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Leadership and Governance
By virtue of Boston Arts Academy’s pilot school status with the Boston Public schools, the school enjoys the autonomy to assemble its own
Governing Board to act as the school site council. The BAA Board of Trustees sets overall long-term mission, philosophy, and policies of the school, provides fiduciary oversight, and supports the fundraising activities of the Boston Arts Academy Foundation. The school’s Leadership Team makes key internal decision for the school that impact the day to day
operations of the school. This panel discussion will focus on governance and leadership structure in small schools.
| QUESTIONS with Answers |
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How do you sytematically go about cultivating leadership amongst faculty and students ? Do people still expect that there is one leader who sits at the top of the mount ? Is there discomfort that decision making is collaboratative and consensual ? What structures are in place that enable teachers and students to take on leadership roles ?
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Hello! First I would like to refer people to some resources on our website (www.boston-arts-academy.org). Please look at our Community Handbook and Year-End Report where you will find information about leadership at BAA's and the various committees that participate in decision-making. In addition, you might want to look at Headmaster Linda Nathan's articles in the BAA Newsletters.
Now to answer your question:
* Student Government plays an active role on the Leadership Team. The Student Government President also sits on the Board of Trustees and the Governing Council.
* Faculty positions on Leadership team are rotating and Faculty members take on multiple roles within the school.
* Most all decisions feed through the Leadership Team and decision making is not always consensual.
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My question involves Montessori education: If you have a Montessori public school, do you also offer a "gifted" component? It seems that Montessori includes an avenue for challenge and continued learning.
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We are not a Montessori School nor are we Montessori trained. I am sorry that I cannot answer your question.
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What are the major leverage points that must be utilized if a leader is trying to equip teachers, support staff (Profesional and otherwise) and students in establishing and maintaining shared or collaborative building leadership? This is to be done in am overall district environment that does not advocate (in a tangible way) either for or against such leadership.
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The most important leverage point that must be utilized is to enable a culture of risk-taking (see RICO in the BAA Community Handbook).
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What training, if any, have your teacher leaders received in decision making? What skills do you view as essential that teacher leaders receive training in as they continue serving on a leadership board?
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All teachers and staff at BAA receive Professional Development training throughout the year and teachers serve as Department Heads on a rotating basis. Furthermore, BAA is also committed to training interested staff for administrative leadership roles as BAA actively participates and in and hosts several principal and teacher residency programs. This gives current staff the opportunity to intern for a year with a BAA Administrator while participating in an administrative certification program.
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Can you discuss the leadership from the middle concept in terms of who in the school might be in thisposition and why? How does leadership and governance integrate with student learning expectations?
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I am sorry, I am not sure that I understand your question. Can you please clarify?
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Do your teacher leaders receive stipends? If so, do they all receive the same amount or do stipends differ according to leadership load and expectations? Are you at liberty to disclose the dollar amount of a yearly stipend?
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All Boston Arts Academy teachers receive a nominal stipend for working at BAA. This is because of BAA's longer school day and the end-of-year and before-year planning meetings.
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