Abstract
Purpose. The purpose of this study was to describe the knowledge, skills, and behaviors that strong school governance teams use to raise the level of student achievement. This study also looked at the impact of the governance team behaviors as perceived by the superintendent. Methodology. This was an exploratory descriptive case study of eight superintendents who were nominated by their county superintendents for having effective governance teams. Face-to-face interviews and a brief questionnaire were used for data collection. Qualitative analysis was used to determine patterns and themes that emerged from the data. Findings. All districts had adopted goals for student achievement. The following steps were common among those interviewed in communicating the vision for student achievement: (a) involve the public in goal development; (b) adopt an accountability model; (c) publish student performance expectancies; (d) trust, through open communication led to superintendent's longevity, and; (e) each school board is unique and the need or desire for training varies. Conclusions. To raise the level of achievement, a vision and specific goals for increased student achievement must be adopted by the board, communicated to the public, and monitored. Clearly defined roles and relationships for board members and superintendents increase the effectiveness of the governance team. To raise achievement, the board must focus on resources that support their adopted goals and contribute to increased student achievement. Honest and open communication among the governance team and with the community builds trust and leads to higher achievement. Time spent at board meetings and open forums on educational issues focuses attention on the main task of the district, raising student achievement. Recommendations. Some recommendations are (1) aspiring superintendents seek training in vision-setting and communicating a vision for student achievement, (2) aspiring superintendents seek opportunities to be mentored by successful superintendents with ability to focus the energy of the board on improvement of student learning, (3) minimum training time for new board members be mandated by legislation and include training on their new role and the Brown Act, and (4) time be allowed at board meetings for curriculum and assessment reports that focus on student achievement.