Governance 201: Exceptional Boards
The Source: 12 Principles of Governance that Power Exceptional Boards
Reprinted with permission from The Source: Twelve Principles of Governance that Power Exceptional Boards, a
publication of BoardSource, formerly the National Center for Nonprofit Boards. For more information about
BoardSource, call 800-883-6262 or visit www.boardsource.org. BoardSource © 2004. Text may not be reproduced
without written permission from BoardSource.
Patrick F. Bassett, NAIS President
bassett@nais.org
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Board Conundrums
SIX PHASES OF A PROJECT by the Board
1. ENTHUSIASM
2. DISILLUSIONMENT
3. PANIC
4. SEARCH FOR THE GUILTY
5. PUNISHMENT OF THE INNOCENT
6. PRAISE AND HONORS FOR THE NON
PARTICIPANTS.
"A school is a relatively small institution with a complexity out of
all proportion to its size." Damon Bradley, former school head
What Are the Three Top Governance
Challenges in Schools (Source: Nine contributors to the Trustee
Handbook, International Edition)
1.
ROLE CONFUSION LEADS
TO “MICRO-MANAGEMENT”
(a definitional problem)
2.
HIGH TRUSTEE TURNOVER
IMPEDES BOTH BOARDS
AND HEADS (a structural process
problem)
3.
POOR UNDERSTANDING
AND POOR SKILLS REDUCE
EFFECTIVENESS (an education
problem)
What Business Execs Don’t Know
-But Should-About Nonprofits
By Les Silverman & Lynn Taliento, Stanford Social Innovation Review, Summer 2006
CEOs and other business leaders on non-profit boards too often… can’t
identify with the 5 top challenges:
1. The non-profit leader wields less authority and control than his or
her for-profit counterparts (Jim Collins’ legislative vs. executive
leadership).
2. Yet the non-profit leader must answer to a wider range of
stakeholders.
3. The enterprise lacks straightforward performance measures –
there are no analogs to profit in social change.
4. Yet the non-profit is under greater scrutiny from politicians and
the press (and in the case of schools, the customers).
5. Compared to the corporate world, the nonprofit sector is under-
funded, under-staffed, under-resourced, and under-trained.
What’s the Antidote to the Malaise?
Board Development and Self-Improvement
1. Exceptional Boards ~ The Source: 12
Principles of Governance that Power
Exceptional Boards (BoardSource.org)
2. The NAIS Trustee Handbook
(www.nais.org): 9th Edition (US) or
International Edition (abroad)
1. Constructive Partnership
Exceptional boards govern in constructive partnership with the head,
recognizing that the effectiveness of the board and head are interdependent
Responsible Boards
x Source of Power
= Exceptional Boards
Delegate operations to
the head
Trust, candor, and
respect
Face and resolve problems
easily
Evaluate head annually
Sharing good and bad
news
Attract more qualified head
Ensure fair, competitive
compensation
Communication in and
between meetings
Retain talented head longer
Develop a job
description with and for
the head
PFB: Constantly clarify
boundaries.
Open and honest head
Change executive leadership
at the right time
Insightful tools and
information
PFB: Have a succession plan
in place for school head
Typical Dilemma: Once a issue or crisis identified, the board wants quick
decisions. Fails to co-define and prioritize the head’s role.
2. Mission Driven
Exceptional boards shape and uphold the mission, articulate a compelling
vision, and ensure the congruence between decisions and core values.
Responsible Boards
Articulate clear
statement of mission
Uphold organizational
values
PFB: Know that great
schools are “built to
last.” (J&J; Disney; GE)
PFB: Create “pithy,”
“sticky” mission
statement/value
promise.
x Source of Power
Use of mission, vision,
and values in decision
making
Congruence between
mission, vision, values,
and day-to-day work
Willingness to refocus
mission
= Exceptional Boards
Sharply address community
needs
Inspire staff to reframe
strategies and elevate goals
Improve advocacy,
fundraising, and marketing
Maximize the value of grants
and contributions
PFB: mission map;
Typical Dilemma: Tendency to waffle on values and agreed-upon
rolesalignment
when the
mission/resource
heat is on, especially as the school attorney counsels withholding info or parents
begin making “the complaint call.” (Cf. NAIS’s Debra Wilson & Jane Hulbert)
3. Strategic Thinking
Exceptional boards allocate time to what matters most and continuously
engage in strategic thinking to hone the organization’s direction.
Responsible Boards
Set direction
Establish and review
strategic plans
Monitor performance
against plans
PFB: “Strategic
planning is an
oxymoron.” ~Henry
Mintzberg
x Source of Power
Considerable time
spent on consequential
issues
Constant strategic
thinking
Joint board-staff efforts
to frame and explore
issues
Alignment of agendas
and head’s goals with
priorities
= Exceptional Boards
Become a strategic asset and a
source of leadership
Sharpen direction, address
difficult issues, identify
opportunities
Generate solutions that are
understood and supported
Typical Dilemma: Derailed from the strategic conversation to the mundane.
4. Culture of Inquiry
Exceptional boards institutionalize a culture of inquiry, mutual respect, and
constructive debate that leads to sound and shared decision-making
Responsible Boards
x Source of Power
= Exceptional Boards
Have members who
work well with each
other
Receive and review
materials in advance
Mutual respect and
trust
Engage and energize their
members
Actively-managed
group dynamics
Expose full range of opinions
Convene well-organized
meetings
Openness to questions,
challenges, and
differences of opinion
Multiple sources of
information
Make better decisions
Focus meetings on
Own and support their
fiduciary duties (but
decisions (PFB: the “loyal
only part of the time)
opposition”)
PFB: Build board as a
Typical
Dilemma:
Board a “huddle of quarterbacks” instead of a team.
team.
Recruit
to balance
Notteam.
all the voices heard so individuals trump “the crowd.” Meet too often.
the
5. Independent Mindedness
Exceptional boards are independent-minded. When making decisions board
members put the interests of the organization above all else.
Responsible Boards
x Source of Power
=
Exceptional Boards
Adopt conflict-ofinterest policies
Unqualified loyalty
Make decisions in the best
interest of organization
Disclose and do not
vote on matters of
personal interest
Independent thinking
drawn from multiple
sources
Decision making free
of undue influence
Minimize risk of poor
decisions and negative
publicity
PFB: Balance current
parents with nonparents. Faculty on
committees, not board.
Rigorous conflict-ofinterest procedures
Typical Dilemma: Board members ignore or neglect policy and identify with
self-interest of their own tribe
6. Ethos of Transparency
Exceptional boards promote an ethos of transparency by ensuring that donors,
stakeholders, and the interested members of the public have access to
information regarding finances, operations, and results.
Responsible Boards
Comply with
government filing
requirements
Report annually on
accomplishments and
use of funds
PFB: Make board
business transparent, on
the website as counter
to “attack” websites.
x Source of Power
= Exceptional Boards
Active exchange
between board and staff
Alongside staff, feel
connected to the organization
Openness with donors
and the public
Cultivate relationships with
donors and stakeholders
Whistle-blower policies
to protect staff (but
NOT a board
Grievance Committee)
Earn public trust and support
Typical Dilemma: Lack of “sunshine” on board operations, goals, and priorities; or
the opposite, wandering into staff evaluations. (Walk in the woods case study.)
7. Compliance with Integrity
Exceptional boards promote strong ethical values and disciplined compliance
by establishing appropriate mechanisms for oversight.
Responsible Boards
Ensure compliance with
the law. Revise bylaws.
Due diligence on risk.
Approve budget and
review financial reports
x Source of Power
Financially attentive
and astute board
members
Vigorous oversight
= Exceptional Boards
Judiciously allocate and
oversee resources
Deeply understand their
organizations
Obtain independent
Proactive risk
Minimize risk
review or audit of
management
financialDilemma:
statements Unaccustomed to scrutinizing sensitive matters, like exec comp
Typical
Ensure
appropriate
and Case Study) Display highest standards of
or
allegations
of misconductAuditors
(Penn State
insurance
compensation
ethical conduct
(Penn State case study): Dick
Chait
rule
of
thumb:
avoid
tendency of overconsultants report to
involvement in operational board
matters and under-involvement in reputational matters.
Areas
of high institutional
exposure (athletics, safety, risk), err on the side of overPFB: Articulate
the
“core values” of board.
involvement.
8. Sustaining Resources
Exceptional boards link bold visions and ambitious plans to financial support,
expertise, and networks of influence.
Responsible Boards
x Source of Power
= Exceptional Boards
Approve balanced
budget
Creative and diverse
revenue sources
Generate increased revenue
Accept fundraising
responsibilities and
contribute personally
Develop and monitor
investments
Enthusiasm for bold
visions and ambitious
plans
Active involvement in
solicitations
Extend programmatic
capacity of organization
Improve organization’s
standing in the community
Promote the
Intellectual, social,
organization in
political, and reputation
community
capital
PFB: Establish up front
giving expectations
of
Typical
Dilemma: Terminal
politeness & timidity throttle assertiveness & riskboard members.
taking.
Some equivocation at times on fund-raising expectations for board.
9. Results Oriented
Exceptional boards are results-oriented, measuring the organization’s
advancement towards mission and evaluate the performance of major
programs & services.
Responsible Boards
x Source of Power
= Exceptional Boards
Monitor financial
performance
Incisive program
evaluation
Maximize resource utilization
without micromanaging
Receive programmatic
updates
Meaningful
performance metrics
Focus on outcomes, not inputs
Early issue
identification
Drive programmatic activities
to excellence
PFB: Establish
“dashboard indicators”
or “markers of success”
Benchmarking against
peers
Typical Dilemma: Haven’t agreed upon markers of success for a school.
10. Intentional Board Practices
Exceptional boards intentionally structure themselves to fulfill essential
governance duties and to support organizational priorities.
Responsible Boards
Design board size,
structures, and meetings
to accomplish work of
the board
Document practices,
policies, and decisions
x Source of Power
= Exceptional Boards
Intentional and
strategic approach to
board operations
Engage in action-oriented,
results-driven work
Flexibility in response
to changing
environment
Member assignments
aligned with priorities
Use board member time
wisely
Reap full benefits of
members’ talents
PFB: Create alternating
Executive sessions
Connect to the work of the
fiduciary, strategic, and
organization
generative meeting
Typical
pattern. Dilemma: Too many routine meetings, not enough strategic and
generative ones.
11. Continuous Learning
Exceptional boards embrace the qualities of a continuous learning
organization, evaluating their own performance and assessing the value they
add to the organization.
Responsible Boards
x Source of Power
= Exceptional Boards
Orient new board
members
Learning activities built
into board work
Are well-informed about the
external environment
Use board members’
skills
Knowledge drawn from
outside the boardroom
Grow on the job, and
contribute at increasing levels
PFB: Use new online
NAIS Board
Assessment survey.
Board evaluation of
individual and
collective performance
Regularly upgrade their
governance practices
Typical Dilemma: Board evaluations are avoided or effete, mutualadmiration exercises.
12. Revitalization
Exceptional boards energize themselves through planned turnover, thoughtful
recruitment, and inclusiveness.
Responsible Boards
Recruit based on
individual competencies
and personal
connections
Establish a committee to
manage the recruitment
process
PFB: Adopt a profiling
process to match
candidates with needs
x Source of Power
= Exceptional Boards
Clarity around
expectations of board
members
Know their roles and function
well as a group
Diversity of
perspectives
Include important voices at
the board table
Continuous recruitment
Have a ready supply of new
board members
Thoughtful use of term
renewals and officer
succession planning
Experience smooth leadership
Typical Dilemma: Haphazard recruitment and tryout system for board and
leadership. A crisis makes the board revert to primitive behavior.
The Most Generative Question for Schools:
“How Shall We Define “Greatness” in a School?”
The End!
(See Related Slides in Appendix)
De-motivating Concepts
(Dick Chait at LtP, 2004)
Paths to ruin for heads:
 alcohol the most painful;
 sexual indiscretion the most dangerous;
 strategic planning the most certain.
Return
Appendix of Related Slides
Myers-Briggs Z+2 Model
I/E (introvert/extrovert); S/N (sensing/intuition);
T/F (thinking/feeling); J/P (judging/perceiving)
Adapted from The Zig-Zag ™ Process for Problem Solving,
developed by Gordon D. Lawrence, Center for Applications
of Psychological Type, Inc., 2004.
S (Sensing): What
problem are we trying
to solve?
What are the facts,
details, frequency?
T (Thinking): What
are the criteria by
which we should
make this decision?
What is the logical
way to address the
problem? The
ethical dimensions?
How do you process info?
When in doubt, apply the
Institute for Global Ethics 4way test: gut test; legal test;
front page of newspaper test;
role model test
How do you make decisions?
N (iNtuition): What are
the patterns and theories
for why this might be
happening? How do we
brainstorm solutions?
F (Feeling): What is
the impact on people?
How can we deliver
this info in the best
way to get results?
Cf. Daniel Kahneman’s Thinking Fast, and Slow
Return
NAIS Case Study/Crisis Protocols
What System Do We Employ To Make Effective Decisions?
For routine conundrums and issues:
1. Investigate and gather the facts. One person’s
impassioned “report” does not necessarily constitute an
emergency or crisis, especially if the “facts” are distorted
by that person’s emotions or biases. Before taking any
action, gather the data. Determine if any of the NAIS
“Principles of Good Practice” come into play: i.e., are
there ethical issues at stake? Are we possibly
compromising any principles?
2. Pay attention to the instinctive “blink” reactions, since
many others will have those same reactions. Assemble the
administrative team to relay the facts and seek the
“wisdom of the crowd.”
NAIS Case Study/Crisis Protocols
For routine conundrums and issues:
3. Rationally determine the options you have. Recognize
that conundrums often present what the Institute for
Global Ethics (www.globalethics.org) calls “right vs.
right” decisions that are resolved only by having and
articulating the ethical principles on which you make
judgments (e.g., “universal principles,” vs. “greatest
good” vs. “caring” ethic). Apply the IGE “four-way test”:
gut test; legal test; front-page test; role model test.
4. Consider the “downstream” impact of the possible
decision, and how it will read and play out in the
community. Test the water, if possible, with some key
constituents.
Benchmarking and Setting Goals as “Markers of
Success”: What percentile are you? Where do you
want to be
Return
Developing the Board & Admin Team
(Board Member, May 2004, Chait et al.)
Analogies revealing some level of
The SAT Analogy:
dysfunction:
“Our board is to our school as…
Our board is to our school
• Loose steering
wheel is
is to auto
as
.
• Fingernail is to blackboard
• Hamster is to wheel
Problem Solving via Strategic Governance
Needed: Three Levels of Trusteeship
 Level One: Fiduciary (oversight and assessment of
mission & finance)
 Level Two: Strategic (“less management/more
governance” via scanning and planning)
 Level Three: Generative (shared leadership, R&D
orientation for imagining and experimenting).
PFB’s 3 lenses: oversight, foresight, and insight
Three Levels of Board Governance
(Adapted from Board Member, May 2004, Chait et al.)
Board as Control
Mechanism
Board as Direction
Setter
Board as Meaning
Maker
Dam : River
Compass : Navigation
Inspiration : Poet
Curbstone: Road
Headlights : Auto
Values : Choices
Border Collie : Herd
Guidance System :
Satellite
Designer : Work of Art
Traffic Tower: Pilot
Governor: Engine
Landlord: Tenant
Anchor: Ship
Fiduciary Oversight:
“Doing things right”
Periscope : Submarine
Spirit : Higher Purpose
Lighthouse: Ship
Flight Planner : Pilot
Rudder : Ship
Strategic Foresight:
“Doing the right things”
Return
Generative, Visionary
Insight: “Leave a legacy”
“The antidote to micromanagement is macroengagement.” ~Dick Chait
Applied to problem-solving: Rising benefit costs? Adding Chinese? Rightsizing?
Five High Impact Trends
1. Shifting School-Age Demographics:
Demography is destiny, especially if market share
does not increase (although it may with advocacy
initiatives).
2. Skyrocketing Tuitions: Affordability issues and
pushback. Related to the …
Disappearing Middle Class: Barbell effect.
3. Public School Disarray: Demoralizing impact of
NCLB. Dismal track record of educating kids to
graduate from college.
Five High Impact Trends
4. Graying Work Force: How will we recruit, retrain,
and reward faculty talent? Cultivate and train the next
leadership generation?
5. The Accountability Clue Train Has Left the Depot
 Dubious Results by Schools & Colleges:
International testing results poor; lack of basic
skills in literacy and numeracy from college grads
(Spellings Commission report). Schools not preparing kids
for the VUCA-U future. (Tough Choices or Tough Times: Report
of the New Commission on The Skills of the American Workforce, 2007:
Nation@Risk2)
Five High Impact Trends
5. The Accountability Clue Train Has Left the
Depot (cont.)
 Data Aggregators Forcing Accountability:
USN&WR rankings, S&P Financial Reports;
Charity Navigator scores and rankings for
donors.
 Parental Expectations: Rob Evans’s paradox,
that parents want “the path for the child,” which
is impossible to guarantee much less deliver in a
“VUCA- U” reality.
Return
NAIS Governance Study: 2006-07
Importance of School Board Roles
PFB: NOT good—majority sees their role as “representative”
Return
NAIS Governance Study – 2006-07
What do youRole
think
should
of the headHeads
of school?
of School
Headbe the attributes and strengthsTrustees
• Analytical intelligence (IQ)
• Emotional
intelligence
(EQ) with the school mission
Instilling
climate/values consistent
Rank 1
Rank 1
• FinancialRecruiting
management
acumen
and hiring quality
staff and faculty members
Rank 2
Rank 2
• Fund-raising
experience
Developing and managing effective school policies
Rank 3
Rank 6
• Good communication skills (speaking and writing)
Long-range and strategic planning
Rank 4
Rank 4
• Good sense of humor
Ensuring the school's financial well-being
Rank 5
Rank 3
• Marketing
and public relations experience
Fund raising
Rank 6
Rank 7
• School experience
in teaching and leading
effectivelyof
withhow
trusteesschools work
Rank 7
Rank 5
• Systems Working
knowledge
Developing and implementing curriculum
Rank 8
Rank 10
While everyone
expects
a school
leadership
style
Establishing
positive public
relations head to have all the following
Rank 9
Rank 8
attributes, Managing
how would
you number them, 1 – 4, in order of
importance?
conflict
Rank 10
Rank 9
personnel
Rankcomplete
11
Rankagreement
11
• CapacityCounseling
to make
strong and decisive calls, even without
by all
parties (executive
skills)
Negotiating salaries
and benefits
Rank 12
Rank 12
• Change-adept
leadership
(change
management skills) Rank 13
Enacting appropriate
disciplinary
measures
Rank 13
• Skill andTeaching
patience
in guiding groups to consensus (diplomacy
skills)
classes
Rank 14
Rank 14
• Vision to see what the future holds and charisma to attract others to the vision
(inspirational skills)
Return
NAIS Governance Study – 2006-07
Frequency of Board Meetings:
Less is More: 2/3rds of boards meet 6 or fewer times per year
Return
NAIS Governance Study – 2006-07
Approved Written Board Policies
Return
NAIS Governance Study – 2006-07
Rated Issue as Being One of the Top 5 Issues Facing Their School
Trustees
Heads
of Schools
Recruiting, retaining and compensating quality faculty
73%
74%
Renovating/enhancing school facilities
54%
45%
Developing a sound 5-year financial plan
52%
46%
Marketing/branding the school
52%
52%
Expanding parent and alumni giving/support
52%
44%
Creating a 21st Century program and curriculum
44%
45%
Increasing availability of financial aid
44%
41%
Identifying sources of non-tuition revenue
42%
36%
Creating a diverse/inclusive school community
43%
42%
Communicating with internal and external audiences
33%
42%
Managing and expanding use of technology
19%
17%
Improving parent/school relationships
19%
15%
For your board, what two or three are on the top of the list?
Return
NAIS Governance Study – 2006-07
School Board Performance
NAIS Governance Study – 2006-07
School Board Performance, Cont.
School Board Performance (cont.)
Return
NAIS Board Assessment Survey
NAIS Board Assessment Online Survey
Sample Report: Section 2-Planning
Comments…
> A broader discussion is needed around the evolution of the student body
and the need for the school to adapt to the changing demographics.
.> Board should ensure unanimity of purpose for the building campaign
given the continuing economic problems of the country.
.> We need to develop a vision for the school that moves beyond the physical
facilities. The vision should be translated into areas of board focus that
should be assigned to committees (reorganize the board committees) and
translated into executable goals for the management team that can be tracked
at a high level through appropriate reporting to the board.
> The board does meet annually to set its priorities, which is essential, but I
so feel some of the priorities set are rather nebulous, without proper
indicators for tracking progress. We should devote some time at a meeting
mid-year to see where we are with regard to the priorities set at the beginning
of the year.
Return
Executive Compensation
See Summary Report in
SOL Page or Create
Customized Version via
Benchmarking
Return
Return
Bassett’s 25 Indicators of Great Schools
1. Create and perpetuate an intentional culture shaped by the adults,
rooted in universal values of honesty and caring, and relentlessly
oriented toward achievement.
2. Eclectically capitalize on the best ideas about what works in
schools, those gleaned from the past as well as those deemed best for the
future.
3. Manifest a coherent philosophy of learning for students, be it
constructivist, Reggio Emilia, Waldorf, Montessori, strengths-based,
progressive, traditional, 1:1, or whatever — so long as it remains open
to ongoing discussion, testing, and constant refinement.
4. Make a substantial commitment to professional development for
faculty, expecting teachers to grow as learners themselves and to
develop mastery in the art and science of teaching.
Bassett’s 25 Indicators of Great Schools
5. Develop collegial means to professionalize the profession, such as
rounds, lesson study, digital faculty portfolios, and the like, adopting
professional development strategies that are prevalent in highperforming schools and countries around the world.
6. Adopt a big vision, one that continually refreshes itself in order to
sustain the enterprise along the five most strategic continua:
demographic, environmental, global, financial, and programmatic.
7. Define the school’s “playground” in expansive ways, beyond the
school’s borders into the local community, the region, and the world.
8. Demonstrate the public purpose of private education locally,
nation- ally, and globally through a variety of means, including
modeling experimentation to improve schooling and partnering with the
public sector at the school and university levels.
Bassett’s 25 Indicators of Great Schools
9. Embrace stewardship of the school and its resources, renewing and
growing the school’s physical, financial, and human resources to
achieve financial equilibrium.
10. Enable constituents to donate their time and treasure
consistently by providing the metrics on school volunteerism, financing,
and eleemosynary benchmarks, and by telling the school’s story in
powerfully moving ways.
11. Pay it forward by building endowment and thereby sustaining
intergenerational equity so that the next generation of families will be
at least as well served by this generation as the current generation of
families has been by its predecessors.
12. Commit to diversity of all kinds and at all levels to create the
conditions and school culture so that students learn how to appreciate
and map differences, then navigate and ride the waves of change.
Bassett’s 25 Indicators of Great Schools
13. Redefine the ideal classroom setting as one of intimate
environment, not small classes, since the former can occur in schools or
classes of any size and even online, and the latter can miss the point of
intimacy.
14. Create a financially sustainable future by means other than
persistently large annual tuition increases, recognizing that being the
best value, rather than the highest price in town, offers the strongest
value proposition.
15. Achieve extraordinary parent and alumni participation in
annual giving, reflecting superb volunteer organization and execution
and a grateful constituent base.
16. Adopt and fund “3 Rs” talent strategies that position the school to
recruit, retain, and reward the best and brightest teachers, school
leaders, and board members.
Bassett’s 25 Indicators of Great Schools
17. Compensate staff members fairly and competitively related to
performance and contributions to the well-being of the school and in
acknowledgment of the staff’s tremendous responsibility for and impact
on students.
18. Provide leadership paths for teachers wishing to stay in teaching,
rather than jump to administration, by creating a host of academic and
task- force leadership roles.
19. Track student outcomes over time, beyond the years in one’s own
school, seeking data on how well the school prepared its students for
the next legs of their life journeys — be it the next levels of education or
life beyond.
20. Seek data to make data-rich (not opinion-rich) decisions,
embracing former Education Secretary Margaret Spellings’s observation,
“In God we trust; all others, bring data.”
Bassett’s 25 Indicators of Great Schools
21. To avoid unnecessary distractions, educate the board and parents
thoroughly about “how schools work,” and about what student and
parent needs a school can and cannot meet.
22. Market their schools with “sticky messages” that tell a compelling
story.
23. Know their priorities when making difficult decisions, ranking
first “what’s best for the school,” then “what’s best for the student,”
then “what’s best for all other interests.”
24. Know that one’s mission-match with a prospective student (on the
intake) and matriculating students (on the outtake) is the controlling
factor in admissions and secondary school or college placement.
Bassett’s 25 Indicators of Great Schools
25. Find the right balance for the drivers of financial aid to achieve
school goals of diversifying the school, managing enrollment, and
attracting a talented class of students.
All schools have the capacity to become great schools. All they need is the
focus and leadership to create the proper conditions for the board, school
leadership team, staff, and constituents to do so.