Every school district plays a role in providing high-quality education

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Every school district plays a role in providing high-quality education and making the necessary improvements to ensure every student participates in a safe learning environment. However, the boards of education also have an agenda that involves a vision and mission that they are committed to and upholding, the question becomes, are these decisions in the best interest of the students? That’s another discussion. Nevertheless, the school board sets policies for a school district and is responsible for the day-to-day decisions in their school area. According to (Graziano & Singer, 2016), we learned early on, mostly by trial and error, that if teams were not able to begin their collaboration in healthy and productive ways, they were often doomed to fail. In addition, the board has a major impact on student’s educational experiences by which major decisions are made and valuable resources are allocated within a school system.

In contrast, some school boards have been criticized for being too actively involved in school management, especially personnel decisions or other political factors that should be addressed by the superintendent. It should be in the best interest of students to maintain an educational program that will guide them toward mastery of basic learning skills and actively involve participation in improving the socioeconomic standards of their generation. As a result of this, students can be prepared to advance academically in all areas. With trust and transparency, the board must provide educational opportunities, be appropriate to the needs of the community and society served and implement the mission statement. The relationship between community members aims to be reciprocal, with each member having the opportunity to learn from others, (Reynolds & Bagatti, 2020). I hope I didn’t respond with too many personal opinions. My apologies.

References

Graziano, J., Schlesinger, M. R., Kahn, G., & Singer, R. (2016). A workbook for designing, building, and sustaining learning communities. Learning Communities: Research & Practice, 4(1).

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