2. To be faithful to their
mission, they should be
governed in a way that is
consistent with Montessori
philosophy.
To be faithful to their
mission, they should be
governed in a way that is
consistent with Montessori
Montessori schools have a
fundamentally different
ethos from other schools.
Premis
e
3. What Is A Board?
A board is the governing
body that is officially
responsible for directing the
affairs, policies, and
economy of a state, country,
or organization.
4. A Board’s members may be
appointed, elected by an
organization’s membership, or
it can be self-perpetuating.
5. Although all parties should
have input, which of the
following is a properly a
board responsibility, an
administrator responsibility,
or a teacher responsibility?
6. When a board works
well, it can accomplish
wonderful things.
7. When it doesn’t, a Board
can create all sorts of
mischief and havoc
within a school
community.
19. Why do people serve on boards?Perhaps it’s because we
are interested in our
children’s school.
Sometimes we simply
want to be in the know,
and assume that the board
is the place to be.
Sometimes trustees come
20. Why do people serve on boards?want to be in the know,
and assume that the board
is the place to be.
Sometimes trustees come
to a board annoyed with
past decisions, anxious to
throw the rascals out!
21. Why do people serve on boards?
Sometimes trustees come
to a board annoyed with
past decisions, anxious to
throw the rascals out!
Sometimes people sit on a
board for years, saying
little or nothing because
they don’t feel that they
can compete with those
22. Why do people serve on boards?
Sometimes people sit on
a board for years, saying
little or nothing because
they don’t feel that they
can compete with those
others on the board who
are so sure of themselves.
23. Yet for others, they serve
because they are
interested in their children’s
school
They simply want to do as
much good in the world as
they can
They serve on the board to
honor the school’s legacy
Why do people serve on boards?
24. They serve on the board to
honor the school’s legacy
and to preserve the
integrity of its mission
Why do people serve on boards?
25. Elihu Root
Schools and colleges, hospitals,
libraries, and museums are the
guardians of civilization. To have the
honor to build oneself into the structure
of an undying institution, aiding in the
development of one of these priceless
instruments of culture through the
investment of one’s wisdom,
experience, and financial support, is to
have lived not in vain, but to have lived
in perpetuity.
26. do? The Board defines the Mission of
the school and clarifies its
philosophy
It selects a Head to administer the
School, and, having appointed him
or her, the Board provides support
and periodically evaluates his or
her performance
27. do? The Board establishes policies
which govern the day-to-day
operation of the school in all
areas of board concern: legal
issues, financial matters,
definition of authorized
programs that the non-profit will
offer, and so on.
The Board approves the annual
28. do?Working through the Head, the Board
ensures that all laws and regulations
are being followed and that the day-to-
day operation is consistent with Board
policy and the institution’s Mission and
philosophy
Working with the Head and school
community, the Board drives a process
of on-going strategic planning and self-
study.
The Board formally adopts, from time-to-
time, long--range plans and provide a
29. Whose Responsibility
is This?
teacher will be rehired
Setting individual salaries
Deciding whether an
individual child will be asked
to leave or not invited to
return
Deciding what color to paint
the buildings
30. do? The Board formally adopts, from time-to-
time, long--range plans and provide a
structure for their implementation.
The Board members collectively
assume a key role in fund raising for the
school.
The members of the Board serve as
ambassadors for the school, promoting
its good name and letting the public and
constituency groups know about its
success stories.
33. Whose Responsibility
is This?
Design of a classroom
Decision on curriculum, i.e. shall we teach
Latin?
Dealing with parent complaints about the
educational program
Determining policy regarding the admission of
special needs children
Maintenance and upkeep of grounds and
facilities
Deciding whether or not a teacher will be
rehired
34. Whose Responsibility
is This?
Deciding what color to paint
the buildings
Approving ads
Approving teacher benefits
Establishing the mission
statement
Establishing the Blueprint
Determining the parent
35. Where does the Head of Schoo
in?
The Head of the school,
regardless of title, should be
the Chief Executive Officer of
the school. He or she is
generally responsible for
creating or sustaining an on-
going Montessori education
program.
36. Where does the Head of Schoo
in?
The Board hires the Head.
Everyone else on the staff is
hired, supervised, and
evaluated by the Head or, in
the case of a very large school,
by a second level administrator
who reports to him or her.
37. Where does the Head of Schoo
in?
The Head has ultimate
authority to manage the school,
operating however within
certain guidelines explicitly set
out by the Board of Trustees as
official policy and within the
spending guidelines approved
in the annual budget.
38. Head of School to the
captain of a ship owned by
others. While he or she
works for the owners, at
sea the Captain is legally
responsible for the ship’s
safe operation and for the
well being of the vessel,
passengers, and crew.
39. Things that tend to challenge
Montessori boards
• Limited sense of the school’s identity or
even its previous history
In group out groups inner circle of
people in the know power influence
Parents on board often trying to
watchdog for their kids
• Board leakage of confidential
information
• In-groups and out-groups
• Tendency to apply business world
mindset to education
40. influence
Parents on board often serve as more
as a watchdog for their children, rather
than as a guardian of the school
Tendency to apply business world
mindset to education
• A tendency to periodically redefine
the school’s identity
• A tendency to make ill informed
decisions
• A reluctance to make difficult
Things that tend to challenge
Montessori boards
41. Board leakage of confidential information
A tendency to periodically question the
purpose of the school and redefine its
identity
Tendency to make ill informed decisions
Reluctance to make difficult decisions
Conflict between parent board members’
self-interests and friendships, and the
integrity of the Montessori program
Things that tend to challenge
Montessori boards
42.
43. Whose Responsibility
is This?
Approving teacher benefits
Establishing the mission
statement
Establishing the Blueprint
Determining the parent
education program
Establishing policies,
strategies, and goals of
46. Political - Competing points of
view - Struggle for power and
control
Money and position count - There
are somebodies and nobodies
Large - to bring more monied and
influential people into the group
Information is closely held -
47. to governance
Kindness, respect, and inclusion for
even the youngest child
Circle of equals - No ‘somebodies’
and ‘nobodies’
Non-confidential information is
shared
Every voice is heard
Strong sense of community
48. Search for consensus
Nonviolent communication
Culture in which people feel safe
and accepted
Peaceful resolution of
disagreements
People are encouraged to explore
their interests and think outside of
Montessori philosophy as it applies
to governance
Montessori philosophy as it applies
to governance
50. In time every school can drift away
from its original vision and core
values, just as a sailboat will be
eventually be blown off course by
wind, current, and tides.
Educational leadership can be
compared to navigating at sea. It
requires a clear sense of where
you're trying to go, close attention
to where you really are, and
periodic course corrections. A
51. 9 Areas of School OperationBlueprint of
Core Values and
Beliefs as a
School
A
52. Blueprint -
Governance
of Trustees will first consult the Blueprint to
identify the underlying values and beliefs that
would support whatever decision is made on
the issue before the Board.
8.1.3.1 The Board will only approve motions
that are supported by the core values and
beliefs that are consistent with the blueprint.
8.1.4 If the Blueprint does not address the
issue, or if the Board concludes that the
Blueprint needs to be amended to more
completely address the school’s underlying
53. Blueprint -
Governance
8.1.3.1 The Board will only approve motions
that are supported by the core values and
beliefs that are consistent with the blueprint.
8.1.4 If the Blueprint does not address the
issue, or if the Board concludes that the
Blueprint needs to be amended to more
completely address the school’s underlying
values and beliefs, it will go through the
process of amending the Blueprint, with the
input of the community as set forth below,
before voting on the motion.
54. Blueprint -
Governance
more completely address the school’s
underlying values and beliefs, it will go
through the process of amending the
Blueprint, with the input of the
community as set forth below, before
voting on the motion.
8.1.4.1 Before amending the blueprint,
the board will formally request the
school community review the proposed
amendment and provide feedback.
55. Blueprint -
Governance
8.1.4.1 Before amending the blueprint, the
board will formally request the school
community review the proposed
amendment and provide feedback.
8.1.5 The minutes of the meetings of the
Board will reflect not only the motions
passed, but the text of the underlying
elements of the Blueprint and will cite the
section of the blueprint that supports the
action.
56. Whose Responsibility
is This?
Maintenance and upkeep of
grounds and facilities
Deciding whether or not a
teacher will be rehired
Setting individual salaries
Deciding whether an
individual child will be asked
to leave or not invited to
57. Blueprint -
Governance
Board will reflect not only the motions
passed, but the text of the underlying
elements of the Blueprint and will cite the
section of the blueprint that supports the
action.
8.1.6 The major actions of the board will
be communicated to the school community
in a timely fashion. These communications
will include the motions passed, including
the text of the underlying elements of the
Blueprint.
58. Blueprint -
Governance
8.1.6 The major actions of the board will be
communicated to the school community in a
timely fashion. These communications will
include the motions passed, including the text
of the underlying elements of the Blueprint.
8.1.7 Except when confidential matters are
being considered, board meetings are open.
8.1.8 Concerned parents or staff members
may request the opportunity to address their
opinion to the board.
61. Whose Responsibility
is This?
Establishing the Blueprint
Determining the parent
education program
Establishing policies,
strategies, and goals of
fundraising
Asking people to give
A child is injured. Who
62.
63. As your Board develops,
carefully consider a wide-
range of issues that will
allow it to become
increasingly effective.
65. Many independent schools have
Boards of 17 members, based on the
goal of having 2 trustees serve on
each of the eight committees
traditionally found.
83. How can the Board
begin to plan most
effectively for the
future?
84. How can we develop our
board’s wisdom and train
new trustees to their
roles?
85. Select board members not
simply on the basis of the
experience and skills that
they bring to the table, or on
their ability to raise money,
but on their commitment to
school’s mission.
86. Board members must be
crystal clear about the role of
the board as a whole and of
their roles as fundraisers,
advisors, and ambassadors
for the school.
88. Objectives of
Meetings
Ensure that every voice is heard
Avoid hierarchies of power over
discussion
Nurture trust, compassion, and respect
Allow for honest, open communication
between those in charge and various
constituencies
89. Basic Rules
Whoever is in a position of real power
never runs a meeting
Avoid pre-established agendas
Do not discuss confidential matters that
concern an individual
Speak to one another with kindness and
respect
90. 3 Roles in Meeting
Process
Facilitator
Scribe - Secretary
Process monitor
91. Role of the
Facilitator
Help the group to select its next topic
Keep the group focused on the
discussion
Maintain order
Ensure that each member can be heard
93. Role of the Scribe
Create and maintain the written agenda
Record notes of the ongoing meeting
Transmit final notes to the constituency
group(s)
Transmit any formal communications to
other groups
Pass ongoing agenda and parking lot list to
next facilitator
94. Role of the Process
Monitor
Listen to tone and observe the ongoing
process
Watch for members who seem upset, or
are finding it hard to get the floor
Clarify what people are saying if things
seem confusing
Serve as a back up to the facilitator
95. Forming the Agenda
Anyone can add to the agenda at any
time
The group decides what topics to cover
in a meeting or which to consider next
Any topic not completely addressed is
carried over to the next meeting
96. The Parking Lot
Any issue that we want to remember, but
which we are not yet ready to discuss,
can be added to a list of future topics
called the Parking Lot
97. Goal of debate
Ask what is most consistent with the
group’s mission and fundamental values
What will serve the entire community
best in the long run?
Seek consensus if possible
Ensure that minority has been clearly
heard
98. Discussion
Wait until no one is talking, then speak
Say your piece slowly and carefully
Listen to the person who is speaking
Do not interrupt, clap, or express
disapproval
99. The Talking Stick
Used to force conversation to refocus
Can be called by anyone, anytime
Each speaks while holding thes stick
People can silently pass
Stick is passed around the entire group
100. Five Finger Voting
Five Fingers - Enthusiastic Support
Four Fingers - Strong Support
Three Fingers - Agreement
Two Fingers - Some Questions or
Concerns
One Finger - Deep Concerns and
Disagreement
No Fingers - Passionate Disagreement
101. If a vote reveals
concerns
If any members vote with 2, 1, or no
fingers, the chair invites each to clarify
the reason for their concern or
disagreement.
The group listens carefully to what each
says.
After each has had a say, there may be
further discussion in an attempt to reach
compromise and consensus
102. If there is still no
consensus
A new vote is taken.
If there is still concern or disagreement,
those voting with 2, 1, or no fingers are
invited to place their concerns in writing
for the official record, either as a
collective minority opinion or individual
minority opinions. Their names and
opinion(s) are reported to the larger
community.
103. This form of meeting is
used in...
Board meetings
Faculty meetings
Classroom meetings of parents and
teachers
Community meetings
Student meetings
105. A group may...Ask another group to
respond to a formal
question
Express its opinion about
something
Make a formal
recommendation about
106. The group addressed
agrees
To respond within a specific
time frame
To respond officially
To base its response on the
school’s mission and core
values
107. In a school, the final decision
normally rests with the board.
108. Whose Responsibility
is This?
individual child will be asked
to leave or not invited to
return
Deciding what color to paint
the buildings
Approving ads
Approving teacher benefits
Establishing the mission
