COHERENCE FROM THE TOP: HOW INVESTING IN SCHOOL BOARDS MATTERS TO PUBLIC SCHOOLS

<a href="https://embed.stanford.edu/iframe/?url=https%3A%2F%2Fpurl.stanford.edu%2Fpw936pt4261" class="su-underline">Show Content</a>

Abstract/Contents

Abstract: We have potentially missed an important piece of the puzzle that is necessary when considering how to create the conditions for learning at the greatest number of schools possible; the people democratically elected to govern our schools. Whether or not the current governance system is highly effective or requires reform are questions that I will put aside for the moment.2 These governance bodies have an outsized effect on the conditions and context in which teachers work & students learn. Not engaging with this group of policymakers & school-community liaisons leave room for confusion and lack of clarity of what constitutes high-quality boardship3 in the system. This paper argues for the investment in professional learning for school boards by describing 5 key dimmenions of successful board members.

Type of resource	other
Date created	June 7, 2021

Author	Mullen, Briana

Location	https://purl.stanford.edu/pw936pt4261

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC BY).

Preferred Citation: Mullen, Briana . (6/7/). COHERENCE FROM THE TOP: HOW INVESTING IN SCHOOL BOARDS MATTERS TO PUBLIC SCHOOLS . Stanford Digital Repository. Available at: https://purl.stanford.edu/pw936pt4261

Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education

Loading usage metrics...