Rich Township Coalition for Better Schools: School Board 227 has a clear responsibility to support and implement a policy of continuous improvement

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School Board 227 has a clear responsibility to support and implement a policy of continuous improvement

In the second phase in improving our schools, the role of effective school boards is to improve student achievement levels and engage the administration, staff, and district community in achieving this goal. In responding to District 227's Five Essentials, that must be addressed, School Board 227 has a clear responsibility to establish, fund, make policy, and support and implement a policy of continuous improvement in staff development among principals and teachers and to clearly communicate among itself and stakeholders that we are committed to continuous improvement, to improve student achievement levels, and to democratically engage the full board, administration, staff, and school district community to achieve this goal. In this process, both the school board as the district's leaders who should meet first among itself, and plan and then with the superintendent to address our roles and goals, have roles to play.


ROLE OF THE BOARD AND THE SUPERINTENDENT IN CONTINUOUS IMPROVEMENT
	THE SCHOOL BOARD	THE SUPERINTENDENT
1	Follow a regular process to review student achievement data to ensure continuous improvement.	Recommends to the board a process for continuous improvement. Sets and reviews benchmarks and performance indicators that demonstrate student progress related to the district's strategic plan and standards. Provides clear analysis of relevant data related to student achievement. Seeks input from professional staff on changes needed to strengthen instructional programs. Recommends changes to instructional program indicated by data and staff input.
2	Takes part in training on principles of continuous improvement including the use of data and customer focus.	Schedules training on principles of continuous improvement and participates with the board. Assures ongoing training for all employees on principles of continuous improvement. Assures professional development to build understanding of information provided by data and to encourage staff participation in needed changes.
3	Participates in work sessions to better understand needed changes in curriculum and instruction based on related data.	Presents information to the board on needed curriculum/instruction changes. Explains data to support recommended changes.
4	Provides funding for continuous improvement.	Reviews curriculum and instruction plans and costs as part of the board's budget planning. Presents budget recommendation to the board on resources needed for continuous improvement.
5	Adopt board policies that support continuous improvement.	Recommends policies needed to support continuous improvement efforts. Conducts periodic review with the board to identify additional policies needed or to review existing ones.
6	Support publicly and communicates the value of continuous improvement to the community and its stakeholders.	Communicates the process and results of the district's continuous improvement efforts to key stakeholders as part of the district's communication plan. Communicates both proposed and approved curriculum and instruction changes to stakeholders affected such as students, staff, and parents.

From The Key Work of School Boards Guidebook by K. Gemberling, C. Smith, and J. Villani, is published by the National School Boards Association. This booklet is also available nationally and internationally, online, and annually at the National School Boards Annual Conventions held yearly within the United States. The Key Work of School Boards Guidebook arms Boards of Education with the tools necessary to increase student achievement, not just on core areas, but on the necessary 21st century skills. This guidebook provides essential information, and instructions for understanding and appropriately implementing The Key Work of School Boards.