Board Policy 2: Appendix C: Board Self Evaluation Performance Process
1. Role Expectation: Accountability for Student Learning
The Board shall:
- Provide overall direction for the Division by establishing vision, mission and values results.
- Support the establishment of a welcoming, caring, respectful and safe learning environment.
- Annually approve the process and timelines for the refinement of the Three-Year Education Plan.
- Identify Board priorities at the outset of the annual Three-Year Education Planning process.
- Provide for school and program reviews as necessary to monitor the achievement of outcomes.
- Monitor the effectiveness of the Division in achieving established priorities, desired results and key performance indicators.
- Annually approve the “rolling” Three-Year Education Plan/Annual Education Results Report for submission to Alberta Education and for distribution to the public.
Evaluation Evidence
- Board Policy Handbook
- Annual goals and priorities
- Three-Year Education Plan/Results Report
- Budget Report Form
- Three-Year Capital Plan
- Facilities Master Plan
- Three-Year Education Plan progress reports
- School review reports
- Program review reports
- Superintendent’s evaluation
- Relevant correspondence
- Board self-evaluation questionnaire results
- Board Role
Quality Indicators
- Foundational statements for the Division are established which allow it to move forward to a future that continues to enhance student learning and to achieve the Division’s educational goals.
- Policy statements are approved which direct the establishment of a welcoming, caring and safe learning environment.
- Planning process and timelines allow for development with appropriate Board and stakeholder input.
- The Three-Year Education Plan identifies annual educational goals and priorities which move the Division forward.
- School and program reviews provide significant data for improvement/ modification.
- The allocation of resources reflects an effort to ensure student achievement.
- Division performance and achievement is monitored, evaluated and reported.
- The Three-Year Education Plan/Annual Education Results Report is approved by the Board and submitted to Alberta Education in a timely fashion.
2. Role Expectation: Evaluation Evidence
The Board shall:
- Make informed decisions that consider community values and represent the interests of the entire Division.
- Engage the community in a dialogue about Division programs, needs and desires.
- Establish processes and provide opportunities for community engagement.
- Establish a forum for student engagement.
- Report Division outcomes to the community at least annually.
- Meet at least twice yearly with the Division School Council.
- Develop appeal procedures and hold hearings as required by statute and/or Board policy.
- Model a culture of respect and integrity.
- Maintain transparency in all fiduciary aspects.
Evaluation Evidence
- Briefing notes and reports
- Public meetings/focus groups/surveys
- Student engagement forums
- Three-Year Education Plan/Results Report
- Audited Financial Statements
- Division publications
- Notes – Division School Council meetings
- Appeal processes in place
- Press releases
- Media reports
- Board meeting minutes
- Superintendent’s evaluation
- Relevant correspondence
- Board self-evaluation questionnaire results
- Board role
- Community engagement
Quality Indicators
- Decisions are based on relevant data and are representative of the interests of the entire community.
- Processes are established to engage the community in generative dialogue.
- Processes for further community engagement are readily available and well understood.
- Information is disseminated to appropriate publics.
- Opportunities for formal dialogue with the School Council occur at least twice yearly.
- Appeal hearing processes are transparent and cognizant of due process.
- The Board and individual trustees model a culture of respect and integrity and operate in an open, transparent fashion.
- Fiduciary duties are handled in a transparent fashion by the Board.
3. Role Expectation: Accountability to Provincial Government
The Board shall:
- Act in accordance with all statutory requirements to implement provincial standards and policies.
- Perform Board functions required by governing legislation and existing Board policy.
- Ensure all students, teachers and Division leaders learn about First Nations, Métis and Inuit perspectives, experiences and contributions throughout history; treaties, and the history and legacy of residential schools.
Evaluation Evidence
- Three-Year Education Plan/Results Report
- Budget Report Form
- Audited Financial Statements
- Accountability Pillar
- Published results
- Superintendent’s evaluation
- Policy review
- Board Policy Handbook
- Division litigation status
- Relevant correspondence
- Staff development resources
- 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.
- All resident students are provided an education program consistent with the Education Act and the statutory regulations.
- Non-resident students are provided an education program consistent with the Education Act and the statutory regulations, at the sole discretion of the Board.
- Board governance policies clearly specify required Board functions.
- Relevant First Nations, Métis and Inuit resources and staff development sessions are provided.
4. Role Expectation: Fiscal Accountability
The Board shall:
- Within the context of results-based budgeting, approve budget assumptions/principles and establish priorities at the outset of the budget process.
- Approve the annual budget and allocation of resources to achieve desired results.
- Approve annual fees for instructional resources, transportation and tuition.
- Approve expense reimbursement rates.
- Approve substantive budget adjustments when necessary.
- Monitor the fiscal management of the Division through receipt of at minimum quarterly variance analyses and year-end projections.
- Receive the Audit Report and ensure the management letter recommendations are addressed.
- Approve annually the Three-Year Capital Plan for submission to Alberta Education.
- Approve borrowing for capital expenditures within provincial restrictions.
- Set the parameters for negotiations after receiving advices from the Superintendent and others.
- At its discretion, ratify Memoranda of Agreement with bargaining units.
- Approve the Superintendent’s contract.
- Approve annually signing authorities for the Division.
- Approve transfer of funds to/from reserves.
- Approve investment parameters.
- Ensure all programs are regularly reviewed to test the relevancy, effectiveness and efficiency of the programs against desired outcomes.
Evaluation Evidence
- Budget planning processes
- Three Year Capital Plan
- Facilities Master Plan
- Quarterly Year-End Projections
- Board Work Plan
- Internal Audits
- External Audit Report
- Audited Financial Statements
- Annual Education Results Report
- Borrowing resolutions
- Negotiations mandates
- Collective agreements
- Superintendent’s contract
- Relevant correspondence
- Signing authorities
- Investment parameters
- Superintendent’s evaluation
- Board self-evaluation questionnaire results
- Board role
Quality Indicators
- Budget assumptions are clearly understood by the Board.
- Needs are determined and prioritized.
- The basis for resource allocations within the Division is established by the Board.
- The approved budget clearly reflects the Board’s priorities.
- Resources are used efficiently and effectively.
- At minimum, quarterly variance analyses and year-end projections are received.
- An auditor is appointed.
- Quality indicators for financial operations are established by the Board and confirmed by internal and/or external audits.
- Capital and facility plans allow for suitable student and program accommodation.
- Borrowing resolutions comply with provincial requirements.
- Negotiation processes and mandates are clearly established, with due consideration for fairness, equity and economic conditions
- Successful completion and execution of collective agreement and compensation changes for employee/groups occurs.
- The Superintendent’s contract is approved as necessary.
- Signing authorities are approved annually.
- Reserve transactions are approved by the Board.
- Investment parameters are determined.
- Program reviews occur on a regular basis.
5. Role Expectation: Board/Superintendent Relations (“First Team”)
The Board shall:
- Select the Superintendent; provide for succession planning as required.
- Provide the Superintendent with clear corporate direction.
- Delegate, in writing, administrative authority and identify responsibility subject to provisions and restrictions in the Education Act.
- Respect the authority of the Superintendent to carry out executive action and support the Superintendent’s actions
- which are exercised within the delegated discretionary powers of the position.
- Demonstrate respect, integrity, and support, which is then conveyed to the staff and the community.
- Annually evaluate the Superintendent, in accordance with a pre-established performance appraisal mechanism.
- Annually review compensation of the Superintendent
Evaluation Evidence
- Hiring and reappointment process
- Board Motions summary
- Action sheets
- Board Policy Handbook
- School public events
- Board self-evaluation questionnaire results
- Board role
- Board/Superintendent relations
- Superintendent’s evaluation
Quality Indicators
- The Board has a responsibility for Superintendent selection subject to Minister’s statutory authority.
- Clear corporate direction is provided to the Superintendent in Board motions.
- The Superintendent has been delegated responsibility for all executive functions together with commensurate authority.
- The Superintendent is supported in actions exercised with the delegated discretionary powers of the position.
- The Chief Executive Officer role of the Superintendent is respected and conveyed to the staff and the community.
- The Superintendent is evaluated annually, fairly and thoroughly in relation to specific roles and responsibilities and Board direction.
- The Superintendent’s compensation package is reviewed annually with due consideration for fairness, equity and economic conditions.
Role Expectation: Board Development
The Board shall:
- Develop a plan for governance excellence in fiduciary, strategic and generative engagement modes.
- Annually evaluate Board effectiveness in meeting performance indicators and determine a positive path forward.
Evaluation Evidence
- Board workshops
- Conference/Activity Reports
- Three-Year Education planning sessions and updates
- Board self-evaluation questionnaire results
- Readiness for governance
- Board role
- Interpersonal working relationships
Quality Indicators
- A yearly plan for Board/ trustee development is developed.
- Individual trustees participate in conferences and other activities to further Board and trustee effectiveness.
- Planning sessions and workshops are scheduled to enhance Board effectiveness.
- Interactions amongst trustees demonstrate respect, understanding and integrity.
- A regular Board self-evaluation, which defines a positive path forward, is completed.
7. Role Expectation: Policy
The Board shall:
- Identify how the Board is to function.
- Develop/revise policies using a generative engagement process.
- Monitor policy currency and relevancy.
Evaluation Evidence
- Board Policy Handbook
- Policy development and review
- New policies
- Revised policies
- Board Motions summary
- Superintendent’s evaluation
- Board self-evaluation questionnaire results
- Board role
Quality Indicators
- Strategic directions for the Division are clearly outlined.
- Board governance policies clearly specify required Board functions and implementation standards.
- Policies are developed or revised in a generative fashion and facilitate smooth, effective provision of quality educational services for the Division.
- Policy impact is regularly monitored to determine if policy is producing desired results.
8. Role Expectation: Political Advocacy
The Board shall:
- Act as an advocate for public education and the Division.
- Identify issues for advocacy on an ongoing basis.
- Develop a plan for advocacy including focus, key messages, relationships and mechanisms.
- Promote regular meetings and maintain timely, frank and constructive communication with locally elected officials.
- Arrange meetings with elected provincial and federal government officials to communicate and garner support for education.
Evaluation Evidence
- Board Work Plan
- Advocacy issues identified
- Meetings with MPs, MLAs, Ministers, municipal partners, neighbouring educational/public service authorities
- Relevant correspondence
- Media releases
- Active participation in regional, provincial and national organizations
- Board self-evaluation questionnaire results
- Board role
Quality Indicators
- The Board participates in advocacy processes at the local, provincial and national levels.
- Issues for the Division are clearly identified.
- Strategies for advocacy are developed.
- The Board conveys key messages regularly to MPs, MLAs, municipal partners and the media.
The Board arranges meetings with provincial and federal government officials to advance education concerns.
Legal Reference
Section 33, 51, 52, 53, 54, 60, 67, 139, 222 Education Act
Fiscal Planning and Transparency Act
Local Authorities Elections Act
Borrowing Regulation
Disposition of Property Regulation
Early Childhood Services Regulation
Investment Regulation
School Fees Regulation
Trust and Reconciliation Commission Calls To Action
Approved: August 21, 2018
Reviewed: October 2019; October 2022