One of your most important roles as a School Board member is strategic planning. Strategic planning establishes the direction of the school board – a roadmap for all to follow and track. The Strategic Plan provides the foundation for performance and risk oversight, setting expectations and determining planned outcomes.
You do this:
- by taking an active role in the establishment of the School Board’s Vision, Mission, Goals and Objectives;
- in close collaboration with management (who usually draft the plans); and,
- in consultation with key stakeholders.
The following table highlights the roles and responsibilities of the principles, board and agents in the strategic planning process.
| The Principals (Stakeholders) | The Board (The Elected School Board Members) | The Agents (The Director of Education and Staff) | |
| Vision
(Where are we going – long term?) |
Provides input through public participation and engagements mechanisms | Approve in consultation with the Agents | Provide initial draft for board input and approval |
| Mission
(Why do we exist?) |
Provides input through public participation and engagements mechanisms | Approve in consultation with the Agents | Provide initial draft for board input and approval |
| Values
(What are the non-negotiables?) |
Provides input through public participation and engagements mechanisms | Approve in consultation with the Agents | Provide initial draft for board input and approval |
| Goals
(What results do we want to achieve?) |
Provides input through public participation and engagements mechanisms | Approve in consultation with the Agents | Provide initial draft for board input and approval |
| Objectives (Outcomes)
(What will we see along the way?) |
Provides input through public participation and engagements mechanisms | Approve in consultation with the Agents | Provide initial draft for board input and approval |
| Strategies
(How will we approach and accomplish our vision, mission, goals and objectives?) |
Provides input through public participation and engagements mechanisms | May review some strategies | Design and implement |
| Actions
(What actions will we take to achieve our goals?) |
N/A | N/A | Decide on and implement |
| Measures
(How will we know we have succeeded? What are the quantifiable measures of our success?) |
Receive reporting on results through various mechanisms such as periodic newsletters, public meetings and annual reports | Approve the high-level metrics in consultation with the Agents (the agents may use a larger suite of metrics to manage by – not all of which need to be seen at the board level. | Design and provide to the board for approval – report on high-level metrics (agreed to with the board) and use lower level metrics to manage the organization |
Much of the content of this section is drawn from SSBA’s comprehensive Performance Management Framework to guide School Boards in this area: http://saskschoolboards.ca/wp-content/uploads/SSBA-Perf-Mgmt-Framework.pdf
Environmental Scan and Stakeholder Engagement
The first step in strategic planning is to understand what is going on in your district, what are the changing needs, aspirations, opportunities and risks. This is called different things, often “e-scan” (external environment scan), “i-scan” (internal scan) and “SWOT” (internal strengths and weaknesses, and external opportunities and threats). Undertaking this work is typically the role of the Director of Education and his or her staff, who would then report on the outcomes of these efforts to the board.
Strategic plans are usually multi-year, 3 or 5 years, so this scanning step is usually much more in-depth in the years when you are drafting a new multi-year plan. These will involve considerable engagement with the public, communities, Government and other stakeholders. In other years, the scanning may be less intensive, and rely more on internal scans.
You will want to ask key questions during the strategic planning process, such as:
- What are the strategic, operational, reputational and financial risks inherent in the strategy and are they in accordance with the organization’s appetite for risk?
- How will management track and report the achievement of strategic objectives?
- How does the strategy compare with what others in the sector are doing?
- Can we meet the resource requirements of this strategy now and into the future?
- Will our organizational values and ethics be compromised in any way by execution of this strategy?
- What is the probability that the strategy will be successful and what alternatives exist if expectations are not met?
It is important that the Board have the capacity to challenge the assumptions that management uses to make decisions. Good strategic plans should stand up to scrutiny over their logic, projected outcomes and investments made to support them. Boards should consider the following in assessing the organization’s strategic plan:
- Goals must be clear, widely communicated and cascade throughout the enterprise
- Plans must be documented and align with the goals
- Forecasts must address course corrections required in the Budget and recalibration of the goals
- Actual/measurements processes must be timely, accurate and transparent
Boards can effectively monitor strategy only when they are informed and knowledgeable about the strategy and its effect on organizational outcomes. Trustees can request further information and research, and engage external consultants and educators to build a platform of knowledge to participate in high level debate.
The Minister of Education and school boards have interdependent roles and responsibilities to each other. Both are involved in meeting expectations in relation to key areas of strategic direction. In creating the strategic direction, the board must align with the Minister’s mandate to ensure they are advancing on the strategic priorities of the provincial government.
The school board ensures the community and staff are engaged to establish a compelling vision and mission for the school division.
The school board provides leadership in development of the school division’s strategic plan with its statement of vision, mission, principles, goals and action plans. You should involve a wide range of individuals and groups in the planning process. Students, school division staff (both professional and non-professional), parents, business groups, Aboriginal groups, community organizations, and the general public all have an interest in the school division’s strategic plan.
The School Community Councils in the division can play an important role in development of the school division’s strategic plan by coordinating consultations in the communities they serve and by advising the school board.
Public participation is important because:
- The school division’s strategic plan should reflect the dreams, hopes and aspirations of the people the division serves.
- When you gather ideas from many people, you usually get more ideas and richer information than if only a few people are involved in the plan’s development.
- When concerned groups and individuals have a hand in shaping the school division’s strategic plan, they are more likely to support the direction.
Horizon Plan
The second step in strategic planning is called horizon planning. In this step, you will approve a Vision, Mission, and Values or Principles statements for the School Board. Usually this is done during the year that you are writing a new Strategic Plan, and even then, these may not change for 7 to 10 years.
A Statement of Vision
Has our school board established a compelling vision for the future of the education program in your schools? A vision statement answers the question, “Where are we going, long-term?”
A vision statement presents a picture of an ideal future state for the school division.
Effective organizations use a process of proactive visioning to create their desired future. The process involves clearly describing a “desired future state”, assessing the gap between the present and future state and then creating a realistic action plan to bridge the gap.
- Vision is our sense of who we can be and what we can become.
- Vision concentrates our attention on choosing a future and making it happen.
- Vision, like a good travel poster, creates wants. It paints a future that in every way truly matters.
Examples of school board vision statements include:
- An inspired community of learning and achieving.
- Students who become knowledgeable and skilled citizens, contributing to and benefiting from a democratic and prosperous society.
A Statement of Mission
Does our school division have a statement of mission that is well known? A mission statement answers the question, “Why do we exist?”
A mission statement describes the unique purpose for which the organization exists and the specific function it performs. It should not be lengthy or complicated. It should be short, powerful, compelling, and easy to understand.
Examples of school board mission statements include:
- Our mission is to nurture, teach and excel.
- Our mission is to ensure the achievement of success in a safe and caring environment.
A Statement of Values or Principles
Are the values and beliefs that guide our school system clearly understood and stated in policy? A statement of values or principles answers the question, “What values / principles guide our actions?”
Core values and beliefs are the non-negotiables, which translate into principles serving as signposts to direct actions within the school division. These statements of principle define the character of the school division and provide a basis for making decisions. Foundational principles can also serve as a guide to action planning. Because we believe _______________, we will or will/not ____________.
Examples of guiding principles that govern actions and interactions in school systems are:
- Accountability – The school division values individual and organizational accountability.
- Learning – Teaching and learning processes focus on student needs.
Strategic Plan
The third step is the Strategic Plan itself – the goals and outcomes (objectives), should line up with the Business Plan that management writes – the strategies and activities planned for achieving the goals and outcomes.
To help you visualize what these parts might look like, here is an example of the main components of a School Board’s Strategic Plan and Business Plan:[1]
[1] Example from SSBA’s Performance Management Framework.
A Statement of Goals
Has our school board defined measurable goals / objectives for the improvement of the school system? A statement of goals answers the question, “What results do we want to achieve?”
Our understanding of the mission for the school system is expressed by goals and/or objectives that set the overarching long-term direction for development in the school division. Goals and objectives should be stated as measurable priorities.
Goals are few in number to ensure the concentration of resources for results. Goals make it absolutely clear where resources will be focused in order to produce results.
An Example of a goal is: Students will make smooth and successful transitions from Kindergarten through Grade 12.
Each goal will have one or more objective – these are outcomes that we expect to see along the way to achieving the goal. Objectives should be SMART:
S: specific
M: measurable
A: attainable
R: resourced, and
T: time-bound (a target date)
Measurable goals and objectives are characteristic of a board serious about success.
Examples of objectives to improve school systems are:
- The vast majority of our students will transition from mandatory to non-mandatory education to successfully complete Grade 12
- Our students will read with comprehension by the end of Grade 3
As the term “strategic plan” implies, strategy plays an important role in the development of the strategic plan. Once the board and management agree on the vision, mission, values, goals and objectives (where we are headed, why, and what we want to accomplish) it is then up to the Director of Education and his or her team to determine the optimal strategy for accomplishing these. Strategy answers the questions “How will we approach and accomplish our vision, mission, goals and objectives?”
An example of a strategy for “smooth and successful transition” might be: “We will proactively engage with aboriginal populations to determine barriers to Grade 12 completion.”
Determining our strategy—how we will reach our goals—will drive the actions to be taken. When a strategy is aligned from the vision, mission, goals and objectives of the strategic plan, through the actions of the business plan, which are resourced by the approved budget, then activities should produce the expected outcomes. Without a defined strategy the organization risks investing its precious time and resources on “busy work”—lots of activity but few of the desired results.
From Strategy to Action!
Has our school board identified the critical actions required to achieve the stated priorities? A statement of action planning answers the question, “What actions will we take to achieve our goals?”
School board staff then clearly define and establish measurable steps to achieve the Strategic Plan goals and objectives. Planning should define:
- The steps that need to be taken
- By whom
- The target dates for completion
- The performance indicators that answer the question, “How will we know that we have been successful?”
Development of detailed action plans is an administrative responsibility, however, the goals set by the school board provide a foundation for the action plan.
Setting Priorities for the Education Program
Both the province and the school board play roles in setting priorities for the education program and student achievement.
Provincial Initiatives
The Ministry of Education may define key results and desired student outcomes for the school system. They may also define school system cycles of planning, monitoring and reporting. In order to respond to these provincial initiatives, school systems can ensure that provincial priorities are included in their school division priorities and establish planning and monitoring cycles that are congruent with the provincial cycles.
School Board Action
The legislation gives school boards significant control over the education program.
School divisions are required to focus on a core set of learning outcomes, monitor results, report progress and align operations for improved performance.
Why is it important for you to play an active role in approving and monitoring the education program?
- Schools boards are responsible for results: You are responsible for ensuring that all students in the division learn at high levels and have the knowledge, skills and attitudes to be productive members of society, to function effectively in the workplace, and to create healthy families.
- High levels of academic learning are important for success in today’s job market: Today most jobs require Grade 12 graduation and many require a post-secondary diploma or certificate. This trend is likely to continue in the future, as technology becomes even more sophisticated than it is today. In the past, people without a lot of formal education could get high-paying jobs today in primary industry. Although some of these types of jobs still exist, most unskilled jobs today are in the service sector, where pay may be low and hours irregular – for example, the hospitality industry. Thus, ensuring that all students complete Grade 12 and achieve academically is a very high priority for school boards.
- It is desirable that school boards have authority as well as responsibility for the school program: although the Ministry of Education develops curricula, school boards are responsible for implementing the program of studies. Boards are responsible for teachers, facilities, books, computers and other resources needed to deliver the program. You are also responsible for the overall quality and effectiveness of the education that students receive. Addressing the school program through policy is one way that boards can have authority as well as responsibility for this very important aspect of education.
- School boards are responsible for approving Locally-Determined Options: Core Curriculum is the foundation for all instruction in Saskatchewan. It provides a core of basic learnings, but also allows some decisions about the school program to be made locally. At the elementary and middle levels up to 20 percent of class time can be spent on Locally-Determined Options, that is, local or community program priorities.
A school board establishes a productive relationship with the Director of Education and a culture that empowers people to succeed: The Director of Education is the chief executive officer of the school division. The school board relies on the director of education to ensure the goals it has set for student achievement and the other results it has identified are realized. The board can create a foundation for success by clearly stating its goals in policy and setting up a monitoring schedule to assess progress toward the goals. The school board then allows the Director of Education and other senior staff to achieve the goals. This approach enables the director and all other staff to focus their energies on key goals and priorities. It is a positive approach that can energize and motivate staff.
School boards are responsible for monitoring student achievement and ensuring the effectiveness of the school program.
Student achievement is the focus of the work of all of the groups that have an interest in education in Saskatchewan. Academic achievement is important, but so are other types of achievement. The Goals of Education recognize that becoming a lifelong learner and developing good interpersonal skills are also needed for success in life.
- Establish goals for student outcomes. School division goals for student outcomes will be influenced by provincial priorities, but boards are certainly not limited by provincial goals. You may want to refine provincial goals for student outcomes or set additional goals. The provincial and local student outcome goals will be one of the elements that determine what is taught in the schools.
- Make decisions about those aspects of the education program that are under the board’s control. In some cases, this will involve developing a policy. In other cases, it will involve reviewing and accepting (or not) recommendations put forward by school staff.
- Establish monitoring systems to assess progress toward achieving goals for student outcomes. Effective monitoring tells board and staff whether existing programs are supporting progress toward improved student achievement.
| Principles for Putting Students First |
· Students must have the opportunity to be the best they can be. Given the chance, all people can learn – and learn effectively – at high levels.· The entire community must assist student learning. The greater the community involvement, the more its educational system will meet students’ needs in a cost-effective manner.· Families must be involved in support of student learning. The greater the level of family involvement in the student’s job of learning, the higher the student’s level of achievement.· Technology must be used to open the world as a learning resource. Technology will dramatically increase students’ capacity to access and use information.· Learning opportunities must include workplace and interpersonal skills in addition to the traditional educational program. Schools must develop citizenship skills so that students are capable of becoming responsible productive adults.· Measurement of learning must be appropriate to the situation. A variety of assessments – which can be tailored to each student, school and community – must be used for analyzing a student’s success as a learner.· Education must be valued as a profession. Respect for education as a worthwhile profession will be reflected in student attitude and improved student achievement.· The education system must be flexible enough to meet individual student and community needs. Every person is unique. Schools must have the capacity to adjust readily to meet students’ and society’s changing needs.Source: Iowa Association of School Boards, 1994. Used with permission. |