POLICY 2: ROLE of the CHARTER BOARD
Preamble
The Charter Board of Directors (“The Board”) is a governance board that is responsible for the development of policies to guide the provision of educational services to its students in keeping with the requirements of government legislation, the goals of the Valhalla Community School Charter, and the interests of the parents. The Board is responsible for setting goals and priorities that provide overall direction for the School. The Board also serves as an advocate for all public charter schools.
As per Section 53(1) of the Alberta Education Act (Act), “A board shall: (a) establish, maintain and implement policies necessary for fulfilling its responsibilities under Section 33, (b) ensure that all policies are available and accessible to students, parents, board employees and others affected by the policies, (c) in co-operation with school councils, provide for parental and community engagement in schools, and, (d) maintain, repair, furnish and keep in good order all its real and personal property.” While carrying out these duties, as per Section 51(1) of the Act, “A board has the capacity and, subject to the Act and the regulations, the rights, powers and privileges of a natural person. As per Section 51(3) of the Act, “Notwithstanding Section 51(1), a board shall not engage in or carry on any activity that is not consistent with the responsibilities of a board which are set out in Section 33.”
The Board shall focus on the outcomes and objectives of the school authority rather than on the operational means including: In the fiduciary leadership role the Board focuses on its legal in trust responsibilities as defined by the Education Act, Ministerial Regulations, and other legislation pertinent to children and youth. The Board provides oversight and stewardship to ensure:
● each student has the opportunity to achieve his/her potential;
● all children are safe at school;
● the jurisdiction’s financial and capital resources are well managed; and
● that business is conducted in a legal and ethical manner.
The Board’s strategic leadership role focuses on the future by analyzing internal and external issues or trends including student achievement and stakeholder satisfaction. In this role, the Board reviews and revises the school’s vision, mission, values, and its charter goals. This role involves planning and making decisions about resources, programs and services that improve results and reflect long term priorities.
The Board’s generative leadership role recognizes that governance does not exist in isolation and therefore it should engage the community. In this leadership role, the Board involves the VCS community in a dialogue about the needs of the community and its youth. Generative leadership seeks to be informed in order to anticipate issues and concerns that may impact the
community and its children. Generative leadership fosters curiosity, explores assumptions and contradictions, and seeks alternative ways to frame and consider issues. In short, it generates and explores issues and ideas through extensive reading, engagement, and consultations with others who share the desire to support children, their families and the community. Moving beyond consultation, generative leadership suggests that school Boards share direction-setting and sometimes decision-making with others. This role increases education’s profile as a fundamental community resource and it gives the broader community an opportunity to shape the direction that education takes locally.
Dual Role of Directors
Members of the Charter School Board of Directors serve dual roles as officers of the Valhalla School Foundation. The Board Chair and Vice-Chair serve respectively as President/Chair and Vice-President/Vice-Chair of the Foundation.
The Board may request that the Superintendent delegates the duties of Secretary and/or Treasurer of the Foundation to a staff member. If the duties are thus delegated, the staff (whether an employee or contractor) shall not be considered a member(s) of the Board.
Specific Areas of Responsibility
1. Accountability to Provincial Government
1.1 Act in accordance with all statutory requirements to implement provincial educational standards and policies.
1.2 Perform Board functions as required by governing legislation and Board policy.
1.3 Ensure adherence to the Charter mandate.
2.Community Assurance
2.1 Make decisions consistent with the values outlined in the Valhalla Community School Charter and represent the interests of parents.
2.2 Establish processes and provide focused opportunities for parent and community engagement.
2.3 Develop procedures for hearings and appeals as required by statute and/or Board policy.
2.4 Model a culture of respect and integrity.
2.5 Report school outcomes to the Foundation members at least annually.
2.6 Maintain transparency in all fiduciary aspects.
3.Accountability for Student Learning and Wellness (see: Policy 2 Appendix A School Authority Planning and Results Reporting)
3.1 Provide overall direction for VCS by establishing vision, mission, guiding principles, and strategic priorities for continuous improvement.
3.2 Annually approve the process and timelines for refinement of the Three-Year Education planning process.
3.3 Identify Board priorities at the outset of the annual planning process.
3.4 Annually approve the “rolling three year” Annual Education Results Report and Education Plan for submission to Alberta Education by the Ministry’s stated due date and for sharing with the VCS community.
3.5 Monitor progress towards the achievement of student outcomes and other desired results.
3.6 Ensure each student and staff member is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.
3.7 Provide a continuum of supports and services to students that is consistent with the principles of inclusive education.
3.8 Enable the infusion of cultural perspectives within student learning.
4.Policy
4.1 Identify the manner in which the Board will function.
4.2 Develop and revise policies.
4.3 Monitor policy impact by regularly reviewing and determining if policy is producing the desired results.
5.Superintendent and Board Relationship (“First Team”)
5.1 Select the Superintendent and notify the Minister of the appointment as required.
5.2 Provide the Superintendent with clear corporate direction.
5.3 Share responsibility with the Superintendent for nurturing a supportive, respectful relationship characterized by trust, openness and mutual regard.
5.4 Delegate, in writing, administrative authority and identify responsibility subject to the provisions and restrictions in the Education Act.
5.5 Respect the administrative authority of the Superintendent as represented by the Administrative Procedures Manual, subject to provisions and restrictions in the Education Act and the Charter School Regulations.
5.6 Annually evaluate the Superintendent in a fair manner that is aligned with the job description, any additional Board direction, and the Superintendent Leadership Quality Standard Superintendent Leadership Quality Standard | Alberta Education.
5.7 Annually review compensation for the Superintendent.
6.Political Advocacy
6.1 Develop an annual plan for advocacy that focuses on key messages, identifies significant relationships, and establishes desired procedures and techniques.
6.2 Support student learning by speaking with an informed voice on behalf of all charter schools in Alberta
7.Board Development (See: Policy 2 Appendix C Board Self-Assessment)
7.1 Annually evaluate the Board’s effectiveness
7.2 Create a Board development planthat is informed by the results of the Board’s self-assessment process.
7.3 Develop and amend the Annual Work Plan that outlines the Board’s key activities and establishes appropriate timelines. (See: Policy 2 Appendix B)
7.4 Engage in Board succession planning.
8.Fiscal
8.1 Approve the budget principles and establish priorities at the outset of the budget process.
8.2 Approve the annual budget and allocation of resources to achieve the preferred future.
8.3 Approve substantive budget adjustments when necessary.
8.4 Monitor the fiscal management by receiving and reviewing at least a quarterly variance analysis with year-end projections.
8.5 Approve the transfer of funds to/from reserves.
8.6 Approve the Auditor and receive the Audit Report. Ensure the recommendations from the Management Letter are addressed.
8.7 Ensure all expenditures are regularly reviewed to test their relevance, effectiveness and efficiency against desired outcomes.
8.8 Set parameters for salary discussions, after soliciting advice from the Superintendent, and ratify salary or compensation agreement(s) for staff.
8.9 Approve all contracts for goods and services with VCS that exceed a value of $10,000 unless such contracts follow explicitly from budget approval.
8.10 Explore fund development opportunities.
9.Additionally, the Board shall:
9.1 Acquire and dispose of capital assets.
9.2 Approve new or revised facility leases.
9.3 Approve the annual school‐year calendar (or a multi-year calendar).
9.4 Provide for recognition of students, staff and community.
9.5 Hold hearings for expulsions and appeals for unresolved grievances.
9.6 Approve annual fees (see: Policy 20 School Fees).
9.7 Approve student excursions outside the Province of Alberta and/or overnight.
9.8 Approve the Superintendent’s contract.
9.9 Approve the Secretary-Treasurer’s contract (or contract for services).
9.10 Approve Research Projects (proposed by VCS and/or external researchers)
9.11 Approve Educational Service Agreements for First Nations Students.
9.12 Approve transportation service areas.
9.13 When necessary, make a recommendation to the Minister for dissolution of a School Council.
9.14 Approve scholarship or award recipient(s).
9.15 Approve locally developed courses.
9.16 Approve and annually review expense reimbursement rates
Approved: April 2023
Revised: February 2024
References: Education Act s. 25,26,27,33,52,53,60,67,139,141,142,222
Results-Based Budgeting Act
Policy 2 Appendix A: School Authority Planning & Results Reporting
School authority planning and results reporting are integral parts of Alberta Education’s Assurance Model. Planning includes establishing priorities, determining strategies, and setting targets using the most recent results. Reporting includes the results obtained from implementing the plan.
Planning and reporting results reflect a continuous Performance Management Cycle as illustrated by this Alberta Education graphic:
The performance management cycle involves:
- developing/updating plans that are aligned with provincial goals, outcomes and performance measures and the VCS Charter goals,
- incorporating input from the VCS community,
- preparing budgets that allocate or re-direct resources to achieve goals and improve results,
- implementing strategies to maintain or improve student learning and achievement,
- monitoring implementation and adjusting efforts as needed,
- measuring, analyzing and reporting results,
- using results to identify areas for improvement and to develop strategies and targets for the next plan, i.e., evidence-based decision making, and
- communicating the plans and results to the Valhalla Community Foundation members and Alberta Education in the manner and by the dates prescribed by the Minister.
Policy 2: Appendix B: Board’s Annual Work Plan
(Note: This Plan is a working document & may be amended by Board resolution at any time).
September
- Receive (if applicable), a report on projects undertaken in July/August
- Receive initial Staffing and Funded Enrolment Report (budget Implications & trendlines)
- Receive Report on Early Exit data (funding Implications)
- Receive School Council Annual Report for the prior year as per School Council Regulation
- Review & revise as needed the Board Annual Work Plan
- Committee of the Whole
Board Learning
Board Evaluation Review
October
- Receive Final Quarter Financial Report (year ending August 31)
- Receive School Authority Overall Summary for the five elements of Alberta Education’s Assurance Measures (AEAM’s) from previous year
- Stakeholder Engagement Event to present the Assurance Framework Summary and solicit input to focussed questions such as: What’s going well? What needs improvement? What needs to be done (by whom) to improve? Note: “Speak Out” or other such consensus-building engagements, invite all stakeholders to identify areas of strength or growth, and to suggest priorities and strategies for improvement.
- Approve process/timelines for the refinement of the Three-Year Education Plan. Results from previous year and trendlines inform changes to the next “rolling forward” plan due by May 31 to AB Education
- Approve Communications/ Advocacy Plan
- Review Casino Funds and intended uses, ensure AGLC report is filed on time
- Committee of the Whole
AERR analysis and input (late October)
November
- Approve the Audited Financial Statements from the year ending the previous August 31 (Audit Committee or Committee of Whole)
- Approve Transfers to/from Reserves or transfers from one budget envelope to another in order to offset any deficit in a budget envelope. Approve any transfers to capital reserves.
- Approve Annual Education Results Report Due Nov. 30 to Alberta Education
- Receive Facilities (lease review & facility condition for learning), Equipment and Furniture Report
- Review the Student Code of Conduct (annually as required by Education Act)
- Support Anti-Bullying Week
- Receive report on the charter school research plan
December
- Receive Staff and Student Safety and Well-Being Report
- Receive Risk Management Report (& Insurance Review)
- First Quarter Financial Report Current Year
January
- Receive Human Resources Report
- Approve employee groups total compensation (Committee)
- Receive Technology Services Report
- Send notice to all members that nominations for open positions for the Board must be in 21 days in advance of the AGM. Provide advance notice of 21 days for any “special resolution” to be voted upon at the AGM.
- Committee of the Whole
- Develop Engagement Questions & Focus
- Board Learning
- Board Evaluation Review
February
- Receive Transportation Services Report
- Receive MultiYear Enrolment Trends Report
- Receive School Fees proposal for subsequent school year (prior to opening registration for the upcoming year) * Registrations received prior to the Board approval of any proposed fees must state that “fees are subject to Board approval” and give the expected date for that decision e.g., “by May 1”).
- Student Engagement: Speak Out – Student Voices (Results and Input into School Improvement from the perspective of students) (e.g., Speak Out, Listen Up! Tools for using student perspectives and local data for school improvement)
- Student Awards/Scholarships Committee
- Approve Annual General Meeting processes in accordance with the VSF Bylaws.
- Approve the donation, which will flow through the Northwestern Alberta Foundation, as funding for a bursary award to be given to a VCS alumni.
- Committee of the Whole
- Board Learning
- Board Evaluation Final Review
March
- Receive Second Quarter Financial Report Current Year
- Approve Annual School Year Calendar (Consider a three year horizon with annual “rolling forward” and seek stakeholder input via School Council and staff).
- Receive Verification of Instructional Hours Report
- Approve Locally Developed Courses (3 Year Cycle for such Board-Approved Local Curriculum e.g., “Student Leadership” as per the Charter goals)
- Approve Long Range Student Accommodation and Facilities Plan & Three-Year Capital Plan Priorities
- Receive Plant Operations & Maintenance Report (Proposal for Facility Improvements
that are not IMR Funded) - Prior to March 31 annually, hold the AGM of the Valhalla School Foundation (election of Board members, presentation of Results Report).
- Accept Final Committee Reports to the Board as per Policy 8.
- Evaluate the Board’s Governance (Self-Assessment Tool) and, based on the evaluation, approve the Board’s Governance Development Plan for subsequent year. (Provides a summary report of the Board’s Self-Evaluation survey results from the previous school year to the public).
- Review themes from stakeholder engagement.
April
- Annual Orientation to Board Governance (Orientation is best done separately and before the first Board meeting following an election or appointment to a vacancy.
- Organizational meeting of the Board (election by the Directors of the Chair/Vice Chair who will also serve as officers, Chair and Vice, of the Society.
- Review Charter Board Committees (amend, add or delete as needed) and Board Representatives
- Approve Charter Board Standing Committees with Terms of Reference & thereafter any new committees or ad hoc committees are formed by Board motion which includes terms of reference for each committee
- Approve Policy Review Schedule (Committee)
- Approve Budget assumptions, principles and priorities for subsequent year’s budget preparation to ensure alignment with the Education Plan
- Approve Fees (e.g. Transportation, Resources & Deposit as per Fees policy) prior to registration opening) School project and activity fees, as listed by the Principal, are approved by the Board in May or when the Board approves the budget for the upcoming year..
- Approve Expense Reimbursement Rates.
- Review Schedule of Regular Board Meetings and the Society AGM (for election of Directors and the presentation of the Results Report). Of possible, post the dates asap.
- Approve Charter Board Annual Work Plan Upcoming Year
May
- Approve Next School Year’s Budget for Submission to AB Education by May 31(Note: May be delayed due to AB Government budget announcement dates)
- Receive Verification of Instructional Hours Report for the upcoming school year & Approve Submission of Instructional Hours to AB Ed
- Approve the updated Education Plan for the next Three Years for submission to AB Education by month end
- Celebrate Education Week (consider linking celebration to the Charter goals or research project)
- Committee of the Whole
- Presentation and discussion of Education Plan
- Board LearningJune
- Receive Third Quarter Financial Report (Current Year)
- Host Staff Appreciation Event & attend Grade 9 Farewell/Graduation
July – normally, no scheduled meeting
August – The Board may schedule an August meeting, just prior to school reopening for the upcoming year.
Additional Scheduled Meetings:
TBD Committee of the Whole Meeting, possibly in a retreat format, in order to:
- Evaluate the Board’s Governance (Self-Assessment Tool) and, based on the evaluation, approve the Board’s Governance Development Plan for subsequent year)
- Evaluate the Superintendent and review compensation
Ongoing
- Standing and Ad Hoc Committees prepare final reports with recommendations for the Board. The dates by which the Board intends to receive such reports should be added to the Annual Calendar as the dates are determined. Committee meeting reports can be presented as information in the (consent).
- Board members attend school functions as per school calendar or by invitation.
- Approve applications for student excursions that require travel out of the Province of Alberta and/or overnight.
TBD:
- Meeting Schedule for Political Action (meet annually with MLA, County Reeve, etc., to promote the interests of VCS and charter schools
Policy 2 Appendix C: Board Self Evaluation Tool
| Board Performance Assessment Guide | ||
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance: |
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1. Provide overall direction for the school by establishing vision, mission, and values. 2. Annually approve the process and timelines 3. Identify Board priorities to inform the annual Three-Year Education Planning process. 4. Monitor the achievement of 5. Annually evaluate the 6. Annually approve the rolling-forward Three-Year |
Foundational statements Annual goals and Three-Year Education Budget Report Form Three-Year Capital & Facility Plan Three-Year Education Superintendent’s Results of Board’s self-evaluation Progress Report re: VCS Charter School Research |
Foundational statements support the work of improving student learning and achieving the Charter goals. Process and timelines support appropriate Board and stakeholder input into the Education Plan. The Three-Year Education Plan prioritizes the enhancement of student learning. Resource allocations prioritize student learning.. School performance is monitored, evaluated, reported and forms the basis for improvement plans. Research, as required by Charter Schools, is progressing towards publication and/or sharing beyond the VCS school community. |
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance: |
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1.Make informed decisions that 2.Establish processes and opportunities for focused community input. 3.Promote school programs, needs and goals to the 4. Annually report school 5.Develop appeal procedures and hold hearings as required 6. Model a culture of
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Briefing notes/ reports School community meetings/focus groups/surveys Three-Year Education Audited Financial School publications (e.g., Board Highlights) Appeal/Grievance process in place Press & media reports CEO/CEO Evaluation Board self-evaluation Board Survey of Members re: Board’s Performance |
Decisions are based on relevant data. Decisions represent the interests of the entire community. Opportunities for community input are readily available. Processes are established to communicate Board decisions to the school community.. The school community promotes the school (e.g., speaks positively, encourages new enrolment). Information is regularly disseminated to appropriate publics. Appeal hearings are unbiased and follow due process. The Board models a culture of respect and integrity. The Board is open and transparent in its processes. |
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| The Board Shall: |
Evidence to Consider: |
Indicators of High Performance: |
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1. Act in accordance with all statutory requirements to implement provincial and educational standards and policies. 2. Perform Board functions required by governing legislation and existing Board policy.
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Three-Year Education Plan/Results Report AB Ed Budget Reports Auditor’s Report
Accountability Pillar & Academic results
Superintendent’s
Policy review Litigation status Board self-evaluation |
Statutory obligations are fully met in a timely manner. Legislated functions are performed in an exemplary fashion. All students are provided an education program consistent with the Education Act and the statutory regulations. Board governance policies clearly specify required Board functions and Directors’ role.
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance: |
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1. Act as an advocate for VCS and charter schools. 2. Identify issues for 3.Plan for advocacy
4.Promote regular meetings and maintain timely, frank and constructive communication with locally elected officials.
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Board’s Annual Work Plan List of identified issues for advocacy Meetings with elected officials and other public serVice authorities
Active participation in relevant organizations (e.g., TAAPCS) |
Strategies for advocacy are developed. Board participates in advocacy at many levels: local, provincial, national.
Board conveys key messages to MLAs, municipal partners and the media. The Board conveys key messages to its MPs when appropriate. |
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance: |
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1. Develop, approve and monitor the implementation of policies to guide the Board and the school. 2.Provide direction in those areas over which the Board wishes to retain authority.
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Policy development – new, review, amend. Summary of Board motions. Superintendent’s Evaluation Board self-evaluation
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Established policies facilitate smooth, effective provision of quality educational serVices. Policies are evaluated with respect to impact on the organization and the desired results. Board governance policies clearly specify required Board functions and implementation standards. The Superintendent’s roles and responsibilities are clearly outlined in Board policy. |
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| The Board shall: | Evidence to Consider: | Indicators of High Performance: |
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1. Select the Superintendent. 2. Provide the Superintendent with clear corporate 3. Delegate, in writing, 4. Respect the authority of the Superintendent to carry out executive action and support the Superintendent’s actions which are exercised within the delegated discretionary powers of the position. 5.Demonstrate mutual respect and support, which is conveyed to the staff and the school community. 6. Annually evaluate the 7. Annually review
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Hiring & reappointment process Policy review Board motions Superintendent’s Board self-evaluation Succession planning
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Board selects & appoints Superintendent subject to Minister’s statutory authority. Clear corporate direction is provided to the Superintendent. Superintendent is delegated responsibility, in writing, for all executive functions together with commensurate authority. Superintendent is supported in actions exercised within the delegated discretionary powers of the position. The Chief Executive Officer role of the Superintendent is respected and conveyed to the staff and the community. The Superintendent is evaluated annually, fairly and thoroughly in relation to specific roles, responsibilities, and Board direction. The Superintendent’s compensation package is reviewed annually with due consideration for fairness, equity and economic conditions. Provision is made for Superintendent succession planning. |
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance |
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1.Develop a plan for Board/Director 2.Develop an annual 3. Regularly evaluate
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Board Work Plan Board Three-Year Board workshops Conference/Activity Board self-evaluation |
Annual Board Work Plan guides the work and supports the organization in meeting deadlines. The Board develops an annual plan for Board and Director learning and development. Directors participate in relevant workshops & conferences, (in-person or online) and other activities to further Board and Director effectiveness. Interactions amongst Directors demonstrate respect, understanding and integrity. Annually, Directors participate in the Board’s self- evaluation process to define and refine a positive path forward |
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| The Board Shall: | Evidence to Consider: | Indicators of High Performance: |
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1.Approve budget assumptions and establish the priorities at the outset of the budget process. 2.Approve the Budget & the allocations to meet results. 3.Approve substantive budget adjustments if necessary. 4.Monitor the fiscal management of the school through quarterly variances reports and year-end projects. 5.Approve the appointment of the Auditor. 6.Receive the Auditor’s Report and ensure the Terms of Engagement are met. 7.Approve annually the updated 8.Set parameters for employee(s)/groups compensation after soliciting adVice (Superintendent & others). 9. Ratify compensation for employee(s)/groups, and/or approve compensation changes for employee(s)/groups. 10.Approve transfer of funds to/from reserves. |
Quarterly financial reports From quarter to quarter, the accuracy of year-end projections Comparison of quarterly variances between budget and actuals. Auditor’s Report Total compensation comparisons to like-employment Education Results Report Superintendent’s Evaluation
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Budget assumptions are clearly understood by the Board. Needs are determined and prioritized.
The basis for resource allocations is established by the Board. The approved budget clearly reflects the Board’s priorities. Capital plans address student & program needs. An auditor is appointed & terms of engagement are met. Quality indicators for financial operations are established by the Board and confirmed by internal and/or external audits. At minimum, the Board receives quarterly variance analyses and year- end projections. Tenders and contracts are approved as required. Compensation is determined with due consideration for fairness, equity and economic conditions. Board is successful in completing and executing compensation changes. |
Suggested Process:
Individual: Each Director carefully considers the evidence and assigns a grade (or indicator such as “strong”, “acceptable”, or “needs attention” based on his/her perceptions. Keeping notes supports discussion. A Director who is not the Chair, collects and collates the information.
Resist averaging the grades as this results in a meaningless number. Instead, look for the range (the spread) and frequency (how many assign the same grade) as well as patterns. The opinions of outliers matter, but should not skew the overall results.
Group: Directors share and discuss their reasons for assigning a particular grade to each section. The group then builds a consensus on the areas of strength as well as key areas/ priorities for growth. Consensus is the key!
Final Step: The Board creates a path forward by developing goals and strategies for the Board’s Development Plan. A multi-year plan, with annual review, provides the opportunity to build capacity over time.
Policy 2 Appendix D: Budget Principles Adopted March 2024
Our Context:
Boards receive funding in order “to prepare students to be responsible citizens while equipping them with the foundational knowledge and skills they need to lead meaningful, fulfilling lives and to succeed in a changing economy” as per the Education Act, Alberta Education’s Business Plan, Guide to Education, and Ministerial Regulations. The Student Learning Outcomes and the Valhalla School Charter further inform and guide the budget process.
Our Priorities:
At VCS students come first; learning is our core purpose, and our public charter school serves the common good. VCS supports success for each student while being responsible stewards of public funds.
Our Education Plan:
Our multi-year Education Plan aligns with Alberta Education’s Assurance Framework and is informed by results achieved as reported in the Annual Education Results Report (AERR). The Plan connects our work to our goals for student success and is updated and approved annually by the Board.
Budget Process and Timeline (dependent on GoA Budget announcement):
Provincial Budget Announcement February
Budget Assumptions Established March
Funding Profile March-April
Budget & Allocations Development April
Board Approval May – Budget Submission due to AB Ed by May 31
Sustainable Programming: Effective, Efficient, Economical:
The Board is committed to ensuring existing, new, or expanded programming is effective (achieves the intended outcomes), efficient (provides greatest benefit for the investment) and economical (affordable now and into the future).
Sustainability:
Is all about the best use of resources to ensure a stable school that is focused on student achievement and well-being. Declining enrollment and inflationary pressures exert a negative impact on the resources needed for implementing new curriculum, achieving the charter goals, supporting student well-being, and improving learning outcomes. These pressures necessitate the thorough consideration of all operational expenditures to ensure VCS achieves its stated outcomes in a manner that is effective, efficient and economical.
In Order to Achieve the Stated Priorities, the Board’s Budget process will:
- Prioritize improvements in student learning achievement and well-being.
- Meet all requirements of Ministry legislation, regulations, policies and priorities.
- Ensure all decisions and plans are sustainable.
- Balance overall, as required, and by funding envelopes for transparency: Instruction, PO&M, Transportation and Administration.
- Designate all expenditures to align within their appropriate budget envelopes.
- Build within three (3) budget cycles a sustainable reserve that is at least 3% of the total operating budget.
- Respond with any necessary adjustments following the September 30 confirmed student enrolment.
- Honour the Collective Agreement and all other employment contracts.
- Provide opportunity for communication and consultation with stakeholders to protect morale and minimize any negative impact on staff.
- Acknowledge that enrollment instability and inflationary pressures may necessitate difficult decisions in order to ensure a balanced budget that meets the stated priorities.
- Ensure transparency for the use of public funds and accountability that is assigned, measured, and reported on appropriately.