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You are invited to participate in our Pivot Learning Partners' Governance Practice Audit survey. Your survey responses will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact us at 415-348-5500.
For best data-submission results, please complete the survey in a single session. If you are unable to complete the survey in a single session, you may click on the survey link you received, skip to where you left off, and start entering responses there.
Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below. |
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Brought to you by Pivot Learning Partners:
A Workshop on High Performance Governance Teams Raising Achievement and Closing the Achievement Gap
Governance Actions and Behaviors Audit (pages 3-7 to 3-13)
This audit is based on cutting edge research and best practices of governance boards. Review the chart identifying high performing actions and effective governance behaviors in your module. Reflect on the actions and behaviors of your governance board and then assess the degree to which your board demonstrates these high performing and effective practices using the following rating scale:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together. |
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| 1. Hires, supports and evaluates the superintendent |
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| 2. Shapes direction through mission, strategy, and key policies |
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| 3. Is cohesive with the superintendent and district staff and works to provide a vision for the district |
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| 4. Ensures that leadership, resources, and finances are commensurate with vision |
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| 5. Monitors performance and ensures corrective action |
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| 6. Monitors and anticipates change in the internal and external environment |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together.
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| 7. Works cooperatively together to provide support and policy for the school system. |
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| 8. Establishes non-negotiable goals for student achievement and instruction |
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| 9. Ensures non-negotiable goals are the focus of the district and that nothing detracts from them |
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| 10. Monitors goals for student achievement and instruction |
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| 11. Uses resources to support student achievement and instructional improvement goals |
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| 12. Provides “defined autonomy” for schools but requires alignment and coherence with goals |
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| 13. Adopts policies to assess, monitor, and promote student achievement |
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| 14. Continually critiques and revises policies in order to serve students |
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| 15. Engages community in establishing the mission of the district and oversees long-range planning to achieve the mission |
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| 16. Hires an outstanding leader as superintendent |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together.
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| 17. Provides respect and support for the superintendent and evaluates the superintendent’s leadership |
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| 18. Approves a budget and secures the necessary resources to achieve the mission |
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| 19. Reviews financial statements, approves collective bargaining and other contracts |
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| 20. Understands the distinction between board and staff roles and delegates administrative functions to the superintendent |
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| 21. Communicates district priorities and needs to local voters and other elected officials |
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| 22. Selects a board president who shows effective leadership to preside at board meetings, works closely with the superintendent to establish board agendas and serves as an articulate spokesperson for board |
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| 23. Evaluates its own performance and periodically participates in workshops with the superintendent to strengthen collaborative leadership for raising student achievement |
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| 24. Holds and supports a vision of improved student achievement and guards fundamental organizational mission and values |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together.
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| 25. Eager to be involved and physically present at schools to support students and teachers |
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| 26. Makes long-range plans based on mission and avoids dealing with the near term and the past |
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| 27. Separates important issues from trivial time wasters and uses meeting time efficiently and effectively |
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| 28. Forces an external focus (e.g. community needs, environments, context, and community cultures) |
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| 29. Broadly communicates the mission and the needs of the district to stakeholders |
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| 30. Facilitates attention to diversity and unity in decision making |
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| 31. Forces forward thinking and acts proactively to initiatives |
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| 32. Monitors their own support of the mission |
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| 33. Avoids reactive behavior and “approve” or “disapprove” actions |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together.
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| 34. Articulates its role in various areas, disciplines itself, and balances over control and under control |
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| 35. Defines and describes how it relates to constituents and avoids using its official capacity to give directions or evaluate staff members |
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| 36. Works cooperatively to establish a vision, mission, core values and beliefs, long-range goals, and measurable indicators to guide the district’s improvement strategies |
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| 37. Establishes structures and processes that support high levels of achievement and success for all students |
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| 38. Supports and monitors the success of the key strategies that have been identified as those most likely to achieve the district’s vision, mission, core values, and goals |
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| 39. Supports the alignment of all district systems to the achievement of district goals and strategies |
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| 40. Hires, supports, and evaluates a superintendent of schools who is committed to achieving high levels of success for all students by focusing all district systems, structures, processes, and practices on high quality instructional practice throughout the district |
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| 41. Remains visible in schools and the larger community and continuously advocates on behalf of public education |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together.
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| 42. Establishes a unity of purpose and sets a direction for the district through developing a shared vision, mission, goals, and values focused on learning and achievement |
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| 43. Provide structures to guide district action by adopting, evaluating, and updating policies |
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| 44. Ensures accountability for student learning by adopting a curriculum and monitoring student progress |
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| 45. Maintains a fiscally responsible budget and a safe and appropriate learning environment for all students |
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| 46. Provides community leadership on behalf of the district and public education |
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| 47. Considers organizational needs, expectations, and resources to state in clear and compelling terms the purpose of the school district. This purpose is reflected in the district's vision, mission and values |
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| 48. Annually devises both long-range and annual work plans to achieve the district's purpose |
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RATING SCALE:
1 = We never do this because we don’t know how.
2 = We have read about this and have discussed its importance.
3 = We understand the importance of this and we are just beginning to do it.
4 = We do this sometimes but not very effectively.
5 = We frequently do this and are working to improve our practice.
6 = We always do this because it has become a norm for our work together. |
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| 49. Delegates responsibility in implementing the plan by clarifying what shall be done, identifying intended outcomes, establishing timelines, stating who is responsible, providing direction and instruction through policies, and evaluating results |
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| 50. Ensures that resources, including personnel, money, facilities, and equipment, are available to carry out the plans it has approved |
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| 51. Uses key metrics and timelines with benchmarks to evaluate progress in their work, the superintendent's work, and the effectiveness of strategies and programs |
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| 52. Maintains good communication with key constituents and stakeholders |
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| 53. Has developed protocols to guide its work |
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| 54. Has processes in place to make sure Governance Team protocols are observed and appropriate follow up occurs when they are not |
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| 55. Has processes in place to ensure that it observes rules related to confidentiality and topics that must be addressed in closed and/or open sessions |
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| 56. Has a designated member with the responsibility for enforcing protocols related to observation of closed session requirements |
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