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Revised (Nov 20 2008)
Relationships with senior staff
Even with a competent superintendent in place, governing a school district is complex and the roles of the board and the superintendent often require ongoing clarification. It is essential that trustees, and particularly the board chair, maintain open and continuous communication with the superintendent. Building a trustful working relationship requires considerable time and energy—and the relationship can be harmed or destroyed very easily. So, telling the truth while avoiding surprises or embarrassment is essential. Trustees need to remember that no one trustee, not even the chair, has the authority to direct the superintendent. The superintendent reports to the whole board.
The general public does not always understand the difference between elected trustees and appointed senior officials who execute board decisions. For staff and employee organizations, the board is the employer and senior staff is management. Senior education staff have a well-established perspective from their past teaching roles. As administrators, however, they have acquired a broader perspective, including an appreciation for the challenges of trustees. To be effective, senior education administrators must maintain the respect and loyalty of the staff, yet follow policy directions mandated by the board
of education, as well as the Ministry of Education.
Senior staff can contribute to building trust among board members by ensuring that all trustees receive the same and full information.
While all relationships are important, three indicators of a district’s organizational health are the relations between:
- the board chair and superintendent
- the board and senior staff
- the superintendent and secretary treasurer
The public board meeting shows the degree of confidence and respect the board has for its superintendent, who is seen by many as representing the district’s educators.
While asking questions of staff is important to good decision-making, the manner in which this is done is critical. Never ask questions in public that you know are potentially embarrassing. Ask most of your questions of the staff before the meeting. You will gain a better understanding, staff members will appreciate your diligence and everyone will appreciate a shorter meeting.
During the meeting, trustee questions are directed to the superintendent, who may answer or refer to staff. Staff can answer questions, but must not debate and must be conscious of the context and intent of questions. At any time, the chair or superintendent may choose to conclude questioning and move on. If the matter derives from committee work, the trustee presenting the report usually addresses the issue and answers questions.
Relations between trustees and senior staff are developed and cemented in committees and ad hoc work groups. Here, trustees pose questions and seek alternatives, while staff provide information and professional insight. There is time for meaningful interaction and trustees learn to appreciate staff workload as they request information and support. Effective relationships are often built on collaboration and creativity, as trustees and staff generate reports for board consideration. The superintendent and chair can enhance this process by building effective trustee-staff work groups.
Another way to build trust among trustees and senior administrators is through equal treatment and support. Any suggestion that information flow or deliberation between trustees is unequal is highly destructive. It contradicts unity, undermines trust and erodes confidence in executive function.
Under the School Act, both the superintendent and secretary treasurer report to the board and either or both may be required to report to the minister. Officials in these two positions come from very different professional backgrounds and often have significantly different management styles. If they don’t work closely together, boards can end up with conflicting recommendations and advice. The result may be that a single official is designated to report to the board, but in so doing, the alternative point of view is never heard. The dual reporting role can be highly vulnerable to nuances of divide and conquer, so trustees and staff who engage in end-runs around officials need to be warned of the potential for creating conflict and fragmentation.
One final way to build confidence between trustees and senior administrators is through the regular use of study sessions, focused seminars and workshops. The resulting action plans and priorities will reflect mutual understanding.
As governance team members, you are the keepers of the culture. You shape it. You maintain it. You may have to pro-actively shift it.
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Relationships with other levels of government
