The TechBoston Academy governing board held its first meeting of the 2006–07 school year on October 3, 2006. The following case study describes this meeting and the TBA governing board.

            “This is the year we figure out how to get things done,” Steve Miller, community member and chairperson of the TechBoston Academy (TBA) governing board, declared at its first meeting of the 2006–07 school year. A teacher reflected, “The board has been getting organized, finding its purpose. There is a plan now and action indicators.” Classroom tables were pushed together to form a large rectangle, and a PowerPoint presentation was projected at the front of the room with schedule items and information. Board members represented a variety of perspectives: TBA administrators, faculty (including a BTU representative), parents, community members, business and foundation leaders, and local government representatives. One look at the ambitious agenda showed that there was indeed a lot to get done, and members around the table were ready to get started.   

Last year the board developed a yearly timeline, or “Issues Schedule,” with Amy Bayer, CCE coach. The board revisited the timeline this meeting: issues to work on this year included reviewing the TBA mission statement; evaluating the headmaster and creating a subcommittee for this task; reviewing progress indicators to use for the school; developing finances and fundraising strategies; and revisiting the election-to-work agreement. 

Notes from the previous year served as a reminder of what the board had worked on and included some tasks to accomplish in 2006–07:

Headmaster Mary Skipper gave a short update on the development of the 501(c)(3). TBA used models from other schools, like Young Achievers, in developing the organization, and school staff met with key people to help get it started. The board brainstormed people to add to the fundraising group, governing board, and advisory committee. As a teacher later stated, “We want to get more community members involved, and we are trying to get more parents to come out.” Names and follow-up action were noted. 

The board requested an update from the headmaster on the opening of the school year. “I really couldn’t have asked for a better opening,” Skipper stated. TBA faculty “did a ton of work over the summer,” and “we have an amazing faculty.” Nods of agreement followed from the TBA administrators and teachers around the table. As a result, “The kids are in the groove. It’s been right from the start.” 

In September the school held a celebration for their excellent MCAS scores. “To see the kids cheering for each other academically and the faculty too, was a great thing.” Ninety-four percent of the class of 2006 is in college, with the vast majority in four-year colleges. Reports from the graduates’ colleges and universities are positive so far, and currently TBA is conducting a longitudinal study of its graduates with the assistance of a local foundation and research university.

The board discussed the election-to-work agreement, with the help of the BTU representative and teacher on the board. The board does not negotiate the agreement, but does approve it and acts as the review board if there is a grievance by a TBA staff member. 

After updates and questions, the board refreshed its memory of the TBA mission statement, projected in the PowerPoint presentation. Every year there is a staff retreat at which staff review the mission statement, Skipper explained. “The teachers have a say in what we’re about. The statement has evolved; it’s not the same as when we began,” she noted. A teacher added that this activity aligns with the New England Association of Schools and Colleges (NEASC) accreditation process, which the school was approved for and should continue to consider. 

The headmaster continued with the PowerPoint presentation, showing the indicators TBA currently uses in measuring student success towards meeting the mission. Attendance for 2005–06, for example, was 93.3%. Staff attendance was 98%, the highest in the district, translating into staff missing an average of only three days per year. As the headmaster read the MCAS results­, a community member commented, “That’s actually astounding [the scores]. You just blow me away.” After seeing all the data, Miller said that the question is how to keep this momentum going. “As a board and as a school, how do we rejuvenate?” he asked. “We must keep a target and find a new way to meet a new challenge.” 

Keith Love, director of student leadership, updated the board on how TBA staff is engaging families. The school nearly doubled the number of parents from last year at the September open house to 102, representing 112 students. Thirty-one percent of these were parents who had not attended an open house before. The Parent Site Council is underway. Florence Scott, a parent board member, asked Love about student activities for the year. “She keeps me on track,” he laughed, “with the cell phone calls.” The mother joked, “I’m still waiting for my return call.” In November, there is a meeting for senior parents only, which includes financial aid workshop and college information, along with senior activities. “Parents have our cell phone numbers,” the headmaster said, “and we talk with some weekly.” 

Miller opened up the conversation to other indicators of success TBA should report on. He mentioned safety indicators. A staff member suggested SAT scores, while another suggested the number of students on the honor roll. She wanted to avoid seeing “students sliding through in their classes. We should make classes more high stakes.” An administrator added that grade point averages need to go up as well. TBA has started a peer tutoring center, with 65 students having gone through ten hours of training. The tutoring counts toward their community service requirement. Another board member asked how TBA is staying on the cutting edge of technology. More importantly, how does TBA know that it is succeeding as a school?

Staff were quick to provide stories of success. Bruce Pontbriand, history teacher, described a freshman field trip to the Museum of Science that he coordinated. It was a cold Friday before February vacation, and the school was not providing transportation to the museum, located in a section of the city far from TBA and most students’ homes. Yet, all students immediately turned in their permission slip forms, and only five students did not arrive on time. Five parents or siblings showed up to help chaperone on the trip. “I was astounded,” Pontbriand said. “Not just parents, but siblings took ownership of the school.” The students all completed their assignments, and while other schools experienced behavior problems, “Our students had such cohesion; they were engaged.” The school was welcome back at any time at the museum. “I have been in education for 20 years,” the teacher continued, “and I was truly amazed—it was an outstanding day. This was a key experience of my educational career.” 

The headmaster added that whenever anyone visits TBA, they always comment on the strong relationships among students and staff. “It’s an amazing closeness of faculty and students,” she stated. “It’s a feel,” she concluded, and a community member agreed, “It is. It’s a feel.” Love concluded, “I would caution this board about not attaching everything we do to numbers.”   

Miller switched the meeting topic to the headmaster evaluation. An extensive evaluation process was created and performed last year. The board recommended to the district that the headmaster’s contract be renewed for the maximum of three years, and the district approved. Miller said he would email the board about forming a subcommittee to begin the evaluation process for this year. “Of all the things this board does, evaluating the principal is the most important,” he stated.