Standard Ten: Governance and Administration
Committee Members:
|
Faculty Rudy Sanfilippo, Co-Chair Chuck Iverson Richard Claire> |
Classified Debbie Carrington, Co-Chair Marie Tucker Jennifer Grafe Tim Hoo |
Administrators Ron Galatolo |
Student Joe Harney |
A. Governing Board
A.1 The governing board is an independent policy-making board capable of reflecting the public interest in board activities and decisions. It has a mechanism for providing for continuity of board membership and staggered terms of office.
Descriptive Summary
The Board of Trustees is composed of six (6) members. Five members are elected at large by County voters for four-year terms and one student trustee is elected annually through the Associated Student's election procedure. The student trustee has the right to make and second motions and has an advisory vote on Board matters. Continuity is ensured by the staggered election of the trustees. Three are elected in one election year and two are elected two years later. The President and Vice-President-Clerk of the Board are elected by Board members at an organizational meeting held each year. (10.1; 10.2)
Although the boundaries of the San Mateo County Community College District are the same as those of the County, the District Board of Trustees is independent of County government.
The District Chancellor-Superintendent is the chief executive of the District and administrative officer for the Board. He serves as Secretary for the Board, but has no vote.
All meetings of the Board are open to the public, and no Board action may be taken any other time. Three separate times are set aside at each Board meeting when the public may address the Board. (10.3) The Board invites the public to participate in deliberations of each agenda item at the time the item is discussed. The public may address the Board at all regular meetings under the agenda item "Statements from the Public on Non-Agenda Items." Anyone can make a "special presentation" to the Board by advance arrangement.
In addition to open meetings for action, the Board may conduct closed sessions, permitted only for discussion of certain personnel and collective bargaining matters, litigation, and other topics as allowed by law.
The Board has also sanctioned the development of community and professional advisory groups to advise the faculty, administration and Board in areas of occupational programs and KCSM-TV/FM. (10.5)
The student trustee is in contact with student representatives at each of the three campuses on a regular basis. (10.6)
Self Evaluation
The Board recognizes both the right of free expression of views and the value of public input to Board policy decisions. Over the past several years, the Board has taken a number of steps to insure that all voices are heard on important matters that it is considering. The Board altered the Board meeting agenda to prominently display the methods by which faculty, staff, and members of the public can address the Board at Board meetings and/or request that a matter not on the agenda be discussed by the Board .The Board routinely invites public comment on agenda items before action is taken and, on a number of occasions, has deferred action on an item until broader consultation on the matter occurred.
The Board also has reached out to local high school districts in an effort to strengthen ties between the two segments. Over the past three years, it has held joint Board meetings with several high school district boards and has discussed issues of common interest, such as Middle College programs, Head Start programs, and college readiness issues.
All five Board members are active in a variety of community organizations and are well known educational leaders in the County. Because of their many contacts in the community, they are knowledgeable about current events which could affect the College District. In addition, each of the Board members attends college meetings—such as Academic Senate meetings, Associated Students meetings, Vocational Program Advisory Committee meetings—and meets with faculty and staff in order to hear first hand about significant issues on campus.
The District also periodically conducts community needs assessments.
Planning
Agenda
None
A.2 The governing board ensures that the educational program is of high quality, is responsible for overseeing the financial health and integrity of the institution, and confirms that institutional practices are consistent with the board-approved institutional mission statement and policies.
Descriptive Summary
The Board of Trustees, representing the people of the District, determines the mission and goals of the District, establishes and maintains educational offerings and academic standards, and adopts policies and procedures that govern the District's annual budget. (10.7)
In compliance with the State Education Code, an annual financial audit of the District is conducted by an independent certified auditor. A plan is prepared to correct any deficiencies revealed in this audit, and management ensures that the plan is executed.
The Board of Trustees carefully reviews the district's financial reports and has a policy to maintain a 3 percent to 5 percent contingency reserve .The Board also has set-asides to offset the future liability for the commitment to provide health benefits to eligible retirees, for major/minor construction, and for other special needs, such as instructional equipment, staff development, professional development, and program improvement.
The Board has developed both a comprehensive Educational Master Plan and a Facilities Master Plan to assure physical facilities will meet future educational program needs. (10.8) These plans led the Board to place a $148 million dollar bond (Measure A) before the voters on November 2, 1999, to provide for funds to modernize science and computer labs; improve plumbing, heating, cooling systems; repair roofs; build and improve libraries; improve campus lighting; make earthquake safety improvements; improve access for disabled persons; and renovate space for technical programs .Passage of the bond required a two-thirds vote of the public. It failed, with a 65 percent vote in favor of the bond.
The Board adopts a productivity allocation model that is followed for the distribution of funds to the three campuses. The current model, with minor yearly adjustments, has been followed for four years and will be reviewed.
The Board relies primarily on the District and College Academic Senates and their curriculum committees for advice on curriculum.(10.9) After appropriate review at the college, all new/banked/deleted courses/programs are brought to the Board for approval. A systematic process for the review of all academic programs has been instituted and formalized within the district. (10.10) All academic programs are reviewed once every six years in this program review process. At Cañada the integrity of this report is reviewed by a joint committee of the Academic Senate and College Council. (10.11; 10.12)
The District Mission Statement clearly outlines that the District is committed to effective institutional research that supports the evaluation and improvement of programs, services, and student outcomes. (10.13)
Self
Evaluation
All external reports verify the financial soundness of the District.
The Board of Trustees receives and reviews regular reports related to enrollment, finances, facilities, curriculum, and student services. The Board is committed to a high quality educational program that is consistent with the District's mission and philosophy, to program offerings that are responsive to and reflect community needs, and to ensuring a fair and equitable financial distribution among the three colleges within the district. The Board maintains close interaction with the Chancellor and the Associate Chancellor to ensure fiscal accountability and compliance with all external guidelines and mandates. Students, staff, faculty and the public have the opportunity to address the Board on matters directly related to the business of the Colleges.
The six year cycle of reviewing academic programs is working at Cañada. Program review reports are also subject to approval by the Board of Trustees.
Planning
Agenda
None.
A.3 The governing board establishes broad institutional policies and appropriately delegates responsibility to implement these policies. The governing board regularly evaluates its policies and practices and revises them as necessary.
Descriptive
Summary
The Board of Trustees adopts policies and procedures that govern
all operations of the District and its Colleges; these policies
are found in the District Rules and Regulations. The Board solicits
input on these policies prior to adoption. Additions or amendments
to the Rules and Regulations are reviewed through a shared governance
process. (10.14)
Once policies are adopted by the Board, the Chancellor and College Presidents are responsible for ensuring that policies are implemented on a continuing basis. The Board is responsible for establishing broad policy and providing direction that enables the District and Colleges to develop strategies and processes to implement those policies. The District Mission Statement indicates strong support for shared governance with regard to information sharing and decision making.
The Board of Trustees also reviews changes in the organizational structure of the Colleges and the District. Proposed changes in organizational structure are consultatively developed, recommended by the Chancellor and College Presidents, and approved by the Board.
Self
Evaluation
In the early 1990's, a comprehensive review of each chapter
of District Rules and Regulations was undertaken and a number
of significant changes were recommended to the Board. Since
that time, policy additions or amendments are considered on
an as needed basis; approximately five to seven policies are
amended or added each year. Additions and/or amendments to Rules
and Regulations can be suggested by any board member or staff
member. Changes in Rules and Regulations often occur as a result
of a change in State law.
The Board of Trustees reviews proposed changes and new policies as they are received for feasibility and consistency with the District mission statement and for consistency in the college mission statements and programs throughout the three colleges. The Chancellor and College Administrators implement policies, statutes, and regulations.
Shared governance is practiced through processes that include information sharing and decision making.
Planning
Agenda
The Chancellor, via the Chancellor's Council and District Shared
Governance Council, will continue to actively review and make
recommendations to the Board about policies, statutes, and regulations
that will ensure quality, accountability, and consistency in
all college programs throughout the district.
A.4 In keeping with its mission, the governing board selects and evaluates the chief executive officer and confirms the appointment of other major academic and administrative officers.
Descriptive
Summary
The Chancellor is evaluated annually by the Board of Trustees
based upon mutually agreed upon goals and objectives. The Chancellor
annually presents a written report to the Board, staff, and
public on District goals achieved. College Presidents are evaluated
every year by the Chancellor and the results shared with the
Board.(10.15) Interestingly, all three College Presidents in
the District made career changes and vacated their positions
in June 1999. During the Spring 2000 semester, Presidents at
all three colleges were hired in permanent positions.
The Board of Trustees makes the final appointment of all new faculty, staff, and administrative hires. San Mateo County Community College District is an equal opportunity employer. The Board of Trustees, administrators, faculty, and staff share in the responsibility to observe affirmative action practices. (10.17)
Self
Evaluation
Hiring committees for the permanent position of College President
were established on each of the three campuses. A consultant
was hired to coordinate this effort. Each of these committees
established hiring criteria for the College President position.
The three positions were opened to a national search for applicants
and the selection process followed standard hiring procedures.
The Board follows established procedures for evaluations of the Chancellor. The Chancellor does the same for evaluation of College Presidents, with reports to the Board.
Planning
Agenda
None.
A.5 The size, duties, responsibilities, ethical conduct requirements, structure and operating procedures, and processes for assessing the performance of the governing board are clearly defined and published in board policies or by-laws. The Board acts in a manner consistent with them.
Descriptive
Summary
The Board is governed by the Education Code of the California
Statutes and Title V of the California Administrative Code.
The Board exercises those powers expressly granted and implied
by statute in order to carry out its responsibilities for government
and management of the District.
The size, duties, responsibilities, and ethical conduct requirements of the Board of Trustees, as well as the operating procedures and processes for performance evaluation, are set forth in the San Mateo County Community College Rules and Regulations Manual. Section 1.00 defines the Organization of the Board; Section 1.10 presents a comprehensive list of the legitimate duties of the Board; Section 1.35 Board Member Conduct clearly addresses financial conflict of interest, conduct at meetings, and appropriate channels of communication. Section 2.22 states the Policy on Employment of Relatives.
Evaluation of Board Members takes place at the ballot box every four years. However, the Board does an annual self evaluation, as outlined in Section 1.35 Board Member Conduct. (10.18; 10.19)
Self
Evaluation
The policies of Board Member conduct are in compliance with
WASC Accreditation Standards and the CCLC recommendations on
these matters.
The Board is committed to the policies of ethical conduct as they relate to specific behavior and operational modes. The Board represents the general interest of the Colleges and acts only in the best interest of the Colleges and the community.
The annual self evaluation by the Board identifies areas of Board functioning that are working satisfactorily and those that need improvement. This self assessment is the basis for discussions at the Board's annual evaluation meeting.
Planning
Agenda
None
A.6 The governing board has a program for new member orientation and governing board development.
Descriptive
Summary
Orientation of new Board Members consists of briefings that take place over a period of months starting from the appointment or election of the new member. The Chancellor, College Presidents, and Director of Community and Government Relations in the Chancellor's Office develop a list of significant current topics plus any topics the new member wants covered. Depending on the topic, various people are brought in for the briefings. The new member is also scheduled for meetings with each College President, the District Academic Senate President, the union Presidents, and sometimes with the attorney for the District.
In addition, all of our trustees elected in the last ten years have attended a two-day new trustee orientation conference hosted by the Community College League of California (CCLC)
Self
Evaluation
The process used by the Board for orientation of new members
has worked well.
Planning
Agenda
None.
A.7 The board is informed about and involved in the accreditation process.
Descriptive
Summary
The Board receives progress reports throughout the accreditation
self study process. The Board receives, reviews, and approves
the college's final accreditation Self Study and team visit
report. All communications from WASC are distributed to Board
members.
Self
Evaluation
The Board has requested and received written reports and presentations
regularly by the College on its progress in completing the accreditation
process.
The Board of Trustees reviews, makes comments and approves the Self Study report prior to its submission to the Accreditation Commission.
Planning
Agenda
None.
B. Institutional Administration and Governance
B. 1 The institutional chief executive officer provides effective leadership to define goals, develop plans, and establish priorities for the institution.
Descriptive
Summary
In conjunction with the Planning and Budgeting committee and
Administrative Council, the President of the College develops
annual goals and plans for the College. The goals and plans
are reviewed by the representative constituencies at the College
and then presented to the College Council members. These goals
are then reviewed and approved by the Chancellor at the District
level to ensure consistency with the District mission and goals.
Goals are evaluated at the end of each year and used to establish
new goals for the coming year. These goals are part of the President's
evaluation.
Self
Evaluation
The President of the College is responsible to the Chancellor
for the development of all aspects of the educational and student
services program at the College. Responsibility for the daily
administration and operation of the College is delegated to
the President.
The Chancellor requires the President to submit annual goals and plans to him for review and approval.(10.20) The highest priorities are productivity and retention of students. The College continues to develop its enrollment management program and to pursue new and revised programs that will attract students.
Planning
Agenda
None.
B.2 The institutional chief executive officer efficiently manages resources, implements priorities controlling budget and expenditures, and ensures the implementation of statutes, regulations, and board policies.
Descriptive
Summary
The Chancellor delegates the primary responsibility for the
administration of the College to the President. The President,
as the institutional chief executive officer, is responsible
for managing resources, controlling budget and expenditures,
and implementation of statutes, regulations, and Board policies.
The College Budget Officer reports directly to the President
regarding all matters related to college resources, budget,
and expenditures.
The President meets with the College administrative team on a semi-monthly basis to discuss administrative issues, regulations, budget items, hiring priorities, and educational matters. The Academic Senate President and the Classified Senate President are also invited to attend these meetings.
Self
Evaluation
The President of the College supervises, guides, and directs
the administrative team in assuring that resources are spent
efficiently and are fairly distributed among the divisions and
for upholding the College and District Mission Statements. The
President keeps the Chancellor informed of key aspects of the
budget process and administrative decisions made at the college
level. The Chancellor provides leadership to the College and
ensures that district policies, statutes, regulations, and District
Mission are implemented.
Planning
Agenda
None
B.3 The institution is administratively organized and staffed to reflect the institution's purposes, size, and complexity. The administration provides effective and efficient leadership and management which makes possible an effective teaching and learning environment.
Descriptive
Summary
The College periodically evaluates its administration organization
and staffing to ensure it reflects the institution's purpose,
size, and complexity. The current structure as noted in the
organizational chart clearly outlines the current positions
staffed by the College and their relationship to each other.
(10.21)
Self
Evaluation
Frequent division retreats and special focus groups on teaching
and learning have provided effective and efficient leadership
and management that make possible an effective teaching and
learning environment.
Planning
Agenda
None.
B.4 Administrative officers are qualified by training and experience to perform their responsibilities and are evaluated systematically and regularly. The duties and responsibilities of institutional administrators are clearly defined and published.
Descriptive
Summary
There are defined qualifications for all administrative positions,
and the selection process assures that these qualifications
are met. Personnel Services maintains job descriptions for each
administrative position and these job descriptions are reviewed
and revised as needed when vacancies occur.
The evaluation of administrative officers is clearly outlined in section 5.16 District Rules and Regulations. Specific procedures for the process have been adopted and are maintained in the Office of Personnel Services.(10.22) There are two types of evaluations—annual and comprehensive. The annual review consists of a conference with the immediate supervisor regarding goal setting and evaluation of performance based on the achievement of stated goals. The comprehensive evaluation expands the annual review by including a peer and a subordinate review, a self evaluation, and a final evaluation by the supervisor.
All managers are evaluated annually by their immediate supervisor and with a comprehensive evaluation every three years. Newly appointed managers are evaluated with an annual evaluation the first year, followed by a comprehensive evaluation in the second year, and every three years after that.
Self
Evaluation
The current system is being followed and is generally working
well.
Planning
Agenda
None.
B.5 Administration has a substantive and clearly-defined role in institutional governance.
Descriptive
Summary
Cañada College administration is represented in institutional
governance through membership on College Council, the Administrative
Council, the Instruction Council, District Shared Governance
Council, and other institutional committees. The administrators
hold two of the twenty voting positions on the College Council.(10.41)
Cañada College's administrative structure reflects the
institution's purpose, size, and complexity. The College's organizational
chart shows its current administration.(10.21)
The College President works closely with the administrative team to coordinate and implement College decisions. The Administrative Council consists of the President, the Vice President of Instruction, the Vice President of Student Services, the three Academic Deans, the Dean of Instructional Services, the Public Information Officer, and the Budget Officer, plus the Academic Senate President, Classified Senate President, and four Academic Supervisors. The Instruction Council includes the Vice President of Instruction and all instructional administrators. The Student Services Council includes the Vice President of Student Services, academic supervisors, and program coordinators in Student Services.
The administrators and College Council serve as advisory members to the President. The College President makes final decisions and presents college priorities and the proposed budget to the Chancellor and Board of Trustees. (10.23)
Self
Evaluation
Members of the administrative team at the College participate
in Administrative Council, Instruction Council, Student Services
Council, Budget & Planning Committee, College Council, and
District Shared Governance Council. There has been a recent
change in the budget & planning process to increase participation
of faculty and staff. (10.39) The procedures for the Budget
and Planning process were also revised to assure accountability
at all levels of the budget making process.
The administration plays an integral role in program development, curriculum offerings, update of courses, instruction, and evaluation.
The substantive and clearly defined role for the administration is to deliver a coherent, well-balanced, relevant academic program within the budget that upholds the College and District Mission. This role is delegated to the Administration by the Board of Trustees.
Planning
Agenda
The College Council will evaluate the efficacy of the newly
revised Budget & Planning process model after one year.
B.6 Faculty have a substantive and clearly-defined role in institutional governance, exercise a substantial voice in matters of educational program and faculty personnel, and other institutional polices which relate to their areas of responsibility and expertise.
Descriptive
Summary
Cañada faculty has a defined role in institutional governance.
This role is clearly defined at the departmental and division
levels where faculty participate in program review, faculty
screening/hiring, faculty evaluations, facilities and equipment
planning, and budget prioritizing. Additional voice at the campus
level is provided through faculty participation on College committees
and division meetings. The college Curriculum Committee is a
sub-committee of the Academic Senate. Faculty also have serve
on staff development committees, College Council, Technology
Committee, and Trustees' Fund for Program Improvement.(10.25)
Self
Evaluation
Cañada College faculty have clearly defined and active
roles in almost all areas of institutional governance, and particularly
in matters of educational program and faculty personnel.
Planning
Agenda
None
B.7 Faculty have established an academic senate or other appropriate organization for providing input regarding institutional governance. In the case of private colleges, the institution has a formal process for providing input regarding institutional governance.
Descriptive
Summary
The primary input of faculty in the College-wide decision making
process is through the Academic Senate.(10.24) The Academic
Senate is responsible for providing effective participation
of faculty in governance. The Governing Council, its policy
making body, is responsible for making recommendations in curriculum
and academic and professional standards.
The faculty is also represented at the campus level on the College Council. This body is charged with advising the President on matters of College planning and budget, institutional staffing, College master planning, and accreditation review. Faculty hold six of twenty voting positions on the College Council. (10.41)
The Cañada College Academic Senate President serves as a member of the District Academic Senate Governing Council, the executive committee for the District Academic Senate. This forum discusses district-wide faculty concerns that are taken directly to the Board of Trustees. The District Academic Senate president is seated with the three College Presidents and the Associate Chancellor at the Board meetings.
At the District level, the Cañada College faculty further participate in institutional governance through representation by the Academic Senate President or a senate designee on the District Shared Governance Council.(10.26) Providing a forum for district-wide faculty concerns, the District Shared Governance Council, which is regularly informed about the impact of state and local fiscal issues, reviews and makes recommendations on policy matters to the Chancellor and Board of Trustees.
Self
Evaluation
The Cañada College faculty is afforded the mechanism
to participate fully in the governance of the institution. The
Academic Senate Governing Council reviewed and evaluated the
college structure to determine if some committees could be consolidated
and it was decided to consolidate a few committees.
The Curriculum Committee of the Academic Senate was commended for its performance, thoroughness, and exemplary practices in the 1999 fall Matriculation Site Visit Report. (10.27) Most faculty seem satisfied with the mechanisms currently in place, as evidenced by a lack of complaints to the contrary.
Planning
Agenda
The members of all standing and appointed committees, including
screening and hiring committees, should be made publicized college-wide.
B.8 The institution has written policy which identifies appropriate institutional support for faculty participation in governance and delineates the participation of faculty on appropriate policy, planning, and special purpose bodies.
Descriptive
Summary
The written policy identifying institutional support for faculty
participation in governance and delineating the participation
of faculty on appropriate policy, planning, and special purpose
bodies may be found in several sources.
Approved policies and procedures of the District referring specifically to consultation with the District academic senates and District shared governance process may be found in the District Rules and Regulations, housed in each division and administrative office.
Published in The Cañada College Faculty Handbook, the Cañada College Academic Senate Constitution describes the function of the Academic Senate and its committees, its legal status, and its role in shared governance. Similarly, the Cañada College Council By-Laws and Operating Procedures describes the philosophy, scope, organization, and operating procedures of the College Council.
Service on College or District committees is listed as part of faculty job descriptions. Additional articulation requiring faculty committee participation is found in the District contract with the American Federation of Teachers (AFT), Local 1493, the faculty bargaining agent. Copies of the current contract may be obtained from campus AFT officers or may be found in division and other administrative offices. (10.28)
Funds for attending Academic Senate conferences, paying state dues, and operating expenses are authorized in the college operating budget.(10.29) Also, funds from a voluntary faculty contribution are used to support the work of the Academic Senate. In addition, written policy identifying nine units of release time for participation in governance is specified in the bargaining contract.(10.28) At Cañada College, the nine units are divided equally among the Chair of the Curriculum Committee, President of the Academic Senate, and other officers as decided by the Governing Council.
Self
Evaluation
While there is ample evidence in various college and district
documents about the faculty role in governance, it remains a
challenge, especially with so many new hires, to make sure all
faculty know about these opportunities. Beginning in Fall 1999,
the Vice President of Instruction has designed and led a series
of New Faculty Orientation seminars in which new faculty are
introduced to their obligations and opportunities for participation
in institutional governance. Since the introduction of these
seminars, faculty participation has increased.
Planning
Agenda
The Academic Senate should remind faculty of the availability
of these sources at the beginning of each academic year.
B.9 The institution clearly states and publicizes the role of staff in institutional governance.
Descriptive
Summary
Approved policies and procedures of the District referring specifically
to the inclusion of classified staff in governance may be found
in the District Rules and Regulations, housed in each division
and administrative office. These references clearly state that
classified staff is to be represented at all levels of governance.
(10.40)
The Cañada College Council By-Laws and Operating Procedures makes specific references to the selection of representatives from the college staff to serve on governance and College committees. The Cañada College Classified Senate maintains its own Constitution and By-Laws that provide for participation and representation. Classified Staff hold six out of the twenty votes on the College Council.
Self
Evaluation
Although approved policies and procedures refer specifically
to the inclusion of classified staff in college governance,
staff participation is limited. This limited participation is
attributed to several factors:
Up until 1999, staff had experienced many cutbacks in positions and limited new hires.
Staff members are expected to complete their work duties in addition to their work on governance committees or councils without replacement.
There are no consistent provisions throughout the campus for overtime or any other compensation for staff who serve on governance committees or councils.
Supervisors vary in their encouragement and support of staff participation.
Planning Agenda
1. Supervisors should actively encourage and support participation of classified staff on all standing and appointed committees, including screening and hiring committees.
2. The Classified Senate will provide to standing committees a list of potential classified personnel, after announcing committee openings, describing duties and time commitments involved, and seeking volunteers from its membership.
B.10 The institution clearly states and publicizes the role of students in institutional governance.
Descriptive
Summary
Approved policies and procedures of the District referring specifically
to the inclusion of students in governance may be found in District
Rules and Regulations. One provision provides for one
student from the District to serve as a nonvoting member of
the Board of Trustees.(10.30) These rules and regulations may
be found in each division and administrative office.
The Cañada College Council Handbook, By-Laws, and Operating Procedures provides for six student representatives with equal voice and vote on issues brought before the College Council. (10.41)
The officers of the Associated Students of Cañada College (ASCC), which represents all students and serves as the voice of the students to college administration, include students elected and those appointed by the Student Body President. In the Associated Students of Cañada College Constitution and By-Laws (10.42) one of the published rights and responsibilities of an appointed student senator is to serve on a College committee.
Also published in the Associated Students of Cañada College By-Laws, as of the first day of the Spring Semester 1998, are very specific by-laws, policies, and regulations specifying eligibility, stipends, designated meetings, committees, activities, and representative responsibilities applying to all persons attending designated shared governance meetings on behalf of the Associated Students of Cañada College. Among the committees specified are the District Shared Governance Council, College Council, College Curriculum Committee, College Hiring/Search Committees, and College/District Facilities/Master Planning Committee. Provisions are also made to select a Student Trustee Nominee to run in a general election to serve as the student representative to the District Board of Trustees. (10.30)
Self
Evaluation
The inclusion of students in governance is clearly stated in
the Rules and Regulations of the District and in the Constitution
of the students. At the time of student elections, there is
extensive publicity regarding the upcoming elections. At other
times of the year, there is minimal publicity regarding student
governance.
Planning
Agenda
The Vice President of Student Services will work with the President
of the Academic Senate to distribute a bulletin to be read by
teaching faculty during the first four weeks of classes outlining
opportunities for students to participate in institutional governance,
ASCC activities, and college committees.
C. Multi-College Districts and/or Systems
C.1 The district/system chief executive officer provides effective leadership to define goals, develop plans, and establish priorities for the institution.
Descriptive
Summary
The Chancellor is responsible for defining goals, developing
plans, and establishing priorities for the District operations,
with participation of the District Shared Governance Council,
District committees, the Associate and Assistant Chancellors,
College Presidents, and administrative staff. Annual goals,
plans, and priorities are based on evaluation of last year's
goals and the projections of District senior administrators
for major projects. Special study sessions are used to formalize
a draft of the annual goals, which is presented to and approved
by the Chancellor's Council and the District Shared Governance
Council before being sent to the Board of Trustees for adoption.
The Chancellor ensures that district goals, plans, and priorities
are consistent with the District Mission statement and that
the colleges have sufficient resources to achieve them. The
Chancellor holds Board Study Sessions that provide time for
informed discussions for defining goals, developing plans, and
establishing institutional priorities .Furthermore, the Chancellor
communicates through regular correspondence with the Board of
Trustees and District-wide distribution of updates and newsletters.
Self
Evaluation
The Chancellor and Board of Trustees provide effective District
leadership through regular consultation and planning with the
District Shared Governance Council, Chancellor's Council, District
committees, District senior administration, and College Presidents.
The Chancellor and Board of Trustees have increasingly supported the College in its efforts to define its goals, establish individuality to meet community needs, develop plans, and establish and follow through with institutional priorities. In recent years, the College has experienced a greater sense of District support. The District has given substantial funding for program development and improvement that has had a positive impact in our increased enrollments, program development, staffing, and morale.
Planning
Agenda
None.
C.2 The district/system chief executive office efficiently manages resources, implements priorities controlling budgets and expenditures, and ensures the implementation of statutes, regulations and board policies.
Descriptive
Summary
The Chancellor is responsible for overseeing the financial resources
and fiscal soundness of the District. The Chancellor works with
the Associate Chancellor and the College Presidents to ensure
the implementation of state and legal statutes, regulations,
board policies, and the District Mission. The Chancellor's Council
meets semi-monthly to discuss programmatic, fiscal, and operational
issues of the District. These meetings involve the College Presidents,
Associate and Assistant Chancellors, and senior District Administrators.
Business Services prepares quarterly financial reports that are reviewed by the Associate Chancellor before being presented to the Board of Trustees. A budget allocation model is utilized to distribute financial resources to the three Colleges. In addition, the Budget and Fiscal Operations Group (BAFOG) meets monthly to provide better linkage between the Chancellor's Office staff and the College Budget Office. The Chancellor maintains close interaction with the Board of Trustees to ensure fiscal accountability and compliance with all external guidelines and mandates. The Board of Trustees adopts the District budget. External auditors annually review the District's procedures and policies for compliance with regulations.
Self
Evaluation
District resources have been managed efficiently by the Chancellor,
with district and college administrative support. The processes
for input and dissemination of information to the College are
working well. Recent changes in long standing District policy
have created a more responsive and streamlined process for budget
development, input, and critical needs funding.
Partnership for Excellence dollars began in 1998-99, and this year, after several years of District revenue decline that resulted in budgetary cuts across the District, the District has an increase in revenue and has supported the College in its efforts to increase funding levels in programs, services, and personnel.
The Chancellor ensures that all statutes, regulations, and Board policies are implemented properly and equitably.
Planning
Agenda
None.
C.3 The district/system has a statement which clearly delineates the operational responsibilities and functions of the district/system and those of the college.
Descriptive
Summary
The District Rules and Regulations Manual delineates the operational
responsibilities and functions of the District and the three
colleges.
The Board of Trustees derives its authority from the Education Code of the State of California and is subject to the provisions of the Constitution of the State of California, Education Code and California Administrative Code, District Rules and Regulations, and the expressed will of the electorate. They have authority only when acting as a Board legally in session.(10.31) Authority flows from the Board of Trustees through the Chancellor to executive staff and Presidents of the three colleges. Each President, as College CEO, is responsible for implementation of District policy at the college.(10.32) The District organizational structure is intended to be flexible enough to provide for differences in the Colleges and the communities they serve.(10.33)
In accordance with the Education Code, District Rules and Regulations empowers the Chancellor to delegate authority given to him by the Board of Trustees; however, he is still responsible to the Board for execution of the duties.(10.34) The President of each college is responsible to the Chancellor for the development of all aspects of the educational and student services programs at their college and for the administration and operations of their college. (10.35)
The Chancellor is responsible for the development of proposed policies on academic affairs, student services, financial matters, and employment relations, using a consultative process involving administrators, faculty, staff, and legal counsel, as appropriate. After senior administration and District Shared Governance Council review proposed policies, the Chancellor makes recommendations to the Board of Trustees. The Board of Trustees must approve all official policies. (10.36)
The District Office is responsible for establishing and maintaining an efficient organization for maintaining and reporting financial information and providing supportive services to the Colleges and District in the areas of budget preparation, investments, payroll, accounts payable and receivable, revolving cash fund, student financial aid, programs funded by external sources, general ledger accounting, insurance, purchasing, financial management of bookstores and cafeterias, and plant and facilities operations. (10.37)
Self
Evaluation
The delineation of operational responsibilities and functions
between the District and Colleges are clearly defined in District
Rules and Regulations. After the budget allocation is made,
past and present practice indicates that the College has autonomy
in its planning, development, and budgetary decision making
processes, allowing the College to adjust its priorities as
necessary.
Planning
Agenda
None
C.4 The district/system provides effective services that support the mission and functions of the college.
Descriptive
Summary
The Chancellor's Office provides centralized support to the
college in the areas of administrative services, human resources,
community and governmental relations, buildings and grounds,
information technology systems, and employer-employee relations.
District staff coordinate activities with their college counterparts
to ensure quality, efficiency, accountability, and cost-effectiveness.
The Chancellor's Office is also responsible for implementing
Board actions and legal matters, as well as system-wide planning
.The Colleges have control of their budgets, programs, services,
and personnel selection, under the direction of the Chancellor.
Self
Evaluation
The current system is generally working satisfactorily to support
the mission and functions of the College. However, severe problems
exist with the Personnel Services Department in publishing and
posting job announcements in a timely fashion and in providing
adequate support for recruitment of faculty and staff and for
facilities; also, generally poor communication exists between
the District Office and the College in a number of areas related
to processing of employment forms, payroll, and general human
resources matters of urgency, making the proper care of employees
and management of personnel obligations problematic. The Business
Services areas are also in need of attention in order to offer
better customer service to our institution and to our sister
colleges. The new Assistant Chancellor has introduced an organizational
restructuring to address the long term problems in this area,
but as of this writing serious concerns exist about decision
making processes, lines of communication, authority, and follow
through, particularly in the area of Facilities.
District year-end purchasing deadlines require the colleges to complete all of their purchasing transactions mid-May, which impacts college operations and unduly impacts college procurement. The District's move towards using procurement cards has reduced the time constraints and paperwork for users in some areas. However, in general, year-end timelines remain a problem College-wide, impacting all divisions with increased work load and deadline pressures.
Planning Agenda
1. The Associate Chancellor should adopt alternative year-end fiscal closing procedures that would allow college spending through the fiscal and academic year.
2. The Associate Chancellor should implement a more efficient purchasing procedure that starts procurement action sooner in the annual cycle, thus eliminating the year-end rush to negotiate and award contracts.
C.5 The district/system and the college(s) have established and utilize effective methods of communication and exchange information in a timely and efficient manner.
Descriptive
Summary
The Chancellor makes use of his Opening Day speech to outline
major issues and initiatives facing the District. Most communication
takes the form of minutes and reports, meetings, and processes
for collegial consultation. The Chancellor's Office produces
Board Reports, written in sufficient depth to assist the Board
in making informed decisions; a semi-monthly Board Summary,
a review of Board discussion and decisions; and a quarterly
Connections, a summary of projects and initiatives at the three
Colleges .Each of these is distributed to all District employees.
The Chancellor's Office prepares Information Reports on topics
of interest to the District, as deemed necessary.
The Chancellor has established formal lines of communication through several District-wide councils, such as Chancellor's Council, Chancellor's Cabinet, District Shared Governance Council, District Instructional Council, District Student Services Council, District Instructional Technology Council, and District Academic Senate Governing Council. District committees and advisory boards help to foster communication within the District.
Increasingly, the District is using the internet and its web page to disseminate information, reports and meeting minutes.
College and Division meetings are held regularly and are important in college/district communication. Effective methods of communication and exchange of information used by both the District and the College include the use of Intranet (internal District system), e-mail, newsletters, and Board minutes.
Regular college-wide meetings keep all faculty and staff updated on issues and the status of District and College affairs, solicit and encourage input, and foster participation.
Self
Evaluation
The Chancellor recognizes the value and importance of effective
communication between and among members of the Board of Trustees,
faculty, administration, classified staff, and students. He
encourages this exchange.
The college continues to move forward in providing computers in offices of all full-time faculty so that major committee meeting minutes can be posted on the intranet.
Planning
Agenda
The college will analyze communication problems and develop
timely, consistent, and effective methods of communication.
C.6 The district/system has effective processes in place for the establishment and review of policy, planning, and financial management.
Descriptive
Summary
The Chancellor's Office monitors Board Policy and takes appropriate
action, working with District and College administrative staff
and governance groups, to update policies and procedures on
a continuing basis. Vision 2000 (10.38), which was developed
with the participation of faculty, students, classified staff,
administrators, and members of the Board of Trustees, continues
to guide the District in meeting the long-term needs of the
students and the community. The Educational Master Plan and
the Facilities Master Plan (10.8) at each College grew out of
Vision 2000. Capital Outlay Budget Change Proposals (COBCPs)
are prepared in accordance with the findings of the Educational
Master Plan and Facilities Master Plan.
The Associate Chancellor is responsible for the overall financial planning and management of the District. He works with a staff of professionals in the District Office and colleges in establishing appropriate policies and work plans. The work of BAFOG provides for review of budget planning and financial management systems.
Self
Evaluation
District-wide processes for the establishment and review of
policy, planning, and financial management are in place. The
development of both the Educational Master Plan and the Facilities
Master Plan was an enormous job, but they provide a guiding
model for current and future planning. The process since the
establishment of the master plans is more focused and efficient,
within existing budget constraints.
Planning
Agenda
The Chancellor, with the participation of administrators, faculty,
and staff from throughout the district, will evaluate, update,
and modify both the Educational Master Plan and Facilities Master
Plan every five to seven years.
Supporting Documents
10.1 Board Brochure
10.2 Rules and Regulations 1.00, Organization of the Board
10.3 Sample Agenda - Public participation
10.4 Rules and Regulations Section 1.45, Agendas for Meetings
10.5 Rules and Regulations Section 6.70, Occupational Education
10.6 Rules and Regulations Section 1.05, Student Trustee
10.7 Rules and Regulations Section1.10, Duties and Responsibilities of the Board
10.8 Educational
Master Plan
Facilities Master Plan
10.9 Rules and Regulations Section 2.06, Academic Senate
10.10 Rules and Regulations Section 6.15, Curriculum Development and Review
10.11 Handbook to Accompany Program Review
10.12 Cañada College Procedures for Evaluation of Program Review Documents
10.13 District Mission Statement
10.14 Rules and Regulations Section 2.02, Chancellor-Superintendent of District; Rules and Regulations Section 2.10, Policy Development; Rules and Regulations Section 2.06, Academic Senate
10.15 Rules and Regulations Section 2.02, Chancellor-Superintendent of the District and Chancellor and Administrator Evaluation Instruments
10.16 District Selection Procedures
10.17 Rules and Regulations Section 2.20, Policy on Equal Employment and Affirmative Action
10.18 Sections of Chapter 1 or District Rules and Regulations dealing with responsibility and conduct of the Board
10.19 Rules and Regulations Sections 1.00, Organization of the Board;
Section 1.10, Duties and Responsibilities of the Board
Section 1.35, Board Member Conduct
Section 2.22, Policy on Employment of Relatives
and Board Evaluation Instrument
10.20 SMCCCD Annual Goals and Plans
10.21 Cañada College Organizational Chart
10.22 Rules & Regulations, Section 5.16, Managers' Evaluation
10.23 Cañada College Proposed Budget
10.24 Rules & Regulations, Section 3.05, Designation of Faculty
10.25 Chart of College Committees
10.26 Rules & Regulations, Section 2.09.5, District Shared Governance Process
10.27 Matriculation Site Visit Report
10.28 AFT Contract
10.29 Academic Senate Handbook
10.30 Rules and Regulations, Section 1.05, Student Trustee
10.31 Rules and Regulations, Section 1.00.1, Authority of the Board
10.32 Rules and Regulations, Section 2.00.1, Administrative Organization
10.33 Rules and Regulations, Section 2.00.2, Administrative Organization
10.34 Rules and Regulations, Section 2.05.1, Delegation of Authority
10.35 Rules and Regulations, Section 2.05.2, Delegation of Authority
10.36 Rules and Regulations, Section 2.07, Policy Development
10.37 Rules and Regulations, Section 8.00, Business Operations
10.38 Vision 2000
10.39 Cañada College Budget & Planning Process Flowchart
10.40 Rules and Regulations Section 2.09, District Shared Governance Council
10.41 College Council Handbook, Part III. Organization of College Council
10.42 Associated Students of Cañada College Constitution and By-Laws
