Document Type
Issue Area Three
Abstract
Assisting over 600 boards of education in the past 15 years with a board orientation/evaluation process I developed has given me a wealth of information about boards of education. I'd like to share some perceptions I have developed over time. Their accuracy will be left up to the reader.
Perception One More than half the superintendents in this country make no attempt to help their boards learn what their responsibilities are. As I become older, perhaps I become more cynical, but often I think this happens because the superintendent doesn't want a truly functioning board of education. From a management point of view (but not a leadership one), it is much easier not to have a board deep into its general responsibilities of: (a) policymaking, (b) goal setting for the district, (c) evaluation of the superintendent, (d) evaluation of the effectiveness of the curriculum, and (e) fiscally providing the essentials for the district. Universities and colleges of education have not prepared these superintendents and assisted them to take true leadership roles with their boards. If boards of education are to continue in the future, this must change.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
1
First Page
80
Last Page
82
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Netusil, Anton
(1993)
"School Boards' Roles and Expectations: One Person's Perceptions,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
1, Article 25.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss1/25
