C.S. 3.2.6 BOARD/ADMINISTRATION DISTINCTION

In a l[1]etter dated July 11, 2017[1],2017 Dr. Denise Young requested that Palo Alto College respond to concerns raised by unsolicited information received by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), as stipulated by SACSCOC policy.  These concerns raised questions for the SACSCOC Board of Trustees regarding Palo Alto College’s autonomy and the College’s ongoing compliance with six standards of the Principles of Accreditation.

This narrative responds to Comprehensive Standard 3.2.6 (Board/administrative distinction). This standard expects an institution to have a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy. Specifically, the SACSCOC Board of Trustees asks the College the following: 

• provide evidence that there is a clear and appropriate distinction between the policy-making functions of the Board and the operational implementation of policy by the institution's administration and faculty.

Statement of Compliance: Palo Alto College is in compliance with Comprehensive Standard 3.2.6 (Board/administrative distinction).  Palo Alto College has a clear and appropriate distinction between the policy-making functions of the Board of Trustees and the operational implementation of policy by the College’s administration and faculty. The case for compliance is structured as follows:

1. There is evidence that the College has in writing a clear and appropriate distinction between policy-making functions of the Board and operational implementation of policy by administration and faculty.
2. There is evidence that the College has in its institutional practice a clear and appropriate distinction between policy-making functions of the Board and operational implementation of policy by administration and faculty.

A.   DISTINCTION IN WRITTEN POLICIES

Written policies exist which describe the power, duties, and responsibilities of the Board of Trustees. These policies indicate the distinction between the policy-making function of the Board and the Chancellor’s and College’s responsibility for operational implementation:

1. Board Policy B 1.1.1 (Board Legal Status). According to Board Policy B.1.1[2]–Board Legal Status[2], the Board of Trustees functions “as the legislative and policy-making body” for the institution, and has the final authority to determine and interpret the policies that govern the Alamo Colleges District. Also, within the limits imposed by other legal authorities, the Board has complete and full control of the Alamo Colleges District.  These duties include formulating “broad public policy in community college education” for the Alamo Colleges District.  The Board of Trustees provides direction and establishes goals for the organization, preparing and adopting a budget, appointing the Chancellor and the Chief Executive Officer for the College, and managing the affairs of the organization as stipulated in Texas Education Code 51.352[3]. Board Policy B 1.1.1 also “delegates to the Chancellor the function of specified actions” and states that the Board shall “maintain continuous supervision …through study and evaluation of reports concerning implementation of its policies.”

2. Board Policy B.5.1 (Board Responsibilities).  Board Policy B.5.1[4]– Board Responsibilities[4] delineates the powers, duties, and responsibilities of the Board, which include establishing “clearly defined personnel policies,” providing “uniform policies regarding admission and retention,” and formulating “additional policies as are necessary.”  There is reference to these responsibilities in the Texas Association of Community Colleges (TACC) Policy Manual[5], which provides a general guide to laws that may be applicable to a community college. 

3.  Board Policy B.5.2 (Board Member Authority). Board Policy B.5.2 – Board Member Authority[6], which is based on the Texas Association of School Boards (TASB) Community College Policy Reference Manual policy on board authority, states that: “The Board has final authority to determine and interpret the policies that govern the College District; Board members as individuals shall not exercise authority over the College District, its property, or its employees.  Except for appropriate duties and functions of the Board Chairperson, an individual member may act on behalf of the Board only with the express authorization of the Board.  Without such authorization, no individual member may commit the Board on any issue . . .; and Board members shall not conduct independent investigations or become involved in the day-to-day operation of the… colleges.  A Trustee outside of a Board meeting . . . should not question, challenge or attempt to influence a College District employee in the performance of his/her duties . . . the Trustee should direct the question to the Chancellor.” 

4.  Board Policy B.3.3 (Board of Trustees Ethics). Board Policy B.3.3 – Board of Trustees Ethics[7] is based upon the Texas Association of School Boards’ policies on ethics and prohibited practices and states that Board members will strive, among other things, to "delegate authority to the Chancellor as the College District’s chief executive officer and confine Board and Trustees’ action to policy determination, planning, evaluation of the Chancellor, and maintaining the fiscal stability of the College District.”  The Board of Trustees Ethics restricts direct involvement of Board members in the operation of the District by specifying that Trustees have no authority except when functioning as members of the Board in an official meeting. 

5.  Board Policy B.5.3 (Board Policies). Board Policy B.5.3. – Board Policies[8] further clarifies the distinction between the policy-making function of the Board and the implementation responsibilities of the College administration, saying “the Board shall have the sole right to adopt, amend, interpret and delete policies,” while the “Chancellor or designee is authorized to develop and/or approve procedures and other guidelines to carry out policies.” 

6. Board Policy B.2.1 (Organizational Plan). The separation of responsibility is also described in Board Policy B.2.1 – Organizational Plan[9] and the Chancellor’s Job Description[10]. The responsibilities of the administration and faculty are delineated in Board Policy B.2.1 – Organizational Plan[11], which also refers to the Board’s role in guiding administrators and faculty.  The policy states that "the Chancellor, as chief executive officer of the College District, [is] charged with implementing the policies of the Board.”  It also states that “College Presidents are responsible for advancing the mission, vision and values of the Alamo Colleges, and directing all operational areas of their respective Colleges . . . under the leadership and direction of the Board of Trustees and the Chancellor and in conjunction with the Vice Chancellors.”  The section in this policy on “Faculty Senates, Staff and Adjunct Faculty Councils, District Council of Chairs” states that the “Board wishes to provide avenues for the full-time faculty and staff and the part-time faculty of the College District to be appropriately involved in the governance of the institution” and sets out clear guidelines for this involvement.  In addition, in Board Procedure D.4.10.1 [12]– Faculty Code of Professional Ethics[12], it states that “The Professional Educator shall participate in the governance of the college by accepting a fair share of committee and institutional responsibilities.” 

7.  Role of the Chancellor and College President. The responsibility of the Chancellor to act as the principal interface between the Board of Trustees and the administrators and faculty of the colleges is described in the Chancellor’s Job Description[10].  The President's Job Description[13] clarifies the role of the President in the implementation of Board policies and specifies the responsibilities of the President to: 

• Serve as the Chief Executive Officer of the College;
• Oversee the daily administration and operation of the College, interpreting policies and procedures to ensure compliance with Alamo Colleges District and other legal requirements;
• Develop college operating procedures which are consistent with Board policy and District administrative procedure, memoranda and recommend changes in District policy as appropriate;
• Present and recommend to the Chancellor actions relating to personnel changes, evaluation and professional development of faculty and staff, and long-range plans; and
• Prepare and execute the annual budget following approval by the Board of Trustees

8.  College Reporting Structure. Palo Alto College’s Organization Chart[14] documents that all administrative functions report to the President and ultimately to the Chancellor and to the Board of Trustees. 

B.   DISTINCTION IN INSTITUTIONAL PRACTICE

Distinction in practice between the policy-making functions of the Board of Trustees and the responsibility of administration and faculty to administer and implement policy is demonstrated through the following:

1. Board Member Training. In accordance with Board Policy B.3.2 – Board Member Training[15], newly elected Board members are required to attend an orientation within the calendar year of their induction “to assist them in understanding the Board’s function, policies and procedures.”  The seven-month orientation program includes review of an orientation manual, participation in a Board mentoring program, and meetings with members of the Presidents and Vice Chancellors Council and the Boards’ attorney, among others.  It also includes mandatory trainings at the state Capitol and online. The training also includes a session for new Board members with the Board Chair, the Chancellor, and the Deputy to the Chancellor where each new Trustee receives copies of all Board Policies that pertain to the Trustees, including:  1)  B.5.2 – Board Member Authority describing their role[6] and Board Policy B.3.3 – Board of Trustees Ethics[7] describing their responsibility for delegation of policy implementation; 2) delegate authority to the Chancellor as the College District's chief executive officer and confine Board and Trustees' action to policy determination, planning, evaluation of the Chancellor and maintaining the fiscal stability of the College District; and 3) the Board of Trustees Handbook[16].  In addition, each Board member is required to undergo training at the state Capitol in Austin in financial management of district funds, during the first two years of their service, as per Texas Education Code 61.084[17].  The Board must report annually on compliance with this training (Board Minutes – December 15, 2015[18]). 

2.  Employee Orientation. Administrators, faculty and staff learn of the Alamo Colleges District governing policies, the online location of the Board policies, and the distinct role they play in implementing Board policy during their initial mandatory employee orientation.  As a condition of employment, all employees must review their job description and sign contract documents, including the New Employee Checklist, acknowledging that “policies and procedures, as well as their location, were covered at New Employee Orientation,” and . . . they “understand it is their responsibility to review and abide by them.”  Additionally, new Palo Alto College faculty and staff are welcomed to the college in accordance with the new employee onboarding checklist[19] and a new employee onboarding session[20] in person with college and community leadership. New Faculty Orientation[21] is also provided to address faculty responsibilities. 

3.  Communiques. All employees receive regular communiques via e-mail about the time and location of Board meetings, the results of Board meetings, and new or updated Board policies.  These communiques are also available to employees and other constituencies online under the district’s “Board of Trustees-Board Meeting Dates[22], Board Meeting Agendas[23], Board Meeting Minutes webpages[24]."  Palo Alto College’s Staff Senate has a webpage [25]which is used to share various communiques with each of their constituencies on the role they are playing on the employees’ behalf to assist with the implementation of Board policy, as well as any new or Board policy revision initiatives being undertaken. The Staff Senate also sends regular emails with important updates[26] and upcoming meeting information[27]. The Palo Alto College Faculty Senate sends regular email communications to faculty senators with senate updates[28] and college information[29]. The College President sends information through regular Summary of Actions[30] to enhance the flow of information across the college community every week. President’s Communications[31] and Presentations[32] are all available on the college’s public website and are updated regularly.

4.  Committee Participation. Faculty and staff learn of their role in governance and implementation through participation on various committees at the college or at the district.  Administrators learn of the distinction between the policy-making role of the Board and their own role of administering and implementing policy through regular College Executive Team[33], Executive Research Team[34], and College Leadership Team[35] meetings, required attendance at Board meetings, and participation in a multitude of committees[36] at the college and district levels.

5.  Board Minutes. Board minutes for October of each of the last three years (Board Minutes October 22, 2013[37], Board Minutes October 28, 2014[38], Board Minutes October 27, 2015[39]) shows the exclusive and extensive role of the Board of Trustees in policy construction. These Minutes clearly document that institutional practice follows institutional policy. Minutes from all Board meetings are available online (at Alamo.edu) for review. 

6. Professional Development. Administration and Implementation of Board Policy D.6.1 – Professional Development[40] requires that College employees have opportunities for professional growth.  It is institutional practice to provide employees with professional development which aligns with the College’s strategic plan during each fiscal year. Longitudinal evidence of these professional development[41] opportunities is provided, with sample adjunct classroom observations[42].

7. Employee Evaluations. Administration and Implementation of Board Policy D.7.1– Employee Evaluations[43] requires that College supervisors conduct periodic performance evaluations of all full-time employees and adjunct faculty under his or her supervision.  The College implementation of the policy includes annual performance reviews for all full-time employees and classroom observations of adjunct faculty.  Evidence of these performance evaluations for the 2016-2017 are provided:

• Evaluation 1[44]
• Evaluation 2[45]
• Evaluation 3[46]

8. Instructional Advisory Committees. Administration and Implementation of Board Policy E.1.6 – Program and Course Offerings[47].This policy requires that the College establish Instructional Advisory Committees for occupational and technical programs which represent expertise in the relevant field.  Each of the occupational and technical programs at Palo Alto College have such an advisory committee.  Provided as evidence are the advisory committees[48] and sample minutes for the following programs:

• Veterinary Technology Advisory Committee[49]
• Cosmetology Advisory Committee[50]
• Computer Information Systems Advisory Committee[51]
• Business Management Advisory Committee[52]

9. Educational Philosophy. Administration and Implementation of Board Policy B.9.1 – Educational Philosophy[53]. This policy provides the underlying beliefs and values that support the educational practices of the College.  The program and course design that derive from these beliefs is administered and implemented by college faculty and academic administrators.  Provided as evidence are examples pertinent to the following two philosophical drivers:

• The policy speaks to the belief that leadership competencies are inherent to student success, that in particular “principal centered leadership” should be addressed by each program, and that this competency may also be characterized by “marketable skills.”  Aspects of leadership and marketable skills are captured in the six learning outcomes for the general education program at the College: personal responsibility, social responsibility, teamwork, communication, critical thinking, and empirical and quantitative analysis. Faculty have incorporated these outcomes into their courses and also design the assignments that both introduce and strengthen these competencies.  Evidence is provided by the College’s course crosswalk[54] for general education outcomes and by the following assignments designed to strengthen social responsibility, communication, and teamwork outcomes: Social Responsibility[55] Assignment; Teamwork[56] Assignment; Personal Responsibility[57] Assignment; and Communicatio[58]n[58] Assignment.

• The policy also speaks to the belief that student success may be measured, that evidence of that success may be gathered, and that the College will embrace continuous improvement as a theory of action. Evidence of College practice in evidence-based continuous improvement may be seen in the College’s annual processes of Assessment of General Education Learning Outcomes and Program learning Outcomes, Unit Planning and Program Review, and the review of High Risk Courses, each of which is addressed in the College’s narrative for CS 3.4.10.