Most webinars satisfy one hour of the 8-hour annual board chair/superintendent joint training requirements as stated in 16 V.S.A. § 561(b) provided both parties attend together.​ 


16 VSA Section 561 requires that


(b) At least annually, the chairs of each school board within a supervisory union, the chair of the supervisory union board, and the superintendent shall jointly participate in at least eight hours of professional training that, at a minimum, addresses:

  1. educational leadership;

  2. the relative roles and responsibilities of the supervisory union board, the school district boards, and the superintendent;

  3. the Vermont Open Meeting Law, 1 V.S.A. §§ 310-314;

  4. Vermont law regarding access to public records, 1 V.S.A. §§ 315-320;

  5. collective bargaining; and

  6. education funding and school finance laws. (Added 1969, No. 298 (Adj. Sess.), § 38; amended 2007, No. 66, § 4; 2013, No. 56, § 13, eff. May 30, 2013; 2013, No. 92 (Adj. Sess.), § 67, eff. Feb. 14, 2014.)

Everyone registering to attend any webinar will receive an email following the webinar with a link to the video, handouts and any follow-up materials.

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Best of Annual Conference

November 3, 2022

Noon - 1:00pm

Whether or not you were able to attend the VSBA/VSA Annual Conference, there was valuable learning in addition to the networking opportunities there. We want to share highlights and key takeaways from the speakers and workshops. The focus was on How are the students doing, and presenters shared multiple ways to contemplate that question. Consider ways school boards and individual members can respond to the question and additional insights from what your colleagues found valuable at Conference.

Reflective School Board Practice

December 1, 2022

Noon - 1:00pm

School boards have a valuable opportunity to model the practices they want to encourage throughout the school system. These practices can include collaboration, critical thinking, civil discourse, and reflection. These are skills and attributes that we hope students will develop and take away from their time in our school systems. They are also practices that we expect educators and staff to apply in their work. Consider ways a board can model a reflective approach to governance that sharpens its skills, processes, and outcomes.