Board of Trustees

Guidelines for the Roles of Parent and Teacher Representatives  

Purpose

The purpose of these guidelines is to clarify expectations of the Parent and Faculty representatives on the board.  These roles are ambiguous, and often involve confusion regarding what constitutes “representation,” acting as a representative as distinct from expressing one’s own opinion, giving voice to a variety of sometimes conflicting opinions, differentiating between discussions that are appropriate to BOT meetings and those that belong in a different forum, and other issues. The position of the faculty representative is especially complex

Guidelines

1. Soliciting input. At least twice per semester, the faculty and parent representatives should reach out to their entire “constituency,” inviting all to express their concerns, opinions or suggestions for improvements at AMSA. The faculty representative may not need as much formal contact because s/he is in frequent contact with colleagues. The parent rep should also attend parent/admin roundtables as an additional information source. The representative should make reasonable efforts to hold a personal conversation with anyone who requests one.

2. Reporting out constituent opinions. This is an extremely difficult task, because there is no easy way for the faculty or parent representative to accurately assess how prevalent or adamant an opinion or concern may be. Is this a widely held concern, or is it deeply felt by a small number of people? To maximize transparency when reporting on constituent sentiment or opinion, the representative should describe the process by which he or she obtained the information.

3. Quantifying Input. When feasible, the parent or faculty rep should quantify the feedback they receive on any issue (e.g., instead of saying “some people are concerned…,” report that “twelve people have reported to me….”). Where precise numbers are not obtainable, some estimate of quantity would be helpful. It is important to try to gauge extent of a perception or concern.

4. Referring issues to the appropriate forum. It is important that the BOT receive current and sometimes difficult information in a spirit of openness and inquiry. On the other hand, the BOT fills a very specific role and it is not the correct venue for some conversations, especially where there are established channels for exploring and resolving issues. To resolve this dilemma as effectively as possible, the faculty and parent representatives have the option of consulting the Chair or Vice Chair in advance of each BOT meeting, but consultation is not required. If they find a particular issue is not appropriate for Discussion at a BOT meeting, the faculty or parent will refer constituents as warranted to the correct party for resolution.

Adopted July 2016 

Board of Trustees Job Description General Responsibilities

The AMSA Board of Trustees is responsible for ensuring that AMSA’s program and operation are faithful to the mission and the terms of its charter, and that the school is a viable organization for the long term. Through policy definition and oversight, the Board of Trustees ensures the values of Integrity, Excellence, and Community are embodied in all aspects of the school’s programs and operation.

Specific Responsibilities

1. Ensure that AMSA stays faithful to its mission as defined by the charter

• Validate that AMSA’s mission statement serves as a guide for organizational planning, and for setting priorities among competing demands
• Ensure the mission statement and its interpretation are aligned with the school’s charter and accountability plan

2. Select, direct, and support the Executive Director

• Establish annual goals and provide timely and constructive feedback (formally and informally)
• Oversee and approve contract negotiation and renewal
• Ensure board members support the Executive Director in a manner appropriate to their oversight (vs. operational) role

3. Ensure effective strategic planning

• Review and approve an annual plan that includes concrete, measurable goals for the Executive Director that are consistent with the charter and the accountability plan
• Create and maintain a long-term strategic plan that complements annual goals with longer-term objectives and a clear, sustainable vision for AMSA’s success 

4. Ensure and manage resources effectively

• Approve the annual budget
• Inform fundraising targets and goals
• Personally support the school’s fundraising and capital campaigns at a level that is personally meaningful and in proportion to one’s capacity to give.

5. Review, monitor, and strengthen the school’s programs and services

• Ensure programs and services are consistent with AMSA’s mission and charter
• Review and approve measurable academic outcomes defined by the accountability plan
• Participate in building a culture that fosters a growth mindset that builds trust, respect, pride, hard work, and a sense of belonging in a caring, inclusive, and accepting environment

6. Enhance AMSA’s public standing

• Believe in and be an advocate and ambassador for the values, mission, and vision of AMSA
• Celebrate AMSA’s exceptional accomplishments visibly and often
• Use personal and professional contacts and expertise for the benefit of AMSA

7. Ensure legal and ethical integrity and maintain accountability

• Ensure an independent annual audit by a qualified CPA
• Provide opportunities for the community to share feedback, concerns, and praise about AMSA’s adherence to its core values (e.g. annual survey, forums, etc.)
• Establish bylaws and policies to guide the organization of AMSA’s board members and staff

8. Recruit and orient new board members and assess board performance

• Ensure the board has the proper training to be effective stewards of public funding
• Define board membership needs in terms of skill, experience, and diversity
• Conduct an annual evaluation of the full board

9. Regularly attend board meetings and participate in at least one board committee. Monthly expected time commitment of approximately 8 hours per month:

• Board meeting (3 hours)
• Committee meeting (2 hours)
• Reading materials, preparing for meetings (1 hour)
• Ambassador tasks: school events, fundraising, etc. (1-2 hours)
• Semi-annual off-site meetings (4-6 hours)