Start date Jan 7th
Systems Change and Governance: Our theory of action has continuously evolved as a result of: In our early years, we emphasized the school as the unit of change and invested our resources in strengthening the capacity of school-level educators to implement school-based management processes.
Some years later, we grew frustrated by the impact of central offices who were not supportive of the creativity and innovative spirit of schools who began asserting their views about autonomy, authority and decision-making Strengthening organizational change processes.
In the late s, the Foundation responded by rethinking its theory of action and landed on a greater emphasis on central office as the unit of change. The present theory of action encompasses the board of education, superintendent, senior leadership team or cabinet, and other central office supervisors and administrators, as well as individual schools.
Our work with school boards seeks to support the development of governance structures to provide important leadership for systemic equity through policy, resource allocation, community and family engagement, comprehensive communications and monitoring system-wide performance.
Why Focus on Governance? As the Foundation made the shift to districts as the unit of change for our work with school systems, we quickly became aware of the importance of working with school boards to increase effectiveness. The district remains a viable organizational structure for advancing system-wide equity strategies with such equity-focused policies as weighted resource allocation, strategic staffing, differentiated school support systems and locally determined accountability designs to monitor system performance using multiple measures.
School boards have an important role as stewards of the education investment made by communities. However, the storied history of public school boards that have failed to perform responsibly has caused numerous reformers, advocates and legislators to believe that school board influence must either be reduced or eliminated as a means to govern public school districts.
Today, we see various hybrids of school board models, from boards under mayoral control, to advisory boards that vary in their ability to act on personnel or finance matters, to county or state-operated takeovers with replacement of school board structures and composition.
The Foundation has supported board development in school systems with various structures and roles, including working with school boards that represent practices and policies that affirm the views of many school board critics, and working with districts that are models for using the governance structure to lead for equity.
We have worked with school boards that honor their responsibility to engage effectively with communities and staff to provide governance that steers school systems toward equitable outcomes for all students. We join with those who demand effective governance systems in public education.
We believe that effective school boards make a difference in system efforts to improve student performance. They have defined core values and beliefs and established goals based on high expectations for students and staff, and have created effective systems for deliberate policy governance, orienting, monitoring and evaluation of system and superintendent performance.
Their effectiveness is often evident in the systems of support available for schools, investments in capacity building, and diverse interventions available to support student success in universal high-quality teaching and learning environments. These boards drive accountability through governance-driven monitoring systems.
They are in the position to engage families, communities and internal and external stakeholders; have a clearly defined annual work plan; engage in self-assessment to determine priorities for board development; engage in ongoing learning to expand their knowledge of the latest developments in the field of education; and have multiple approaches to engaging their diverse communities.
Finally, these effective boards work arduously to ensure that their work is aligned with system-wide efforts to improve achievement for all learners.The Health Communication Capacity Collaborative (HC3) has published a series of case studies describing its social and behavior change communication (SBCC) capacity strengthening efforts in Bangladesh, Ethiopia and Nigeria.
Change is crucial for organizations in growing, highly competitive business environments. Theories of change describe the effectiveness with which organizations are able to modify their strategies, processes, and structures.
PeerNetBC has a wealth of resources to share with individual people, peer support groups and peer-led initiatives. One of the main ways we help people to connect is through our workshops.
This research investigated the link between ethical leadership and performance using data from the People’s Republic of China. Consistent with social exchange, social learning, and social identity theories, we examined leader–member exchange (LMX), self-efficacy, and organizational identification as mediators of the ethical leadership to performance relationship.
Webinar! January 28, Triple P in San Francisco Learn about San Francisco’s experience with delivering and sustaining the Triple P Positive Parenting Program, a multilevel system of parenting and family support strategies developed for use with families from many cultural groups.
At its 43rd Session (Nairobi, Kenya, 11 - 13 April ), the IPCC decided to prepare a special report on climate change, desertification, land degradation, sustainable land management, food security, and greenhouse gas fluxes in terrestrial ecosystems.