Roles and Responsibilities
Roles and Responsibilities
The Five Responsibilities of the Board
- Set the direction for the community's schools:
- Focus on student learning.
- Assess needs/baseline data.
- Generate, review or revise setting direction documents (beliefs, vision, priorities, strategic goals, success indicators).
- Ensure an appropriate inclusive process is used.
- Ensure these documents are the driving force for all district efforts.
- Establish an effective and efficient structure for the school district:
- Employ the Superintendent and set policy for hiring of other personnel.
- Oversee the development of and adopt policies.
- Set a direction for and adopt the curriculum.
- Establish budget priorities, adopt the budget and oversee facilities issues.
- Provide direction for and vote to accept collective bargaining agreements.
- Demonstrate support through our behavior and actions:
- Act with professional demeanor that models the district's beliefs and vision.
- Make decisions and provide resources that support mutually agreed upon priorities and goals.
- Uphold Board approved district policies.
- Ensure a positive personnel climate exists.
- Be knowledgeable enough about district efforts to explain them to the public.
- Ensure accountability to the public:
- Evaluate the Superintendent.
- Monitor, review and revise policies.
- Serve as a judicial and appeals body.
- Monitor student achievement and program effectiveness.
- Monitor and adjust district finances.
- Monitor the collective bargaining process.
- Act as community leaders:
- Speak with a common voice about district priorities, goals and issues.
- Engage and involve the community in district schools and activities.
- Communicate clear information about policies, programs and fiscal condition of the district.
- Educate the community and the media about the issues facing the district and public education.
- Advocate for children, district programs and public education to the general public, community leaders and local, state and national leaders.
