Students are far more likely to graduate and succeed when they are taught by good teachers who expect them to succeed, when courses are challenging and accessible, when parents and community are a meaningful part of schooling, and when young people feel that they belong in school. And quality teaching, rigorous curricula, and parent and student engagement depend on governance efficacy.
Strong governance efficacy means that school leaders – at all levels – have the commitment and the capacity to deliver quality educational services to all students. And it means that school boards, school policies, and school procedures support graduation and success for every student.
This is why IDRA has partnered with thousands of educators and community members across the country to help build effective governance structures and processes that are based on knowledge, action, partnership and commitment. At a fundamental level, effective governance requires developing a habit of vision that is shared by educators, board members and community. Effective governance begins and ends with the expectation that all students will achieve to high standards. Effective governance also requires a willingness to be held accountable and to hold others accountable to the result of excellence and equity for all students, without exception.
In this issue of the IDRA Newsletter, Dr. Bradley Scott in his article, "The Role of School Governance Efficacy in Building an Equity Context for School Reform," discusses how school governance looks through an equity and excellence lens. Dr. Rogelio López del Bosque outlines practical approaches for school principals to create a supportive culture for teachers in "Creating a Campus Culture of Teacher High Expectations and Support." And José Rodríguez shares a story of how teacher perceptions of students were transformed in the classroom in his article, "Changing Teacher Perceptions of Students through Coaching and Mentoring – Using an Asset Rather Than a Deficit Lens."
Whether at the school board, school administrator or teacher level, effective governance requires developing the shared habit of vision that eschews the tired excuses of the past and creates schools that work for all students.
María Robledo Montecel
Comments and questions may be directed to IDRA via e-mail at
[©2009, IDRA. This article originally appeared in the June-July 2009 IDRA Newsletter by the Intercultural Development Research Association. Every effort has been made to maintain the content in its original form. However, accompanying charts and graphs may not be provided here. To receive a copy of the original article by mail or fax, please fill out our information request and feedback form. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]