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Leadership Structure: The New Britain Board Of Education

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A public-school board’s main purpose is to create a representative body that will allow them to serve the education system effectually. These school’s boards play an imperative part in the community and hold many responsibilities, such as: representing the students, incorporating their community’s view to create school policies, being held accountable for the performance of their schools, and regulating that students are getting the best education possible (Peifer, 2014). To meet all these standards, like all systems, the board needs an effective leadership structure. How does a leadership structure manifest itself into these standards? I took a deep look at the New Britain Board of Education and analyzed its power structure to answer that …show more content…

This power controlled by solely ten members and the administration is wielded to create school policies that affect the academic learning process of the public. The purpose of this research is to elaborate on the power the board has and its effect on the public who deserve to have more influence in this structure. Furthermore, I further investigated in looking at how which committee they serve and their office position (President, Vice President) intersected with this structure and found that both play a role. The New Britain Board of Education mission, as it states on their homepage, is; “to create an educational system which will facilitate the development of students so that they may reach their fullest potential as productive human beings and be prepared to function effectively in a changing society...District efforts to improve the quality of the educational process have only one focus: every student learns, and learns well, every day” (“Board of Education,” 2016). The structure of the New Britain Board of Education allows them to accomplish that mission, however, without much input from the …show more content…

These leaders are nominated and are believed “to be generally influential… mainly persons who were prominent in economic and governmental affairs” (Pellegrin, 1976, p.7). As Stephen Jambor, President of The Westchester Putnam School Boards Association states, the responsibilities of the President of a school board is to, “Conduct board meetings, sets agenda items with the superintendent, bridge between board & superintendent, team builder & mediator, voting member of the board” (2015, p. 10). If the President is absent, the Vice President has the same responsibilities and power as the President (Fanniff & Abram, 2009, p. 2). Overall, the President is the voice of the Board (Jambor, 2015). Similarly, to the New Britain Board of Education, the President Nicholas Mercier leads the board in their day to day

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Politics also play a part in this dynamic on a large and small scale, from the board members who must campaign for their position to individuals engaging in self-promotion in hopes of improving their position. Legitimate formal power and direction comes from the top of the pyramid on down through the ranks. Perched at the top of the power pyramid are five elected county school board members and the county superintendent of schools. Below them are five assistant superintendents and at the next level down are a combination coordinators and program managers. Lastly, all other staff make up the base of this formation, having the least amount of influence and dependent on mid-level managers for resources, information and approval of decisions.

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The State Legislature, State Administrative Agencies, and State and Local Board of Education help set up and carry on laws to control education in public schools. Individually, they represent their peculiar power when it comes down to making crucial decisions. The State Legislature has plenary, or absolute, power to make laws governing education compared to others who provide guidance and/or are locally administered (Cambron-McCabe, 2014). Responsibilities delegated to the Local Board from the State Board are taken care of differently in each state. Local School Boards hold the obligation to represent the state laws in education, however individual board members don’t have the authority to make policies or perform official acts on behalf of

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The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as

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All schools have a team of governors the number can be up to 20 people. They are all responsible for the running of the school. Sometimes you have at least one parent and one teacher on the board. The governors tend to make the policies and decisions in the school this can also be called a committee these are also used in public service. This means that the management of the school can be split into specific areas.

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The organization being consulted is the National Education Association (NEA), known to be the largest professional interest group in the United States. Since 2002, the National Education Association mission is to progress and advance education every step of the way in public schooling. From preschool to university graduate programs, the NEA believes every student needs the proper education to prepare them for the real world. In a more memorable revision of their mission statement: ‘No person is ever poor if they have their education’ – this is true, education is beyond an immeasurable value, even public education, but only if we make it.

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The board is responsible for setting policies, providing funding, and making decisions that affect the overall functioning of the educational system. They ensure that the needs of students, teachers, and parents are met and that the educational system is aligned with the goals and values of the community, as well as society. The functionalist perspective views the school board as a component of the larger educational system. The conflict perspective can show that a school board meeting can be shown as a site of struggle over power and resources. In this perspective, the school board represents the dominant group in society and is responsible for maintaining a healthy and lasting district.

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