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This presentation focuses on Standard IV of the ACCJC Accreditation Self-Study and Site Visit, which covers decision-making roles and processes, as well as board and administrative organization. Explore the importance of governance roles in supporting student learning, improving institutional effectiveness, and maintaining relationships with external agencies. Identify strengths and weaknesses in participation, communication, and processes, and discover strategies for improvement through integrated planning and effective leadership.
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ACCJC Accreditation Self Study and Site VisitStandard IV PRESENTER: Bill Turini Political Science Instructor/Academic Senate President/Standard IV co-chair Spring 2011 Duty Day
What is the focus of Standard IV? TITLE: “Leadership and Governance” Two “substandards” IV.A. – “Decision-Making Roles and Processes” 5 sub-substandards IV.B. – “Board and Administrative Organization 3 sub-substandards SCOPE Standard IV.A. focuses on local (college-level) processes, practices, and operations Standard IV.B. focuses primarily on District-level policies, regulations, and operations
Overview “Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and chief administrator”
Overview • Standard IV.A. • “…environment of empowerment, innovation, and institutional excellence…” • “…written [procedure] providing for faculty, staff, administrator, and student participation in decision-making processes…” • “…established governance structures, processes, and practices…facilitate a discussion of ideas and effective communication among the institution’s constituencies.” • Relations with external agencies (e.g., USDOE, ACCJC) • “…the institution’s governance and decision making structures and processes are regularly evaluated…”
Overview • Standard IV.B. • “[The] governing board…is responsible for establishing policies to assure…quality…[and] adheres to a clearly defined policy for selecting and evaluating the chief administrator for the college or the district…” • 10 sub-substandards • “The president has primary responsibility for the quality of the institution…[and] provides effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing institutional effectiveness.” • 5 sub-substandards • “…the district provides primary leadership in setting and communicating expectations…and assures support for…effective [operations]…” • 7 sub-substandards
Strengths & Weaknesses Strengths Weaknesses Participation “Integrated planning” lacks a clear model/flow Communication of roles and participation Define where the work of committees is supposed to go Lack of clarity/consistency regarding how/where to access information (currency)—accessibility issues (some sections are “locked”) Education regarding role/scope of committees and feedback to committees Lack of index of processes/governance structures/committees directory by name and roles/functions/responsibilities Processes have become too burdensome—need to be streamlined • Participatory Governance Handbook • College Council operations • Broad-based, integrated planning • Recent (2008) revision and ongoing review (e.g. AR 7120, AR 2410) of Board Policies and Administrative Regulations • Efforts to improve communication (e.g., greater use of Blackboard)
Planning Agenda Items • Distribution of committee information on a regular basis • Committee orientations as professional development
Items to Investigate • Impact of cuts in Student Services (205 days to 177) • Differences in application of Regulations between FCC and RC? • Standard IV.A.1—an “environment of empowerment” must allow participants to prepare for effective participation. The time allowed for preparation during the designated work week varies from division to division.
