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January 2010
As the link between the school districts and the communities which they serve, school board trustees often find themselves having to sort through varied and competing interests — all in the name of student success. The job can be frustrating and time-consuming, but many trustees say the positives far outweigh the negatives. 
“There’s nothing as satisfying as being at a school board meeting and hearing that the district is making gains with closing the achievement gap or that more students are taking advanced placement courses and tests,” says Anne Bryant, executive director of the National School Boards Association. “Board members tell me that on graduation day, seeing the kids cross the stage is powerful medicine for the long nights and huge agenda briefing books.” With the governor’s proclamation that January is School Board Recognition Month, Texas School Business reached out to trustees across Texas to discuss the motivations, challenges and rewards of their very special volunteer work. TSB: How did you become interested in serving on a school board? BRET BEGERT, Fort Elliott CISD: It was kind of a family tradition. My dad had served for 18 years. My granddad had served for 12 years. A man [on the board] was retiring and he asked me to run. I’ve always been interested in the school and have supported the school and the students. 
KAREN ELLIS, Richardson ISD: After running campaigns for other candidates, I became very invested in what they were talking about. I believed in the district. The next year, they all turned to me and said, “It’s time for you to run.” I had children who were graduating and decided that I was not ready to graduate from the district. LORI MOYA, Austin ISD: It stemmed from my service on the campus level and district committees and being intrigued by the issues the board handles. I grew up wanting to make a difference. I never considered that it was an unpaid volunteer job; it was more about what you can actually do. Then I started to become aware of how many children’s voices are not heard, and I was certain that that was what I wanted to do — have input for those children and families who don’t realize they have a voice. 
ANDRA SELF, Lufkin ISD: I was approached by the superintendent. She thought I could bring to the table an additional viewpoint because my work background is in health care. Because I had children in the district, I began to think about it.I have always believed that change comes from participation in the process. TSB: What is the most difficult aspect of the job? The most rewarding? ROBERT SHEPPARD, Pleasant Grove ISD: The most difficult is balancing needs of students and staff with fairness to the taxpayers. I wrestle with that every year when it comes time to settle that budget and tax rate. 
SYLVESTER VASQUEZ JR., Southwest ISD: To do justice to the work, it does take time. And sometimes the best decision for all of the kids in the district is going to affect the kids [in your neighborhood] negatively. VIOLA GARCIA, Aldine ISD: I think that one of the critical issues facing school board trustees today is the question of how to provide the most appropriate, effective and timely educational opportunities, programs and services for students while school districts face severe belt tightening. With severely reduced budgets and all budget functions being reviewed more critically, we must consider all student populations while we continue to advocate for sufficient state or federal support. What I find rewarding is participation in school-related activities, as I want to continue to learn and I am excited to know from others about what they are doing for students in their districts and schools. I feel very blessed that education has intersected both my professional and volunteer lives. BEGERT: Coming from a small community, you know most of the students. I’ve been on the board long enough to watch them start school and get out. It’s rewarding to see them go through each grade and watch our teachers do the job they are hired to do — helping the kids be all they can be. When they come through the line at graduation and give you a hug and say, “Thank you,” that makes it all worthwhile. 
ELLIS: It’s rewarding when a child discovers something they didn’t know they could achieve. It’s rewarding when your team comes together and creates a vision and then your district pursues it. That’s probably the most rewarding. It’s rewarding when you’re able to unite your district behind a vision that is going to help every student. TSB: What keeps you motivated? BEGERT: Just watching the children succeed and [my] getting to be part of the educational process. When I quit getting a tear in my eye at graduation, junior-senior prom or homecoming, I will no longer serve because that’s what it’s all about — watching the kids succeed and become good human beings ready for the next step. ELLIS: It’s not personal in any way. It’s about our schools’ accomplishments, and those of our district and our kids. It’s about everyone getting beyond what they thought they could do. MOYA: The kids — the looks on their faces at graduation, the excitement that they have at different events, the passion they have for getting through school so they can do whatever it is they’ve discovered they want to do with their lives. I can imagine the pride their parents have because I’m proud of them. SELF: I am motivated when we continue to see growth in our district academically on standardized tests.I am motivated when we give out awards to students involved in athletics who also make the honor roll.I am motivated when I hear a seventh and eighth grade band.This keeps me motivated and most importantly, informed. SHEPPARD: When I first got on [the board], my son was in school. But I realized I wasn’t serving on the board just for my son, I was doing it for all the kids in Texas. I know that all the kids aren’t in Pleasant Grove, but in a small way, you get to influence all the kids in the state. VASQUEZ: Little by little, you see the bigger picture. By becoming president-elect of the Texas Association of School Boards, I see that I have the chance to make a difference not only in my backyard, but in the state. I see the opportunity. Hopefully I can make a difference specifically with developing a finance plan that will work for a majority of the districts in the state. 
TSB: How do you maintain productive relationships with other trustees, the superintendent and the public? BEGERT: We tell each other the truth. We’re respectful of each others’ opinions. We know our role; we know [the superintendent’s] role. We shoot straight with each other and we work together very effectively. As far as the community, we tell them the way we see it. We don’t try to solve every school problem at the board level. ELLIS: You have to know the other trustees and your superintendent as people. It’s all about learning to accept and understand people where they are, and learning how to get to the next place that’s going to create success for the kids. MOYA: With the community, it’s being honest, being responsive and listening, having compassion and empathy — but still making sure that you explain and do the right thing for the right reasons. SELF: There has to beopen and honest communication while recognizing from time to time there will be differences of opinion. With the superintendent, there has to be a sense of trust, commitment and understanding that the superintendent is the CEO of the district. Our role is to oversee, provide information, ask hard questions, provide honest feedback and support the team.The tone of district starts at the top. SHEPPARD: The better I know the other trustees and the better they know me, the more productive we can be at a workshop, meeting or seminar. The only way to get to know someone is to spend time with them. With the public, I don’t wait two weeks before the election to talk to the public about what’s going on. I take the time to educate them about what they’re getting for the tax rate. 
VASQUEZ: Make sure that you don’t take personally anything that goes in the boardroom. You understand that your relationship is with the superintendent and you develop an open line. Communication is vital to this work. You give your superintendent direction, and then you get out of the way. VIOLA: A characteristic that I feel school board trustees should have is the ability to work collaboratively as a member of a team. I believe that one can do this when there is a common purpose and common goals, as is the case in Aldine ISD and at TASB, where the focus is ultimately on the success of Aldine ISD or Texas schoolchildren. I also believe that we should take our roles and responsibilities seriously to objectively consider and deliberate all options to make sound, informed decisions. TSB: What is the best advice you’ve received in your years of board service? BEGERT: Keep the kids No. 1 in every decision you make on the board. ELLIS: If you’re not kid-focused, then you’re not doing your job. MOYA: Remember that everything we do is for the children. Always have a circle of close friends and confidants to talk things over with to get multiple perspectives. SELF: Listen, listen, listen.Learn the business.Stay focused on the agenda: What is best for students? SHEPPARD: Respect everyone at the table. Don’t be quick to judge. VASQUEZ: When making tough decisions, always make them in favor of all children.
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