Boards That Help Us

Typically we have some very successful professionals on our Boards who want to help us become a better school. But often, they are quickly disillusioned because “they don’t do anything.” 

Absent meaningful work, meetings can easily become sniper sessions where members become critical of administrative decisions. Toxicity results. Principals often dread Board meetings as a result.

But that’s on us as school leaders. It’s our responsibility to bring forward meaningful work for our Boards, asking them to help us. We either “drive or get driven.” 

So here are tasks we can ask our Boards to assist us with:

—Boards should help us draft a strategic plan for the school, focused on faith, academic programs, building/grounds, student life, and financial/advancement initiatives. Ideas can begin with Board sponsored “listening sessions” with parents, teachers and students.

Strategic plans keep Boards focused in the right direction: the future. It is liberating and exciting to imagine future possibilities. I recommend Boards take two years to finalize a plan.

I also recommend NOT putting an implementation date for each recommendation. With timelines, the plan will be outdated within 2 years, as there will almost certainly be pieces that aren’t done within the hoped for dates. Rather, designate a meeting each year for an “annual review” of the strategic plan: What have we accomplished? Still to be done? Do we still believe X, Y and Z are worthy goals for us? Do we need to delete or revise? If we do this annually, the plan becomes a “living document” that informs future Board discussions.

Here’s an example of our strategic plan, from St. Michael Catholic High.

Other suggestions for productive Board work:

—Create a  policy for wait lists. Who gets in first? Parishioners? Siblings of current families? Good families? Smart kids? Talented kids?

—Recommend budgets, salary increases and tuition, of course. But get some financial folks on the Board to also run 5 year projections with similar assumptions! What does that tell us?

—Rewrite your school mission statement. There’s a good chance it was written in the 1970’s/80’s and is too wordy. No one remembers it! Sharpen it to three key words or phrases!

—Set maximum class sizes per grade. The principal should be the primary as the educational professional, but should bounce ideas off the Board who knows the community. 

—Ask Board members to serve as leaders of the annual fund, to devise new scholarship initiatives for financial aid, to help the school create an endowment fund and to provide gifts to initiate that endowment.

Most importantly, as school leaders, we should continually share our thinking with the board, asking them to listen, ask questions and suggest revisions to our thoughts. I just previewed my “State of School” for parents with them, and they had some good ideas for improvement.

They want us to succeed, but we must “let ‘em in.”

A Magnanimous Life!

A few years back, Pope Francis said this to an audience of elementary and high school students:

“The principle element of school is to learn to be magnanimous. What does it mean? To have a big heart, to have a great spirit; it means to have great ideals, the desire to do great things , to respond to that which God asks of us, and exactly this doing of daily things well, all of the daily acts, obligations, encounters with people; doing everyday small things with a big heart open to God and to others. It is important, therefore, to tend to human formation aimed at magnanimity. School not only expands your intellectual dimension, but also the human dimension.” (Vatican Radio, June 7, 2013)

Great hearts and great minds to do great things for the Lord--what a powerful way to talk about the mission of our Catholic schools!

"Magnanimity" comes from two Latin words, "magna" meaning "great" and "anima" meaning “mind” or “spirit.” Thus magnaminity means literally "great-mindedness." St. Thomas Aquinas defines it as a "stretching forth of the mind to do great things. " 

He contrasts it with "pusillanimity," from "pusil," meaning "small.” A pusillanimous person is a small-minded one, without great aspirations or ideals. It makes sense that pusillanimity is a synonym for cowardice, since those without large vision or ideals are not moved to action and are inclined to "play it safe."

Aquinas believes the reason people tend toward pusillanimity is deep down, they don't believe they have the "qualifications" to be magnanimous. They believe that magnanimity is a virtue for the saints, perhaps, but not for ordinary people, like us. “If we aim low, we won't be disappointed."

And in fact, we live in a culture that consistently aims low for our youth: "We don't really believe you're capable of chastity, so practice safe sex." "We don't really expect you to be committed to scholarship, so we'll inflate your grades." "We don't think you can handle disappointment, so everyone will get a trophy."

But that’s NOT the message of Catholic schools! 

We say: “You are a child of God”, “a temple of the Holy Spirit”, “infused with God's grace to do great things with your life for others!” “You are called to holiness! You are called to become a saint!”

We believe children are hungry, deep down, to be challenged. They are utterly bored and uninspired by an accommodating, "lowest common denominator" approach to life. They want their lives to matter; they want to be challenged by the gospel, to believe that a heroic life is possible, and they are powerfully attracted to people who believe and live that way. 

The culture of optimism and faith in our Catholic schools is contagious! Our children are told, over and over, “(They) can do all things in Christ who strengthens (them)“ (Philippians 4:13). 

Let us never despair of the transformative power of God’s grace, working through our schools, to form magnanimous, happy and holy children!

A Chart is Worth a Thousand Words

Kudos to Mike Juhas, Superintendent of Catholic Schools of Pensacola, Florida, who may have shown us the best possible way to present our test scores to our communities.

He tracked the Iowa test scores of the current 8th graders of his diocese from when they were first graders all the way through to 8th grade, comparing their “grade equivalencies” to the national averages each year (see his chart below). As they matriculate through, his students beat the national averages by wider and wider margins.

In this one easy to understand graph, Mike makes a compelling case for the academic “value proposition” of the schools in his diocese. Brilliant!

So now I am scrambling to put together similar charts for our previous 8th grade classes at Prince of Peace. I’m pleased to find out that the Iowa test folks give us the tools to do this without a lot of expertise required.

It’s my sense that we don’t do this kind of thing enough for our schools. People have neither the expertise or patience to dig through data, but they will stop to look at a chart.

Let’s give ‘em charts, then!

The “Six Commandments” For Effective Boards

The greatest professional blessing of my life is to have been mentored for 12 years by Dr. Tom Doyle—he as president, and me as a young principal of Montgomery Catholic High School.

Among his many gifts, Tom became well known for his work with school boards, and was often asked to host workshops for dioceses around the country. He concluded each session with his “Six Commandments”—brilliant in their simplicity and wisdom:

Boards Decide.

The primary work of the Board is to make decisions—to vote, not to talk. Issues have been raised in previous meetings, they’ve been assigned to committees, committees have reported back to the Board, and now the Board either accepts, rejects or amends. Monthly meetings should take 75 minutes max for this reason.

Committees Work.

Standing committees do the “work” of the Board. The finance committee recommends the increase in salaries, tuition and budget for next year. Building and grounds committees might do annual inspections of the school, taking note of safety issues and where cosmetic improvements can be made. Marketing committees help with recruiting plans for the upcoming year. Each brings their recommendations to the Board for a vote .

The key to successful Boards is active committee work.

Agendas Govern.

The Board meeting is directed by an agenda, and if it’s not on the agenda, it’s not discussed at that meeting. Is there a Board member who is hot-fired on the cause for something and wants to speak out about it? Then the executive committee decides whether his issue goes on the agenda for next month. This helps a Board stay future oriented and keeps it from being dragged into whatever the emotional issue of the day is. It also keeps the principal from being blind-sided at meetings.

Executive Committees Think.

The executive committee of the Board (typically, the president, vice-president, with the president or principal) has two primary functions: To create an agenda for the meeting, deciding on which matters the Board will take up (and which ones it won’t), and to assign tasks to the committees, establishing the parameters of their work and a time-table for presenting interim and final reports to the Board.

Principals Share.

Every board meeting, principals should inform the Board of issues at the school—successes, issues of concern, new faculty, new programs, ideas of the faculty and staff—all those things that help the Board understand the life of the school through the principal’s eyes.

Everyone Writes.

A funny thing about our memories: we all remember differently. That’s why one of the cardinal rules of good board practice is no oral reports. Committees write down their findings. Principals write down how they’re doing. The secretary records the minutes, which are then voted as “acceptable” in the next meeting. What if a committee doesn’t have a written report that month? Their work and all discussion is tabled for the next meeting. 

Improving Elementary School Math Scores

Typically Catholic school students outperform the national averages on normed testing, but our math scores usually lag behind our reading scores.

My theory on that is most of our elementary teachers have more aptitude and interest in ELA than Math. They do their due diligence teaching Math, but their passion and creativity are poured into what they are best at. When was the last time you saw a math problem or project hanging in our hallways?

So as the new head of Pope John Paul II in Nashville in 2008, when I reviewed incoming placement test scores from tiny Sumner Academy in Gallatin, TN and saw their extraordinary math scores, I originally figured it was a statistical quirk. But when they scored just as high the next year, I was really curious, and asked Dr. Bill Hovenden, its head of school, if I could visit.

He was gracious and welcomed me. This is my memory of our conversation:

“What are you doing here in Math?” I asked. “Your scores are incredible.”

He was pleased I noticed. “Well, I’ve done something here for 20 years most of my colleagues consider heresy. I departmentalize teachers, all the way down to kindergarten. I group our school into three units: K-2, 3-5 and 6-8. For each group I hire three teachers: a math/science teacher, an ELA teacher and a third teacher for everything else, depending on the age. Each teacher works with our kids for three years.”

“You mean you ring a bell and have kids change classes, like we do in high school? I asked.

“Not quite,” he said. “Teachers change classrooms. Kids stay put in K-5. They change rooms in 6-8.”

“Why does it work?”

“Because most people with good minds in math are terrified to teach English and vice-versa. If I offer teacher candidates the chance to teach only math and science, they jump at the chance! So in my school, I have three really bright math and science people who bring a lot of energy and knowledge to those classes. What you see as they enter your high school is the 9-year impact of that.”

“Four other good things about the model,” he wanted me to know.

“Because a teacher is with the same students for three years, he or she really knows their academic strengths and weaknesses to begin the year. That saves a lot of time.”

“Second, the bonds here become very strong, between teachers and students, and between teachers and parents, most of the time.”

“Third, vertical integration of the curriculum is better. We only have to coordinate 3 people for each discipline.”

“Finally, there is good collaboration among the teachers in each unit. I make sure they have the same free period. They teach the same kids, after all, so they can talk about what works for each one. And when one teacher gets sick or goes on maternity leave, it’s much easier to induct the substitute into the school. I ask the other two teachers to look after him or her.”

It works. Sumner Academy does good work with its kids.

Knowing Our Lanes: Boards, Principals, Pastors and Dioceses

Boards which serve our schools sometimes misunderstand their role, believing they have an authority they may not actually have. This leads to enormous tension between boards, principals, pastors and dioceses.

My mentor, Dr. Tom Doyle, used to say, “A clear understanding of who makes which set of decisions is an absolute pre-requisite for organizations to function well.”

This is certainly the case with Boards, as there are different types of Boards, each with a different scope of authority. It’s important to understand which type our schools are in!

There are three:

A “Board of Trustees” (BOT) is typical of most independent schools. As its name implies, an “independent school” BOT operates distinct from any higher “authority,” like a pastor, bishop or superintendent. It hires, evaluates and sets the salary for the school head. It establishes tuitions, approves budgets, creates policies, and in rare circumstances, hears appeals of the head’s decisions.

A “Board of Limited (or Specialized) Jurisdiction”  (BLJ) is a model that might be seen in schools founded by a religious order, now sharing their authority with lay Boards. Typically, the order delegates specific areas of authority to the lay Board while retaining authority in all other areas. A religious order could delegate to the Board the authority to create the budget, for example, but keep its authority to hire the head. The bylaws or the constitution of the BLJ, signed by the order, make these distinctions explicit.

An “Advisory Council” (AC) is the most common model in Catholic schools today. The Council’s authority is advisory only. The Council recommends actions to the pastor or bishop, who has the authority to veto the recommendation. If a Council is doing its work well, the vast majority of the time, the pastor or diocese accepts the recommendations of the Council, so the practical impact of the Advisory Council’s work ends up similar to the other models.

With AC’s, the evaluation, hiring and firing of a principal (or president if the school is in a president-principal model) are the responsibility of the pastor (if a parish school) or the bishop/super (if a diocesan high school). Pastors (or supers) would typically ask for candid feedback from the Council as part of their evaluation.

In all three models, the purpose of the Board/Council is to promote the mission of the school in terms of strategic planning, policy making, and securing and protecting the finances of the school.

Wheres a Board/Council recommends policies that are broad in nature, indicating a direction--the "what?" and the "why?"--the principal’s job is to operationalize these policies in the day to day life of the school-- the "who?" and the "how?" and usually, the "when?"

When every group understands which lanes they’re in, Boards are a great blessing for our schools.

Heart and Soul!

A while back I visited a large parish in our diocese that had just completed construction of a new sanctuary. It was midafternoon on a sunny day, and the light poured through the stained glass windows, creating a serene, prayerful worship space, breath-taking in its beauty.

Equally striking to me was how quiet things were. There was no one in the Church or chapel, just a few parish workers in the offices. It was midweek, and since the parish did not have a school, the gym was empty, as were the parish classrooms. There were no cars in the parking lot.

I drove back to my parish and school and was hit by the contrast.

School was just out. Kids were noisily playing outside on the playground. Cars were coming and going for late pickups. There was basketball practice starting in the gym and a faculty meeting next door in the cafeteria. Mothers were chatting in the parking lot, having just finished planning for the upcoming Gala. Our Christian Service Coordinator and custodians were loading donations into a car, the products of a successful effort involving about 150 volunteer students, parents and teachers a few nights earlier.

The whole place was pulsating with activity.

We often talk about Catholic schools as the FUTURE of our Church, and I think that’s true. But I’m not sure we appreciate how important they are for our PRESENT Church.

Our schools make our parishes the focal point of family life. Between pickups and drop-offs, ball practices, school masses, scout meetings, music and play rehearsals, classroom projects, after school club meetings, student performances and service projects, a parent might be at the school three, sometimes four times/day. Each time, that parent is being slowly drawn into our community, establishing friendships with other families similarly drawn, and becoming, perhaps without noticing, ever more part of the family of faith.

A healthy, vibrant Catholic school is the very heart and soul of its parish, its energizing force, its fire.

May we who lead tend this fire with grace and wisdom! 

The “Secret Sauce” of Successful School Leadership

In my previous high school there was a 500 yard straight-away from our back student parking lot to the front street. That was just too much temptation for teenage boys! After school each day, one or two would rev up their cars and barrel down the straightaway.

I spoke with the students about it at assembly. Didn’t matter. The same kids who followed the rules kept doing so. The ones who didn’t, didn’t.

So I placed speed limit signs down the stretch. They were ignored.

Then I posted teachers after school down the drive, who reported transgressors. That made a dent, but only if the teachers were out there. What about after practice at 5 or 6 pm? And the teachers hated playing traffic cop.

Then I put in speed bumps. Aha!

I think often about our back straightaway in my leadership of Catholic schools. As leaders, our job is to establish a strong culture. But how do we build momentum for the norms necessary to do that? Do we create detailed handbooks that address every possible transgression? Do we establish “gotcha” policies that try to regulate behavior through external force or threat?

Or do we create policies and practices that help promote self regulation?

There’s a temptation for seniors in high to soften their schedules and avoid challenging classes. Their parents often support them. So without much comment from me, I announced that next year, seniors talking two or more A.P. classes would be given an optional study period in their schedules to “assist them in meeting the challenging demands of their academic load.” No one else had that option in our school. The following year A.P. enrollment swelled. Not surprisingly, so did the # of AP Scholars.

I noticed our school was giving too many A’s. Grade inflation is a rampant problem across the nation, but it was becoming an issue for us, too. So I talked about it with faculty, reminding them that an “A” was for superior achievement, not effort, and told them we were giving too many. An average student who worked hard should be able to “effort” their way to a B, I said, but the standard for an A may not be attainable for some.

The needle barely moved in the next round of grades.

So I announced as a routine part of our post year planning, this year and in the foreseeable future, I would ask teachers to review grade distributions within their department, and to prep for this review, I would begin sending teachers the school’s grade distributions, listed by department and teacher, every time we ran report cards. Without any further carping from me, the # of A’s began trending lower and B’s trending higher.

Can we create practices and policies that encourage our students and faculty to “choose the good” on their own, without threat or excessive regulation? That’s the “secret sauce,” really, to leading a successful school—really, to leading any organization.

Speed bumps > external regulations.