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BBA Board Role Expectations

Adopted: February 13, 1978

Amended: June 26, 2007

Policy

The Board is a corporate entity created by the provincial legislation and given authority by the School Act and the attendant regulations. It is comprised of trustees elected in accordance with the Local Authorities Election Act. The Board exercises its authority through a democratic process.

The Board is charged with the responsibility of providing, for its students and their parents, an education system organized and operated in their best interests. It exercises this responsibility through setting of local educational policy and the wise use of resources.

The Board has one main purpose, namely to provide educational services as required by the School Act.

Specific Areas of Responsibility:

1.   Planning

  • Establishes annual educational goals for the school system.
  • Assesses the needs of the District.
  • Plans for the resources necessary to achieve the educational goals.
  • Reviews and approves the annual budget.

2.   Policy Governance

  • Establishes a vision for the District.
  • Establishes policy.
  • Evaluates policy impact.

3.   Accountability

  • Acts in accordance with all statutory requirements
  • Performs Board functions required by governing legislation and Ministerial directives
  • Monitors, evaluates and reports District performance and achievements to all stakeholders
  • Evaluates the Chief Executive Officer
  • Develops procedures and hears appeals as required by statute.
  • Negotiates and ratifies memoranda of agreements with bargaining units. • Models a culture of respect, understanding and integrity.
  • Stewards in accordance with its mission statement.

4.   Communications and Community Relations

  • Establishes processes and provides opportunities for input from its constituents.
  • Represents the community’s educational needs, hopes and desires.
  • Explains the school’s programs, needs and desires to the community.
  • Participates in community initiatives/activities (through its trustees)

5.   Superintendent-Board Relations

  • Provides the Superintendent with clear corporate direction.
  • Delegates to the Superintendent responsibility for all executive functions and provides authority commensurate with responsibilities.
  • Evaluates the Superintendent.
  • Supports the Superintendent’s actions.
  • Respects the Superintendent as the Chief Executive Officer.
  • Demonstrates mutual support which is conveyed to the staff and the community.

6.   Political Advocacy

  • Strategically advocates for District needs.
  • Participates in local, provincial and national advocacy processes.
  • Reinforces local, provincial and national positions with media and members of the legislature and parliament.

7.   Board Development

  • Develops a yearly plan for Board/trustee development.
  • Encourages individual trustees to participate in conferences and other activities to further develop Board and trustee effectiveness.
  • Promotes positive and productive interactions amongst fellow trustees.
  • The Board of Trustees will align annual evaluation with the strategic planning process as follows:

Year One- Retreat to review and align the work of the Board of Trustees

Year Two- Superintendent facilitated board review in preparation for strategic planning process

Year Three- Board self evaluation using Appendix A. An outside facilitator may be used.

APPENDIX A

Role Expectation: Planning

  • Establishes annual educational goals for the school system.
  • Assesses the needs of the District.
  • Plans for the resources necessary to achieve the educational goals.
  • Reviews and approves the annual budget.

 

Evaluation Evidence

  • Three-Year Education Plan
  • Budget Report Form
  • Three-Year Capital Plan
  • Ten Year Capital Plan
  • IMP Report
  • Three Year Education Plan Strategies Reports (Updates)

 

  • Letters from Alberta Education

 

  • Board Self – Evaluation Questionnaire results
    • Board role

 Quality Indicators

  • Annual educational goals which move the school system forward are established.
  • The needs of the District are assessed.
  • The approved budget clearly reflects the Board’s goals and priorities.
  • The allocation of resources reflects an effort to ensure student achievement.

 

Role Expectation: Policy Governance

  • Establishes a vision for the District
  • Establishes policy
  • Evaluates policy impact

Evaluation Evidence

  • Vision, Mission Statements
  • Belief Statements
  • Principles
  • Policy Development and Review
  • Board Motions Summary
  • Board Self – Evaluation Questionnaire results
    • Board role

 Quality Indicators

  • A vision for the District is established which will allow it to move forward to a future that continues to enhance student learning and to achieve the District’s educational goals.
  • Established policies facilitate a smooth, effective provision of quality educational services for the District.
  • Policy impact is regularly evaluated to determine if policy is producing the desired results.

 

Role Expectation:
Accountability

  • Acts in accordance with all statutory requirements
  • Performs Board functions required by governing legislation and Ministerial directives
  • Monitors, evaluates and reports District performance and achievements to all stakeholders
  • Evaluates the Chief Executive Officer
  • Develops procedures and hears appeals as required by statute.

 

  • Negotiates and ratifies memoranda of agreements with bargaining units
  • Models a culture of respect, understanding and integrity
  • Stewards in accordance with its mission statement

Evaluation Evidence

  • Annual Education Results Report
  • Audit Report
  • Audited Financial Statements
  • Audit Committee of the Board
  • Superintendent’s Evaluation
  • Litigation
  • Appeals
  • Board Motions Summary
  • Ministerial Reviews
  • Letters from Alberta Education
  • Collective Agreements

 

  • Board Self – Evaluation Questionnaire results
    • Board role

Quality Indicators 

  • Statutory obligations are fully met in a timely manner.
  • Legislated functions are performed in an exemplary fashion.
  • District performance and achievement is monitored, evaluated and reported.
  • The Superintendent is evaluated annually, fairly and thoroughly.
  • Appeal hearings are open, transparent and cognizant of due process.
  • Successful completion and execution of collective agreements using an interest based approach
  • Interactions amongst trustees demonstrate respect, understanding and integrity and hope.

 

Role Expectation:
Communications and
Community Relations

  • Establishes processes and provides opportunities for input from its constituents.
  • Represents the community’s educational needs, hopes and desires.
  • Explains the school’s programs, needs and desires to the community.
  • Participates in community initiatives/activities (through its trustees) 

Evaluation Evidence


  • Policy feedback from stakeholders
  • Trustee attendance at School / Parent Council Meetings
  • Board representation at community organizations and events
  • Trustee attendance at Board initiated consultations
  • Satisfaction Survey Results

 

  • Board Self – Evaluation Questionnaire results
    • Board role
    • Representation / Communication

Quality Indicators

 

  • Processes are established and opportunities are provided for community input.
  • Decisions are representative of the community’s needs, hopes and desires.
  • Processes are established to communicate Board decisions to its constituents.
  • The Board and individual trustees are visible in the community.

 

Role Expectation:
Superintendent-Board
Relations

  • Provides the Superintendent with clear corporate direction.
  • Delegates to the Superintendent responsibility for all executive functions and provides authority commensurate with responsibilities
  • Evaluates the Superintendent.
  • Supports the Superintendent’s actions.
  • Respects the Superintendent as the Chief Executive Officer.
  • Demonstrates mutual support which is conveyed to the staff and the community.

 Evaluation Evidence


  • Policies
  • Board Motions Summary
  • Board Self – Evaluation Questionnaire
  • Board role
  • Superintendent’s Evaluation

 

  • Superintendent’s viewpoint
  • Appeals

Quality Indicators


  • Clear corporate direction is provided to the Superintendent.
  • The Superintendent has been delegated responsibility for all executive functions together with commensurate authority.
  • The Superintendent is evaluated annually in relation to specific role and Board direction.
  • The Superintendent is supported in actions exercised within the delegated discretionary powers of the position.
  • The Chief Executive Officer role of the Superintendent is respected.
  • The Superintendent respects the role of the Board
  • The Superintendent supports and implements the policy directions of the corporate Board

 

Role Expectation:
Political Advocacy

  • Strategically advocates for District needs.
  • Participates in local, provincial and national advocacy processes.
  • Reinforces local, provincial and national positions with media and members of the legislature and parliament.

Evaluation Evidence

  • Board Work Plan
  • Meetings with: Municipal Partners, MLAs, Minister of Education
  • Correspondence to Minister(s)
  • Active participation in provincial organizations such as PSBAA, ASBA.

Quality Indicators

  • Strategies for political advocacy are developed.
  • The Board participates in advocacy processes at the local, provincial and national levels.
  • The Board conveys key messages regularly to media, MLA’s and MP’s.

 

Role Expectation:
Board Development

  • Develops a yearly plan for Board/trustee development.
  • Encourages individual trustees to participate in conferences and other activities to further develop Board and trustee effectiveness.
  • Undertakes an annual Board self-evaluation.
  • Promotes positive and productive interactions amongst fellow trustees

Evaluation Evidence

  • Board Work Plan
  • Board retreats
  • Conference/Activity Reports

 

  • Board Self – Evaluation Questionnaire:
    • Board role
    • Interpersonal Working Relationships

Quality Indicators

  • A yearly plan for Board/trustee development is developed.
  • Individual trustees participate in conferences and other activities and further Board and trustee effectiveness.
  • An annual Board self-evaluation, which defines a positive path forward, is completed.
  • Trustees demonstrate an understanding of and commitment to positive and productive interactions.

 

 

 

References

Legal Reference:

Alberta School Act: Sections, 44, 45
Commissioner of Oaths Act
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