For many years, I coached high school debating. I loved seeing my students undertake research into topics they had never previously thought about and then formulate rational, well-justified, and usually persuasive arguments to support or negate a given proposition. My students needed to use language precisely, concisely and unambiguously with a clear understanding of every single word’s meaning. They needed to understand that eloquence is a powerful aid to communication, but it is no substitute for the effectiveness of a sound argument. They needed to understand the difference between reasoning and emotion, the difference between evidence and anecdotes, and the difference between truth and consensus.
My inexperienced debaters thought that the aim of debating was to win an argument. With practice, experience and deeper insights, my students learned that the aim of debating is actually to discern and then communicate truth so that others will understand it, and perhaps even be convinced by it.
Can you see where this heading with school boards? Sound debating is based on clarity, logic, and respect. A debater must present arguments in a clear and structured manner, using logical reasoning and credible evidence to support the claims being made. Active listening is crucial to understanding opponents’ arguments and responding effectively. Rebuttals should ideally focus on dismantling the opposition’s points with reasoned counterarguments rather than personal attacks. Additionally, a good debater remains respectful, engaging in civil discourse and acknowledging valid points when appropriate.
When I see school boards in action, it is clear to me that very few board members have ever learned the skills of debating. That doesn’t concern me because school boards need to comprise people with a wide array of different skills and perspectives. However, having observed many school boards in action, I have come to the conclusion that the skills of debating can be extremely useful for chairs of school boards.
The role of a school board chair requires strong leadership, effective communication, and sound decision-making abilities. Debating skills such as logical reasoning, persuasive communication, and the ability to think on one’s feet, are essential in making the chair’s role more effective. With practice, these skills enable the chair to navigate complex discussions, build consensus among board members, and advocate for policies that serve the best interests of students, teachers, and the community. By incorporating the skills of a good debater, the chair can ensure that meetings remain productive and focussed, making it far more likely that decisions will be based on well-reasoned arguments rather than emotion or bias.
One of the key debating skills that benefits a school board chair is critical thinking. According to the Foundation for Critical Thinking, critical thinking can be defined as “self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way”. The Foundation expands this definition by saying “Critical thinking is the intellectually disciplined process of actively and skilfully conceptualising, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.”
This is relevant to school board meetings which often involve discussions on implementing the strategic plan, budgeting, program oversight, and policy development, all of which require careful analysis. A chair with strong debating abilities can objectively evaluate different perspectives, identify logical inconsistencies, and ensure that board decisions are based on sound reasoning. This skill allows the chair to facilitate discussions which are not only fair but also focussed on the core values of the school as expressed in the Mission and Vision, leading to more coherent, intentional governance.
Moreover, debating fosters strong persuasive communication, an important trait for a school board chair. The chair must often present and defend policies, negotiate with board members and other stakeholders, and address concerns from parents, educators, and the wider community. The ability to construct clear, well-supported arguments helps the chair to garner support for initiatives and to articulate the rationale behind difficult decisions. Effective persuasion also helps in resolving conflicts and uniting the board around common goals, ensuring that decisions are met with greater acceptance and co-operation.
Another benefit of debating skills for the board chair is the ability to manage and moderate discussions efficiently. Board meetings can become contentious, with members holding opposing views on sensitive topics such as curriculum priorities, the awarding of contracts, and financial initiatives. A board chair who has experienced or has been trained in debating competitions understands how to structure discussions, maintain order, and ensure that all viewpoints are heard while preventing unnecessary conflicts. The ability to ask pointed questions, summarise key points, and steer conversations back to relevant topics should ensure that meetings are conducted respectfully and productively.
Finally, experience in debating competitions helps the chair remain adaptable and composed under pressure. School boards often face unexpected challenges, ranging from emergency funding shortages through changing government compliance demands to controversies involving school policies or actions. The ability to think quickly and respond effectively to difficult questions or criticisms is essential for maintaining confidence and authority. By employing debating strategies such as anticipating counterarguments and using evidence-based responses, the chair can handle crises with professionalism and ensure that the board maintains credibility and public trust.
Two debating techniques have particular value for school board chairs. One is to constantly ask the question “what is the best argument for the other side?”. Although some debaters feel the purpose of debating is simply to destroy the other side, it isn’t. Adopting a highly polarised, blinkered, one-eyed perspective might (sadly) work in political discourse or when supporting one’s sports team, but it is (rightly) futile in debating competitions, and it should similarly hold no sway in a school board meeting. The search for truth will always be more grounded when the reasons underpinning both sides of an argument are articulated and understood.
A second debating technique that helps school board chairs is to ask “even if…” questions. By adopting the strategy of asking an “even if…” question, a debater hypothetically concedes a point or definition made by the other side, but then argues that even if that point were to be accepted, their overall case still fails.
For example, imagine that the Principal has brought a recommendation to the board to approve loosening some of the onerous risk management procedures for off-campus activities on the basis that the teachers believe the requirements are stifling effective learning in fieldwork activities. One of the board members is a lawyer who is used to getting his own way by invoking “the legal risks” inherent in almost every proposal that is brought to the board, including this one, relying on the timidity of other board members to challenge any argument which is said to have a legal dimension attached to it. A heated debate ensues because several other board members want to encourage creativity through ‘hands-on’ learning. They trust the judgement of the teachers who claim that the children’s education is suffering because of excessive restrictions.
Depending upon the board’s overall risk-appetite or risk-aversion, the chair could intervene with an “even if…” provocation such as this: “Even if we accept that there are legal risks in loosening these procedures, should we also recognise that there are educational risks in keeping them too rigid? Our teachers, who are closest to the students, have made clear that over-regulation is already harming learning. As a board we understand there are reputational risks if we fail to provide the rich, hands-on education that our school prospectus promises. Are we as a board prepared to say that avoiding every hypothetical legal issue is more important than fulfilling our student-centred Mission and Vision?”.
This approach should help to validate the competing concerns of all board members while steering the discussion toward the broader ‘big picture’ goals of governance that should be the board’s focus, making it easier to build consensus and move forward with a decision.
Of course, it is unrealistic to demand that debating skills and experience should be a pre-requisite of becoming chair of a school board. Nonetheless, it is helpful to recognise that mastering debating skills empowers a school board chair to lead with confidence, balance diverse perspectives, and drive productive discussions toward meaningful decisions. By applying techniques such as structuring sound and rational arguments, listening actively, and strategically using rhetorical tools such as "even if…" propositions, a chair can foster a culture of respectful debate while avoiding unproductive conflict. These debating skills not only help navigate complex issues but help ensure that every voice is heard and that decisions are made with clarity, transparency, balance and conviction.
The decisions, actions and policies of today’s school boards shape the future. A school board chair who embraces the art of debate can inspire collaboration, enhance growth towards achieving school’s Mission and Vision, and thus ultimately champion the best interests of the school’s students and its community.
- Dr Stephen Codrington
We offer support for school leaders and board members in many areas, including workshops on communication for school boards and leaders.
Further information on this and many other facets of best practice in school leadership and governance is provided in the books “Optimal School Governance", and “Insights into School Leadership and Board Governance”, which can be ordered directly through Pronins.
You may also be interested in previous articles which are archived at https://optimalschool.com/articles.html. You can subscribe to receive future articles by e-mail using the red button below.
