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Board and Administrative Organization
In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.
1. The institution has a governing board that is responsible for establishing policies to assure the quality, integrity, and effectiveness of the student learning programs and services and the financial stability of the institution. The governing board adheres to a clearly defined policy for selecting and evaluating the chief administrator for the college or the district/system.
a. The governing board is an independent policy-making body that reflects the public interest in board activities and decisions. Once the board reaches a decision, it acts as a whole. It advocates for and defends the institution and protects it from undue influence or pressure.
b. The governing board establishes policies consistent with the mission statement to ensure the quality, integrity, and improvement of student learning programs and services and the resources necessary to support them.
c. The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity.
d. The institution or the governing board publishes the board bylaws and policies specifying the board's size, duties, responsibilities, structure, and operating procedures.
e. The governing board acts in a manner consistent with its policies bylaws. The board regularly evaluates its policies and practices and revises them as necessary.
f. The governing board has a program for board development and new member orientation. It has a mechanism for providing for continuity of board membership and staggered terms of office.
g. The governing board's self-evaluation processes for assessing board performance are clearly defined, implemented, and published in its policies or bylaws.
h. The governing board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.
i. The governing board is informed about and involved in the accreditation process.
j. The governing board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor) in a multi-college district/system or the college chief administrator (most often known as the president) in the case of a single college. The governing board delegates full responsibility and authority to him/her to implement and administer board policies without board interference and holds him/her accountable for the operation of the district/system or college, respectively. In multi-college districts/systems, the governing board establishes a clearly defined policy for selecting and evaluating the presidents of the colleges.
As an independent policy-making body, the VCCCD Board of Trustees is accountable to the residents of Ventura County and is dedicated to offering educational excellence to our students. The board formulates broad public policy in community college education. The formulation and adoption of policies shall constitute the basic method by which the governing board shall exercise its leadership in the operation of the district. The board must be sensitive to the community and be able to respond readily to its needs.
The VCCCD Board of Trustees consists of six elected board members, five of whom are elected by the community, and one student representative to the board elected by students at the three colleges. Each board member, other than the student representative, "shall be a qualified elector and legal resident of the trustee area which he or she represents" (IVB-1) . The board member terms of office are staggered and expire in December of each even-numbered year (IVB-2). Board members elect the VCCCD Board officers at the annual organizational meeting (IVB-3).
According to Section A.19 of the Board Policy Manual (IVB-4), regular VCCCD Board meetings "shall be held at a time and place as determined by the Governing Board." The VCCCD Board attempts to meet once a month on Tuesday evenings, unless scheduling conflicts arise among board members. The board schedules study sessions to discuss specific issues, when needed. The Cowan Center , located at the Camarillo Airport , serves as the board's regular meeting place. Additionally, the board rotates three board meetings each year among the three colleges.
The chancellor serves as the Secretary of the VCCCD Board and prepares the agenda for each board meeting. The chancellor's duties include the following:
- To notify members of the board of all regular, special and adjourned meetings
- To prepare agenda and attend all board meetings
- To record, prepare and transmit the minutes of the previous meeting to each member of the board before each ensuing meeting
- To be in charge of all records, proceedings and documents of the board
- To file and post copies of financial reports as required by law
- To make and serve all required notices of the board
- To conduct all official correspondence of the board
- To sign and execute all official papers
A VCCCD Board subcommittee reviews the agenda with the chancellor a week prior to the board meeting. Any board member may request an agenda item one week prior to meeting. The public may also request placement of agenda items that relate to VCCCD business (IVB-5). One week prior to a board meeting and before public dissemination of the VCCCD Board agenda, board members receive informational packets and copies of the agenda. The board posts its agenda 72 hours prior to a board meeting on the VCCCD Web site. The board also posts minutes on the Web site (www.vcccd.net).
The Board Policy Manual contains sections on VCCCD Board organization, duties, and authority; a trustee ethics code; censure policy; and board structure and operating procedures. As the board deems necessary, it reviews and makes revisions in accordance with published policy. The board publishes its self-evaluation process in the Governing Board Handbook. Additionally, the Community College League of California publishes and provides VCCCD Board members with a copy of a trustee handbook (IVB-6). This handbook discusses general duties and responsibilities for trustees, while the Governing Board Handbook deals with district policies and operating procedures. The Board Policy Manual is currently being revised and updated. The district's Web site includes a copy of the Board Policy Manual (www.vcccd.net).
The VCCCD Board of Trustees functions primarily as the public's representative with an understanding that the district's resources need to be utilized in a manner that provides for the educational needs of the local communities. As stated in the Board Policy Manual, the board "shall function as the legislative and policy-making body charged with the oversight and control of the District." Towards this end, the Board of Trustees was guided by a primary mission, first articulated in the Master Plan for Higher Education in 1960 and reaffirmed in 1988 in the language of AB 1725: the community colleges will "provide Californians with quality programs in transfer and career education and in the mastery of basic skills and English as a second language (IVB-7)." According to the policy manual, "It is the goal of this District to join with the California Community Colleges in providing the quality education necessary for our students to have productive and socially-responsible lives (IVB-8)."
With this student-centered district goal, the board adopted board policies that provide students with access to the following:
- A wide range of counseling and guidance services, as well as classroom instruction and basic skills that will enhance student opportunities for success;
- Broad areas of human knowledge and understanding, including an appreciation for the diversity of human cultures and heritages;
- Transfer programs that permit successful entry into baccalaureate programs;
- Vocational programs for training, retraining or improvement of skills;
- Developmental courses that prepare students to enroll in transfer, vocational, and general education programs (IVB-9).
As the governing body, the VCCCD Board establishes policies to support the college's mission and to provide quality and affordable academic programs and services in an environment that is supportive, respectful, and reflective of an open and diverse community. At the June 2001 board meeting, the board members adopted the Community Colleges of Ventura County (CCVC) Strategic Plan 2001-2005 (IVB-10), which included both a long range districtwide strategic plan, Ventura College's vision and mission statements, and the vision and mission statements for the other two colleges. By majority vote, the board also approved policies that are supportive of the college mission (IVB-11).
The VCCCD Board receives regular updates on the accreditation process taking place at each college and continues to stay informed through its Accreditation Ad Hoc Committee. At the February 27, 2004 Board Study Session devoted to Accreditation, the board addressed accreditation related issues including a review and discussion of the following: (1) 2003-04 Board Goals and Objectives and the setting of Goals and Objectives for 2004-2005, (2) Board Annual Self-Evaluation Form, (3) Board Code of Ethics, (4) District Mission Statement, (5) District Mapping Document, and (6) Board Standards of Good Practice.
The Governing Board Handbook describes the VCCCD Board orientation. According to the handbook, the board president and the chancellor are responsible for the orientation of new board members. The board holds annual retreats and public study sessions when necessary. Since the addition of two new board members in December 2002, numerous study sessions have occurred. The board has discussed the Brown Act, the budget process, and district policies and operations. The board conducted many of these study sessions to reverse policies implemented by the previous board and chancellor (IVB-12).
The VCCCD Board appoints the district chancellor (IVB-13). No written policy exists for this hiring process. The vice chancellor for human resources facilitates the hiring process. In the past, a committee consisting of all constituent groups within the district reviewed applicants and made recommendations to the board. Upon receipt of the recommendations from the District Service Center (DSC) staff, the board then interviewed candidates and ultimately hired a chancellor. A similar process exists to hire college presidents. In the spring of 2004, the board began a search for a permanent chancellor. According to the position announcement, the chancellor will:
- Support, manage and resolve complex issues;
- Provide student-centered visionary educational leadership;
- Provide leadership in the utilization of voter-approved bond funds to meet current and projected student growth;
- Promote cohesiveness, professionalism, and respect among all district constituencies;
- Provide sensitivity and responsiveness to special needs and appreciation of diversity in student, staff, and community constituencies;
- Design training and create synergy for highly skilled staff;
- Promote community involvement.
The chancellor reports to the VCCCD Board of Trustees on current district issues and events. Other constituent groups also have an opportunity to report on college activities. Before acting on agenda items that affect the district and college operations, board members consult with the chancellor. Actions to be considered by the board are submitted to the chancellor for presentation to the board (A.26). According to Section A.27 of the Board Policy Manual, the board rules and procedures are established in a manner that allows the public to offer advice and assistance on district educational and financial policies. Individuals are provided an opportunity to speak before the board during official meetings and may request placement of items that directly relate to the business of the district on the board's agenda for discussion and possible action. The board evaluates the chancellor annually (IVB-14).
During the 2002-2003 academic year, the college completed its revision of the Educational Master Plan (IVB-15), which incorporates similar initiatives stated in the board mission statement. The Council on Institutional Development (CID) led the discussions and organization of the project, and the Academic Senate and Classified Senates approved the plan for board presentation. The board accepted Ventura College 's Educational Master Plan.
Over the last few years, the college has struggled to meet the educational needs of our students and staff due to financial restrictions. However, even with these limitations, faculty, staff, and managers have worked cooperatively and collegially to increase the efficiency of our course offerings, instructional programs, and student support services.
In 2002-2003, the college revised the Educational Master Plan to update our college mission, vision, and goals, all of which include student-learning outcomes and clearly defined objectives. The college works closely with the chancellor to communicate the needs and gaps in our ability to meet the goals set for our students.
The Board of Trustees held a Special Study Session on October 4, 2003 (IVB-16) to review the self-evaluation process for the board. David Viar, the Chief Executive Officer of the Community College League of California, conducted the workshop. The league's primary functions include trustee and staff development. Mr. Viar reviewed characteristics of an effective board and clarified the role of the board. Some of the specific areas included collective bargaining, community needs and relations, review and update of 2002-2003 goals, role and responsibility of the board, and communication between the board and staff. In addition, Mr. Viar gave a brief overview of a multi-college district system and discussed how best to address the issues of board philosophy, autonomy, allocation models, and district and college relationships.
At its regular meeting in March 2003, the board discussed the self-evaluation process and board goals. Dr. Cheryl Shearer facilitated a discussion that included some of the following topics: the educational master plan and its relationship to the facilities master plan, autonomy, parameters of an allocation model, relationship with the campuses and the community, board member development, board subcommittees, accreditation, board policy manual, and self-evaluation.
The Trustee Ethics Code in the Board Policy Manual includes the following: "Just as a Trustee represents the residents to the Board, so a Trustee represents the VCCCD to the community." A summary of the points detailed in the code state that a trustee acknowledges that he or she is:
elected by the citizens of his or her area to represent the interests and serve the needs of the entire VCCCD while recognizing the particular needs and interests of his or her area;
obligated to protect and further the interests of the students;
committed to meet student needs and to enhance the quality of education the students are offered;
committed to upholding the ethical and legal commitments and responsibilities of the district to the state, to the residents of the district, to the staff it employs, and to the students it serves;
bound to respect the letter and spirit of the Brown Act, taking all official actions in public and preserving the confidentiality of all privileged information, including information shared in closed session;
committed to maintain an atmosphere in which controversial issues may be freely discussed and which upholds the honor and dignity of individuals;
committed, as a delegate authority to the chancellor and therefore to the colleges, to confine board action to determining policy, planning, performance evaluation, hiring, and maintenance of fiscal soundness; and
obligated to represent to district employees, students and residents the highest ideals of honor, integrity and accountability in all official and board-related activities.
All board members are expected to maintain the highest standards of conduct and ethical behavior. Should it be determined that trustee misconduct has occurred, the board member may be subject to a resolution of censure. The complaint is referred for an investigation and review by a two-trustee ad hoc committee (trustees not subject to the complaint). The ad hoc committee institutes and completes a timely fact-finding process to determine the validity of the complaint and reports the findings to the VCCCD Board of Trustees for action.
The VCCCD Board of Trustee had a special presentation on accreditation as part of its regular board meeting of October 15, 2003. Dr. Barbara Beno, Executive Director of the Accrediting Commission for Community and Junior Colleges (ACCJC) gave an overview of the accreditation process. Dr. Beno explained the process which includes three parts: a self study, peer team review, and commission review. She distributed and discussed several documents including a PowerPoint presentation on an overview of accreditation, Eligibility Requirements to Accreditation, Policy and Procedures for the Evaluation of Institutions in Multi-College Districts or Systems, and Introduction to Accreditation Standards. In addition, Dr. Beno described the emphasis on student learning outcomes and provided more information on the accreditation team visits that would occur in the district in Fall 2004.
The college has actively participated in all search committees to select a chancellor for our district. Currently, the board is conducting a search for a permanent chancellor, and the 20-member search committee includes five Ventura College representatives: the executive vice-president, the Academic Senate president, a Classified Senate representative, a full-time faculty member, and the president of the associated students at Ventura College. The committee has screened and interviewed the candidates and has recommended finalists to the Board of Trustees. At the time of this writing, the Board is in the final stages of selecting a new chancellor.
The college will continue to work with the district to inform Board members of college functions and activities.
The college will continue to work with the district to inform Board members of college functions and activities.
2. The president has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing institutional effectiveness.
a. The president plans, oversees, and evaluates an administrative structure organized and staffed to reflect the institution's purposes, size, and complexity. He/she delegates authority to administrators and others consistent with their responsibilities, as appropriate.
In his capacity as chief executive officer of the college, the president is responsible for providing overall leadership and direction for all college operations. The current administrative structure includes the executive vice president of student learning, the vice president of business services, five deans, and two assistant deans. The Ventura College Management charts clearly define the college's administrative organization (IVB-18). These organizational charts, which reflect the diversity and complexity of Ventura College, detail the duties and responsibilities of each dean. The administrators' job descriptions describe specific duties (IVB-19). The current administrative staff averages 15 years experience in college administration.
The president, vice presidents, and deans determine the administrative organization and administrators' specific assignments through a collaborative process at the Administrative Council. The membership of the Administrative Council includes the president, executive vice president, the vice president, deans, assistant deans, the presidents of the Academic and Classified Senates, and the district's vice chancellor of information technology. Factors that affect the duties and number of administrators include retirements, leaves of absence, budget, and program review and development.
The college's administrative organization has undergone changes since the 1996 comprehensive accreditation report. In 1997, the Ventura County Community College District (VCCCD) adopted a new organizational model. In its reorganization, the district's primary consideration involved the reinforcement of student learning, the core value of the three colleges that comprise the district.
Key elements of the districtwide reorganization included:
- Elimination of the separate offices of Student Services and Instruction, and the establishment of the position of executive vice president of student learning to provide leadership and direction for both student and instructional services.
- Reassessment of the functions and duties of all mid-level deans, increasing management level support for student services functions from 1.0 FTE to 2.0 FTE.
- Establishment of the Administrative Council, which includes student services and instructional managers working together within a single coordinating administrative body.
Additionally, the college president recognized the importance of including a process for periodic review and evaluation as another element of the new administrative plan. The college implemented the new administrative structure in fall 1997, mentioned above.
In spring 2002, the college underwent an internal reorganization when three deans vacated their positions. One retired, a second took a leave of absence, and the third was selected to fill the position of executive vice president of student learning at Ventura College. Due to the state's fiscal crisis and the subsequent negative impact on the budget districtwide, the college and district agreed that the vacated positions would not be filled. The Administrative Council, in consultation with the president, met weekly to discuss an administrative reorganization. The outcome included the elimination of one dean position, the redistribution of responsibilities among the remaining administrators, and after further consideration, the establishment of a temporary intern dean position.
The intern dean position operated as a component of the administrative structure from spring 2002 to spring 2004. Upon the expiration of this temporary position, the college requested that the position be filled permanently. However, due to the continuing budget crisis, the district denied the request. The college reassigned the duties and responsibilities of the intern dean to the remaining administrators, and the number of deans dropped from six to five. Although the workload has increased for the administrative staff, the college remains focused on its vision, which includes a commitment to provide a positive and accessible learning environment that is responsive to the needs of students.
The following table compares the number of management positions at the time of the 1996 comprehensive report with the number of management positions in 2004.
Number of Ventura College Management Positions
|Executive Vice President||1|
|Vice President, College Services*||1|
|Vice President, Business Services||1|
|Vice President, Instruction||1|
|Vice President, Student Services||1|
|*Title of Position Changed to Vice President, Business Services in January 2004.|
The college selects its administrators in accordance with district hiring procedures and policies, which are described in Standard IIIA. Hiring committees screen applicants, conduct interviews, and select finalists whose names are forwarded to the college president who conducts an additional interview. The college forwards its final recommendations to the chancellor and then to the governing board for approval.
The executive vice president of student learning evaluates all academic deans and forwards the evaluations to the college president for review. The president schedules appointments with each of the deans to discuss the evaluation and may include written comments on the evaluation form. The president directly evaluates the executive vice president of student learning and the vice president of business services. The college forwards all evaluations to the chancellor for review. Evaluation forms and a description of the process are described in Standard IIIA.
Our previous president held the position for nine years and was one of the longest serving of the college's presidents. He left Ventura College in January 2004. The same month, the board appointed the district's deputy chancellor to serve as acting president. The district will select a new president when a permanent chancellor is in place. As mentioned earlier in this report, the district is currently in the process of selecting a new chancellor.
The college president meets regularly with administrators and other college leaders (IVB-20). The meetings provide the president with an opportunity to engage the administrators, supervisory staff, and the campus leadership in discussions on issues such as planning, organization, budget, personnel, program review and development, and institutional effectiveness. The meetings also provide an opportunity for staff to seek the president's advice, input, and direction.
During periods of extended absence, the president delegates his or her authority to the executive vice president of student learning or the vice president of business services. In the event neither is available, the president or one of the vice presidents assigns a dean the responsibility of acting president.
The former college president effectively carried out the responsibilities of his office. He worked collaboratively with college and district administrators to ensure an efficient delivery of programs and services in accordance with board policy. He engaged members of campus constituent groups in dialogue on pertinent issues, delegated authority where appropriate, and provided direction. He supported administrators' and college leaders' decisions and actions that reflected the college's values, practices, missions, and goals. The president actively participated in the evaluation process for administrators. The practice of delegating authority to the executive vice president of student learning, the vice president of business services, or a dean in the absence of the president provides stability and ensures that the day-to-day operations of the college remain constant.
The college successfully integrated instructional services and student services under the supervision and direction of the executive vice president of student learning. This integration has created cohesiveness both in strategic planning and in the development and delivery of programs and services. The reduction in the number of deans, however, has placed a burden on the workload of the remaining deans and the two vice presidents. While the deans are coping with the increased workload and new responsibilities, administration understands that the efficiency and quality of supervision will be negatively affected as we expand programs and services to meet the needs of future students. The trickle-down effect will eventually impact faculty and support staff and, ultimately, the students. The Ventura College community feels very strongly about the selection of their next president. They are looking for a president to be a strong leader and champion for the college. The search process for a permanent president began during the Spring 2004 and was "aborted" in the Summer 2004. The Board of Trustees came out with a public statement that this decision was made because of inconsistencies in the search process. A new search for a president will begin after a new chancellor is selected for the district. Needless to say, the abortion of the presidential search process has created some tension and anxiety on the campus.
- The college's Executive Team and Administrative Council, in collaboration with the college leadership, will engage the new president in discussion of those elements of leadership and management that enabled the former president to maintain an effective and efficient working and learning environment and to interact successfully with the college's administration, faculty, support staff and students.
- The president and Administrative Council will discuss the college's administrative structure with the goal of increasing the number of deans while maintaining efficiency.
b. The president guides institutional improvement of the teaching and learning environment by the following:
establishing a collegial process that sets values, goals, and priorities;
ensuring that evaluation and planning rely on high quality research and analysis on external and internal conditions;
ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes; and
establishing procedures to evaluate overall institutional planning and implementation efforts.
Our former college president established the Council for Institutional Development (CID) in 1997. The descriptive summary for the CID can be found in Standard IA. The Council, whose membership includes representatives from each segment of the campus community, serves as an advisory body to the college president on issues that affect the teaching/learning environment. It serves to facilitate and coordinate educational planning and to develop institutional priorities that serve as annual goals and objectives. In addition, and in collaboration with the entire campus community, the CID conducts reviews of the values, mission, goals, and practices of the college to ensure that the institution continues to meet the needs of its ever-changing student population. The members of the CID are charged with the responsibility of conveying information about council activities to their respective areas and, when appropriate, to seek and to provide the council with input from their constituents.
In the fall 2002, Ventura College began to update its College Plan 2000-2003, a document that resulted from a planning process that began in 1996. The project's goal-to develop an updated comprehensive plan-resulted in the Ventura College Educational Master Plan, which was completed in April 2003 (IVB-15). The development of the plan involved a review and update of the college's goals and strategies based on the assessment of internal strengths and external forces and trends. The former college president was the driving force behind the development of the college's Educational Master Plan, and he charged the CID to act as the planning committee for the project. The entire campus community-faculty, staff and students-participated in the revision of the college's values, goals, mission, and practices, which are found in Chapter 2 of the plan. The college published the plan on its Web site, and copies also exist in the president's office, the Academic Senate office, the college library, and the office of the Classified Senate president. CID activities relating to the review and development of the plan are described in Standard IB.
The Educational Master Plan reaffirms Ventura College's values, practices, vision, goals, and mission. This comprehensive planning document serves as the foundation for additional planning for all aspects of the college, including instructional programs, support services, learning resources, staff, facilities, and financial resources. It guides the college with its institutional improvement of the teaching and learning environment by following key planning elements:
- College Values and Practices;
- Vision and Mission statements;
- Ten overarching Goals that link to the College's, Values, Vision and Mission;
- Fifty-seven Strategies for achieving the Goals; and,
- An analysis of facility needs.
The president of Ventura College provides leadership and guidance in policy development and strategic planning. The president also communicates the importance of a culture of evidence and a focus on student learning through several venues with various college constituency groups. These groups include, but are not limited to, the college's Executive Team, President's Cabinet, Administrative Council, Academic Senate, Academic Senate executive committee, Classified Senate, classified managers and Supervisors, and the associated students. In addition to meeting and conferring with these campus groups, the president conducts campuswide forums to discuss timely issues that have an impact on student learning (e.g., budget) (IVB- 21).
The college president takes direct responsibility for the areas of planning and public programs such as the development of Ventura College's East Campus and its programs and services. The vice president of student learning and the vice president of business services directly supports the president in these efforts. This support, along with regular interaction and communication, ensures that the college integrates educational planning with resource planning and distribution to achieve student-learning outcomes.
The executive vice president of student learning is responsible for linking institutional research, particularly research on student learning, to the institutional planning process. The vice president of business services is responsible for the resource allocation process and works in concert with the executive vice president to link resources with appropriate instructional and student services. Both the executive vice president and vice president depend on feedback from the deans, department chairs, Academic Senate, Classified Senate and associated students (IVB-22). Ventura College's ability to address such areas as institutional research, including linking research to student learning, institutional planning, and the resource allocation model have all been impacted by recent budget constraints, including unfilled vacancies and position eliminations that were part of our response to the 2003-2004 funding reductions. In some cases, the college addressed the vacant or eliminated positions by suspending services or functions. However, in most cases, the college assigned additional responsibilities to existing administrators, thus making the organizational and planning structure appear less logical. For example, the district's deputy chancellor is currently filling the position of president of Ventura College in an acting capacity (IVB-18).
Nevertheless, with the installation of the Banner System, institutional data itself is now more available and accessible than it was five years ago. These data have played a major role in Ventura College's grant development, program review, prerequisite screening, and the analysis of student success and retention. Unfortunately, Ventura College does not have an institutional researcher position and relies heavily on the district's institutional researcher, who does her best to comply with demands; however, her assignments and responsibilities for the district limit her ability to provide assistance to the college.
The president of Ventura College delegates authority to administrators. Additionally, Ventura College strongly supports shared/collegial governance. For example, its Administrative Council includes the presidents of the Academic and Classified Senates. The reductions in administration through the elimination of positions and/or unfilled vacancies make both the structure and delineation of planning and research activities less clear on the campus. With the deputy chancellor serving as acting president, the college put its update of the Educational Master Plan and its long-term college planning on hold until a permanent president is selected.
Ventura College's Educational Master Plan serves as the foundation for additional planning for all aspects of the college, including instructional programs, support services, learning resources, staffing, facilities, and financial resources. This document also addresses the long-term enrollment plans for Ventura College and the facilities needed to accommodate future growth. The update of Ventura College's plan came at a unique time in the history of Ventura College. In March 2002, the voters passed "Measure S," a capital construction bond that will fund $117,220,000 of renovations and new facilities for Ventura. However, until a permanent president is in place, taking planning to the next step proves difficult. The college finds itself additionally restricted by having no institutional researcher. The district's Banner System allows more access to information than previously, but without someone to analyze these data and report its implications, its value is limited.
- With the anticipated placement of a permanent president in fall 2004, planning will continue in accordance with the values, practices, vision, mission, goals, and strategies of Ventura College's current Educational Master Plan.
- Ventura College will evaluate the feasibility of a full-time institutional researcher position, taking into consideration current fiscal constraints.
c. The president assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are consistent with institutional mission and policies.
The Board of Trustees is responsible for adopting policies and administrative regulations that govern all activities relating to conducting the business of the district and its colleges. T he Governing Board Policy is available on the Internet at http://vcccd.net/bot/bot_bpm.htm . The president, as chief executive officer of the college, is obligated to uphold and implement all local and state rules, policies, and regulations applicable to California Community Colleges. The former president of Ventura College served as a board member of the Association of California Community College Administrators (ACCCA) and as such considered the ACCCA Statement of Ethics to be binding on him as an administrator. With reference to his dealings with colleagues and staff, his duties under the ACCCA Statement require him "to encourage, support, and abide by written policies and procedures and to communicate clearly to all staff members the conditions of employment, work expectations and evaluation procedures." His acceptance, endorsement, and sense of being bound by this Statement of Ethics assured the community that all programs and services provided by Ventura College would be carried out in a manner consistent with the institution's mission and goals.
The president meets weekly with the college's Administrative Council and also with the District Executive Team (DET). The DET includes the chancellor, deputy chancellor, vice chancellor of Human Resources, and the presidents of Moorpark, Oxnard, and Ventura Colleges. These meetings enable the president to engage the college and district leadership in discussions about current policies and any proposed or adopted statutes or regulations affecting California Community Colleges. The implementation of new policies or procedures is facilitated through the exchange of information and ideas that take place among the college and district administrators. The president frequently consults with or seeks input from the Academic Senate president and/or the Senate Executive Committee when changes affect curriculum, degree and certificate requirements, or educational program development.
The college president implements the statutes, regulations, and governing board policies in a consistent and ethical manner. He understands that as the chief executive officer of the college he is obligated to provide leadership and direction in a manner consistent with the institutional mission and policies. The college's former president involved the entire campus in the development of the Educational Master Plan, which included a review and revision of the college's values, mission, goals, and practices. This involvement on the part of faculty and staff created a renewed awareness that they, too, are responsible for discharging their duties in accordance with institutional mission and policies.
The president's regular meetings with college and district leadership groups enable the college to remain informed and current on policy and governing board changes affecting the college, thereby allowing the college to facilitate the implementation of new procedures or regulations.
- The new college president should create ongoing awareness of the institution's values, goals, mission, and practices among the faculty and staff, and communicate the importance of providing programs and services in a manner consistent with institutional mission and policies. The new college president should help to create this awareness at various meetings, occasional campuswide forums, and mandatory flex days.
d. The president effectively controls budget and expenditures.
Ventura College's primary source of general-purpose funding comes from the State's apportionment calculations based on the Full-Time Equivalent Student (FTES) numbers assessed during each fiscal year. Other State revenues, federal and privately managed grants, and voter-approved obligation bonds account for funding devoted to specific and proprietary projects. The disposition and allocation of these funds falls largely within the purview of the district associate chancellor of business services. The Ventura College president, the executive vice president, the vice president of business services and the entire Administrative Council collaborate with the district on the development and management of the budget-thereby effecting budgetary decisions that will address specifically and serve to improve institutional effectiveness at Ventura College (IVB-23).
Once the district establishes a budget and renders allocations, the president assumes the fiduciary role of chief steward for the college's appropriation. In a collaborative formula analogous to the district's budget development, the president establishes and sometimes restructures offices and budget committees for their advisory and evaluative capacity, the Campus Resource Council (CRC) being one of them. The president relies upon the office of the vice president of business services for reports and recommendations in fiscal matters and matters of plant management, staffing, etc. The president also relies upon the office of the executive vice president for insights and assessments relating to the quality of policies affecting the success of student learning and success within the institution (IVB-24).
Critical budgetary shortfalls statewide have adversely and severely impacted Ventura College's ability to operate at a level of service that can support and foster an ideal learning environment. The college found itself in the unenviable role of deciding which programs, classes, and staffing positions could be minimized or eliminated without diminishing or reneging on the college's commitment to providing a venue essential to the pursuit of a postsecondary education. While the success of managing this budgetary crisis may be arguable, throughout the process the president communicated each budgetary choice and its consequences with the entire college community through meetings, mailings, press releases, and other forums. In an effort to promote participatory governance, the president's office strived to build an informed and meaningful consensus, seeking advice and consent where it was appropriate and arguing for those choices that were necessary.
- The president will work cooperatively with the district to effectively and realistically project and develop the college's budget.
e. The president works and communicates effectively with the communities served by the institution.
At the fall mandatory flex day, each year, in August, the president addresses the college's faculty, staff, and student leadership . The president gives a "state of the college" address that includes highlights of the previous year's accomplishments and the goals and direction of the college for the coming school year. The president's presentation frequently includes PowerPoint presentations that cite and/or reinforce the college's mission, goals, values and practices.
On Thursday of each week, the college's public information officer prepares a Weekly Report to the Governing Board (IVB-25). The report provides information on current issues and upcoming activities pertaining to Ventura College. The public information officer prepares the report in collaboration with the president, executive vice president, the vice president, and the deans and sends it electronically to the chancellor, who forwards it electronically to the members of the governing board and the Oxnard and Moorpark College presidents. The board receives a comprehensive report as the District Service Center (DSC) and the Oxnard and Moorpark College presidents also provide information about their respective sites.
The public information officer, in collaboration with the president, prepares a monthly president's Report (IVB-26). The college distributes the report to the district's chancellor, the Oxnard and Moorpark College presidents, members of the governing board, Ventura College faculty and staff, and local and state officials. The report contains information about faculty, staff and student accomplishments, campus activities, and other noteworthy items about the college.
On its Web site (www.venturacollege.net), the college makes available a broad range of information, which includes, but is not limited to, activities, the Educational Master Plan, Council for Institutional Development, college philosophy, athletics, institutional and staff accomplishments, calendars, programs, class schedules, campus directory, financial aid, fees, grades, transcripts and online admissions application and registration. The Web site also includes a welcome letter from the college president. The public information officer, in collaboration with the faculty and staff, provides information to the district's information technology office staff members, who maintain and update the site.
The former college president participated in a number of organizations, including five local and two statewide organizations (IVB-27). He also accepted invitations from local radio and television stations for guest appearances and gave frequent interviews to the Ventura College Press and community newspapers concerning college programs, activities, and issues. National magazines, periodicals, and newspapers such as the Chronicle of Higher Education , the Hispanic Outlook Magazine , and the Los Angeles Times have all written articles about specific college accomplishments and/or achievements. Through membership in service and other organizations, the president serves as an ambassador of the college and communicates information to the community about programs and services, and the mission, goals, values, and practices of the college.
The former college president communicated goals and values to students by attending and speaking at student functions (e.g., League of United Latin American Citizens (LULAC) Conference, September 11 events, Cesar Chavez Day, and Day of the Dead). He readily accepted invitations to attend the Associated Students of Ventura College (ASVC) board meetings. He established a working relationship with students and had an open door policy that allowed any student on campus to speak with him. The president communicated and modeled the values and practices of the college to student leaders through mentoring. As part of the student leadership experience, students are required to participate on campuswide committees, and the president encouraged and supported students in this activity. Through his actions and communications, he conveyed his philosophy that the college exists to serve its students.
During the spring 2004 semester, the acting president coordinated meetings with individual members of the Board of Trustees. Participants included administrators, the Academic and Classified Senate presidents and representatives, classified supervisors, and the ASVC president and representatives. The acting president called the meetings to acquaint the trustees with the college campus and leadership, to acquire a better understanding of the roles and responsibilities of each, and to discuss ways of improving communication.
Under the leadership and direction of the college president, the college effectively communicates with the communities it serves. Working collaboratively with the public information officer and with input from the campus community, the president communicates information about the college-its goals, mission, programs and services-through a variety of media, which include college publications, radio, television, newspapers, magazines, and the Internet. His membership in service and professional organizations provides an opportunity for networking and for communicating information about the college on a personal level.
The college recognizes the importance of providing information to the college's Web site; however, the public information officer currently relies on the district's information technology staff to post the information, a process that has proven costly and, in many ways, inefficient. The public information officer, or some other campus-based staff member, should be trained to input Web site information directly.
- The new college president will continue to interact with communities served by the institution through publications, meetings, memberships in service and professional organizations, and the media.
- The president will cultivate and nurture relationships and communication with students and continue the successful practice of an open door policy.
- The president will discuss with the vice president of business services and the vice chancellor of information technology the advantages of training the public information officer or another campus-based employee to input college information directly into the college's Web site.
3. In multi-college districts or systems, the district/system provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation of the colleges. It establishes clearly defined roles of authority and responsibility between the colleges and the district/system and acts as the liaison between the colleges and the governing board.
a. The district/system clearly delineates and communicates the operational responsibilities and functions of the district/system from those of the colleges and consistently adheres to this delineation in practice.
b. The district/system provides effective services that support the colleges in their missions and functions.
c. The district/system provides fair distribution of resources that are adequate to support the effective operations of the colleges.
d. The district/system effectively controls its expenditures.
e. The chancellor gives full responsibility and authority to the presidents of the colleges to implement and administer delegated district/system policies without his/her interference and holds them accountable for the operation of the colleges.
f. The district/system acts as the liaison between the colleges and the governing board. The district/system and the colleges use effective methods of communication, and they exchange information in a timely manner.
g. The district/system regularly evaluates district/system role delineation and governance and decision-making structures and processes to assure their integrity and effectiveness in assisting the colleges in meeting educational goals. The district/system widely communicates the results of these evaluations and uses them as the basis for improvement.
The Ventura Community College District has developed a document, "Organizational Description of District and College Responsibilities (i.e., Mapping Document). This document, developed by the colleges and the District Service Center, outlines the roles and responsibilities of the colleges and the district office. Please refer to this comprehensive document in this report for a description of how the Standards in IVB. 3, pertaining to multi-college districts, are addressed.
The VCCCD has been in a state of flux over the past several years due to the removal of its chancellor in June 2002. There was much controversy surrounding this in the campus community as well as the community at large, accompanied by widespread media attention. Since then the district has had two interim chancellors and is currently in the final stages of selecting a permanent chancellor. During this period there has also been a significant change in the make of the Board of Trustees, with two newly elected members of a five member Board.
Accompanying this transition period in district leadership has been the statewide fiscal crisis that has had a devastating impact on the college. Intensifying this budget crisis for the college is the fact that Ventura College operates as part of a multi-college district and budget issues need to be addressed on a districtwide basis. As the college attempts to resolve its budget issues-it must also be cognizant of the needs of the district as a whole.
As described in the district's Mapping Document, the district has primary responsibility for: 1) human resources, 2) fiscal affairs, and 3) technology. The college must rely on the coordination of services in these areas, by the District Service Center to be efficient and effective. However, over the past several years the quality and consistency of services have varied.
- The new district chancellor, along with the support of the new Ventura College president must ensure and provide leadership in setting and communicating excellence and integrity throughout the district.
- The chancellor will serve as a liaison between the college and governing board to support the educational efforts of the college.
- The college will work closely with the District Service Center to ensure that necessary services and support are provided in an effective and timely manner.
Board and Administrative Organization
List of Documents:
|IVB-1||Board Policy Manual A.10.a|
|IVB-2||Board Policy Manual A.10|
|IVB-3||Board Policy Manual A.11|
|IVB-4||Board Policy Manual A.19|
|IVB-5||Board Policy Manual A.27|
|IVB-6||California Community College Trustees "Trustee Handbook"|
|IVB-7||Board Policy Manual A.00.1|
|IVB-8||Board Policy Manual A.01|
|IVB-9||Board Policy Manual A.01|
|IVB-10||VCCCD Strategic Plan 2001-2005|
|IVB-11||June 12, 2001 Board Minutes|
|IVB-12||VCCCD Board agendas|
|IVB-13||Board Policy Manual A.13|
|IVB-14||Board Policy Manual A.13|
|IVB-15||Ventura College Educational Master Plan|
|IVB-16||Board Minutes for the Study Session of 10/4/03|
|IVB-17||Board Minutes 10/15/03|
|IVB-18||Ventura College Organizational Charts|
|IVB-19||Ventura College Job Descriptions|
|IVB-20||President's Meeting with College Administrators and Leadership Meeting Schedule|
|IVB-21||Ventura College State of the College Budget Campus-Wide Forum 10/16/02, Budget Forum 3/24/04 and others|
|IVB-22||Ventura College Planning System|
|IVB-23||District Annual Financial Report, 06/30/03 Page 4|
|IVB-24||Ventura College Educational Master Plan April 2003, PP. vii & 3|
|IVB-25||President's Report to the Board and the chancellor|
|IVB-26||President's Report newsletter|
|IVB-27||President's community memberships|
|IVB-28||VCCCD District Administrative Team|
|A Local Official's Guide to Ethics Laws, Spring 2002 by Institute of Local Self Governments|
|Board Minutes for the special meeting of 3/26/04|
|Board Study Session 2/27/04|
|Chancellor's Friday Letter|
|Strategic Planning Process Annual Cycle|
|VCCCD Board of Trustees Goals 2003-04|
|VCCCD Budget Presentation 4/23/03|
|Ventura College 97-98 Campus Welcome Back|
|Ventura College Council for Institutional Development, College Plan 2000-2003|
|Ventura College Council for Institutional Development, Presentations Letter from the Board of Trustees Regarding the President Hiring Committee|