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From Campaigning to Governing – Now What?: 

From Campaigning to Governing – Now What? 2005 Summer Board Conference Oregon School Boards Association

Where do you stand?: 

Where do you stand?

Allow the sale of soda, snacks, and fast food? : 

Allow the sale of soda, snacks, and fast food?

Require uniforms, a dress code, or none?: 

Require uniforms, a dress code, or none?

Drug test all students, some, or none?: 

Drug test all students, some, or none?

What’s this session about?: 

What’s this session about? Understanding the “public” in public schools How boards and administrators govern public schools Challenges in leading and governing public schools in a democratic society

What’s this session really about?: 

What’s this session really about? Why do we elect “citizen-board members” – couldn’t we find anyone qualified? Who voted for these people anyway? – It certainly wasn’t me. I was elected, therefore I’m right. I won my seat with 62% of the 24% that turned out – therefore I have a mandate. Now that I’ve been elected, do we really need these other board members?

Public schools in the news: 

Public schools in the news


Arrests made during debate on public comment rules Vouchers proposed to reduce overcrowding District may convert schools to year-rounds Board tweaks health text’s marriage definition Some schools stop ranking students Student answers “chance” to question about why many animals’ colors match their surroundings; teacher says right answer is “God’s master design” Bias panel and board to discuss suspensions Superintendent’s ban on Halloween has parents howling Different school start dates proposed Homeschool parents reject argument that SB 165 is required to preserve public peace, health and safety; say they are fulfilling their God-given responsibility to ensure the very best for their children by teaching them at home Legislature unanimously passes bill requiring schools to make time for students to recite Pledge of Allegiance Board approves student drug testing, but puts board member testing on hold

What does it look like when boards and citizens discuss these issues?: 

What does it look like when boards and citizens discuss these issues?


Warning: The following images depict graphic acts of public leadership. Images may not be suitable for all ages!

Why are we so passionate about these issues?: 

Why are we so passionate about these issues? The what – the “good life,” the kind of society we want to live in The how – the role of government in helping create that society

The good life is about values: 

The good life is about values Liberty Equality Community Prosperity Four core public values that describe the good life… …and frame public problems and choices


LIBERTY Freedom, autonomy, opportunity, choice, individuality, privacy, independence, personal responsibility, self-determination, self-sufficiency

Libertarian Party of Oregon: 

Libertarian Party of Oregon Individual rights, civil liberties, privacy, property rights Freedom of speech, the press, and religion Right to keep and bear arms Limiting government growth Repeal “victimless” crime laws Eliminate government subsidies Repeal legal tender laws Reduce taxation and spending Privatize atomic energy

Portland to host 2006 National Libertarian Party Convention: 

Portland to host 2006 National Libertarian Party Convention


Oregonians who have a love for experiencing the highways on 2 wheels and who appreciate and seek to promote the freedom and liberty that has made America great “A Brotherhood Against Totalitarian Enactments"

Cascade Policy Institute: 

Cascade Policy Institute Individual liberty, personal responsibility, limited government, free markets, economic opportunity Deconsolidate Oregon’s school districts - costs up, efficiency down, sucks power from local communities Public school monopoly fails Latino children - vouchers most effective tool for reforming schools and closing gap Lack of funding is most pervasive public policy myth in Oregon - drives legislative and school board debates and tax reform (veiled tax raises)


EQUALITY Fairness, justice, tolerance, diversity, inclusion, equity, equal rights/opportunity/treatment/results, level playing field


Equal educational opportunities End racial isolation for all students Improve school climate Reduce school-based harassment, conflict, and violence through improved understanding of cultural, historical, language, and gender differences among students

Campaign for Fiscal Equity: 

Campaign for Fiscal Equity Support adequate funding for public education and improved public schools in all states Create effective strategies for litigation and remedies Provide tools for public engagement

Confederation of Oregon School Administrators : 

Confederation of Oregon School Administrators Equal educational opportunity for all students regardless of the per student property wealth of individual school districts Adequate, equitable, and stable funding Distribution formula must ensure equal educational opportunity for all students and provide the level of funding required to meet the educational needs of Oregon’s students in the 21st century


COMMUNITY Safety, security, sense of place, sense of connection and belonging, preservation, conservation, social and moral order, quality of life


We generally believe in the power of people to organize themselves for the improvement of society, through government and other institutions. We come together to create a collective vision of the Oregon we want to live in, a place where Oregonians believe in each other and work together through shared sacrifice to make Oregon a better place

Pacific Green Party of Oregon: 

Pacific Green Party of Oregon Grassroots democracy Social justice Ecological wisdom Nonviolence Decentralization Community-based economics Gender equity Respect for diversity Personal & global responsibility Sustainability


Build a world for future generations that recognizes the dignity and worth of all people Promote and create welcoming, safe, and healthy schools so that all children may excel in their academic endeavors Make schools places where it is physically and psychologically safe, where what students feel has value, where they are entitled to respect, and where they are not alone


PROSPERITY Economy, efficiency, growth, profit, development, competition, market rules, privatization, standardization, measurement, return on investment, quantity of life


Tough standards and sanctions School choice Parental freedom Charter schools Support NCLB


High academic standards to support learning and achievement in Oregon's public schools Identify how well Oregon students are being prepared to succeed in studies beyond high school Engage business, education and community leaders in increasing community support for improved student achievement


Preparing Students for the Future To prepare students for success by providing them with access to the tools of the information age Teacher Effectiveness Access to technology tools to enhance teacher effectiveness in assisting students to achieve higher educational standards High Performance Schools A business model of organization with reduced levels of administration, decisions made by the people closest to the operations, and where innovation flourishes School-to-Work Provide better access to information and job training by increasing dialogue between schools and business


How do public schools satisfy public values?

Liberty and public schools: 

Liberty and public schools Fiscal restraint, lower taxes Personal responsibility Economic opportunity and freedom Tax credits for private tuition Vouchers Charter and private schools School and parental choice Magnet programs Cyber schools Open enrollment Accelerated programs Individualized learning Home schooling

Equality and public schools: 

Equality and public schools Ensure equal opportunity Create learning environments free of race, gender, class, ethnic and culture biases Close achievement gap Student assignment School uniforms Fairness in discipline Special education Re-segregation Non-discrimination policies Free and reduced lunch programs Teach all history and cultures Funding equity Bi-lingual education Title IX

Community and public schools: 

Community and public schools Meet social and emotional needs of students to provide critical foundation for learning Strengthen families and communities to increase student achievement Help schools avoid becoming places of competition, social sorting, and ranking Reduce class size, build neighborhood schools, create school neighborhoods Art, music, civics, character education and service learning Safe, clean, secure schools Health, exercise, nutrition, physical education Drug testing, dress codes, zero tolerance

Prosperity and public schools: 

Prosperity and public schools Reform schools and educate for economic success, curriculum relevant to business Career awareness, work training, workforce preparation, school-business partnerships Grading, testing, standards, measurement, assessment, certification, data-based performance indicators, data-driven decision making Earn good wages, adapt to new technologies, compete in 21st century Commercial advertising, contracting, privatization, performance pay, incentives, bonuses School strategic and performance plans Continuous school improvement Extend school day and year

What do public values have to do with boards and administrators?: 

What do public values have to do with boards and administrators?

Boards solve problems by making choices that involve public values in public schools: 

Boards solve problems by making choices that involve public values in public schools Liberty Equality Community Prosperity

Public problems arise when we must choose between different values: 

Public problems arise when we must choose between different values Superintendent Board

Should schools be concerned about textbook weight?: 

Should schools be concerned about textbook weight? 5 states have passed or are considering bills limiting textbook weights

Backpacks and textbooks : 

Backpacks and textbooks Community Prosperity “We’re not willing to stand by and condemn our children to the real potential for lifelong health problems from backpacks.” – American Occupational Therapy Association “There are backpack problems, but the problems has been overblown.” – Association of American Publishers

How should schools treat student discipline?: 

How should schools treat student discipline?

Student discipline : 

Student discipline “But we do have a responsibility to educate all children. The burden is on the state.” – Director, Child Advocacy Institute “Over the years, there’s been a change from every child needs to be saved to zero tolerance, especially after Columbine.” – School Superintendent

What kind of dress code should schools adopt?: 

What kind of dress code should schools adopt?

Dress codes: 

Dress codes Liberty Equality Community Freedom, individuality, choice, artistic expression Reduce social and economic status differences Reduce social and physical conflict, create social order and sense of community

Should students be permitted to eat lunch off-campus?: 

Should students be permitted to eat lunch off-campus?

Off-campus lunch: 

Off-campus lunch Liberty Equality Community Prosperity Reduce operating costs, support local business Freedom, choice, personal responsibility All children, or just some? – based on what criteria? Increased safety risk to students and citizens

Should schools require students to say the Pledge of Allegiance?: 

Should schools require students to say the Pledge of Allegiance?

Pledge of Allegiance: 

Pledge of Allegiance Liberty Equality Community Prosperity Performance pressures have reduced non-curriculum time Schools cannot require children to say the Pledge Issue of “fairness” for children of different faiths and cultures Create a sense of common identity and connectedness

What do you value?: 

What do you value? Liberty Equality Community Prosperity

Conclusion – Leadership lessons and challenges: 

Conclusion – Leadership lessons and challenges

#1 – Governing means more than just choosing sides: 

#1 – Governing means more than just choosing sides Problems can’t be solved with just one value No one value is always better than the others We don’t choose the same value every time

But like in baseball…: 

But like in baseball… How you call ‘em depends on how you see ‘em…

#2 – Good choices balance public values: 

#2 – Good choices balance public values

“Successful” schools find a way: 

“Successful” schools find a way An educated person is equipped both to lead a life and make a living. – Peter Drucker, 1998 It is, of course, arbitrary to separate industrial competency from capacity in good citizenship. – John Dewey, 1918

#3 – Talk about the problem: 

#3 – Talk about the problem Liberty Equality Community Prosperity Which value(s) do you want more? How much are you willing to give up of one to get more of another? Want a different value more than the one you want Concerned more about what they might give up than what they might get

Because a solution is a problem everyone understands!: 

Because a solution is a problem everyone understands!

And because what seems obvious may be wrong: 

And because what seems obvious may be wrong

#4 – Engage your community: 

#4 – Engage your community Democracy depends upon educated citizens Public schools are the only public institution of socialization Avoid “tell and sell” and asking only when you want something Public schools and school boards cannot teach democracy if they cannot model it If local control matters – prove it!

Make it easier to participate than to sit on the sidelines: 

Make it easier to participate than to sit on the sidelines The tyranny of a prince is not so dangerous to the public welfare as the apathy of a citizen in a democracy. Montesquieu, 1748

Questions you can ask : 

Questions you can ask What does a good school look like? What do you value about public schools, and what is that worth to you in terms of cost? Who benefits more and who benefits less from public schools? How do schools held hold together the social fabric of our community? What civic and economic responsibilities do we want to prepare our children to assume? What would it take to make public schools the schools of first choice for everyone? What is the best way to educate the next generation?

#5 – Campaigning is simple compared to governing: 

#5 – Campaigning is simple compared to governing 3 great promises of campaigning Ben Franklin’s grandmother on running for office… Campaigning vs. governing…

Remember Mark Twain’s advice: 

Remember Mark Twain’s advice

#6 – Go beyond “customer” service: 

#6 – Go beyond “customer” service

Create shared responsibility: 

Create shared responsibility

#7 – Govern as partners: 

#7 – Govern as partners Board Power Authority Decision Making Politically Acceptable Technically Feasible Superintendent


Because today we need elected officials and professional administrators to govern public schools

#8 – Make democracy mean something more than…: 

#8 – Make democracy mean something more than… “If we all agreed, we wouldn’t need democracy.”

#9 – Create “we the people” more than “us and them”: 

#9 – Create “we the people” more than “us and them” Engage citizens, staff, and colleagues in talking about public values Acknowledge self-interest Conduct a sincere search for consensus As Ben Franklin’s grandmother once said…

#10 – And if that doesn’t work…: 

#10 – And if that doesn’t work… …use the Texas Ranger method - teach ‘em by example!

Thank you!: 

Thank you! Phillip Boyle, Ph.D., President, Leading and Governing Associates, Inc. Adjunct Professor, School of Government, University of North Carolina at Chapel Hill

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