Judith Glickman

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THE DESIGN OF THE PARTNERSHIP
(TRUSTEESHIP 101)
CAIS TRUSTEE/HEADS CONFERENCE
JANUARY, 2014
Judith R. Glickman, Partner
[email protected]
OUR PRIORITIES FOR TODAY
The design of the partnership
 Your relationship with the Head of School
 Your respective roles
 A growth mind set
 Communication protocols
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Resource information
PROCESS
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Whole group presentation
Small group analysis
Whole group synthesis
DESIGN OF THE PARTNERSHIP
Above the Diagonal Line = Allocation of Board’s Time
RELATIONSHIP WITH THE HEAD OF SCHOOL
 Board Chair
 Board of Trustees
 Individual Trustees/Resources
RESPECTIVE ROLES
 Policy vs. day-to-day responsibility
 Strategic vs. tactical
 Full Board vs. Executive Committee function
GROWTH MIND SET
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Succession
Giving and Stewardship
Serving as a Single Entity
Fiduciary, Strategic, Generative
Support of the Head
COMMUNICATION PROTOCOLS
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Board Chair/Head
Flow to avoid bottlenecks
No surprises
“I was a parent.”
CASE STUDY
There is considerable parking lot discussion about the school’s science program in
the middle grades.
There is strong sentiment on two sides of the issue: a vocal group of parents think
that the program is outdated and is not emphasizing project based learning and
experiential instruction. Another group thinks and feels equally strongly that the
issue has arisen because two teachers are wedded to their existing curriculum and
position within the faculty and are unwilling to look at ways of teaching differently.
The Head of School and Division Director understand how these perceptions have
arisen but are hesitant to move as quickly to address the personnel and program
issues as several trustees think they should. The HOS thinks it is critical that the
process be thought through carefully and implemented in a way to not undermine
the overall faculty and their perception of intrusive parenting.
What are the issues? What should the head do? What should the chair do?
What should the board do?
DESIGN OF THE PARTNERSHIP
Above the Diagonal Line = Allocation of Board’s Time
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