"We only get one shot to educate this generation of children.  I've listened to all the promises of change, but there has been no real change.  Our students don't have time to wait for the next School Board, or the next Superintendent.  They'll get lost!  I'm asking for your vote on November 4th.  Speak up for real change for our schools!"
Michelle Inman
for Stanly County School Board

Electing Effective School Board Members

How can you be sure that the education in your local public schools meets your expectations? A good place to start is by electing effective school board members.

When deciding which candidate to support and vote for, you'll want to attend community candidate forums and ask hard questions. Former school board member Arthur Griffin suggests asking the following questions:
For incumbents:

  • What actions have you taken to improve student achievement?

For challengers and incumbents:

  • What are your visions for this school district five to 10 years from now and what systemic changes will you work toward to achieve that vision?
  • What policies would you initiate to improve student achievement?
  • What are the characteristics of a superintendent you most admire?
  • How would you measure success for a superintendent?
  • What level of skills should high school students have upon graduation?

You'll also want to find out if the candidate has good analytical, leadership and collaborative skills to move the district forward. A good candidate does not have a single-issue focus but rather is interested in the success of all students in the district.

  
Who is Arthur Griffin? and WHY is he a role model for School Board?

Arthur Griffin: Providing Vision and Leadership in Charlotte-Mecklenburg, North Carolina

When Arthur Griffin, a North Carolina paralegal, became concerned about students being passed from grade to grade without learning proper skills in his urban district, he decided it was time to get more involved. Thus began an 18-year tenure on the Charlotte-Mecklenburg school board that led him to leadership roles in his district, county and the nation. The Council of the Great City Schools honored him in 2003 with the Richard R. Green award for his exceptional contribution to urban schools.

Griffin began his first term on the board by asking the tough question: "Where do we want our schools to be in 2010 and how will we know that we have gotten there?" He then worked with his board and superintendent to set the vision and goals for their district. When a new superintendent was hired, he insisted that the adopted school district goals be written into his contract, and that the superintendent be evaluated annually based on the goals.

In 1996 the Charlotte-Mecklenburg board adopted goals focusing on achievement levels for students to reach by 2001. Two of their goals were that 50 percent of all high school students would successfully complete one Advanced Placement (AP) or one International Baccalaureate (IB) course, and that 85 percent of all students would be proficient in reading and math by 2001. When those goals were reached in 2001, the board set new, higher goals to be achieved by 2005.

"It’s important for a district to have a shared vision and to get buy-in from the community," notes Griffin. "The board shouldn't micromanage but rather say to the superintendent, 'Fix it,' and help those in command to focus attention and resources where they are most needed."

Because school districts are affected by state and federal education policies, Griffin also got involved at these levels. He held positions of leadership on the boards of the Council of Urban Boards of Education and on the Council of Great City Schools. He lobbied government officials at the state and national level. Working on these boards gave him the opportunity to look at issues from a national perspective, and to understand many different, often conflicting, points of view.

By Lisa Rosenthal, GreatSchools.net Staff
"I'm a mother of 5, not a politician.  I want to see change, NOT talk about change on our School Board and IN our schools." 
 
Making A Difference

The experiences our children have in school are paramount to their success later in life.  Stanly County's educators and administrators are compensating for lack of resources with creativity and heart and I am eternally grateful for their dedication.  It is time, however, that they have the resources they need to consistently provide the best possible education to all of our students. 

They deserve no less than our best.

Michelle Inman for Stanly County School Board
What Makes a Great School Board Member?

What makes a school board effective? Learn what qualities to look for in a successful school board member.

By Lisa Rosenthal, GreatSchools.net Staff

An effective school board plays an important watchdog role in keeping your local school on track, and setting policies that affect your child and your school. The school board sets the vision and goals for the school district, and holds the district accountable for results. One school board member cannot do the job alone. Effective school board members contribute their unique talents while collaborating and working as a team with other board members.

What Do School Boards Do?

Communities typically elect a school board of trustees to oversee the local school district and make certain the desires of the community are met.

The school board's primary responsibilities are to:

  • Set the vision and goals for the district
  • Adopt policies that give the district direction to set priorities and achieve its goals
  • Hire and evaluate the superintendent
  • Adopt and oversee the annual budget
  • Manage the collective bargaining process for employees of the district

A typical school board meeting will include many business items, such as approving the school calendar, adopting curriculum, overseeing construction, and approving contracts with outside vendors. A successful school board will balance discussion of the seemingly tedious business of running the district while paying close attention to the district's priorities for academic achievement.

 
Before You VOTE ...
measure up your candidate!

Signs of an Effective School Board Member

Here are signs of a school board member focused on moving the school district forward and educating all students to meet high standards:

Great school board members have a clear vision for the district.
They set the vision and goals, and measure the success of the district and superintendent against the goals.

Great school board members communicate their actions to the community.
Through public discourse and written reports, great school board members keep the public informed of the district's progress and challenges.

Great school board members work as a team.
They collaborate well with others and are respectful of the other board members and superintendent.

Great school board members adopt a fiscally sound district budget.
They pay attention to finances and regularly monitor the fiscal health of the district.

Great school board members focus on what is best for all students.
They focus on student achievement and implementing policies that will ensure success for all students.

Great school board members advocate at the local, state and national level for public education.
They take advantage of opportunities to communicate the needs of public schools to other levels of government and advocate for strong public schools.

You'll find these positive qualities in many of our School Board members. We NEED to find them in ALL of our School Board Members:

ELECT

MICHELLE INMAN

for Stanly County School Board
 

Signs of an Ineffective School Board Member
If you notice any of the following signs, it's time to find some new candidates to run for your local board:

  • The school board member continually focuses on one issue or talks aimlessly at meetings.
  • The school board member doesn't conduct him or herself in a respectful, collaborative manner in public.
  • The school board member comes to meetings unprepared.
  • The school board member "rubber stamps" all the superintendent's proposals without asking hard questions.
  • The school board member micromanages rather than focusing attention on district-wide policies.
  • The school board member uses his position on the school board as an opportunity to put forth a political agenda with little relevance to student achievement.