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https://source.cognia.org/issue-article/helping-school-boards-lead/

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Effective school boards are critical to the success of any school system-they set the vision, mission, and goals for the district; adopt policies that provide direction in support of meeting the districts goals, objectives, and strategic plan; adopt and oversee the district's annual budget; and hire and evaluate the superintendent. Cognia helps school boards overcome challenges and advance school districts' continuous improvement efforts.

Boards of education and superintendents that operate in a cohesive manner with respect, trust, transparency, and clear communication lead as a unified team that focuses on specific goals to reach their vision, mission, and beliefs of the system.

Effective school boards:

Have a clear vision for the district

Communicate their actions to the community

Work as a team

Adopt a fiscally sound district budget

Focus on what is best for all students

Advocate at the local, state, and national level for public education

Collaborate and work closely with the superintendent for the betterment of the system

GreatSchools, 2009

But as anyone who has ever sat through a school board meeting can attest, not all relations among school board members or with the superintendent are cohesive or have transparent communication to create a sense of trust in the system.

Obstacles to effective board performance come from both directions: School boards often go far beyond the boundaries of their roles, stepping into day-to-day management; and superintendents often inhibit board members from playing crucial roles as partners in data monitoring and continuous improvement. Meanwhile, board meetings can run smoothly or seem unending and unnecessarily acrimonious, depending on how the board functions as a group.
Evaluating and Strengthening Board Performance
As part of its Accreditation Engagement Reviews, Cognia™ evaluates board operations. Expert peers who have held district leadership roles interview board members and investigate how the board is functioning. Reviewers typically ask a broad range of questions, such as:

In what ways are you, the governing body, engaged in the school's/institution's continuous improvement efforts?

How effective is your consensus-building process? Does the board stand together behind its decisions?

Do you have any policies to monitor the school's/institution's short- and long-term continuous improvement plans? What is your role in ensuring these policies are implemented?

How do you provide information to your stakeholders?

What types of data are shared with the board about your school system's performance, and how well do you think your school system is performing overall ?

What programs have been successful for at least three years that the governing body had a role in approving and/or funding? Has the use of data become a common practice when making decisions as a governing body?

How would you describe this school/institution to community members not affiliated with your system?

If requested, Cognia also provides in-depth, ongoing training to school boards and conducts special reviews to investigate complaints about everything from board infighting to allegations of racial discrimination in school discipline.
Most Common Complaints
The most common complaints that Cognia receives about governance occur when board members:

Micromanage day-to-day operations of schools rather than review policy and procedures

Lack norms of productive behavior, forget rules of order and collegiality and fail to work cohesively to promote student achievement and the district's success

Violate their own policies and codes of ethics by improperly promoting certain staff members for job openings in the district, getting involved in procurement decisions, or being unduly influenced by special interest groups or advisors

Ineffective school boards:

Focus on one issue and talk aimlessly at meetings

Behave in a disrespectful or non-cooperative manner in public

Come to meetings unprepared

Micromanage the superintendent rather than focusing attention on district-wide policies

Rubber stamp proposals without asking the hard or essential questions

Use their positions as an opportunity to advance a political or personal agenda not tied to student achievement or the district's improvement goals

GreatSchools, 2009

Cognia data from engagement reviews from April to June 2021 indicate that school boards rate fairly well in developing policies and procedures and following a code of ethics in their deliberations and operations. Nonetheless, the largest number of complaints submitted to Cognia during the 2020-2021 school year are about school board governance. In fact, Cognia received more than 110 unsolicited complaints during 2020-21 on governance, almost the same number as those received on issues like Covid-19, grading, racial inequity, bullying, and school funding problems combined.
Benefits of Cognia Training
Most board members have good intentions and often make innocent mistakes based on lack of training in trusteeship and behavioral norms. There are more than 16,000 school boards in the United States, and not all have had recent training from their state school board association. Comprehensive training from Cognia brings boards up to date on state requirements, the proper roles and responsibilities of school boards and superintendents, Cognia standards for school governance, and Cognia data, classroom observation, and professional development tools. Training also addresses crucial areas such as group dynamics and consensus building, helping districts steer clear of governance problems before they happen.

Almost every issue can be avoided if board members understand their roles and responsibilities and follow a code of ethics that boards agree upon, sign, and collectively implement. Board members need training especially to build shared goals and develop skills in effective problem solving and to follow Robert's Rules of Order to keep meetings focused and efficient.

Cognia has trained dozens of school boards and more than 260 board members over the last few years, resulting in better functioning boards in different regions of the United States. Many of the boards have called on Cognia to provide ongoing training to sustain continuous improvement and retrain the board as new members alter its composition.

Cognia provided training for Montgomery County, Alabama, Public Schools, a district that had undergone a state takeover, in part because of governance issues. Superintendent Ann Roy Moore was hired to lead the district during the takeover. "Cognia training helped ensure that people understood their roles and responsibility and set goals, and helped conduct a self-evaluation to identify what the weak spots were," said Moore. "The training was a tremendous help so that everyone knew what they were supposed to do and we could also fix policies where needed."

"Early on, Cognia conducted retreats with board members that also addressed interpersonal issues. We had to give a chance for everyone to let their feelings out about whatever was bothering them," said Moore. As a result of the training, "the board and the superintendent are getting along with each other, and decisions are made on a rational basis. The board recognizes it has a lot to say when they get to vote on issue yes or no. And, generally speaking, we work out many of the issues before we bring them to the board."

Cognia training helps school boards and governance teams build common understandings of what districts should accomplish and calibrate their expectations for school and district performance around the same high standards.

"For school boards and central office staff, the ability to prioritize students' holistic needs and to understand what optimal performance looks like across all aspects of schooling are among the two most important aspects of leadership knowledge and ability," said Dr. Terry Oatts, Superintendent of Rockdale County Public Schools in Georgia. "Cognia training afforded our board members and full governance team an inside look at Cognia's new standards, which defines what constitutes high quality schooling. This training is essential for every school board member and superintendent, who should be very familiar with Cognia's performance standards. These standards define excellence in establishing a healthy culture for learning; the responsibilities of leaders to influence and impact all aspects of schools in positive ways; and engagement for and growth in learning."
The Board's Role in Continuous Improvement
Leadership imbroglios and bad behavior are typically the most visible problems incurred by boards. But even well-run districts can have governance problems or develop a disconnect between board members and the central office if board members are not engaged in key issues beyond basic policies and budget matters or if they are left in the dark about continuous improvement efforts. In these circumstances, it is not uncommon for board members to become reactive, and stall needed action around improvement efforts when a problem arises.

Cognia defines continuous improvement as an embedded behavior within the culture of a school that constantly focuses on the conditions, processes, and practices that will improve teaching and learning. The school board's role in continuous improvement includes:

Knowing the data

Writing good strategic plans

Working effectively with the superintendent to promote student learning

Monitoring priorities and asking questions about progress

Advising stakeholders of continuous improvement policy

As part of board training, Cognia works to help boards understand the key elements of continuous improvement and the many data tools that can be used to determine progress. This training helps board members be comfortable using all kinds of school improvement data and know what to look for and what questions to ask to provide constructive oversight and strengthen decision-making.
From Efficiency to Results
In an earlier generation, school boards and school leaders were generally judged by the efficiency of the school system such as whether buses ran on time or lights came on for Friday night football games. But student results and continuous improvement gained new impetus after 2001 and the passage of the federal No Child Left Behind Act, which raised the stakes on school performance. School leaders could lose their positions, and schools could face rigid sanctions if they did not meet targets for annual yearly progress for all student subgroups.

Today, board members are accountable mostly for school and student success. This has required board members to be familiar with new types of data tools that have become increasingly sophisticated. Cognia has the ability to provide information that was never available before. Boards can see what is happening and how well teachers are engaging. They can review school and central office diagnostics about implementation of a reading program or teacher professional development. Boards no longer need to pay someone to make or monitor a strategic plan. All the information is available for a school board to determine what's working, what's not, and the hidden causes of problems in schools.
Increased Politicization
Another significant change has been the politicization of school boards that took hold with the development of public charter schools as an alternative to traditional public schools. That polarization has been further exacerbated during the COVID-19 pandemic as school boards face tough decisions, such as whether to open or close schools and whether students should be required to wear masks. Moreover, boards are asked to step in to determine strategies to provide racial justice remedies, some of which, though backed by evidence of student success, remain controversial.

In the wake of COVID, boards need to listen to the public and make difficult decisions. Boards need to agree to a clear process of decision-making, stick to it, and deliberate before public hearings. When a board makes decisions, they should be communicated as the unified voice of the system.
Advice for Board Members

Work through the facts and discuss issues in a collegial manner.

Seek public input, take all comments under consideration, and thank constituents for their feedback.

Make decisions based on data.

Maintain a current, workable strategic plan.

Monitor and adjust the plan as necessary as required for continuous improvement cycles.

Study how successful school districts operate.

You might be interested in From State Takeover to Turnaround
Reference
GreatSchools (2009, May 13). What makes a great school board member [Web log post]. Retrieved from https://www.greatschools.org/gk/articles/what-makes-a-great-school-board-member/

André L. Harrison, Ed.D., serves as the Vice President of Accreditation Services for Cognia. Before joining AdvancED, now Cognia, he served as superintendent for the Elmore County Board of Education in Wetumpka, Alabama. Dr. Harrison has more than 25 years of experience as an adjunct university instructor. He also is adjunct assistant professor of Educational Leadership for the University of Alabama. His areas of expertise include educational leadership, board governance, finance, human resources, and school improvement.

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Helping School Boards Lead - Cognia - The Source

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Boards of education and superintendents that operate in a cohesive manner with respect, trust, transparency, and clear communication lead as a unified team that focuses on specific goals to reach their vision, mission, and beliefs of the system. Effective school boards: Have a clear vision for the district Communicate their...

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Accreditation Process Training for School Boards

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Accreditation Process Training for School Boards

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Accreditation Process Training for School Boards - Cognia - The Source

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Accreditation Process Training for School Boards - Cognia - The Source

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Training for School Boards Regarding Accreditation Process As the world’s largest accrediting agency and improvement organization, it is Cognia’s belief that every institution, even those that have experienced great success, can determine strategic next steps to improve in an effective manner. We at…

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Dr. Andre Harrison

Senior Vice President, Accreditation Services

Email: andre.harrison@cognia.org

Dr. Kem Hussian

Vice President, International Regional Services

Email: kem.hussain@cognia.org

Mr. Sherif El Taweel

Senior Accreditation Specialist

Email: Sherif.ElTaweel@Cognia.org

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Cognia Performance Standards:  Examining the Research

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Cognia Performance Standards:  Examining the Research

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CEO Message: The Power of Community - Cognia - The Source

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As a global organization, we serve all types of institutions-every type of institution you can imagine from all over the world. Each institution has its own set of beliefs, their own vision, and directed purpose. As do we. As improvement experts, in our accreditation work, we craft standards designed to improve education quality.

The standards are written so that they adapt to the unique context of every institution and every institution's vision, purpose, and core values. They are written to help institutions pursue their vision for a better future. Our role is to guide and support institutions on their improvement journeys. We are an extra set of independent, objective eyes on how well states, districts, schools, and learners are progressing toward their desired future. As we prepare to implement a new set of Cognia standards and protocols for accreditation this upcoming school year, we are focused on helping institutions and their educators improve the learner success.

The last few years have been isolating and have challenged us to connect in new ways within our personal and professional networks. We have all had to find ways to maintain and build the connections that sustain us and our school communities. As we look to summer it is time for us to reflect, relax, and prepare to re-engage our communities to continue the journey of improvement.

In this edition of The Source, we feature:

Schools are ecosystems that thrive in community. We leverage the power of community to support learners, teachers, and leaders.

Dr. Mark A. Elgart has served as president and CEO of Cognia since 2002. Under his leadership Cognia was established, following the merger of AdvancED and Measured Progress, to bridge the gap between school evaluation and student assessment. Cognia serves as the trusted partner with over 36,000 institutions in 85 countries to advance learning for 25 million students. Elgart has a long, distinguished career of 40 years as an educational leader including time as a math and physics teacher, school principal, and chief executive leading a global, education non-profit. He is annually recognized, both locally and internationally, as an influential leader in education due to his impact on education policy and the work of schools. He is an internationally recognized speaker on education and frequent author on educational issues including recent whitepapers on federal policy and school improvement. In education, Elgart is widely viewed as the foremost authority on school improvement and education quality. Elgart earned a bachelor's in Mathematics from Springfield College, a master's in Educational Administration from Westfield State College, and Doctorate in Education in Leadership in Schooling from the University of Massachusetts.

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CEO Message: The Power of Community - Cognia - The Source

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The standards are written so that they adapt to the unique context of every institution and every institution's vision, purpose, and core values. They are written to help institutions pursue their vision for a better future. Our role is to guide and support institutions on their improvement journeys. We are...

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The Role of Accountability Systems and Regional Accreditation by Dr. Mark Elgart

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The Role of Accountability Systems and Regional Accreditation by Dr. Mark Elgart

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The Role of Accountability Systems and Regional Accreditation in Improving Quality K–12 Education (cognia.org)

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Expectations for Quality Education - Cognia - The Source

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As an improvement organization, Cognia believes that every institution, even great ones, can be better tomorrow than today. We hold ourselves to the same ideal. Like the members we serve, Cognia continually works to innovate and improve. Our commitment to school quality and continuous improvement compels us to examine and update our accreditation standards and protocol to acknowledge changes and set expectations for quality education institutions in a new era.

Cognia's Performance Standards and Protocol underpin all our solutions in service to schools and learners-professional learning, accreditation and certification, assessment, turnaround, and school improvement. The accreditation standards outline expectations for Cognia accredited institutions based on what the latest education research indicates makes for quality schools. The protocol outlines the requirements of the accrediting process.
New Cognia Performance Standards and Protocol
New Cognia Performance Standards and Protocol go into effect July 1, 2022, for member institutions undergoing an Accreditation Engagement Review and institutions pursuing accreditation for the first time. These new standards will help schools address today's education challenges and set a vision for the future. In our last edition we wrote about The Meaning of Standards but here is what is most important to know.

The new protocol includes Self-Assessment, Engagement Review, and Progress Reporting. If you are familiar with the previous Cognia standards for different institution types, you will notice a significant change. One set of standards applies to all K-12 and postsecondary institution types, including systems of institutions. Not to worry we have ways of capturing relevant details that make your institution unique, and still provide useful information that leverages the power of community to share what we know works for high-quality schooling and is relatable among institutions with similar profiles, challenges, and experiences.

Members institutions now have new improvement tools and more opportunities for support and collaboration to help your institution's team achieve a shared vision and understanding and make progress on improvement objectives.

Starting this fall, in response to evolving institution needs Cognia will:

Move to a six-year accreditation cycle* for most institutions so you have more time to implement initiatives, evaluate them, and prepare for the next cycle

Offer orientation and training for your team to prepare for success

Guide and support you with Cognia experts throughout your accreditation and improvement activities

Add Institution Self-Assessment to identify institution strengths and needs and ensure personnel understand the new standards and protocol

Add Progress Reporting and collaborate to help institutions sustain momentum

Throughout the engagement review process, Cognia provides guidance, tools, and resources as we shift from a review event to a relationship that fosters ongoing progress with momentum. With Cognia Standards as your guide to high-quality schooling you choose how to address your institution's specific needs and leverage our knowledge to help you succeed.

Based on current research in education, input from practitioners, and multiple expert reviews, Cognia's cyclical development process assures that the standards at the foundation of our improvement and accreditation strategies continue to be viable, feasible, and relevant. Learn more about the new Cognia Accreditation Performance Standards or reach out to your local Cognia contact for assistance.

*Some institution accreditation cycles will differ based on the needs or requirements of the institution, or the state/country in which it operates including Early Learning, Department of Defense Education Activity, and international schools.

Holly King, Ph.D., is senior vice president of Evaluation Services for Cognia, overseeing all aspects of accreditation and certification services offered to PK-12 schools around the world. Over her career, Dr. King has directed education programs in private, non-profit, and school district settings. She has held adjunct faculty positions in Early Childhood Education for eight years at three colleges, teaching adult learners in online and face-to-face settings, and is an adjunct faculty member for the Master's in Organizational Leadership program at the University of Denver. She also serves as Affiliate Research Faculty for Antioch University's Ph.D. in Leadership and Change in quantitative methods. To her leadership roles, Dr. King brings expertise in best practices in early learning and K-6 education; strategic planning; leadership development; quality assurance; data analysis; health, mental health, and disabilities services; family support; and professional development and coaching. Dr. King holds a Ph.D. in Leadership and Change from Antioch University, as well as master degrees in Early Childhood Education and Leadership and Change.

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Expectations for Quality Education - Cognia - The Source

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Cognia's Performance Standards and Protocol underpin all our solutions in service to schools and learners-professional learning, accreditation and certification, assessment, turnaround, and school improvement. The accreditation standards outline expectations for Cognia accredited institutions based on what the latest education research indicates makes for quality schools. The protocol outlines the requirements...

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Accreditation and Improvement Infographic 

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Accreditation and Improvement Infographic 

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Sample Accreditation Engagement Report for the NEW Protocol

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Sample Accreditation Engagement Report for the NEW Protocol

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Crosswalk and Alignment of Cognia 2017 and 2022 Performance Standards 

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Crosswalk and Alignment of Cognia 2017 and 2022 Performance Standards 

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Accreditation and Certification Policies and Procedures

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Accreditation and Certification Policies and Procedures

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Events - Cognia

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Engagement Review training-prepare on your schedule

Whether you will be the facilitator leading your own institution in training on the Cognia standards and protocols or are attending training with your school, ongoing events are available to support you. Register for the current self-paced asynchronous course. Available through December 31, 2023.

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Find a workshop or conference near you to stimulate your practice.

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Types of Accreditation and Certification Reviews 

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Types of Accreditation and Certification Reviews 

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Help school boards overcome challenges and advance institutions' continuous improvement.

Enhance school board effectiveness

Throughout our history, Cognia has worked with school boards to ensure that they understand how best to support their schools and systems. Leveraging this expertise, we have developed a first-of-its-kind board governance certification to recognize school boards, giving them the opportunity to proactively commit to continuous improvement alongside the schools they serve.

Our research-based standards for effective school board governance empower school boards to:

Collaborate effectively as a school board and with school and system leaders

Have a clear vision for the institution

Establish and sustain a culture of ongoing improvement

Center student learning and data in decision-making

Communicate and partner with their community

Start your board governance certification journey

Cognia Board Governance Certification is available to school boards of accredited institutions.

Board governance certification is not a grade-it is a recognition of a school board's operational effectiveness and commitment to ensuring high-quality education. Cognia experts will provide resources and guidance to support your school board's ongoing improvement efforts to meet Cognia Board Governance Certification standards. These standards focus on the school board's role in their institution's culture, leadership, community engagement, and student success.

Three-phase process

1. Reflection and Analysis

Review and analysis of an institution's data and a thorough self-assessment based on our performance standards.

A third-party review, including observations of a board meeting.

A school board will receive expert feedback and must work to make progress in their improvement within three years of their review.

Frequently asked questions

The Cognia Accreditation process evaluates an institution's overall ability to meet the needs of learners. Cognia Board Governance Certification evaluates whether and how a school board has fulfilled its role in overseeing and guiding an institution's effective operation and continuous improvement.

Cognia Accreditation is a prerequisite for Cognia Board Governance Certification. New members seeking certification will earn it alongside accreditation and will undergo a simultaneous review. The institution will be due for reaccreditation and recertification at least every six years.

Institutions already accredited by Cognia may seek initial Board Governance certification outside of the accreditation term by hosting an "off cycle" certification review. Once initially certified, the Board Governance certification and accreditation terms will align.

If your institution is accredited by another U.S. regional accreditor, you may request a transfer of your current accreditation to Cognia and then seek Board Governance certification. As part of the Cognia global network, you'll receive unsurpassed resources, including observation tools, surveys, and access to our online professional learning platform.

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Cognia's Board Governance Certification equips school boards to lead with vision, drive improvement, and center decisions on student success.

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Transforming Education:  A New Era of Accreditation and Continuous Improvement

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Transforming Education:  A New Era of Accreditation and Continuous Improvement

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Lead with Purpose:  Elevate your Board's Impact through Cognia's New Board Governance Certification 

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Lead with Purpose:  Elevate your Board's Impact through Cognia's New Board Governance Certification 