Teacher Tea
Unqualified and Unprepared? The Problem with School Board Elections
With the current debate raging over the viability of our federal Department of Education, much has been said about a critical weakness in our educational system: the frequent disconnect between good intentions and practical competence. Electing inexperienced individuals to school boards, for instance, regardless of their commitment, often leads to mismanagement and ineffective policy. A focus on relevant experience and demonstrable governance skills, rather than simply good intentions, is the only path forward for improving school district leadership, at least at the local level. Across the country, there is an apparent need for better training for board members, or perhaps even a re-evaluation of the selection process itself.
The effectiveness and stability of school boards directly impacts our working conditions and students' learning environments. A well-functioning school board means strong leadership that supports teachers in delivering high-quality education. Conversely, dysfunctional boards lead to inconsistent policies that create uncertainty in schools. When school boards prioritize stability and student-centered decision-making, teachers can focus on what matters most—helping students succeed.
What are some of the most prevalent challenges that school boards face, and how can they be addressed?
Dysfunctional school board governance creates a ripple effect of challenges, but strategic leadership can transform struggling districts. Yaw Obeng, superintendent of Hickman Mills C-1 Schools in Missouri, describes his efforts to stabilize and improve an ineffective school board, which had been plagued by infighting, financial mismanagement, and leadership turnover. His experience reflects broader issues in school districts nationwide, where well-meaning but inexperienced board members often lack the governance skills needed for effective decision-making.
In “Relentlessly Reviving School Boards,” Obeng describes arriving at Hickman Mills in 2020, when the district was in crisis and suffering from declining enrollment, school closures, and provisional state accreditation. You can read his full article in School Administrator Magazine through the link below. Recognizing that board governance was the key to district success, he sought to rebuild trust and develop strong leadership amongst the board members. His approach involved acknowledging the past, embracing the present, and thinking creatively about the future, helping the board shift from dysfunction to strategic action.
One of his most unconventional solutions was introducing a co-presidency model, where two board members from opposing factions shared leadership responsibilities. While this approach was initially met with skepticism, it forced collaboration and ultimately led to significant district achievements, including the launch of a STEAM middle school and the increase of teacher salaries to the highest in the region.
Obeng has a clear message: radical change requires relentless perseverance. He shares four key lessons for school leaders: establish a clear vision, ensure strategic governance, hold board members accountable, and embrace flexibility. Through bold leadership and innovative problem-solving, Hickman Mills successfully transformed its governance, proving that even the most dysfunctional school boards can be revived with determined leadership and a student-first mindset.