Effective school boards : strategies for improving board performance - Smoley, Eugene R. (San Francisco : Jossey-Bass Publishers, 1952)
Making rational decisions. Access and use relevant information. Discuss deliberately. Consider alternative actions. Work toward consensus -- Functioning cohesively as a group. Operate with norms. Demonstrate leadership. Articulate cohesiveness. Act on values. Show respect -- Exercising appropriate authority. Act with defined roles. Take initiative. Overrule the superintendent. Resist pressure -- Connecting to the community. Structure community involvement. Obtain input. Explain actions. Facilitate information flow. Connect with the internal community -- Working toward board improvement. Cultivate leadership. Assess competence. Obtain assistance -- Acting strategically. Address critical issues. Plan. Organize. Consider context. Evaluate -- Strengthening the superintendent-board partnership. The superintendent as a partner. The board as a partner. The meaning of partnership. The risks for superintendents. How boards can reduce risks. Superintendent steps toward partnership. Conclusion --Getting the best information. Regulating the flow of information. Understanding the role of information. Establishing information priorities. Identifying information categories. Assessing and planning an information system. Asking the difficult questions. Conclusion -- Engaging in Board Development. The concept of board development. How boards can improve. Action one : conduct self-assessment. A self-assessment example. Action two : monitor progress. Action three : develop systematically. Conclusion. Conclusion : an agenda for action. Boards can work. A model for board action. How boards can support development. Conclusion.
Includes bibliographical references (p. 138-141).
Keywords: School boards -- United States