introduction to policy governance bob hughes & rick maloney november 2009 washington state...
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Introduction to Policy Governance
Introduction to Policy Governance
Bob Hughes & Rick MaloneyNovember 2009
Washington State School Directors Association
Annual Conference
Bob Hughes & Rick MaloneyNovember 2009
Washington State School Directors Association
Annual Conference
Since 2000 – Districts & PG
• Puget Sound ESD• Lake Washington• University Place• Issaquah• Mercer Island• Manson• Washougal
• Finley• La Center• Yakima• North Mason• Bellingham*• Federal Way*• South Kitsap*
* Projected for 2010
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Today's Agenda
• Laying the foundation• 10 principles• Setting policy• Monitoring• Adoption
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What is a Board for?What is a Board for?
• Supervising the schools B or S
• Identifying desired results B or S• Approving curriculum/textbooks B or S• Creating a vision for the district B or S• Approving academic programs B or
S• Monitoring district performance B or S• Approving district strategy for
accomplishing desired results B or S
• Supervising the schools B or S
• Identifying desired results B or S• Approving curriculum/textbooks B or S• Creating a vision for the district B or S• Approving academic programs B or
S• Monitoring district performance B or S• Approving district strategy for
accomplishing desired results B or S
(As compared with the Superintendent)
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“Very competent individuals can come together to form a very incompetent board.”
John CarverBoards that Make A Difference
“Very competent individuals can come together to form a very incompetent board.”
John CarverBoards that Make A Difference
If this is true…Why?
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Why?
Board• Boards don’t
understand governance-Tendency:
manage the CEO(Micro-management)
• Board idea of ‘board training’-Learning
CEO/staff work-Not enough time
spent on board work
CEO• Neither do CEOs
-Tendency: manage the board(Rubber-stamp)
• CEO idea of ‘board training’-Telling about
CEO/staff work-Not enough time
spent on board work
Why?
Everything Nothing
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Supt
That’s your responsibility!
Now youtell meBoard
Erroneous concept of the board’s role:
What do boards expect of themselves?
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We’re in charge!
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Why?• Board work = Staff work?• If we expect ourselves to…-Know all …-Do all…-Be all
• We are very, very busy• Not enough time
Because we are ‘in charge’
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ManagementManagement
Supt. Supt.
(Staff/Resources) (Staff/Resources)
Customers - Members Customers - Members
$taff$taff SubSubVolVol
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Governance Governance
BoardBoard
CommunityCommunity
Sense of ownership Sense of ownership
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Traditional View of Board RoleTraditional View of Board Role
Board
OutsidersOutsiders
InsidersInsiders
CEOCEO
CustomersCustomers
The ‘District’
The ‘District’
A ‘step up’A ‘step up’
Another View
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Another ViewAnother View
Board
GovernanceGovernance
ManagementManagement
CEOCEO
CustomersCustomers
OwnersOwners
StaffStaff
A ‘step down’A ‘step down’
Focus on Ends
Today's Agenda
• Laying the foundation• 10 principles• Setting policy• Monitoring• Adoption
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PRINCIPLE #1PRINCIPLE #1
The Board is a trustee for its community of ‘owners’.The Board is a trustee for its community of ‘owners’.
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‘trustee’?
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The Appearance of Trusteeship
Board allegiance to interest groups
‘Stake-holder’ groups
Board-staff relationship: adviceSupt. (CEO) is already
hiredOrganization is already in-place
Board members act independently
electproxies
District informs community
Staff recommends, & Board takes part in
management decisions
Board monitors and evaluates CEO actions & attributes
Dividing line:
Between ‘outsiders’
and
‘insiders’
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Trusteeship
Board ‘stands in’ for all ‘owners’
Acommunit
y of ‘owners’
Board-staff relationship: commandBoard hires CEO
CEO ‘runs’ organization
Board acts as one
selectsrepresent-
atives
Board exercises owner authority - listens to all Owners
Board exercises command and ‘speaks’
via policy
Board monitors and evaluates results and compliance with policy
Dividing line:
Between community of ‘owners’
and staff
PRINCIPLE #2PRINCIPLE #2
The first duty of the Board: Determine desired Ends(Results for students)
The first duty of the Board: Determine desired Ends(Results for students)
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PRINCIPLE #3PRINCIPLE #3
The Board’s role in guidingoperational Means is to limit the executive’s choices (Superintendent decisions)
The Board’s role in guidingoperational Means is to limit the executive’s choices (Superintendent decisions)
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‘Limit Choices’ = ‘Tie Hands?
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DesiredResultsDesiredResults
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MEANS ENDS MEANS ENDS
AvailableMeans
EXECUTIVE LIMITS
Boundaries within which choices may be made
PRINCIPLE #4PRINCIPLE #4
The Board must create a relationship with the Superintendent that is empowering …creating an environment where it is safe to take action.
The Board must create a relationship with the Superintendent that is empowering …creating an environment where it is safe to take action.
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MEANS ENDS MEANS ENDS
EL -1
EL -3
EL -4
EL -5
EL -6
EL -7
EL -8
EL -2End -1
End -2
End -3
End -x
The Board does two things…establish Ends and set Limits…then gets out of the way. c
EXECUTIVE LIMITS
Delegated &
Pre-Approved
(Safe Zone)AvailableMeans
Prescribe Ends – Proscribe Means
Patton: "Never tell people how to do things. Tell them what to do, and they will surprise you with their ingenuity."
• Identify desired end results (objectives)
• Establish limits(boundaries )
• Refrain from directing the operational details (plan of action)
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Prescribe Ends – Proscribe Means
Lombardi (might have) said: “Get to the end zone. Stay inbounds…but get there."
• Identify the end zone (objectives)
• Stay inbounds(boundaries )
• Allow your players the freedom to respond to situations ‘on the field’
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END ZONE
PRINCIPLE #5PRINCIPLE #5
Superintendent performance and actions must be monitored rigorously by the Board using criteria established in policy.
Superintendent performance and actions must be monitored rigorously by the Board using criteria established in policy.
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Reasonableness Standard
• Has the district (the superintendent) made reasonable progress toward our desired Ends?
• Has the district (the superintendent) avoided unacceptable situations/conditions -reasonably complying with parameters as defined in our Executive Limitations?
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PRINCIPLES #4 & #5
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SAFE
ACCOUNTABLE
PRINCIPLE #6PRINCIPLE #6
The Board speaks with a single, clear voice.The Board speaks with a single, clear voice.
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One Voice Concept
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• During the meeting – multiple voices
• After the meeting – one board voice
“The board decided…”
“What I think is…”
“What I think is…”
One Voice Concept
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Chair
MemberMember
PRINCIPLE #7PRINCIPLE #7
Board decisions should be policy level decisions.Board decisions should be policy level decisions.
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‘Speaks’ only in writing
Policy Level Decisions
“Putting it in writing” ensures:
• Clarity – effective communication• Deliberation – before ‘speaking’• Big picture/long range thinking• Commitment – ‘the board’
and avoids • ‘Amnesia’
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PRINCIPLES #6 & #7
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ONE ‘VOICE’
IN WRITING
PRINCIPLE #8PRINCIPLE #8
Policy should be formulated by determining the broadest values before progressing to more narrow ones.
Policy should be formulated by determining the broadest values before progressing to more narrow ones.
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Broadest Values First
• Then progressively greater detail • Enough to communicate the board’s intent-But not one step further
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PRINCIPLE #9PRINCIPLE #9
The Board should define and delegate, not react and ratify.The Board should define and delegate, not react and ratify.
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The Superintendent should be asking…“What has the Board already said?”
NOT
“What might the Board say?”
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MEANS ENDS MEANS ENDS
EL -1
EL -3
EL -4
EL -5
EL -6
EL -7
EL -8
EL -2End -1
End -2
End -3
End -x
EXECUTIVE LIMITS
Delegated &
Pre-Approved
(Safe Zone)
The Board defines the boundaries, then delegates all other means decisions
PRINCIPLE #10PRINCIPLE #10
The Board establishes its own culture, using policy statements.The Board establishes its own culture, using policy statements.
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Establish the Board’s Culture
• Governance Policies
Board Standards/Operating Protocol• Board/Superintendent Relations Policies
How the Board Delegates to the Supt
& How it holds the Supt Accountable
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Today's Agenda
• Laying the foundation• 10 principles• Setting policy• Monitoring• Adoption
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Policy ManualPolicy Manual
Board/Supt Relations
Board/Supt Relations
Governance Process Governance Process EndsEnds
EndsEndsGPGP
ELELB/CRB/CR
Executive LimitationsExecutive
Limitations
Guide the Supt
Guide the Chair
See Exercise 2
Staff Compensation EL-5
The Superintendent shall not fail to develop compensation and benefit plans for employees which are applicable to the marketplace, similar to organizations of comparable size and type, and within available and projected resources.
Staff Compensation EL-5
The Superintendent shall not fail to develop compensation and benefit plans for employees which are applicable to the marketplace, similar to organizations of comparable size and type, and within available and projected resources.
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Citizenship E-3
Students will live as responsible citizens
Citizenship E-3
Students will live as responsible citizens
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See Exercise 3
Today's Agenda
• Foundational concepts• 10 principles• Setting policy• Monitoring• Adoption
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The PG–Policy Cycle
Set the Policy
Do the Work
MonitorJudge Results
Review the Policy
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EL-12
DecJan1
Jan2 Feb-Nov
Cycle of Cycles
JanFeb
Mar
Apr
May
JunJul
Aug
Sep
Oct
Nov
Dec
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EL-8,11,12
EL-13,14
EL-18
EL-9,10
EL-1,3,4,7
EL-2,6
EL-15
EL-5,16
EL-17
E-2
E-3
E-1
E-4
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Monitoring ScheduleSample
Governance ProcessGP-8-E, Annual Board Agenda GP-8-E
MONTH GP B/SR EL ENDS LINKAGE TRAINING
July 2009 1, 2, 3, 4 2, 6 Board Retreat
Aug. 2009 8 3, 4, 7
Sept. 2009 11 9, 10Linkage/Outreach
Oct. 2009 18 2E-2: Academic Achievement
Nov. 2009 13 13, 14Linkage/Outreach
WSSDA Conf
Dec. 2009 1, 2, 3, 4 8, 11, 12Board Orientation
Jan. 2010 12 5Linkage/Outreach
Feb. 2010 17
March 2010 5, 6, 7 3 Linkage/Outreach
April 20109
5, 16 NSBA Conf
May 201010
15, 1 1 Linkage/Outreach
Board Self-EvalIPGA Conf
June 2010
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Board Meeting Agendas Board Meeting Agendas
• More time on board-level issues• More time discussing community opinions• Improved focus on monitoring the district
• More time on board-level issues• More time discussing community opinions• Improved focus on monitoring the district
Before PG
After PG
Before PG
After PG
Issue #
1
Issue #
1
Issue #
6
Issue #
6
Issue #
7
Issue #
7
Issue #
8
Issue #
8
Issue #
9
Issue #
9
Issue #
10
Issue #
10
Issue #
11
Issue #
11
Issue #
12
Issue #
12
Issue #
13
Issue #
13
Issue #
14
Issue #
14
Issue #
3
Issue #
3
Issue #
4
Issue #
4
Issue #
2
Issue #
2
Issue #
5
Issue #
5
Minutes
Minutes
Issue #
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Issue #
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Monitoring Ends / Linkage / Ends DevelopmentMonitoring Ends / Linkage / Ends DevelopmentIss
ue #15
Issue #
15
Consent Agenda(Issues #1 to #13)Consent Agenda
(Issues #1 to #13)
Random Q & ARandom Q & AM
inutes
Minutes
Key points
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Monitoring ReportsFormat
PolicyPolicy
InterpretationInterpretation
Supporting Information and DataSupporting Information and Data
In Compliance (or Not)In Compliance (or Not)
Monitoring Ends
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See Exercise 4
Monitoring Means
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See Exercise 5
Today’s Agenda
• Laying the foundation• 10 principles• Setting policy• Monitoring• Adoption
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Alternatives
• Papa Bear-Lake Washington SD
• Mama Bear-University Place SD
• Baby Bear-North Mason SD
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Alternatives
Cheap
Good Fast
Time/ money
Good Fast
Cheap
Fast
Cheap
5858
Adopting Policy Governance
• Decision to proceed• Prepare board – reading/discussing• Prepare staff – reading/observe board• Prepare community – linkage• Develop means policies – GP, BSR, EL• Develop ends policies – ENDS• Schedule monitoring – annual agenda• Resolution / News release
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Multi-Session vs. BlitzMulti-Session vs. Blitz
Several months Several days (6 typical)
More depth of understanding More unity of agreement
Requires patience Requires three weekends
Several months Several days (6 typical)
More depth of understanding More unity of agreement
Requires patience Requires three weekends
1. It is not the speed of implementation, but the depth of understanding of the governance principles you should target
2. Design a process that will work for you.
1. It is not the speed of implementation, but the depth of understanding of the governance principles you should target
2. Design a process that will work for you.
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Policy DevelopmentPolicy Development
GP Governance Process 5 hrs
B/CR Board/ CEO Relations 2 hrs
EL Executive Limitations 7 hrs
ENDs Ends Policies 6 hrs
• Monitoring Schedule Development 2 hrs
(GP-8E in sample)• Adopt Policies• Linkage Training
GP Governance Process 5 hrs
B/CR Board/ CEO Relations 2 hrs
EL Executive Limitations 7 hrs
ENDs Ends Policies 6 hrs
• Monitoring Schedule Development 2 hrs
(GP-8E in sample)• Adopt Policies• Linkage Training
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Using the Model• Prepare Agenda• Establish a Routine• Meeting Evaluation• Conduct Linkage• Monitor…Respond…Review…Revise
Monitor district and board performance Respond as a board to each monitoring Review/revise policy for next cycle
• Publish Evaluation Results
What is a Board for?What is a Board for?
• Supervising the schools• Identifying desired results• Approving curriculum/textbooks• Creating a vision for the district• Approving academic programs• Monitoring district performance• Approving district strategy for
accomplishing desired results
• B or S• B or S• B or S• B or S• B or S• B or S• B or S
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(As compared with the Superintendent)
Please provide feedback on this session at:http://wssda.org/conference/feedback
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