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Revised (Dec 3 2008)
Frequently Asked Questions: A Quick Reference Guide
1. Now that I’ve been elected and I’ve thanked everyone I need to for their support, and the campaign clean-up is in hand, what do I do next?
Start learning more about the school district. Find out who the key people are, what procedures are in place that affect school trustees and what tasks are coming up in the next few months. Note that many boards offer training sessions or mentorship for new trustees. BCSTA’s Trustee Academies are also a great way to learn more about your work.
See Section 1 Introduction, First things first
2. When is the first meeting?
You’ll be contacted by someone at the school district about when the inaugural board meeting takes place and what trustees can expect. One of your first duties at the inaugural meeting will be to elect your board chair and other officers. In the meantime, visit your district’s website and review the minutes of recent board and committee meetings.
See Section 1 Introduction, First things first
3. What is the trustee work schedule like and how much work is involved?
Talk to experienced trustees on your board. The workload varies depending on your own availability, your particular areas of interest and your involvement on various board committees. The more time and energy you devote to board work, the more you will get out of it – and, more importantly, the greater impact you will have on student achievement in your district.
See Section 2, The Key Work, Key Work of boards and Section 2, The Key Work, Trustee workloads—two examples
4. Boards of education have a responsibility to improve student achievement. What can I do to assist in this effort?
Individual trustees influence student achievement by working together as a board. The Iowa School Boards Association’s Lighthouse Inquiry identified seven areas of performance for boards that are essential for improving student achievement.
Create awareness of the need to improve. Increase the sense of urgency, ensure clarity, expect more and believe that it’s possible to achieve.
Apply pressure for accountability. Use data extensively, set high expectations, define success and constantly monitor progress.
Demonstrate unwavering commitment. Model a willingness to learn and innovate, take actions that demonstrate commitment and stay the course.
Provide support for quality professional development. Set clear expectations for professional development opportunities, provide time and funding for these activities and celebrate success.
Support and connect with district-level leadership. Demonstrate a willingness and readiness to lead and let others lead. Empower shared district-level leadership among central office administrators, principals and teachers who are responsible for leading district-wide efforts to improve achievement.
Engage in deliberate policy development. Focus policies on what the board wants accomplished and why it’s so important to realize the outcomes, not what the district will do to achieve the desired results. Leave that to district senior staff.
Connect with the community. Establish meaningful relationships with parents, community members, groups and businesses in the community knowing that they must partner with the district in order for schools to improve student achievement.\
See Section 2, The Key Work, Key Work of boards; and, Delagardelle, Mary, The Lighthouse Inquiry, chapter 10, pp. 191-224, in Alsbury, Tom, ed. The Future of School Board Governance: Relevancy and Revelation; Rowman and Littlefield, Lanham, MD, April 2008.
5. What does the BCSTA offer and how do I access the resources that are available?
BCSTA provides ongoing development opportunities, advocacy on educational issues, and legal advice to boards of education. Our conferences, seminars, committee meetings and the annual general meeting enable trustees to meet one another and develop support networks. The Association also offers online educational events, communications support and information sharing through a variety of publications. The BCSTA website offers a wealth of information and resources on a range of education issues.
In addition, be sure to attend the BCSTA Academy in February following the trustee elections and in December each year. You will meet other school trustees and find the resources you need to be prepared for the work ahead.
See Section 5, Reference Materials, Your Association
6. How do I deal with an upset parent?
Trustees will frequently be approached by parents who have concerns regarding their child’s education. It’s important not to see one complaint as representative of what goes on in the district. Further, individual trustees should resist intervening and advocating on behalf of individual parents. You can explain how school district procedures work and advise the parent whom to contact within the system. Encourage the parent to start at the school level by contacting the teacher and principal. Note that in many districts it is customary to call the board chair or superintendent to keep him or her fully informed about the concerns you have heard.
See Section 2, The Key Work, It’s all about relationships, Relationships with the community
7. What is my role when a crisis occurs in the district?
Learn what your district’s procedures are in a crisis. Usually statements to the media are made by one official spokesperson. Find out how the district normally manages the issue and keeps trustees informed.
See Section 2, The Key Work, Specific tasks, Crisis management
8. What do I do when a member of the media calls?
Follow your district’s policy regarding media representation. Usually, individual trustees should refer all media inquiries to an official spokesperson for the board or district. You should call the spokesperson to alert him or her to the fact that the media will be calling.
Remember, when you speak with a reporter, nothing is ever really "off the record." Avoid offering spontaneous remarks or opinions.
See Section 2, The Key Work, It’s all about relationships, Relationships with the news media; and Section 5 Reference materials, Working with the media
9. I represent a minority position on the board. How do I get others to see my perspective and support my notice of motions?
In group work, relationships are at least as important as tasks. No one trustee can implement change but a majority of board members can. Decisions come from discussion, debate and agreement among a group of individuals who may have different constituencies, interests, values, alignments and plans. Through experience, increased trust, good communication, effective negotiation and persuasive arguments you will succeed more often than not.
See Section 2, The Key Work, Relationships with other trustees; and Section 2, The Key Work, It’s all about relationships, Group dynamics and conflict
10. I disagree with a decision of the board. What can I do about it now?
Remember that a board of education operates as corporate body. Once your board has made a decision by majority vote, that is the decision of the board as a whole. At the very least, dissenting trustees should avoid public criticism of and resistance to the implementation of board decisions. However, you may wish to reflect on how you handled the situation and what you could have done differently so that next time, there is a more positive outcome for you.
See Section 2, The Key Work, Relationships with other trustees; and Section 2, The Key Work, How the work is done, Board of education meetings
11. Where do I turn to for support when the work becomes very difficult?
There will be times when the work seems overwhelming and the issues appear impossibly challenging. Don’t be too hard on yourself. The public school system is very complex. You’re beginning a steep learning curve. In addition to this guide, support is available from other trustees, the BC School Trustees Association, district staff and website resources.
See Section 1, Introduction, Where to turn for information and support
12. It's been several months and I don't feel any sense of progress on the issues that I campaigned on. Is this common?
Yes. Once you learn more about what is confronting the district, you may find that the issues you campaigned on have been eclipsed by other concerns. Don’t be discouraged. School trusteeship is both an incredibly challenging and rewarding experience. As part of the whole board you will be part of many accomplishments on a range of important matters.
See Section 1, Introduction, From election mode to Key Work mode
13. What can the board do about our district's education funding shortfall?
The provincial cabinet and treasury board make the final decision about how much money government will spend on public education each year. Therefore, effective lobbying in support of public education is an important function of boards of education and BCSTA. A strong and open relationship with the Ministry of Education will help to ensure that your board’s voice is heard. Boards of education can help the minister of education lobby effectively for increases in funding for public schools by ensuring that their communities and their MLAs are aware of and supportive of the district’s needs.
See Section 2, The Key Work, Specific tasks, Operating budget setting
14. What do I need to know about conflict of interest?
You need to be able to recognize when you are approaching a conflict of interest situation, how to consider the question of whether you have a conflict objectively without feeling that your personal ethics are being questioned, where to get advice if needed, and how to comply with legal requirements to avoid a conflict of interest. Conflicts of interest are not just about the possibility of profiting personally from a board decision; those issues are relatively rare for boards of education. You must also consider the interests of your family members and others. Issues often arise when trustees’ immediate family members are school district employees who would be affected by a board decision. BCSTA legal services can provide advice on conflicts, subject to some restrictions on confidentiality.
See Section 2, The Key Work, Roles and responsibilities, School trustees, Conflict of interest
15. What do I need to know about privacy issues in the district?
The board is governed by the Freedom of Information and Protection of Privacy Act and the School Act. School district policy and the board’s procedural bylaws should outline processes for handling confidential items. Usually the confidentiality of a matter determines whether it appears on the public or in-camera meeting agenda. Trustees and staff are protected in regard to liability only to the extent that they stick to due process and act within their defined roles.
See Section 2, The Key Work, Roles and responsibilities, School trustees, Privacy
16. How can I work effectively with the superintendent and other senior staff?
A trustful working relationship between the board and senior staff is critical to a district’s success, and this requires considerable time and energy. Boards and their senior staff need to be sure that their goals are aligned and that there is clarity on respective roles and responsibilities. Like most relationships, open and continuous communication is very important.
See Section 2, The Key Work, Roles and responsibilities, The superintendent; and Section 2, The Key Work, It’s all about relationships, Relationships with senior staff
17. How can we get the community to understand the issues facing students in our district?
Engaging the community is one of the most important things a board can do. There are many ways to reach out to your community and the chosen method will depend on the individual or group you are trying to reach. In addition to providing community groups with information about the board’s work, it is essential for boards to develop processes to receive input from the community.
See Section 2, The Key Work, How the work is done, Community engagement; and Section 5, Reference materials, Community engagement
18. What is the role of the trustees in handling student/parent appeals?
If a staff decision has a significant impact on the education, health or safety of a student, the student or parent has a right to appeal to the board of education. Most boards require initially trying to resolve problems with school and district staff. If the matter is unresolved, the board has a responsibility to hear and decide appeals. Board decisions are final, except for certain types that can be appealed to the provincial superintendents of achievement in the Student Appeals Branch of the Ministry of Education.
See Section 2, The Key Work, Specific tasks, Appeals
19. When should the board develop new policies?
The board may formulate or change policy about virtually anything within its mandate as long as it does not conflict with other existing policies, legal requirements or regulations. Policies are statements that direct decisions and actions while allowing staff to rely on their professional judgement and experience to make day-to-day decisions. Changing circumstances such as declining enrollment or safety issues can result in the need for new policy.
See Section 2, The Key Work, Specific tasks, Policy-setting and review; and Section 5, Reference materials, Policy-setting
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Where to turn for information and support
