School board holds leadership session with Studer Education coach on communication, 'leader stance' and managing up

The Rapid City Area School District 51-4 board met for an extended leadership-development session led by Casey Blachowiak of Studer Education, who worked with the board and district leaders on communication, decisionmaking and how board members should interact with staff and the public.

The session centered on tactics the board can use to align its public-facing behavior with district strategy and culture. Blachowiak framed change management using the psychological metaphor of the "rider and the elephant," explaining that "the rider is our logical mind" while the elephant represents emotions that can pull an organization off course. She introduced a short script she called a "leader stance"—listen, acknowledge, reflect on alignment with district priorities, and then "manage up" by directing constituents to the appropriate district leader.

The training emphasized three practical points the coach recommended board members use when responding to constituents: listen with curiosity, avoid promising immediate operational fixes, and refer or connect people to district staff who can act. Blachowiak said that approach both preserves the board's governance role and supports the professional staff: "I know they would want to hear it firsthand," she told board members when advising a warm handoff to administrators.

Board members voiced a consistent theme: they want to keep relationships with staff and community strong while also ensuring the board leads on strategy. Jamie Carr and other board members described the board's community reach as a strength. Katie Urban said the board's members "are on here for the right reason" and are united by concern for students. Several trustees described being active and visible in the district as an asset but acknowledged that positional authority can still create anxiety for some staff. One board member framed the tension this way: "Even if I'm trying to take off the hat, sometimes it doesn't work. They feel like, while you're on the board, you know."

Several trustees asked for practical tools. The coach offered question stems trustees can use when reviewing midyear data: when results trend up, "what did you learn?" and when they do not, "what are you adjusting?" The board discussed an upcoming midyear scorecard review scheduled for a February study session; district leaders said improvement-science methods will be part of that reporting.

Members also raised governance topics for future work. One trustee asked for guidance and best practices on board self-evaluation; another said the board will soon consider whether to adopt a public resolution on school vouchers, and that discussion will appear on a future agenda. The district confirmed Studer Education will return for follow-up work with the board and directors.

Why it matters: Board behavior and communication shape staff morale and public perceptions. The session sought to reduce unintended impacts of well-intentioned constituent engagement, give trustees consistent language to use in public interactions, and prepare the board to hold district leadership accountable without stepping into operational roles.

Next steps: district leaders said a midyear scorecard will appear at a February study session and that Studer Education will return for additional work with the board and with the district's leadership team.