BOARD OF EDUCATION

Board Representatives
2012

	Jonathan Abelove, President Term of office: 2010-2014 Board President in 1997, 2002, 2007, 2012 Board Vice President in 1995, 1996, 2006, 2011 Board Clerk in 2010 Board Member since 1994 Occupation: Business Owner Email Address: jabelove@tustin.k12.ca.us
	Tammie Bullard, Vice President Term of office:   2008-2012 Board President in 1998, 2003, 2008 Board Vice President in 2002, 2007, 2012 Board Clerk in 2011 Board Member since 1996 Occupation:  Self-employed Email Address:  tbullard@tustin.k12.ca.us
	James Laird, Board Clerk Term of office: 2008-2012 Board President 2009 Board Vice President in 2008 Board Clerk in 2007, 2012 Board Member since 2004 Occupation: Deputy District Attorney Email Address: jlaird@tustin.k12.ca.us
	Lynn Davis, Board Member Term of office: 2010-2014 Board President in 2006, 2011 Board Vice President in 2005, 2010 Board Clerk in 2009 Board Member since 2002 Occupation: Business Owner Email Address:  ldavis@tustin.k12.ca.us

Francine Scinto, Board Member Term of office: 2008-2012 Board President in 2001, 2005, 2010 Board Vice President in 1999, 2000, 2004, 2009 Board Clerk in 2008 Board member since 1996 Occupation: Business Owner Email Address: fscinto@tustin.k12.ca.us

Board of Education
Committee Representatives

Click HERE for 2012 Committee Representatives

Board of Education
Professional Governance Standards

The primary responsibilities of the Board are to set direction for the District, provide a structure by establishing policies, ensure accountability, and provide community leadership on behalf of the District and public education.  To fulfill these responsibilities, there are a number of specific jobs that effective Boards must carry out.

Effective Boards

• Involve the community, parents, students, and staff in developing a common vision for the District focused on learning and achievement and responsive to the needs of all students.

• Adopt, evaluate, and update policies consistent with the law and the District’s vision and goals.

• Maintain accountability for student learning by adopting the District curriculum and monitoring student progress.

• Hire and support the Superintendent so that the vision, goals, and policies of the District can be implemented.

• Conduct regular and timely evaluations of the Superintendent based on the vision, goals, and performance of the District, and ensure that the Superintendent holds District personnel accountable.

• Adopt a fiscally responsible budget based on the District’s vision and goals, and regularly monitor the fiscal health of the District.

• Ensure that a safe and appropriate educational environment is provided to all students.

• Establish a framework for the District’s collective bargaining process and adopt responsible agreements.

• Provide community leadership on educational issues and advocate on behalf of students and public education at the local, state, and federal levels.

The Board

School districts and county offices of education are governed by boards, not by individual trustees.  While understanding their separate roles, the Board and Superintendent work together as a “governance team.”  This team assumes collective responsibility for building unity and creating a positive organizational culture in order to govern effectively.  

To operate effectively, the Board must have unity of purpose and:  

• Keep the District focused on learning and achievement for all students.  

• Communicate a common vision.  

• Operate openly with trust and integrity.  

• Govern in a dignified and professional manner, treating everyone with civility and respect.  

• Govern within Board-adopted policies and procedures.  

• Take collective responsibility for the Board’s performance.  

• Periodically evaluate its own effectiveness.  

• Ensure opportunities for the diverse range of views in the community to inform Board deliberations.

The Individual Trustee

In California’s public education system, a trustee is a person elected or appointed to serve on a school district or county board of education.  Individual trustees bring unique skills, values and beliefs to their board.  In order to govern effectively, individually trustees must work with each other and the superintendent to ensure that a high quality education is provided to each student.  

To be effective, an individual trustee:  

• Keeps learning and achievement for all students as the primary focus.  

• Values, supports, and advocates public education.  

• Recognizes and respects differences of perspective and style on the Board and among staff, students, parents, and the community.  

• Acts with dignity and understands the implications of demeanor and behavior.  

• Keeps confidential matters confidential.  

• Participates in professional development and commits the time and energy necessary to be an informed and effective leader.  

• Understands the distinctions between Board and staff roles, and refrains from performing management functions that are the responsibility of the Superintendent and staff.  

• Understands that authority rests with the Board as a whole and not with individuals.

The Superintendent

• Promotes the success of all students and supports the efforts of the Board of Education to keep the District focused on learning and achievement.  

• Values, advocates, and supports public education and all stake holders.  

• Recognizes and respects the differences of perspective and style on the Board and among staff, students, parents, and the community—and ensures that the diverse range of views inform Board decisions.  

• Acts with dignity, treats everyone with civility and respect, and understands the implications of demeanor and behavior.  

• Serves as a model for the value of lifelong learning and supports the Board’s continuous professional development.  

• Works with the Board as a “governance team” and assures collective responsibility for building a unity of purpose, communicating a common vision and creating a positive organizational culture.  

• Recognizes that the Board/Superintendent governance relationship is supported by the management team in each District.  

• Understands the distinctions between Board and staff roles, and respects the role of the Board as a representative of the community.  

• Understands that authority rests with the Board as a whole; provides guidance to the Board to assist in decision-making; and provides leadership based on the direction of the Board as a whole.  

• Communicates openly with trust and integrity including providing all members of the Board with equal access to information, and recognizing the importance of both responsive and anticipatory communications.  

• Accepts leadership responsibility and accountability for implementing the vision, goals, and policies of the District.

Board Adopted: July 23, 2001