From theBoardroom

Vermont School Boards Association March 2009

Also in this issue...

OPPORTUNITIES continued on page 13DEAL continued on page 7

The Principals Critical Role . . . . . . . . . . . . . . 2Childhood Obesity . . . . . . . . . . . . . . . . . . . . . . 4Vt AP Scores Recognized Nationally . . . . . 11Dealing with The Rogue Member . . . . . . . . 14

This has, and will continue to be, a tough year for Vermont schools and school boards as money is more than tight, work is hard to fi nd, and certain state offi cials are making noises like it’s all our fault. The Governor, in the ongoing war against pub-lic schools, is pressuring school districts and the Legislature to fl atline budgets and absorb a transfer of some signifi cant, ongoing costs to the Education Fund. In addition, there are moves to either abro-gate or declare a moratorium on Acts 60 and 68, the touchstones of our progres-sive education funding system that bring property tax and school system equality to Vermont citizens and school districts. And lest we think this is not a war but rather just a reaction to our dreadful cur-rent economic situation, let’s not forget Act

Federal Stimulus Presents Opportuni-

ties for SchoolsBy Peter Herman, VSBA President

U.S. congressional negotiators an-nounced a deal on February 12 for a federal stimulus package of approximately $787 billion that includes between $75 - $85 billion for pre-K – 12 education fund-ing. The amount of education funding is a compromise between the House and the Senate, the former having authorized up to $140 billion and the upper chamber having approved $80 billion for education (including higher education). The funding will fl ow through to a variety of programs, including early education, Title I districts, special education, state “fl ex” money, and emergency relief for school budgets. The stimulus package is additional funding on

Stimulus Deal Reached; More than

$140 million for Vermont Education

By David Cyprian

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Bus time, lunch time, passing time-there are many times of the day when principals fi nd themselves conducting crowd control. At other times a principal may be handling the many “crises du jour” or completing re-ports. Is this truly how we want our school leaders to spend the majority of their time each day? To be sure, getting to know stu-dents is important, and some administra-tion is part of the job. But if a district’s focus is where it should be -on assuring that each student is learning and achieving in each classroom- school boards must work with district administration to help every principal become an instructional leader.

Principals play a critical role in creating great schools and helping students suc-ceed. Principals set the vision, guide in-struction, build the budget, unite the team and lead the drive for results. Their jobs are an extraordinary mix of small details and big ideas, of crisis management and long-range planning. It is easy to get lost in the myriad of responsibilities and become simply a building manager, rather than an educational leader focused on learning.

“But I thought it was the teachers who mattered most when it comes to learning,” you say. And it is true - teachers make the single most important contribution to

a student’s academic success. There are thousands of great teachers out there who inspire learning in their students. But

The Principals Critical Role in Leading InstructionBy Julie Sweitzer

classroom by classroom improvement is incremental, and often is not aligned with other grades. Our goal should be great schools, not just individual class-

rooms. A growing body of research shows us that to have a high-performing school, you must have a high-performing principal. A high-performing prin-cipal is focused on

the alignment and quality of instruction across the school and district. In other words, a high-performing principal is an instructional leader.

What is an ‘instructional leader’? At its core, leadership in K-12 education “is the guidance and direction of instruc-tional improvement.” A principal who is an effective instructional leader creates a vision of instruction and learning that inspires the faculty - in part because they collaborated in developing the vision. An instructional leader knows how to analyze student performance data and determine which areas of the curriculum need at-tention. Such a principal recognizes good classroom instruction in all core subjects (whether or not he or she is licensed in the content) and can assess the quality of instructional materials. The principal regularly coaches staff with a focus on student learning, rather than only occa-sionally “observing teaching” for purposes

of an annual evaluation of the teacher. Finally, the principal regularly evaluates the entire instructional system curricu-lum, instruction, standards, assessments, and safety nets

to assure that it is aligned with the school’s mission.

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“A high-performing prin-cipal is focused on the alignment and quality of instruction”

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“School boards must work... to help every principal become an instructional leader.”

Editor: David Cyprian email: david@vtvsba.orgLayout: Kerri Lamb email: klamb@vtvsba.orgArticles printed represent diverse points of view and may be controversial in nature. It is the belief of the Association that the democratic process functions best through discussions which challenge and stimulate thinking on the part of the reader. Therefore, materials published present the ideas/beliefs of those who write them and are not necessarily the views or policies of the VSBA unless so stated. This newsletter is distributed at no charge to all members of the Association. Contact the Association by calling 802-223-3580.

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An instructional leader visits classrooms regularly, to the point that the students no longer stop and stare at the visitor. An instructional leader motivates faculty to learn from each other, and creates the time to make that happen. Instructional leaders work with faculty to fi nd the extra time and support a struggling student’s needs, whether it is just another five minutes on one topic, after-school sessions or doubling up on math classes.

Principals who are high-per-forming instructional lead-ers create schools where it doesn’t matter if your child ends up with the 3rd grade teacher who is beloved by all, or the “other” teacher. In-structional leaders guide the school so there is strong in-struction in each classroom, and indeed across grades. Students understand what they are supposed to learn, and what a good work prod-uct for each assignment looks like. Parents understand they are welcome and know how to support their children, and teachers regularly com-municate with them about the progress of their child.

Indeed, a principal who focuses on in-struction will be most successful when the focus on instructional leadership is district-wide. Often our districts pursue improvement through a series of sepa-rate projects such as selecting a new curriculum and textbooks, or adopting a new technology or instructional practice. Adopting a district-wide instructional leadership model “reverses the usual re-lationship between routine functions and instructional improvement activities. The

district’s overall instructional improvement strategy drives and shapes” administrative functions and projects, rather than the other way around. But it can start with the principal, whose effective leadership is essential for the school.

The School Board’s Role My school board, along with many others, is intentional about focusing on policy, and not getting mired in the details of

operations. We are mostly successful, although com-munity pressures and some-times even the legislatively mandated policies we must pass can push us off track on occasion. We try hard to stick to our responsibilities, and send other issues to the appropriate administrator.

And, as we are forced to cut budgets every year, our administration is intentional about focusing on what is truly essential for our core mission. Increasingly that means redistributing respon-sibilities, as well as dropping

some activities (even those some people once thought were essential).

We need to insist on, and help, our princi-pals do the same. The core responsibility of our principals is to assure the highest

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I am a ninth grader at Burlington High School. My teacher assigned me the topic of childhood obesity to study, which after a short amount of research I found was a large and growing problem in the United States. One in six children in the United States are now obese, and Vermont is no exception. Around 30 percent of children in Vermont are overweight. Being obese can lead to health problems such as diabetes or hypertension. I believe that educating the parents of the children is the best step to take to reverse this trend.

The problem of childhood obesity came about because of a few different reasons. Unhealthier food is now easier to obtain, such as McDonalds, and is relatively cheap to purchase. Kids are spending more time in front of television sets, play-ing video games, or surfi ng the Internet. In order to be healthy, kids need at least one hour of vigorous activity daily. Between the unhealthy food and kids’ “screen time,” Ver-mont’s youth are becoming fat or obese.

V e r m o n t schools have done a good job trying to

Childhood ObesityBy Aaron Hale

address the problem, such as adding healthier foods to lunches. However, the problem though is not in school. As soon as a child leaves school, he is free to eat what ever his parents allow him. The problem does not come down to what the child knows. The problem is what the parent knows about their child’s health and sometimes, problems dealing with a picky eater. Simple things such as forcing children to take bites or sending a child out of the kitchen while cooking can help a child to obesity.

If we want to stop the trend of childhood obesity, we need to focus not only on the children but also on the parents. We all learn the most from our parents. I believe that child-parent workshops in school fo- cusing on children’s health would

help with this crisis more than any other option. I ask you to urge

schools to get parents involved with their children’s health. We should

not only get the children focused on making healthy choices but also the

parents. If we want the parents of tomorrow to be more knowl-edgeable about their health and the health of their children, edu-cate the parents of today’s children.

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Both new and experienced board members can take advantage of professional develop-ment opportunities with VSBA training and informational DVDs dedicated to topics you need to know. Each of our DVDs are divided into chapters with full menu capability so you can jump right to the information you need. Watch at home or with your whole board at school. To order, call 800-244-8722 or e-mail Kerri at klamb@vtvsba.org.

FOUNDATIONS OF SCHOOL BOARD LEADERSHIP PACKAGEGreat for new members! This extensive package covers all the most important content areas board members must know across the school calendar. You will receive the VSBA Resource Directory, a 134-page comprehensive “user’s manual” created to assist board members to understand and carry out the basic board roles and respon-sibilities. It’s easy to use and reference, and contains tips and summaries on dozens of relevant topics your board is likely to encounter. The package also contains fi ve DVDs on four topics:• The 3 R’s - Roles, Responsibilities, and Relationships: This DVD condenses

all the basics from the Resource Directory and the other DVDs into one concise presentation.

• Negotiations: This brand new two-DVD set features three distinct parts. Part 1 covers preparing for negotiations with Associate Director Winton Goodrich and veteran Wallingford board member Ken Fredette in a question and answer format. Part 2 covers insurance benefi ts and the VSBIT organization with VSBIT director Joe Zimmerman and Randolph board member Laura Soares. Part 3 covers negotiation laws with VSBA Executive Director John Nelson explaining both the mandatory and optional components of collective bargaining that each board should consider.

• Board Policies: John Nelson explains the purpose that district policies serve, which are required and optional, and other common questions and concerns regarding policy development and maintenance.

• Passing the School Budget Under Act 82: Filmed live on VIT, this DVD features a panel of presenters including Winton Goodrich, Department of Education fi nance manager Brad James, superintendent Brent Kay, and VSBA legislative analyst Da-vid Cyprian who explain the intricacies of preparing, presenting, and passing your budget. James explains the nuances of school funding under Act 60 and Act 68, and Cyprian discusses the special rules and challenges presented by the newly enacted Act 82 two-vote budget process.

Purchase the Foundations package for $75 or include 3 Resource Directories for $100. Check with your superintendent, as this may be billable to your district.

DVDs are also available individually.The 3 R’s & the Resource Directory: $35Negotiations: $20Board Policies: $20Passing the School Budget: $20

Brand New Professional Development DVDs!

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A new study from The Center for Public Education (CPE) found that persons who graduate high school in more than four years are somewhat healthier and more successful than those who dropout or earn a GED. The study also found that on-time high school graduation correlated most strongly with post-high school success.

CPE studied the high school class of 1992 more than 15 years later to see trends in academic, health, and career success, classifi ed into four groups: On-time gradu-ates (comprising 78.3% of the total), late graduates (4.6%), GED recipients (7.7%), and dropouts (9.4%). The study found that, “In every aspect of life - not just academic, but work, civic life, and even health on-time graduates had the best outcomes… But the extra work that late graduates and their high schools put into earning a diploma pays off.”

Although both late graduates and GED recipients enrolled in college at similar rates (59% and 51% respectively), late graduates were four times as likely to earn

CPE Study: Late Grads Succeed More Often than GEDsBy David Cyprian

an associates or bachelors degree (12% vs. 3%). Late graduates were also more likely to be employed (85%) compared

with GED recipients (77%) and dropouts (81%).

Late graduates were also more likely to be non-smokers and

regular exercisers than GED recipients or dropouts.

CPE made several recommendations for school board members to support at-risk youth on the path to graduation, even if the process takes longer than four years:• All students should take an academic

math course in ninth grade.• Identify possible dropouts in the middle-

level grades and establish effective dropout programs.

• Provide support services for low-achieving high school students to develop traits including thinking ahead, persistence, and adapting to environ-ment.

The Center for Public Education is a national resource for information related to public educa-tion, and is funded in part by the National School

Boards Association. For more information on this study and other CPE research, visit:

www.centerforpubliceducation.org.

The American Legislative Exchange Coun-cil released its 15th annual “Report Card on American Education,” and Vermont earned its highest-ever ranking among the states at number two (Minnesota ranked fi rst). According to ALEC data, Vermont ranked fi fth highest in the country in per pupil expenditure, second lowest in pupil-teacher ratio, and well above national

ALEC Report: Vermont Ranks #2First in 8th Grade Reading Achievement

average in 2006 high school graduation rate (84 percent vs. national rate of 70 percent). ALEC also noted that Vermont’s National Assessment of Educational Progress scores were ranked very strong nationally: 6th in the country in grade 4 math, 4th in grade 8 math, 4th in grade 4 reading, and 1st in grade 8 reading.

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top of an annual appropriations bill the U.S. Congress has yet to pass.

According to preliminary estimates, Vermont’s education system will receive at least $140 million in fed-eral stimulus, although millions more may be available depend-ing on how certain discretionary funds are allocated. Reporter Sam Dillon of The New York Times described U.S. Secretary of Education Arne Duncan’s new authority.

“Most of Mr. Duncan’s unusual power would come in disbursing a $54 billion stabilization fund intended to prevent pub-lic sector layoffs, mostly in schools. The bill sets aside $5 billion of that to reward states, districts and schools for setting high standards and narrowing achieve-ment gaps between poor and affluent students. The law lets Mr. Duncan decide which states deserve awards and which programs merit special attention.”

“This represents a once-in-a-life-time opportunity to do something dramatically better,” Secretary Duncan told reporters in a conference call on the 13th. Duncan said that a key goal of the bill is “push-ing a signifi cant reform agenda,” and he highlighted money for programs in the measure embraced by the reform com-munity, including the Teacher Incentive Fund, which would get $200 million.

81 percent of the $54 billion stabilization fund is earmarked directly for education and will be administered by the U.S. De-partment of Education; the remainder is a fl exible block grant under each state’s control (in Vermont, $17.2 million). The stabilization fund money will be available for the current fi scal year (FY2009) as well as FY2010 and FY2011. As a condi-

tion of receiving stimulus money, states must continue to provide education aid to

local school districts at a mini-mum of current lawful levels,

known as a “Maintenance of Effort” clause. As of

press time, it is un-clear how the MOE will work in Vermont; we will report on the details in a future

newsletter. Districts can spend their stabilization grants on school renovation, repair, or modernization. School construction funding was among the most contentious provisions, having been stripped from the Senate bill, although renovation money was restored in this limited, fl exible form in the fi nal version. Title I schools will have an additional $3 billion funding stream for school improvement. No stimulus funds will be available for new school construc-tion.

According to the Congressional Research Service, at a minimum, Vermont will re-ceive the following in federal education stimulus funds.• $77.2 million in state fi scal-stabilization

funds earmarked for K-12 and higher education;

• $33.8 million for Title I schools;• $25.6 million for K-12 special educa-

tion;• $900,000 for pre-K special education;• $2.1 million for ages 0 – 3 special edu-

cation;• $3.2 million for educational technology

state grants.According to Education Week and the NSBA, the total pre-K-12 education por-tions of the stimulus bill break down as follows.• $53.6 billion for a state fi scal-stabiliza-

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Comcast, the nation’s largest cable tele-vision provider in the country, has fi led a complaint petition with the Public Service Board regarding the Regional Educational Technology Network (RETN). Comcast is seeking to pull the plug on RETN if its de-mands are not met. RETN provides public access programming, including school board meetings and other school events such as graduations, to the Chittenden County region as well as Ferrisburgh and Vergennes. Comcast has questioned RETN’s fi nancial management and some of the network’s investments, particularly streaming videos on the RETN website.

RETN offi cials contend that they have agreed to amend their fi nancial manage-ment to satisfy Comcast, including the use of independent fi nancial auditors, and that the cable giant’s true motivation is simply to cut costs. RETN spokesman Doug Dunbebin told the Burlington Free Press, “This is not an investment on the part of Comcast, it’s an obligation. That is not Comcast’s money, it’s the commu-nity’s money, so it’s up to the community to

Comcast Intends to Drop RETN

determine how the money is used.” The Burlington and Winooski school boards have both issued a resolution supporting the mission and operations of RETN.

95 percent of RETN’s regular funding comes directly from Comcast (the other 5 percent is from Burlington Telecom), under federal and state laws that require cable operators to fund public, educa-tional and governmental (PEG) program-ming. The Public Service Board prefers that cable operators use local access management organizations (AMOs) like RETN, but cable does have the option of broadcasting PEG programming in-house. Currently, Comcast utilizes 23 different AMOs statewide.

Lauren-Glenn Davitian, executive director of CCTV, another Chittenden County AMO, told Seven Days, “(Comcast doesn’t) view us as a partner, but a problem… They are challenging all kinds of expenses that is verging on micromanaging.”

Courtney Devoid, 16, of Hinesburg and Lydia Ham, 14, of Sheffi eld were named Vermont's top two youth volunteers for 2009 by The Prudential Spirit of Commu-nity Awards, a nationwide program honor-ing young people for outstanding acts of volunteerism. As State Honorees, each will receive $1,000, an engraved silver medallion, and an all-expense-paid trip in early May to Washington, D.C.

Devoid is a leader in a student organiza-tion that is promoting the use of biomass pellets as a home-heating fuel in Vermont

VERMONT’S TOP TWO YOUTH VOLUNTEERS HONOREDand, in a pilot project, has installed pellet-burning stoves in the homes of four low income families. “We can and must use renewable energy for the good of the earth,” she said. Ham, a home-schooled eighth-grader, has raised money, col-lected goods and worked on construction projects for an orphanage in Guatemala over the past three years. Ham has trav-eled to Guatemala three times as part of a construction team with her grandfather’s church to build duplexes at The Shadow of His Wings Orphanage, creating facilities for an additional 72 rescued girls.

RETN continued on page 13

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tion fund, including:o $39.5 billion that local school districts

and higher education institutions could use to avert layoffs and pro-grammatic cutbacks;

o $5 billion for the Secretary of Edu-cation to disperse as bonuses to states for meeting performance measures;

o $8.8 billion in flexible funding for states to use for “critical services”;

o Leftover money in the stabilization fund would be distributed to Title I schools.

• $13 billion for Title I schools including $10 billion for programs and $3 billion for school improvement for schools fail-ing AYP;

• $12.2 billion for special education;• $5 billion for early education, including

$1 billion each for Head Start and Early Head Start;

• $680 million for rehabilitation services and disability research;

• $650 million for education technology;• $300 million for states to address

teacher shortages and provide fi nan-cial incentives for teachers who raise student achievement;

• $250 million in competitive grants for states to develop data systems that analyze individual student data;

• $100 million for impact aid construc-tion;

• $70 million for the education of home-less children.

The roughly $100 billion package for K-12 and higher education represents a signifi -cant increase from the U.S. Department of Education’s current annual discretion-ary budget of approximately $60 billion. Discretionary spending is that spending which is not mandated by entitlements such as Medicaid. This is a huge some of money available to a Department that as of press time had not fi lled dozens of top

posts including deputy secretary, under secretary, and chief of staff. The stimulus has the potential to greatly enhance the federal government’s role in shaping edu-cation policy, as states vie for competitive education grants according to federally defi ned guidelines. In doling out incentive funds, Secretary Duncan has indicated he would favor districts and schools that improve student achievement, tie teacher pay to classroom performance, and offer innovative educator training programs. When the fi nal votes were tallied, there was minimal Republican support for the stimulus package. The U.S. House ratifi ed the agreement on a vote of 246 to 183; no Republican members voted in favor of the bill and nine Democrats also opposed the legislation in its fi nal form. The Senate passed the bill 60 – 38, with three Republicans supporting the pack-age. President Obama signed it into law on February 17th.

Reporting from the Center on Budget and Policy Priorities, the Congressional Research Service,

Education Week, the National School Boards As-sociation, and The New York Times were sources

for this article.

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Find out an estimate of what your school district will receive

under the American Recovery and

Reinvestment Act

http:/ /edlabor.house.gov/documents /111/pdf /pub-l i c a t i o n s / V E R M O N T-20090213-HR1-LEAs.pdf

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Representatives from the Vermont School Boards Association, in concert with board members and state school boards as-sociation staff marched on Capitol Hill on February 3, 2009. The event was part of a 50 state Federal Relations Network training hosted by the National School Boards Association. VSBA directors Peter Herman of the Thetford Academy board, Kalee Roberts of the Hyde Park/Lamoille Union boards, and I partici-pated in the training and advocacy visit with Senators Leahy and Sanders, and Congressman Welch’s offi ce staff. The following are some of the briefi ng notes we shared with our congressional delega-tion outlining the education priorities most important for Vermont’s public schools.

Vermont schools are recognized for their high quality education:• Education Week – 4th nationally in

achievement.

• National Assessment of Education Prog-ress – Top 5 in the country.

Federal Stimulus Package Priorities for Vermont: • Governor is prioritizing early and higher

education, so maintain focus on PK-12 education.

• Fully fund IDEA at 40% promised level in 1975.

• Fully fund NCLB ($70 billion short).

• Stimulus should not be a substitute for ongoing authorization and appropria-tion.

• Advocate for NCLB growth model.

• Provide opportunity for Education Sec-retary Duncan to analyze NCLB out-comes, review research, and provide new leadership.

• Extend the moratorium on cuts for school-based Medicaid administrative services.

• Keep in funds for school construction, particularly because of the state’s mora-torium on construction aid.

sociation staff marched on Capitol Hill on education, so maintain focus on PK-12

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Advocacy on Capitol Hill: What’s “Stimulating” in D.C.? by Winton Goodrich, VSBA Associate Director

Mark Roberts, Winton Goodrich, Peter Herman and Kalee Roberts “On the Hill”

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Vermont Recognized Nationally for

Student AP Exam Scores

The College Board released its fi fth annual “AP Report to the Nation” last month, and highlighted Vermont as a national example in preparing students for college. Vermont saw the largest fi ve-year increase in the country in the percentage of its student population scoring 3 or higher on at least one AP (Advanced Placement) exam in high school.

“Vermont is leading the nation in getting its students college ready for the second year in a row,” said Michael Bartini, Regional Vice President for the College Board. “Kids are thinking about college, and behind that are the teachers and administrators who deserve credit for the work they have done to provide these opportunities.”

The AP exam is a measure of a student’s content mastery of college-level studies in specifi c academic disciplines. According to

the College Board, an exam grade of 3 or higher is a strong predictor of a student’s ability to succeed in college and earn a bachelor’s degree. In Vermont, 19.8 per-cent of the public high school class of 2008 earned a 3 or higher on one or more AP exams during high school. This compares to 15.2 percent of the nation.

The number of Vermont students taking the AP exam is increasing. In 2008, 2,056 students (or 29 percent) from Vermont’s public high schools took at least one AP exam during high school compared to 1,915 in 2007 and 1,377 in 2003. In 2008, 1,406 students earned a 3 or higher on at least one AP exam compared to 1,313 in 2007 and 961 in the class of 2003.

“What the results tell us is that more and more Vermont students are challenging themselves to college-level coursework in our schools,” said Commissioner Armando Vilaseca. “And even better, more and more are meeting that challenge.”

College Board also reported an increase in the number of low-income Vermont students taking AP exams. Nearly eight percent, or 160, of Vermont’s low-income students took the AP exam, with 92 earn-ing a 3 or higher.

To view the complete national report, as well as Vermont’s results, visit http://www.collegeboard.com/press/releases/releases_main.html.

This article was adapted from a Dept. of Education press release.

SSSSSSSSSSSSS

2003 2007 2008

Scored 3+Total Vt AP Exams

1,377

1,915 2,056

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quality of learning occurs in each class-room for each student. We have to encour-age principals to assess how they spend their day, and fi nd ways to redistribute or simply drop activities that began to seem necessary in an era of shrinking budgets, but do not enhance learning. Teachers who are interested in future ad-ministrative jobs may be willing to take on responsibilities that will build their portfolio. In a profession with few promotional opportunities other than moving into administration, creating ways for teachers who love the classroom to also try new functions may help retain and energize staff.

My district has only begun to use the terminology of instructional leadership in board discussions, but we have certainly seen the results. Schools that were most challenged in terms of testing results be-gan focusing on instruction, not only best classroom practices but “what works for Johnny and Ameenah and Madison and Kierra.” The principals and faculty focused on each student, not just all students, and the test scores jumped up, as well as the morale of students, families and staff.

Such success can’t be, and wasn’t in our district, about one individual’s personal charisma. To repeat and sustain such progress, boards need to work with dis-trict administrators to focus all principals on their role as instructional leaders. While principals are key, developing and implementing a successful instructional improvement strategy across a district reaches beyond principals and is more complex than I have room to describe. I encourage you to consult the materials cited in the endnotes for more informa-tion and examples of success. Ultimately,

school boards and district administrators must base their actions on the belief that principals are “accountable for the quality of instruction in all the classrooms in their schools, and teachers are accountable for learning and using good instructional practice.”

School boards can lead their districts to instruc-tional leadership by en-couraging the administra-tion to provide principals the professional develop-ment they need, and help them make any necessary operational adjustments, so that all principals be-come the instructional leaders our students de-

serve. After all, instruction-and explicitly its connection to student learning-is the reason for our existence, and the prin-cipal’s role in leading instruction must be front and center. Indeed, the success of our schools in assuring high levels of achievement for all-no, make that each-student depends on it.

Julie Sweitzer is a member of the St. Louis Park, Minnesota School Board and works at the Uni-versity of Minnesota’s College Readiness Consor-tium (www.collegeready.umn.edu). This article is reprinted with permission from the Minnesota School Boards Association Journal.

Sources: Elmore, Richard F., “Building a New Structure for School Leadership,” Albert Shanker Institute, Winter 2000.Elmore, Richard F., and Bruney, Deanna, “Con-tinuous Improvement in Community District #2, New York City,” 1998.Tucker, Marc S., and Codding, Judy B., Eds., The Principal Challenge: Leading and Managing Schools in an Era of Accountability, Joseph-Bass, 2002.

13

82, the double jeopardy requirement we need to suffer with for at least one year, and the truly anti-democratic 60% solution of several years ago, both of which were proposed in good economic times.

Fortunately, the federal government is less convinced that public schools are part of the problem. The so-called stimulus package recently passed by Congress and President Obama, has $53.6 Billion that goes to the states, of which 81% is specifi cally directed to public schools. The relevant language is pretty clear:

“Funding must fi rst be used to restore State aid to school districts under the State’s primary elementary and secondary education funding formula to the greater of the fi scal year 2008 or 2009 level in each of fi scal years 2009, 2010, and 2011, and, where applicable, to allow existing formula increases for elementary and secondary education for fi scal years 2010 and 2011 to be implemented....” (See David Cyprian’s article on page 1 for more details.)

The amount that will come to Vermont is not certain yet, but latest estimates show Vermont pulling in $140 million for K-12 education. That would go a long way toward plugging the gaping holes in our local school budgets. Perhaps as many

as 500 - 1000 jobs are on the block in the next school year (2010) in budgets that will be presented to the voters this spring; let us hope that federal money can be used to save a large proportion of those jobs. It is possible that this designation will not be popular in certain circles that believe that there is nothing that can’t be improved in public schools by giving them less money. In response, Nicholas Kristoff said in this week’s New York Times: “… for those who oppose education spending in the stimulus, a question: Do you really believe that slashing half a million teaching jobs would be fi ne for the economy, for our chil-dren and for our future?” And further from Arne Duncan, the new U.S. Secretary of Education: “We have to educate our way to a better economy, that’s the only way long term to get there.”

So we have a problem and an opportunity. The problem is to make sure that public schools get all the federal stimulus money that Congress intends us to get. The op-portunity is to use it wisely to truly improve our public schools in ways that will last for decades. I am encouraged by the recent writings of our new Commissioner of Education, Armando Vilaseca, who clearly supports a major change in how schools operate in the interests of moving away from pro forma systems and assessments toward true learning. It is up to school boards to get behind these movements and be part of the solution.

OPPORTUNITIES continued from page 1

If Comcast and RETN cannot resolve their disputes, the Public Service Board can rule on Comcast’s petition as the regula-tory arbiter of the public airways. The following is the text of the Burlington school board’s resolution (the text of the Winooski resolution is nearly identical).

“Be it resolved that the Burlington Board of School Commissioners appreciates and supports the work of RETN and its valuable contribution to students, the board, and the community of Burlington by providing public television access, en-hancing democracy through transparency of government, and creating educational opportunities for students.”

RETN continued from page 8

14

Rogue - An unprincipled, deceitful, and unreliable person. [American Heritage Dictionary]

If anyone believes that the dictionary defi nition of a rogue sounds a little harsh, try substituting more familiar terms, such as undisciplined, unethical, or not a team player. Regardless of which term is ulti-mately used to describe this member, the board, beset by a rogue member, usually has a few other descriptive adjectives that are best left to the imagination.

Seriously, there is seldom anything more disruptive to board governance than the member who refuses to operate within the accepted guidelines of the board. Fortu-nately, there are only a few rogue mem-bers who plague school boards across the state during any one term, but that in no way minimizes their effect, not only on their local boards, but to the public’s per-ception of school boards in general.

It is important to distinguish a disgruntled board member from a rogue. Disgruntled members usually recover from whatever is causing their discomfort; they move on for the greater good of the board and the school corporation. However, rogue mem-bers are preoccupied with one-upmanship and/or getting even. With rogue members, it is seldom about right or wrong, rather, it is about winning at all costs.

What makes the rogue a rogue? Rogues are those members who fre-quently operate beyond any legal author-ity, using implied authority to bully and intimidate the school administration, staff, and the public. It is not uncommon for the rogue to push a personal agenda that is sympathetic to special interest groups with whom he or she may have ties offi cially

The Rogue Member: Dealing With Adversity in the Board Room

By Michael T. Adamsonor unoffi cially within the community or school corpora-tion. The rogue is a board member who often refuses to support majority decisions of the board and works both openly and subversively to disrupt and undermine board authority when majority decisions confl ict with his or her own interests or preferences.

The rogue may be a micro-manager, interfering in the day-to-day operations of the school corporation, but not neces-sarily. The rogue, in spite of an often over-infl ated opinion of his or her abilities and contributions to school governance, may be very convincing and, while rogues truly have no allies, they are not above seek-ing temporary alliances that will further personal agendas. Consequently, other board members are either with them or against them.

As the defi nition implies, the rogue mem-ber does not subscribe to a code of ethics, favoring taking whatever actions further the cause at hand. Rules are made to be broken, especially when the rules hedge the rogue’s agenda.

How does the rogue get seated? This person typically fi nds his or her way to the board following a period of community unrest originating from some controversial issue in the school district. An issue may stem from athletic disputes, unsettled teacher contracts, failed or passed build-ing projects, and so on. The rogue often appears to be very informed and have strong opinions on these types of con-troversial issues, and he or she usually manipulates and/ or capitalizes on any community unrest surrounding the matter. It is important to note that these members

ROGUE continued on page 15

15

are not elected with their community’s knowledge that they are rogues, but in-stead because they are well-respected individuals in their communities. They are often seen as individuals who can get things done or someone who effectively captures the trust and confi dence of oth-ers. Another perception is that they can success-fully usher in corporate leadership changes.

While rogue members usually fi nd their seats during or following pe-riods of unrest, often a very vocal minority ulti-mately gives them an election edge. With voter turnouts typically pitifully low during both primary and general elections, any special interest group that mobilizes their followers can affect election results.

What do you do with a rogue? Once seated, there is nothing legally that can be done, unless the board member violates some element of the oath of of-fi ce suffi ciently to persuade the court to remove him or her for failure to perform the duties of their offi ce. Otherwise, un-less they move out of the district, commit a felony, resign, or die, you are stuck with them.

Although the board may have to tolerate the rogue member, a passive approach seldom improves the situation. Appealing to a rogue member rarely persuades that member to change his or her tactics, and they will utilize the board’s reluctance to stand up to their antics to their advan-tage.

One thing is certain: ignoring the problem will not improve the situation. Without im-mediate steps to abrogate the problem, it will only escalate and do more harm by

undermining the leadership of the board and stifl ing the forward momentum of edu-cation in an entire school corporation.

Compacts are an essential fi rst step Adopting a board compact that reasonably defi nes the operating procedures and ex-tent of the board’s authority is a good place

to begin to mitigate the ef-fects of the rogue member’s activities. The strength of a compact is that it appeals to the individual’s sense of ethical behavior. However, the process of adopting this document is what actually gives it such a strong ethi-cal bite.

The compact should be spe-cifi c enough to discourage the rogue’s behavior and, once developed, it should be

adopted in an open session of the board. Following the adoption, all board mem-bers, attesting to their willingness to follow the guidelines contained in the compact, should sign it. The public signature and the recording of the event in the offi cial meet-ing minutes are critical. A board member will be less likely to violate the elements of a compact, especially when his or her signature is affi xed to it.

Although undertaking a process of de-veloping and adopting a board compact is a reasonable reaction to attempting to mitigate less-than-desirable board behavior, the best preventative measure to address those undesirable traits may be to adopt a compact when there are no issues. Calm waters always provide a better atmosphere to discuss the board’s expectations of its members.

Containment is the best solution If the rogue member chooses to ignore a compact or other agreement and contin-

ROGUE continued from page 14

ROGUE continued on page 17

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Three long-time school custodians were recognized recently by the Vermont Department of Education and Vermont School Custodians and Maintenance As-sociation (VSCMA) as Vermont’s School Custodians of the Year. The 2009 Vermont Custodians of the Year recipients are Jim Garrow, head custodian at the Enosburg Falls Middle/High School; Woody La Mountain, custodian for the Rumney Memorial School; and Roni St. Armour, Chief of Maintenance for the Castleton Hubbardton School District.

Mr. Garrow has worked at Enosburg Falls Middle and High School for over 12 years. In his nomination letter, Principal Edward Grossman, Ed.D, defi ned Jim Garrow as “the most dedicated, hard working and caring individual one could imagine, rep-resenting the true fabric of our school.” Parent Suzanne Hull added, “We here at Enosburg School District know the abso-lute gem we have in Jim Garrow, it is time the State of Vermont did also.”

Mr. LaMountain has been a valuable member of the Rumney Memorial School community for over 20 years. Maribeth

School Custodians of the Year AnnouncedDomanski’s nomination praised Mr. La-Mountain’s contribution to the school, “He helps in so many ways throughout the day and the children truly see him as their custodian, not just the caretaker of the building.”

Ms. St. Armour started her career at Castleton Schools over 20 years ago. Principal Carole Pickett commended Ms. St. Armour’s work. “Roni has a diligent work ethic, an exceptional understanding of her duties and responsibilities and an all around ‘can do’ attitude.” Per Ron Ryan, Addison Rutland Supervisory Union Su-perintendent, “She exemplifi es what this award stands for. We are truly fortunate to have Roni in our district.”

In order to qualify, individuals had to exemplify the positive qualities of a hard-working, dedicated member of their school team and must have worked a minimum of fi ve years full-time service in a Vermont school. As a result of the positive feed-back, the VSCMA plans to make this an annual award.This article was adapted from a Department of Education press release.

Save the Date!Save the Date!VPA Summer Leadership Academy 2009“The Role of Digital Technology in Education: Beyond Could, Past Should, To Must.”

Keynote Speaker: Jim Moulton

AUGUST 4-6, 2009 * KILLINGTON GRAND RESORT * KILLINGTON, VTPreparing Leaders & Learners for 21st Century Education.The Annual Vermont Principals’ Association Leadership Academy is the largest professional development conference for educational leaders in Vermont with over 200 principals, super-intendents, assistant principals and school directors in attendance last year. This three-day professional development conference provides school leadership with the tools and resources necessary to support quality education in their schools.

For more information, or to register to attend, visit the VPA Online at: http://www.vpaonline.org/s3.asp.

17

ues to pose a problem for the rest of the board and/ or administration, then the remaining board members must take ac-tion to minimize the disruptive behavior. This means redefi ning the rogue’s circle of infl uence. This is accomplished by giving the rogue’s comments and suggestions only perfunctory consideration, never elaborating or allowing him or her oppor-tunities other than those for which they are legally entitled. Additionally, strictly adher-ing to the board operating practices and procedures outlined in an adopted board compact will effectively curtail the rogue’s ability to grandstand.

However, it is important to understand that containment does not mean ignoring the rogue. Even the most cantankerous board member is prone to moments of brilliance. Do not deny good ideas or input because of from whom it comes. The goal of containment is modifi cation of behavior, much like a child’s timeouts.

Nothing is absolutely guaranteed to negate the adverse affects of a rogue member, but being resolved to minimize his or her infl uence will enable the school

district to survive the rogue’s term of offi ce. What is most important is that every board realizes that it must be self governing. If a rogue member continues to disrupt the school system with his or her behavior, it is the board’s fault.

What should the Administration do? Many boards look to their superintendents for guidance in this area; however, this issue is not within the superintendent’s ability to oversee or correct. Therefore, if a board member interferes with an adminis-trator’s ability to execute his or her respon-sibilities, the administration must have the liberty to report the disruptive behavior to the board via its superintendent, with complete confi dence that the issue will be addressed promptly and effi ciently. The most important thing for the admin-istration to remember is that a rogue member is a board’s problem, not an ad-ministrative one. The fact that the rogue causes problems for the administration is the impetus for the board to take action to set its own house in order.

Michael T. Adamson is the Director of Board Ser-vices for the Indiana School Boards Association. This article is reprinted with permission from the

ISBA’s winter 2009 magazine.

ROGUE continued from page 15

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“Second Rite of Spring:” School Board ReorganizationBy: Winton Goodrich, VSBA Associate Director

Town meeting and school board elections are one of the fi rst signs that spring is just around the corner. During this traditional “fi rst rite of spring” many school boards experience change as new members are duly appointed by voters to become a member of the school board team. The “second rite of spring” is board reorgani-zation.

You may fi nd this information helpful as your board charts a new course for the year. First, make sure all new board mem-bers are duly sworn in. The town/city clerk usually performs this function. By law, new board members must take the oath of offi ce and the superintendent notifi es the Commissioner of Education within 10 days fol-lowing the election.

During board reorganization, which must occur at the next meeting following election, it is critical to establish an effective system for how the board will operate dur-ing the ensuing year. Take particular care when selecting your board chair. Electing an effective chair is critical. Important attributes include electing a board chair who is:• impartial;• comfortable speaking in public;• willing and able to hold board members,

administrators, and the public account-able; and

• a leader who can facilitate consensus building.

Longevity on the board should be con-sidered but should not be the primary infl uence when electing the board chair. School boards CAN NOT have co-chairs.

Many boards employ a staff person to take board minutes. Sometimes this person is the superintendent’s administrative as-sistant. Other boards hire a paid clerk. The third option, and least preferable, is for the elected school board clerk to take minutes. Regardless of who takes minutes, they must be made available, in draft version, to members of the public who request them, within 5 days following each meeting.

Board meetings, and meetings of any sub-committee of the board, must be publicly warned and minutes taken and published as well.

The superintendent usu-ally calls the meeting to order and then opens the fl oor for election of the board chair posi-tion. Once the usual and customary appointments of chair, vice chair, and

clerk have been completed, many boards also identify committee responsibilities. This is the time when the board decides when regular school board meetings will be held and how the meetings will be con-ducted throughout the year. All boards are required by law to operate under Robert’s Rules of Parliamentary Procedure. How-ever, boards with fewer than 12 members may conduct board business using a more informal system call Robert’s Rules for Small Boards.

Decisions, made by boards using tradi-tional Robert’s Rules, must be preceded by a motion, a second, ensuing delibera-

* Elect Offi cers* Meeting Dates* Code of Conduct* SU Board Reps* GRN Rep

REORGANIZATION continued on page 19

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tion, and, fi nally, a vote. This process can be slow and somewhat cumbersome. However, everyone knows where each board member stands on an issue. The board chair should discourage abstentions for issues that are diffi cult. The only time abstentions are appropriate is when a perceived confl ict of interest can be sub-stantiated and agreed upon by the board. In potentially volatile decisions, the board member, involved in a perceived confl ict of interest, should absent themselves, both from deliberation and voting on the issue, and make sure those actions are refl ected in board meeting minutes. Robert’s Rules for Small Boards provides a more informal operating style. The board chair facilitates deliberation until it appears consensus has been reached. There may or may not be a formal motion made. A second on the motion is not required. The board chair often votes along with fellow board members. However, this style of board operation can be somewhat confus-ing. There must be tacit agreement dur-ing the board reorganization that silence during consensus decision making means support. The clerk must carefully record the action taken by the board. This operat-ing style often encourages members of the public to begin deliberating with the board, blurring lines of authority, and may cause meetings to get out of control. Other board reorganization work includes identifying the newspaper(s) that meet-ing agendas will be sent to, agreeing on and signing the board code of conduct, scheduling an annual board work session, where board goals and work plan will be developed, and identifying and dividing up responsibility for attendance at board de-velopment activities throughout the year.

The VSBA also encourages one board member from every district in Vermont to register as the GRN (Government Relations Network) representative on the VSBA web site. The role of the GRN rep. is to keep the board apprised of evolving state and federal legislation that may im-pact the district and to communicate the board’s positions to legislators. In Vermont, there are 46 supervisory unions, 12 supervisory districts, 3 inde-pendent technical center boards, and 2 interstate districts. Each town in a su-pervisory union elects its own local board members. The local board runs a school or is responsible for tuitioning students to other schools, within or outside Vermont. Three members from each town, which operates a school, serve on the super-visory union board. Tuitioning towns are only entitled to one representative on the supervisory union board. Each local school board, at the annual reorganization meeting, appoints board members who will serve on the super-visory union board. These supervisory union representatives are the only board members eligible to vote at supervisory union board meetings. All non-voting board members may attend SU meet-ings. These meetings, like those at the local level, must be warned and open to the public. Congratulations on your current or past success in being elected to serve on your school board(s). You represent one of 1460 school board members statewide that serve on 284 school boards. Good luck and good skill to your board as you begin the very important work of providing oversight and direction for edu-cation in your community.

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