Accreditation - Hartnell College!!

Institutional Self Evaluation – 12-05-12
workshops. The Board‘s regular monthly business meetings also include important
presentations from Hartnell personnel and others that cover topics such as accreditation,
budget development, and status updates on education and student services programs. Board
members agreed to mandatory attendance at both the business meeting and the development
workshops to receive their full monthly stipend.
Board members are elected to four-year terms with staggered terms of office. In March 2011,
the Board initiated the redistricting process required at the beginning of each decade
(IV.B.46). The Board adhered to a strict schedule of public hearings throughout the exercise.
According to the new redistricting maps, all incumbents still reside in their own districts,
even though the boundaries have changed significantly in some cases, particularly the
Districts around Salinas. The maps were approved by the Board of Trustees in November
2011 (IV.B.47), and by the Department of Justice in March 2012 (IV.B.48).
The college meets this standard.
Planning Agenda
None.
IV.B.1.g
The governing board’s Self Evaluation processes for assessing board performance are
clearly defined, implemented, and published in its policies or by laws.
Descriptive Summary
The Board adopted its self evaluation policy, BP 2745, in November 2011 (IV.B.49), and
conducted a formal self evaluation, for the first time, on November 15, 2011. (appended to
IV.B.49) The policy requires that self-evaluations be conducted at least annually. The
evaluation instrument used in the November 2011 evaluation includes questions about the
Board organization, its roles in policy and community relations, its relationship with the
superintendent/president, its role in supporting the college financially, and its perspective on
its own education and training, among other topics.
Self Evaluation
Generally, Board respondents rated themselves well on board organization, budget and
finance, and board leadership. Less agreement was expressed regarding the policy role of the
board, the relationship between the superintendent/president and the Board, community
relations, advocating for the college, and the effectiveness of Board education and
development. Respondents stated that more Board members needed to participate in Board
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