Do our board members fully understand their fiduciary responsibilities and governance roles?
To engage in effective governance, trustees must clearly understand, and actively fulfill, their roles and responsibilities.
Do we acknowledge both our weaknesses and our strengths as a small international school board?
Acknowledging where trustees need to improve in their practice, recognizing the internal threats and conflicts of interest they need to protect against, and identifying the strengths that can help them become more effective will enhance governance capabilities.
Are we consistently honoring the distinction between governance and administration/management?
Clear role boundaries protect the head of school’s authority and enable the board to focus on oversight, strategy, and long-term stability and sustainability.
Do we have a clear, current strategic plan, and are we actively monitoring progress toward its goals?
An active strategic plan provides direction, focus, and a framework for making disciplined, future-oriented decisions.
Do we understand the school’s current financial position and its long-term financial opportunities and risks?
Informed financial oversight, along with strategic long-term financial planning, ensures responsible stewardship and alignment between resources and mission.
Are we providing the head of school with both meaningful support and clear, fair accountability?
A strong board–head partnership, along with clear expectations and meaningful performance evaluation, promotes leadership strength, trust, and institutional effectiveness.
Does our board culture promote preparation, ethical conduct, constructive dialogue, and shared responsibility?
A healthy board culture enables effective decision-making and strengthens governance credibility.
Does the composition of our board reflect the skills, perspectives, and experiences the school needs now and in the future?
Intentional recruitment and trustee development build governance capacity and effectiveness over time.
Are we prepared for leadership transitions or unexpected crises?
Succession planning and crisis readiness reduce risk and support continuity during periods of change.
Are we regularly reflecting on our governance practices and evaluating our performance?
Annual self-reflection and evaluation are key in enabling boards to improve their practices and plan for the future.
Micromanagement Disguised as Help
Trustees step into operational decisions - staffing, curriculum, daily management - undermining the head’s authority and creating confusion.
Overreliance on Fiduciary Oversight Alone
Boards focus narrowly on budgets and compliance while neglecting strategic planning and generative, future-oriented thinking.
Unclear Expectations for Trustees
Board members are recruited without sufficient orientation, role clarity, or accountability for preparation, participation, and conduct.
Passive or Uneven Engagement
A small number of trustees carry most of the work while others are disengaged, unprepared, or absent - eroding collective responsibility.
Reactive Governance
Boards delay succession planning, crisis preparation, or strategic discussions until a problem is already urgent, increasing risk and instability.
Use of Materials
These resources are provided for AISA member schools for internal school use and adaptation. If you adapt or share these materials, please acknowledge the AISA Small Schools Resource Hub. Materials may not be sold or publicly redistributed without permission.