ON EFFECTIVE BOARD/SUPERINTENDENT RELATIONSHIPS

The most effective working relationships between superintendents and school boards are based upon trust and mutual respect and they focus on high expectations for all stakeholders regarding student and organizational achievement. The board and superintendent leadership roles are most definitely connected. In order to accomplish such mutually established goals, all members of the board and the superintendent must take part in team development and training to build shared knowledge, values, and commitments for improvement efforts.

The primary way a school board governs a district is by setting direction for the district—articulating the culture it wants the district to embody, establishing the outcomes the board would like the district to achieve, and expressing and supporting the aspirations of the community for the future of its children. The superintendent is the embodiment of this vision. Evidence-based research and a constant assessment of strengths, challenges, and needs is critical in the development of mutually determined goals and objectives. An effective superintendent assists boards in becoming a singular voice based upon research, trust, and best pedagogical, legal, policy, and financial practices.

A strong, effective relationship between superintendents and school board members hinges upon clear definitions of each body’s duties and responsibilities. Successful board/superintendent collaboration requires frequent, diplomatic communication both in and out of official settings. All parties must engage in ongoing monitoring of established board and superintendent goals as these relate to achievement and learning. Resource allocation must be transparently discussed in relation to goals and initiatives. With these things in place, districts operate efficiently, with a minimum of friction, yet risks can be taken to effectuate necessary change.