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Board, administrators review committee structures and shared‑governance practices
Summary
District administrators described standing and ad‑hoc committees, co‑facilitation with the KEA, and mechanisms to ensure diverse membership and feedback; a district climate and culture survey and other checks were cited as formal means to monitor committee effectiveness
District administrators and board members discussed committee structures, shared governance and staff representation during the May 12 meeting of the Kaneland CUSD 302 Board of Education.
Dr. Atkins led the presentation on how the district organizes standing committees and ad‑hoc groups and described efforts to ensure committees include a range of viewpoints and co‑facilitation with the Kaneland Education Association (KEA). He said many committees are jointly led, meet on a regular calendar, keep minutes, and have published descriptions so staff know each committee’s purpose and membership process.
Dr. Atkins said some committees are compliance‑driven and therefore less collaborative (for example, statutory evaluation‑related committees), while others operate in a co‑constructed model that sits in the middle of the district’s decision‑making continuum. He described a “polarity management” approach to intentionally include divergent views on committees rather than creating “preconceived agreeance.” To measure whether committee work is effective and whether members feel heard, administrators cited a climate and culture survey the district runs biannually and noted the KEA also deploys surveys.
Administrators listed standing and recurring committees including the high school curriculum review committee, differentials and stipends committee, district mentoring committee, elementary advisory council (elementary school improvement team), evaluation committee, health‑insurance committee, middle‑ and high‑school homeroom committees, building school improvement groups, sick‑leave bank bylaws committee, and a special‑education workload committee. Dr. Atkins said some committees meet quarterly, others monthly, and several use ad‑hoc membership or application processes when interest exceeds seats.
Board members asked how staff propose new committees, how parents and community members might be included, and how the district determines the level of shared governance required for each committee. Administrators said ad‑hoc committees (for example, curriculum adoption or an AI usage group or an MTSS committee) are used when specific tasks arise, and parental or community participation is included on some processes (strategic planning, principal selection, and certain interview committees) though not on all contract‑defined committees.
Ending: Administrators said they will share results from the recently closed climate and culture survey with the board and that they remain open to forming ad‑hoc committees as needs arise; board members asked for continued attention to ensuring staff feel represented.
