay centered on that uh those student outcomes and they're focused on their achievement, their success. And then they have really clear goals about what they're supposed to do as a board as well. Um, so when we sit there and we look at this, we're talking a little bit about our beliefs and values as individual board members and that comes into and influences the why, the work that you do, the questions you ask you're working together, the respect you have for each other. If you value that, then that's going to be brought to the table as you're doing your work and making those decisions.
034how you're working together, the expectations you have for yourselves and others, what you're modeling, that builds the board's culture, but it also directly reflects the organizational culture. If the if the staff is seeing how you're interacting with their superintendent, then that's going to be kind of the model of how they're going to interact with superintendent from their level as well. And all these things kind of trickle down. what your culture is kind of determines what resources and priorities you have and the things you bring in the classroom to give the staff what they need in order to teach the children and teach the students what they have to be successful. So you may not be standing in the classrooms every day but everything you do and everything you bring to the table directly gets there.
035So I just want you to keep thinking about that and reflecting on that as you're kind of thinking about your work and how that's informed. Um, okay. Um, furthering in on that, this slide really show focuses on that why that we were kind of talking about. That why is your purpose as a a governance team. It's why you serve. It's also why this work matters, which is what we've been talking about here in Sherik especially especially um the how that next layer is really your roles, your relationships. It's uh the communication that you have amongst each other and others and it's also your responsibilities. That's how you do the work. And then the what is the visible work. It's actually what you're doing, the policies you're creating, the budgets you're approving, um the superintendent evaluation,
036the meetings that you're holding. Um boards oftentimes can get kind of stuck in this outer layer, the the what. Um, but returning to the why often helps you to um make harder decisions, anchor your decisions. As long as you're talking about that why and the students at the center of it, that's where you really want to be focused. You don't be stuck so much in what you're doing, but why you're doing it. Um, so how do you think that your individual why shows up in your board? Anything you want to share? We just talked about why we kind of joined and what things are important to us. How do you think that shows up when you're making a decision about the budget? >> I want to know that our kids are going to have the
037things that they need for school. Obviously, like especially right Jeremy and I, we have kids in school. We want to know that they're getting what they need to be successful, [clears throat] that they can graduate, so that they can, you know, be ready for college, whatever it is they go to next. Um, CTE stuff, you know, those things are I want to know that they know that they're not left all over the grass. [clears throat] >> I want to know that they're like inspired by teachers. >> That's kind of my thing. Like I've had some amazing teachers over the years and that >> you know that I I still remember like the things they tell you and not just like the the things that you commit to memory, but just the way that they were
038about stuff and I and that was fantastic. In small towns like teachers are kind of little superheroes anyway like [laughter] you go to anywhere around any of the parades and like my wife's you know kids are yelling [laughter] it's pretty cool and special I want to know that the teachers are inspiring kids and making the experience good for the kids >> I actually find this slide interesting >> um I'm a very passionate person anyone that's in the room and has been for any length of time will know that my light gets in the way sometimes and I have to shut it down >> and go back to the we're here for the kids. That is a good why, but it's not necessarily my why, right? It's part of my why. Um and and redirect myself.
039So, what's best for the district? How are we going to get there? How can we work together to get there? What makes the most sense? Sometimes sometimes it's hard to get there and it doesn't align with your why. Sometimes you still have to do what's right for your district and the community because that's ultimately why we're here. So, I have to make sure my own personal why doesn't get in the way. And that's an excellent point that you bring up and I really want to kind of sit there with that for a little bit. So when you're talking about your wine and how you come to the table and decision, you say sometimes it can get in your way, but what it is is that you're coming to the table with your blind, you're coming
040with yours, you're coming with yours and together you have to kind of talk about like what's important to all of you and then you come together and you make sure that they somehow align and what are we going to focus on? If this is what I'm passionate about, this is what I'm passionate about. So what do we get from that? What are our priorities from all those different things? And sometimes you have to give up on a little bit in order to make sure that we achieve something that you definitely think is really important um now and maybe later some. So it's important to differentiate that individual why as well as the board's why because you speak as you went together and we make decisions together and then that kind of stretches into what you
041want for the district in the future. And as long as your why is focused on the students even their own individual passions and sometimes that you can realize okay is this is this good for them as well that's focused if the students are focused is that good for them now is that >> right you have to you have to be able to step backward >> yeah absolutely >> think so now we've talked a little bit about why things matter we talked about our lives we talked about the border wise we talked about beliefs believing that students can all learn to achieve in some way together. Now, I want to really focus on their values, not just your individual values. We're going to do a little exercise here, but then I want to come together and
042kind of see how your individual values come together and see if there's similarities or if in compass values. So, I um read a book dare by Ben and she had this excellent activity and it's a in a values uh kind of thing activity. So, she has a list of all these words and as soon as I show them to you, you're gonna be very intimidated. All I'm gonna ask is for you to pick two and that sometimes is the hardest thing to do, but pick two values that you really, really find important in your work as an individual board member and what you're doing here. So, that's what I want you to focus on, not just overall what your values are, you know, um, but really hone it in on what you do as a
043board member. So, here's the list and I'm going to ask you to kind of go through them, really think about them and be like, "Okay, which two really stand out that surface to the top for my body?" So, I'm going to jot them down and then I'm going to have you kind of turn to each other and share a little bit about why and then we're going to go around and see what everybody said. Take a little time to do that. Please put in Jen, is this values you feel like we um apply to ourselves like that we think that we're trying to bring to the table or do you mean like values like you would value overall as a board? I wonder what values that are up there resonating most with your work as
044a board member like what things about, you know, the district that you think about when you're motivated to go a certain way. all the time. I keep going down the list and always It's really hard for them to be like >> more fun to guess each other. [laughter] >> That actually might be a great element. >> No cheating. No. [laughter] >> Well, everyone thinks that they've got there too. If you want to kind of share, we can do it although you want to kind of just turn them just to explain which one you chose and then um maybe why a little bit about why that's important. Why are your values you chose? >> I can go first. Okay. Um I have contribution for mine. Um just you know contributing to the community um just giving
045it back. But I feel like that felt that that kind of tied in together. So, um that one and then I'm torn between diversity and future generations um diversity because there is a small population in our community of you know Latinx um students and um I feel like I can represent that >> and then um future generations just because the what I do here for the time that I'm here I hope that it makes a really good impact on future generations of >> Thank you. All right. [laughter] Um I'm going to say it again. I feel like accountability and I think part of that is just within our district, like within our school, between us superintendent and stuff, but also to the community. I mean, we have like we have to be accountable for for
046the choices we make as a district. And so like I think there's just that need for strength across the board between all of us. And you know we we can't be effective if we have weak links. We got to hold each other accountable because we're only going to be as strong as our weakest link. And so I think there's need for strengthening some of those links within within our district here and there. And then we all have things and that's myself too, you know, that needs to be held accountable. So that's that's number one. Second one I put is integrity. I think that just goes making good decisions and um I think with integrity comes transparency. I'm not going to steal wisdom off there. Um but just in how we make decisions and what um
047what we're bringing to the district and how how we handle um the choices we have to make and and stuff like that. So great. Thank you for sharing. growth and trust. we have to grow and that's why we're here to help organization do that help those plans along with the do so um trust me you have to trust us that's the position that they usually remember that >> yeah I would say understanding just to kind of I always I always try to make sure I understand everybody's everybody has a different lens they're looking at things so I try to kind make sure that your choices are based on your lens and how you understand things and trying to make sure that I understand where where somebody's coming from before I judge maybe what they want
048to do. >> Uh and then kind of ambition, I guess, to to get things done and do stuff. >> All right, I'm going out on here. I don't usually bring it to the boardroom, but my faith um because my faith grounds me and I would be lying if I didn't say that is the foundation of me. Um my second word is truth. It kind of goes along with trust. That was like my third one. Um because if we can't sit in a room and tell each other the truth about everything, we can't solve the problems. Right. >> I have the first one I I immediately looked for was service. Um my leadership style is uh that's serve servant leader. Um I fully believe that I'm here to serve. I don't call it my district. I
049will always say Sher School District. In fact, I park on the administrators. They are not the same school. They are to say Baltimore Chapman or Sheridan High School. And they owe me when they screw up. [laughter] Uh, and the other one I got to say is just perseverance. It was the best one out there I could find of um, well, I was doing a word study the other day on fortitude. And it's that it goes beyond that stick with itness, but are you really willing to look at all the obstacles and figuring out your path forward? But I thought perseverance goes with that. Um, I just I just approach things of don't quit. There's got to be a way through this. >> So, I should still [clears throat] >> So, as your fellow board members
050were sharing their values, any anyone surprised what they shared? Does it seem fine? Well, with my fellow board members is just what Lori said about service because I always say mine like my something and so that was just interesting to hear because oh my clients right because if I have ownership of something or I feel ownership of something then I will give or do better and so for me that's why I would say oh my client or my program right and so just interesting to hear that >> command And it's always depend on the values you bring to it as well. And people interpret words differently. >> Well, I think we call them our students. >> They're our students, but yet we're here to serve. So, the organization is not mine. >> So, as sometimes
051it happens when we get these upstairs, there's a lot that kind of filter the top that everybody kind of agreed on. And then sometimes we have a behalf here where everybody brought something different to the table. But would there be one or two up here that as a board you think that you all agree on um that maybe would have been a third choice or something if I gave you more? >> I would have selected trust as my third person is Okay. Any other words out there that seem to that you might put or that you think that as a board these are things that you have to keep in mind and value that you have to have for your constituents and for your community. >> Service is much perseverance our small district. >> Yeah.
052I've been three times till we >> all right. Thank you for bringing that up. >> Going along with that though and what you were saying about how it trickles down to the, you know, to our schools. I think that's something our kids lack a lot. I've seen a lot of that this week too um of just wanting to quit the first time they lose. And so I think that's something we could really strengthen um within our schools too. And I think it's going to have to start with us. >> Absolutely. model. Well, thank you for going through that exercise. I always think it's fun to do, fun for you to learn more about each other and what really kind of motivates you, but also to think about these kinds of things. What do we value
053and how do they align? How do all these things that we have up here align with the work that we do? That's really important to keep in mind as well. And now you actually have something concrete that you want. Um so we're going to kind of jump a little bit into that idea of um we're going to talk soon about some of these standards for like being really effective boards and board members um and all based on that research and we kind of really start with these high performing boards um and how they impact students and what the re research shows. Um so basically um with all the studies that we did and we are only listing three up here just because we want to show you that all three of them kind of had
054some of these elements just so that there's proof that this is you know we're not just making this up but um high performing boards what was found in all the studies is that they had kind of all these elements over here on the left hand column and um and these are just kind of descriptions as to what those look like and what they're doing well. So if you have your vision and goals, high performing boards that it's a key role of the board to kind of set those clear expectations and they develop a vision of high expectations for student learnings. That belief that all students can learn. So we're going to set these um expectations really high because if we set them really high, then we're only moving up. We're only aiming towards them so
055that we can um continue to grow. Uh the climate resources, the board really takes a long view when they're when they're high performing board. take the long view and uh they create conditions for success by creating like a sense of urgency around the student outcomes and they align their resources with whatever the district's vision is. Um for data and monitoring um they really it's uh an accepted norm that the boards kind of uh are very they're data savvy. You have to be able to look at um what you're seeing. You have to understand there are trends. you have to be able to ask questions and kind of track what progress because that's part of your role is monitoring that you're um making progress towards things that you want to do and what your vision is
056for the district um and and that students are being successful as well. So there's other types of district information, but that's really just that they really um high performing boards are looking at data. They're not just looking at numbers, but they're also listening to stories and we're using all that together to kind of monitor and look for trends and make sure that we're heading in the direction that we want to. Um this idea of cohesive team uh teaming is also u something that high performing boards are kind of showing and that they're having impact positively on students. Um an academic term that's really for practicing ongoing learning um as a leadership team which is something that you're doing here tonight. So excellent. Um it's practicing that unified governance through the shared beliefs that we talked
057about earlier and then also about what's possible for all children. Um they also have elements of high performs have in community engagement. They're doing this well. They're building public will. They're engaging the community and partners not just the community but also you know um the community the city council and different partnerships that we have and groups community groups that you have around here kind of bringing everyone together and collaborative relationships. I think that's important important part here is about that collaboration um so that you can succeed. And then finally, high performing boards also have that policy and accountability. Some important things that we talked about up here, that integrity, that transparency and accountability. That's really important. Um and so how they're doing that is that the board operationalizes the governance through the policy with a
058focus on student learning. And that accountability is driven based on um what you want what kind of things you want to happen for student learning. On the opposite end we do have the um practices that are associated with negative impacts. So boards are actually having impact. They do have impacts um both positively or negatively depending on how they're performing together. Um, and the research does kind of show that um, distractions or meetings that aren't productive or spending the majority of their time discussing things other than student needs and outcomes, that's kind of one of those indicators. Um, if there's poor relationships, effective boards really need to cultivate those high levels of trust. And sometimes some of these things that are happening break down that trust. um boards could st or should strive to be like
059a state to a state of informed oversight. We don't want to be, you know, micromanaging, but we also don't want to be on the other end, but we're just kind of saying yes to everything that superintendent brings to us, although sometimes that's good, too. Um there is some uh some of the things that you'll see too is effective boards are taking responsibility for our student outcomes instead of making excuses or blaming parents or blaming other external factors for why things aren't working out the way they want them to. Um and then also sometimes just that idea that effective boards are making decisions based on existent information and not their own experience or their own um priorities or their own um initiatives. So kind of like talking about not writing a lot again that kind of
060thing. So >> kind to a question. >> Sure. >> Um in the poor relationships column it says staff don't know the board. Um what does that look like? Like how do you fix something like that? >> Well honestly there's accountability on both parts on that. So you're in a very public meeting. All the work you do is very public. So if the staff doesn't know the board who they are, what they're doing that's because maybe they aren't participating in some of the meetings or they aren't watching what's going on. But also, it's an element of high performing boards, board members are um they're making sure that they're out there in the community, which isn't hard to do in a small community, right? You know, attending events that are important to the school, really showing support
061for the superintendent for when they're going out and they're doing bond work and stuff like showing up to those things and telling the community, hey, I'm one of you. I'm helping to make these decisions. Like, this is what I value. I'm hearing what you have to say. So if people don't know you and you're not going out there like sometimes you do it when you're getting ready to be elected but then it kind of stops where people don't really put that same effort into what we do is trying to get connected. So it's just that idea of the hyperform boards are really making sure that >> not only are they seeing the community but when they're in the meetings the public session that they're also sharing some of these ideas and thoughts and questions that
062they're having openly. Um, if you're not doing that, if you're not questioning things, if you're not sharing why you are making certain decisions and stuff like that in the open public session, then nobody is going to really know that. Well, I I kind of feel like we we are getting better at the community aspect of that. But the staff I I really feel there's a disconnect between our board and our staff members. And I I guess I was looking to you to hopefully see how do we bridge that gap. Um, I feel like we know our admin really well. Like we have a great relationship with them. Um, I feel like I could ask them anything now and I would get a great honest answer. Um, what should the relationship between us and other staff
063members? I mean, I know some quite a few staff members, but again, we're a small district. It I I probably know a quarter of them. >> I know because of my kids, >> right? And that's that's how I knew them. But your kids aren't in every grade level, so you don't know all the staff either. So, >> they've been through. [laughter] But the staff when the staff changes on a regular basis we don't have a ton of turnover. Thank god but you get what I'm saying like what what is a healthy relationship between the board and staff members on every level. >> Well I think we have to also talk about that element of like the board not overstepping. It's really hard for you to kind of have a relationship and you can't always have
064a relationship that you're developing with them. you can provide opportunities for you to share about yourself in a way that they can learn about you if they're being proactive because it's very difficult for you to go in because there's that like idea that the board members are kind of have lost too. You know what I mean? >> Um and also um sometimes it's just a matter of inviting staff to come to a board meeting to share what they're doing and then maybe having some discussion like that. that's an appropriate way to learn about staff without like creating these one-on-one kind of connections or things like that. So, that might be some way that staff can come here and you can get to know them. >> We do some of that. [clears throat] >> Okay. >>
065Maybe we just need to do more of that. Yeah, I was going to say maybe make it I know for me it's really hard but I need to maybe make it a priority to go to the lunchon the at the beginning of the school year and if there could be like some component there that activities tell them about yourself and vice >> every other Friday or every Friday for a couple hours there's a session with all the teachers Um they have staff meeting usually at 10 or 10:30 students. We run a modified 40 week so students are in 8 to 10 and then it's staff meetings and committee meetings from 10 to 12 >> on Friday. >> Yeah. I don't know. I'm just trying to I wrap my head around what it should look like
066because like I agree with you if we can't be too close. We don't need to be budding with all the staff members and we have to we walk a fine line. So what does a healthy relationship look like with staff members? I think a healthy relationship starts with modeling some of the things we talked about the board board culture and expectations and setting that vision when you're putting that out there and then you're also making sure that it's communicated down to the staff that you take things like this and what the st uh the board will use and where they want to go and you make sure that's present in the schools that um if there's a newsletter if there's some way that you're kind of sharing what your work that you're doing with staff
067and it's kind of you're pushing it out to them. Not so much as asking them to kind of, you know, come to find out, do you know what I mean? So, just using the meetings and using a way of communicating what you're doing and why you're doing it. Um, that's just the kind of thing and you want to talk about the different ways that you can do that in the established boundaries of your role as well as, you know, and sometimes there's some creative ways to come up if if that's something that they're saying. So, now this is just >> I don't know. There's a disconnect between us and >> you might want to ask them, you know, and find out what do they think is it might have an issue. You might be high
068performing in this area and you're just not sure. >> I was thinking we should do like a scavenger hunt of like at a at the community events like you get a signature from a school board or like throughout the year like that. That's that's that's kind of it can be small things, it can be bigger things, but it's it's just ways to make sure that they feel in that area because you know who you are and that you're open to um especially not so much the staff. But >> that's everyone. It's the community, you know. >> Yeah. >> People, >> we've come a long ways in the last years with community. Well, all that work you did with your birth parents for the bond and having to learn how I mean you shared that excellent
069like kind of powerpoint like what things we changed and how we did things differently and that's all part of the learning process. When a bond fails, you learn a lot [laughter] and then when you feel you even more and then when you find out that the final pass and see what worked, then you're you're kind of hiding that sweet spot. So just apply that to not just the community but also your back. I appreciate the fact you said it goes both ways because I do see the staff in having a very young staff and young families. you know, they they put in the speaking about teachers, they put in a ton of time and, you know, I might hear some things or there might be some wonderings about the board occasionally, >> but really they're
070just they're so focused in on their job >> and that it's like, yeah, the board's over there doing their thing and then, you know, we've got the board in here and then we've got our admin and then, you know, where they're at in that whole organizational structure. As long as we're not causing problems, all was good. [laughter] >> They definitely as soon as I like after May when the voting was done, I went to the school just to kind of like I don't know if hang out for lunch or maybe kids and the very first question was are you official business and I'm like whoa. No, I'm certainly not [laughter] calm down. >> When are you a board member? Yeah, that's a difference too sometimes is kind of saying that like I'm going to take
071off [laughter] >> but we can establish a trust >> so that they don't have to feel to know like everything we hear is story I want to get in trouble from him or something. It's just like >> well sometimes just providing opportunities to get that kind of feedback about how they feel um you know and then talking about that in your meetings be like okay this is what I'm hearing and sometimes if they hear you talk about what you're hearing and what's important to you too then they're getting to know you and then if they are at the meetings to hear that then we have to have some way to communicate here's the highlight you know everybody read the minutes either or watch the recordings but sometimes they do does any feedback from our meetings
072go back to the staff like me and you. >> Okay. >> Well, Adam, >> so like if we're like, "Oh, the music concert was amazing and you know, it was so great." You you relay that somehow. >> I do. And then Adam also, not so much Pat, but when Adam does his staff shout outs, >> he will let the staff know that he was um praising the staff coordinating, >> the circle, he closes that loop, >> which is which is really good. And then, you know, I think definitely we've talked a little bit about more comments. I think when if you hear Adam or Pat say something about staff, it's that's just an opportunity to reinforce, hey, it was great to hear about these activities or what how many kids mean whatever it might be.
073>> It just reinforces it like you heard them. >> We're talking about things that they're doing. But now that I think about it, and I I was with Central School District for a long time, I do remember grade level teachers coming in and sometimes bringing um students and doing a report to the board and we just have never done that. >> Would be fun. I really enjoyed our report. [laughter] >> I think the high school one's awesome. Mr. Chadwick taking the kids fishing. >> So would it be fun after our fishing field trip to having a couple of kids talk about their experience of fishing at a board meeting? >> Yeah. And many of us have gone to that fishing, too. >> I didn't even know South Pawn existed. [laughter] That first, this place is
074amazing. How did I not know this? >> Well, sometimes when you create those opportunities for a staff to come in and talk about their students and when you have the students there and then they hear your reactions because they're sharing a part of themselves with you and they get to hear how you're reacting, then they start to feel. >> They get to know you. >> Yes. Oh my god. >> Because we would love to hear especially the things that maybe bother them >> because like you know we don't we don't I mean it's great to hear all the good news as well but like it's the the things that bother them that we can act on. Yeah. what the struggles are >> because like I was talking before the data is important but so are
075the stories. Then you're telling them that I'm making time to hear about this and you're getting to see my interactions and the questions I'm asking you and you can feel a little bit about what I value and like what's important to me. And then when we have those shared values then they can look to you and say okay they get it and I feel like I'm represented here which means I know who they are. >> Well I think we have some work in that area. >> Get it for yourself. I think [laughter] like really though I do feel like um even before I was on the board I was starting to be in the schools a little more and so I volunteer here and there but even now like subbing I really enjoy it and
076I enjoy going seeing the teachers more but I feel like I get to talk to them so I do feel like I'm already into that maybe a little more than you guys because at one at one school yeah not the other >> but I feel like I I work to build a good rapport before even before I was elected on that that you know when you have that relationship and even then when I was elected this is going to sound bad maybe but I didn't go advertise that all around me because I didn't want people to feel uncomfortable around me and not want to talk to me >> yeah but um I feel like I have a pretty decent relationship and there's still teachers finding out that I'm on the board and like well yeah
077we're here it's good like we've already got something and so like um maybe that's not good maybe I should >> but that's right there that close validating my point that the staff and us have a disconnection. >> Yeah. If they didn't know you were on the board, should know who's on the board? >> Yeah. >> Like we should know who all the staff are. >> Well, and I was wondering too with Dory, like I know you said some of the stuff goes back from meetings. Do they know about the decisions we're making too? Like when we >> resign for the food stuff or like do they hear about those things that we're doing as well or >> are they in a disconnect because >> Yeah. I started doing like just quick notes out to staff
078and there are sometimes I I'll let them know about hey the board approved this or you know here's a new policy especially like cell phones. >> Yes in the classroom and the board approved this the board's considering this I let them know like the 26 27 calendar >> we're working on that it should be going to the board >> things like that. Okay, I think these are also great conversations and I think it's something to consider. We're going to kind of move on and talk about some of the things we're doing and and these are just some examples of things that we're doing, but I'm also going to be talking about those standards and when we start talking about the standards of effective work in Dallas, you can kind of recognize things that you might
079be doing well and things that maybe you don't maybe the things you're doing well and you don't do other things too. So, we'll talk some more about we're going to continue to go. Um, so I just want to do a brief little thing about uh we're going to start going into that roles and responsibilities and things and I just want to establish what the leadership team is and the different elements and the different priorities of those different elements. So I want to explore those three essential roles that are the district's leadership team and so we're going to have the board and the board's really responsible for that legal authority oversight and direction. You're acting as the the community's governance voice and then part of this is the superintendent. Um that's the leadership team together, the
080superintendent, their cabinet and their admin team. They bring that leadership expertise and um it turns the board direction into action for student success. So that's that circle right there. I also want to bring in uh the board clerk and secretary because we have a lot of things that you have to coordinate with compliance just for the meetings and stuff. I know that Dory might take a lot of that long, but you also might have some assistance from the board clerk and secretary. >> Five see it's really hard. There's too many >> and her other job is uh food service. >> So, it's really between the both of you that kind of make sure that the needs are, you know, coordinated, they're compliant, and that um those things are posted in the laws. Um so, you
081have all these different elements and and sometimes they're combined. Um but the effectiveness of this team really relies on um the collaboration between all of these groups and the different things that they need. So that core relationship with the board and the superintendent is really that district leadership. It's built, trust, short-term communication. Um the the clerk and the board um which is also kind of falls under the superintendent because the clerk is under the superintendent. Um you know, you keep that governance on track, the procedures um organized, keep things transparent with your minutes, your recordings and things like that. Um and then that superintendent group then kind of drives the smooth operations as well. But really what you're looking at too um is that centered sweet spot where everybody kind of is doing their own
082roles. They know what they're responsible for. They know what their authority is. They know um what they need to do as part of the team to make sure that the whole team is being effective and that they're um doing everything that they need to do. And that's just talking about simple rules. But now we're going to kind of talk about that governance versus management because the governance versus management is really the difference between the board's leadership role and the superintendent's leadership role. So that governance kind of defines the direction and that's the board side and then the management handles the execution of that direction and that's the superintendent and administrative side. So as board members your strength kind of leads or it's lies in set in the clear direction um adopting the policies and the
083budget and holding the system accountable um and also just you know making sure that the results are happening so that that's you're monitoring progress and and accountability on that side and then you're not really running the day-to-day operations whereas a superintendent is managing how the plans you've made the policy you set how those actually get implemented the staff um the spending of the budgeting money and the curriculum delivery. So those are just two sides in small districts. Sometimes these lots can move really easily. Um but discipline is really key. Just making sure that you're each kind of aware of what portion of the different combined activities are. You you set the policy, but then the superintendent makes up the regulations, the administrative regulations for how that policy is actually implemented. Um you uh you want
084to avoid overstepping into that management like we're talking about that that line between talking with staff. You know that's you got to be careful because uh you know you're hat on it's perception. It's the superintendent's role to make sure staff um not the boards. The only employee you have is a superintendent and even the clerk you know that sometimes it's hard because you have a dynamic with the clerk that's different than other staff and stuff like that too. So, we just have to it's it's easy to blend the lines. You just want to be very sure that you're kind of um sticking where you need to so that we don't create inefficiencies or we don't show mistrust for each other and what our roles are. Um really knowing our roles and knowing what we are
085doing, what our authorities are kind of runs into this idea of balanced governance and balanced governance is um where these standards are kind of coming from. We're talking about those high performing boards versus low performing boards and you really want to find that spot between how you do that. Well, balanced governance is really making sure that you're not on one side or the other. That you're not on the disengaged side where you're just like, I'm not even reading my packets. I'm not answering or asking any questions. If it's brought to the board and the motion set there, I'm going to go ahead and say yes. So, that's disengage. You're not really like bringing anything to the table. You're just kind of looking. Um, on the other side is that overreaching and micromanaging where it's like
086you're digging a little bit too far into some things and you're you're removing what you your role isn't and you're starting to think what the superintendent's role which can create some mistrust. Um, you're really relying on them for their expertise and not all of us come from an educational background or school sometimes. So, it's really hard to know for sure how things are actually put into place. So what you're aiming for is in that middle, you know, that informed oversight where you're informed about what's going on. You know the data, you know the things and you're getting that reported to you by the superintendent or by your own things that you're seeing and then you're kind of watching. You're making sure that okay, these are the things going on. I want to make sure that
087it's heading in the direction that we as a board have decided that it's going to be. So just that idea of setting clear goals and then using that evidence and data to make sure that you're getting there asking the right questions, monitoring your progress um and then just not going one way or the other so it builds trust and accountability. Um so how do we get here? How do we get to balanced governance or collaborative governance? What's effective? Um so balance governance we actually have a whole book on it. I don't know if you've ever seen or read it before, but this is really at the basis of a lot of things that we teach. um especially if you look at our leadership institute, our leadership institute program for board members to kind of educate
088yourself and go through things all based on these 12 standards and you can learn about different areas by taking different um workshops and things at our events. Um so we're going to kind of go through them really quickly. Um and then I'll provide some stuff afterwards too that you can have these if you want to try and write them down as we go. Um, so I'm just going to cover them really quickly just to give you an idea of what they are so you can start thinking about them and reflecting on how your board is performing in each of those areas. So the first standard for effective boards in balance governance is the vision directed planning standard. So this is strong boards are keeping the vision at the front and center. um their decision and
089goals are tied back to student outcomes. And uh with given shared science, you have a real advantage to monitoring that progress really easily because you can see things going on. You can hear things that are going on. So you know if that vision is um being shared that it's actually coming to fruition with data and it's just the things that you see in school. The second which I know you guys have learned a lot about through your bond work is that community engagement. um when you're doing things effectively or is engaging is proactive. It's not passive. Your input has to kind of shape the decisions that you're getting from everyone. You don't want to just collect their information. You actually want to review it. You want to make sure that you're implementing into your decisions.
090Um you want to consider um whose voices you are hearing and then also whose voices are missing. Uh effective leadership is really when there's a focus on your meetings, so on strategy and not operations. You're really thinking about long term. You're thinking about how to get there, not on the implementation of it. Uh that there's clear agreements and aligned evaluation goals um when you're evaluating the superintendent and then also how the superintendent is maybe evaluating other staff. um especially important with the new board members. If you're just joining in, this is really um a good area for you to kind of know what the board focus is, what it looks like for being an effective leader. Um number four, standard four is accountability, which we've talked a lot about, and it really just requires that
091you have clear goals and honest data. Um the boards are responding when progress is off track, when things are not going the way that, you know, they want to. we need to maybe reset and and and talk about that and talk about maybe we need to go in a different way. Um it directly also connects to superintendent evaluation that accountability because you're holding the superintendent accountable but you also have the element of holding yourselves accountable and part of that is knowing these standards and areas that you might need to grow as a board member individually and also as a board as a whole. Um, we do have ways that you can assess yourselves as a board. And I think sometimes that's really valuable to do to kind of see where your strengths and where your
092areas of growth are. So then when you're starting to talk about your superintendent's areas of growth and strengths, then you can kind of have something that you want to you understand and that you can talk about this and have those conversations so that you're all aligned and going in the same direction together. Okay, super fast. [laughter] Um the next set of four we have standard number five. Uh standard number five is using that data for continuous improvement. So the boards don't need to be statisticians. Uh but you you do want to be just curious and you want to be able to look at things and notice trends and you want to look for consistency and you also want to be able to ask really good questions. Um you want to uh see clear metrics and
093then you want to prevent decisions. um based on just stories. You want to actually see the evidence in both. Um it's really important to have data as well as the stories like I mentioned before. So data should really guide which programs you're expanding, which programs you might change or which programs you might let go of based on what the data is showing you and the stories you're hearing. Um when you're doing cultural responsiveness, uh standard six really well, you know, equity is applied to every agenda. So really what this is talking about is that you have um if you talk about all students needing to succeed and you're you need to look at data that's broken up um in a in a disagregated way where it's like separated so you can see if there's certain
094groups or there's certain students sets that are not achieving as well in the meeting. Talk about that. And so really, if it's that idea that all students are succeeding, then you're looking at all schools and making sure that everyone's being brought um to where you want them to be and what the expectations are. It's kind of that idea of just recognizing that there's diversity, there's different groups, people coming from different backgrounds, and kind of applying that to your decisions, making sure that no one's being missed. Um in standard seven that culture and climate, we've talked a lot about culture and climate. Um, for being effective, you want to make sure that your meetings are a model of respect and you want to reinforce expectations for civil discourse and how you talk to each other and
095how you talk to others. Um, climate data from students, staff, and families informing priorities. So, are you doing surveys? Are you asking people about the culture and climate? How does it feel here? And is that informing um what your strategic plan priorities are? I'm sure you did a lot of that work when you were working on great great visual by the way. [laughter] >> Love it. >> Communications person. >> That's awesome. >> We don't do that. >> No, [laughter] >> so really the board's tone is set here for the sets the tone for the entire system and we kind of talked about that how your culture um reaches into the organization why it eventually makes its way into the classroom. So you want to be mindful of this and you want to see if you're
096being effective in this area as well. Uh the eighth standard is uh learning organization and that's really that the board's encouraging reflection and learning at every level including your own. Um your major initiatives include like what did we learn? Having some sort of review um reflection um and also just that idea of continuous improvement becoming routine and not reactive. Not when somebody comes up and tells you you're doing something while working to do something about it. No, maybe izing yourself. How can we sense along the way we can improve and how can we do that? Uh standard nine is systems thinking. So really your decisions are considering districtwide ripple effects, not just you know at one school or a issue, but you're really thinking about how does this affect the district overall and everyone in
097it. Um, we want to make sure that there's cross department collaboration between teaching and learning, HR, transportation, technology, those kinds of things to help res reduce the idea that somebody is over here working on something by themselves, but they're not connecting with somebody else that they probably should be making sure that those things are. Um, just everything is thought about, decisions are made with systems in mind. Um, and then board's keeping an eye on how your choices today have like long-term effects to the capacity and to the student experience. Um, when you're doing standard 10, well, that innovation and creativity, it kind of just speaks for itself. You know, new ideas um start as like pilots and and if there's uh success, then they then you can kind of move forward with them or you
098decide to stop them. But it's always just being willing to try something different. Not just because we've always done it this way, we're going to continue to do it this way. Um, you want to look at data when you're when you're trying new things out. You want to make sure that the results are being reviewed openly um before you decide to move on or continue or any programs. Um, also that the board's willing to try those new approaches. Um, but only when it shows that there's positive impact for students. That's the important thing about being innovative and creative. You can be innovative and creative and not have positive effects. And that's not where we want to go. Uh, okay. Number 11. That's kind of what we're doing here. We're talking about board member conduct, your
099ethics, your relationship with the superintendent over the next few um sessions that we're talking about that we're really talking about your roles and responsibilities. I think we talked about the no surprises. Um, agreeing on communication channels, which we're going to discuss further along the line. um board members disclosing that they have conflicts and recusing themselves when it's appropriate. Um just being consistent, respectful bea uh behavior at the table and just modeling that expectations for the rest of the system. And that's part of what you're doing right there. You're learning about your rules. [clears throat] Um and finally, standard 12 is of course that budgeting and financial accountability. Um and that's where the budget priorities are really mapped directly to what your goals are and what student outcomes you want to achieve. Um, your regular financial
100reports are explained. They're not just numbers, but you're hearing what the impact is on learning and services provided. And then you're spending time making sure that decisions are transparent and that they're documented and defensible to the community. It's a lot. [laughter] It's a lot. So, I mean, I don't expect I mean, I've read this book. It's taken me two years to kind of get some of these down and kind of like what does that look like? It's not just what a description of it is, but what does this look like in practice? And that's always kind of the hardest part to start talking about. But having those conversations, start at least being aware of them. As I said, we have a leadership institute. You can go through different workshops and learn more about these. But
101if you were to just kind of look back on these and and I'm taking some notes. If you just think about them, I'm going to go back to this list where they're all kind of listed here. What would you say that in your board work now? Like are there any that kind of surface to the top and be like, you know what, we do a number one really well. Is there one or two that you think that you say your board is really strong? Like number one is >> we're on track. >> Finally figuring that out. We found leaps and bounds since working with them. So, >> we're in our our third year with student education for our strategic planning. >> Okay. >> So, you mentioned like a culture, climate, you do surveys for parent,
102caregiver, staff, and students twice a year. >> Okay. >> And there are 20 and they do this nationally, but there are 20 questions on those surveys. >> And then we create our goals. And what you pulled up was our annual five-year goals. >> Yep. >> And then we have district annual goals with a scorecard that is public facing that I present to the board. >> That is the we stoplight it basically on what's what do we accomplish? We're going to do growth. So that hits several of those areas. >> I love it. That's that monitoring progress and stuff like that. Now I know that when you make strategic plans for us about five years, right? And you do this thing every two years. So do you go back and look at your strategic priorities and
103stuff? Do you make any changes based on the data that's coming back from those surveys? >> Um actually those director um annual goals. >> Okay. Annual goals. >> Annual goals. >> Yep. So where their grade achievement? >> One of the questions is from a student perspective um the students at my school should respect one another. Um, one of the questions for parents and this is one that we're continue to work on is that um I receive um I receive positive comments from or positive feedback from my child's teacher. >> Okay. >> And then the one from employees that we wrestle with is having to do with understanding of district resources available to our employees >> has always been low. So we just we create our goals and okay action steps and progress monitoring and that's
104on the management side. >> Yeah. Or see the stoplight report and we're just in year three. >> But I I do know that like even though these are kind of your annual goals and things like that, I was also looking back and that what you're talking about right there kind of goes under your overarching strategic goals of having invested employees. So like it all kind of still aligns with the direction that you set you know in what 2004 or something like that too. So that's good to know that you kind of have this overarching and then you break it down and then you watch that and you monitor it and then you have feedback and then that might determine what goals we're working on that kind of lead to that overarching goal. It's great. So
105you're doing vision direct complaint as well. What else do you think you're doing now? We're doing budgeting and finance. Well, I mean, it's a very hard one, but Karen is really really good at it. [laughter] Like, she's she's very thorough. She she knows this stuff. She presents it whatever information we would like. Yeah. I feel >> I feel like she's really willing to to change things to make it so we can see what we need to see. So if there's something we're not seeing, she'll make it visible. >> If that makes sense. >> Yeah. There's never a, you know, we can't do that. >> What would you like to see? >> Yeah. In the past, it wasn't that way. >> Before >> so it it was felt like there's a lot of things hidden from
106us and now I don't feel that way, which is nice. I think system thinking as well because we always like what is the impact on how these things right and like you know just talking about policy we're looking at the policy it's like oh this is going to have this is going to hit payroll right so that there's an impact there so looking at just what all is >> innovation creativity Roberts turned along I mean, yeah, we feel like we're kind of been in a slow, but I mean, you always kind of hit those at some point. There's always speed bumps, right? But we're trying to figure out how to meet our students needs to get them into the workforce when we recognize that the majority of them are not going to college. >> Well,
107what can we do to get you ready for the job? And that's definitely something >> I think a huge word. By nature, smaller communities really have to be good at that innovation and creativity because we have limited budgets and you have limited resources and you really have to do some dig the fifth one of using data like I don't know that we always have the best quality data for what we because I know it's a struggle with some of our stuff, but we're trying at least to like use the data we have and uh to to direct our decisions. >> We're pretty good at reading the data >> and gathering it. I think our struggle is not really having faith in the data points >> because it gets changed often from the state and other
108places. So, what's recommended is it's a moving target. >> Well, and so it's really hard when it's a moving target. But it's not always that. That's part of it too that we have such a a flex in our um student population that also skews the data sometimes more dramatic they're pulling in from different areas different surveys you know they have a lot of different things and that's the important part is that you're getting not >> and we're trying to track those students that have been here and stayed theater even though it's not easy but they're working on compiling all that data so we can really see what the impact of our school is having on the students compared to the fluctuation of their going. So >> it sounds like you're doing a lot of these
109areas really well already. Are there any areas of growth that you think you could really start to focus on? you have some of these being right now. I think to go along with what we're doing well by using data uh and using continuing to figure out how to grow with it because we can also paint a picture that the data may be why um we think we're doing good maybe not that we're actually doing good possibly like so so figuring out how that we can like you know are we convincing ourselves [laughter] or are we actually so like that's probably the really really hard piece to to try to count on >> and that's part of the reason I kept on saying like it's not just the numbers. You got to bring in people who
110can tell you the stories of what's actually happening in the classrooms and why we're seeing these new things in the back of it. >> And that's it's a good comment. >> I think um community engagement is definitely still a work in progress. um and cultural cultural responsiveness um because it's something that Samantha has brought up with our neighboring schools district as well as us have um tribe. >> Yes. And so we have tribal students um but the school district our neighboring school district has holidays off at the tribe honors and so we're starting to look at that but that's not something that we are actively doing but we do bring in I think we're running boys >> boys with braids >> boys the tribe came in and did a staff training that staff training >>
111yeah so um but I think we do a little bit more. >> Yeah, I agree. >> Well, now that you've kind of had an overview and you have some time to reflect and start thinking about, I think it's something that we'll continue to want to go ahead and evaluate different areas and you might want to bring that into some of the things that you're doing as a board. Um, when you're setting goals, you might want to think about areas that we need growing and that maybe we can um consider um focusing on. So, I just think it's good to have these things so you can kind of, you know, we're not going to do all 12 group, it's something to strive for. Um, but as long as you're kind of thinking about it and you
112are willing to learn and you're willing to grow, um, I think that's really the important thing because all of these things together, even if you're doing a few of them really well, are impacting the students in positive ways. Um, so we're going to take this into a little bit of practice. We're going to go through a couple scenarios and I really want to try and keep us on time. So, anything else that we don't get to do, I'll just go to the next time. Um, but we are going to practice some scenarios. And, um, just what I want you to do is just kind of think about as we go through each of these scenarios and we're discussing them. I want you to think about maybe the standard that might apply to this um, what
113the board's role is versus superintendent's role. Is it board work or is it superintendent work? I want you to think about that. And then I also want you to think about the messaging or the communication pathway that might be appropriate for whatever scenarios we're talking about because we are going to start talking about communication protocols and things next time. So the first scenario is all right an upset staff member who is also a parent approaches you at the grocery store. always never happens and asks you if you can please help them with a complaint about their child's teacher. Their students teacher has been assessing or grading them punitively and the staff member believes it is retaliation for a really tough parent teacher conference from earlier this year. They mentioned that they've tried connecting with the
114teacher and they've been unsuccessful and now they fear retaliation in their own job. So what do you as a board member do in this situation to happen? >> I feel like this is a conversation you and I have had a decent amount because I do need to be in school and I understand that but it makes it >> I always remind everyone that there is policy in place and we need to follow the order of operations and so I hear you. It's really important to make sure people feel you're heard. >> Um, and I would like you to go through these channels and then if it still does nothing and you get nowhere, then you get to the board level >> and then what that procedure looks like. But ultimately, this is not it doesn't
115I can't do anything about this. >> And often times you don't want to because it can go all the way up to >> and I usually give Dorian heads up or something like that. >> That's always good. and she may never hear anything about it again, but at least she knows that something was said and it might come up >> sometimes because this is a staff member who's also a parent who's approaching you and this is an opportunity how we were talking about how they help you members. This is an opportunity where you know you can't get involved but what you can do is you can use this model of education because not many people know what complaint policy is and what that proceed is. And since they've already told you that they talked to
116the teacher and they weren't successful, the next question maybe, were you able to talk this to the the principal? >> Okay. And then, oh, you know, I didn't think about that. I didn't know I wanted to do that. Um, should I just take the board? No, I recommend you talk to the principal first. It's kind of part of our policy. And then if if things don't work out there, then it's going to get up to the superintendent. At some point, it might get up to us, the board, if you don't get resolved that you're looking for. And sometimes just explaining that gives that empathy. It shows that you're validating that they have concern. But it's also don't share anymore with me. >> Actually, so [laughter] let me just talk and let me just tell you
117what your next steps are. Ignore that. I really just reach out to the superintendent next. Okay. Um I can't I I don't want to uh I don't want you to think that I don't care. I do care, but I can't hear about this right now because in my role as a board, I might have to hear about this eventually. it all the way >> and if it makes it all the way and you share too much, I have to recuse myself. >> Correct. And then I, you know, >> and then I'm not a voice at the table. >> Yep. Exactly. So, I think it's just important because not many people, even if they've read the policy or they're aware, they don't really understand what that means. And sometimes, oh, you already shared, you talk with
118the teacher, you would say go to the principal next and then the principal will be able to direct you and be more satisfied. It's amazing if you just send in the principal and the teacher the same email. How quickly response [laughter] you want people doing that time. >> What would you suggest for situations in which like I could refer somebody to administration and to you know through the right channels. What would you suggest when it comes to say teachers not having faith in in going through the right channels, you know? Um I think there's probably sometimes but if they're convinced that nothing's going to change, why why should they go through those steps? And I know that part of that goes with building trust within our relationships, but I can't also be responsible for building
119trust between them and admin. You know, that's not my responsibility there. So >> yeah, um it's difficult to add me. It's not going to be the same for every person. I think it's also an opportunity to make sure that you're talking about these policies and bringing those things back up in public meetings sometimes sometimes just refreshing everyone's memory to feel like oh we had some people coming up to us and offering us situations and we just want to share as we're reminding all staff and parents that hey you do have an issue with your you know teacher that this is the proper steps and just they it's come from education for you and eventually if they start to see that they're getting resolved at the that we're going to the board makes it to the
120board. Um sometimes if the superintendent's reporting out that hey we have these complaints that have kind of come up it might be coming to the board or we've already resolved them. You know we had several complaints this month um they were able to be resolved at the teaching level or they were able to be resolved that depends on the level. So if you start talking about those things then you're kind of informing everyone that these things are happening. You're not the only one that is excused. you're not the only one going through the complaint process and there is some resolve happening and we're hearing things out in the community. I just want you know if you have board comment time you say you know I'm hearing things come I just want to make sure you
121know superintendent there might be some things coming down the line. Um I did direct some people your way that you don't have to give details but you know I think it's just a matter of being consistent builds trust and constantly communicating and educating everyone saying the same things then that trust will eventually you know because they'll start following that process and they'll start getting result at whatever level it is and it won't be all the way to the board. Okay, one more scenario and then we're going to wrap things up. So, a board member posts a question on Facebook that asks for input on a math teacher's behavior. That doesn't [laughter] she states that her daughter is upset because of the way the teacher runs the classroom and wants to know if others have the
122same concerns. She makes herself available for questions by text and email and social media. She goes to the superintendent and shows them the concerns, wanting something to be changed immediately. She also emails other board members for their input. She tells the superintendent that if they do not deal with it, she will bring it up at the next board meeting. So, what's going on? [laughter] >> Board chair gets involved and remind their job is to remove that. Unless that's the board chair then. >> But does that happen in open? >> Well, that's why you have parliamentary procedures so that you can shut them down. It's not >> Well, this isn't having a meeting. >> So, they said they'll bring it up at the next board meeting. >> Correct. Correct. >> Right. So, if it got to
123the meeting, you could shut it down because it's not on the agenda. >> And the home board here doesn't have to have a meeting. They can call them. It doesn't have to be a forum. Board chair can connect with Lee or whoever that's the person who's involved immediately shut down. >> A superintendent can be involved in a situation like this as well and remind that they're out of their lane. >> What are some like things in this that um when does it become like a public meetings or public records? >> Three board >> when she starts emailing it. Yeah. uh that could be real >> especially if they respond. >> Absolutely. So be mindful if these things are coming in that you don't want to respond to things like that. Also the fact that they
124said you know you can text me email social media you can you know give that's creating a lot of different public records that actually because you're a board member anybody who sends anything to you that's something that's to be disclosed might not know that. See, there's a lot of different things going on, but at least they're very concerned about this. [laughter] Okay, I'm gonna wrap up as quickly as I can. Um, so next time we are going to we're not going to go over this one. I think we all kind of know this pretty well. We've already had some of these discussions. So, next time we're going to kind of talk about those board operating agreements, superintendent operating agreements, and communication protocols. I'm going to be tying some of the learnings that we had in
125here to that um in the next session. And then the following session, we're going to kind of talk about that superintendent evaluation uh process and your role in it. I just want to make you aware of some tools and resources. If you don't know this already, we do have some things. I'll be sending these to you. It's a placemat. It has all these different essential motions. Um it has things that you can do to be the best board member on the I don't know if you have this seen if you don't. Um it has the 12 standards with effective forcemanship already listed in here with a description. also some chair and board chair speaking guides that sometimes are helpful. I mean you've been doing this for a little while, you know, but sometimes they're refreshing
126this last time. [laughter and clears throat] >> Yeah. Yeah. Exactly. Sometimes that would be helpful. Scripts are very helpful. Um we also have a few resources out there especially for you and our board members. We did come up with an orientation plan and the orientation plan um really it kind of breaks down some of the learning that you might want to do and some of the resources that we have that can assist with that learning as you go along. It's a free resource on our website. Have you have all of you been able to access the OSP and member resources on our portal you know where our free member resources these things like that are on there. Okay. Um what this has done is we've actually developed this into a full orientation packet. is a
127customizable new board member handbook that we are um offering that if you want to get it, it kind of talks about that plan for the year and um it incorporates where you would find different things but also why those certain things that you need to know matter. Um that is available but also if you um don't want to purchase that handbook, if you are interested, we have our boardsmanship for beginners. It's a cohort of people who are actually just new student board members and this is an excellent deal because normally it wouldn't be at this price but we're doing for 750 because we've already had our annual convention this year. Um it's just kind of we have some virtual meetings. We also have some inerson meetings basically to get together with other board members who
128are also here when we start going through these planning and trainings and orientation plan over the next year to two years um to kind of give you some learning that you need to really know about your position over time. So, those are some opportunities I just want to make sure you're aware of because that first virtual meeting that we're going to have with that new board member cohort is coming up on the 30th of March and we do need to have um everyone signed up who wants to be in the program on September or by February 27th. Um if you are familiar with our getting onto the portal and our training and events and stuff like that, I just wanted to kind of make sure you did that. That's our team. Um if you have
129any issues, um Kristen Miles is our board development director. if you have any other needs for services um beyond what you think you're getting here with your scholarship. I just want to give you an idea who is and uh I just want to ask what do you think for other than the things that we're going to be talking about later? What is one thing from today's training that you um that you want to think about or reflect on? What do you want to kind of get out of this series? Like what's important to you to know with it and with this training series that we're going to go? What's really important for you to have some information on I know you don't know what you don't know. >> Yeah. Yeah. Like learn all the things
130we don't know. >> As much as we can in a couple of hours, right? >> Yeah. Just kidding. In other words, it's impulsive and we kind of it comes to us quickly instead of having to look at a choo or something. >> Is there anything from the standards that you kind of like has sparked something that you want the board to kind of think about further in the future? I know we had some conversations that we were talking about about um community engagement some different ways. I think the learning orientation for me that um I wrote the notes like the board is encouraging reflection. What did you learn? How do you review? We do some of that but I feel like more. >> Okay, good. >> Continuous improvement >> and I like the piece of
131continuous improvement is not reactive. All right. Any other questions? I'll be coming. I took two minutes. I'll be giving the same things back, making sure that we um kind of tie all this in as we come forward. But I'm looking forward to that time. If anything comes up, you're like, "Hey, can you figure out answer those questions burning desires?" Feel free to email and I'll try and find this tonight. Yeah, >> learn something new. At least one new thing. >> Well, thank you so much. >> All right. So, it's 7:39 and the meeting is [laughter] legal. >> Why the truck?