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1.      COMMUNICATION COVENANTS

 

The head of school will, as a general practice, provide information requested by an individual Board member to all members of the School Board.

 

Board member or the head of school will not embarrass each other.

 

Board members and the head of school will praise in public, criticize in private.

 

Board member or the head of school will not, by intent, mislead or misinform each other.

 

The head of school will provide leadership in identifying issues that need to be addressed.

 

The head of school will make every reasonable attempt to keep Board members informed on major issues.

 

The head of school will not pit one Board member against another.

 

The head of school will provide timely information, rationale, and recommendations on issues considered by the Board

 

The head of school will not "browbeat" or lobby individual Board members.

 

The head of school will remain neutral in School Board elections.

 

The Board, individual members, and the head of school will make every reasonable effort to protect the integrity and promote the positive image of both the school and one another.

 

The Board, individual members, and the head of school will keep confidential information confidential. 

 

Adapted from Redlands School Board agreements, 1994

 

COMMUNICATION COVENANTS

 

Communications with each other:

1.      Honesty

2.      Listen/seek to understand

3.      Respect diversity of opinion

4.      What we say in private is what we say in public

5.      Speak up - we need to know what you are thinking

6.      Show sensitivity

7.      Share information with appropriate person(s)

8.      Validate what you heard is what was said

9.      Remain objective

10.  Constructive feedback

11.  Timely response

12.  Share information (e.g. articles, publications)

13.  Sense of humor/fun

14.  Educational focus

15.  Written comments are helpful when appropriate

16.  Asking questions is expected

17.  KISS

18.  Common sense

 

Communications with Community

1.      Honesty

2.      Listen/seek to understand

3.      Don't make promises

4.      compassion

5.      No surprises

6.      Respect for people

7.      Clarity of vision

8.      Value Diversity

9.      Teach, don't preach

10.  Apologize when errors are made

11.  No smoke screens

12.  Provide environment that promotes discussion

13.  Encourage public forums

14.  Provide full information

15.  Administration responds ASAP with resolutions

16.  Involve community in process

17.  Encourage community involvement

18.  Be visible/accessible

19.  Public support of staff

20.  Unified support of board decisions

21.  Limit use of educational jargon

22.  Use process that allows opportunity for public comment

ADDRESSING PARENT CONCERNS

 

·         The Board agrees to handle parent concerns in the following manner:

·         Listen to the individual's concern.

·         Explain that the Board and administration have a process for handling concerns.

·         Determine if the individual has discussed the issue with the person responsible.

·         Express appreciation to the individual for voicing the concern.

·         Affirm the desire to reach a satisfactory solution

·         Encourage the individual to follow the established process.

·         Assure the individual that the head of school will be informed.

·         If appropriate, ask the individual to report back on the progress or resolution of the concern.

·         Communicate concern with the head of school.

SCHOOL BOARD COMMITMENTS

These sample covenants were developed by a board working with their head of school.

Time required:  3 hours

Brainstorming

Effective at a workshop when a new member joins the board.

 

Covenants/promises

The School Board acknowledges, reinforces and is committed philosophically and financially to:

 

1.      aggressively pursue the improvement of the performance of students primarily in the basic skills areas.

 

2.      developing improved methods of assessing learning and school effectiveness through the profiling of achievement/

 

3.      aggressively supporting staff development that improves instructional quality and organizational effectiveness.

 

4.      using educational research as the basis to plan for educational improvement and guide educational decisions.  The teaching administrative staff are expected to take leadership in the development and implementation of creative instructional programs and practices consistent with research.

 

5.      pursuing organizational instructional delivery methods that enhance more effective learning environments, increase student academic engaged time, and focusing increased attention to the specific needs of students in the district to acquire skills in reading, language arts, (reading, writing, listening and oral language), math and science.

 

6.      increasing sophistication of technology as a vital mans of learning curriculum objectives and as a discipline of study in and of itself.

 

LEADERSHIP TEAM COMMUNICATION

 

 

1.      Set clear goals for the school and devise criteria for evaluating how well those goals are met.

 

2.      Meet conflict straight on; avoiding issues simply exacerbates problems.

 

3.      Make sure contact between board members and the head of school takes place often, and on a schedule; communicate with one another more often than twice a month meetings.

 

4.      Get egos out of management styles; remember that neither the head of school nor board members are the most important people in their school.

 

5.      Build a strong management team and then let the managers do their jobs.

 

6.      Emphasize school board development and training.

 

7.      Get to know your fellow board members and head of school as individuals.

 

Time required:  20 minutes on each

Brainstorming activity

Communication