Written by Karen Barreras, NCEA Director of Leadership Engagement [email protected]
Decades ago, as a parent of children in a Catholic school, I completed my required service hours (and more) by volunteering for the Parents Club. We had a fun time preparing for fundraisers and support for our beloved school. After my children graduated, I was tapped on the shoulder by the principal, who was also a nun, and asked to be on the newly formed board. Of course, I couldn’t say no to this person. Upon being accepted, Sister handed me a short stack of NCEA publications and indicated that I was now in charge of “On-going Board Education.” Little did she know the seed that was just planted!
The 2022-2023 NCEA Annual Statistical Report on Schools, Enrollment and Staffing indicates:
|
Region |
Advisory |
Consultative |
Limited Jurisdiction |
Full Authority |
Unknown Board |
Total With Boards |
|
New England |
51.2 |
14.3 |
14.0 |
11.3 |
0.6 |
91.5 |
|
Mideast |
45.1 |
5.0 |
17.3 |
11.5 |
0.2 |
79.0 |
|
Great Lakes |
60.2 |
9.8 |
9.6 |
2.9 |
1.6 |
84.1 |
|
Plains |
65.1 |
2.6 |
2.7 |
3.7 |
20.3 |
94.4 |
|
Southeast |
71.6 |
6.7 |
4.7 |
4.4 |
2.5 |
89.8 |
|
West/Far West |
59.6 |
6.3 |
4.8 |
6.3 |
10.3 |
87.3 |
|
Total |
59.0 |
6.9 |
8.6 |
6.1 |
5.8 |
86.4 |
While this data shows that a variety of types of boards exist in Catholic schools, the question of effectiveness is not addressed. Governance is such an important concept in Catholic schools that the NSBECS 2023 continue to affirm its significance in Domain Two: Governance and Leadership. The overview of Domain Two states:
“Central to the mission of the Church is the work of Catholic education. The success of this mission depends on the key components of effective governance, which provides direction or authority, and leadership, which ensures effective operations. Catholic school governance and leadership can be seen as a ministry that promotes and protects the responsibilities and rights of the school community. Governance and leadership based on the principles and practices of excellence are essential to ensuring faith formation and Catholic identity, academic excellence, and operational vitality of the school. Although governance models vary based on the sponsorship of the school, those who serve on the governing body or leadership team in Catholic schools provide for an environment for the teaching of doctrine and Sacred Scripture, the building and experiencing of community, the serving of others, and the opportunity for worship.”
The overview of Standard Five reads:
“An excellent Catholic school has a governing body (person or persons) which recognizes and respects the role(s) of the appropriate and legitimate authorities, and exercises responsible decision-making (authoritative, consultative, advisory) in collaboration with the leadership team for development and oversight of the school’s fidelity to mission, academic excellence, and operational vitality.”
Benchmarks 5.1-5.8 pertain to boards. There are other references in the NSBECS, but this area focuses on boards. While still “under construction” new rubrics and other tools that align with the NSBECS 2023 will be available soon. But the guidelines and rubrics for the previous document are still very applicable in assessing the effectiveness of a board. Let’s look at a governing body functioning according to its approved constitution and by-laws.
Level 4 (exceeds benchmark): “The governing body has a state-of-the-art constitution and by-laws and both are posted and shared with the full community. The governing body intentionally monitors itself to ensure consistency of practice as approved by the by-laws.”
Compare this with Level 1 (Does Not Meet Benchmark): “The board does not have a constitution or by-laws, or the current constitution and by-laws are outdated, and therefore, do not direct the behavior of the governing body. And as a result, the governing body does not function according to the current constitution and by-laws.”
Level 3 and Level 2 lie in between in assessing effectiveness. Where is your board according to this foundational aspect? It’s a good exercise to consider.
Boards may also have committees. Pastors, school leaders and board members may not be subject matter experts in all areas—nor should they be. To be effective, some committees might focus on enrollment, development, marketing, safety, communications, finance and evolve as needs change by having someone engaged in on-going board education.
There are specific examples throughout Catholic schools telling the story of an effective board focusing on mission. One such school is a school which lost the significant parish subsidy mid-year in the early 2000s and for the foreseeable future. Board members, in consultation with the pastor and principal navigated this hurdle, resulting in a school that continued to grow and even thrive! This board was not bored! Think about your story of board effectiveness. There are many!
