The Board Report Card: Evaluating the work of the Catholic school board

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The Board Report Card Evaluating the work of the
Catholic school board

• Don Walkley
• 2008 CEOM School Boards Conference

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Acknowledgement

• I would like to acknowledge the traditional
  custodians of this land and pay my respects to
  the Elders of the Kulin Nation both past, present
  and future for they hold the memories, the
  traditions, the culture and hopes of Indigenous
  Australia.

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Workshop Plan

• Key focus of school boards
• Local board reflection and share time
• What to evaluate
• When to evaluate
• How to evaluate
• Retreat and advance
• Indicators of effective boards

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Options

• Every school has its own story and context,
  therefore it is important that you consider new
  knowledge and insights gained in this workshop in
  light of the current school board practices at
  your school.
• Some principles and practices of school board
  operations presented may not yet be applicable or
  achievable in your school, but others may be
  timely and appropriate for implementation.

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Towards quality excellence

• (Carver, 2002)
• There is no possibility of a board governing
  with excellence in the absence of regular and
  rigorous self-evaluation.
• For board performance to improve, there must be
  time out for reflection and planning.

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BOARD BUSINESS . . . the functions

• Supporting the Catholic identity mission
• Involvement in policy review development
• Contributing to the selection of the principal
• Assisting in school improvement framework
• Providing advice on budget planning and
  finance-related matters
• Promoting the school

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What are the drivers for evaluating the
effectiveness of school boards?

• A desire to do better
• A requirement as part of a review (SIF)
• A crisis or change in circumstance
• A commitment to accountability and transparency
  (to PP/CAs, school community)
• What has motivated you to attend
• this workshop today????

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The fundamental question is . . . Is the school
board making an impact?

• That is, are we making a difference to
• overall school improvement?
• the life of the school?
• enriching the school community?

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Focus questions

• How are we going?
• How do we know?
• Board performance,
• not organizational (school) performance

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Group talk

• What might be the indicators or characteristics
  of an underperforming board?
• What might be the indicators or characteristics
  of a high performing board?

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Implications of an under-performing school board

• Loss of impetus and momentum
• Lack of clear direction
• Tensions around the board table
• Missed funding opportunities
• Difficult to attract members
• Reputation risk both of the board and of the
  school

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Partner talk What currently happens in regards
to the evaluation of your board?

• WHAT do you evaluate in the performance of your
  board?
• WHEN do you evaluate the performance of your
  board?
• HOW do you evaluate the performance of your
  board?
• WHO currently manages the performance of your
  board?

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What should be evaluated?

• Alignment of board activities with the
  constitution, handbook and annual board agenda
• Policy review and development processes
• Board committee ToR and activities
• Role of board executive
• Board relationships with the community
• Board processes and procedures

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Expectations of board members

• A basic tenet of any formal accountability
  system is that, to be held accountable, an
  individual must have foreknowledge of explicit
  and clearly stated standards of performance
• An understanding of the boards role
• Adequate preparation for meetings
• Active and responsible participation
• A positive and constructive attitude
• Personal honesty and integrity
• Willingness to be held accountable
• (NZ BOARDWORKS International)
• Does your board handbook contain a role
  description for board members?

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Directors (board members) code of conduct Vic
Public Sector 2006

• Act with honesty integrity
• Act in good faith in the best interests of the
  public entity (community)
• Act fairly and impartially
• Use your position appropriately
• Use information appropriately
• Act in a financially responsible manner
• Exercise due care, diligence and skill
• Comply with the establishing legislation
  (constitution)
• Demonstrate leadership stewardship

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How could board evaluation occur?

• Through strategic, planned discussions
• Through the use of evaluation instruments
• (CEOM questionnaire, Examination of
  minutes)
• Through written feedback
• Through the observations of an external auditor
  or facilitator

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A school board audit?Making a judgment on the
quality of school board processes

• Areas
• - board organization and teamwork
• - member recruitment retention
• - formation, self-review planning
• - practices of effective boards
• - board leadership
• - us of a critical friend

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When could a board review and evaluation occur?

• During meetings
• ongoing observation (use of a critical
  evaluator)
• annual review goals
• Between meetings
• Chair with board members
• Board Executive
• Annual retreat and advance

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Retreat and advance renewal and ongoing
formation

• A significant opportunity to reflect and to plan
• Education and development of board members
• Analyzing board performance
• Developing the annual board agenda (objectives)
• Board team building activities
• Gaining insight into industry and market trends
• Building relationships between board and
  management
• Addressing significant challenges or what-ifs

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Who manages board performance?

• Chairperson?
• Board Executive?
• Working Party of the board?
• Parish priest?

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What are the benefits of improving school board
performance?

• Enhanced support to the parish priest/canonical
  administrator and the principal (CEOM)
• Enhanced strategic thinking
• Improved teamwork and leadership
• Better risk management systems
• Greater public credibility
• A more effective and efficient organization
• (Gov. Hub UK)

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The super board (Orlikoff, 1998)

• The 7 practices of high performing boards
• Embraces strategic thinking
• Focuses on the mission
• Leads change
• Requests good information
• Holds board members accountable to performance
  standards
• Controls board structures (eg size)
• Uses board role descriptions

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Leading practice for effective school boards

• 1 The board is operating within an active
  constitution
• 2 The executive is leading the board
• 3 Board members are equally engaged in sharing
  wisdom
• 4 The board is contributing to the objectives for
  the year ahead (or longer term)
• 5 Board members are participating in ongoing
  board formation activities

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Sooooo . . .

• How might your school board
• report card look?
• What aspects of your board need improvement?
• What aspects of you board are effective and
  provide a real sense of achievement?

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Contact details

• Don Walkley
• email schoolboards_at_ceo.melb.catholic.edu.au
• Ph 9267 0228
• CEOM Website www.ceo.melb.catholic.edu.au
• - School Boards link