1. Whose Job Is It? Part Two © Iowa Association of School Boards At the Board Table Discussion Tool

2. Team IASB Harry Heiligenthal Leadership Services Director email hheiligenthal@ia-sb.org direct (515) 247-7062 Mary Jane Vens Board Development Director email mvens@ia-sb.org direct (515) 247-7023 1-800-795-4272www.ia-sb.org

3. Overview A consideration of the board’s role in three parts: 1.Discussion of a scenario and a consideration of what “areas of work” might need to be done. 2.Consideration of some sample “specific tasks” and determination of what role the whole board, the superintendent or others would play in the situation. 3.A brief statement of the board’s role in school improvement. Please consider all three parts in order given.

4. 1. Scenario

5. Directions As the board reads the following brief scenario you should ask yourselves: 1.What areas of work might emerge as needing to be done in this situation? 2.What actions might need to be taken to “lead the district forward.” See handout p. 3

6. Scenario The Dreamfield School Board has been hearing a lot about the need to make sure students graduate “college and career” ready. They also learned that staff leadership recently identified literacy as an area of student need after studying district assessment data results. See handout p. 3

7. Scenario, continued The board then read a portion of the Iowa Core that describes the literacy skills of “students who are college and career ready in reading, writing, speaking and listening and language.”

8. Scenario, continued After much discussion, the board decided to make improved literacy a district-wide student learning goal for the next two-to-five years in Dreamfield: “All students will be college and career ready in reading, writing, speaking, listening and language.”

9. Scenario, continued Now they are asking themselves: What actions or areas of work might we look for that would indicate something is being done in working toward this goal? Why? IASB Thoughts On Possible Actions

10. IASB Thoughts on Possible Actions Some areas of work that might be considered Analysis of data to focus the goal (Can we work on reading, writing, speaking and listening and language all at the same time? What is the greatest student learning need within the literacy content areas?) Definition of terms (What does “College and Career Ready” really look like?)

11. IASB Thoughts on Possible Actions Some areas of work that might be considered Involving staff (Does the staff see the need for this to be a district-wide focus goal? How can they gain ownership?) Choosing an initiative/staff actions. (What initiative or staff actions will best lead our district toward achieving this goal?)

12. IASB Thoughts on Possible Actions Some areas of work that might be considered Selecting appropriate professional development to implement the initiative/staff actions: What training and support do teachers need to improve instruction and student learning in our goal area? Creating indicators of progress to monitor how well the initiative/staff development is working. (How will we know how well staff development is being implemented?)

13. IASB Thoughts on Possible Actions Some areas of work that might be considered Creating indicators of progress to monitor the impact on student learning. (How will we know about the progress we are making?) Monitoring the progress indicators regularly (When and how will we learn about progress?)

14. 2. Whose Job Is It?

15. Please discuss “Whose job is it?” in relation to the following task. Then click on “IASB Thoughts on Responsibilities” to review IASB’s thinking regarding best practice in this area. Discuss what “College and Career Ready” really involves, and what does that have to do with fourth graders? IASB Thoughts on Responsibilities

16. A board team discussion. This would be a great discussion to have at the board table along with district staff leadership. It would really help the board develop a shared understanding of what the goal truly means and how it might be related to their current situation as a district. The board could review research and provide experience from their own education and career to determine some “policy level” descriptors of what the outcomes of this goal might look like.

17. Whose Job Is It? Please discuss “Whose job is it?” in relation to the following task. Then click on “IASB Thoughts on Responsibilities” to review IASB’s thinking regarding best practice in this area. Identify what data will need to be studied to narrow the goal within the literacy content areas and determine where Dreamfield is in relation to the focused goal. IASB Thoughts on Responsibilities

18. Administration and staff will have ideas on how to organize the data to give the board an accurate picture. The board can ask good questions about the data and clarify how it relates to the goal.

19. Whose Job Is It? Please discuss “Whose job is it?” in relation to the following task. Then click on “IASB Thoughts on Responsibilities” to review IASB’s thinking regarding best practice in this area. Study options and select the initiative or actions the staff will implement to improve instruction that will result in increased student learning in the focused literacy goal area. IASB Thoughts on Responsibilities

20. Administration and staff will study options and review research to select the initiative or actions that staff will learn about and implement to improve student learning in the goal area. The board can work with staff leadership to learn about the initiative and set the parameters for the selected actions (e.g. the initiative must have a proven track record; all teachers can implement the actions, etc.)

21. Whose Job Is It? Please discuss “Whose job is it?” in relation to the following task. Then click on “IASB Thoughts on Responsibilities” to review IASB’s thinking regarding best practice in this area. Identify the amount of professional development time the staff will need to learn skills or strategies to implement the initiative or actions and compare that need to the existing professional development time allocated in the school calendar. IASB Thoughts on Responsibilities

22. Administration and staff determine the amount of professional development time needed for staff to effectively learn new skills or strategies in order to implement the initiative or staff actions. The administration and staff would also compare the time needed to the amount of professional development time currently allocated each year.

23. IASB Thoughts on Responsibilities, continued The board could learn about time- related support needs and take appropriate action. For example, they could approve a recommendation from the superintendent to adopt a new school calendar that included increased staff development time (e.g. additional early release time, or add more staff development days, etc.)

24. Whose Job Is It? Please discuss “Whose job is it?” in relation to the following task. Then click on “IASB Thoughts on Responsibilities” to review IASB’s thinking regarding best practice in this area. Develop talking points to share with the community about the importance of additional staff development time (early dismissals, etc.) to help teachers strengthen instruction to ensure students graduate “college and career ready.” IASB Thoughts on Responsibilities

25. This can be an important task for the board/superintendent team. Together with staff leadership at the board table, the board team could develop talking points to help communicate with their public the need for more staff development time.

26. IASB Thoughts on Responsibilities, continued Talking points will be based upon the board members’ shared understanding of college and career readiness and the need for more professional development for staff to learn instructional skills and strategies to achieve the goal.

27. 3. The Board’s Role

28. Directions Before you continue, consider and discuss the following questions as a group: 1.In general, how would you describe the school board’s roles in relation to improving student learning? 2.Describe, in general terms, what your board team sees as the board’s various roles to ensuring all children learn at high levels. 3.How can the board team make a significant difference in student learning by demonstrating active leadership while operating at the governance level?

29. IASB’s Key Roles of the Board for Improving Student Learning The Iowa Lighthouse Research studies identify five main leadership roles of the board in improving student learning, along with some sample actions of the board within those roles. Click on each role on the next slide to see more information. See handout p. 5-6

30. The Board’s Role IASB Lighthouse Research Set Clear Expectations Hold the System Accountable for Progress Create Conditions for Success Build the Collective Will Learn Together as a Board Team Click each box to see an explanation of the role

31. Set Clear Expectations Identify the greatest learning needs and set clear, high expectations and improvement goal(s) for all students. See handout p. 5-6 Click here to return to the previous slide

32. Hold the System Accountable for Progress Learn about and approve indicators of progress toward the expectations and improvement goal. Schedule time to regularly hear reports, and dialogue with staff leadership as key parts of the monitoring process. See handout p. 5-6 Click here to return to the previous slide

33. Create Conditions for Success Demonstrate commitment (e.g. staying the course over time, sticking with the priorities, etc.) and approve and allocate financial resources and other supports to achieve the improvement goal(s). See handout p. 5-6 Click here to return to the previous slide

34. Build the Collective Will Instill a belief in the importance of and the possibility of achieving the improvement goal. See handout p. 5-6 Click here to return to the previous slide

35. Learn Together as a Board Team Learning together to provide powerful leadership for the district will increase the district’s ability to reach its improvement goal and to maximize the effectiveness of the board team’s leadership in decision-making. See handout p. 5-6

36. Vision & Voice for Public Education