NAES is often asked about the ideal composition of an Episcopal school and Early Childhood Education program school board. Given the diversity of Episcopal schools, there is no “one size fits all” answer to this question. But here are some key considerations to keep in mind when reviewing or evaluating your school board’s composition.
The Board’s Composition
Historically, “constituency-based” boards developed in independent and Episcopal schools as a way to insure that a variety of perspectives were represented on the board, such as those of alumni, parents, and community members. Sometimes, however, this resulted in trustees who viewed themselves as “representing” a particular constituency on the board, or boards were unable to recruit trustees with key skill sets. Consequently, many independent schools have changed their bylaws to significantly reduce the number of “designated” trustees and instead give the board broad latitude in determining its composition.
Because Episcopal schools have a missional and often governance relationship to The Episcopal Church or an Episcopal Church entity, however, insuring that faithful Episcopalians serve on Episcopal school boards—whether the rector or bishop, other clergy, vestry members, or parishioners—remains critically important.
How many or what percentage of Episcopal Church-related trustees should be on an Episcopal school board? There is no single answer to this question. The number of these trustees should be sufficient to promote good governance and positive relations between the school and any sponsoring organization and/or diocese; and support the responsibility of each trustee and the board as a whole to steward the school’s Episcopal mission identity. At the same time, the percentage of Episcopal trustees—be they clergy, vestry members, parishioners, or faithful Episcopalians—should not be so great as to prevent the board from recruiting a complement of active trustees with the skills and perspectives needed for a mission-driven, high-performing board.
How do we know if we have the right blend? If the number or particular type of designated slot is hindering the board’s ability to function effectively, or if it has become difficult to recruit or retain active trustees in such slots, it is probably a good time to revisit the board’s composition and/or the process by which these trustees are identified, recruited, oriented, and elected.
In a parish day school, early childhood program, or similarly structured school, any review of the school board’s composition should be undertaken collaboratively between the school and its sponsoring organization. And Episcopal schools of all types often do not realize that changes they may wish to propose will carry symbolic meaning to a parish or diocese. Any potential change to the number or percentage of Episcopalians on the board needs to be approached with extraordinary care and careful planning, including assurances to the church body that this is not an effort to dampen the Episcopal identity of the school.
The Rector
As stated in the NAES Principles of Good Practice for Governance in Episcopal Parish Day Schools, the rector serves as a critical link within the governance structure of the congregation and the school. Rectors (and similar parish leaders such as cathedral deans, vicars, and priests-in-charge) normally sit ex officio as voting members of the school board. The rector attends all school board meetings and works collaboratively with board leaders and the head of school/director to sustain healthy and appropriate church-school communication and decision-making processes. In parish day schools that are not separately incorporated, the rector supports the delegation of authority by the vestry to the school board for the oversight of the school and, through the board, to the head for administration and operations.
In practice, this means that rectors must give significant time and attention to the board, board leaders, and head of school/director. It can be easy for rectors to step back from this responsibility, perhaps being pulled away from school life by pressing parish needs, believing that the school can “run itself,” or even facing resistance to the rector’s involvement from school leaders. But thoughtful and engaged rectors are critical to sustaining positive church-school partnerships and healthy church-school governance. Rectors, especially those new to Episcopal schools, need to become educated about the history and governance structure of their church and school relationship, along with best practice in parish day school governance and operations.
Finally, some diocesan canons or diocesan commissions for schools are explicit about the role and authority of the rector in Episcopal school governance. It is important that school board and vestry leaders understand what diocesan guidelines or requirements apply to their particular school, if any.
Bishops
The bishop or her/his designee typically serves as a trustee of a diocesan school. Their role can range from honorary trustee to board chair. The bylaws of some independent Episcopal schools may also designate the bishop as an ex officio trustee or the school may choose to invite the bishop to serve on the board.
The time and attention invested by a bishop as an Episcopal school trustee is invaluable and can have a significant, positive impact on a school. It means a great deal when the bishop, as a trustee, is involved and engaged in conversations at the board level. Conversely, having the bishop’s an ex officio space on the board lay vacant deprives the board of an important voice and the diocese and school from developing a more meaningful relationship. If the bishop’s schedule or other diocesan needs preclude him or her from fulfilling this role, it can be best to appoint a bishop’s designee to serve on the school’s board.
Like all other trustees, bishops benefit from being well-oriented to the school, the board, and their role and responsibilities as a trustee.
Vestry Leaders, Parishioners, and Other Episcopalians
Strong boards need all every member to participate actively in board discussions and decision-making, including those who are elected or appointed on the basis of an affiliation to a parish, cathedral, or the Episcopal Church. Whether elected by the board, appointed by the rector, serving ex officio or designated as a “vestry liaison,” vestry members, parishioners, and other Episcopal trustees should serve as voting members of the school board and take an interest in the full range of issues and discussions before the board. Having the rector sit on the school board’s nominating committee or committee on trustees can support healthy dialogue about the best nominees for any church-related slots.
Like all potential trustees, vestry members or parishioners who are being asked to consider serving on the school board benefit from learning about the role of the board, the role and responsibilities of individual trustees, and expectations such as attending meetings and/or participating on a school board committee before they join and, once elected or appointed, complete a new trustee orientation with particular attention to their responsibilities vis-à-vis the vestry or parish.
Parents
Early childhood programs, elementary and middle schools, and day schools often have school boards heavily populated by current or former parents, including the board’s officers. This can strike parishioners, diocesan leaders, or trustees from other non-profits as inappropriate; indeed, literature on school governance can caution against parent as trustees, citing conflicts of interest between the best interests of school and the interests of their own children (or pocketbook!).
In reality, however, most often it is current and former parents who have the commitment, passion, and time to serve on the school’s board. This is particularly true for early childhood education programs and elementary/middle schools. The key is to provide effective orientation and ongoing education about the role of the board, the role and responsibilities of individual trustees, how parent trustees can wear their “board” and “parent” hats appropriately.
Missional drift, disregarding the legitimate oversight role of the vestry, and/or the school becoming the “tail that wags the dog” are additional, sometimes legitimate, fears that parishes and church leaders have of a parent-driven school board. The school board and its leaders must demonstrate their commitment to the school’s Episcopal identity and to being active partners in sustaining positive church-school relations. Articulating the school’s Episcopal identity and corporate relationship to the entire board, and especially to parent trustees, is critical. Insuring that there are active, engaged, and contributing non-parent trustees – be they alumni, faithful Episcopalians, outside educators or, in the case of a parish or cathedral school, non-parent parishioners or vestry members – can help parents on the board live into best practices and bind the board together as one body that acts in the long-term interests of the school and of the church-school community.
Episcopal schools of all types benefit from having faithful Episcopalians, Episcopal clergy, church leaders, parents and former parents, alumni, outside educators, and community members on the school board. Identifying strengths and gaps in the board’s composition, carefully vetting all potential school board members, and developing comprehensive trustee orientation and board education programs can significantly increase the functioning of individual trustees as well as the board as a whole, regardless of the role that has brought people to this important service.
If NAES can assist your school on this topic, please email me.This article is available as a resource in the NAES library.