1. Washington, DC August 4 – 6, 2014

2. Facilitator & Staff NARCISA POLONIO, ED.D. Vice President for Research, Education and Board Leadership Services npolonio@acct.org CHRISTINA SAGE SIMONS Education Events Specialist csage@acct.org

3. Agenda Monday, August 4 th  Boardmanship 101  Student Success, Accountability & Outcomes  Advocacy Tuesday, August 5 th  Becoming an Effective Voice  Accreditation  Board/CEO Relationship  Budget, Finances, and Capital Projects  The Media Wednesday, August 6 th  Image Building and Risk/Crisis Management  Robert’s Rules of Order  Board Self-Assessment  Presidential Evaluation

4. History of Community Colleges Who are we?  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

5. 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

6. Business Model

8. The Changing Academy: Future Focus Accountability F ocus 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

9. 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

10. 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

11. 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

12. Community College Presidents Gender20112006 Male67.071.2 Female33.028.8 Ethnicity20112006 White86.986.1 African American5.34.9 Hispanic5.06.1 Asian American1.51.0 American Indian0.60.4 Other-multiple race.71.5 American Council on Education, The American College President 2012

13. Gender Summary 2011 ®

14. Race/Ethnicity Summary 2011 ®

15. Governing Boards 36States have local governing or advisory boards 25 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

16. National Data (1,688 trustees) Age of Trustee Respondents

17. Trustee National Data - Race/Ethnicity EthnicityNumberPercent (%) Caucasian138978 African American1589 Hispanic/Latino1217 Asian/Pacific Islander563 American Indian171 Mixed Race161 Other171 Total1774100

18. What drives your interest in being a trustee? What drives our interest in being a board? Who are we?

19. What kind of super powers would you select? What kind of super hero do you want to be? OR

20. If you had a choice would you select? Option 1. ____to Fly Option 2. ___to be invisible Why? Group Exercise:

21. Trends – Do you have the right tools?

22. 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

23. 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

24. The Role of Trustees Governance Leadership Oversight Challenge Directs Support Protect Advocate Guide Responsibilities Statutory Fiduciary Coordinating Motivating

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. A Job Description for the Board  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

33. A Job Description for the Board  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

34. 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 & CEO relationship 3. Leading by example: Running effective meetings 4. Building trust and demonstrating integrity: Code of Ethics 5. Being consistent: By-laws, procedures, & planning 6. Big picture focus: Evaluation & self-assessment 7. The importance of debates: Controversial issues 8. Team Building: The role of the executive committee

35. Hallmarks of an Effective Board  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. 36 Effective Governance in the 21 st Century

37. Understanding student success and completion Relevance for trustees

39. Manage your fear Walk across the street Go into the right building Talk to the right person Overcome your fear

40. What Keeps the President Awake at Night The Completion Agenda Fiduciary Responsibilities Accreditation Funding

41. Student Success in Community Colleges: Why Now? National Challenges 16 th 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

42. 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

43. 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

44. 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

45. 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.

46. Achieving the dream http://www.achievingthedream.org/

49. 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?

50. 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 http://www.aacc.nche.edu/Resources/aaccprograms/VFA Web/default.aspx

51. 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

52. 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.

53. www.governance-institute.org/toolkit

55. 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.

56. Welcome Reception Hotel Palomar – Corcoran Room 6 p.m. – 8 p.m.

57. Tuesday, August 5 th 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.

58. 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 What are best practices for integrating new trustees?

59. Should involve all of the Board Calendar of important events Job description By-laws review Board policy review Review of procedures and/or Robert’s Rules All trustees benefit from a refresher Representing the community Focus on student success and completion Orientation – Best Practices

60. Public acknowledgement Ceremony Press release Plaque or certificate Commemorative award ACCT History book Public record of service Photograph display of former members of the board Historical documentation How do you acknowledge the service of trustees rotating off the board?

61. Choices, Techniques and Tools  Consent Agenda  Policy Governance  Ethics  Trustee Handbook  Policy Manual

62. Tips  Knowledge is power don't abuse it  Avoid giving orders to staff that work for the 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

63. 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

65. 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)

66. 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.

67. 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

68. 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

69. 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?

70. What are The Goals? 1. Set the right tone 2. Create effective agendas 3. Have sound meeting practices 4. Hear from the public 5. Follow the ground rules 6. Reports from committees 7. Reflect financial and fiduciary responsibilities 8. Foster substantive policy discussions/debate and appropriate actions 9. Represent the college in the public’s eyes 10. Reflect the mission of the college!

71. The Role of the Board is to Govern, NOT Manage the College, by: 1 Conducting the business of the governing board 2 Establishing policy 3 Running effective meetings to achieve that objective

72. Effective Boards Reflect these Standards During a Meeting Act as a unit Represent the common good Set the policy direction Employ, evaluate and support the chief executive Define policy standards for college operations Create a positive climate Monitor performance Support and advocates the college Lead as a thoughtful, educated team

73. Who Reports and Participates in the Board Meeting? The College president or chancellor The College’s attorney The College’s auditor It depends??

74. 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

75. 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’.

76. 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.

77. 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.

78. Organizational Models for Decision Making 1. Committee structure 2. Board as a Whole 3. Policy Governance© John Carver’s model

79. Committee structure Generally for large boards. Does your board function this way? Typical committees: Finance Capital projects Personnel Student services Academic affairs The Board Trustee Committee A Trustee Committee B Trustee Committee C

80. Board as a Whole Does your board do the work as a collective whole?

81. Policy Governance © Boards A model of governance developed by John Carver as a specific set of board- management concepts and principles.

82. 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

83. Policy Governance ® Traditional Board as a Whole Policy CategoriesFour 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 Policy makingBoard develops; start with broad values Usually recommended by president Operational policies Proscriptive (sets limits; states what “not to do”) Prescriptive; states what should be done Community LinksJob #1 of boardShared responsibility

84. Board Chancellor/President Academic AffairsStudent AffairsAdministration/FinanceExternal Affairs Policy Governance ® Model

85. Board Finance/Audit/Physical Plant Committee Academic Affairs Committee Chancellor/President Student Affairs Committee Advocacy Committee Traditional Model

86. Board as a Whole Model Board Legal Firm Chancellor/President Auditing Firm

87. ControlNo Control Knowledge & information Environment Compensation Planning & safeguards Financial management Fundraising Other Health Tragedy or death Funding Competition Personal priorities Other What Can the Board Control?

88. What Trustees Need to Know About Accreditation Dr. Judith Eaton, President, Council of Higher Education Accreditation, DC

89. 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.

90. 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

91. 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

92. 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

93. 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.

94. 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

95. 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)

96. 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

97. 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?

98. 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.

99. Who is Interested in Higher Ed? National State Local

100. Relevant Issues Happening in the Media “Lone Ranger” Syndrome Bad Judgment Gun Control – Security on Campus

101. Brief Overview The Chronicle of Higher Education http://chronicle.com/section/Home/5/ What are the ways that trustees can access the Chronicle?

102. 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

103. 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

104. 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 One Voice

105. Most crises cannot be predicted!

106. During some crises, reporters will try to ‘Divide and Conquer’, contacting multiple staff and/or trustees to try and obtain conflicting messages Consistent Message

107. 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

108. 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

109. 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

110. 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. Relationships

111. Review of Lessons Learned 4:45 p.m. – 5:15 p.m.

112. Explore Washington D.C. Please fill out your evaluation! Enjoy!

113. Wednesday, August 6 th 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.

114. www.trustee-education.org

115. 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

116. Do you have? Emergency testing and response plans Evacuation and notification protocols Communication systems

117. Changes over the last decade What is the effect?  Fear of terrorism  The internet  Mobile phones  Social media  Increased natural disasters  Pattern of aggressive behavior  Guns/Shootings on campuses  Exploitation/Sensationalis  Higher expectations of the community  Litigious society

118. Examples of College Crises  Crime on campus – assault, death  Natural disasters  Financial incompetence, embezzlement  Campus demonstration  Suicide  Bomb threat  Criminal or sexual misconduct  Off-campus crisis associated with the college/student  Cyber attack

119. PARLIAMENTARY PROCEDURES AND ROBERT’S RULES OF ORDER

120. 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.

121. 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

122. What is Applicable to the Running of a Community College Board Meeting?

124. 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

125. 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

126. 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.

127. 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.

128. 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.

129. 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.

130. Rules that Govern an Organization  Federal, state, and local laws  Articles of Incorporation  Bylaws  Special rules of order  Standing rules  Parliamentary authority  Custom

131. 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

132. 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.

133. The Role of the Chair

134. 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!

135. 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

136.  Do not respond to debate Preside, don’t explain (debate) Chair answers all parliamentary questions Chair rules on all parliamentary issues No personal opinions

137.  Start on time  Follow your agenda  Be objective; facilitate  Encourage participation  Keep the meeting on track  Close with unifying items  Adjourn on time Tips for Effective Meetings

138. 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

139. Parliamentary Basics Motions

140. 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

141. 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?

142. 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

143. Thirteen Ranking Motions  Fix the time to Which to Adjourn  Adjourn  Recess  Raise a Question of Privilege  Call for Orders of the Day  Lay on the Table  Previous question (Close debate)  Limit or Extend Debate  Postpone to a Certain Time  Commit (or Refer)  Amend  Postpone Indefinitely  Main Motion

144. 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

145. 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

146. Summary and Conclusion Planning and Next Steps Strategies and Conclusion Time for your feedback Next steps Web page support Complete the Evaluation!

147. SAFE TRAVELS! See you in Chicago, October 22 – 25!

148. 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.

149. 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.

150. 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.

151. 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.

152. 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.

153. 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.

154. Board Self-Assessment Presidential Evaluation Conducting a presidential evaluation Board self-assessment Resources available at www.acct.orgwww.acct.org

155. 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

156. Board Self-Assessment Criteria Board organization Community involvement Board/CEO relationship Board behavior Advocacy

157. Board Self-Assessment Why should the board engage in self- assessment? Continuous improvement Strengthens communication Sets an example for the institution Available resources

158. 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