Welcome to morganton.com. Skip directly to: our Keyword Search, Section Navigation, Content.

Morganton.com - Morganton - The News Herald

HomeNewsEntertainmentSportsLifestylesOpinionCommunityWeather Online Tools Jobs | Real Estate | Shopping | Classified

Updated: SACS CASI decision announced: probation for 2009-10

Burke County School Board Controversy

More articles about the Burke County School Board Controversy

By Steve Welker | The News Herald

Published: September 1, 2009

Updated: 09/01/2009 10:23 pm

Morganton, NC - Burke County's four high schools will be on probationary accreditation for the 2009-10 school year, the Southern Association of Colleges and Schools Council on Accreditation and School Improvement has decided.

"The probation status provides the school district with an opportunity to correct the problems identified in this report before accreditation is revoked," states the 12-page document released Tuesday evening by Superintendent Rick Sherrill and posted on the schools' Web site, www.burke.k12.nc.us.

SACS CASI says blame for the "chaos" in the school district belongs to the board of education and its members.

"...Continuing accreditation is in serious jeopardy, because the actions of board members are in conflict with their own policies and ... accreditation standards," the report states, "and have resulted in the loss of respect and trust in the board by the stakeholders of the school district."

The board's violations of accreditation standards fall into three broad categories: vision and purpose, governance and leadership and stakeholder communications and relationships.

The report identifies 12 specific problems the Burke County school board must "fully address" before May 1 when a special review team conducts a follow-up visit "to determine the future accreditation status of Burke County schools." A review team will be back in Burke County no later than Dec. 15 to assess the board's progress.

The report does not fault the schools or faculty or question the schools' educational performance, but says "it is very evident that the current turmoil is having and will continue to have a detrimental impact on the quality of teaching and learning."

A SACS CASI review team visited Burke County on Aug. 3-4 and investigated allegations about conditions in the school district. The letter to Sherrill incorporates the team's findings as well as information SACS CASI collected from other sources including audio recordings and videotapes of the board's meetings.

What follows are excerpts. "Findings," details conditions in Burke County and its schools. "Recommendations," lists SACS CASI's specific concerns. "Closing comments," is directed to the community at large. (Editing changes for clarity appear in brackers: [].)

Findings
The evidence is overwhelming that staff at the district and school levels are in fear of their jobs, because of the behavior of one or more [board] members.

Board members have individually reviewed staff personnel records including but not limited to training records, leave records and transcripts.

Staff[ing] recommendations were not acted on by the board until the June board meeting, thus creating fear and apprehension about job futures.

Fifty percent of the central office administrators have departed, creating a situation where administrators feel as if they must fend for themselves.

Interviews conducted by the [review] team revealed that the board did not have an updated vision and mission. Board members, staff, parents nor community members could share the vision of the district or state if one even existed.

The recently written strategic plan was developed and approved without stakeholder input.

The team reviewed the board policy book and discovered that very few policies have been reviewed since 1991. Policies are being updated by a staff member without professional assistance and stakeholder input. The board is allowing little to no public input into proposed policies and controlling the presentation of policies for a first reading by the board in an apparent attempt to limit public discussion.

There was no evidence of an ethics policy.

The board was not following its own policies as demonstrated by [hiring staff] for positions that have not been posted or interviews conducted.

Additionally, the student transfer policy is being totally ignored as board members are interviewing parents and students individually who are requesting transfers.

One board member [Rob Hairfield] had to be sanctioned for sending racial e-mail across the system e-mail. Although this sanction occurred on May 18, he has yet to fulfill the requirements of the sanction.

These actions violate board and administrative policies and procedures. Interviews with staff revealed that board members were bypassing administration and dealing with issues directly with staff, students and parents.

The board has become ineffective in conducting board meetings and maintaining respect and confidence with the parents, students and community. As a result, the sheriff [John McDevitt] and [Morganton] police chief [Mark Tolbert] have refused to provide security at board meetings and have voiced a "no confidence" stand....

The Chamber of Commerce has submitted a letter of grave concern for the actions of the board and the negative impact their conduct is having on the business community and business recruitment. The Board of Commissioners [has] required the board of education to submit individual item requests for local tax dollars and are at a stalemate with the board of education over funding. The board of education has filed a lawsuit against the board of commissioners.

The [review] team reviewed the video streams of board meetings and interviewed stakeholders at all levels and found overwhelming evidence that the board is not involving the stakeholders in the operations of the board. The board is even creating situations that prohibit stakeholder input. Attitudes and actions at board meetings by members of the board create a hostile environment. Meetings are scheduled at locations that do not provide for ample space for the public to attend and create an unsafe environment. Meetings are scheduled at times that make it very difficult for the public to attend.

All stakeholders interviewed stated they felt the board had lost its focus on student learning and instead had brought the district to a standstill. By fighting with each other, the board members have created an environment of chaos. Board members felt there was nothing they could or would do to settle the turmoil and chaos; they would just let the next election take care of things. The focus of the board is clearly not on school improvement.

Board members complained when they were not placed on the stage at public events. In response to the division within the community, principals changed the stage set-up for graduation ceremonies. Students stated they would not shake the hands of board members.

Principals and teachers feel they have to devote too much time to issues created by the board members and it is taking valuable time from students.

Recommendations
1. The [board] must establish and implement a collaborative process to involve stakeholder groups in the development and understanding of a systemwide vision and purpose to guide the continuous improvement process, allocation and alignment of resources and daily actions of all members of the school community. Stakeholder groups must include school and district leadership, teachers, classified staff, parents, community and business leaders, students, civic and governmental leaders, ensuring representation of all demographic and geographical areas of Burke County.

2. The [board] must be able to validate that all actions and behaviors of board members are fully aligned with the official board policies, and all applicable AdvancED Accreditation Standards.

3. The decorum of all board meetings must reflect the professionalism required of all those who are defining the quality of education for the community.

4. The [board] must develop and conduct an ongoing self-evaluation process using an approved, professionally developed instrument to determine strengths and needs for growth of individual board members and the board as a body. Results are to be used to develop the professional development plan for the board.

5. The [board] and district leadership must develop and implement a plan for the professional development of all board members to include a timeline for deliberate and extensive training in the roles and responsibilities of the board, ethics, orientation of new board members, SACS CASI/AdvancED Standards and parliamentary procedure.

6. The [board] must develop and implement a comprehensive process and timeline for the revision and communication of school district policies to review and update needed policies [and] garner understanding of the policies, their procedures and the impact for the board and district leadership.

7. The [board] must develop, commit to and individually sign an ethics policy and code of conduct that governs the actions, work and behaviors of the board and staff, as well as appropriate steps when said policy is violated.

8. The [board] must engage in professional development for conflict resolution and team-building communication skill development, engaging a professional mediator to establish productive communication and professional working relationships among board members, staff and community stakeholders.

9. The [board] must establish a written process and timeline to resolve issues and re-establish collaboration with governmental and civic entities in the county; i.e., law enforcement, the county commission and chamber of commerce.

10. The [board] must expand the search for a new superintendent to include a process to gather and utilize significant stakeholder input into desired qualities, characteristics and qualifications for the new superintendent, extending the search process to ensure national publication of the vacancy and to ensure quality applicants.

11. The [board] must ensure that all conditions of the censure of board member [Rob] Hairfield are concluded within 30 days of the receipt of this report by the district

12. The [board] must develop a written plan including a timeline for the provision of training board members in effective boardmanship. Continue to review and educate themselves on the policy changes, particularly in the area of board and superintendent/management team relations. In conjunction with this, develop and employ a written communication plan, which includes an implementation timeline for educating themselves, staff and public.

Closing Comments
According to members of the Burke County community, the continuing accreditation of the schools in Burke County is highly regarded and a source of pride among the community and school district staff.

However, continuing accreditation is in serious jeopardy, because the actions of board members are in conflict with their own policies and AdvancED Accreditation Standards and have resulted in the loss of respect and trust in the board by the stakeholders of the school district.

It is a fact that the current board has not demonstrated its ability to provide positive and effective leadership in moving the system forward and it is very evident that the current turmoil is having and will continue to have a detrimental impact on the quality of teaching and learning.

Serving on the board of education is an [admirable] endeavor for those who seek to lead and support quality teaching and learning. Serving in this capacity is not the place to advance personal agendas, engage in petty politics and impair the orderly process of conducting the business of the school district. Board members, who demonstrate behavior[s] that create such disruptions, cause unnecessary injury to the work and reputation of the board and school district, as well as untold harm to the learning process. Such behaviors breed fear, mistrust, confusion and a lack of focus among school stakeholders.

During the process of the review, the team had the pleasure to interact with a group of teachers and administrators dedicated to the students and the community. There was evidence that these individuals and hundreds like them are working diligently to create a vibrant learning environment in spite of the chaos created by the board members. The team met with community and civic leaders who are strongly committed to the school district and the students.

The schools belong to the community and it is time for the board to listen to the expectations of the community and focus on school improvement or resign from their positions of trust.