Please sign the welcome board

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Please sign the welcome board!
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Advanced Governance

• Leading from the Middle
• The Role of the Head Start Director in
• Building Effective Relationships among
• Governing Board and Policy Groups

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Credits and Acknowledgements for Reproduction
This presentation was co-developed by Region
VIII Administration for Children and Families
(ACF) and its technical assistance (TA)
contractor, Booz Allen Hamilton. We hope you
find the presentation helpful. Should you need
additional information about this topic or wish
to modify or adapt all or parts of this
presentation for other purposes, please contact
Muriel Richardson, Office of Head
Start mrichardson_at_acf.hhs.gov When using or
adapting the content of this presentation for
educational purposes, please use the following
citation Hosea, Marilyn and ACF Region VIII.
Advanced Governance PowerPoint. Head Start and
Early Head Start Directors Institute, 2006.
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This session is an appetizer
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Leading from the Middle Building Effective
Relationships with the Governing Board and Policy
Groups

• Session Participant Outcomes
• After completing this training, you will be able
  to
• Strengthen your understanding of the roles and
  responsibilities of the governing board,
  management staff, and policy groups
• Recognize the structures and systems that must
  exist to have a well-functioning Head Start
  program
• Assess how relationships among the governing
  board, management staff, and policy groups are
  presently formed and sustained and
• Examine a cluster of competencies and approaches
  you can employ to support balance between and
  positive interactions among governing boards,
  policy groups, and staff.

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Part I. Governance Framework Working in
Partnership with Head Start
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Overview of Program Governance in Head Start

• Elements
• Governing Board
• Policy Council and Policy groups
• Policy Committee
• Parent Committees
• Advisory Committee
• Program Staff (Executive, Head Start and Early
  Head Start Director)
• StructureTripartite system
• Board
• Executive
• Staff

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Governance in Head Start varies
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The Nature of Independent and Interdependent
Relationships
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Interactive Drawing

• Find a partner at your table.
• Select a yellow slip of paper from your tables
  fishbowl.
• Each partner has 4 seconds with alternating turns
  to interpret the task.
• You may not talk during this exercise.
• When time is called, discuss your drawing with
  your partner.

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The Zone of Influence
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Definition of Governing Board

• The definition of a board is an organized group
  of people with the authority collectively to
  control and foster an institution that is usually
  administered by a qualified executive and staff.
• Cyril O. Houle
• Governing Boards A Publication of the National
  Center for Nonprofit Boards

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The Governing Board

• Governance responsibilities include
• Defining and upholding the mission and purpose of
  the organization
• Designating broad parameters and policies within
  which staff can manage function and experiment
• Ensuring financial viabilitypresent and future
• Maintaining accountability to the client,
  funders, community, and public
• Ensuring a healthy management function
• Protecting the strength and continuity of the
  board through succession planning and board
  development and
• Overseeing the delivery of high quality services
  to children and families in accordance with Head
  Start legislation, regulations, and policies.
• Source Executive Directors Guide and the
• Head Start Program Performance Standards

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Office of Head Start (OHS) Expectations

• Compliance QuestionsGoverning Board
• Can the governing body describe what being
  legally and fiscally responsible for
  administration of the EHS or HS program means?
• Can the governing body members describe and
  demonstrate how they exercise oversight and
  accountability for the HS program in terms of
  fiscal and program operations?
• Has the governing body established and
  implemented appropriate internal controls to
  safeguard Federal funds?
• Can the governing body describe specific internal
  control activities?
• 2007 PRISM Protocol

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Leadership Concepts for Administrators and Head
Start Directors

• Understanding and supporting a governance
  culture
• Management support of clear decision-making lines
  of board authority
• Annual calendars
• Committee charters
• Decision policies and protocols
• Strong communication links with internal policy
  groups (shared decision-makers)
• Board development plans
• Understanding how management staff influence
  without authority (Cohen and Bradford, 2005)

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Board Engagement
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Shared Decision-MakingWorking Effectively with
the HS Policy Council

• The Head Start Program Performance Standards
  describe the shared decision-making
  responsibilities of the governing board and how
  these responsibilities relate to policy groups
  and agency leadership. The governing boards
  relationship to the policy group has many facets
  mentor, coach, partner and peer. When viewed
  and used appropriately, these relationships help
  the organization achieve its goals and
  objectives.
• Fostering Program Governance
• National Training Guide for the Head Start
  Learning Community

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The Head Start and Early Head Start Policy Council

• Shared decision-making responsibilities of the
  Policy Council include
• Being charged with the specific functions
  outlined in Appendix A Governance and
  Management Responsibilities
• Developing parent leadership to assume their role
  in representing the collective interests of all
  families
• Participating in a consultation and approval
  process that is integrated between the policy
  group and governing body in order to expedite
  agency decision-making concerning the Head Start
  program and
• Working with staff in developing policy issues
  for consideration, discussion and approval by
  both the policy group and the governing body.

Source Head Start Program Performance Standards
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Office of Head Start (OHS) Expectations

• Sample Compliance QuestionsShared
  Decision-Making
• Has the grantee established and maintained a
  Policy Council at the grantee level?
• Are parent committees established at every center
  or equivalent committees for other program
  options, and do they comprise of parents of
  enrolled children exclusively?
• Has the grantee established a working partnership
  among the governing body, policy groups and key
  management staff?
• Do the Policy Council and other policy groups
  reflect appropriate representation of parents and
  community partners?
• 2007 PRISM Protocol

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How do you view your role in supporting the
Policy Council compared to supporting the Board?

• SIMILARITIES

• DIFFERENCES

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Policy Council Engagement
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Part II. Exploring Competencies and Approaches to
Support Leadership Development Leading from
the Middle
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Concepts ofLeadership and Followership
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The Footprint of Leadership

• Where meaning is created, leadership occurs
• Where systems are developed, leadership occurs
• Where relationships are formed and sustained,
  leadership occurs
• Leaders lead the dancing when the band is from
  Neptune.
• Source Peter R. Scholtes
• The Leaders Handbook

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Leadership in Context

• Leadership is situational, nonhierarchical, and
  relational. Whats required by leaders will
  inevitably be shaped by context and
  relationships.
• Rob Gofee and Gareth Jones
• Why Should Anyone be Led by You?

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Situational Leadership

• Authentic leadership and followership
• Understanding and managing social distance
• Finding the right mode of communications
• Balancing the message

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Non-hierarchical Leadership

• Successful organizations seek to build
  leadership capability widely and to give people
  the opportunity to exercise it. (Goffee and
  Jones, 2006)
• Power Outages Leading people who dont report
  to you.
• Understanding the stakeholders world.

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Relational

• The nature of relationships
• What is your relationship with that person or
  group (Board and Policy Council)positive,
  neutral, or negative?
• How does that person want to be related to?
• What do you have to offer?
• The attractiveness of your resources
• The individual/groups needs for what you have to
  offer
• Understanding unwritten rules about how to
  express wants and needs
• Preferred styles of interaction
• Riskspositive and negative exchanges
• Source Cohen and Bradford, 2005

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My Personal Development Plan
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Follow up Plans

• Extended conversation and learning
  opportunities
• Find a colleague to commit to emailing for
  extended governance conversations
• Access your Regional TA system for ongoing
  support and
• Access dialogue and discussion opportunities on
  the Early Childhood Learning and Knowledge Center
  (ECLKC).