Page 73 - EdViewptsSpring2020

2007, a law called the School District unfunded mandates for school districts,
Accountability Act was enacted in the school board members face continuous With time, the role of the
state of New Jersey. The legislation challenges to fund and provide school board member
was designed as an accountability educational resources for diverse
structure that also included training student populations. The continuous evolved from primarily
for all school board members. The challenges that board of education a policy enforcer to
levels and topics of the professional members encounter, make it even an overseer of student
development that school board more important that they are prepared
members receive, varies according to with the skills to work collaboratively, achievement.
their years of service, the year of their make educated decisions, and serve
term, and the optional professional on a board that ensures that the district Research indicates that there are
development experiences school is run effectively. behaviors that school boards in high-
board members engage in beyond Prior to the most recent accountability achieving districts exhibit. Regarded
their required mandated professional legislation, the responsibilities as a groundbreaking study, The
development. Topics for mandated for school board members were Lighthouse Inquiry, was conducted
trainings all related to school board generally to set the policies, goals, by the Iowa Association of School
governance, include new board and objectives for the district. Boards and was focused on the
member governance orientation, However, their involvement has behavioral differences of school
finance, student achievement, and a changed. With time, the role of the boards in high-achieving districts
session entitled updates to legislation school board member evolved from and school boards in low-achieving
and regulations. In addition to the primarily a policy enforcer to an districts. The Iowa School Board
mandated trainings, there are optional overseer of student achievement. Association conducted the study
professional development sessions The shift of responsibilities for board because they were interested in what
offered throughout the year. Optional members began with the first act of the connections between school
school board training topics include, accountability for school districts in board behaviors and the achievement
but are not limited to, leadership 2001 known as The No Child Left of students had on the achievement
conferences, legal issues, and Behind Act. The legislation placed performance levels of students. The
negotiation topics. At the time of the demands upon the school board results of the study indicated that
creation of the legislation, the New members and educators for the the school boards in high-achieving
Jersey School Boards Association success of all students and their districts exhibited different levels
was designated by the state to diverse academic needs (Hess & of knowledge and beliefs than the
provide the mandated professional Meeks, 2010). Currently, school school boards of the low-performing
development sessions and optional districts are mandated to comply districts. The researchers were clear
professional development sessions. with the Every Student Succeeds Act to indicate that the study did not
The professional development, which (ESSA, 2018) signed by President prove that boards cause high or low
is enforced by the School Ethics Obama on December 10, 2015. The achievement. However, within the
Commission, is designed to address act also places accountability on 7 conditions of change there were
the school board topics required so school districts concerning equity significant attitudes, knowledge, and
the school board members learn issues such as the achievement gap beliefs of the school board members
the skills to be effective governance and implementation of statewide of the high-achieving districts and the
leaders (NJDOE, 2006). student assessments to measure school board members of the low-
School boards are composed of progress (ESSA). In accordance performing districts. The mindsets of
members with diverse experiences, with the ESSA legislation, the the high-achieving board members
skills, and backgrounds. Serving district leaders, school leaders, were indicative of the focus on
as a board of education member board members, and educators are improving student learning in the
requires knowledge of educational responsible for providing a high- districts. The Lighthouse Inquiry paper
governance and the ability to work quality education to all students. To was published in 2000 and presented
as a member of a team. The role of a improve the schools, the stakeholders at the Annual Meeting of the American
school board member is to first and should work together to analyze data, Educational Research Association in
foremost to support the achievement identify needs, and create action Seattle, Washington, during the time
of the students in the district. In plans to address the systemic needs. period of April 10-14, 2001 It was the
addition, a school board member’s Engaging diverse stakeholders in the Iowa Association School Boards goal
role also includes responsibilities in improvement of schools is important to provide as the report describes “a
the areas of programs, instruction, and required under the ESSA for any lighthouse” for other school boards
policy development, budget, effective district that receives federal funding. to inform them how they may support
management in regard to the chief The participation of all stakeholders the achievement of the students
school administrator, and ensuring in school improvement to include the in their respective districts (Rice,
there is a two-way communication superintendent and board of education Delagardelle, Buckton, Jons, Lueders,
between the community and board. In is one of the important factors critical Vens, Joyce, Wolf, Weathersby, 2000).
the age of increasing accountability and for student success (ESSA, 2017).

Educational Viewpoints -71- Spring 2020