Telling Your Schools Story: Through the School Board

The Lead Storyteller: School Board

Recently, I wrote a blog post highlighting the importance of being the lead storyteller in school (https://www.leadstoryteller.com/post/the-lead-storyteller). In thinking about that topic, I’ve considered the importance of branching off into specific areas of being the lead storyteller. To begin, I felt it would be relevant to focus on how to be the lead storyteller with your school board as I will be presenting at the Texas Association of School Administrators midwinter conference in late January on a similar topic. Why not use this post as a springboard for that presentation?

Throughout the years, I’ve been given both good and bad advice from other leaders. One thing I have always been intentional about is not doing things just because that is the way they have always been done. I’m one to ask questions and challenge why certain practices are in place. One such area is school board communications. I’ve received advice from local leaders, state leaders, and national leaders. All of this advice, both good and bad, has helped shape me into the leader I am today. While I may still be a young superintendent, one area where I am not inexperienced is building relationships. As leaders, we must connect with our boards, empower our staff, and amplify the stories of our communities.

There have been powerful moments in my life that stem from the bonds created in education. I’ve officiated weddings of former players, attended funerals of students, had emotional conversations in Walmart sparked by the impact of the schoolhouse, and many others. These relationships have taught me that storytelling isn’t just a skill—it’s the bridge that connects the board to the heart of our school’s mission. As a superintendent, I have carried the importance of storytelling with me and made it a cornerstone of my communication with the school board. This realization has guided my approach to board communications, ensuring that every interaction reflects our shared vision for the district.

A Framework for Storytelling

1. Identify Your School’s Unique Story: Understand what makes your school community special. Highlight achievements, challenges, and moments of growth that reflect the mission and vision.

2. Build Relationships with Your Board: Invest time in understanding your board members’ communication preferences and priorities. Personalize your approach to foster trust and collaboration.

3. Equip Your Board with Stories: Share compelling narratives and data that align with your board’s governance roles and help them communicate effectively with the community.

4. Celebrate the Moments: Use meetings and events as opportunities to acknowledge and celebrate the achievements of your staff, students, and board members.

   
   

As the lead storyteller, we bear the responsibility of carrying the brand for our school. A school leader once told me that as the Superintendent, you are the holder of the brand, and if people don’t want to ride for the brand that you carry as the Superintendent, then they need to leave. This is far from the truth. The reality is your school has its own brand already. As the lead storyteller, you are tasked with finding out what makes your school tick and making that the story you tell. Jimmy Casas calls this carrying the banner, and that is what we do as the lead storyteller every day (Casas, 2017).

Branding is often misunderstood as being solely about marketing, but it’s not. Branding is about showcasing the authentic and amazing things happening in your school (Sinanis & Sanfelippo, 2015). As the lead storyteller, your role is to shape perceptions and create a narrative that accurately reflects your district’s mission and values. These stories can reshape how people view the district, teachers, and even board members (Kleba & O’Hara, 2020). A school leader once advised that it is essential to remember it’s their kids, their school, and their money. While the board ultimately makes the decisions, our role as the lead storyteller is to identify what they want for their kids, their school, and their money, and to embody that in all decisions we make.

Building relationships is key to understanding the goals of the seven leaders in a school district. As a new superintendent, I participated in the Texas Association of School Administrators (TASA) First Time Superintendent Academy (which I highly recommend). What quickly became clear was the vastly different roles of small school and large school superintendents. Small school superintendents wear many more hats, while large school superintendents spend much more time developing relationships with their school boards. Small school superintendents might assume that frequent casual encounters with board members at events or in the community eliminate the need for intentional relationship-building, but that’s far from true. In fact, it’s even more critical in small districts to nurture those relationships, as board members are more likely to be approached by community members. Don’t you want those board members to know you as a person and what you stand for?

Through TASA, I learned from a fellow superintendent, Dr. Bonnie Avey, about hand-delivering board packets for each meeting. On one hand, it saves postage (yes, we still use hard board packets). On the other hand, it fosters stronger relationships with each board member. While there are weeks when I’m unable to do so, I strive to have face-to-face communication with each member at least once a month outside of board meetings. These touchpoints happen wherever is convenient—homes, offices, or even parking lots. This practice not only builds trust but also humanizes the superintendent—a factor that could make tough decisions, like firing, more personal and empathetic.

When asked how I communicate with my board, my response is simple: however they prefer. Learning each member’s preferred mode of communication takes time, but it’s worth the effort. Some prefer texting, others phone calls, emails, or face-to-face meetings. In addition to catering to individual preferences, I send a weekly email titled “Friday Note to the Board.” This communication summarizes the week’s events, previews upcoming activities, details my work, provides growth opportunities for board members, and—most importantly—includes a working agenda for the next board meeting. Scheduling this email for Friday ensures consistency and allows board members to review it at their convenience.

The working agenda section of the Friday Note is particularly valuable. It provides an outline of upcoming discussions and offers context for agenda items. This approach encourages board members to ask questions ahead of time, fostering a more informed and productive dialogue during meetings. Addressing these questions not only clarifies points for the individual asking but benefits the entire board by sharing the information broadly.

Effective communication with the board extends beyond addressing their questions. My role is to equip them with the stories and data they need to excel in their governance roles (Donlan & Whitaker, 2019). Together, we ensure the district’s success.

In interviews, candidates are often asked about their greatest weakness. For me, communication is a known weakness—just ask my wife! To counter this, I intentionally overcompensate, striving to turn it into a strength. This effort has led to great conversations and improvements across the district. Regarding the board, I prioritize providing ample information to prevent gaps that might lead to uncertainty or doubt.

Chip and Dan Heath, in The Power of Moments, emphasize scripting impactful moments rather than waiting for them to occur (Heath & Heath, 2017). When scripting moments for your school, don’t forget the board. For instance, after passing a bond to purchase an activity bus, we created a memorable reveal event. Board members were invited to witness the students’ reactions, reinforcing their role as difference-makers. Watch the video to see the impact firsthand (https://youtube.com/shorts/HnRPzA6R6eM?feature=share). The reactions of joy, pride, and hope are my favorite. The raw and authentic comments from the students highlight how they feel about their school. One of the core values expressed from stakeholders about our district is pride. Yes pride in our school, but a pride that expresses they are attending a school that is a destination district and not one that is for outcasts as some have perceived us. 

Board meetings are critical for communication, both internally and with the community. These meetings reflect the school’s culture and values. Community members often gauge the school’s performance based on board interactions. It’s vital to equip board members with stories that highlight the school’s successes and align with its mission (Donlan & Whitaker, 2019). As the lead storyteller, guiding the narrative of these meetings ensures the right message is conveyed.

Storytelling is not just for education; its principles apply universally to any field of leadership. Whether leading a school, a company, or a community group, the ability to craft and share compelling narratives fosters connection, trust, and shared purpose. In every interaction, leaders have the chance to inspire and build a legacy through the stories they tell.

Meetings should revolve around the school’s mission. While procedural tasks like setting tax rates and adjusting policies are essential, celebrating successes is equally important. For example, when Paint Creek ISD was recognized as an “A” district by the Texas Education Agency, we celebrated at a board meeting with confetti poppers and invited dignitaries. Such moments reinforce the board’s role in the district’s achievements. As lead story tellers we must connect with our board amplify the stories of our communities.

Ultimately, board meetings are just one avenue for showcasing the school’s story. Continuous communication ensures that trustees remain informed and engaged. As the lead storyteller, never miss an opportunity to highlight the school’s strengths or provide board members with stories they can share with the community. Tie these stories back to the board’s mission (Sanfelippo, 2022) and ensure the narrative is intentional. Remember, being the lead storyteller doesn’t mean being the only storyteller. Recognize everyone’s contributions to shaping the district’s story and provide tools to amplify their voices (Chapman & Sisodis, 2015).

Encourage board members to share the school’s story with the community. While day-to-day concerns should be directed to appropriate personnel, trustees play a unique role as bridges to the community. Amplifying their voices and shaping how stories are told is an intentional act of leadership (Donlan & Whitaker, 2019). By equipping the board with compelling narratives, we empower them to be effective storytellers.

Emotion is a crucial element of storytelling. While I’ve struggled with showing emotion, I’ve learned to harness its power in key moments. For example, the activity bus reveal was not just an event but an emotional experience for students and board members alike. Use such opportunities to inspire pride, loyalty, and motivation among stakeholders (Sanfelippo, 2022). At Paint Creek, our stakeholders identified three core values that now underpin all our stories (Vawser, audio podcast, 2023). By anchoring stories in these values, we ensure they resonate and stick. Make your story stick, and use those seven members effectively.

As leaders, no matter your capacity, you have the power to shape narratives that inspire and connect. Whether you’re a superintendent, teacher, principal, or community leader, your role as a storyteller can influence how others perceive and support the mission of your organization. Be intentional in your communication, celebrate the successes of those around you, and equip others with the tools they need to share the story of your collective efforts. Remember, every story you tell has the potential to create pride, spark motivation, and build a legacy that reflects the values and vision of your leadership. Step into your role as a storyteller and make your narrative one that drives meaningful change.

References

Casas, J. (2017). Culturize: Every student, every day, whatever it takes. Dave Burgess Consulting, Inc. 

Chapman, B. & Sisodis, R. (2015). Everybody Matters: The extraordinary power of caring for your people like family. Penguin Random House. 

Donlan, R. & Whitaker, T. (2017). The Hero Maker: How Superintendents Can Get Their School Boards to do the Right Thing. Routledge. 

Donlan, R. & Whitaker, T. (2019). The School Board Member’s Guidebook: Becoming a Difference Maker for Your District. Routledge. 

Heath, C & Heath, D. (2017). The power of moments: Why certain experiences have extraordinary impact. Simon & Schuster. 

Kleba, M. & O’Hara, R. (2020). Otherful: How to change the world (and your school) through other people. 

Sanfelippo, J. (2022). Lead from where you are: Building intention, connection, and direction in our schools. IMPress. 

Sinanis, T. & Sanfelippo, J. (2015). The power of branding: Telling your school’s story. Corwin.

Vawser, T. (2023, October 30). School CEO: Marketing for school leaders [Audio Podcast]. https://www.schoolceo.com/a/dr-joe-sanfelippo-changing-the-narrative/