The New Role of the Elected St. Louis School Board
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The following viewpoint was submitted to me by a regular reader that I have met in person. Given that we will be electing two new members to the St. Louis Public School board in the face of a state takeover, I thought this was timely and of interest. The election is this coming Tuesday April 3, 2007.
When reviewing the lists of tasks proposed for the new versus the existing leadership boards, I wondered, “What positive impact and responsibilities would the publicly-elected board have?â€The answer appears to be the same function as that of a group of officers elected to represent a large PTA, in its traditional role (see mission of National PTA). Reflecting on what I recall that PTAs of my generation would do for their schools and their district, I don’t recall any PTA being involved in representing much less leading labor and employment matters, nor capital expenditures, nor curriculum, nor any of the functions that are being proposed to be assigned to the new appointed board. The PTA’s role was to act as a macro conduit from the parents to the schools in improving communications and guidance ultimately to the superintendent for the benefit of the students and to act as a conduit from the schools to the parents to improve the parents’ abilities to raise, educate and protect their children…nothing more. They had no taxpayer-funded, salaried staff nor outside legal counsel reporting directly to them, as the present board has. They did not get involved in union negotiations or any personnel decisions, nor did they have a role in reviewing neither curriculum nor vendor contracts. They simply were to act a constructive voice of the parents as well as a constructive voice of the schools.I think the elected board’s new role could be a very positive thing to publicize going forward. The people running for office to serve in this new role of a publicly-elected board would have to ask themselves and sell to the public why they were interested as well as qualified to serve in this more limited, but still very important function. The superintendent and other school officials would find it helpful to utilize this group to download new policies and procedures that were designed to improve classroom and student outcomes, to increase volunteer and community support of existing and new programs and the neighborhood schools themselves and, most importantly, to improve parents’ abilities to, frankly, be excellent parents of their children.
Perhaps the elected board would assign themselves geographic areas of the school district, so every school would have one board member assigned to it to facilitate the dialogue between each parent and school management. If a parent could not make progress on their own to resolve an issue or could not understand how to assist their children on a matter, then the board member could be turned to for following through on the issue, acting as an advocate for the parent but also to help communications and provide assistance on educational and parental topics if indeed that was all that was needed.
In essence, the present and newly elected board members would serve as the vox populi, a role that many could clearly be qualified for.
The author of the above also suggests reading the report; School Boards: Focus on School Performance, Not Money and Patronage
By Paul T. Hill. From the introduction:
Local school boards meet frequently, sometimes more than once each week, and produce a steady stream of policies and initiatives. They spend the bulk of their time on budgetary and personnel issues and on resolving complaints, leaving little time for oversight of instruction or even reviewing data about school performance.
Should Americans be content with the principle that government oversight follows money and jobs? This paper argues to the contrary, that government regulation and oversight are now both excessive in one dimension (budgetary) and shockingly negligent in the other (school performance). It concludes that the work of local school boards can be focused on what children need to know and whether the schools are teaching it effectively. The report has three parts:
- Why the existing structure of oversight does not promote school performance;
- What performance-focused oversight of schools would entail; and
- How the missions and activities of school boards and district central offices must change.
This is certainly all food for thought. What do you think?