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Shared Accountability: The Heart of Effective Governance
By Dr. Brett Jacobsen, SAIS President
As we continue our journey through the Governance Health Index, this month’s focus is Shared Accountability—the competency that sits at the heart of effective governance and healthy partnership between the board and head of school.
At its core, shared accountability asks us to hold two things at once. The board partners with the head to set shared goals, monitors organizational health, and evaluates both the head and itself through agreed-upon governance competencies. The head of school, in turn, is responsible for reporting on progress and pain points, advancing strategic priorities, and ensuring operational and accreditation compliance. The head should not be only the one held responsible and accountable.
As neither works in isolation, several guiding questions can help boards reflect on this competency:
- How do we set and monitor annual goals for both the board and the head?
- What indicators help us understand organizational health, not just performance, but sustainability?
- Are we engaging in regular, meaningful evaluations of the head and of our own work as a board?
- How well do we own our collective responsibilities, rather than deferring decision-making to committees or individuals?
Consider this scenario. A head regularly reports on challenges and progress, yet shared goals are not clearly defined and no system exists to track strategic initiatives. Mid-year, the board realizes priorities are slipping, evaluations feel outdated, and expectations are misaligned. In these moments, the issue is rarely effort or intent. It is the absence of a shared accountability framework that connects strategy, monitoring, and reflection.
Based on data collected at SAIS, many boards demonstrate strong alignment already. Across our governance health work, we consistently see boards that
- Hire and evaluate only the head of school, preserving role clarity;
- Anchor decisions in mission, vision, and values;
- Receive timely, accurate information that reflects the current state of the school.
At the same time, shared accountability remains an area of growth for many boards. Common opportunities include strengthening board self-evaluation practices, refreshing head evaluation models to reflect current priorities, and clarifying how fiduciary responsibilities are actively modeled in board work.
As a board, where are we most clear about shared ownership and where do we quietly assume someone else is responsible? What one governance practice, if strengthened this year, would most improve alignment between board expectations and head leadership?
Thank you for the leadership you bring to this work. The investment in governance roles and responsibilities with ongoing professional learning opportunities makes a real impact. Your school community will be glad you did.
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