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Superintendent/Board Relationships Assignment
Linda Marie Williams
School of Education, Liberty University
EDAS 743
Author Note
Linda Marie Williams. I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Linda Marie Williams.
Email: lmwilliams31@liberty.edu
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In Trust at the Top-Enhancing the Relationship between the head of school and board
chair, both, Dr. Klamm and Dr. Robert Johnson discussed the relationship between the
Superintendent and the community and more importantly the relationship with the school board,
as it is made up of community members. Dr. Johnson mentions clear expectations from the very
beginning with the school board informing him of their expectations and he in turn provided
them with his expectations. Dr. Johnson stated his chairman changes annually allowing each
board member an opportunity to serve as chairperson. However, he has an established
relationship with all the board members. Although he communicates with the chairperson in
building an agenda for board meetings. However, since the No Child Left Behind (NCLB) was
passed by the federal government in 2001, control of the schools was thought to be a state
responsibility. Since that time, power struggles are still a challenge with school boards (Harvey,
et al 2013)
In addressing personal concerns about the school board micromanaging decisions open
communication is especially important. As Dr. Johnson said in the video interview, some board
members do like to dabble in personnel issues and begin to micromanage, especially new board
members. Although the board news to be reminded that they hired the superintendent to run the
school, not get involved in personnel issues or try to micromanage. However, (Coley, 2006, p 53)
suggests an effective administrator established healthy, productive working relationships with
others involved in school governance to maintain a harmonious school climate. Ralph Mawdsley
(1995,98) states that there are five minimum responsibilities for board members: to attend
meetings of the board and committees, to examine financial statements, to acquire working
knowledge of policies, to make inquiries, and to discharge responsibilities in a reasonable,
judicious manner (Coley, 2006, P. 55).
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Furthermore, the organizational structures (Coley, 2006, p. 55) outlined consisted of three
models of school governance: independent schools, church schools, and church related schools.
However, independent schools usually are managed by the boards, but parents normally control
it. Moreover, in church schools, the member schools keep close ties with a local church.
Subsequently, the governing body of the school is connected to a local church. Subsequently,
governing bodies limit involvement in school affairs about major board issues. Moreover, a
church-related school is organized by separate systems. The commonality with all these
institutions is that the Superintendent, the pastor, or administrator all are in positions to run the
schools. The school board functions in policy making for the school, not micromanages it with
daily operations.
Dr. Klamm asked what are some issues that can potentially arise with the board between
board members and Dr. Johnson responded by saying the schoolboard hires the superintendent,
approves a budget and policy in his state and they sometimes forget the states code saying what
their responsibilities are. However, Dr. Johnson further states that they dabble in personnel
issues, and micromanagement, especially if they are new board members, and have
misconceptions about how schools operate. Dr. Klamm says that the board is supposed to hire
the superintendent and let the superintendent run the schools and superintendent is to give to the
school board as different crisis or situations occur ensuring that the superintendent makes sure
the board is aware. Again, the school board is there to establish policy.
Furthermore, communication is the bond between the relationship of the superintendent
and the school board. Open and effective communication is needed to create harmony and lessen
inconsistencies with directives for the head of school.
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Moreover, as Dr. Johnson said in the video, he tries to ensure that the board is aware of
situations as they arise because he does not like surprises. Therefore, the board wants to get
information from the superintendent before hearing about it at the lunch counter. Dr. Johnson
also refers to effective and open communication between the superintendent and the board as
they are very well versed on situations which may have arisen without surprises at board
meetings as he may or may have been aware of. Understanding each other’s role. The
Superintendents role in the school board meetings is to work with the staff to create a draft
agenda and in turn work with chairperson and act as a consultant to the board with clarifying
defining some issues or questions. It is important that the board members remember that as a
group who individually speak, they have one voice (Coley, 2006, p. 63).
I would encourage openness within my administration to address each need and decide
on implementation in a principal's meeting to create an agenda of items to be presented to the
board before board meetings. In weekly principals' meetings it is important to become more
aware of what’s going on inside the schools within your district. I would also take some time to
drop in at each school to get a firsthand idea of what is happening.
1 Corinthians 12:25, there should be no split in the body; but rather members should have
the same care for each other and whether one member suffers we all suffer. I Corinthians 12:28
And God has set some first apostles, secondarily prophets, thirdly teachers, after that, miracles,
then gifts of healings, helps, governments, diversities of tongues. 1Corinthians 12: 31, but desire
earnestly the best gifts, and yet show me unto you a more excellent way.
In conclusion, for the superintendent and the school board relationship to be harmonized,
it is important to keep communication open and no surprises. States vary in terms of how board
members are selected, some are voted in and others are appointed. However, in both instances
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the superintendent needs to collaborate with his administration with agenda items to be presented
and the superintendent needs to show a good working relationship with each board member as it
is important that they have that mutual understanding and respect to work together for the good
of the school district.
References
Canvas.liberty.edu, Trust at the top: Enhancing the relationship between the head of school and
board chair. https://canvas.liberty.edu/courses/429471/pages/watch-trust-at-the-top-
enhancing-the-relationship-between-the-head-of-school-and-board-chair?
module_item_id=44560074
Coley, K. S. (2006). The Helmsman: Leading with courage and wisdom. Purposeful Design
Publications.
Harvey, J. S. J., Cambron-McCabe, N. H., Cunningham, L. L., & Koff, R. H. (2013). The
Superintendents Fieldbook: A guide for leaders of learning, Corwin Press, ProQuest
Ebook Central, https://ebookcentral-
proquestcom.ezproxy.liberty.edu/lib/liberty/detail.action?docID=1363588
King James Bible Online (KJVO). https://www.kingjamesbibleonline.org
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