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iRubric: Governance Diagnostic rubric

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Governance Diagnostic Governance Diagnostic This rubric may be used to determine the effectiveness of a private school board. The 25 characteristics are reflective of best practices in board governance. They are not in the priority order of importance. This tool will not make you a better board or board member. It is designed for you to think deeply, engage your colleagues and use with a consultant to more effectively pursue mission. Rubric Code: ZX8XBA2 By johnwstorey Draft Public Rubric Subject: Education Type: Assessment Grade Levels: Post Graduate

Board Diagnostic Enter rubric description
	Proficient 3 pts	Emerging 2 pts	Beginning 1 pts
Intentional board makeup	Proficient Board members are selected based upon a pre-determined assessment of board needs and an individuals ability to meet that need on the board. There is a high level of commitment to the mission of the school.	Emerging The board chooses board members who are willing to serve and have a commitment to school mission and a skill set they believe will benefit the board.	Beginning The board chooses board members based upon their willingness to serve. There is no attention given to board chemistry, skill sets and backgrounds.
Well defined mission and board understanding of the mission. Board decisions are guided by mission.	Proficient The mission of the school is reviewed by the board on a regular basis. The board has come to agreement on the meaning of mission and a consensus on how to apply the mission at the board level. All board decisions are reviewed against mission.	Emerging The mission of the school has been reviewed by the board within the last three years. The onboarding process for board members includes reviewing the mission and its meaning.	Beginning The school has a mission statement that has not been evaluated for many years. The mission is in school documents, Board members have not agreed on the meaning of the mission and it is not used to guide board decisions.
Each board member has a high degree of commitment to the mission and values of the school.	Proficient Commitment to mission and school values is the highest priority in the selection of board members. All incoming members go through an orientation to gain a deeper understanding of mission and how it is applied in the governance process. All board members share a high level of commitment to the school mission and values in reflected in their life priorities.	Emerging The majority of board members share a commitment to the mission and values of the school. Talk about mission among board members and during board meetings is infrequent.	Beginning Commitment to the mission of the school is not a high priority in the selection and onboarding of school board members.
Understanding and practicing governance and not management	Proficient The board is focused on sustaining the mission of the school and providing the resources needed for mission success. The board is focused on ends and the head of school is focused on the means to attain the board established ends.	Emerging The board allows the head of school to manage the school on a day to day basis but steps in when needed. The board wants to know the details of the decisions made by the head of school.	Beginning The board is involved in the management of the school. The board hires teachers, selects textbooks and is hands on in the day to day operation of the school.
The board has a means of evaluating the head of school against predefined metrics	Proficient The board conducts at least an annual review of the head. The purpose of the review is to support the head in his/her efforts to better lead the school. The process of the review are agreed upon by the board and head. Only those metrics agreed upon are used to review the head of school.	Emerging The board conducts an annual evaluation of the head of school. The head is expected to improve in the year ahead based upon this evaluation. The review process and metrics are not determined and agreed upon beforehand.	Beginning The board does not conduct an annual review of the head of school or the review is simply to determine if the head of school is retained by the board. The board reacts to problems it may have with the head.
There is a positive relationship between the board chair and head of school.	Proficient The chair, at least in part, is chosen based upon having a positive relationship with the head. The relationship is one where there is transparency and the openness to constructive criticism. The relationship is intentional in how and what is communicated between the two.	Emerging If there is a problem with chair/head relations the board will address it. The chair and head talk when they need to. The relationship and how they work together is organic and not defined by the board.	Beginning The board has given little attention to the relationship between the board chair and head of school. The two do not meet on a regular basis and the board agenda is not run by the head prior to board meetings.
Board meetings are spent making decisions and not gathering information.	Proficient There is an expectation that all board members come to board meetings informed on issues to be decided upon at the meeting. The board meeting is not about gathering information but making decisions.	Emerging The majority of board members review the board meeting agenda and attend committee meetings in between board meetings. New information is presented during the meeting and must be processed prior to the board making a decision on issues.	Beginning Board members are not engaged in preparation for board meetings. The information they gather to make decisions is during a board meeting.
The board understands their role in funding the mission and is engaged in doing so.	Proficient The board understands, is committed to and demonstrates its commitment to resourcing the mission of the school. All board members are engaged in fund development as demonstrated by their regular financial contributions to the school.	Emerging The board understands its fiduciary role. Collaboratively with staff, the budget is constructed and monitored. Some of the board members contribute to the school regularly.	Beginning The funding of the school is left to the head of school and the development office. The board is engaged in reviewing and approving the budget. Some of the board members contribute to the school regularly.
The board is engaged in missional opportunities to develop through regular and ongoing training so that they continually improve their processes which lead to greater engagement in governance leading to mission success.	Proficient By policy, the board engages in regular development opportunities. It is an expectation to which board members are held accountable. These opportunities are informed by regular board evaluations.	Emerging Board members are given the opportunity for development opportunities. Some of the board members engage in these opportunities.	Beginning There is no regular opportunity for the board to engage in opportunities to better itself collectively and board members individually.
New board members go through an onboarding process.	Proficient By policy, each new board member goes through an onboarding process before they attend their first board meeting as a board member. The process includes an orientation to mission, expectations of the board member and board processes.	Emerging New board members are given a board policy manual and meet with the board chair prior to their first official meeting as a board member.	Beginning New board members do not have the opportunity to go through an onboarding process.
The board has a well-defined and efficacious committee structure	Proficient Committee responsibilities are well-defined by board policy. There is a calendar on when and what is to be reported back to the board. Committees are chaired by board members but make use of others. Committees do the work of the board and not the work of the head. There are few standing committees and ad hoc committees are used effectively.	Emerging The board has a few standing committees and the committees do the work of the board not the head of school. Committees tasks are not well-defined and not regularly scheduled to report back to the board. Some ad hoc committees are used.	Beginning The board has committees. Some of the committees are engaged in the work of managing thee school. Committees meet irregularly. There is no use of ad hoc committees.
Board members understand a culture of academe – many things that work in their vocational environment are not applicable in a school setting	Proficient Board members have a clear understanding of the unique culture of the educational setting. They are open to share things that have worked for them vocationally and humble enough to accept that it may not work in the school settin.	Emerging Board members are very willing to share what works in their vocational environment and understand that it may not work in a school setting.	Beginning Board members have little understanding of an educational setting. They often believe that what works in their job setting should apply to the school.
The board hires and manages one employee…the head of school	Proficient The board is only actively involved in hiring the head of school. Only the head of school reports to the board. The board is only involved in the active evaluation of the head.	Emerging The board approves all potential faculty and leadership candidates. The board has more than one person from the school reporting to them and reviews all employee evaluations.	Beginning The board approves all those hired by the school. They meet with all potential faculty and leadership candidates. The board is engaged in evaluating all employees of the school. The board has several reports and engaged in evaluation of staff.
When the board makes a decision, the board speaks with one voice.	Proficient All board members understand and committed to board confidentiality. Even when there is strong opposition on the part of one or more board members to a decision, members support the decision of the board among members and publicly.	Emerging The board has a confidentiality policy regarding board issues but there is little to no enforcement of that policy. Some board members are slow to accept the consensus determination of the board.	Beginning There are times when the objections of a board member about decisions are communicated outside the board room.
The board chair brings out the best in each board member.	Proficient The board chair allows members to speak freely. To honor the time of others and to allow for all to share, he/she may ask a member to limit the time of their remarks and calls upon those members reluctant to share. Members are selected for what they bring to the table and the chair recognizes their importance to decisions being made.	Emerging The board chair does his/her best to make sure all members have an opportunity to give their point of view but there is often a member or members who dominate board debate.	Beginning Board meetings are often dominated by the most vocal and opinionated board member(s). The chair does little to balance the discussion so that all may give input.
There is freedom to debate and yet there is respect for each board member	Proficient All members value debate realizing that the best board decisions are made when all points of view are considered. There is respect among all board members, even those members who disagree regularly.	Emerging Board members understand the value of debate and are respectful of the opinion of others which may be contrary to their own. Members who tend to be quiet are reluctant to enter into debate because of the more vocal on the	Beginning Board members who disagree have difficulty listening to theof merits of others opinions. There are times when grudges are kept and result in disharmony at the board level leaving the less vocal keeping their opinion to themselves.
There is a well-established board meeting agenda which is communicated to members well ahead of time	Proficient The chair creates the agenda in consultation with the head and committee chairs. The agenda is communicated to members about half way between board meetings. The agenda is timed and the chair is disciplined to stay within time parameters unless it is the majority opinion of the board that items be extended.	Emerging The chair creates the agenda in consultation with the head and committee chairs. The agenda is not timed and not given to board members more than a few days before the meeting takes place.	Beginning There is no board agenda or the agenda is presented at the beginning of the board meeting. It is not uncommon for the chair to allow the agenda to be interrupted and agendas are rarely completed due to the length of the meeting.
Board members come prepared for board meetings. They have the information they need to make decisions coming into the meeting.	Proficient A well established committee structure and well tuned agenda process allow for board members to gather information outside of the board room and come to meetings prepared to give their viewpoint and make decisions. It is the expectation of and the chair holds members accountable to this expectation.	Emerging Committee structure and the agenda process is sufficient for board members to come prepared to board meetings. However, it is not the policy nore expectation, therefore board meetings are the place where many board members gather information.	Beginning Committee structure, board agendas and board expectations are such that board meetings are the place where members gather information and make decisions.
The board has a policy manual that it keeps up-to-date and disciplines itself to abide by.	Proficient The board has a policy manual that is evaluated regularly. When new policy is developed it is added to the manual and members receive the update. The board, guided by the chair, is disciplined to act according to its policies.	Emerging The board has a policy manual. Members have a copy of the policy manual. Policies are not reviewed regularly and many not followed as a result. The board has little discipline to act according to its own policy.	Beginning There is no formal board policy manual. Board practice is determined by tradition and the leadership of the chair.
Members are highly disciplined in keeping board information confidential	Proficient Board issues remain confidential, unless determined to be shared publicly by the board. Members who breach the policy of confidentiality are held accountable per board policy.	Emerging Board members understand the importance of confidentiality. However, when a member breaches confidentiality there is no accountability.	Beginning It is not uncommon for board members to speak outside of the board room on issues pertaining to the board. It is not uncommon for teachers and other stakeholders to be aware of board issues that should be confidential.
The board has developed an effective means to communicate to the school’s stakeholders.	Proficient The board has a systematic, effective means to communicate to stakeholders. As a result, stakeholders have developed a high level of trust in the board.	Emerging Non-confidential board information is shared but there is no policy regarding how and when this should be done. There is often a lack of trust between the board and its stakeholders.	Beginning The board never or rarely communicates to its stakeholders. If communication takes place it does so at the whim of the chair. There is little trust between the board and its stakeholders.
Board members are disciplined to direct day-to-day school issues to the head of school or the appropriate person working under the head of school.	Proficient There is a policy regarding communicating outiside of the board room that is clearly understood by all members. The chair will talk to members about inappropriate conduct. Members who continue to violate board policy are removed from the board according to policy.	Emerging The board has a policy regarding how a members communicates outside the board room but there is little enforcement of the policy. It is not uncommon for members to inappropriately to engage in conversations that violate policy.	Beginning The board does not have a policy on how a board member communicates on matters outside the board room. It is not uncommon for a member to listen to a complaint about a school employee or about the school in general.
Board members understand their servant role and are volunteering their time to the school on a regular basis.	Proficient Members understand that they are the servant of the mission and to the stakeholders. There is an expectation, reflected in policy that members engage in some manner with the school outside of their board responsibilities. Within reason, policy is enforced.	Emerging Most Board members understand the servanthood principle. There is no policy regarding service outside of official board responsibilities. For many commitment to mission is not reflected in their service to the school outside of the boardroom.	Beginning Most board members involvement in the school does not extend beyond official board business. There is no policy regarding individual board involvement outside of this.
Board members are advocates for the school with their family, friends, neighbors and co-workers.	Proficient As a result of board members being chosen for a passion for the mission, it is common that they advocate for the school among their family, friends and associates.	Emerging Board members may occasionally advocate for the school if the issue comes up and they think others will agree with them.	Beginning Board members rarely advocate for the school. This is likely due to the lack of passion for the school.
	Proficient	Emerging	Beginning

Subjects:

Education

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Assessment

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