Transcript ACCT Governance Leadership Institute June 12

Washington, DC
August 4 – 6, 2014
Facilitator & Staff
• NARCISA POLONIO, ED.D.
Vice President for Research, Education
and Board Leadership Services
• [email protected]
• CHRISTINA SAGE SIMONS
Education Events Specialist
• [email protected]
Agenda
Monday, August 4th
 Boardmanship 101
 Student Success,
Accountability & Outcomes
 Advocacy
Tuesday, August 5th
 Becoming an Effective Voice
 Accreditation
 Board/CEO Relationship
 Budget, Finances, and
Capital Projects
 The Media
Wednesday, August 6th
 Image Building and Risk/Crisis
Management
 Robert’s Rules of Order
 Board Self-Assessment
 Presidential Evaluation
History of Community Colleges
Who are we?
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Number of colleges
Number of students
State Systems
Local Colleges
Governing Boards
Evolution of Community
Colleges
Mission
What do we do?
 Purpose
 Government Oversight
 Funding
 Population/community
 Programs
 Technology
 Workforce
 Social
How Will Higher Education Change
in the Next 5,10, or 20 Years?
- Trends
- Impact on Future Membership
- Impact on Services
- Impact on the Business Model
Business Model
The Changing Academy: Future Focus
• Accountability
• Focus on outcomes
• Economic and labor market impacts
• Performance-based funding
• State and federal mandates
• Funding and Resources
• Diversification
• Public and private partnerships
• Return on investment (ROI)
• Completion
• Success pathways
• Data informed
• Integrated student support
• Clearly defined expectations
• Student responsibility
• Technology, MOOCs
• Changing Demographics
• Student Body
• Growing Hispanic population
• Missing African-American male
• Growing female population
• Growing disparity between
traditional and adult learners
• Community
• Declining tax base
• Declining investment in
education
• Leadership Transition
• Exodus of Presidents
• Political Transition
• National, state, local
Future Trends in Higher Education
• Leadership Exodus
• 500 Presidents have retired or changed presidency in the last
three years
• Workforce Training
• High demand for precision manufacturing
• Public Funding
• State support for HE has increased, but still below 2007 levels
• Enrollment Decline has Stabilized
• Number of associate degrees granted is up significantly
• Performance Based Funding
• Increase in Baccalaureate Conferring Institutions
• Increasing Diversity
Growth Projections
• Florida approved Baccalaureate Conferral in 1997
• Florida Baccalaureate Community College Enrollment
from 2011 – 2012
• 25,389 students in baccalaureate programs
• 23 of the 28 Florida community colleges now confer baccalaureate
degrees
Source:
www.accbd.org
Why the Increase in Conferring
Institutions?
• Local Workforce Need
• BS in Energy Management
• BAT in Technology
Management
• Teacher Shortage
• BA in General Education
• BS in Biology Secondary
Education
• Local Need
• BS in Equine Studies
• BAS in Agriculture
Management
• Education Shortage
• BAS in Business
Management
• Technological Revolution
• BS in Technology
• BAS in Applied Business &
Information Technology
• Health Care Crisis
• BS in Nursing (BSN)
• BS in Dental Hygiene
• BAS in Cardiopulmonary Sciences
• Professional Credentialing
• BAS in Paralegal Studies
• BAS in Public Safety
Management
Source:
www.accbd.org
Community College Presidents
Gender
2011
2006
Male
67.0
71.2
Female
33.0
28.8
2011
2006
White
86.9
86.1
African American
5.3
4.9
Hispanic
5.0
6.1
Asian American
1.5
1.0
American Indian
0.6
0.4
Other-multiple race
.7
1.5
Ethnicity
American Council on Education, The American College President 2012
Gender Summary 2011
®
Men
Undergraduate
43%
Graduate
Women
57%
60%
40%
First Professional
49%
51%
Administrators
53%
47%
46%
54%
Faculty
Presidents/CEOs
26%
77%
Private Governing Boards
71%
29%
Public Governing Boards
72%
28%
0%
10% 20%
30% 40%
50% 60%
Percentage
70% 80%
90% 100%
Race/Ethnicity Summary 2011
®
Majority
Minorities
59%
Undergraduates
41%
56%
Graduates
44%
61%
First Professionals
39%
83%
Administrators
17%
76%
Faculty
21%
86%
Presidents/CEOs
13%
88%
Private Governing Boards
12%
78%
Public Governing Boards
0%
10%
20%
30%
40%
22%
50%
Percentage
60%
70%
80%
90%
100%
Governing Boards
36
25
States have local governing or advisory boards
States have state-level community college boards ( in
15 states, the board have governance oversite)
26
States have appointed boards
13
States have elected boards
5
States have a combination of appointed and elected
trustees
National Data (1,688 trustees)
Age of Trustee Respondents
Trustee National Data - Race/Ethnicity
Ethnicity
Number
Caucasian
1389
African American
158
Hispanic/Latino
121
Asian/Pacific Islander
56
American Indian
17
Mixed Race
16
Other
17
Total
1774
Percent (%)
78
9
7
3
1
1
1
100
Who are we?
• What drives your interest in being a trustee?
• What drives our interest in being a board?
What kind of super powers would you select?
What kind of super hero do you want to be?
OR
Group Exercise:
• If you had a choice would you select?
• Option 1. ____to Fly
• Option 2. ___to be invisible
• Why?
Trends – Do you have the right tools?
Where Do You Start? Boardmanship 101
Board
 Good standards
 Ethical guidelines
 Codes of behavior
The President
 Strategic Planning and
Tactical Execution
 Leadership, Management,
and Team Building
 Communicating Effectively
A Job Description for Individual Trustees
• Possess a sincere desire to provide a public
service
• Carryout the legal, ethical and moral
obligations of a trustee
• Freely donate service and time to the College
• Represent all the interests of the community
and state
• Do not speak for the board
The Role of Trustees
Governance
Responsibilities
• Leadership
• Statutory
• Oversight
• Fiduciary
• Challenge
• Coordinating
• Directs
• Motivating
• Support
• Protect
• Advocate
• Guide
Key Elements to Successful Trusteeship
• Your first interest is to help the College
• You are in a position of trust
• You are part of a team
• You do not represent special interests
• You appoint, evaluate and support the President
• You want to learn and be informed
• You work to ensure adequate funding for the College
• Set goals and evaluate
ACCT Standards of Good Practice
•
Derives authority from the community and act as an
advocate on behalf of the entire community
•
Clearly define and articulate the role of the Board
•
Create and maintain a spirit of true cooperation and a
mutually supportive relationship with the President
•
Strive to differentiate between external and internal
processes in the exercise of its authority
•
Engage in regular and ongoing process of in-service training
and continuous improvement
Continued…
•
•
•
•
•
Be prepared for each meeting and to debate
issues fully and openly
Vote your conscience and support the
decision or policy made
Exemplify ethical behavior and conduct that is
above reproach
Endeavor to always remain accountable to
the community
Honestly debate the issues affecting the
community and speak with one voice once a
decision or policy is made
The Board’s Role
• Governing the College on behalf of the community
• Represent ownership of the community
• Voice of the public - not volunteer helpers
• Primary relationship is with the President
• Wisely define vision, mission, expectations and
standards
• Establish reporting framework to ensure legal and
ethical conduct and compliance
Characteristics of a Great Board
• Clear board goals and values
• How do students benefit from this decision?
• Common voice to key questions
• Why do we care? Why do we exist? What is our dream?
How do we behave? What are we willing to risk?
• Live by a strong Code of Ethics
• Clear role of board chairperson, strong board/CEO
relationship
• Clear role of individuals trustees
• Participate in professional development
The Role of the Board: Guiding Principles
• Vision - College success
• Mission – Core purpose and quality considerations
• Promotion of public trust – Advocating for the College
• Common good
• Special interests
• Open meetings
• Open communication
• Conflict of interest/personal gain
• Accountability
• Glossary of Terms
A Job Description for the Board
• Meet legal requirements

Should be representative of community
 Demonstrate commitment and unity in
carrying out the mission of the College
 Identify new and emerging educational
and social needs of the country
 Strive for quality
A Job Description for the Board
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Employ a competent President
Draft position description for President
Evaluate and support the President
Support efforts to obtain financial
support
Bring about meaningful change and
viable educational programs
Channel all problems through the
President
A Job Description for the Board
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Set policies and hold Presidents
accountable for their implementation
Follow legal requirements
Participate in self-evaluation
Participate in training for new trustees
Provide opportunities for audience
participation
Review long range planning
Review and update written policies
The Eight Principles of Effective Board
Leadership
1. The chair as an effective leader: Roles & Responsibilities
2. The right chemistry and being productive: Chair/trustee &
3.
4.
5.
6.
7.
8.
CEO relationship
Leading by example: Running effective meetings
Building trust and demonstrating integrity: Code of Ethics
Being consistent: By-laws, procedures, & planning
Big picture focus: Evaluation & self-assessment
The importance of debates: Controversial issues
Team Building: The role of the executive committee
Hallmarks of an Effective Board
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Clarifies roles and responsibilities
Focuses time and attention on important issues
Structures board work to get important things done
Thinks strategically about board composition
Uses evaluation to learn rather than criticize
Has confidence to take risks
Cultivates constructive relationships with staff
Values open and honest communication
Works together as an effective corporate unit
Excerpted from the BoardSource
36
Effective Governance in the 21st
Century
Effective Governance in the 21st Century
• Understanding student success and completion
• Relevance for trustees
Manage your fear
Overcome your
fear
Talk to the right
person
Walk across the
street
Go into the right
building
What Keeps the President Awake at
Night
• The Completion Agenda
• Fiduciary Responsibilities
• Accreditation
• Funding
Student Success in Community Colleges:
Why Now?
• National Challenges
• 16th place in the world– Ranking of the US in college degree completion
•
•
•
•
(among 25-34- year-olds).
By 2018, nearly 2/3 of jobs in the US will require a post-secondary
certificate or degree.
Since1980, the US has underproduced graduates with postsecondary
skills.
Shift to a knowledge-based economy.
An additional 15-20 million highly-skilled workers will be needed between
now and 2025 to replace the retiring workforce.
• State Challenges
• Decline in resources
• Multiple demands for public resources
• Increased need for accountability in educational investments
Student Success in Community Colleges:
Why now?
• Community Colleges
• Serve 13 million students (credit and noncredit).
• 1.6 Million additional students over the past decade.
• Institutional Challenges
• Funding
• Increase demands on student outcomes
Student Success in Community Colleges:
Why now?
• Student Profile
• Community college students face more barriers than
their 4 -year college and university counterparts.
• 46% of students who enter community college with
the goal of earning a degree or certificate achieve
the goal
Why Trustees Need to Provide Leadership
to Student Success?
• Board of trustees represent the community
• Trustee’s primary interest to serve the community
and students
• Represent the public interest and public trust of
the community
• Stewards of the mission
• Fiduciary responsibility: financial and academic
quality
What Trustees Need to Know About Student
Success, Accountability and Outcomes
• Felicia L. Patterson, Vice President, Learner Support
Services; Director Achieving the Dream, Anne Arundel
Community College, MD
• Kent Phillippe, Associate Vice President, Research &
Student Success, American Association of Community
Colleges, DC
2:15 p.m. – 3:15 p.m.
Achieving the dream
• http://www.achievingthedream.org/
What Trustees Need to Know About
Student Success, Accountability and
Outcomes
• Brief overview on how the Achieving the Dream
initiative was designed
• Lessons learned
• What have you changed since it has started?
• When do you expect to see results?
Voluntary Framework of Accountability
• The Voluntary Framework of Accountability (VFA) is the
first comprehensive national accountability system
created by community colleges, for community colleges.
• The VFA has three parts:
• 1.
Measures of student progress and outcomes;
• 2.
Measures of workforce, economic, and community
development; and
• 3.
an approach for assessing student learning
outcomes.
• http://www.aacc.nche.edu/Resources/aaccprograms/VFA
Web/default.aspx
Setting the Stage: Heightened Calls for
Student Equity, Success, and Completion
• Access and Success
• The Quest for a Model
 Leadership, Climate, Systems, and Unrelenting Focus
 Board Roles and Responsibilities to Increase Student
Success
• Learning How Boards Can Make a Difference
GISS experience - National
• GISS has engaged more than 400 trustees
representing 72 governing boards.
• In Ohio, Texas and Washington. GISS
supported a statewide engagement and
commitment that has a broad base impact on
millions of students, the states and colleges.
www.governance-institute.org/toolkit
www.governance-institute.org/toolkit
What Trustees Need to Know About Advocacy
Jee Hang Lee, Vice President for Public Policy and External
Relations, ACCT, DC
 How can you get involved on the national level?
 What are the priorities for increasing college funding?
• ACCT’s New Publication: The Trustees’ Role in Effective
Advocacy: Engaging in Citizen Action to Advance
Educational Opportunities in Your Community
3:30 p.m. – 4:30 p.m.
Welcome Reception
Hotel Palomar – Corcoran Room
6 p.m. – 8 p.m.
Tuesday, August 5th
Gaining Acceptance and Becoming an Effective Voice
• Best Practices for Integrating New Trustees
• Responsibilities of a Public Official
• Operating Procedures
8:30 a.m. – 10:30 a.m.
What are best practices for integrating
new trustees?
• Orientation
• About the Board
• About the College
• Training and
development
opportunities
• Focus on current and
future needs
Context
• Trust
• Cooperation
• Respect each other
• Know the rules
• Support the
administration
• Respect all associated
with the College
Orientation – Best Practices
• Should involve all of
• All trustees benefit
the Board
• Calendar of important
events
• Job description
• By-laws review
• Board policy review
• Review of procedures
and/or Robert’s Rules
from a refresher
• Representing the
community
• Focus on student
success and
completion
How do you acknowledge the service of
trustees rotating off the board?
• Public
acknowledgement
• Public record of
service
• Ceremony
• Photograph display of
• Press release
former members of the
board
• Historical documentation
• Plaque or certificate
• Commemorative award
• ACCT History book
Choices, Techniques and Tools
 Consent Agenda
 Policy Governance
 Ethics
 Trustee Handbook
 Policy Manual
Tips
 Knowledge is power don't abuse it
 Avoid giving orders to staff that work for the
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President
Don't surprise anyone, be transparent
Defer to the board as a whole if possible
Don't waste staff time and college money
Remember you serve the students and the
stakeholders
Apply good conduct of meeting practices
The Chair as an Effective Leader
•
What is the role of the Chair?
• Job description
•
The Chair’s Tool Kit
• What works and what does not work!
• Attributes and attitudes
How the Chair Prepares and Responds
• Skills of an Effective Board Chair
•
•
•
•
•
Board Chair Job Description
Vice Chair
Committee Job Description
Board Member Job Description
Board Secretary Job Description
(Source: Adapted from BoardSource)
Job Description for Committee Chairs
 Provide quality leadership.
 Stick to the topic (if you are finance stay out of
personnel matters).
 Keep all members of the board informed (keep
minutes, circulate to entire board).
 Keep committee members on task and out of
administrative matters.
 Vote or not to vote? Comply with sunshine laws.
 Be brief when reporting to the whole board.
Role of the Chairs of Committees ~
Running an Effective Committee Meeting
Point of Perspective: The Chair of the committee is
entrusted with assuring effective preparation of items to
come before the board for action, discussion or
information.
Make the best use of the committee’s time and talent:
1. Participative but effective (maintain both order and
open discussion)
2. Create a positive and welcoming atmosphere
3. Review agenda, schedule and needed information with
the president or designated staff
Continued…
4. Conduct the flow of business
5. Assure that the committee has the information
needed to conduct its business on behalf of the
board
6. Prepare appropriate reports and recommendations
for presentation to the full board
7. Assure that the committee operates well within the
parameters of the state’s open meetings law
How Do You Run Your Board Meetings?
• Are your rules and procedures clear to everyone?
• Are the purposes of your meetings accomplished
in an effective and efficient manner?
What are The Goals?
1.
2.
3.
4.
5.
6.
7.
Set the right tone
Create effective agendas 8.
Have sound meeting
practices
Hear from the public
Follow the ground rules 9.
Reports from committees 10.
Reflect financial and
fiduciary responsibilities
Foster substantive
policy
discussions/debate and
appropriate actions
Represent the college in
the public’s eyes
Reflect the mission of
the college!
The Role of the Board is to Govern,
NOT Manage the College, by:
1
• Conducting the business of the governing
board
• Establishing policy
2
3
• Running effective meetings to achieve that
objective
Effective Boards Reflect these Standards
During a Meeting
• Act as a unit
• Create a positive
climate
good
• Monitor performance
• Set the policy direction • Support and advocates
the college
• Employ, evaluate and
support the chief
• Lead as a thoughtful,
executive
educated team
• Define policy standards
for college operations
• Represent the common
Who Reports and Participates in the
Board Meeting?
• The College president or chancellor
• The College’s attorney
• The College’s auditor
It depends??
Define and Delegate Roles
• Ends (Results)
• Board is responsible to affirm on behalf of
ownership
• Staff works towards ends
• Means (Activities)
• Staff responsible to determine
• Board establishes limits
The Sunshine Act
• A US law passed in 1976, which affects the
operations of legally constituted federal and public
bodies.
• One of a number of Freedom of Information Acts,
intended to create greater transparency in
government.
• Provides, with ten specified exemptions, that 'every
portion of every meeting of an agency shall be open
to public observation’.
Open Meetings Act or Public Record Laws
State laws requiring certain meetings of certain public bodies to be
open to the public and to require notice and the keeping of minutes of
meetings;
• to provide for enforcement;
• to provide for invalidation of governmental decisions under certain
circumstances;
• to provide penalties; and
• to repeal certain acts and parts of acts.
For example:
In CA, the Brown Act, governs activities of state and municipal
meetings, including when to post agendas, and minutes of meetings
involving the public’s business.
By-laws
• The Bylaws of the Board are written by the Board for
the purposes of internal management of the Board
and all Board activities.
• It identifies the college, defines the board’s authority
and outlines board procedures.
Organizational Models for Decision Making
Committee structure
2. Board as a Whole
3. Policy Governance©
John Carver’s model
1.
Committee structure
Generally for large boards.
Does your board function this way?
Typical committees:
• Finance
• Capital projects
Trustee
Committee
• Personnel
A
• Student services
• Academic affairs
Trustee
Committee
B
Trustee
Committee
C
The
Board
Board as a Whole
• Does your board do the work as a collective
whole?
Policy Governance© Boards
A model of governance
developed by John Carver as
a specific set of boardmanagement concepts and
principles.
Policy Governance © Boards
• Act as a unit
• Represent the “ownership” of the college
• Define decisions and directions in policy
• Delegate authority through policy
• Begin with broad policy statements, then narrow the
•
•
•
•
focus
Define vision and goals as “ends”
Establish limits for “means” in policy
Define governing processes and standards
Monitor performance against policy criteria
Policy Governance®
Traditional
Board as a Whole
Policy Categories
Four categories reflect board role
Categories reflect college
structure
All policies reflect college
structure
Goals
Define outcomes for students &
community
May be strategic goals,
stewardship or fiduciary
responsibilities, or state/federal
mandates
May be strategic goals,
stewardship or fiduciary
responsibilities, or
state/federal mandates
Policy making
Board develops; start with broad values Usually recommended by
president
Usually recommended by
president
Operational policies
Proscriptive (sets limits; states what
“not to do”)
Prescriptive; states what should
be done
Prescriptive; states what
should be done
Community Links
Job #1 of board
Shared responsibility
Shared responsibility
Policy Governance® Model
Board
Chancellor/President
Academic Affairs
Student Affairs
Administration/Finance
External Affairs
Traditional Model
Board
Finance/Audit/Physical
Plant Committee
Academic Affairs
Committee
Chancellor/President
Student Affairs
Committee
Advocacy Committee
Board as a Whole Model
Board
Legal Firm
Auditing Firm
Chancellor/President
What Can the Board Control?
Control
No Control
• Knowledge & information
• Health
• Environment
• Tragedy or death
• Compensation
• Funding
• Planning & safeguards
• Competition
• Financial management
• Personal priorities
• Fundraising
• Other
• Other
What Trustees Need to Know About
Accreditation
Dr. Judith Eaton, President, Council of
Higher Education Accreditation, DC
Understanding the Budget, Financial
Documents and Capital Projects
Brad Young, CFP/CTFA, President & CEO
Maryland Financial Planners, Ltd., Former
Trustee, Frederick Community College, MD
1:00 p.m. – 2:00 p.m.
Fiduciary Responsibility of the Board of Trustees
• Set Compensation Policy
• Set Purchasing Policy
• Periodically Monitor Fiscal Progress
• Revenues Received
• Expenditures Spent and Encumbered
• Cash Balances
Review Financial Metrics
• Guide and Monitor the Annual Audit
Sample Financial Metrics
• Balanced Budget
• Percentage and Trends of:
• Student Support
• Governmental Support
• College Generated Revenue
• Percentage and Trends of:
• Compensation Expenditures
• Instructional and Academic Support
• Student Support
Audit as the Report Card
• External Auditor reports to the Board
• Board can determine selection process and identify
special areas of concern
• The Auditor will sample:
• Compliance with Board Policies
• Compliance with State and Federal Regulations
• Internal Financial Controls
• Information Technology Controls
The Board-CEO Relationship
• Examine the board-president relationship especially as it
relates to community college governance.
• How Board self-assessment and presidential evaluation
can maintain healthy board and president relationships.
2:30 p.m. – 3:30 p.m.
What the CEO Owes the Board

Valid credentials

High energy and strong spirit

Honesty and integrity

Sound advice

A passion for the enterprise

Action that faithfully carries out the board’s will

Loyalty and respect
What the Board Owes the CEO

Devotion to the college mission

Willingness to fight for resources

Cohesiveness as a board

Disinterest in the nitty-gritty

Support and trust
(adapted from John Anderson)
Board/CEO Relationship
•
Be clear about expectations
•
Evaluate
•
Understand the difference between policy and
operations
•
Work with a spirit of harmony and cooperation
•
Refer complaints to the CEO
What New Trustees Need to Know: Look to
the Future
• What is the Board’s role in strategic planning?
• What is the Board’s role in growing the
enrollment?
• What is the Board’s role in setting accountability
standards?
• Outcome assessment/student success/Quality?
What Trustees Need to Know About the Media
Jack Stripling, Senior Reporter, The Chronicle
of Higher Education, DC
http://chronicle.com/section/Home/5/
3:45 p.m. – 4:45 p.m.
Who is Interested in Higher Ed?
•
•
•
National
State
Local
Relevant Issues Happening in the Media
• “Lone Ranger” Syndrome
• Bad Judgment
• Gun Control – Security on Campus
Brief Overview
The Chronicle of Higher Education
http://chronicle.com/section/Home/5/
• What are the ways that trustees can access the
Chronicle?
Lessons
 Key Messages – 2 or 3 points
 Clear & Concise – You are always on record
 Know the facts
 Stay relaxed
 Use resources from your college
 Coordinate with the President and/or Chair
 Don’t sweat the small stuff
 Don’t hurt students
Crisis Communication
• When responding to a crisis, speed, accuracy,
thoroughness, and consistency are vital in
ensuring an organization’s credibility.
Sometimes, during a crisis this credibility is
crucial to the college’s long-term survival
•
One Voice
During a crisis, an organization must speak with One Voice.
This is a consistent message, regardless of who is speaking
with the media or other publics
Most crises cannot be predicted!
Consistent Message
During some crises, reporters will try to ‘Divide
and Conquer’, contacting multiple staff and/or
trustees to try and obtain conflicting messages
Initial Assessment and Response
• As appropriate, local and/or state government officials,
business leaders and other community residents may be
advised of the situation before speaking with the media
• A response must be crafted that is proportionate
to the situation and not an over-reaction
• A response must fit within federal, state and institutional
privacy guidelines/laws
Key Messages
•
As a publicly funded institution of higher
learning, the college must be proactive in
responding to a crisis. Failure to be proactive,
rather than reactive, could have devastating
consequences
• The level of response must be appropriate to
the level and type of crisis. Overreacting can be
damaging
• Always be aware of privacy issues
Key Messages
•
Identify the type of crisis and develop a full
understanding of its cause(s)
• What is being done to resolve the situation?
• Respond in an appropriate way
Relationships
The college should maintain a positive working
relationship with the media and elected officials
throughout the year.
A crisis is not the time to develop a
relationship with reporters, editors, or
funding sources.
Review of Lessons Learned
4:45 p.m. – 5:15 p.m.
Explore Washington D.C.
• Please fill out your evaluation!
Enjoy!
Wednesday, August 6th
Strategies for the New Normal: Economic Challenges
Facing Higher Education
Scott Jaschik, Editor, Inside Higher Ed, DC
8:30 a.m. – 9:30 a.m.
• Safeguarding your Institution:
www.trustee-education.org
Risk & Crisis Management
Responsibilities
The governing board has the responsibility to protect
the college by promoting:
The right policies
Having safeguards in place
Determining readiness of the administration
Sustaining a culture of preparedness
Lessen impact
Strengthen response
Do you have?
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Emergency testing and response plans
Evacuation and notification protocols
Communication systems
Changes over the last decade
What is the effect?
 Fear of terrorism
 Higher expectations of the
 The internet
community
 Litigious society
 Mobile phones
 Social media
 Increased natural disasters
 Pattern of aggressive
behavior
 Guns/Shootings on
campuses
 Exploitation/Sensationalis
Examples of College Crises
Crime on campus – assault, associated with
death
Natural disasters
Financial incompetence,
embezzlement
Campus demonstration
Suicide
Bomb threat
Criminal or sexual
misconduct
Off-campus crisis
the college/student
Cyber attack
PARLIAMENTARY PROCEDURES
AND ROBERT’S RULES OF
ORDER
What is Parliamentary Procedure?
 The commonly accepted way in which a group
of people come together, present and discuss
possible courses of action, and make decisions.
 Parliamentary procedure is most correctly
defined as parliamentary law in combination
with the rules of order adopted by an
organization.
What is Applicable to Community Colleges?
1. Statutory guidelines
2. The law of the state
3. How the board chooses to organize itself?
• Parliamentary procedures
• Roberts Rules
What is Applicable to the Running of a
Community College Board Meeting?
The Board of Trustees is NOT a Large
Assembly
• Typical boards are more likely to consist of 5,
9, 11 or 13 members
Differentiation
• It is a business meeting – NOT an assembly
meeting
An Example: The Chair’s Role
• In parliamentary procedures:
• the Chair does not vote unless there is a
tie.
• In board of trustees’ governance:
• the Chair has a legal responsibility to
execute his/her right to vote
Parliamentary Law
 Rules of the game of democracy.
 Rules that govern procedures by which civil and
criminal laws are made and adopted.
 Rules and customs that govern deliberative and
decision-making assemblies and organizations.
Rules of Order
• Refers to written rules of parliamentary procedure formally
adopted by a group of people or by an organization.
• Relates to the orderly transaction of business in meetings
and to the duties of officers in facilitating the conduct of
business.
• Helps ensure that the organization functions smoothly and
that questions about procedure can be resolved quickly
and fairly.
Objectives of Parliamentary Procedure
• Establishes the purpose and structure of
organizations;
• Defines membership classifications, rights, and
obligations; and
• Defines rules and procedures for conducting
business.
Principles of Parliamentary Procedure
Based upon:
 the will of the majority;
 the right of the minority to be heard;
 protection of the rights of absentees;
 courtesy and justice for all; and
 consideration of one subject at a time.
Rules that Govern an Organization
 Federal, state, and local laws
 Articles of Incorporation
 Bylaws
 Special rules of order
 Standing rules
 Parliamentary authority
 Custom
Parliamentary Authority
 Most common is the current edition of Robert’s
Rules of Order Newly Revised.
• Beware of imposters!
 Other recognized PAs:
• The Standard Code (Sturgis)
• Demeter’s
• Mason’s Manual
Why Adopt a Parliamentary Authority?
• No need for an organization to list in its own
governing documents each and every aspect of
the conduct of business and duties of officers in
connection to that business.
The Role of the Chair
Before the Meeting
• Be prepared!
• Have necessary documents: bylaws, rules, etc.
• Have a written agenda and script
• Know parliamentary procedure
• Anticipate sticky issues if possible (Special scripts)
• Know your responsibilities and duties
• Practice!
During the Meeting
 Be impartial
 Preside to benefit the assembly, not yourself
 Know the rights of the chair
• Chair’s rights in debate
• Chair’s rights in voting
 Do not respond to debate
• Preside, don’t explain (debate)
• Chair answers all parliamentary questions
• Chair rules on all parliamentary issues
• No personal opinions
Tips for Effective Meetings
Start on time
Follow your agenda
Be objective; facilitate
Encourage participation
Keep the meeting on track
Close with unifying items
Adjourn on time
The Gavel
 Symbol of authority
 Tap once to open a meeting
 Tap twice to close a meeting
 Series of light taps to secure order
 Use a gavel block
Parliamentary Basics
Motions
Types of Motions
Main motions
• Introduce a new idea or subject
Subsidiary motions
• Changes the idea or deals with handling it
Privileged motions
• Urgent situations relating to the meeting
Incidental motions
• Questions or actions on procedures
Questions Relating to Motions
Is it in order?
Can the speaker be interrupted?
Is a second needed?
Is it debatable?
Can it be amended?
What vote is needed?
Can it be reconsidered?
How to Handle a Motion
A member makes a motion
Another member seconds the motion
The chair states the motion
Members debate the motion
The chair puts the question to a vote
The chair announces the result of the vote
Thirteen Ranking Motions
Fix the time to Which to Adjourn
Previous question (Close debate)
Adjourn
Limit or Extend Debate
Recess
Postpone to a Certain Time
Raise a Question of Privilege
Commit (or Refer)
Call for Orders of the Day
Amend
Lay on the Table
Postpone Indefinitely
Main Motion
Incidental Motions
• Related to the current business in such a way that it must
be decided before that business can proceed.
• Point of order
• Point of information
• Parliamentary inquiry
• Division of the question
• Division of the assembly
• Close nominations
Motions that “bring back” a Question
Take from the table
Rescind or Amend something previously adopted (know
the voting requirement)
Discharge a committee
Reconsider
• Motion may only be made by one who voted on the
prevailing side
Summary and Conclusion
• Planning and Next Steps
• Strategies and Conclusion
• Time for your feedback
• Next steps
• Web page support
• Complete the Evaluation!
SAFE TRAVELS!
See you in Chicago,
October 22 – 25!
Policy Action Agenda: Strategic Goals
1. Reaffirm the mission of the college and its commitment
to ensure access, success, and equity for all students,
while affirming that quality must undergird all
credentials granted by the institution.
2. Ensure that the institutional strategic plan gives priority
to student success and equity and aligns the
institutional budget with student success goals.
3. Request and endorse a completion agenda framework
for your institution, including consistent and comparable
definitions for completion and student success such as
those included in the Voluntary Framework of
Accountability, to ensure uniformity and quality.
Policy Action Agenda: Partnerships
4. Strengthen partnerships with colleges and
universities and PreK-12 systems, particularly in
the areas of articulation, assessment, placement,
and college readiness.
5. Engage employers, workforce boards, and
community organizations to ensure the value of
associate degrees and certificates and their
relevance to local and regional labor markets.
Policy Action Agenda:
Measurements and Metrics
6. Commit to track all entering student cohorts for at least
five years and examine cohort data to determine the
effectiveness of developmental education and other
programs.
7. Ensure that metrics for institutional performance and
student success incorporate employment and wage
data for college completers.
8. Require that measures of student success be
prominently featured in periodic institutional reports to
the board.
Policy Action Agenda: Measurements and
Metrics (cont’d)
9. Invest in building institutional capacity for data- and
evidenced-informed work, including development
of data systems and institutional research.
10. Align board self-evaluation and president/CEO
evaluation with defined student success measures.
Policy Action Agenda: Board Priorities
11. Ensure that the institutional budget clearly reflects
priority placed on improvement in student success
and college completion.
12. Through Board policy and strategic direction,
provide support for the CEO to lead courageous
and transformational work focused on student
success.
13. Establish regular opportunities for the board to
engage in meaningful, data-informed discussions
about priorities and progress on the college’s
student success agenda.
Policy Action Agenda: Board Priorities (cont’d)
14. Invest in implementation of evidence-based educational
pathways for students, regardless of their level of college
readiness upon entry.
15. Upon recommendation by the CEO, adopt student
success policies and support practices at scale, including
practicing that can lead to transformational change in
college orientation, academic skills assessment, course
placement, educational planning, early academic alert
systems, and other evidence-based interventions.
16. Commit to ongoing professional development for the
board.
Board Self-Assessment
Presidential Evaluation
• Conducting a presidential evaluation
• Board self-assessment
• Resources available at www.acct.org
Presidential Evaluation
Why do many boards find it difficult to conduct the
president’s evaluation?
• Not the typical subordinate-supervisor relationship
• Level of complexity of the relationship
• It is easy to avoid
• Other priorities
• Lack of agreement and process
Board Self-Assessment Criteria
• Board organization
• Community involvement
• Board/CEO relationship
• Board behavior
• Advocacy
Board Self-Assessment
Why should the board engage in selfassessment?
• Continuous improvement
• Strengthens communication
• Sets an example for the institution
• Available resources
Presidential Evaluation
The Rewards!
• Set goals and priorities
• Enhance knowledge of the institution
• Commitment to nurture and support
• Focus on expectations and outcomes
• Respect and improved communication
• Ownership and pride in the process
• Greater trust and respect