From the

BoardroomVermont School Boards Association November 2009

Also in this issue...

Roberts’ Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vt Study of Poverty & Effective Schools. . . . . . . . . .10

Yong Zhao Headlines VSBA Conference . . . . . . . . . . . 8

REGIONAL continued on page 12

For 10 years, I served on a local board of education, fol lowed by working directly with boards as a trainer and facilitator. I have worked with literally hundreds of board members, so I have some license to say that, by and large, the vast majority of board members are among the fi nest people. However, certain issues seem to crop up with some board members regularly, even those with the best inten-tions. So, I’ve put together my list of the 10 most common errors board members should avoid.

1. Lacking Patience You probably were appointed or asked to run because someone saw your leader-ship potential. In all likelihood, board ser-vice also represents your fi rst opportunity to serve in public offi ce. So, naturally, you want to do it all now and know it all yester-day. Great! Don’t lose that enthusiasm!

But, if you think that you will learn it all or do it all imme diately, you will probably not succeed and will frustrate your self and

Shouldn’t MakeBy Nicholas D. Caruso Jr. Every September, VSBA staff hit the

road to visit each of our eight regions to meet with board members on a regional scale and conduct business. This year’s meetings were a success, due to higher-than-usual turnout and an overall positive response to our fi scally-minded feature presentation, “Current Realities 2010.” VSBA Executive Director John Nelson, Associate Director Winton Goodrich, and I each attended as many of the meetings as we could, but due to schedule confl icts we all could not be at each one.The main order of business at the meet-ings is to elect regional offi cers to the VSBA Board of Directors, as well as elect regional representatives to the VSBA’s Resolutions Committee. Each region elects a president (P), and vice-president (VP). Each region also elects a Resolu-tions Committee member (R) and a Com-mittee alternate (RA). Here are the results of the regional elections. Each member is listed along with a board that he or she serves on.

Regional Meetings ReportBy David Cyprian

10 Mistakes Board Members

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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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feel good (or bad), but usually won’t help you make progress toward a measurable goal.

“Trust but verify” – Ronald Rea-gan

It is not insulting or offensive to ask for proof, which is our oversight role and responsibility.

“Time is on my side” – The Rolling Stones (and many others)

Time is one commodity that boards generally do control. If something needs to happen (and is worth doing) it can be done, or at least begun, and putting something off until later in-creases the probability that it will not be done, or perhaps ever started.

“Don’t let education get in the way of your learning” - Mark Twain

Never let the process out weigh the end goal.

I want to say what an honor it is to have become the President of the VSBA Board of Directors. Working in association with the amazing and talented staff members of VSBA (and VSA and VPA) as well as the VSBA board and board members across Vermont and the nation offers me a continuous stream of learning and profes-sional development opportunities which I hope makes me a better board member and, more importantly, a better person.

For the board members who shared our recent Annual Meeting experience you (and I) were spared a traditional accep-tance speech. However, I spent a great deal of time wondering what insights I could share if called upon to speak. These thoughts came to me to as a disjointed set of ideas that I bring to my board work as principles which give me strength and trust make me a good board member. I often think of these in terms of famous quotes or truisms from my life and will share them even if they seem a bit corny or pat.

“With great power comes great responsibility” – Uncle Ben of Spiderman.

Board members need to remember that as elected officials we often have a great deal of power and we must try to exercise that power in a responsible manner.

“Figures don’t lie, but liars figure” – Samuel Clemens aka Mark Twain

Insist on using real data in decision making. If it’s not available, post-pone the decision. If a decision feels emotional it probably is, and may

d (or bad) but usually w

RULES continued on page 3

feel goohelp youmeasura

want to say what an honor it is to haveecome the President of the VSBA Board

Directors. Working in association withe amazing and talented staff members

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And fi nally -

“Question Authority” – unattrib-uted bumper sticker/graffi ti

The origin of the phrase is murky, although some attribute the fi rst use to Benjamin Franklin postulating on good citizenship. I urge you to keep this close at hand; there are no experts in education authority (if there were we would all be out of a job along with literally hundred of thousands of other education

authorities). Remember to always question authority, but keep in mind you are the self same authority you also need to question.

This motley assortment of concepts may give you some new ways of thinking about the tasks you perform as board members, and I encourage you to share these and your personal ideas and principles with others as you work together for Vermont’s excellent schools. Happy fall.

Kalee Roberts is serving her fi rst year as VSBA President.

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A strong relationship between school prin-cipal and school counselor is integral to improving student achievement, especially students from low-income, fi rst-generation and other traditionally underrepresented populations, according to a new two-part report that examines effective principal-counselor relationships. The report was released in June by the College Board’s National Offi ce for School Counselor Ad-vocacy, the American School Counselor Association and the National Association of Secondary School Principals.

One major theme common to all seven teams is that team members know, under-stand and respect their counterparts’ roles within the school. The report illustrates the broad areas critical for the develop-ment of an effective principal-counselor relationship: mutual trust and respect, communication, shared vision and deci-sion-making.

The survey results show that while prin-cipals and counselors are in close agree-ment about the major issues relating to their professional relationships, the two groups perceive these issues differently, and principals are considerably more likely

Principal-Counselor Relationship Key to Student Achievement

than counselors to believe that the compo-nents necessary for an effective relation-ship are present in their schools. A follow-up study of award-winning principals and counselors shows that these educators recognized for their success have found ways to bridge the gap between principals and counselors and create effective work-ing relationships. The teams in the study come from both rural and urban schools, and from all areas of the country. Each faces different challenges, yet all have found a way to work together, and each school can point to remarkable student success as a result.

Other important fi ndings include:Both groups see improving respect as • a major goal. However, principals seek respect for their goals and vision, while counselors are more likely to seek per-sonal respect.Both groups consider lack of time as • the biggest barrier to effective collabo-ration.Principals and counselors report that • the most important role for principals in education reform is “leader,” while the most important role for counselors is “advocate.”

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school system, who often went on “raids” at the high school, trying to fi nd mistakes. She would appear at board meetings, legal pad at the ready, with a report to the board of all the “problems” at the school. Whether improperly acting as the board’s spokesperson or a one-person auditing fi rm, board members need to remember that, in general, individual board members have no more authority than any other member of the public.

5. Seeing Trees, Not the Forest Probably the greatest complaint by super-intendents is the board micromanaging the administration. I’ve seen boards argue about what wattage light bulb to purchase. There is no defi nitive answer to what constitutes policy versus administra tion. However, there are a few things to help a board and superintendent set some ground rules:

Understand that not all issues are • exclusively either policy or adminis-tration. Gray areas abound. The board and superintendent should • discuss and decide together where the lines need to be drawn. The more the board concentrates on • vision, the less it should be in day-to-day activities. Setting goals and monitoring their • implementation through policy and communicating often with staff are appropriate.

6. Dropping Bombs at Meetings Occasionally a board member will try to make points in the community by em-barrassing the superintendent or board president by dropping a “bomb” - a surprise ques-tion that cannot be quickly answered. The intent isn’t to gain informa tion, only to embarrass someone.

7. Putting Politics Before Children School board service is “grassroots” de-mocracy at its best, or worst, depending on how politics play in your community. I have worked with boards where politics

your fellow board members. Understand that it really takes a while to learn the is-sues, the politics and the people. It could take a year before you are up to speed on such things as budget or policy.

2. Behaving Poorly I have seen board members throw temper-tantrums, use off-color language, throw things and threaten or insult board members, the superintendent, staff or the public on a number of occasions. It amazes me how many of those same board members would be the first to object if they saw the students in their schools acting the same way.

In many cases, board members act out due to frustration, because they feel that they have no voice in the board’s ac-tions. Members of the “majority” need to examine their behavior to see if they are consciously, or unconsciously, contribut-ing to the problem. Don’t air dirty laundry in public.

3. Challenging Board Votes Emotions run high when the board makes a diffi cult decision on an emotional issue. Board members tend to be committed to doing what they think is right and sometimes a majority of the board may see things differently than you and vote accordingly. There are few things more destructive than a board member publicly chastising the school board for making a “bad” decision. The subtleties will be lost on the general populace, which will only see a board in chaos.

My advice is to fi ght hard for what you believe in, accept the will of the board and publicly support the decisions of the board after the vote.

4. Being a ‘Lone Ranger’ There often seems to be board members who appoint themselves “overseer” of the school system. I recall one board member, an administrator in an adjoining

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stymies the board’s ability to focus on children. I have seen boards crippled by partisan infi ghting and the school system slowly falter as the lack of vision and lead-ership keeps everyone from doing what is necessary to improve education.

If you have a political board, I suggest you each get a blank sheet of paper, write your political affi liation on it, have some one collect them and throw them out of the meeting room! Leave politics out of board business. It doesn’t belong there.

8. Becoming a ‘Ball Carrier’ It seems that every board has someone who acts as the spokesperson for the staff or specifi c community groups. While every board member wants to be helpful, under no circum stances should they try to circumvent the chain of command. Hu-man nature being what it is, every story has two sides.

One way to deal with hidden-agenda or one-agenda board members is for the board to establish goals for the school system (and the board), which become the driving force for the system. The more the board focuses on goals and leaves administration alone, the less disruption a “lone-wolf” can cause.

9. Revealing Confi dential Issues Most states, including Vermont, have restrictions on what can be discussed in executive ses sion. It is important that the board members all understand the laws and their intention. You are entrusted to do the work of the public: watch ing over their schools and their children. Except for a few clearly defi ned exceptions, the public has a right to watch the board fulfi ll its obligations. You should be doing most of your work under public scrutiny. In the end, this builds credibility and trust.

When the board is in executive session, every board member should be ready to interrupt at any time when the discussion strays from “privileged” information to something that should be discussed in public. Likewise, it is highly unethical and sometimes illegal for board members to divulge the contents of the closed ses-sion to outsiders, whether members of the press or others. Doing so could open up the system to lawsuits or civil penal-ties. Sometimes it isn’t intentional, but that is not a suitable answer for vio lating this trust.

10. Putting the Board Above Family As important as serving on a board of education is, never forget what is most im-portant! I have seen board members lose their jobs, their fami lies and their homes because they spent so much energy on the board. It is easy to do.

While there is something incredibly noble about serving on behalf of children, re-member that there are others who serve with you and other members of the com-munity who will also help. You don’t have to do it all. Your obligation to the board is important, and you should carry your weight. But, learn to say no to non-critical requests for your time. When your tenure on the board is completed, you still need a life to go back to.

The author is a senior staff associate for the Connecticut Association of Boards of Educa-tion. This article is excerpted with permission from CABE’s newsletter.

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Rae Ann Knopf of St. Johnsbury was confi rmed as Vermont’s Deputy Commis-sioner of Education by the State Board of Education in a special meeting in October. Knopf, who most recently served as the Assistant Director for Student Support and Safe and Healthy Schools, also serves as the department’s American Recovery and Reinvestment Act (ARRA) coordinator.

“We on the State Board of Education are excited about Rae Ann Knopf’s appoint-ment as Deputy Commis-sioner,” said Board Chair Fayneese Miller. “I have had the pleasure of watching her expertly steward the depart-ment and our education partners through the com-plexities of the American Recovery and Reinvest-ment Act. I personally look forward to working with her and the commissioner as we continue our work on the transformation of education in Vermont. ”

Rae Ann Knopf has worked nationally over the last 26 years to establish learn-ing communities where young people can thrive and realize their true potential. She uses her experience as a school administrator, clinical director, corporate executive and organizational development specialist to lead statewide efforts to con-tinue strengthening Vermont’s educational system by implementing tiered systems of support and intervention for academics and behavior.

“The appointment of Rae Ann Knopf as the Deputy Commissioner in charge of Transformation and Innovation will greatly benefi t the children of our state,” said Commissioner Vilaseca. “She has

demonstrated leadership in innovative school practices prior to her arrival at the department. Her diverse experience in the private sector and non-profi t private schools brings a different perspective to this role and compliments my experience in public schools.”

Knopf’s duties as the next in command under Commissioner Armando Vilaseca

will include, but are not limited to, over-seeing the program-matic divisions of the department, which encompass Student Support and Safe and Healthy Schools, Lifelong Learning, Standards and As-sessment, Educator Quality, and Inde-pendent and Federal Programs. She will also play a critical leadership role in the department regarding the Transformation of

Education effort, State Board work and advising Commissioner Vilaseca on policy matters. She will continue her role as the ARRA coordinator for the department.

“These are both challenging and exciting times for education in Vermont,” says Knopf. “Challenging because the current economic realities force us to constantly reassess our priorities. Exciting because our understanding of how children learn and accessibility to global educational resources increases exponentially every year. I look forward to working with Com-missioner Vilaseca, the department staff, and educators across the state to put our collective knowledge to use in helping each child in Vermont to thrive and rec-ognize their true potential.”

Rae Ann Knopf Appointed Deputy Commissioner

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Miller Elected Chair of State BoardThe State Board of Education elected new offi cers at its September 15, 2009 meet-ing. Fayneese Miller of South Burlington was elected Board chair, Ruth Stokes of Williston will continue serving as co-vice-chair, along with Kathy Larsen of Wilming-ton as second vice-chair.

The election was necessitated by the retirement of Chair Tom James. The gov-ernor recently appointed Stephan Morse of Newfane to complete the term vacated by James.

Miller of South Burlington is the Dean of the College of Education and Social Services at University of Vermont. She came to Vermont after a 20-year career at Brown University where she was as-sociate professor of education and human development and an internationally recog-nized expert on the social, academic and political development of adolescents. She led Brown’s Center for the Study of Race and Ethnicity and was the university’s fi rst coordinator and chair of ethnic studies. Her State Board term will expire in 2012.

ACCIDENTS WAITING TO HAPPEN

that are “waiting to happen”. Most of the workers compensation claims reported dur-ing the winter months involve slipping on ice, snow or wet fl oors. For the most part, these injuries are preventable. If you need assistance in developing a safety plan in your school district, contact the VSBIT offi ce.

Remember, by simply increasing your employee’s awareness concerning this issue, you will help to prevent an injury.

The winter months are fast approaching and it will not be long before weather condi-tions will be making our lives just a little more complicated. F o r the next several months snow and ice will make for slippery school parking lots and side walks and be the cause of many ac-cidents. Statistics concerning accidents, in general, suggest that 90% happen as a result of unsafe conditions.

Now is the perfect time to review plans for handling these unsafe conditions. Encour-age all school employees to be aware of their surroundings and act accordingly. Employees should also be encouraged to report all unsafe conditions to appropriate school personnel. Creating this aware-ness and reminding employees to do their part, may prevent some of those accidents

by Joe Zimmerman, Vermont School Board Insurance Trust

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The 2009 fall conference, hosted jointly by the VSBA and the Vermont Superin-tendents Association, was a well-attended affair with a mix of education policy and finance topics. On the shore of Lake Morey, the main ball-room was packed for the keynote speak-ers during two crisp autumn days in Oc-tober.

Keynote Speakers & WorkshopsNew Vermont State Colleges Chancellor Tim Donovan discussed the importance of partnerships between K-12 and higher education and detailed efforts the state colleges are undertaking to strengthen this connection, including college readiness courses and dual enrollment.

Commissioner of Education Armando Vilaseca addressed his priorities for the near term, which include continuing to look at public school governance struc-tures and leading the Transformation of Education project into the implementation phase.

Leading educational researcher and Michigan State University professor Yong Zhao presented on his research into the

perceived crisis in American public education. Draw-ing on his experi-ence growing up in rural China, Zhao is particularly inter-ested in the wide-spread belief that Asian nations like Japan, Singapore, and China are far ahead of the United States in science and math

education. He questions the validity of this perception, fi rst noting that oft-cited international math test scores correlated negatively with individual wealth, produc-tivity and happiness, and then explaining how each of the supposedly advanced Asian education systems are revamping their curricula to emphasize creativity and empathy, which are both strengths of American education. He also empha-sized that the globalization phenomenon in business and culture must be translated to American education by broadening the geographic scope of curriculum across disciplines.

Zhao Headlines VSA

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In the afternoons of both days, confer-ence attendees broke out into workshop groups. Topics included the Race to the Top federal program, “Current Realities” in Vermont public education, the PATH wellness program for school employees, and Shout It Out, a documentary explor-ing the tribulations of Vermont high school students. Four faculty members from UVM’s education department described project-based research partnerships ex-isting or beginning in Vermont schools. The VSBA hosted workshops on board roles and responsibilities, and a series of workshops on the Policy Governance method of managing administrator-board relationships. The VSBA also hosted a workshop on current trends in labor rela-tions with attorneys Joseph McNeil and Dennis Wells.VSBA Business MeetingAt the VSBA’s annual business meet-ing on October 15th, the following were elected offi cers of the Association:President: Kalee Roberts, Hyde Park1st Vice President: Ken Fredette, Wall-ingford2nd Vice President: John Fike, ReadingTreasurer: Larry Kraft, Springfi eldMember at Large: Mike Hebert, Vernon & BrattleboroMember at Large: Junius Calitri, Corn-wall

/ VSBA ConferenceThe membership also approved changes and additions to the VSBA’s Resolutions, which guide the work of the association. Perhaps the most important addition was an addendum to the resolution address-ing the Teachers’ Retirement System:

If some or all of the future obligation of the teachers’ retirement system is shifted to local school districts, that (1) the state shall remain obliged to fund the portion of the payment that is designated as an ac-crued liability, that (2) the composition of the Board of Trustees for the state teach-ers’ retirement system be modifi ed to include representation from local school districts, that (3) any increase in benefi ts conferred by the system be determined by representatives of persons who would be obliged to fund those increased ben-efits that, (4) any financial impact on the education fund caused by this shift should result in a one-time adjustment on the base education amount and an commensurate increase in the general fund shift percentage to the education fund, that (5) no fund shift occur without a full analysis of the legal implications of such a shift, especially to Act 60, Act 68, Act 82 and general tax law; as well as the retirement fund structure itself.

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Vermont Study of Poverty and Effective Schools

ReleasedThe Vermont De-partment of Edu-cation released a study, Roots of Success: Ef-fective Practic-es in Vermont

Schools, in October. The department research team, with the help of an advi-sory panel representing K-12 schools and higher education, studied what it takes for schools—and therefore students, particu-larly low-income students,—to succeed. A combination of quantitative and qualitative research methods was employed to iden-tify the characteristics common to effective schools.

Through a large-scale survey of more than 2,000 Vermont teachers in 87 schools across the state, as well as intensive site visits to three schools that are “beating the odds” (schools whose Reading and Mathematics scores on state assessments defy expectations and exceed those of other schools with similar demographics), the study uncovered a set of attitudes and beliefs, as well as specifi c school practices, that are associated with student, particularly low-income, success. These characteristics form the foundation for school effectiveness and are essential to ensuring that all chil-dren, regardless of background or socioeco-nomic status, reach their full potential.

“What makes this work unique is that we turned to members of our own community to affi rm what other studies have been tell-ing us for years—it is possible to reach all children, regardless of background,” said Commissioner Armando Vilaseca. “Our charge is to listen to the stories and lessons of Vermont educators and administrators

and commit to the hard work of implement-ing these findings in all of our schools. Demographics are not destiny, unless we allow them to be.”

Eight characteristics of Effective Schools (from Roots of Success):

1. The belief that all students can suc-ceed.

2. The belief that school staff are ultimately responsible for students’ success and must therefore continually improve their practice.

3. Effective school leadership that helps translate these beliefs into practice.

4. Ongoing use of data to provide feed-back to staff as well as monitor and sup-port students.

5. A professional teaching culture that supports high-quality instruction and is characterized by staff collaboration, trust among staff members, strong staff com-mitment and dedication, and effective paraprofessionals.

6. A comprehensive and highly functioning support system for students who struggle academically, emotionally, behaviorally, or socially, including early intervention programs.

7. A supportive school climate that makes all students, as well as adults, feel valued and safe.

8. A commitment to building constructive relationships with families and involving them in their child’s learning.

The full report, as well as an executive sum-mary is available online at the VSBA website

(www.vtvsba.org).

Tpcaofe

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Governance Studies I presented governance study options to a Windham Central SU committee; the Newfane and Brookline Districts have just developed a joint contract school. The new entity is called the NewBrook Joint Contract School.

The Woodbury governance study con-tinues to move forward. A UVM team is hosting focus groups to gather community information that will be used to shape future direction for elementary and high school education.

The North and South Hero Districts are moving forward with a two-part gover-nance study process. Both districts will host community forums in November. A tentative community vote date of Janu-ary 19th is being considered. Voters will decide whether to close the North Hero Elementary School and to designate the South Hero Elementary School for tuition purposes. Related governance conver-sations are also underway in the county between Grand Isle, Isle La Motte, and Alburgh.

The Addison Central SU Board has con-tracted with the VSBA to facilitate a phase I governance study.

Addison Northwest has rekindled their unifi ed union governance study and is working with the Vermont Rural Develop-ment organization to facilitate community discussions.

Board Roles and GoalsVSBA staff facilitated a board self-as-sessment survey and goal development process with the Mt. Mansfi eld Union High School Board.

The VSBA staff facilitated other board development activities with Vernon El-ementary, Johnson Elementary, Irasburg, and the North Country Union High School Boards and administrators.

Strategic PlanningThe VSBA staff completed the Springfi eld, Georgia, Barnet, Danville, and Walden strategic planning processes. All districts now have a multi-year implementation plan.

The Peacham Elementary Board is using the VSBA resources to complete their strategic planning process this year.

Policy GovernanceThere are currently 18 school districts that are implementing a Policy Governance system. Winooski is the latest school district to consider transitioning to a Policy Governance model. The VSBA staff has provided a Policy Governance overview for the Monkton, Johnson, and Mt. Mans-fi eld Boards. Susan Edsall, a national Policy Governance consultant presented a number of workshops for districts currently implementing and new districts interested to learn more about the PG system.

Superintendent Searches Superintendent searches are underway in the following supervisory unions/dis-tricts:

Rutland South• Orange East• Montpelier • Washington Northeast • Essex Town• Chittenden East•

Windsor Southeast currently employs an interim superintendent and will soon make a decision about the provision of FY 2011 administrative services.

Headmaster SearchThe Thetford Academy headmaster search was terminated when the district decided to promote and to continue in a team confi guration with the former school head and other administrators.

by Winton Goodrich, Associate Director Vermont School Boards Association

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Addison RegionP: Kristin Bristow, WalthamVP: Jane Low, Mt. AbrahamR: Bonita Bedard, Mr. AbrahamRA: Kurt Haigis, Ferrisburgh

Bennington/Rutland RegionP: Ken Swierad, BenningtonVP: Ed Hemmer, ShrewsburyR: Raymond Mullineaux, BenningtonRA: Adrienne Raymond, Shrewsbury

Chittenden/Grand Isle RegionP: G. Miller, Essex VP: Darren Carner, MiltonR: Fred Lane, BurlingtonRA: Lorna Jimerson, CVU

Essex/Caledonia/Orleans RegionP: Deb Cogan, North Country UnionVP: Steve Mason , LowellR: Linda Blakslee, ConcordRA: Karl Goulding, Concord

Franklin/Lamoille RegionP: Lucy Ramsay, BerkshireVP: Elaine Carpenter, FairfaxR: Kathy Gaston, Enosburg FallsRA: Celeste Kane-Stebbins, Sheldon

Orange/Washington RegionP: Chris Preston, Waits RiverVP: vacantR: Rama Schneider, WilliamstownRA: Angelo Odato, Randolph UHS

Windham RegionP: Emily Long, Leland & GrayVP: Russ Capron, Bellows FallsR: Ruth Barton, RockinghamRA: Lauren Poster, Marlboro

Windsor RegionP: Larry Kraft, Springfi eldVP: Carl Groppe, StockbridgeR: Mike Reali, BarnardRA: Jeanice Garfi eld, Springfi eld

“Current Realities 2010” is a 25-minute PowerPoint presentation, with narration, that highlights the fi scal challenges boards will be facing in this budget cycle, as well as further out projections. It examines the tremendous defi cits that face the state’s General Fund, rising education prop-erty taxes, and the perspective of state policymakers on how to address these challenges. It also examines changing demographics of our state, including our graying population, aging teaching work-force, and declining student enrollment. The presentation ends by underscoring the importance of managing your school’s labor force, and offered a few modest suggestions for improving effi ciencies in school operations. The presentation is available for viewing on VSBA’s website, and it was shown at the VSBA/VSA confer-ence at Lake Morey.

After the presentation ended, we had a healthy discussion around the presenta-tion and what the fi scal climate means for local boards. For example, board members were interested in the status of contract negotiations in each others’ districts, whether teachers’ retirement payments would become an education fund obligation, and how other districts have approached early retirement options for faculty.

For those of you who were unable to at-tend your region’s meeting, we encourage you to save the date next year. Members appeared genuinely interested in swap-ping stories and comparing notes on how their neighbors’ boards operate and taking away some of the hard data that VSBA provided. It also allowed for a dialogue between members and VSBA staff, and gave us some good suggestions for how we can serve you better and be more ac-cessible in the future.

REGIONAL continued from page 1

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Budget pressures on schools are mount-ing and there is no light at the end of the tunnel. School boards are faced with diffi cult choices as they seek to trim budgets. Being “penny wise and pound foolish,” which is already common prac-tice, becomes especially tempting when budget funds are restricted. Preventative routine maintenance can extend the life of any facility and is, therefore, an excellent investment. Unfortunately, many school districts have decreased their investment in maintaining facilities. The Vermont School Custodian and Maintenance As-sociation members are faced with caring for some of these buildings and we can point to real Vermont school stories that we hope people will consider when making the hard choices ahead.

You need only look at your local news-paper to fi nd stories of Vermont schools in need of huge repairs and renovations. This is often due, in part, to short-sighted people trying to pass a budget by delaying much needed maintenance and repairs to our schools in the interest of saving a buck.

My current school district was one such story. On the surface, the buildings con-tinued to be in operation and met their education purpose. But monumental problems were brewing just out of sight. Over a period of years, decisions about building repairs were made to save money that ended up costing the taxpayers in the long run. The attempt to save the district money by eliminating the facilities direc-tor position backfi red, ultimately costing millions of dollars, a year of renovations, and unnecessary stress to staff, students, and the community.

The Dangers of Deferred Maintenance: Penny Wise & Pound Foolish

By Lyall SmithProper maintenance of school facilities will create a safe, healthy, comfortable and effi cient environment that is conducive to their educational purpose. A competent and trained facility manager will not only ensure that the district’s investment in the physical plant retains its value but will also save money by properly managing the buildings energy systems and use of contractors. A facilities director and suf-fi cient staffi ng is the fi rst line of defense when facing many of the common issues Vermont schools have.

Reduced funding affects the quality of maintenance in many ways. Schools may be reluctant to follow manufacturers’ recommendations if certain equipment appears to be functioning properly, but neglecting routine maintenance may reduce the life of the machinery and systems, increase the cost of operation, and decrease performance. Maintenance personnel may receive insuffi cient training both before and during their employment, and fewer people become responsible for more work.

Deferred maintenance does not only affect the health and safety of those who use the facility; it can also effect performance of teachers, staff and students and threaten the school itself. We respectfully ask that every effort be made during the diffi cult budget process ahead to ensure that adequate funds are made available to properly maintain our public schools.

The author is the president of the Vermont School Custodian and Maintenance Associa-

tion, and the Buildings & Grounds Director for the Milton Town School District.

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I’d guess that most readers would answer that question with “not very much” based on their experiences with public school employee unions. However, even in a much broader context, most people do not view unions in the same light today as they did 10, 30 or even 70 years ago. Unions have undeniably made a signifi cant impact on American history and, at one point, became a signifi cant and powerful force to deal with. But where do they stand today? Gallup recently released its 2009 installment of its annual “Work and Educa-tion” survey on unions and the results are interesting, if not surprising.

First and foremost, Gallup found that organized labor has taken signifi cant im-age hits during the past year. While 66% of Americans continue to believe unions are benefi cial to their own members, a majority now say that unions actually hurt our economy. More generally, fewer than half of those surveyed (48%), an all-time low approve of labor unions, down from 59% a year ago. This is the fi rst time the approval rating has dropped below 50% since Gallup fi rst asked the question in the 1930s. The previous low was 55%, found in both 1979 and 1981.

Public reaction to labor unions is one of the longest-running trends the Gallup Poll has followed. Gallup fi rst asked “Do you approve or disapprove of labor unions?” in 1936, a year after Congress passed the National Labor Relations Act. That fi rst poll found 72% of Americans approving of unions and only 20% disapproving. While approval of unions has declined over the last year among most major demographic and political groups, the biggest drop has been among political independents.

Organized labor was put in the spotlight

What do you think of unions?by Van D. Keating

in December, as Congress enacted a major bailout package for the ailing U.S. auto industry. Gallup polling at that time found a substantial segment of Americans blamed the auto unions for the industry’s problems, although more blamed auto executives.

Gallup’s records show increases in the belief that unions have a negative effect on companies where workers are orga-nized, and on the economy generally. The percentage believing unions mostly hurt the companies where workers are organized has risen from 39% in 2006 to 46% in 2009. As a result, Americans are now more evenly divided over whether unions mostly help or hurt these compa-nies, whereas in previous measures the balance of opinion was positive.

There has been an even larger jump in the percentage saying labor unions mostly hurt the U.S. economy, from 36% in 2006 to 51 % today. This is also the fi rst time since 1997 that more have said unions hurt rather than help the economy. Ameri-cans’ general concerns about the current state of the economy could certainly be a factor in these negative views of unions, in addition to specifi c perceptions about unions.

Most continue to believe unions are ben-efi cial to their members; 66% in the 2009 poll say unions mostly help unionized workers, while 28% say unions mostly hurt them. However, this is a slightly less positive assessment than Gallup found in the previous measure in 2006, and is the lowest in 10 years.

The poll’s mainly negative findings of unions involves unions’ impact on

UNIONS continued on page 15

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nonunion workers. More than six in 10 Americans, up from about half in 2006, say unions mostly hurt nonunion workers.

So, if unions are perceived as benefi cial to their members and harmful to nonmem-bers, does this mean Americans would like unions’ reach to be expanded or cut back?

The answer in this year’s survey is rela-tively negative: 42% say they want unions to have less infl uence in the United States, compared with 25% favoring more infl u-ence. In 2008, these fi gures were about even. However, factoring in the 28% who want unions to maintain their current infl u-ence results in a combined 53% backing the current power of unions - still the larg-est opinion segment.

Perceptions of unions’ prospects for the future are slightly more negative. With the United States’ manufacturing base in con-spicuous decline and the auto industry’s troubles headline news, 48% in the poll predict that labor unions in the country will become weaker, which is a 7% increase from a year ago.

Admittedly this year’s Gallup update on views toward unions comes in the middle of an economic recession and in the af-termath of major economic interventions by the president on behalf of two of the three largest domestic auto companies. The poll also addresses unions in general, not specifi cally the public sector or school unions.

However, I believe there are several as-pects of the survey that ring true, regard-less of the sector or industry.

The author is the director of management services for the Ohio School Boards As-

sociation, and this article is reprinted with permission from the OSBA newsletter.

UNIONS continued from page 14

How can VSBA help us with negotiations?

Negotiations (2 DVD set)Part 1 Preparing for Negotiations:

Ground Rules, Data Driven Deci-sions, Bargaining Teams, Budget-ing for Negotiations, Strategies and Priorities, Union Tactics

Part 2 Insurance Benefi ts: What is VSBIT? Health Insurance, Dental Insurance, Disability & Life Insur-ance, Additional Resources

Part 3 Negotiation Laws: Negotia-tion Laws, Mandatory Subjects of Bargaining, Agency Service Fees, Good Faith Bargaining, Impasse Procedures, Strikes & “Finality”, Regional Bargaining, Legal Assis-tance,

Basic Negotiations Streaming video - 8 minuteswww.vtvsba.org

The VSBA has produced re-sources to assist boards as they prepare for collective bargain-ing negotiations sessions. We have a two-DVD set available for viewing that extensively cov-ers the boards role in preparing for and successfully completing negotiations (Cost of $20 can usually be billed to your district).Alternatively, we have an abbrevi-ated web-streaming video on basic negotiations available for free at your convenience. Visit the VSBA website and click on “Workshops.”

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