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Taft-Blakely, JoAnn

College of Education and Social Services

2007

Ed. D.

School boards play a significant role in the education of our children. They provide both leadership and accountability. Begun as a distinct, separate governing body in the late 1700's to keep the politics out of education they are now caught in a web of laws, regulations and requirements. From state and federal legislatures and courts to mayors, governors and the President, all have had an impact on the role and responsibilities of these elected local officials with issues as broad as the American with Disabilities Act, civil rights, and immigration. Federal categorical programs which target specific populations with their regulations, federal testing programs, No Child Left Behind have significant impact on the workings of the board as well. State statutes detail the work of the board, while state legislatures dictate its policies. All of this leads to boards that have become more involved in the day-today management of the schools. One governance model, Policy Governance (Carver, 1999) allows boards to be proactive, visionary macromanagers instead of reactionary micromanagers. Built on ten principles that guide four policy areas, boards have the potential to become more productive, efficient and effective in school governance. This qualitative research followed four diverse school boards in four school districts in the northeastern part of the United States over an eighteenmonth period as the boards worked to implement Policy Governance. This research focused on the perspectives of board members as they engaged in the implementation of Policy Governance. Semi-structured interviews were conducted with board members and board chairs. In addition, the researcher collected field notes by observing school board meetings during the eighteen months. Results suggested that school boards want a better way to govern schools. They also felt Policy Governance created clarity about roles, lines of authority and communication between the board members and superintendent. Participants also felt governing policies became more clear and concise. Concerns related to community understanding of this model of governance emerged creating new challenges for board members. Turn over of superintendents and board members also had impact on the sustainability of the initiative. Implications for further research and future implementation of Policy Governance are also explored in response to findings and current research about school board governance.