The Canadian population's belief in the values of effective leadership, proven competence, and responsive representation of society's interests have led to the development of an educational system in which (1) the central provincial government exercises greater power over education than do local boards, (2) local boards generally bow to the expertise of education professionals, and (3) the small size of their constituencies ensures that local boards will effectively represent local interests. The relative weight placed on the values of leadership, competence, and representation varies with social conditions. Current conditions affecting these values include a restrictive economy, an interdependent and mobile citizenry, demands for equity in educational achievement rather than in educational opportunity, expanding provincial control, growing teacher expertise and power, and increasing diversity in the demands made on schools. The current rebalancing of values could lead to a reduction in school board authority. On the other hand, a revival of concern for representation could lead to increased board authority. If the latter scenario is followed, school boards should consider (1) establishing voting wards within districts to enhance the representation of narrower constituencies, (2) becoming more active in party politics, (3) making sure key minorities are represented, and (4) ensuring teacher representation on the board. (PGD)