Board Protocols and Governance Handbook

The Board of Education is entrusted by the community to uphold the Constitutions of California and the United States, to protect the public interest in schools, and to ensure that a high-quality education is provided to each student.

This Handbook reflects the work of the Governance Team (which consists of the Board of Education members and the Superintendent) to create a framework for effective governance. Included herein are the Purpose Statement, Values, Tagline, Description of Effective Governance, Unity of Purpose, Roles and Responsibilities, Guidelines for Working Together, Principles, and Protocols. Agreements have been reached to create the structures that enable the Governance Team to perform its responsibilities in a way that best benefits all children.

PURPOSE STATEMENT

To challenge and inspire students to make a positive and profound impact on their world.

VALUES
Collaborate
Think Critically
Be Creative
Offer Empathy
Learn from Failure

TAGLINE
Image. Inquire. Inspire.

UNITY OF PURPOSE

Board members are the representatives of the people, elected to govern the school district and entrusted to ensure the district schools educate the students in consideration of the interests of the local community.

The Superintendent is hired by the School Board to provide the professional expertise in the day-to-day operations of the district and to:

Work with the School Board to develop an effective governance leadership team.
Serve as the chief administrative officer for the school district.

EFFECTIVE GOVERNANCE

There are three dimensions to the effective governance of any organization:

The actions of an individual
A group coming together to govern
The performance of governance responsibilities by the group

In a school district, the Board and Superintendent work together as a governance team. For a governance team to work together effectively, members need to (1) Maintain a Unity of Purpose, (2) Agree on and govern within appropriate roles, (3) Create and sustain a positive governance culture, and (4) Create a supportive structure for effective governance. Effective governance tenets encompass the basic characteristics and behaviors that enable governance team members to effectively create a climate for excellence in a school district and maintain the focus on improved student learning and achievement.

GOVERNANCE ROLES AND RESPONSIBILITIES

The Governing Board has been elected by the community to provide leadership and citizen oversight of the district. The Board shall ensure that the school district is responsive to the values, beliefs, and priorities of its community. Boards fulfill this role by performing six major responsibilities. The Board must:

Set direction
Establish an effective and efficient structure
Offer support
Ensure accountability
Provide community leadership as advocates for students, staff, the school district and public schools
Ensure learning opportunities for Board Members

These responsibilities represent core functions that are so fundamental to a school system’s accountability to the community it serves that they can only be performed by an elected governing body. Authority is granted to the Board as a whole, not to each member individually. Therefore, Board members fulfill these responsibilities by working together as a governance team with the Superintendent to make decisions that best serve all the students in the community. The Superintendent assists the Board in carrying out its responsibilities and leads the staff towards the accomplishment of the agreed upon district vision and goals.

1. Set the Direction for the School District

Establish the district long-term vision focused on what the students need to achieve their highest potential; set a clear direction that drives every aspect of the district’s programs.
Focus on student learning and ensure that all students have an equitable educational experience.
Receive needs assessment/baseline data.
Generate, review, or revise setting direction documents (beliefs, vision, priorities, strategic goals, success indicators).
Ensure an appropriate inclusive process is used.
Make sure that these documents are the driving force for all district efforts.

2. Establish an Effective and Efficient Structure for the School District

Employ and support the Superintendent; set policy for hiring of other personnel.
Oversee the development and adoption of bylaws, resolutions, and policies.
Set a direction for and adopt the curriculum.
Establish budget priorities, adopt the budget, LCAP, and oversee facilities issues through goals and action.
Provide direction for and vote to accept collective bargaining agreements.

3. Provide Support Through Board Behavior and Actions

Support the Superintendent and staff as they implement the established vision.
Act with a professional demeanor that models the district’s beliefs and vision.
Make decisions and provide resources that support mutually agreed upon priorities and goals.
Uphold district bylaws and policies that the Board has approved.
Be knowledgeable about district efforts.
Ensure that a positive working climate exists.

4. Ensure Accountability to the Public

Evaluate the Superintendent and set policy for the evaluation of other personnel.
Monitor, review, and revise policies and serve as the judicial and appeals body.
Monitor student achievement and evaluate the school system’s progress and program effectiveness; require program changes as indicated.
Work as a governance team to communicate student achievement and progress to the community.
Monitor and adjust district finances.
Monitor the collective bargaining process.
Develop and implement Board self-evaluation.

5. Demonstrate Community Leadership

Speak with a common voice about district policies, goals, and issues.
Engage and involve the community in district schools and activities.
Communicate clear information about policies, programs, and financial condition of the district.
Advocate for students, district educational programs, and public education to the general public, key community members, and local, state, and national leaders.
Ensure that the community and stakeholders have engaged in the LCAP development process.

6. Ensure Learning Opportunities for Board Members

All newly elected Board Members will be scheduled to attend and must complete the Masters in Governance Program offered by CSBA.
As time permits, Board Members will visit school sites and attend school functions, but avoid interrupting instruction or interrupting employees at work.
Model disposition to continuous learning.
Attend learning opportunities in Governance, Instruction, Finance, Personnel, Facilities, etc.
Establish Board needs and use learning resources through district, county, and statewide organizations such as CSBA.

GUIDELINES FOR WORKING TOGETHER

What the Board Needs from the Superintendent-
The Superintendent will support the Board members in fulfilling their responsibilities by:

Continuing to keep them fully informed.
Promoting open, honest communication.
Engaging them in school events and and/or staff/student recognitions.
Ensuring that there are no surprises.

What the Superintendent Needs from the Board-
The Board members will support the Superintendent in fulfilling his/her responsibilities by:

Ensuring that there are no surprises and preparing him/her for success by asking questions in advance as practicable as possible.
Reading/reviewing all communications sent and the Board packet.
Asking how they can help.
Listening to what the Superintendent needs to move the district forward.

What Board Members Need from Each Other
The Board members will support each other by:

Respecting one another’s opinions.
Having open, honest communication as a Board.
Listening and directing attention to the person who is speaking.
Remembering that the meetings are the Board’s meetings in public, not public meetings.
Ensuring that there are no surprises.
Being nonjudgmental and patient with each other.

PRINCIPLES AND PROTOCOLS TO FACILITATE GOVERNANCE LEADERSHIP

Definitions

A principle: A fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning.

A protocol: The official procedure or system of rules governing affairs of state or diplomatic occasions.

1 - Requesting Information from the Superintendent

PRINCIPLE

Critical to the ability of board members to make informed decisions is timely access to information.

➔ The Superintendent endeavors to be responsive to requests for information, maintain the focus on district priorities, and balance the management of staff time.

PROTOCOL

Board members will always work through the Superintendent when asking or requesting additional information on Board meeting agenda items.
The Superintendent will ensure timely responses to requests and will provide the information or direct Board members to the correct source. As appropriate, the Superintendent will distribute answers to all Board members.
The Board will be aware of staff time constraints when requesting information. Length of time to provide the information will be based on the time needed to research the information.

2 - Meeting as Strategic Leadership

PRINCIPLE

The Board meeting is a meeting to conduct district business in public. Well-run efficient meetings model leadership, promote trust and confidence, and provide opportunities to demonstrate strategically moving the district forward and planning for the future.

➔ The governance team wants to let the public know that the Board maintains the focus on professionalism.

➔ The Board meeting provides opportunities to conduct the District’s business and share educational philosophy among the governance team members and with the community.

PROTOCOL

The Superintendent and staff reports will explicitly demonstrate the relationship to the district goals.

The Board members agree to share accountability for Board deliberations that demonstrate that the “right” amount of time is spent on the “right” things while valuing the input of each member of the governance team.
Board member comments at the Board meeting will focus on goals, professional learning, response to community activities or concerns, or educational trends, as they relate to the school district.
As needed, the Board will work with the Superintendent to schedule study sessions.

3 - Role of the Board President

PRINCIPLE

The Board has an obligation to set an example of good government in action for the community.

➔ The Board intends for meetings to proceed professionally, efficiently, and effectively.

➔ The Board president sets the tone and shapes the public’s perception of the school Board.

➔ Each Board member must have the opportunity to express his or her viewpoint during Board deliberation.

PROTOCOL

The role of the Board president is to:

Confer and prepare the agenda and other aspects of the meeting with the Superintendent prior to the finalizing of the agenda.
Facilitate the Board meeting, supporting the effective flow of the discussion and encouraging input from all Board members while staying on task, moving forward, and maintaining proper meeting decorum.
Model the tone and behavior that the Board wishes to convey to the community.
Following the Board meeting, the Board president with the Superintendent will ensure there are appropriate follow-up actions and clarification of possible options for the Board.
The Board president serves as the primary spokesperson for the Board.

4 - Board Meeting Agenda Items Requests and the Consent Agenda

PRINCIPLE

➔ Individual Board members may request items to be added to the Board Meeting Agenda.

➔ A consent agenda allows the Board to approve items together without discussion or individual motions.

➔ Consent agendas help streamline meetings by allowing procedural decisions that are likely to be noncontroversial to be made through a single motion.

PROTOCOL

At any time as well as during Board meetings, individual Board members may request that an item be added for future agenda items. Requests for future agenda items should be made to the Board President two weeks prior to the expected board meeting to allow time for staff review and preparation.

Board members, staff, or members of the public can request an item be pulled from the Consent Agenda for individual consideration during the approval of the agenda or during audience comments.

A typical reason to remove an item from the Consent Agenda is to:

Discuss the item,
Query the item,
Register a vote against the item.
Abstain from the vote on the item.

Consent items should include, but are not limited to, approval of minutes, field trips, conference requests, personnel, etc., as well as items which have been reported and fully discussed in an earlier Board meeting.
Items removed from the Consent Agenda will be discussed after the last agenized action item or tabled to a future meeting.

5 - Resources for Newly Elected Board Members and School Board Candidates

PRINCIPLE

Newly elected members to the Board of Education and School Board candidates may not be familiar with State open meeting laws, meeting procedural policies, Board bylaws, the district budget, goals, and other district-related issues.

➔ The governance team wants to provide all the tools necessary to help the new members and candidates.

➔ Having resources related to Board meeting procedure and pertinent district information will help prepare new Board members for Board meetings and will facilitate integration into the governance team.

➔ School Board candidates will benefit from understanding Board related information.

PROTOCOL

Newly elected Board members will receive the following resources upon election and prior to the first Board Meeting: AUSD Governance Handbook and links to the district online Board Meeting Agenda and Policy information. They will also receive information on where to view the LCAP, District Budget, District Calendars and the District Leadership Staff list and roles.
The governance team will schedule a workshop/conversation meeting prior to or at the first Board meeting held with newly elected Board member(s).
The Superintendent will schedule an orientation meeting with new Board members, to introduce her/him/them to the cabinet and allow for questions and clarifications regarding roles and responsibilities.

6 - Establishing Multi-Year Goals

PRINCIPLE

Establishing district multi-year and annual goals is critical to a forward- thinking, proactive Board that is committed to continuous learning.

➔ Important to the work of the Board is the ability to track progress over multiple years.

➔ Critical to governance work is data-driven decision-making that promotes clarity of direction, focus, and alignment. Setting goals ensures that the work of the district is focused.

PROTOCOL

The multi-year (LCAP) and annual goal-setting process, district mission, and Superintendent evaluation will follow an established calendar.

June – Review past year accomplishments and status of goals.
July/August – Set annual goals, including those in the District LCAP, and establish a schedule of progress reports.

7 - Communications and Designated Spokesperson

PRINCIPLE

It is essential that important and accurate information be communicated to members of the Board, the staff, and the community in as timely a manner as possible.

➔ The governance team recognizes that some situations have legal or other considerations that may place restrictions on what may be told to the media or public.

PROTOCOL

The governance team commits to speaking with one voice. The designated spokesperson will vary depending on the issue or situation:

Crisis/Disaster: The Superintendent is the primary spokesperson and may involve the Board president as the situation dictates.
Meeting Information: (e.g., Board meetings, agenda items, study session): The Board president and the Superintendent will serve as primary spokespersons or may choose a designee.
Core Values, Vision, District Priorities, and General District Information: All governance team members may serve as spokespersons utilizing developed and agreed upon, key messages.

For requests via email regarding Board business:

If a Board member receives an email request from a member of the public, the Board member will respond and copy the Board president and Superintendent on the response, as needed.
If the request is sent to the Superintendent, she/he will copy the answer to all the Board members.
If the email is sent to some or all Board members, they will refer the request to the Board president with a copy to the Superintendent (if the Superintendent is not already copied). The Board president or Superintendent will agree on which of them will respond, copying all Board members.

For requests from the media:

All media requests should be directed to the Public Information Office to ensure consistency and continuity.

8 - Handling Community or Staff Concerns, Complaints and Recommendations

PRINCIPLE

Board members want to be accessible, responsive, consistent, and fair in dealing with complaints, concerns and recommendations from staff and the community.

➔ The Board values open communication and timely resolution of issues.

➔ Board members understand that receiving concerns, complaints and recommendations may be an opportunity to explain the role of the school Board.

PROTOCOL

When approached with an issue or concern, Board members agree to:

Listen openly, being careful to remain neutral.
Remind staff and members of the community that no individual Board member has the authority to solve the issue/concern.
Encourage addressing this with the person who can most directly help with his/her concern, e.g., teacher, principal, or Superintendent.
As appropriate, explain the district complaint or grievance process.
Board members will notify the Superintendent of the issue or concern, as appropriate.
As appropriate, District/school staff will acknowledge concern and respond in a timely manner.

9 - Confidentiality

PRINCIPLE

The governing Board recognizes the importance of maintaining the confidentiality of information acquired as part of a Board member’s official duties.

PROTOCOL

The responsibility of the Board includes being privy to closed sessions or confidential information about district litigation, personnel, negotiations, Superintendent evaluation, or other issues permitted under the Brown Act.

The Board will work to maintain the public’s trust by not breaching confidentiality.
If Board members inadvertently or accidentally violate a confidential issue, the Board will take immediate responsibility for their action.
Confidential items will be reserved for full Board discussion.

10 - Visiting Schools and Attending School Events

PRINCIPLE

The Board wants to be informed about instructional practices and the needs of the students and staff with regard to school programs.

➔ The Board respects the busy schedules of staff and the concern that can be created by well-meaning, but unannounced visits to schools.

➔ The Board members understand that certain roles and relationships require extra care when visiting schools.

PROTOCOL

Board members will schedule and coordinate school visits with site administration when the intent of the visit is in an official capacity.
In most cases, the Superintendent, principal, and/or designee will accompany Board members on these site visits.
Board members requesting a meeting with school staff or administration will schedule this meeting through the Superintendent or designee.
The Superintendent will ensure that staff is aware of the process and protocols for Board members visiting the sites.
Board members are encouraged to visit schools and attend school events.
When visiting with teachers of their own children, Board members will make it clear that they are acting as parents rather than Board members.

11 - Collective Bargaining

PRINCIPLE

Board members value relational bargaining, in both interest-based and traditional formats. The Board expects that ethical, fiscal, and educational goals of AUSD are embedded throughout the collective bargaining process.

PROTOCOL

To achieve this, the Board members will:

Rely on the District negotiations teams to bargain directly with the associations.
Expect, as the representative of the Board, that the Superintendent or designee will inform Board members, collectively and individually, of issues within the collective bargaining process.
Encourage open communication to all those impacted by negotiations, within allowed parameters.

BOARD & SUPERINTENDENT PROTOCOLS

Purpose

Purpose

Board & Superintendent will...

The Board of Education is the educational policy-making body for the District. To effectively meet the District’s challenges, the Board and Superintendent must function together as a leadership team. To ensure unity among team members, effective operating procedures, or protocols, must be in place. There are general protocols and those that are specific for the Board and for the Superintendent.

Keep learning and achievement for all students as the primary focus.
Value, support, and advocate for public education.
Operate openly with trust and integrity.
Govern in a dignified and professional manner, treating everyone with civility, dignity, and respect, while honoring the right to disagree with each other.
Define and respect the difference between administration and policy-making and respect the roles of each.
Keep confidential matters confidential. Uphold the legal requirement for confidentiality on all matters arising from Board Meeting Executive Sessions; keep all conversations taking place in Closed Session absolutely confidential.

Areas of Responsibilities

Board members will...

Superintendent will...

Govern within Board-adopted policies and procedures.
Ensure opportunities for the diverse range of views in the community to inform Board deliberations.
Attend regularly scheduled Board meetings unless a situation occurs that makes attendance impossible; cooperate in scheduling special meetings and/or work sessions for planning and training purposes.
Understand and respect the distinctions between Board and staff roles, and refrain from performing management functions that are the responsibility of the Superintendent and staff.
Acknowledge that individual requests for reports and projects will be directed only to the Superintendent.
Understand the Superintendent’s role to make personnel recommendations and changes in consultation with the Board.
Understand that the Board as a collective body must provide clear signals to its professional staff through its Superintendent.
Take collective responsibility for the Board’s performance.
Cast a vote on all matters except when a conflict of interest arises.
School site visits should be coordinated with the Principal directly with notification to the Superintendent.
Represent the District, when possible, by attending community functions.

Understand the distinction between Board and staff roles and respect the role of the Board as the representative of the community.
Make personnel recommendations and changes in consultation with the Board.
Inform the Board prior to critical information becoming public; apprise all Board members in a timely manner of any major incident or when they may be called on to answer or explain.
Provide information requested by one Board member to every Board member.
Distribute the Board agenda in a timely fashion and with enough time for Board study, and clarify information prior to a scheduled meeting.
Never bring a matter to a public meeting that is a surprise to a Board member or cabinet member.
Treat all Board members professionally.
Visit school campuses regularly.
Represent the school district by being visible in the community.

Communication

Board members will...

Superintendent will...

Communicate a common vision.
Communicate directly with the Superintendent whenever a question or concern is raised by a staff member, student, parent, or community member.
Contact the Superintendent whenever contacted by the media regarding an incident, event, or agenda item.
Communicate proactively with the Superintendent to address questions and/or concerns about agenda items and policy issues.
Communicate one-on-one with the Superintendent when an individual concern arises; will not allow a matter to fester.

Communicate with Board members promptly and effectively.
Inform the Board prior to critical information becoming public; apprise all Board members in a timely manner of any major incident or when they may be called on to answer or explain.
Distribute information fully and equally to all Board members.
Provide requests for additional information through a Board update, special report, Board agenda items, or as a Board workshop.
Communicate with individual Board members to determine if concerns exist prior to a possible problem developing, and respect the right to disagree with each other.

Constructive Discussion

Board members & Superintendent will...

Maintain Constructive Discussion with Respect For One’s Differing Position

Act with dignity, and understand the implication of demeanor and behavior.
Recognize and respect differences of perspective and style on the Board and among staff, students, parents, and the community.
Respect the decisions of the majority vote after honoring the right of individual members to express opposing viewpoints and vote their convictions.

Decision Making

Board members will...

Superintendent will...

Understand that authority rests with the Board as a whole and not with individuals.
Recognize that decisions are made only at properly scheduled board meetings.
As an individual Board member, not make or appear to make a decision that appropriately should be made by the entire Board.
Recognize the individual role of constituents and special interest groups, while understanding the importance of using one’s best judgment to represent all members of the community.

Provide data to the Board members so data-driven decisions can be made.
Present major decisions initially as a discussion item, then place it on the next Board agenda for action.

Leadership

Board members will...

Superintendent will...

Work with all members of the Board and the Superintendent to become a team devoted to students; be dedicated to making all members of the team successful.
Participate in professional development and commit the time and energy necessary to be an informed and effective leader.

Work toward creating a team with the Board dedicated to students.
Communicate the common vision.
Recognize that the Board/Superintendent governance relationship requires support by the District’s management team.
Accept leadership responsibility and be accountable for implementing the vision, goals, and policies of the District.
Bring to the attention of the Board matters that affect relationships.
Model the value of life-long learning.

Periodic Evaluation

Board members will...	Superintendent will...
Objectively evaluate the Superintendent’s performance and provide appropriate feedback on an annual basis. Periodically evaluate its own effectiveness; review its protocols at least every two years.	Respect and acknowledge the Board’s role in setting policy and overseeing the performance of the Superintendent. Conduct a self-assessment prior to the Board’s evaluation of the Superintendent’s job performance

Planning

ORGANIZATIONAL CHART

SIGNATURES

To support a positive working relationship among the AUSD Governance Team, staff, students, and the community, we have reviewed and have agreed to these responsibilities, principles, and protocols outlined in the 2024-2025 Governance Handbook. We shall review and renew these agreements annually.

Raymond Cheung President	Shirley Yee Board Member
Leigh Chavez Vice President	Jennifer Vargo Board Member
Fenton Eng Clerk	David Vannasdall, Ed.D. Superintendent

Date Board Approved: September 10th, 2024

Board members will...	Superintendent will...
Focus on policymaking, planning, and evaluation for student success. Participate in establishing annual expectations and goals for the Superintendent.	Work with the Board to establish a clear vision for the District. Prepare preliminary goals annually for the Board’s consideration.