My colleague, Adam Emerson, recently penned a piece on rethinking charter school governance; specifically, how charter school governing entities (i.e., school boards) are structured and the pros and cons associated with different arrangements. It is a good piece, but I would argue that structure means nothing without capacity.
We have an internal saying within our charter school authorizing operation: “As the board goes, so goes the school.”
More often than not this proves to be the case, which is why board capacity – and by that I mean the collective strength of the school’s board to govern a fiscally, organizationally and academically healthy school that is achieving its goals for students - is critical.
Have a high performing charter school? Chances are it’s got a savvy board whose membership consists of mission-aligned individuals with diverse professional expertise and experience that is leveraged to advance a strategic and defined vision, and achieve a specific set of goals.
As the board goes, so goes the school
School not doing so well? Probably the issues start and end with the board, and will fester as long as the board lets them.
Adam touches on this issue by pointing out that education management...