Dealing with 'The Bomb'.

One presentation I do for school boards is titled "Mistakes Board Members Make." When I reach No. 6, "Dropping the Bomb on the Superintendent," I usually get an animated response from superintendents. They will usually laugh and nod in knowing agreement, obviously recalling some past incident. Others may stare at a particular board member and scowl.

Every superintendent eventually has to deal with "The Bomb." This refers to a loaded question from a board member dropped at an inopportune moment in a public meeting when the superintendent has been given no time to prepare an informed response. The superintendent's typical reactions include the "deer in the headlights" look, a big gulp or even a projectile fired back--a pencil, pen or laptop computer--whatever's in reach. None of these responses is appropriate, although most superintendents would love to do the latter.

There are three primary reasons why a board member might ask a question without giving the superintendent time to research the question and provide an accurate answer.

* A question arises through regular debate on an issue. (I do not consider this a "bomb.")

* A board member seeks to score points and thinks embarrassing the superintendent in public will help to do that. This board member really isn't interested in a response. He or she wants a reaction. The board member may be motivated by politics or animosity. This is the real "bomb."

* Sometimes the superintendent asks for it. Maybe the superintendent left out the negative aspects of an issue before the board to help support his or her request. Filtering information to make a recommendation look better is a surefire way to ask for trouble. Or perhaps the superintendent isn't truly prepared to fully explain the proposal.

Most board members take their decision-making role seriously. Nothing is worse than a board member who thinks the superintendent is either trying to mislead using the "Mushroom Theory" (feed them manure and keep them in the dark) or not telling the whole story. I once watched a superintendent try to mislead the school board on which I served and, believe me, I relished dropping the bomb on him. The superintendent has to trust the board to look at all the data and make a good decision;

When It Occurs

When this happens, do not overreact. While good superintendents want to have every answer in hand, sometimes they will not and that's OK. If it is necessary to have a response before the board can take action and the information is readily available, the superintendent could ask the chair for a 10-minute recess to pull together the data or ask to table the matter. Under no condition should you try to bluff your way through it. It is perfectly appropriate to say, "I'll have to get back to you."

If the board member's behavior is aggravating the situation, call on the board chair for assistance. The chair should rein in an errant board member.

If a board member (especially a new one) appears to have a problem with you or your staff, then it might be prudent to meet with that person in an informal setting. At one point I started finding fault with my superintendent, and looking back I can now see how our relationship had deteriorated. My superintendent called me and asked if we could meet for lunch. He started out by asking me if I had a problem with him, because we had worked well together and he felt that I appeared to no longer support him or his vision. After talking out the situation he got a well-deserved apology and I learned a valuable lesson.

Encourage your board members to prepare you for important questions ahead of time. If board members are receiving their board packet early enough, they have no reason not to give you a heads up.

On some controversial issues, it may be important for the community to know that a particular question was asked and answered satisfactorily before the board makes its decision. In that case, encourage your board members to let you know right up front they will be asking the question at the board meeting so you have adequate time to prepare a response. Also, treat all board members equally and do not give information to some board members but not others.

Heading It Off

Here are some tips to help head off these problems early on:

* Anticipate. What are the tough questions that might be asked?

* Communicate. Encourage board members to ask good questions, but set some ground rules with the board on asking questions before or during a board meeting.

* Motivate. Give new board members a proper orientation so they understand their role in the decision-making process.

* Stimulate. Talk to your board chair about taking responsibility for guiding board member behavior.

* Evaluate. Encourage the board to do an annual self-evaluation that should include communications issues.

If problems persist, consult your state school boards' association or superintendents' association for assistance.

Last but not least, don't drop any bombs yourself. You shouldn't surprise the board with critical decisions to be made at the last minute without giving board members adequate time to prepare.

Nick Caruso, a former School board member in Bloomfield, Conn., is senior staff associate for field services at the Connecticut Association of Boards of Education, 81 Wolcott Hill Road, Wethersfield, CT 06109. E-mail: [e-mail]