Purpose and alignment

Purpose of this handbook

This Governance Handbook is a practical guide for the Board of Education and the Superintendent. It gathers the protocols, norms and commitments the governance team has adopted so that new Trustees can learn them quickly, returning Trustees can refer to them easily, and the public can see how the Board does its work.

The Board of Education

A five-member Board of Education governs the district. Trustees are elected at-large and may serve up to two consecutive four-year terms. Two Student Board Members serve in an advisory role (see §09).

Julie Sen, Senior Executive Assistant to the Superintendent & Governance, supports the Board's work — agendas, minutes, records, onboarding and offboarding — and is the first point of contact for Trustee logistics.

Alignment with Board Bylaws and the legal framework

• The handbook aligns with the Board's adopted Bylaws and California law, including the Brown Act and relevant sections of the California Education and Government Codes.
• Where this document conflicts with a bylaw or legal provision, the bylaw and applicable law govern.
• The Board reviews the handbook annually at the Board retreat, alongside the Board Bylaws, to keep it aligned with district priorities, ethical standards and best governance practice.

Keeping this handbook current

This handbook is a living document tied to the Board Policy Manual. Each chapter carries a stamp naming the bylaws and policies it draws on and the date it was last checked against them.

1. When the Board adopts or revises a bylaw or policy, the Board Policy Committee identifies the affected chapters within 30 days.
2. Affected chapters are revised, the stamp is updated, and an Updated mark stays on the chapter until the next annual review.
3. Every change is logged in the Revision History with the policy that prompted it.
4. The full handbook is reviewed and re-adopted at the annual Board retreat; the marks are then cleared and the adoption date on the cover advances.

Governance alignment statement

• The Board and the Superintendent commit to aligning key decisions, discussions and monitoring with the Emerging Strategic Plan and LCAP.
• Annual SMART goals (Specific, Measurable, Attainable, Relevant, Time-bound) and measurable outcomes guide progress; the Board receives quarterly progress updates to drive continuous improvement across the district.
• All Board activity — electronic communication, informal meetings and agenda preparation included — complies with the Brown Act.
• Trustees do not deliberate collectively outside agendized open sessions, including by email, social media or serial conversations.

Vision, mission, values and norms

These commitments are read aloud and displayed on the agenda or screen at the start of each regular meeting. Delivery may rotate among the Board President, Trustees, Superintendent, Student Board Members, or designated student and community representatives — a practice that affirms the Board's values and keeps them publicly accessible.

Vision Updated 2025

Each and every student is empowered to realize their fullest potential — ready to lead, contribute and thrive in an ever-changing world — through the support of a diverse, engaged and committed community.

Mission Updated 2025

Albany Unified School District provides an excellent public education that empowers every student to achieve their fullest potential. We honor the unique ways students learn and are committed to creating inclusive, supportive and collaborative learning environments. By valuing individual strengths, celebrating differences and fostering critical thinking, we ensure that every student is prepared to contribute to a just and joyful world and thrive as a productive member of society.

Core values and beliefs Updated 2025

1. We believe in equity and excellence. Every student deserves access to high-quality, rigorous and inclusive learning experiences that honor their potential and ensure they are prepared to thrive.
2. We believe in student-centered learning. Students flourish when they experience agency, belonging and wellness in safe, supportive environments designed to meet their individual needs.
3. We believe in collaborative leadership. Shared leadership and transparent, accountable systems are crucial for building trust, driving improvement and fostering a culture of learning.
4. We believe in honoring individual strengths. Each student brings unique gifts, identities and ways of learning. Recognizing and valuing these differences is foundational to meaningful education.
5. We believe in the power of community partnership. When educators, students, families and community partners work together, we create schools where everyone belongs and every student is empowered to lead, contribute and thrive.

Board norms

1. Focus on what is best for students; ensure a respectful environment.
2. Value diverse perspectives; act with dignity and professionalism.
3. Maintain the distinction between Board and staff roles.
4. Commit to continuous learning and professional development.

The full Code of Conduct and ethical standards are in §07 Governance Norms & Standards.

Goals, priorities and actions

District strategic goals and commitments

Rooted in community, rising in possibility. Together, we build a stronger Albany Unified — where every student belongs, learns and thrives.

The district's work is guided by the Emerging Strategic Plan and the Local Control and Accountability Plan (LCAP). Together, the 2026–27 goals focus on rigor, belonging, and improved systems so that every student achieves.

1. Accelerate learning for every student — equitable, inclusive, rigorous instruction. Every student has access to high-quality teaching, meaningful learning, and the support they need to succeed.
2. Cultivate belonging and well-being — whole-child development & belonging. Students thrive when they feel safe and supported and have a true sense of belonging.
3. Build trust through strong systems and meaningful partnerships — collaborative systems for continuous improvement. We work together with families, staff, and students to build trust, transparency, and a stronger Albany Unified.

One Albany Unified · One Community · One Future. The Board monitors progress toward these goals through Vital Signs data, LCAP outcomes and agreed success indicators.

Setting district goals

1. Annually review and adopt goals aligned with the Emerging Strategic Plan and LCAP.
2. Identify Board-specific and Superintendent-specific actions.
3. Report progress quarterly using Vital Signs data and LCAP outcomes.

Board goals

1. Advance academic success and student well-being in alignment with the Emerging Strategic Plan and LCAP.
2. Strengthen Board governance, transparency and communication.
3. Foster safe, inclusive and respectful learning and working environments.
4. Support effective district leadership through clear evaluation and accountability.
5. Promote continuous Board learning, reflection and improvement.

Board priorities

1. Monitor district progress using Vital Signs data, LCAP outcomes and success indicators.
2. Maintain respectful, efficient and student-centered Board meetings.
3. Ensure equitable and timely response to public concerns and complaints.
4. Uphold clear roles, responsibilities and ethical standards for all Board members.

Board actions

1. Annually review and adopt district goals aligned to the Emerging Strategic Plan and LCAP; review Board and Superintendent roles.
2. Conduct the Superintendent evaluation tied to district goals and SMART indicators.
3. Maintain proactive, coordinated communication with the Superintendent.
4. Use the Consent Calendar effectively; advance agenda questions to Superintendent.
5. Conduct the annual Board self-evaluation and Governance Handbook review at the Board retreat.
6. Provide onboarding, mentoring and ethics training for new Board members.
7. Follow protocols for adding agenda items and managing public disruptions.

Meeting protocols

Ordered as a meeting unfolds: preparing the agenda, running the meeting, hearing the public, and handling disruption.

Where to find meeting information

The Board ordinarily holds regular meetings on Tuesday evenings at Albany City Hall, 1000 San Pablo Avenue, with remote access via Zoom; some meetings rotate to school sites. Closed session convenes at the end of each open-session meeting. The adopted meeting calendar lists the dates for the year; agendas, meeting materials, minutes and instructions for public comment are posted on the Board's meeting portal before each meeting. The public comment procedure itself is set by Board Bylaw 9323 and printed on every agenda; this handbook does not restate it.

Agenda setting

1. The Agenda Committee — Board President, Superintendent and one additional Trustee on rotation — develops each agenda with input from the full Board.
2. Trustees submit requests for agenda items to the Committee, which evaluates them for alignment with district goals and available time and places them consistent with Board Bylaws.
3. The Committee communicates scheduling decisions and alternatives to the requesting party.

Consent Calendar

1. Keep items routine and non-controversial.
2. Submit questions in advance; pull items only when critical.
3. First-time or unique contracts above $15,000 go to action items unless they serve plans in the LCAP.

Meeting leadership

1. Regular meetings are limited to three hours. Open session may be extended once by an additional 60 minutes by motion and vote; no further extension is allowed unless specifically requested by a Board Member.
2. Each agenda item follows one sequence: presentation → questions from the Board → public comment → motion → discussion of the motion → vote. Motions and votes are stated clearly for the public record.
3. The Board President summarizes any direction given to the Superintendent before moving on.

Board conduct at meetings

• Attend all meetings. If unable to attend, notify the Superintendent and Board President at least 24 hours in advance when possible.
• Trustees model respectful discourse, focus on district-wide impact and refrain from personalizing debate.
• Questions for staff are routed through the Superintendent rather than asked of staff directly.
• Trustees and the Superintendent present a united front by supporting the governance team's collective decisions, regardless of individual votes.

Public comment, concerns and complaints

1. Listen respectfully and clarify details.
2. Refer the matter to the Superintendent where appropriate; do not promise quick solutions — explain the process and next steps.
3. Maintain confidentiality and Board neutrality.
4. Under the Brown Act, Trustees do not respond to public comment on items not on the agenda and avoid debate with community members during meetings.

Meeting disruptions

1. The President may call a break, table items or adjourn the meeting.
2. The President may remove an individual who disrupts the meeting after a warning, as provided in Gov. Code §54957.95, or clear the room under §54957.9.
3. The Board maintains a safe, productive and respectful meeting environment.

The Board–Superintendent governance team

Decision-making: the Board as a collective body

• The Board exercises authority only when acting as a whole in duly called meetings; individual Trustees have no authority outside the collective Board.
• The Board governs by adopting policy and setting direction. The Superintendent manages by implementing Board policy, overseeing operations and supervising staff.

Working relationship

Superintendent as primary contact

• All requests for information from staff are directed through the Superintendent.
• Individual Board members do not give directives to staff.

Information sharing

• The Superintendent provides all Board members the same information at the same time.
• Board members read materials in advance of meetings.

Responsiveness

• The Superintendent responds to Board inquiries in a timely manner.
• Board members respect the Superintendent's workload by using established channels.

Superintendent evaluation and goal setting

1. The Board evaluates the Superintendent annually against SMART goals tied to the Emerging Strategic Plan, the LCAP and the CPSEL standards.
2. The Superintendent submits a self-evaluation in advance.
3. Trustees provide individual evaluations; the Board President or Vice President compiles a draft.
4. Evaluation discussions take place in closed session. The final evaluation is approved by majority vote, the Superintendent may provide a written response, and results are communicated in a public summary statement.

Board members at school sites

1. Serve as school liaisons; attend PTA and site council meetings.
2. Clarify when speaking as an individual versus as a Board member.
3. Provide accurate Board information; avoid making site-level decisions.

Communication protocols

Email, media and public records

1. Use district email for all Board communications; it is subject to the Public Records Act.
2. Avoid Brown Act violations — no reply-all or quorum email chains.
3. Emails to boardofed@ausdk12.org are referred to the Board President or Superintendent to respond.
4. Share advance questions on agenda items with the Superintendent and Board President.
5. Refer media inquiries to the Superintendent, the district's chief spokesperson. Trustees may speak as individuals with a clear disclaimer that they are not representing the official position of the Board.

Electronic communications and social media

• Clearly distinguish factual information, personal views and Board positions.
• Forward relevant messages to the President and Superintendent when appropriate.
• Maintain public-records integrity.

Emergency communication

1. The Superintendent informs the Board President as soon as possible.
2. The President or Superintendent relays updates to the other Board members.
3. The Board supports the Superintendent's emergency response actions.

Norms and ethical standards

The Board of Education commits to upholding the highest standards of governance in service to students, families and the community. These norms guide the Board's work and reinforce trust in the Board–Superintendent governance team.

Knowledge of policies and the legal framework

• Trustees understand and uphold the federal, state and local laws that govern public education in California — including California Education Code, the Brown Act and relevant case law.
• Trustees are familiar with Board policies, bylaws and administrative regulations and use them to inform decisions.
• The Board ensures its actions, deliberations and votes align with legal requirements and established policy.

Code of conduct

• Trustees model civility, respect and integrity in all interactions and keep student success and equity at the center of decisions.
• Trustees act in the best interest of the entire district, not as advocates for individual groups or personal agendas.
• Trustees complete required training in ethics (AB 1234), harassment prevention (AB 1661) and governance.
• Trustees commit to CSBA's Professional Governance Standards and the district's mission, vision and core values.

Confidentiality

• Trustees protect the confidentiality of closed-session discussions as required by law.
• Trustees do not share privileged or sensitive information — personnel matters, litigation, negotiations, student information — outside the boardroom.
• Breaches of confidentiality undermine trust and are violations of governance norms.

Conflict of interest and recusal

• Trustees avoid conflicts of interest in accordance with the Political Reform Act, FPPC regulations and the district's conflict-of-interest code.
• Trustees disclose financial interests as required by state law (Form 700).
• Trustees recuse themselves from deliberation and votes when a conflict exists or may reasonably appear to exist, notifying the Board President and Superintendent in advance.

Development and transitions

Onboarding

1. New members receive the Governance Handbook, CSBA resources and a Board mentor, and meet with Julie Sen, Senior Executive Assistant to the Superintendent & Governance, for district accounts, devices, Form 700 filing and required-training enrollment.
2. One-on-one meetings are scheduled with the Superintendent and other Trustees.
3. Early ethics training and review of the NSBA Code of Ethics are encouraged.

Offboarding and vacancies

• A departing Trustee meets with Julie Sen, Senior Executive Assistant to the Superintendent & Governance, to return district property and devices, close district accounts, and transfer records subject to the Public Records Act.
• Vacancies are declared and filled — by provisional appointment or special election — as provided in Board Bylaw 9223 and Ed. Code §5091.

Ongoing professional development

• Trustees and the Superintendent commit to regular governance training, including CSBA workshops and an annual retreat.
• The governance team engages in ongoing learning to strengthen governance practice, equity-focused leadership and community engagement.

Self-monitoring and annual governance review

1. Conduct the annual Board self-evaluation using governance standards and agreed norms.
2. Review and update the Governance Handbook at the annual Board retreat.
3. Seek management feedback on Board effectiveness and norms.

Annual Board reorganization

1. Elect the President and Vice President at the December organizational meeting.
2. Confirm nominees' willingness in advance; conduct an open vote.
3. There is no automatic rotation; selection is based on readiness and capacity.

Student Board Members

The Board values student participation in district governance as a way to strengthen communication with the student body and teach civic involvement. Two Student Board Members serve on the Board each year.

Eligibility and appointment

• Must be enrolled in a district high school.
• Selected through a panel process designed to ensure diversity, capability and willingness to serve.
• Terms are normally two years; a member selected as a senior serves one year (see Board Bylaws). If both current members are seniors, selection begins in February to allow a shadowing period.
• Vacancies are filled using the same process.

Roles and responsibilities

• Attend all Board meetings except closed sessions and special meetings (unless requested).
• Sit with the other Board members and participate actively in discussion.
• Reach out to peers, gather input and prepare a Student Board Member Report for each meeting.
• Review agenda materials in advance and share questions with the Superintendent and Board President when possible.
• Clarify when speaking personally versus representing student perspectives.
• May request agenda items and serve on subcommittees if assigned.
• Maintain confidentiality of discussions and sensitive district information.

Voting rights

• May cast a preferential vote on all open-session items; these votes are recorded in the minutes but do not affect the outcome.
• May make and second motions, except on matters related to employer–employee relations.
• Not counted toward quorum under the Brown Act.

Credit, compensation and liability

• May earn elective course credit or receive $240 monthly compensation. Compensation continues during absences due to illness, jury duty, school service or other Board-accepted hardship.
• Not liable for any acts of the Board.

Training and support

• Receive orientation and ongoing guidance from the Superintendent or designee.
• May attend workshops or conferences (e.g., CSBA) at district expense.
• Expected to model respectful, ethical leadership.

Vacancy or removal

• If a Student Board Member cannot fulfill their duties, the Board may appoint an alternate to complete the term.
• The position remains unless eliminated by majority Board vote in public session.

References

• Board Policy Manual — Board Bylaws (BB 9005, BB 9121 and the 9000 series), policies and regulations
• Emerging Strategic Plan and 2026–27 goals
• Annual Vital Signs reports and California School Dashboard data
• LCAP goals and metrics
• NSBA Code of Ethics
• CSBA Professional Governance Standards
• Gov. Code §54957.9 and §54957.95 — disruption of meetings
• Board Meeting Portal — calendar, agendas, materials, etc.
• Board members and contacts

Revision history

Glossary

Brown Act

California's open-meeting law for local agencies (Gov. Code §54950 et seq.).

Consent Calendar

Routine, non-controversial items approved in one vote unless a Trustee pulls one for discussion.

CPSEL

California Professional Standards for Education Leaders — the framework used in the Superintendent evaluation.

CSBA

California School Boards Association.

FPPC / Form 700

Fair Political Practices Commission; Form 700 is the annual Statement of Economic Interests.

LCAP

Local Control and Accountability Plan — the district's three-year state-required plan tying goals to funding.

SMART goals

Specific, Measurable, Attainable, Relevant, Time-bound.

Vital Signs

AUSD's annual report of district indicators used to monitor progress.

Agreement and signature page

By signing below, each Board member affirms their commitment to uphold the principles, protocols and governance norms in this handbook. This agreement reflects a shared responsibility to work collaboratively, act in the best interest of students, and carry out the duties of the Albany Unified School District Board of Education with integrity, transparency and accountability.

• I have read and understand the contents of this Governance Handbook.
• I commit to following the governance protocols and norms outlined herein.
• I will model respectful, ethical and collaborative leadership in service to the students and community of Albany Unified School District.