NOTICE OF INTENT TO ADOPT, REPEAL OR AMEND
CLARK COUNTY SCHOOL DISTRICT BOARD OF SCHOOL TRUSTEES
GOVERNANCE POLICIES
Pursuant to NRS 386.365, the Clark County Board of School Trustees hereby notices its intent to
consider the adoption, repeal, or amendment of:
GP-4.2: Board Members’ Principles of Operation.
A copy of the proposal is available for inspection by the public during normal business hours in
the Office of the Board of School Trustees of the Clark County School District, which is located at
5100 West Sahara Avenue, Las Vegas, Nevada, and also on the Clark County School District
Web site: https://www.ccsd.net/trustees/governance/notices.
All persons interested in the proposed changes are invited to submit data, views or arguments,
orally or in writing, prior to the date set for final action.
This matter will be considered at a public meeting to be held on Thursday, January 25, 2024, at
5:00 p.m., Northeast Career and Technical Academy, 405 West Dorrell Lane, North Las Vegas, NV 89084.
NOTICE OF INTENT — CLARK COUNTY SCHOOL DISTRICT BOARD OF TRUSTEES GOVERNANCE POLICY
GP-4.2: BOARD MEMBERS' PRINCIPLES OF OPERATION
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Evelyn Garcia Morales
January 11, 2024
GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
Adopted: 06/21/12
Revised: 10/13/16; 05/25/17
The Clark County School District Board of Trustees shall follow principles that shall
enable it and its members to operate lawfully, efficiently, respectfully, and strategically
focused on District progress toward the Board Vision, Strategic Imperatives, Pledge of
Achievement, and other support strategies to improve learning for all students.
1. The Board shall engage in Balanced Governance™ with an emphasis on beliefs
and action emulating the 10 Balanced Governance™ Individual Board Member
Characteristics as described in GP-4.1: Board Members’ Conduct and Ethics.
2. Board members shall strive to make policy decisions based on information
received from the Superintendent, which reflects the progress or the need for
improvement toward the Board Vision, Strategic Imperatives, Pledge of
Achievement, and other support strategies. Superintendent or staff reports to
Board members and during Board meetings shall, at a minimum, follow these
Balanced Governance™ Tracking and Reporting Protocols:
A. Ensure that the policy incorporates or supports the Board Vision.
B. Ensure that the policy incorporates or supports one or more Board
Strategic Imperatives, Pledge of Achievement, and other support
strategies.
C. Ensure that the policy incorporates or supports concepts within the
Balanced Governance™ Board Standards.
D. Ensure that measurable outcome criteria are included in the policy.
E. Ensure that specific data are identified for purposes of Board reporting
and monitoring through informed oversight.
F. Ensure that specific timelines are indicated for Board review of goal
progress.
G. Ensure that problems or challenges are specific, targeted, and clearly
communicated in the Board meeting presentation as part of the Board
review and oversight.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
H. Ensure that new, revised, or existing program components and
procedures, or elimination of programs or program components address
specific identified problems or challenges.
I. Ensure and specifying a timeline for regular goal progress checking during
the Board meeting.
3. Board members shall ensure all Board policies support the Balanced
Governance™ Standards. Board member discussion should focus on the extent
to which policy, programs, and processes of both the District educational system
and Board governance actions support Balanced Governance™ Standards.
Balanced Governance™ Standards include:
A. Vision-Directed Planning (BG-1). Board engages families, communities,
and staff in the development of a shared vision focused on student learning.
The vision is the foundation of the mission and goals that direct Board
policy-making, planning, resource allocation, and activities.
Indicators for this standard are:
1. The Board collaborates with families and the community to
articulate core values and beliefs for the District.
2. Board members can clearly articulate the vision and goals of the
District.
3. The Board, in collaboration with the District, has developed a long-
range plan for improving student learning.
4. The Board regularly monitors the progress of goals to improve
student learning.
5. The Board adopts a budget and appropriates resources aligned to
the vision and goals.
6. The Board establishes and models a culture of high expectations
for all students.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
7. Board members have a vision and expectations for excellence
beyond the present.
B. Family/Community Engagement (BG-2). All members of the
family/community are stakeholders in the success of their schools.
Family/community engagement is a reciprocal advocacy process that
creates and sustains meaningful conversations, systems connections, and
feedback loops with multiple groups in the family/community. Successful
family/community engagement results in collaborative partnerships and
new types and levels of family/community participation in schools.
Indicators for this standard are:
1. The Board promotes practices that solicit input and involvement
from all segments of the family/community.
2. The Board collaboratively develops vision and goals with staff,
parents, students, and the broader family/community.
3. The Board recognizes and celebrates the contributions of school
and family/community members in school improvement efforts.
4. The Board is responsive and respectful to family/community inquiry
and feedback.
5. The Board advocates for public policy that supports education
through relationships with community leaders, city and county
government officials, and state legislators.
C. Effective Leadership (BG-3). Board leadership is proactive, integrated,
and shared. The Board establishes focus, direction, and expectations that
fosters student learning. Across education systems, the Board supports
policy to develop and implement collaborative leadership models and
practices that are guided by shared student learning goals. Within
organizations, the Board ensures the alignment of authority and
responsibility so that decisions can be made at levels closest to
implementation.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
Indicators for this standard are:
1. Board members develop relationships to improve student learning
and opportunities for students.
2. Board activities, analysis, and decision-making are aligned to
vision and goals.
3. The Board solicits input from multiple sources to assist in making
informed decisions.
4. The Board establishes and sustains relations with community
leaders, city and county government officials, and state legislators.
5. Board members model and empowering leadership style.
6. Board members promote change through dialogue and
collaboration.
7. Board members understand and are knowledgeable about school
improvement initiatives and their role in supporting those
initiatives.
D. Using Data for Continuous Improvement and Accountability (BG-4).
The Board communicates high expectations for all students and holds
themselves and the District accountable for reaching those goals. The
Board uses data and information, from multiple sources and in various
formats, to identify areas for improvement, set priorities, and monitor
improvement efforts. At the same time, the Board continually seeks new
and innovative ways to increase student success and achievement in
programs already established.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
Indicators for this standard are:
1. Board members use, and expect the Superintendent to use, a
variety of types of relevant quantitative and qualitative data in
decision-making (e.g. survey results, interviews, staff evaluations,
staff and student feedback, test results).
2. The Superintendent provides data to the Board on the
measureable outcomes of all programs that they have approved.
3. The Board uses data to identify discrepancies between current
and desired outcomes.
4. The Board identifies and addresses priority needs based on data
analysis.
5. The Board communicates to the public how policy decisions are
linked to student learning data.
6. The Board creates a culture that encourages the use of data to
identify needs throughout the system.
7. The Board regularly conducts a self-evaluation to monitor its
performance.
E. Cultural Responsiveness (BG-5). The Board creates a climate of
expectations that all students can learn at high levels and fosters a
positive and safe learning climate that supports this vision. The cultural
diversity of a family/community has many facets – social, economic,
political, religious, geographical, generational, linguistic, ethnic, racial, and
gender. The Board develops an understanding of this diversity and hold
perspectives that reflect the cultures in their community. Effective
family/community engagement and expectancy strategies build on the
strengths of a community’s cultural diversity.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
Indicators for this element are:
1. Board outreach and family/community engagement activities
accommodate cultural differences in values and communication.
2. The Board actively encourages and expects the Superintendent to
facilitate the participation of culturally diverse groups.
3. The Board has a process to review policies that involve cultural,
racial, and ethnic bias.
4. Board members approach decision-making with culturally diverse
perspectives.
5. The Board creates a culture of acceptance for innovation that
increase student success and achievement.
6. A climate of caring, respect, and the valuing of students’ cultures is
established through Board policy and goals.
7. The Board ensures that the Superintendent regularly assesses the
District climate.
F. Learning Organizations (BG-6). A learning organization is a self-
renewing professional community that supports reflection, discovery,
learning, improvement, and success at all levels. The Board encourages
professional development that empowers and nurtures leadership
capabilities across the organization.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
Indicators for this element are:
1. Board policies nurture leadership capabilities across the
organization.
2. The Board creates and pursues opportunities to learn about
research-based strategies that ensure continuous improvement for
the next generation of learners.
3. Board members promote positive change through dialogue and
collaboration.
4. The Board encourages professional development that increases
learning and empowerment.
5. The Board fosters an environment of mutual cooperation,
emotional support, and personal growth throughout the
organization.
G. Systems Thinking (BG-7). Systems thinking allows Boards to break
single District thinking and act on an integrated view of education within
and across systems and levels (e.g. grade K-12, educational co-
operatives, community college, and university). The Board practices
systems thinking by collaborative partnerships with local, state, and
national entities, coordinated programs, and shared resource models to
improve student learning.
Indicators for this Standard are:
1. The Board works to avoid shifting problems from one part of the
system to another.
2. The Board engages in process thinking, seeing beyond the
immediate situation and easy solutions.
3. The Board analyzes issues for their impact on other parts of the
system.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
4. The Board team is solution oriented.
5. The Board works collaboratively with other agencies to
encourage dialogue that fosters continual growth.
H. Innovation and Creativity (BG-8). The Board recognizes, values, and
supports the advancement of innovation and creativity across the District.
Innovation and creativity are assets to the process of development and
change, leading to new types of thinking and better ways of meeting
student needs. Innovation and creativity are not predictable, but the Board
shall align vision throughout the organization, engage in collaborative
partnerships, and encourage dialogue, new ideas, and differing
perspectives.
Indicators for this standard are:
1. Board members create time and opportunities for their own
creative thinking.
2. Board members partner with families, the community, and
educational organizations to remove real and perceived barriers
to creativity and innovation.
3. The Board sets meeting agendas that allow it to proactively
identify and explore strategic issues.
4. The Board incorporates flexibility into its future plans to enable
the District to look and move in unforeseen directions in
response to unexpected events.
5. The Board recognizes the risk of creative and innovative
practices and supports such practices at all levels of leadership.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
I. Board Member Conduct, Ethics, and Relationship with
Superintendent (BG-9). The relationship between the Board and the
Superintendent is a delicate one and it is essential that they have a clear,
mutual understanding of their respective roles and responsibilities. Team
building is an essential part of this relationship and a clear District goal
shall help maintain a respectful relationship.
The Indicators for this standard are:
1. Each member of the Board understands and respects the
distinction between the Board’s responsibilities and the
Superintendent’s duties.
2. The Board and Superintendent trust and respect one another.
3. Board members represent the interests of the entire District.
4. Board members preserve the confidentiality of items discussed
in closed session.
5. Board members do not use their office for personal gain or
advancement.
6. Board members do not attempt to individually speak on behalf of
the entire Board or commit the Board.
7. Board members direct complaints and requests to the
Superintendent or the Superintendent’s Liaison to the Board of
Trustees rather than attempting to solve them directly.
8. The Board and Superintendent agree on the information needed
by the Board, and when and how the Board receives that
information.
9. The Board and Superintendent participate in learning
opportunities as a team.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
10. Board members come to the meeting familiar with the agenda
and prepared to discuss, ask questions, and take action on
agenda items.
J. Budgeting and Financial Accountability (BG-10). One of the important
activities in translating the educational goals of schools into reality is the
adoption of a budget and making sure that the District is fiscally sound.
Boards utilize fiscal resources based on student needs and District policies
and goals.
Indicators for this element are:
1. Board members are knowledgeable of the District budgeting
process.
2. Budgeting decisions are based on student needs, adopted District
policy and goals, and the Districts financial ability to meet those
needs.
3. Board members have a basic understanding of District revenues
and expenses.
4. The Board reviews monthly financial statements (purchase orders
and purchase awards) provided by the Superintendent and
understand their role in the oversight of the budget.
4. Board members shall respect relationships with other members of the Board by:
A. Recognizing the integrity of predecessors and associates and the merit
of their work.
B. Refusing to make statements or promises regarding voting on any
matter that should properly come before the Board as a whole.
C. Respecting the right of others to their opinions and, while striving for
consensus, supporting the majority rule principle.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
5. Board members and the Superintendent shall engage in professional public
communications to respect and ensure an unobstructed process of whole-Board
deliberation and policy approval. This includes:
A. Suspending decision-making and public comment until proper analysis of
data and whole-Board discussion is concluded and a vote is cast.
B. Supporting the integrity of final Board decisions and supporting the
implementation of those policy decisions while retaining the right to
publicly share one’s own reasons for voting against a particular policy or
program.
C. Refraining from speaking individually to the media or posting public
comment on social media regarding Board or District matters that are
under policy or program deliberation, and prior to a discussion and vote by
the Board. Individual Board members shall defer Board inquiries on such
matters to the Board President, who shall prepare a statement speaking
on behalf of the whole Board. The written statement shall include the vote
count and the reasons behind dissenting votes.
D. Providing appropriate deference when approached by the public. For
example, Board members shall defer comments regarding inquiries about
District issues, i.e. media inquiries, to the Superintendent, who will speak
for the District. Likewise, public comments or inquiry directed to the
Superintendent regarding Board practices or actions, should be deferred
without comment to the Board President who will confer with the whole
Board on such matters during a regular Board meeting, and when directed
by the whole Board, respond on their behalf.
E. Board members who fail to follow governance process policies, either
during or outside of a Board meeting shall be addressed using the
Balanced Governance™ Progressive Response process listed below in
items 1-6. The governance process includes.
:
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
1. Board member(s) with a concern about another Board member
shall report the concern to the Board President privately.
2. The Board President shall meet with the offending Board member
and remind them of their commitment to follow governing policies
and protocols.
3. If this is ineffective, the Board President and one other Board
Member shall meet with the offending Board member, remind
them of their commitment to follow governing policies and
protocols, and ask them to honor their commitment through
appropriate action.
4. If this is ineffective, the Board President, during a public Board
meeting, shall remind the offending Board member of their
commitment to follow governing policies and protocols, and ask
them to honor their commitment through appropriate action.
5. If this is ineffective, the Board President shall engage in informal
censure of the offending Board member through interrupting
ensuing infractions in Board meetings and making formal public
statements both during the Board meeting and outside the Board
meeting as needed, to distance the Board’s position from the
infracting Board member’ position or statements.
6. In the event that the Board President fails to follow governance
policies and processes, the Board Vice President will engage the
Balanced Governance™ Progressive Response process listed
above in items i-iv. If these steps are ineffective, the Board Vice
President may entertain a recall vote of the seated Board
President. By a two-thirds super-majority, the seated President
can be removed. The Board Vice President shall assume the role
of Board President and employ the Balanced Governance™
Progressive Response process item v, if necessary.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
6. Board members shall respect the authority of the Superintendent of Schools and
the staff by:
A. Giving the Superintendent full administrative authority for properly
discharging the professional duties of the position and by holding the
Superintendent accountable for progress toward the Board Vision,
Strategic Imperatives, Pledge of Achievement, and other support
strategies.
B. Recognizing individual interactions with employees of the
Superintendent lack authority except when explicitly authorized by the
Board.
C. Refraining from expressing individual judgments of performance of the
Superintendent or employees of the Superintendent except as described
in the Balanced Governance™ Progressive Response process in item 7
A-D below.
D. Acting only upon the recommendations of the Superintendent in matters
of employment or dismissal of District personnel.
E. Excluding the Superintendent at regular and special meetings of the
Board only when the contract and salary of the Superintendent or his/her
confidential employees are under consideration.
F. Referring all complaints to the Superintendent or his/her designee and
discussing such complaints at a regular meeting only after exhausting all
other steps described in the Balanced Governance™ Progressive
Response process described in item 7A-D below.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
G. Providing an environment in which the Superintendent and staff may
function effectively within the community and discharge their educational
functions on a thoroughly professional basis.
H. Presenting any criticisms of any employee directly to the Superintendent
or his/her designee.
I. As an elected Trustee for the Clark County School District (CCSD),
mutual respect for each other as elected officials and the work of our
employees is a priority. Trustees shall adhere to the following guidelines
when visiting individual schools or school/District employees.
1. Respect fellow Trustees by not visiting schools outside of your
District. If you are invited by the principal or school personnel, do
not respond in the positive unless you have a verbal or written
approval from your fellow Trustee.
2. Respect the work that the administrative, licensed, and support
staff must complete on a daily basis in order to increase student
learning and meet the goals identified in the Strategic Imperatives.
Dropping in at a school campus is a distraction from the work our
employees are paid to do. Surprise visits disrupt schedules and
instruction. Call before you visit a school in your District. If the
principal or administrative staff is not available, ask to schedule a
time for a visit.
3. If the principal or administrative team members are not available or
say that this is not a good time, respect their decision and ask to
schedule a better time. Walking the building without an
administrator would be considered a disruption to the learning
environment. CCSD has hired them to be in charge of the building.
If there is an issue, contact the Superintendent’s Liaison to the
Board of Trustees or the Superintendent.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
4. Central office staff members have very difficult jobs to accomplish.
The Superintendent holds them accountable for the work that must
be done. If you are in the building, please be respectful of their
time and work. A quick hello is appropriate but sitting down for a
social or work discussion may be prohibiting them from the work
that is needed to be completed. If a lengthy conversation is
needed, please set up a time for a meeting or phone call if you
have specific concerns or issues.
5. It is imperative when dealing with employees that an appropriate
and professional behavior is required. Opportunities for training
will be provided to you.
6. As a Trustee, there may be information shared that is in the
planning stages. It is not your role to go to school locations or
departments/divisions and tell them what may or may not happen.
That is the role of the Superintendent or his staff. If confidential
information is not kept confidential, details of the work will not be
shared with you unless it is in a formal setting. This is a violation of
the governance policies of the Trustees.
7. If you have ideas that can help with attaining goals in the Strategic
Imperatives or improving work in CCSD, please discuss them with
the Superintendent. It will be the best avenue for being able to talk
through the idea.
8. Social network posts, videos, and pictures are a delicate issue.
Media releases must be on file for every student. If a signed media
release is not ensured, pictures must not be posted. Refrain from
talking for streaming purposes during formal events and
presentations.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
9. In the case of school visitation or visitation of a faculty or staff,
Board members:
a. Shall only visit school sites during school hours after making an
appointment in advance with the school principal. In most
cases, the school should be given 24-hour notice prior to a visit
during school hours.
b. May visit school sites to attend any and all after-school events
and performances at their discretion.
c. Shall make an appointment in advance to meet with District staff.
d. Who believe an emergency warrants a more immediate meeting
or visit shall first clear the visit with the Superintendent.
e. Who are parents or guardians of a student attending a school
shall not be restricted by these guidelines, but shall follow
school processes required by all other family/community
members regarding school appointments and visits. The Board
member shall endeavor to represent themselves only in their
parental role for such visits and meetings and not as a Board
member.
7. Concerns regarding school Board member/Superintendent communication or
implementation of policy and procedures shall be addressed with the
Superintendent through a Balanced Governance™ Progressive Response
process as described in item 7A-D below. This process requires the Board
member to:
A. First meet individually with the Superintendent to address and resolve any
concern.
B. If this is not successful, the Board member shall meet to discuss the issue
with the Board President and Superintendent together.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
C. If still not resolved, the Board member can require the issue to be added
to the next Board agenda. Note that the Board meeting discussion should
include only the information requested or the concern reported, and
recommendations for actions on the part of the Board to resolve the issue.
D. Finally, the Board should address concerns over Superintendent response
or action only through the formal Superintendent evaluation.
8. Board members shall refrain from individually and privately monitoring the
implementation of policy, programs, or operations processes. To ensure
implementation fidelity and District culture, Board members shall ensure the use
of an Organizational Capacity Monitoring System, like the Balanced
Governance™ Strategic Teaming Model. This includes:
A. A permanent District Strategic Team delegated with the authority to
monitor organizational health and implementation fidelity.
B. The membership of the District Strategic Team shall be comprised of
District faculty and staff from every level of the District organization with a
plurality of members at the school level.
C. The Organizational Capacity Monitoring System is responsible for
identifying barriers in the organization that prevent implementation fidelity
of policies and programs.
D. The Organizational Capacity Monitoring System is responsible to craft an
Implementation Support Plan including specific recommendations on how
to remove or lessen barriers and improve implementation fidelity.
E. Data from the Organizational Capacity Monitoring survey and progress or
lack of progress on components of the Implementation Support Plan shall
be presented to the Board at least twice per year. The District Strategic
Team shall include in their report, operations and procedural barriers and
the solutions recommended and/or enacted.
F. The District Strategic Team will recommend policy changes to the Board
and procedural changes throughout the District. All recommendations
are subject to Superintendent and Board approval.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
9. Board members shall meet responsibilities to the community by:
A. Attempting to appraise fairly both the present and future educational
needs of the family/community.
B. Insisting that all District business transactions be conducted on an open,
ethical, and above Board basis.
C. Vigorously seeking adequate financial support of the schools.
D. Engaging in proactive and on-going dialogue with the family/community.
This shall be achieved by:
1. Structured and intentional assignment of Board members to serve
on or attend meetings and events held by external stakeholders
throughout the District.
2. Expansion of the external committee service should be planned
during a Board work session at least annually. Board members
shall report briefly on relevant and significant issues raised by
external entities during a scheduled time at each Board meeting.
.
E. Seeking to involve the family/community in the schools and the
educational process.
F. Seeking to improve education throughout the State of Nevada.
10. Board members shall conduct effective and productive meetings focused on
open dialogue and policy actions intended to check the progress and improve
achievement of the Board Vision, Strategic Imperatives, Pledge of Achievement,
and other support strategies. Board members shall conduct their Board
meetings in a professional manner with appropriate decorum through:
A. Well-attended meetings and well-prepared participants.
B. A well-planned agenda that is focused on progress checking and
discussion of the Board Vision, Strategic Imperatives, Pledge of
Achievement, and other support strategies.
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GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
C. Keeping discussions centered on the agenda and staying focused on
progress checking and discussion of the Board Vision, Strategic
Imperatives, Pledge of Achievement, and other support strategies.
D. Balanced participation with everyone participating and no one
dominating.
E. Sharing viewpoints in a clear, concise manner.
F. Accomplishing work in an atmosphere of trust and openness
with respect and courtesy.
G. Monitoring policies to facilitate accountability and assurance of policy
implementation fidelity.
11. Supporting the Superintendent’s reasonable interpretation of applicable Board
policies or further clarifying Board intention by revising the policies.
12. Making decisions based on information garnered from Superintendent and
staff reports presented at Board meetings, additional information requested
through the Superintendent, and family/community input.
13. The Board shall follow parliamentary procedures utilizing Roberts Rules of
Order as a guide, recognizing the exceptions for small Boards.
1
The following
procedures shall apply: are recommended procedures
:
A. A motion may only be made by a member with voting rights. A
member with voting rights is defined by NRS 386.165 (2).
B. All main motions require a second.
C. Only one main motion can be active at a time.
D. The Board President presides over the meeting, introduces the item,
recognizes speakers, repeats the motion before the vote, and
summarizes the vote.
E. The Board President may vote on all motions and, with restraint, may
make a motion and second motions, as well.
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1
See addendum for Rules of Precedence.
GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
14. Board members shall recognize that authority rests only with the Board during
official meetings and that the individual member has no legal status to bind the
Board outside meetings as defined by the Open Meeting Law.
A. Except as otherwise provided by NRS, four voting members of the
Board shall constitute a quorum
B. No action of the Board shall be considered valid without the approval
of a quorum of the Board.
C. A quorum of members shall only meet, deliberate, or vote regarding
matters within the Board's jurisdiction in either an open meeting or a
closed meeting in compliance with a specific statute.
D. Members' interaction with the public, press, or other entities must
recognize Board decisions and the inability of any member to speak
for the Board except to support Board decisions.
E. An agenda item which has previously been considered and decided
by the Board within the past year may only be placed on the agenda
for reconsideration by a Trustee who was on the prevailing side of the
previous decision. The agenda item shall be preceded by a specific
agenda to address whether the item should be reconsidered.
F. Within the first three months of being sworn in, the newly appointed or
elected a Board member with voting rights may request
reconsideration of a prior decision up to six months prior to being sworn in
to the Board.
15. Board members shall receive on-going, annual training assessments in
effective governance. All training sessions shall be provided by appropriate
personnel trained in the Balanced Governance™ model. Board professional
development shall include:
A. Annual Board self-assessment including the Balanced Governance™
Board Standards and the Balanced Governance™ Individual Board
Member Characteristics.
Board of School Trustees CLARK COUNTY CHOOLDISTRICT
Reference 2.16
Page 21 of 22
GP-4.2: BOARD MEMBERS’ PRINCIPLES OF OPERATION
(continued)
B. Regular external Board evaluation including the Balanced Governance™
Board Standards, the Balanced Governance™ Individual Board-Member
Characteristics, and Balanced Governance™ Effective Board Meeting
Elements (meeting length, number of scheduled topics, time
management, item typology and discussion categories, direct vs.
supporting instructional topics, goal monitoring vs. management inquiry,
and bridging vs. bonding).
C. Required orientation training in Balanced Governance™ for new Board
members.
D. Periodic formative Board observation and evaluation including the
Balanced Governance™ Board Standards and the Balanced
Governance™ Individual Board Member Characteristics.
E. Embed Board member relationship-building opportunities into all Board
member training.
F. Embed opportunities for social dialogue and relationship building during
Board work sessions.
Board of School Trustees CLARK COUNTY SCHOOLDISTRICT
Reference 2.16
Page 22 of 22