Presentation boards2
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The document provides guidance on effective governance for Montessori school boards. It emphasizes that boards should be governed according to Montessori philosophy which values kindness, inclusion, and consensus decision-making. The board's role is to define the school's mission and evaluate the Head of School, while avoiding micromanagement. Meetings should have facilitators, record-keepers, and follow procedures to ensure all voices are heard respectfully. Ultimately, the board aims to preserve the school's legacy in a manner consistent with its core values.
Presentation boards2
- 1. The MontessoriThe Montessori BoardBoard Above All Else, Do No Harm!
- 2. To be faithful to their mission, they should be governed in a way that is consistent with Montessori philosophy. To be faithful to their mission, they should be governed in a way that is consistent with Montessori Montessori schools have a fundamentally different ethos from other schools. Premis e
- 3. What Is A Board? A board is the governing body that is officially responsible for directing the affairs, policies, and economy of a state, country, or organization.
- 4. A Boards members may be appointed, elected by an organizations membership, or it can be self-perpetuating.
- 5. Although all parties should have input, which of the following is a properly a board responsibility, an administrator responsibility, or a teacher responsibility?
- 6. When a board works well, it can accomplish wonderful things.
- 7. When it doesnt, a Board can create all sorts of mischief and havoc within a school community.
- 8. Most Montessori Schools in the USA are nonprofit.
- 9. Most Montessori Schools are governed by boards made up of present parents
- 10. On the whole, parent boards are the single greatest challenge to most Montessori schools today!
- 11. Old saying: A camel is a horse designed by a committee.
- 12. Perhaps it would help if we went over it one more time!
- 13. non-profit? Assets do not belong to the board or to the members. They are held in
- 14. non-profit? Approved as tax exempt charitable organization by the state and national governments
- 15. non-profit? Profits, if any, cannot be distributed to the board or members
- 17. Ideally, people who serve on the board of a Montessori school are passionately committed to the school and to Montessori
- 18. They hold the school as a sacred trust!
- 19. Why do people serve on boards?Perhaps its because we are interested in our childrens school. Sometimes we simply want to be in the know, and assume that the board is the place to be. Sometimes trustees come
- 20. Why do people serve on boards?want to be in the know, and assume that the board is the place to be. Sometimes trustees come to a board annoyed with past decisions, anxious to throw the rascals out!
- 21. Why do people serve on boards? Sometimes trustees come to a board annoyed with past decisions, anxious to throw the rascals out! Sometimes people sit on a board for years, saying little or nothing because they dont feel that they can compete with those
- 22. Why do people serve on boards? Sometimes people sit on a board for years, saying little or nothing because they dont feel that they can compete with those others on the board who are so sure of themselves.
- 23. Yet for others, they serve because they are interested in their childrens school They simply want to do as much good in the world as they can They serve on the board to honor the schools legacy Why do people serve on boards?
- 24. They serve on the board to honor the schools legacy and to preserve the integrity of its mission Why do people serve on boards?
- 25. Elihu Root Schools and colleges, hospitals, libraries, and museums are the guardians of civilization. To have the honor to build oneself into the structure of an undying institution, aiding in the development of one of these priceless instruments of culture through the investment of ones wisdom, experience, and financial support, is to have lived not in vain, but to have lived in perpetuity.
- 26. do? The Board defines the Mission of the school and clarifies its philosophy It selects a Head to administer the School, and, having appointed him or her, the Board provides support and periodically evaluates his or her performance
- 27. do? The Board establishes policies which govern the day-to-day operation of the school in all areas of board concern: legal issues, financial matters, definition of authorized programs that the non-profit will offer, and so on. The Board approves the annual
- 28. do?Working through the Head, the Board ensures that all laws and regulations are being followed and that the day-to- day operation is consistent with Board policy and the institutions Mission and philosophy Working with the Head and school community, the Board drives a process of on-going strategic planning and self- study. The Board formally adopts, from time-to- time, long--range plans and provide a
- 29. Whose Responsibility is This? teacher will be rehired Setting individual salaries Deciding whether an individual child will be asked to leave or not invited to return Deciding what color to paint the buildings
- 30. do? The Board formally adopts, from time-to- time, long--range plans and provide a structure for their implementation. The Board members collectively assume a key role in fund raising for the school. The members of the Board serve as ambassadors for the school, promoting its good name and letting the public and constituency groups know about its success stories.
- 32. Guarding the legacy and trust The boards ultimate role
- 33. Whose Responsibility is This? Design of a classroom Decision on curriculum, i.e. shall we teach Latin? Dealing with parent complaints about the educational program Determining policy regarding the admission of special needs children Maintenance and upkeep of grounds and facilities Deciding whether or not a teacher will be rehired
- 34. Whose Responsibility is This? Deciding what color to paint the buildings Approving ads Approving teacher benefits Establishing the mission statement Establishing the Blueprint Determining the parent
- 35. Where does the Head of Schoo in? The Head of the school, regardless of title, should be the Chief Executive Officer of the school. He or she is generally responsible for creating or sustaining an on- going Montessori education program.
- 36. Where does the Head of Schoo in? The Board hires the Head. Everyone else on the staff is hired, supervised, and evaluated by the Head or, in the case of a very large school, by a second level administrator who reports to him or her.
- 37. Where does the Head of Schoo in? The Head has ultimate authority to manage the school, operating however within certain guidelines explicitly set out by the Board of Trustees as official policy and within the spending guidelines approved in the annual budget.
- 38. Head of School to the captain of a ship owned by others. While he or she works for the owners, at sea the Captain is legally responsible for the ships safe operation and for the well being of the vessel, passengers, and crew.
- 39. Things that tend to challenge Montessori boards Limited sense of the schools identity or even its previous history In group out groups inner circle of people in the know power influence Parents on board often trying to watchdog for their kids Board leakage of confidential information In-groups and out-groups Tendency to apply business world mindset to education
- 40. influence Parents on board often serve as more as a watchdog for their children, rather than as a guardian of the school Tendency to apply business world mindset to education A tendency to periodically redefine the schools identity A tendency to make ill informed decisions A reluctance to make difficult Things that tend to challenge Montessori boards
- 41. Board leakage of confidential information A tendency to periodically question the purpose of the school and redefine its identity Tendency to make ill informed decisions Reluctance to make difficult decisions Conflict between parent board members self-interests and friendships, and the integrity of the Montessori program Things that tend to challenge Montessori boards
- 43. Whose Responsibility is This? Approving teacher benefits Establishing the mission statement Establishing the Blueprint Determining the parent education program Establishing policies, strategies, and goals of
- 44. legacy the boards ultimate role
- 45. Should Be Governed By A Montessori Board!
- 46. Political - Competing points of view - Struggle for power and control Money and position count - There are somebodies and nobodies Large - to bring more monied and influential people into the group Information is closely held -
- 47. to governance Kindness, respect, and inclusion for even the youngest child Circle of equals - No somebodies and nobodies Non-confidential information is shared Every voice is heard Strong sense of community
- 48. Search for consensus Nonviolent communication Culture in which people feel safe and accepted Peaceful resolution of disagreements People are encouraged to explore their interests and think outside of Montessori philosophy as it applies to governance Montessori philosophy as it applies to governance
- 49. The Montessori Foundations recommended model for governance
- 50. In time every school can drift away from its original vision and core values, just as a sailboat will be eventually be blown off course by wind, current, and tides. Educational leadership can be compared to navigating at sea. It requires a clear sense of where you're trying to go, close attention to where you really are, and periodic course corrections. A
- 51. 9 Areas of School OperationBlueprint of Core Values and Beliefs as a School A
- 52. Blueprint - Governance of Trustees will first consult the Blueprint to identify the underlying values and beliefs that would support whatever decision is made on the issue before the Board. 8.1.3.1 The Board will only approve motions that are supported by the core values and beliefs that are consistent with the blueprint. 8.1.4 If the Blueprint does not address the issue, or if the Board concludes that the Blueprint needs to be amended to more completely address the schools underlying
- 53. Blueprint - Governance 8.1.3.1 The Board will only approve motions that are supported by the core values and beliefs that are consistent with the blueprint. 8.1.4 If the Blueprint does not address the issue, or if the Board concludes that the Blueprint needs to be amended to more completely address the schools underlying values and beliefs, it will go through the process of amending the Blueprint, with the input of the community as set forth below, before voting on the motion.
- 54. Blueprint - Governance more completely address the schools underlying values and beliefs, it will go through the process of amending the Blueprint, with the input of the community as set forth below, before voting on the motion. 8.1.4.1 Before amending the blueprint, the board will formally request the school community review the proposed amendment and provide feedback.
- 55. Blueprint - Governance 8.1.4.1 Before amending the blueprint, the board will formally request the school community review the proposed amendment and provide feedback. 8.1.5 The minutes of the meetings of the Board will reflect not only the motions passed, but the text of the underlying elements of the Blueprint and will cite the section of the blueprint that supports the action.
- 56. Whose Responsibility is This? Maintenance and upkeep of grounds and facilities Deciding whether or not a teacher will be rehired Setting individual salaries Deciding whether an individual child will be asked to leave or not invited to
- 57. Blueprint - Governance Board will reflect not only the motions passed, but the text of the underlying elements of the Blueprint and will cite the section of the blueprint that supports the action. 8.1.6 The major actions of the board will be communicated to the school community in a timely fashion. These communications will include the motions passed, including the text of the underlying elements of the Blueprint.
- 58. Blueprint - Governance 8.1.6 The major actions of the board will be communicated to the school community in a timely fashion. These communications will include the motions passed, including the text of the underlying elements of the Blueprint. 8.1.7 Except when confidential matters are being considered, board meetings are open. 8.1.8 Concerned parents or staff members may request the opportunity to address their opinion to the board.
- 61. Whose Responsibility is This? Establishing the Blueprint Determining the parent education program Establishing policies, strategies, and goals of fundraising Asking people to give A child is injured. Who
- 63. As your Board develops, carefully consider a wide- range of issues that will allow it to become increasingly effective.
- 64. What is a Boards optimal size?
- 65. Many independent schools have Boards of 17 members, based on the goal of having 2 trustees serve on each of the eight committees traditionally found.
- 66. Generally, we recommend Boards made up of between 5 and 7 trustees, serving for terms between 3 and 5 years. However,
- 67. What constituency groups should be represented on the Board?
- 68. Board members should not represent any constituency groups.
- 69. They need to focus on the whole school.
- 70. What will best serve the school for generations to come?
- 71. What decision will be most true to the schools mission and Blueprint?
- 72. What officers should you appoint and what are their roles and responsibilities?
- 73. Officers - We Recommend President Vice President Treasurer Secretary Roles (not officers) Facilitator Scribe Process Monitor
- 74. How often should the Board meet and for how long?
- 75. No more than once a month; ideally less often.
- 76. What committees should you set up? What are their roles?
- 77. Committees Executive Committee Finance Committee Buildings and Grounds Committee Committee on Trustees
- 78. Whose Responsibility is This? Asking people to give to the school A child is injured. Who speaks to the press
- 79. The motion has been made and seconded to stick our heads in the sand!
- 80. What is the best way to run effective board meetings?
- 81. What is the proper role of Board members in relation to the schools administration and staff to avoid potential confusion and conflict?
- 82. In what ways should the Board interact with the parent body?
- 83. How can the Board begin to plan most effectively for the future?
- 84. How can we develop our boards wisdom and train new trustees to their roles?
- 85. Select board members not simply on the basis of the experience and skills that they bring to the table, or on their ability to raise money, but on their commitment to schools mission.
- 86. Board members must be crystal clear about the role of the board as a whole and of their roles as fundraisers, advisors, and ambassadors for the school.
- 87. The Montessori Way of Meeting
- 88. Objectives of Meetings Ensure that every voice is heard Avoid hierarchies of power over discussion Nurture trust, compassion, and respect Allow for honest, open communication between those in charge and various constituencies
- 89. Basic Rules Whoever is in a position of real power never runs a meeting Avoid pre-established agendas Do not discuss confidential matters that concern an individual Speak to one another with kindness and respect
- 90. 3 Roles in Meeting Process Facilitator Scribe - Secretary Process monitor
- 91. Role of the Facilitator Help the group to select its next topic Keep the group focused on the discussion Maintain order Ensure that each member can be heard
- 92. The facilitator does not participate in the discussion
- 93. Role of the Scribe Create and maintain the written agenda Record notes of the ongoing meeting Transmit final notes to the constituency group(s) Transmit any formal communications to other groups Pass ongoing agenda and parking lot list to next facilitator
- 94. Role of the Process Monitor Listen to tone and observe the ongoing process Watch for members who seem upset, or are finding it hard to get the floor Clarify what people are saying if things seem confusing Serve as a back up to the facilitator
- 95. Forming the Agenda Anyone can add to the agenda at any time The group decides what topics to cover in a meeting or which to consider next Any topic not completely addressed is carried over to the next meeting
- 96. The Parking Lot Any issue that we want to remember, but which we are not yet ready to discuss, can be added to a list of future topics called the Parking Lot
- 97. Goal of debate Ask what is most consistent with the groups mission and fundamental values What will serve the entire community best in the long run? Seek consensus if possible Ensure that minority has been clearly heard
- 98. Discussion Wait until no one is talking, then speak Say your piece slowly and carefully Listen to the person who is speaking Do not interrupt, clap, or express disapproval
- 99. The Talking Stick Used to force conversation to refocus Can be called by anyone, anytime Each speaks while holding thes stick People can silently pass Stick is passed around the entire group
- 100. Five Finger Voting Five Fingers - Enthusiastic Support Four Fingers - Strong Support Three Fingers - Agreement Two Fingers - Some Questions or Concerns One Finger - Deep Concerns and Disagreement No Fingers - Passionate Disagreement
- 101. If a vote reveals concerns If any members vote with 2, 1, or no fingers, the chair invites each to clarify the reason for their concern or disagreement. The group listens carefully to what each says. After each has had a say, there may be further discussion in an attempt to reach compromise and consensus
- 102. If there is still no consensus A new vote is taken. If there is still concern or disagreement, those voting with 2, 1, or no fingers are invited to place their concerns in writing for the official record, either as a collective minority opinion or individual minority opinions. Their names and opinion(s) are reported to the larger community.
- 103. This form of meeting is used in... Board meetings Faculty meetings Classroom meetings of parents and teachers Community meetings Student meetings
- 104. Suggested Structure THE BOARD HEAD & ADMIN CLASSROOM MEETINGS FACULT Y & STAFF STUDEN T BODY COMMUNITY MEETING
- 105. A group may...Ask another group to respond to a formal question Express its opinion about something Make a formal recommendation about
- 106. The group addressed agrees To respond within a specific time frame To respond officially To base its response on the schools mission and core values
- 107. In a school, the final decision normally rests with the board.
- 108. Whose Responsibility is This? individual child will be asked to leave or not invited to return Deciding what color to paint the buildings Approving ads Approving teacher benefits Establishing the mission