surviving your first year on the board · surviving your first year: what new school board members...

Surviving Your First Year


on the Board


Introduction

Surviving Your First Year: What New School Board Members Want to Know is a basic handbook for newly elected board members filled with the answers to questions first-year board members repeatedly ask. At the Nebraska Association of School Boards (NASB), we have realized over the years that people most often come to a position on the school board as concerned citizens who want to make a difference. But there is very little in anyone’s previous experiences, regardless of the entries on their resumes, that fully prepares them for serving as a public of-ficial and a constructive member of a governing board.

In essence, our goal with this publication is to welcome you to the exciting world of public service, and get you started on the road to effective community leadership.

This publication covers a lot of ground, but it still will not encompass all the questions first-year board members have. We hope to continue to update and add to the content as board mem-bers suggest questions we should include. In the meantime, we hope you will find comfort in discovering that many new board members have had the same questions you have.

Brian Hale, NASB Director of CommunicationsBurma Kroger, NASB Board Development SpecialistMegan Brasch, NASB Legal Counsel

AcknowledgementsMichigan Association of School BoardsNeal Stenberg, AttorneyKelley Baker, AttorneyGil Kettlehut, Administrator, ESU #3


Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter 1 (Now What?). . . . . . . . . . . . . . . . . . 5

Chapter 2 (Can We Talk?). . . . . . . . . . . . . . . . 11

Chapter 3 (Meetings and More Meetings). . . 17

Chapter 4 (Working With the Board) . . . . . . . 26

Chapter 5 (The Superintendent) . . . . . . . . . . 31

Chapter 6 (School Finance and Laws) . . . . . 33

Chapter 7 (You Have Homework, Too) . . . . . 40

Chapter 8 (Community Ties) . . . . . . . . . . . . . 43

Acronym Guide for Education . . . . . . . . . . . 47


Chapter One“OK, I’m a Board Member. Now what do I do?

• What is the primary function of a school board and what are some of the powers and duties of the board?

The primary function of the board of education is to oversee the education of students in the district. The board is ultimately responsible for school district operations, but the board does not get involved with the day-to-day operations of the school. Rather, the board of education sets the direction and goals, and the administration decides how to get there.

The Nebraska Legislature, through state statute, gives the board power to oversee a number of areas: education, safety, property acquisition, employee management, and spending. The board has specific responsibilities to determine curriculum, employ a superintendent, and approve a budget.

• How do I “sit back and observe” as a new board member if the community wants an active board member?

Your school board is in charge of running one of the largest businesses in your community. If you started a new job at a company, what would you do your first day, week, or even month? Would you walk in the door and start telling people what to do and how to do it, before you even learned your job? New board members often want to jump in and make an impact as soon as they are elected to the school board, but this may not be the most effective way to operate. The key is to figure out how best to interact with your fellow board members in reaching decisions on the issues that face your board. Yes, your community wants you to be active; they also want you to be effective. This may require taking the time to learn your role as a board member, as well as becoming familiar with how your board operates.

• What is expected of a new board member?As a new board member you will be asked to make decisions on

major issues that affect the students and citizens of your community. You will be asked to vote publicly on matters that you may know little about. You need to take the time to learn about your job and the issues at the same time you are performing your job. Some of the activities


you will be expected to do are: attend board meetings, participate on committees, attend school functions, keep yourself informed about issues, pursue developmental opportunities for yourself and interact with your fellow board members and the superintendent. These activities require a significant amount of time, but it is time extremely well spent when you consider that you are helping to shape the future of the children in your community.

• How do I learn my job?A great deal of learning takes place “on-the-job,” as you prepare

for, and participate in, each month’s board meetings. Your local school board should have an orientation process in policy. The superintendent and the board president should arrange an orientation for newly elected board members. The Nebraska Association of School Boards (NASB) also provides training opportunities, beginning in December of each election year, with ‘Learning the Ropes,’ a daylong workshop geared to provide new board members with a firm grasp of the fundamentals of board service. Other useful workshops and conferences are presented throughout the year and focus on such topics as labor relations, government relations, school law, school finance, and board leadership. Most importantly, don’t hesitate to ask questions. Nobody expects you to have all the answers and most boards and superintendents welcome the opportunity to get you up to speed. The NASB staff also serves as another resource to get answers to your questions. Our toll-free phone number (800/422-4572) can get you pointed in the right direction and help you to sort out the issues with which you are wrestling.


• What are the duties of each elected officer?There are four elected officers on a school board: president, vice

president, secretary and treasurer. 1. The board president sets the tone for how the school board

will function. The president conducts the board meetings, interacts with the superintendent and other board members, serves as the board spokesperson to the media and the public (unless someone else is identified to be spokesperson) and appoints standing and ad hoc committees and chairs.

2. The vice-president presides at board meetings when the president is not there and assumes the office of president in the event of a vacancy until a new president is elected.

3. The secretary is the chief election officer of the school district, records and signs minutes of meetings, orders, resolutions, and other proceedings of the board.

4. The treasurer has the care of district finances and oversees the receipt and spending of all monies. The duties of the secretary and treasurer may be delegated to a member of the district’s administrative staff.

• What do the school board members do?As a school board member you have been entrusted by your

community to oversee the financial well-being and operation of your school district. Everyone elected to the school board has a responsibility to the community. Exactly what you do will be determined by how your board functions. As a board member, however, you are expected to take an active role on your board, working with the other board members to address education-related issues and make decisions.

• How do the school board’s responsibilities differ from the superintendent’s?

The school board is responsible for setting policy and establishing goals for the school district. The superintendent works for the school board and is the person who translates the policy into action. The superintendent and staff run the schools, making the day-to-day decisions that affect the operation of the school consistent with the goals and established by the school board.


• Where, or who, do you go to for information?The superintendent is a great source of information. It is not unusual

for the superintendent to have been there longer than most (or all) of the school board members on your board. The superintendent can usually provide answers to your questions on protocol or procedure, as well as issues facing the board. Other board members, both current and past, are also good resources, particularly board presidents. NASB also is a good resource for information or books, and has specialists on staff who can answer some of your questions, or point you in a direction where you can get answers. Check out NASB’s web site (www.nasbonline.org) for in-depth information on many school policies, as well as legal and legislative issues.

• How much time can I expect to spend on school board responsibilities?

The amount of time board members spend carrying out their duties varies greatly from district to district. Some boards hold regular meetings once a month, others meet twice or more each month. In the metro area, it is not unusual to have several functions a week to attend. Board members are also called upon to attend committee meetings, special meetings, and hearings as required, and to spend time reading board materials and participating in professional development activities. On average, a board member in Nebraska can expect to spend 10-20 hours a month on board activities, but some members will spend three or four times that. The amount of time you spend will be dependent on your district’s meeting schedule and your own commitment to service.

• Are there any guidelines I should follow to help me be an effective board member?

Yes. To be an effective board member you must first realize that you are part of a team. As a single member of the board, you wield no power at all; decisions are made by the entire board. As a team member, you can increase your (and the entire board’s) effectiveness if you: 1) contribute ideas and solutions; 2) recognize and respect


differences in others; 3) value the ideas and contributions of others; 4) listen and share information; 5) ask questions and get clarification; 6) participate fully and keep your commitments; 7) are flexible and respect the partnership created by a team – strive for the “win-win”; and 8) have fun and care about the team and the outcomes.

• How do I decipher all the educational jargon and acronyms I hear at each board meeting?

It is true there are a lot of abbreviations and acronyms for educational terms. A guide to education’s acronyms is included at the back of this manual which covers some of the vocabulary you will need in your position as a school board member. For jargon or acronyms that are not included here, consider asking your superintendent or other board members.

• What is micromanagement?Micromanagement is a term used in business that describes a

manager who is overly involved in tasks or details that should be handled by those who report to him. In the case of a school board, “microman-agement” is used to describe a board that becomes involved in the day-to-day operations of the school district rather than setting direction through goals and policies and letting the administration determine how to accomplish the goals.

• What is the purpose of ESUs?“ESU” stands for “Educational Service Units.” In Nebraska,

17 educational service units represent a group of regional public schools. They are permitted to levy property taxes in their coverage area, and receive annual funding from the state’s general fund. Their purpose is to provide specialized educational services to the public schools. While each ESU may offer a slightly different menu of


services, primarily they provide educational support services (special education, staff development, student health care, and technology) to schools in a cooperative arrangement between the schools served by the particular ESU. Also, the ESUs have been effective in providing schools with bulk purchasing opportunities, which help all of the schools get a better rate on the supplies and materials it takes to operate a school.

• What is the role of the board when there are problems with an administrator?

The only employee who answers directly to the school board is the superintendent. If there is a problem with the superintendent, the board needs to address the problem through its adopted evaluation process.

If there is a problem with one of the administrators who reports to the superintendent, it is the responsibility of the superintendent to handle the issue. You should certainly let the superintendent know what you’ve seen or heard, but be very careful not to overstep the line into micromanaging the relationship with this administrator. If you don’t feel that the superintendent has addressed the situation satisfactorily, you should raise the issue with your fellow board members during the superintendent evaluation process.

“To be an effective board member you must first realize that you are part of a team. As a single member of the board, you wield no power at all; decisions are made by the entire board.”


CHAPTER TWO Can We Talk?

• Is it OK to call the superintendent? How do I communicate with the superintendent?

Absolutely! You need to establish a good working relationship with your superintendent. To do this, you will have to talk to him/her. If you have questions, it is better to call the superintendent and discuss them before the board meeting, rather than surprise him/her at a public meeting. If these questions are concerns or relate to negative feelings from the community, the superintendent will appreciate knowing about these in advance of the board meeting so that he/she can come prepared to address them. It is appropriate to call the superintendent, set up a meeting to discuss questions, or even email him/her for simple questions or requests.

• If I disagree with board members, or the superintendent, what is the best way to make my feelings known?

You should always treat your fellow board members and the superintendent and administrators with respect. Disagreeing with any of them is not a problem. In fact, a discussion about an issue that reflects two or more views may result in a better decision, rather than if everyone agreed from the beginning and the simple solution was selected. Be certain you respect the individual, however, and debate the issue, not the person. Demeaning comments or loud discussions do not facilitate effective decision making. And once the board makes a decision, even if you were on the losing side of the vote, you need to support the board’s work. Nothing undercuts the community’s perception of the board, the district, and itself, like sniping and bickering among its board members.

• How do I approach my superintendent or board if I have a suggestion for a change?

You can always bring an issue up in committee if the suggestion is part of the business of a committee you sit on. If your suggestion needs to be discussed by the entire board and voted on, it should be added to an upcoming agenda. You should contact the superintendent or the board president to discuss your idea and have it either put on the


agenda or referred to committee. Please do not propose a new idea or change at a board meeting without prior discussion. In addition to the courtesy that is extended to your fellow board members by not catching them off-guard, the board might well be stretching the Open Meetings law by discussing issues that are not listed on the formal agenda. No one likes surprises!

• Is it OK to talk to board members outside the board meeting?Yes, you are permitted to speak to your fellow board members

outside of board meetings. As with the superintendent, you should try to establish good relations with each of the other board members. Talking with them in social situations or at school sporting events, for example, will give you an opportunity to learn about them outside of the school board. Be careful, however, that you do not discuss any school board matters if you have a quorum of board members present. Discussing board member business in the presence of a quorum would constitute a meeting and, if it was not advertised as a normal meeting, it would violate the Public Meeting Laws. In fact, many boards make it a practice to avoid non-board situations where a quorum of members are together, unless they are involved chance meetings or travel to (or participation in) a professional development activity at a conference or workshop. There’s nothing wrong with co-existing as a group, as long as you can keep from doing the district’s business outside of the public’s view.

• What can you say, or not say, to parents and friends about school issues?

School board business that is discussed in closed session or relates to confidential matters (such as an employee personnel issue or student discipline issue) should never be discussed with anyone other than another board member or the superintendent. A good rule of thumb is to discuss only items that have been made public


at a school board meeting. Adhering to this rule of thumb will go a long way in maintaining trust with the superintendent and the other board members.

• What information is considered confidential?As noted above, most employee personnel issues or student

discipline issues are considered confidential. Also, the information discussed in a closed board meeting is confidential. The Board may go into an executive session only to protect the reputation of an individual (such as a discipline hearing or some parts of the evaluation process), or to protect a legal and financial interest of the school district (such as discussing contract negotiations for property acquisition or teacher salaries).

• How do I address concerns for my children with a teacher once I am on the school board?

This is a tricky area. No matter what you say about “speaking as a parent, not a board member,” it is difficult for some teachers to separate your role on the school board from the issues you may want to address as a parent. It’s not surprising that some teachers may be somewhat intimidated by your role as a board member.

You can go a long way toward disarming this intimidating feeling by making sure that you are not using your position as a school board member to secure special treatment for your child. Your child should be treated the same as the other students in the school, and be subject to the same rules and requirements. If there are issues you wish to discuss with a teacher, you should follow the normal procedures by contacting your child’s teacher to discuss them. In some cases, the teacher may be somewhat cautious, but assurance from you that you are there in your role as a parent might be helpful.

If you are not satisfied with the results, be sure to follow the complaint procedures defined in your board’s policy manual and your school’s student handbook. You should never relinquish your parental responsibilities simply because you’ve been elected to the school board, but as a board member, it is equally important that you model appropriate behavior by working within the board’s adopted policy.


• How do I respond to a community that questions the school board’s decisions?

It’s normal to hear questions about the board’s decisions. You can respond by explaining the thought process that went into the decision, and why the board arrived at the conclusion they did. Be sure to answer honestly and without emotion. One of your roles as a school board member is to be an advocate for the district. Being asked about board decisions provides an opportunity to promote the positive activities that are occurring in your schools, while at the same time responding to community questions.

If you find yourself in the minority on a board vote, you still need to communicate support for the process and the will of the majority. Sabotaging the board’s decision in the coffee shops the morning after a board meeting may give you a chance to bask in the attention of friends and neighbors, but it almost never advances the cause of the school district. Better to say, “I didn’t agree with the majority, but I can see what they were thinking. We will be monitoring that situation over the next year to see how it actually turns out. If it needs fixing, we can revisit the issue.”

• How do I respond to questions from the media?It is important to analyze who is the most appropriate person to

handle a given interview request. In many cases, questions about curriculum do not fall in the board member’s area of expertise. Make sure you don’t try to take on more than you have the expertise to address. As mentioned earlier, board members should most effectively be able to discuss the policy decisions and overall goals of the district. One board member should be designated to present the board’s point of view. This is usually the president. If the media is waiting to do an interview following a board meeting, then it is appropriate to refer the question to the president or the superintendent. You can do so by saying: “Our president, Ms. Jane Smith, would be happy to answer your questions. Let me get her for you.”

If you are contacted by a reporter for the local newspaper, and you are unprepared for an interview, it is best to avoid saying: “No comment.” Rather, you can say you don’t know the answer, but you’ll be happy to find an answer and get back to them. Then be certain you follow through and provide them with the information they are requesting.


It’s always good to ask what their deadline is, and then respond within that time frame.

In all situations try be honest – never lie! Talk in plain English, in short, quotable sentences. Be friendly and warm. If you are on camera, remember that body language is as important as what you say. Also, it is important to identify whether you are speaking as a representative for the district, or as an individual. Clarify that point for yourself, and for the reporter.

• How should I handle negative or untruthful comments from the community?

If you are aware of untruthful comments from the community, and you are comfortable speaking to the people passing on these untruths, then you might consider visiting with them and providing the correct information. If you are not comfortable speaking with the people who are advancing the incorrect information, maybe there is another board member who would be willing to meet with them. You should also notify the superintendent and board president if the negative or untruthful comments become pervasive.

• How should I respond to parental complaints?The best way to respond to parental complaints is to be a good

listener. In the process of listening, you can ask questions to understand the situation better, but be careful the parent does not interpret your questions or comments as an indication of future board action. Once parents have shared their complaints with you, try to

give them guidance on how to get their concerns addressed through the proper channels. Tell them about the district’s complaint procedures and encourage them to follow the prescribed steps. Remember, it is not your responsibility to take on the concerns of each community member who calls you. You are not the source for their solution (as a single board member, you don’t


have that kind of power), you are a resource that will help them solve their own issues. You should listen to them, but then make sure they know to contact the school staff to have their concerns addressed in the appropriate manner. It’s important they understand that, in your role as a school board member, you do not get involved in the management of the school; your role is to set goals and oversee the school district’s operations. Ultimately, you may be called on to sit in judgment of a staff member or a student. If you have been convinced of the person’s guilt prior to the hearing, you cannot be a legitimate juror during the objective presentation of the evidence. Don’t give up your right as a board member to serve in this role!

• How should the board communicate with the community?You should review your school board policy on community

relations. If you don’t have one, your school board should consider developing a policy. This area is quite involved, but at a minimum, you should strive for two-way communication with local opinion leaders and engage them in a regular, ongoing dialogue about your district. The more your community is involved in the schools, the easier it will be to gain their help when you need it — whether it is to pass a bond issue for much-needed improvements, or to explain a controversial decision that the school board makes. And be sure to celebrate the successes of each school with the community as well!

• Can board members communicate with each other via e-mail?School board members may use email to communicate with each other only if they are not using it to decide issues in advance of a meeting or as a means of avoiding open meeting requirements. You should be particularly careful to avoid sequential email communications. While a board member may send an email to ask a question of another board member, it is not appropriate to forward the question and answers on to other board members as this might appear to be a decision-making process. Likewise it is not appropriate for board members to engage in an “online chat” situation, particularly if you are discussing school board issues. Remember, if you are using a school email address, copies of all emails can be requested by the public or media under the Freedom of Information Act.


CHAPTER THREE Meetings, Meetings and More Meetings!

• What should I expect at my first board meeting?If you have never participated in a board meeting, you may

be overwhelmed by your first meeting. There are basic rules of parliamentary procedure that should be followed, but each board operates in its own way. It would be a good idea to talk with the

president before attending your first meeting to ask basic questions such as: Where do I sit? How is the agenda set up? How long do the meetings usually take? Can I say anything? Hopefully you will have had your orientation by a board member and/or superintendent to explain the

way in which your board functions. You should also receive your board packet with the agenda and any supporting information several days before the meeting. Be sure you go through the material carefully and take the time to call the superintendent or board president to ask questions about anything you don’t understand.

• Where should I sit?Many boards have their rooms set up in a consistent configuration

for board meetings, with name plates at the seats for each person at the table. Some boards have assigned seats that do not change from meeting to meeting. Other boards mix the seats up each time. And others do not have name tags or assigned seats. To feel comfortable prior to attending your first meeting, you might want to contact the board president and ask if there are any “traditions” that you should know about in advance of the meeting, including where you should sit.

• How does being on TV affect board members?Anytime you are being filmed or are in the public eye, it is normal

to be more self-conscious and nervous. Naturally, the first time you participate in a taped board meeting you can expect that you may be less


articulate and think of things afterwards that you “wish you had said!” After you attend a few taped meetings, though, you should become comfortable and even forget the camera is on. Periodically reviewing a tape to see how the board is presenting itself is a good idea. Board members are often surprised by their unconscious body language that may or may not accurately communicate their feelings.

• How professionally does a board meeting need to run? What is considered too lax or too formal?

All board meetings need to follow some set of “rules of order,” often loosely based on parliamentary procedure. The method that your board selects should be identified in your board policy. Some boards elect to follow Robert’s Rules of Order. Other boards may specifically elect to not follow Robert’s Rules, but prefer a basic version of parliamentary procedure. Your school board can be as lax or as formal as it chooses, as long as the board policies describe the method you will employ, and this method does not violate state statute, the Open Meetings Act, or basic parliamentary procedure.

• How can a board meeting be arranged to appear inviting?Again, this is your meeting and your board can set it up as it sees

fit. A couple of rules of thumb, however, are to be sure the president is in a central position, and visible to everyone in the room. You might want to identify a reserved seating area for the press, and a number of chairs for any “public” that chooses to attend. Be sure to provide agendas for the public and a process for how they can contribute during public participation. Generally the board table is set up in a “u” shape, opening onto the audience. If your room is large, or you expect a large number of people to attend a meeting, you might want to provide a podium with a microphone for speakers to allow them to be heard by everyone.

• What are the legal requirements for school board meetings?School boards must meet in compliance with the Open Meetings

Act and make public records available consistent with the Freedom of Information Act. Basically, the Open Meetings Act requires that all school board meetings, including most committee meetings, be open to the public and proper notice must be given to announce


regularly scheduled meetings as well as special meetings. Minutes of the meetings must be taken and include specific information required by the Open Meetings Act.

• What is the Open Meetings Act?In the 1960s, open meetings

laws were passed to prevent the common practice of conducting board meetings in secret. The basic intent of the Open Meetings Act is to strengthen the right of all citizens to know what goes on in government by requiring public bodies to conduct nearly all business at open meetings. This Act has been amended by the Legislature several times, but it still governs how you should operate and run your meetings.

• How can a board have good exploratory discussions given the restrictions of the Open Meetings Act?

The Open Meetings Act does not preclude the ability to have good exploratory discussions. There may be some topics that are uncomfortable to talk about openly, but the board is obligated to conduct all discussions in open session, except during the limited and narrow situations that permit closed sessions (protecting the reputation of an individual, or the financial interests of the school district).

• Can board members meet socially without violating the Open Meetings Act?

Yes. Social gatherings are not considered school board meetings, even if a quorum is present, so long as the board members in attendance do not discuss school business or arrive at decisions about an issue.

• What role does the superintendent play?The superintendent is a key person at all school board meetings.

The superintendent and president plan the meeting together, but the

Public Notice


superintendent makes certain the meeting room is set up as required and all tools that are needed are available, such as a tape recorder, easel, overhead projector, microphone, etc. Each item on the agenda is introduced by the president; however, for discussion or action items, the superintendent is often asked to explain the issue. Even if the superintendent is not the person who explains a particular point, the superintendent’s opinion or recommendation should be solicited before a vote is taken.

• How do I get involved in committees?Not all school boards utilize a committee structure to accomplish their

work; however, most do. In those cases, the president is responsible for assigning board members to committees. If you have an interest in participating on a particular committee, make certain the president is aware of your interest prior to identifying committee assignments, which is usually done shortly after the organizational meeting.

• Who is responsible for setting the agenda?The superintendent and board president are responsible for setting

the agenda according to most boards’ policies. In some districts, the vice president also participates in the pre-agenda meeting. This enables them to be prepared for the board meeting, as well as suggest topics to be covered.

• How can I get my issues onto the board agenda?Usually, the process for getting an item on the board meeting

agenda is contained within the board’s policies. The best way to get an item onto the board agenda is to contact the superintendent or president prior to the agenda-setting meeting. If you have an issue that comes up after the agenda has been distributed, you still have an opportunity to have it added to the agenda the night of the meeting if the issue can be described as an “emergency.” Be careful not to spring any surprises, though. If this is not an emergency, and a decision is not needed immediately, it is better to have the topic added to the agenda for the next meeting when board members will have sufficient time to become informed and prepared to discuss the topic.

• Does public comment only pertain to agenda items?No, members of the public are permitted to present their point

of view on any topic as long as the matter is within the jurisdiction


of the board, whether or not it is on the agenda, according to the requirements of the Open Meetings Act. The public is allowed to address the school board at any public meeting, based on the guidelines the board has established for public participation. Generally, these include a designated time on the agenda for public comment, the length of the comments, identification of the speaker, adherence to the rules of common courtesy, and reasonable limitations on the use of recording and broadcasting equipment.

• What is a consent agenda?A consent agenda is an item listed on the regular agenda that

groups routine items under one agenda heading. Routine items (such as paying bills, approving minutes of the last meeting, approving the agenda, etc.) can thus be approved by a unified motion and vote of the board. The purpose of the consent agenda is to expedite business and streamline the meeting. There is no discussion of items on a consent agenda. If clarification of an item is necessary, then you should request that the item be removed from the consent agenda and placed on the regular agenda for that meeting.

• Is it OK for me to ask questions at the board meeting?Absolutely! Hopefully, you have taken time to review your

materials in your board packet and have asked for clarification when necessary from the superintendent prior to the meeting. Certainly as the discussion of an item ensues, other questions may occur to you that you have not previously asked. It’s important that you get all your questions answered so that you have a knowledgeable and well-thought-out vote.

• How is voting done at a board meeting?

All votes taken at a school board meeting are a matter of public record and must be recorded in the minutes. All votes of a school board must be taken in public, with the exception of the vote to elect the leadership of the board. State law does not give direction as to how votes are to be taken, just that all votes must be done in public and each member’s vote must be recorded in the minutes. Usually, board policy will dictate how votes are to be taken. A board may permit a roll call vote to be taken in a variety of ways, including having the board president go first or last; starting on one end of the board room; rotating who votes first; etc.


• Do most school boards vote in a rotating order, consistent order or doesn’t it matter?

The manner in which your meeting is run is determined by your school board. It doesn’t matter how you vote—in a rotating order or the same order each time. The Open Meetings Act simply requires that the public must be able to determine how each board member voted.

• When does the board president vote?The board president votes each time a vote is called. Some

people think that the board president only votes to break a tie. This is not true. The board president is expected to vote as a member of the board, in whatever sequence the board is following. Whether the vote is rotated each time or each member votes in the same sequence, the board president votes in the same way as the other board members.

• Can a member of a board of education vote by proxy at regular or special board meetings?

No, it is not permissible for a board member to vote by proxy. Nebraska law requires that a board of education may take action on a motion only when that motion is voted on by a majority of the members who sit on the board and are in attendance at a lawfully convened meeting. In the event of an emergency, there are provisions for school board members to participate in a meeting by telephone or other telecommunications. But this should only be done as a last resort.

• When is a unanimous vote important?This may seem like a trick question, but it is not. As discussed

below, it is appropriate to vote no when you disagree with a motion. However, once the motion passes, the entire board should support the final decision of the board regardless of how each member voted.

For a couple of instances, NASB would recommend that the board vote unanimously: hiring the superintendent and voting on a bond issue. The superintendent is the key person who will run the school district on behalf of the board. A positive, final vote that is less than unanimous for a new superintendent would be perceived


as a lack of trust for this person, and raise questions as to their appropriateness for this job. It is not be a good way to start a relationship based on trust and good communication.

If the board is not together on the bond issue, you can be certain that the negative voters in the community will use dissension on the board as a reason for voters not to approve the bond issue. There may be other situations that arise where a unanimous vote is very important for public perception and trust. As you serve on the board, it will become apparent to you when a unanimous vote is in the best interest of the district.

• When is it appropriate to abstain or vote no?The only time it is appropriate to abstain is when you have a

conflict of interest, which should be declared prior to the meeting. A “no” vote is appropriate when you disagree with a motion. It is not appropriate to abstain because you have not taken the time to ask questions or because you are uncomfortable with the topic. It is your responsibility to be informed and prepared to vote on a decision.

• What questions can or can’t be asked?You should avoid asking questions at a public board meeting

that would result in addressing any of the topics that permit or require going into closed session. This would include confidential information about students or employees, negotiating strategy, purchase of property, etc.


• How can I ask questions at a board meeting and still adhere to the “no surprises” rule?

If you want to ask a question that you anticipate being controversial, you should alert the superintendent or president ahead of time. Together, they can help you decide if there is a better way to address the issue or get information. If your question is to clarify an issue, then it is appropriate to ask it at the board meeting, as long as you don’t violate any of the topics noted above.

• Do all questions go through the superintendent before being discussed at a board meeting?

No. It is not necessary to clear your questions with the superintendent prior to a meeting. You should be thoughtful of the questions you ask, however, and not spring a surprise on the superintendent. If you have a question that may require collecting data or information not already in your board packet, it would be wise to let the superintendent know prior to the meeting so that he/she can come prepared to answer your questions.

• What is considered an acceptable dress code at board meetings?Again, your board decides how formal or informal you want your

meeting to be. A good rule of thumb, though, is to dress appropriately for a business meeting, as board meetings are business meetings. Remember also that the public may attend as well as the press. Your dress should reflect the professional approach that your school board takes in overseeing the operations of the school.

• How do you support what you think is a bad decision?If you don’t agree with a decision that the board has made, it is

still your responsibility to support the final decision of the board. Your opportunity to show your disagreement was during discussion and through your vote which is public record. If you are asked about the decision, you should explain why the board voted the way that it did. It is permissible to say how you voted; however, you should not do it in a way that undermines the board’s majority decision. As long as your comments remain factual and do not evaluate the board action, you are showing support for the decision.


• Can a board president offer motions?Normally the board president calls for the motions on agenda

items. The president is a member of the board with the same voting responsibilities, no more and no less. Although it is permissible for the president to offer a motion, it is preferable for other members of the board to offer and second a motion.

• Is there any requirement as to the length permitted for public comments and must they be permitted throughout the meeting?

The board’s policies should establish how public participation will be conducted at a board meeting. A board meeting is a business meeting of the district, the rules of which are established by the board. Normally a time allotment for public participation (and often times, individual time limits) is indicated on the agenda, although you are required to allow anyone who wishes to speak the opportunity to do so within the framework of your policy. If there are a lot of people, you may be forced to reduce comments from five minutes per person to three minutes, for example, or extend the time frame for public comments.

It is not required to allow public comments throughout the meeting. The timing of public comments is a decision that the board must make and should be included in your bylaws. You can designate time at the beginning, the end, or the middle of the meeting; some boards have public comment at both the beginning and the end. Other boards allow public comment on each agenda item, after the board has had an opportunity to discuss the item. It’s up to your board to decide.

• Can a board of education meet in closed session to discuss the superintendent’s contract?

According to the Open Meetings Act, there are very specific reasons permissible for going into closed session. A discussion of the superintendent’s contract is not one of the permissible topics, therefore the discussion must be held in open session. What is permissible for closed session is discussion of the superintendent’s evaluation, if requested. However, the specific terms of the contract or consideration of renewal or non-renewal all must be discussed in open session.


CHAPTER FOUR How Am I Going to Work with This Board?!

• Should I ask for a mentor?Many boards will have a designated person who mentors the new

board member. Serving as mentor may be a defined responsibility for one of the officers, such as the vice president, or it may be a rotating position. A mentor will give the orientation to the new board member prior to his/her first board meeting. She/he will also check in with the new board member periodically during the year, to explain key activities, such as the process for evaluating the superintendent or the budgeting process. If you find your board does not have a person designated as mentor, you should suggest it, particularly if you prefer working this way.

• When are issues serious enough to bring to the board?It’s difficult to have a rule of thumb that works in all situations. If

you are hearing from a number of people in your community about concerns, you might want to check with other board members to see if they are hearing the same concerns. An issue or activity that is counter to board policy should be brought to the attention of the president or the superintendent. When in doubt, you should feel free to discuss concerns with the superintendent and the president at any time. They can help decide if the board needs to be proactive about the issue.

• Explain the committee structure, function and role.School boards operate in two ways. Some boards operate as a

“committee of the whole” where all issues or activities are addressed by the entire board together. Boards that choose this method of operation usually receive the same information at the same time, and have the ability to deliberate each issue. Other school boards function with a well–defined committee structure where the board members serve on several committees, and a committee first addresses issues or activities before the issue comes to the full board. Board members are appointed to standing committees by the president and serve for one-year terms. Ad hoc committees can also be established to deal with a particular one-time issue, although their length of term may


be less than one year. The committee structure works best when the board fully trusts the other board members and is willing to accept the work and recommendation of this smaller subset of the board.

This does not mean the full board cannot ask questions and become informed prior to voting on a motion at a board meeting; in fact, they need to become informed in order to vote responsibly. Rehashing the entire work of the committee, though, defeats the committee’s purpose. Boards that follow a committee structure feel it saves time and allows each board member to delve more deeply into fewer areas. Some boards find they are able to deal with more issues with this approach, and each board meeting is more reasonable in length. Possible standing committees include: policy, finance, curriculum, communications, student and athletic, buildings and grounds, and personnel.

One last point to be aware of is that committees can be subject to the Open Meeting requirements even when there is not a quorum.

• How do you survive politics?Politics is often considered to be a negative activity, hence the

need to “survive it.” Consider, however, that the powers of your school board are established by our state constitution and your board is based on the same principles of representation as our government. School governance is founded on the belief that a group of (potentially very different) people, representing various constituents in their district, can make better decisions than any one person alone could. With this in mind, one way to think about the politics is to be open-minded about the opinions of your fellow board members. Your goal should not be to convert them to your point of view, but rather to determine the best solution on an issue by working together to try and accommodate all views. You want the students to be the “winners” - not one board member or another.

• How can I best assimilate into the team?It’s always a good idea when joining a new organization to take

time to listen and observe before trying to make an impression. Ask lots of questions so that you can understand how your board functioned before you joined it. You should certainly feel comfortable asking questions and making recommendations, particularly if you


have taken the time to do some homework about your board prior to serving on it. Remember, some of your fellow board members have been together for many years and the board may be very cohesive. Like any other team situation, initially it may be difficult to feel part of the team. However, with patience and an open mind and a willingness to learn, it won’t be long before you will naturally assimilate into the team.

• How do you get more comfortable within your board?It is always a good idea to try to establish good working

relationships by getting to know your fellow board members in situations other than simply board meetings or committee meetings. If there is someone you are not comfortable with, invite them to go out for coffee or lunch so you can spend time getting to know one another. Trying to find some common ground or point of view that you both hold will increase your comfort level with that person. School events, such as sporting events or assemblies, can also offer you opportunities to visit with your fellow board members.

• What should a board do when it is not working well as a team?Open communication is critical to the proper functioning of

your board. If you feel your board is not functioning well, it may be appropriate to suggest a workshop where the board reviews its policies that establish how it will function. If the policies are not effective, then consider adding or clarifying the policies. You could consider development of a more specific set of guidelines, or a board protocol or code of conduct. In some situations you may want to hire NASB to assist your board in improving the working climate.

• How do school boards make decisions?

F o r m o s t r o u t i n e decisions, boards rely on their superintendent and other staff members to supply them with necessary information.


However, there are decisions that may require the board to seek community input or to consult experts. Such information should always be sought in an organized fashion as the result of board—not board member—action. It is important to remember that the best board decisions are made when board members have access to the same information, share their opinions openly and honestly, and respect each other’s differences.

• What is the most important consideration when making a decision?

The primary consideration is the impact the decision will have on the students. If you understand the facts and relevant data and you keep the needs of all students in mind when making decisions, you will undoubtedly make good decisions. Remember, your first

• When I’m in the minority on the board, how can I influence the other board members to consider my point of view?

You can still be an effective board member, even if you hold a minority point of view. If your board has established a vision and mission for the school, as well as district goals based on this vision, you can stay focused on these priorities by ensuring that recommendations

responsibility is to every student in your district. Keeping this in mind will greatly assist you in making the right decisions despite pressures you might receive from certain constituent groups.

• What can or can’t school board members reveal to each other?

School board members will learn information that is confidential and should not be discussed outside of a board’s closed sessions. This does not limit discussions between school board members. Board members should feel they can discuss issues that are before and within the jurisdiction of the board.


are consistent with your district goals before a vote is taken. If your district has not established district goals, you can try to keep people focused by asking how to address an issue in the best interests of the students.

• Should the board of education set goals for itself each year?Yes, it is a good idea for a board to have goals and to evaluate

them on a yearly basis. In this way, you have a scheduled forum for discussing (and measuring) the effectiveness of your board and how to improve it.

• Are there term limits for board members?At this time, the State of Nebraska has not enacted term limits for

school or ESU board members. State statute has established four-year terms with no term limit; in other words, board members can serve for as long as they wish. An individual board does not have the ability to cap the number of terms. This would have to be done by the Legislature through an amendment to the election law statutes.

“It’s always a good idea when joining a new organization to take time to listen and observe before trying to make an impression. Ask lots of questions so that you can understand how your board functioned before you joined it.”


CHAPTER FIVEThe Superintendent – Building a Relationship

• What is the superintendent’s role relative to the school board?An easy way to think about the superintendent’s role is to consider

him the CEO of the school district, where the school board is the board of directors. The superintendent is the only employee that is hired directly by the board. All other administrators, teachers and staff are hired by the superintendent. Where the school board is responsible for setting the vision and mission for the district, it is the superintendent who will carry out the goals. The school board tells the superintendent what it wants done; the superintendent determines the best way to do it.

• How do I communicate with the superintendent?You should feel free to communicate in any way you are

comfortable. Usually the superintendent is more than willing to meet with you, discuss issues on the phone, or respond by email. The important thing is not how to communicate, but that you do communicate with the superintendent, especially when you have questions about agenda items being discussed at your board meeting.

• When and how does the board evaluate the superintendent?By state statute, a board is required to evaluate its superintendent

twice during the first year of his or her employment, and once each year thereafter. Since there is no state-required evaluation instrument or process in Nebraska, schools use a wide variety of forms and schedules with varying degrees of effectiveness. The “best practices,” however, share these elements: (1) the board and superintendent mutually agree on the instrument and timeline to be used; (2) the superintendent is evaluated by the board, not by individual board members; (3) goals for improvement are specific and measurable; and (4) the instrument and timeline are reviewed periodically for relevance and effectiveness and revised accordingly.

Information about your board’s superintendent evaluation process should be part of the local orientation provided by your board and


superintendent. If you need additional information, contact your NASB staff and be sure to ask for a copy of the booklet titled “Superintendent Performance Evaluation.”

• How do I, as a new board member, approach the superintendent about making a change without being pushy?

As was mentioned in Chapter Two, you can always bring an issue up in committee if the suggestion is part of the business of a committee you sit on. If your suggestion needs to be discussed by the entire board and voted on, it should be added to an upcoming agenda. You should feel free to contact the superintendent, or the board president, to discuss your idea and have it either put on the agenda or referred to committee. If you are tactful and ask thoughtful questions about the way the board currently operates and why, you will minimize the effect of appearing “pushy” when making a suggestion. If your suggestion relates to how the district operates, you should first ask yourself if you are getting too involved in the operation of the school. Even so, if done tactfully, the superintendent should not mind discussing how the school district functions and be open to new ideas.

• How do I gain the respect of the superintendent and other administrators?

When first joining a school board, it is difficult to sit back and watch, but that is the prudent approach, unless you have been attending board meetings for some time or have established your credibility by serving on community committees. Even so, the superintendent and other administrators will appreciate you taking your time to learn about the school environment and issues that may be unique to this district prior to making suggestions and trying to effect change. You may have a lot of valuable experience in business, teaching or other areas that relate to the business of education, but your ideas will be better received if you remember that the superintendent and administrators are the experts in education in your school district.

Even more importantly, the superintendent will appreciate open, honest and direct communication from you. If you have concerns about him/her or anything going on in the district, establishing a healthy two-way communication whereby you can respectfully discuss differences will go a long way in gaining the respect of your superintendent.


CHAPTER SIX School Finance and Laws – I Should have been a Lawyer!

Since 1990, the state has attempted to lighten the burden on property taxpayers, and equalize educational opportunity through the use of state funds. During the 1980s, state government contributed barely 30 percent of a school district’s operating revenue. Today, that number is hovers around 40 percent of total revenues. The equalization effort also brought forth the perceived need for a

• What are the laws governing what a school board can and can’t do?

Local school districts were created by the Legislature to formulate policies for the operation of school districts in order to implement the requirements of the constitution and state laws. The Tax Equity and Educational Opportunities Support Act (TEEOSA) and the Open Meetings Act are two laws controlling school board action, in addition to the state Constitution. However, there are a number of other laws that must also be followed, including: Freedom of Information Act, laws relating to pupil transportation, the Campaign Finance Limitation Act, and teacher tenure laws.

Nebraska’s Constitution also provides for a State Board of Education, which is responsible for supervising public education and dispersing monies granted to schools from state and federal sources. Many laws authorize the State Board of Education to prescribe rules affecting local school operations.

• How are public schools funded?Public schools receive a majority of their operating funds through

taxes generated from the local property valuation of the district. Property taxes are not the most popular form of taxation – especially in an agriculture-based state such as ours – but it is extremely reliable and serves as a safety net when federal and state funds dry up in the shifting political and economic winds.


limit on the levy every school can assess through property taxes.State money is distributed through a finance formula in which

districts are generally reimbursed on a “per head” basis. Calculations are made to determine how much property valuation a district has per child. That valuation is multiplied by the “minimum effort rate,” which hovers 10 cents below the maximum allowable levy rate (set by the Legislature). Based on that calculation, the state provides equalization funds to add up to a “cost per pupil” dollar amount that is “equal” across the state. Of course, exceptions are made for a variety of hardships including student sparsity, large numbers of poor students, and large numbers of students who don’t have English as their native language.

Schools are also given categorical funds to cover the costs of specific programs. Special education is the largest category in most districts. As a federal mandate, special education is funded significantly from Washington, D.C., but Congress has never been able to fund the portion of the program they had originally intended to support. As a result, the state has tried to bridge the gap. In the final analysis, a growing amount of the cost of special education is being borne by the local property taxpayers, too.

How did levy limits come to be, and are they absolute?When the Legislature first adopted the Tax Equity and

Educational Opportunities Support Act (TEEOSA) in 1990, it significantly increased the State’s contribution to public education. But as a trade-off for that investment, it placed a limit on the levy rate by which every school district can tax its property valuation. As of this writing, the levy limit is $1.05 per $100 of property valuation. In setting the property tax levy limits, however, the Legislature granted every district the opportunity to exceed that limit by a vote of its residents. “Override elections” provide districts with a chance to exceed that limit for as many as five years. Districts are not obligated to use the full amount of the override approved.


A district may ask to override the levy and access little or none of the override monies available.

When the Legislature-imposed levy limitations, it also placed spending limitations on districts, which has created another logistical hurdle for district financial planners. In addition to getting the voters’ permission to exceed the levy limit, districts may also (depending on the financial details) be compelled to get permission to spend the additional monies. If your district is considering an override election, you must assess whether you will need to ask for permission to override both the levy and spending limits.

• What is a school bond levy?A school bond levy is also known as bonded indebtedness. Again, the voters in your district must approve a separate bond levy, which can be used to cover all or part of the costs of purchasing, erecting, completing, and/or renovating school buildings. The levy includes the cost of issuing the bonds, as well as the capital expenditures.

• What is a sinking fund? What can it be used for?A sinking fund represents monies provided through a local property tax levy for a specific purpose, including the purchase of real estate, the construction or repair of school buildings and the acquisition or installation of technology infrastructure in school buildings.

• When must a school board obtain competitive bids?Whenever a school district expends public funds for the construction,

remodeling, or repair of any school-owned building or for site improvements, the school board shall advertise for bids. However, if the expenditures for the project do not exceed $40,000, then the school board does not need to advertise.

Procedures must be established by the board with respect to the manner in which bids are advertised. However, all advertisements must list the day and hour bids shall be returned, received, or opened, and provide that all bids shall be immediately and simultaneously opened in the presence of the bidders.

Bids shall be awarded to the lowest responsible bidder. There are some requirements that must be followed when trying to determine


whom the lowest responsible bidder is. When entering into a project that requires public bids, a school board should always enlist the assistance of their school attorney.

• How are ESUs funded?Educational Service Units are Nebraska’s version of intermediate

service agencies for education. Because many districts in Nebraska are small, it is difficult (and not particularly affordable) to have each district hire speech pathologists, and health care professionals, and technology coordinators, and physical therapists. ESUs provide a central location where a group of districts can join together and provide these necessary services to their students. They also offer a wide range of professional development activities, in concert with the Nebraska Department of Education, the Nebraska Association of School Boards, and the Nebraska Council of School Administrators. ESUs also serve as a purchasing cooperative where schools can secure the best financial price for products by purchasing in bulk.

Like local school districts, ESUs are funded through a combination of contracts for services with member districts, governmental grants, local property taxes, and Core Services money from the State. If you look on your real estate tax bill, there will be an accounting for the amount paid to your local ESU. Per statute, ESUs may access one-and-a-half cents of property tax levy throughout the state. Property taxes generally account for less than a quarter of the ESUs operating budgets.

• What procedures must a board follow when reimbursing members for expenses incurred at NASB conferences and classes?

All school boards should have a policy that establishes the procedures for a board member to travel to a workshop or conference. Most policies provide that a board member must obtain board approval prior to traveling to a legitimate board activity and incurring expenses. After such approval, there should be a process in policy that provides how a board member shall be reimbursed for actual and necessary expenses associated with the board development activity.

Your board policy is the first authority in such a process. State law does address this by saying board members may not receive a per diem, but may provide or reimburse members for their actual and necessary expenses incurred while carrying out their duties. State law also establishes how a board should pay their mileage and what


the rate shall be. This rate is changed from time to time by the state Department of Administrative Services.

• What laws must be followed during negotiations?There are several different models or approaches for negotiations,

but one required element of any approach is to “negotiate in good faith.” Under the format of collective bargaining it is required of both parties to negotiate in good faith. Good faith means the employer will meet and confer with respect to wages, hours and other terms and conditions of employment. Good faith does not, however, compel employers to agree to a proposal or require concession.

In Nebraska, the Commission of Industrial Relations (CIR) requires rates of pay and conditions of employment that are comparable to the prevalent wage rates paid and conditions of employment maintained for the same or similar work of workers exhibiting like or similar skills under the same or similar working conditions.

The CIR is a five-member panel of gubernatorial-appointed commissioners that serve as a statutorily empowered mediator in disputes between school boards and local collective bargaining units. The CIR’s ruling becomes the law, unless it is appealed through the court process.

Items that are mandatory subjects of bargaining include terms and conditions of employment, salary schedule, base salary, fringe benefits, leave provisions, and extra duty pay. Item that are not mandatory subjects of bargaining include class size, curriculum, extra curricular program, right to hire, reduction in force policy, contract or teaching days, work hours and teaching assignments.

Under the law, boards are required to bargain under a statutory timetable. The Commission does not have jurisdiction unless both parties reject the other’s final offer.


• How do you stay abreast of changing legislation?First, NASB provides each of our members a weekly Legislative

Newsletter when the Nebraska Unicameral is in session. This will give you an overview of the bills that have been introduced, list when commit-tee hearings are held, and explain the substance of pertinent amendments and floor debate. There are also two websites that you will find useful. First, the Nebraska Unicameral has a comprehensive website (http://www.nebraskalegislature.gov) where you can download and print copies of the bills and their amendments, get up-to-the-minute status reports on legislative activities, and get a calendar of future events. Also, NASB catalogues its legislative position statements, along with past issues of the Legislative Newsletter in the Government Relations section of our website at http://www.nasbonline.org.

• What is conflict of interest?A conflict of interest exists when a school board member has a

personal gain in a matter that comes before the board. If this gain is financial, as is the case of a contract for services to the school district, there are specific steps that must be taken by the board member related to public notice and abstention from voting on the specific issue. The conflict may also be a personnel issue if a relative of a board member is working within the district. In order to avoid personnel conflicts, many boards will include a nepotism policy that does not allow relatives of board members to be hired as employees in the district.

• What is “Option Enrollment?”Option enrollment was established by the Legislature in recogni-

tion of the responsibility parents have for providing the best education possible for their children. It is a program that has also attracted great attention in some parts of the state because of its financial implications.

Option enrollment gives parents the opportunity to have their children educated in a school district in which they do NOT reside. Reasons for such option enrollment might be size of schools, staff, extracurricular activities, course offerings, distance from school, etc.

Option enrollment is available to K-12 students, but is available only once prior to graduation unless: 1) the student moves to a new district, 2) the option school merges with another school


In determining eligibility for extracurricular activities, the option student shall be treated similarly to other students who transfer into the school from another public, private, or parochial school. The receiving school shall receive credit for the transferring students as part of their state aid calculations.

For a student to attend school in an option school district, the student’s parent or legal guardian shall submit an application between Sept. 1 and March 15, or after March 15 with a written release from the resident school. All decisions are made on or before April 1.

Students must attend the option school for one year unless they graduate, transfer, or upon mutual agreement of the resident and option school districts.

School boards must adopt specific standards for acceptance and rejection of applications. Standards may include: capacity, class, grade level, or availability of programs. Standards cannot include: academic achievement, athletic or extracurricular ability, disabilities, English proficiency, or previous disciplinary proceedings.

Schools are to give priority to students who would aid the racial integration of the option school district. Applications which are denied may be appealed to the State Board of Education within 30 days after notification of rejection.

Parents shall be responsible for the transportation of their children to the option school district, or the school may upon mutual agreement charge the parents for the school to provide transportation, unless they qualify for free lunch in which case parents who provide transportation will qualify for partial reimbursement.

“The CIR requires rates of pay and conditions of employment that are comparable to the prevalent wage rates paid and conditions of employment maintained for the same or similar work of workers exhibiting like or similar skills under the same or similar working conditions.”


CHAPTER SEVENYou Have Homework, Too!

• Is it important that I know every policy in my policy book?It would be nearly impossible to know every policy in your policy

book, although you can become familiar with much of it by using the book as a reference guide. A good place to start would be to become familiar with the district’s complaint procedures and with the policies that cover board operations. If your board functions with a committee structure, review the areas that pertain to the committees you serve on. And finally, refer to relevant sections of the board book as your board addresses various issues during the school year. You’ll find that you will become familiar with many of the policies during the year if you just refer to the policy book each month.

• How do I find out about board development programs?Each fall, a schedule of NASB’s upcoming workshops and

conferences is made available at the Area Membership Meetings and online at www.nasbonline.org. In addition, a more detailed registration brochure will be mailed to you 30 to 60 days prior to each activity. Your participation in board development programs not only helps to prepare you to become a more effective board member, but also earns points toward individual and board recognition in the NASB Awards of Achievement program. Complete information is available through the NASB office and on the website.


• Do I pay for these programs or does the district?Registration fees and reasonable travel expenses are generally

paid for by the district. Most districts have a set amount budgeted for participation in board development activities. Therefore, it’s important that you let your superintendent and board president know of your interest in attending a specific event and find out if doing so will fall within budget parameters.

• Can you explain the NASB services?According to our mission, “the NASB provides services to school

boards to strengthen public education for all Nebraska children.” NASB accomplishes this by providing a variety of services and by maintaining close working relationships with other educational organizations and governmental authorities.

As a member of NASB, you receive such publications as the monthly School Leaders’ Bulletin and the Legislative Newsletter that are sent to you weekly during the legislative session. You’ll also have daily access to NASB staff for questions and advice on legal matters and on boardsmanship and governance issues.

For-fee services that are available include workshops and conferences, locally-delivered board member training, communication audits, eMeetings paperless board meeting software, superintendent search services, negotiations software, and policy services. NASB also offers an array of financial services—such as the ALICAP insurance pool, the Lease Purchase program, and Medicaid reimbursement—that allows districts to save substantial amounts of money.

• Is board development mandatory?Even though some states require board development by law,

Nebraska’s board development is voluntary. NASB highly recommends new board members consider board training. Your new role in school governance and leadership will expose you to many challenges. You will be better prepared to address the issues that school boards face if you take advantage of the courses available to learn about your role as a board member.


• How do I manage the volume of reading I have as a board member?Becoming a school board member is similar to going back to

school, given the availability of continuing education courses as well as the “homework” you will have to prepare for board meetings. There is much reading that needs to be done to be fully prepared to discuss and vote on issues. As with overwhelming homework assignments, we recommend breaking it down into manageable amounts and not waiting until the last minute to get through everything. If you find you are not being given enough time to review materials prior to your board meetings, you may want to ask the superintendent if it is possible to send the materials out earlier. As you become more experienced and the material becomes more familiar, you will find the reading to be much more manageable.

• Are there any state guidelines or regulations on discipline issues (e.g. drugs, guns, bomb threats, etc.)?

Yes, Nebraska has the “Student Discipline Act,” which includes statutes § 79-254 through § 79-294. The “Act” provides the framework for school districts as they attempt to address disciplinary issues with students. The “Act” allows schools to perform a variety of different disciplinary measures depending on the severity of the wrong-doing by the student. The “Act” provides for a short-term suspension, an emergency exclusion, long-term suspension and expulsion. Each form of disciplinary action requires different actions on behalf of the school district and the school district must strictly follow the guidelines provided for in the “Act.” In the case of an expulsion or long-term suspension, the student is permitted a due process hearing based on the Fourteenth Amendment of the U.S. Constitution. A hearing before the Board is the first judicial step of that process.

There are also regulations established by the Nebraska Department of Education that must be considered when a school district is disciplining a student. NDE provides guidelines for schools, when a student is expelled and where the school is required to provide alternative education for the student, in Title 92, Chapter 17. Also, Rule 51 establishes what needs to be done in circumstances where a student with disabilities gets in trouble.

When students misbehave schools need to address the concerns of the student body, staff, parents and public. It is critical that schools strictly follow state law and school policy when attempting to discipline students. It is always best to use the school attorney when establishing board policy and when addressing severe disciplinary issues.


CHAPTER EIGHTCommunity Ties: The Strongest Link

• How can I make sure I represent community sentiment? You will not be able to speak with everyone in your community

on all issues; however, the board as a whole should be able to gather input from a cross-section of community members. A variety of approaches can be followed, from hosting a seniors’ prom or luncheon, to holding your board meetings at different locations in the community. Consider including key community members on various school committees. At a minimum, the board members should make a point to get out in the community and talk to people about the school system so you can learn what their issues and concerns are. The more you talk to people, the more you will be able to reflect community sentiment in your deliberations on various issues.

• What if I have a different viewpoint than my constituents? Am I expected to support issues I may not be in agreement with?

You were elected to represent your community, not to promote just your own opinion. That said, not everyone in the community will agree on an issue. If you feel you have gathered community input, you should base your decision on what is best for the students in your district. Remember, also, that individual community groups may focus on a single issue or concept, and these people probably have not benefited from the information and facts you have received. As an elected trustee, you have been empowered by your community to make decisions for them. Factor in differing community opinions the best that you can, but in the end you should vote as responsibly and ethically as possible, with the majority of students in mind.

• What are some strategies for responding to vocal opponents to board decisions?

Often times, community members just want to know that they have been heard. When people show up at a board meeting to voice a concern, be sure you treat them with respect and listen to their comments. Ask questions to fully understand their point of view. A board meeting is not an appropriate place for an argument on any


given issue. And the board should resist the urge to take a collective vote on an issue that the speaker claims is urgent, but is not listed as an action item on the agenda. In fact, it is highly recommended that any issue “sprung” on the board at a board meeting be referred to the administration or a board committee for discussion and review. If any action is then determined to be necessary, it can be added to the agenda for a follow-up meeting.

For opponents who voice their disapproval at another time, you should listen and ask questions to show your interest and gain a greater understanding of their issue. You can explain the decision-making process that the board followed to arrive at the unpopular decision, if the person is willing to listen. Try to not become defensive or emotional with the person. Remember they are not attacking you personally; they are simply communicating their unhappiness with a decision made by the entire board. You are just one of several people on the board.

• How do you bridge the gap between community and board?As mentioned elsewhere in this chapter, it is important to try

involving community members in as many aspects of your school district as possible. Any gap that exists between the community and board is most likely a result of poor communication. Evaluate your communication program. Do you send a newsletter out on a regular basis with information the community is interested in reading about? Do community members volunteer to help in school, at sporting

events, in the classroom, or serving on committees? If your school district operates separately from the community, there will remain a gap. By bringing the community into your schools, communication and trust will improve and your community will feel that your schools are their schools.


• How does one encourage school board service?Promoting school board service as a meaningful way to contribute

to your community is an on-going responsibility for school board members. Your actions, teamwork and enthusiasm for board service will influence people in your community to consider serving on your school board. Attracting qualified and energetic candidates results from your year-round activities, not just at election time. By increasing community participation within the schools, you can identify community members who might be willing to consider school board service. Invite individuals to join ad hoc committees, volunteer at school in the classroom or simply attend various events at school to become more involved. In this way, potential candidates can become more aware of the challenges facing your schools and the successes you have enjoyed.

• How can boards increase public participation and support at meetings?

The first place to encourage public participation at meetings is to review how you treat the public when they come to your board meetings. A pleasant environment, a few social amenities and a regular method by which the public can address the board not only contribute to good decision making, but will also foster good public attitudes about those decisions. The cardinal rule in building support for public education is to invite input and treat the public with respect. District policies and procedures should make people feel that they are a welcome part of the board meeting and resulting decisions.

• What can I do to get voters to go out and vote?The “no” voters usually do not need encouragement to vote; they

are diligent about voting because they want to prevent something from happening. “Yes” voters, on the other hand, may feel that their one vote will not make a difference. Hence, typically only 50 percent of “yes” voters actually vote. The challenge is to identify and encourage voting by supporters of your school system. To increase “yes” voter turnout, you must communicate a need and develop community support around a “cause,” one that will generate commitment and action by your community. The more community members you can involve on the election committee, the better. Start with a clear,


easy to understand concept, explain simply and persuasively why you need the program, and then convince a large number of people to get out in the community and talk about it. Developing a “wish list” and then trying to sell an unfocused program to the community will likely not succeed.

• What legal requirements must be followed when filling a school board vacancy?

The law provides that a vacancy shall be temporarily filled by ap-pointing a qualified registered voter by the remaining members of the board. The process by which a board appoints a new member depends more on their board policy than state law. The only requirement is to have a public vote on the final candidate.

A school board may, if directed by board policy, conduct inter-views for new members, accept applications, take public recommen-dations, conduct a search or anything else to find a qualified citizen to appoint to the board to fill a vacancy. At the end of their process there must be a public vote to accept the new member to the board.

All school boards should have a board policy that specifically addresses how they will appoint a new member. All public meeting laws shall be followed in any process a board follows to appoint a new member.

“As an elected trustee, you have been empowered by your community to make decisions for them. Factor in differing community opinions the best that you can, but in the end you should vote as responsibly and ethically as possible, with the majority of students in mind.”


EDUCATION’S ALPHABET SOUPThe following is an initial attempt to summarize the swirl of acronyms that fly throughout the education jargon. This is, in no way, presented as a comprehensive list. After all, if someone claimed to have the comprehensive list, a group of educators would have to call an meeting and establish some new acronyms PDQ.

ACT —American College Testing (a standardized test for high school achievement and college admis-sions)ADA —Americans with Disabilities Act (enacted by the U.S. Congress in 1990 to “establish a clear and comprehensive prohibition of discrimination on the basis of disability”)ADD —Attention Deficit Disorder (see ADHD)ADHD —Attention Deficit Hyperactivity Disorder (also referred to ADD, is a biological, brain based condition that is characterized by poor attention and distract-ibility and/or hyperactive and impulsive behaviors)ADM – Average Daily Membership (student enrollment)AEP —Alternative Education Program. Districts are legislatively required to have an alternative school, class, or educational program available or in operation for all expelled students.ARRA —American Recovery and Reinvestment ActAYP —Adequate Yearly ProgressBD —Behavioral Disorder (clinical diagnosis)CETA —Comprehensive Employment and Training Act CIP —Continuous Improvement Process Class II School District —any school district embrac-ing territory having a population of 1,000 inhabitants or less that maintains both elementary and high school grades under the direction of a single school board.Class III School District —any school district embracing territory having a population of more than 1,000 and less than 150,000 inhabitants that main-tains both elementary and high school grades under the direction of a single school board.Class IV School District —any school district having territory embraced within an incorporated city of the primary class that is not in part within the boundaries of a learning community. (Lincoln only)Class V School District —any school district embraced entirely within an incorporated city of the metropolitan class. (Omaha only)ELL or LEP —English Language Learner or Limited English Proficient (refers to students whose native language is not English)ESEA —Elementary and Secondary Education Act ESL —English as a Second Language ESU —Educational Service Units Exempt Schools — In Nebraska, “home schools” are referred to as exempt schools.

FAPE —Free Appropriate Public Education FERPA —Family Educational Rights and Privacy Act FLSA — Fair Labor Standards Act FOIA – Freedom of Information Act FTE - A human resources measurement equal to one staff person working full time for one year.GED —General Equivalency Diploma G & T —Gifted and Talented (programs for high‐ability learners)HAL —High Ability LearnersHIPAA —Health Insurance Portability and Account-ability Act IDEA —Individuals with Disabilities Education ActIEP —Individualized Education Plan NASB—Nebraska Association of School BoardsNCA—North Central Association (school accreditation)NCLB—No Child Left Behind Act (see ESEA)NCSA—Nebraska Council of School AdministratorsNeSA —Nebraska State Accountability (Nebraska’s new system of student assessment)NRCSA—Nebraska Rural and Community Schools AssociationNSBA—National School Boards AssociationNSEA—Nebraska State Education AssociationNSSRS —Nebraska Student and Staff Record System P-16 — a term used to describe the goal of creating a seamless educational system of public education from preschool through college completion.Paraprofessional or Paraeducator— a person who works as a teacher’s aide, but is not licensed as a certified teacher. PLAS —Persistently Low Achieving Schools PLC —Professional Learning Community PPC—Professional Practices CommissionRIF —Reduction in Force (legal process whereby the employment of a teacher is permanently terminated due to a documented “change of circumstance”)RTI —Response to Intervention (a plan for delivering additional instructional services to high-need students)Rule 10—NDE’s regulations and procedures for the accreditation of the state’s schoolsSAT —Scholastic Aptitude Test SIP – School Improvement Plan SpEd —Special Education STEM —Science, Technology, Engineering, and Mathematics (nationwide effort to improve STEM education at all levels) TEEOSA —Tax Equity and Educational Opportunities Support Act (distribution formula for state aid)Title I —largest federal education program, provides more than $8 billion a year to improve learning for students at risk of educational failure.Title IX —federal law designed to eliminate discrimi-nation on the basis of gender.


Nebraska Association of School Boardshttp://www.nasbonline.org

(800) 422-4572

For the 2012 election year

John Spatz, Executive Director — [email protected] Hale, Communications — [email protected]

Burma Kroger, Board Development — [email protected] Brasch, Legal Counsel — [email protected]

Jim Luebbe, Policy Services — [email protected] Herring, Supt. Search — [email protected] Svatora, Office Manager — [email protected]

Rachel Horstman, Accounting Admin. — [email protected] Walter-Winters, Admin. Coord. — [email protected]

Megan Boldt, Prog. Specialist — [email protected] Caples, IT & Prog. Admin. — [email protected] Endorf, Event Manager — [email protected]

Zoe McManaman, Secretary — [email protected] Goetz, Secretary — [email protected]

Jason Menagh, Web Programmer — [email protected]

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