Building Better Boards for National Association of Independent Schools

Abstract

This study aims to identify how trustees in NAIS member schools are developed through onboarding practices, how they view their responsibilities to the schools they serve, and whether existing onboarding structures, activities, and priorities support them in their role. Our work builds on previous research that highlights board-level governance concerns in independent schools and explicates the need to define onboarding processes for trustees. The research questions (1) explore the structures, activities, and priorities in onboarding and supporting trustees, (2) examine the relationship between onboarding satisfaction, board satisfaction, and perceptions of trustee responsibilities, and (3) discern the differences in views on trustee responsibilities between heads of school and trustees. The study employs a mixed-method research approach, including interviews with heads and board chairs from 10 schools and responses from 823 survey participants, also heads and trustees at NAIS member schools. Results of this study support NAIS, trustees, and heads of schools in evaluating and improving board governance practices. The study recommends bite-sized training opportunities for board members based on institutional goals and priorities, avenues for board chairs to engage and connect through NAIS and its programming, and emphasizes the importance of establishing a communication infrastructure in support of governance efforts in independent schools.