The Certified Board Member Program is comprised of several training sessions designed to meet the developmental needs of individual board members. Training sessions within the core focus primarily on information giving and skill development. Each training session is designed specifically for board members and addresses the topics from a policy leader’s perspective.
The four (4) mandatory training components (FORUMS) combine with the three (3) curricular area components to ensure a board member obtains a well-rounded and thorough understanding of his or her policy-making job responsibilities.
A minimum of 96 points (1 point = 1 hour of training) are required to receive the CBM distinction. Participation is voluntary but highly recommended.
28 of the 96 points must be earned through prescribed training offered by FSBA in the curricular areas of Boardsmanship, School Finance, Policy Governance, and Personnel and Bargaining Issues. These topics cover an extensive amount of material and are only offered bi-annually in a Forum format.
To earn the Certified Board Member Distinction, the training requirements for each curricular area as set forth by the Board Development Committee are:
|7||Boardsmanship (Leadership)||FSBA Forum|
|7||School Finance (Knowledge)||FSBA Forum|
|7||Policy Governance (Knowledge)||FSBA Forum|
|7||Personnel & Bargaining Issues (Knowledge)||FSBA Forum|
|96||TOTAL POINTS/TRAINING HOURS NEEDED|
Board members must log training hours via a CBM Reflection Form.
|Tommy Allen, St. Johns |
Allen Altman, Pasco
Cynthia Armstrong, Pasco
Robin Bartleman, Broward
Georgia “Joy” Bowen, Leon
Angie Boynton, Marion
Paige Brookins, Levy
Milton Brown, Washington
Ginger Bryant, Citrus
Johnny Bullard, Hamilton
Joie Cadle, Orange
Brenda Carlton, Taylor
Karen Chancey, DeSoto
Lou Cleveland, Washington
Jill Compton Twist, Highlands
Betsy Condon, Clay
Carol Cook, Pinellas
Rebecca “Becki” Couch, Duval
Chris Cowart, Levy
Jane Crawford, Putnam
Teresa Crawford, Hardee
Nikki Cummings, Putnam
Linda Cuthbert, Volusia
Ed daSilva, Suwannee
Doug Dodd, Citrus
Susan Duval, Hernando
Stephanie Finnell, Columbia
Daryl Flynn, Orange
Charlotte Gardner, Jackson
Jane Goodwin, Sarasota
Kathleen “Kat” Gordon, Orange
April M. Griffin, Alachua
Dean Griffis, Baker
Andy Griffiths, Monroe
Sally Harris, Hillsborough
Tim Harris, Polk
Amanda Hickman, Lafayette
Patty Hightower, Escambia
Charlene Edwards, Highlands
Donna Howerton, Highlands
Troy Ingersoll, St. Lucie
Mark Johnson, Hernando
Kathy Jorgensen, Putnam
Alan Justice, Holmes
Thomas Kennedy, Citrus
Janice Kerekes, Clay
Kelly King, Marion
Judy Kirkpatrick, DeSoto
Linda Kobert, Orange
Deen Lancaster, Gilchrist
Pam LaRiviere, Lee
Maggie Lewis-Butler, Leon
Danny Little, Gulf
|Steve Luikart, Pasco
Cheryl McCall, Hamilton
Christie McElroy, Gilchrist
Janet McDonald, Flagler
Tina McSoley, Martin
William “Bill” Mignon, St. Johns
Dr. Donna Mills, St. Lucie
Cathleen Morgan, Lee
Christine Moore, Orange
Malissa Morgan, Okeechobee
Ann Murray, Broward
Beth Narverud, Hernando
Steve Nelson, Columbia
Dr. Terry Nichols, Jackson
Christine Norris, Sumter
Shirley Owens, Holmes
Dr. Gunnar Paulson, Alachua
Patricia Pearce, Glades
Dr. Marta Perez, Miami-Dade
Linda Powers, Citrus
Mike Pressley, Glades
Billy Quinn, Gulf
Amanda Riedel, Okeechobee
Nancy Robbinson, Orange
Christia Li Roberts, Martin
Susan Roberts, Washington
Eileen Roy, Alachua
Nora Rupert, Broward
Paul Samuels, Hardee
Sandra Saunders, Jefferson
Hazel Sellers, Polk
Tamara Shamburger, Hillsborough
Isaac Simmons, Gadsden
Beverly Slough, St. Johns
Deborah "Debby" Snyder, DeSoto
Janet Storey, Glades
Cindy Stuart, Hillsborough
Carol Studdard, Clay
Lee Swift, Charlotte
Jerry Taylor, Suwannee
Roy Terry, Collier
Thomas Trevino, Hardee
Susan Valdes, Hillsborough
Dr. Cynthia Vasquez, Brooks DeBartolo
Collegiate High School
Shirley Washington, Jefferson
Patricia Weeks, Baker
Suezette Wiggins, Hamilton
Susie Williamson, Madison
Ida Wright, Volusia
John Wright, Gulf
Andy Ziegler, Brevard
Caroline Zucker, Sarasota
Q: How can the CBM Program benefit board members?
A: The Program offers training events to assist board members in developing a high level of boardsmanship skills and knowledge in 3 curricular areas.
Q: When and where are prescribed training modules for the CBM Program offered?
A: The Boardsmanship, School Finance, Policy Governance, and Personnel/Bargaining Issues training modules are offered bi-annually at a regional site. Check the FSBA Calendar for schedule information.
Q: How are training events documented for points in the CBM Program?
A: School board members must complete a reflection form for each training attended and submit it to the FSBA Office for processing. For your convenience, these forms are available for submission using your mobile device OR you can print out the CBM Reflection Form and submit it manually. You may access the reflection forms HERE.
Q: How many hours of training equate to one point in the CBM Program?
A: One (1) hour of training equals 1 point. Training events involving a fraction of an hour may be counted as 1 point if the fraction equals or exceeds ½ (e.g., 1½ hours = 2 points; 1¼ hours = 1 point).
Q: Are points earned in the CBM Program forfeited if the Program is not completed in a specified length of time?
A: NO, points in the CBM Program are always recognized, regardless of date, for any training completed while holding the elected office.
Q: How long does it take to complete the CBM Program?
A: The Program usually takes 2 years to finish, however some board members have completed the curriculum in 18 months.
Q: How are board members recognized for completing the CBM Program?
A: CBM recipients are presented a CBM plaque and lapel pin at the FSBA Annual Spring Conference or the FSBA Annual Joint Conference.
Q: Does the FSBA Office notify the community when a board member has earned the CBM distinction?
A: YES! Press releases are provided to daily and weekly newspapers that are in circulation within the school district.
Q: Can the CBM distinction be used on business cards and in election campaigns?
Q: When does the CBM recognition year end?
A: The recognition year begins January 1 and concludes December 31 of each year.
Q: How is the CBM distinction retained after it has been awarded?
A: The renewal requirement must be satisfied each recognition year by earning 15 points in any of the 3 curricular areas.
Q: How are board members advised about CBM points earned?
A: The FSBA Office emails or sends a summary chart of points earned whenever a board member submits a reflection form to document training.
Q: Can points be earned for the CBM Program at events other than FSBA trainings and conferences?
A: YES! Training opportunities offered by school districts, educational or noneducational organizations, universities, the Florida Department of Education, etc., are appropriate for earning CBM points. Advanced approval for such training is NOT required.
Q: Are FSBA training events approved for only one curricular area?
A: The FSBA staff can designate one or more curricular areas for an FSBA-sponsored event, if appropriate. CBM points must be applied in the curricular area(s) in which they are advertised, but can be shifted as needed between assigned areas.
Q: How can the curricular area for a training event be determined?
A: Write or call the FSBA Office for assistance. An event agenda will be helpful in determining the curricular area(s).
Q: Is there a deadline for filing CBM reflection forms in the FSBA Office?
A: NO, CBM reflection forms can be filed in the FSBA Office at any time.
Q: Can Master Board training be used for points in the CBM Program?
A: NO! Training cannot be used to satisfy two different programmatic requirements.
Q: Does it cost to participate in the CBM Program?
A: The only expenses associated with the Program are registration fees for trainings or conferences AND related travel expenditures.
FSBA’s Governance Model
The new FSBA Governance Model was adopted by the Professional Development Committee in June of 2016.
The National School Boards Association suggests that the five major areas of leadership for school boards include the following:
Vision—Creating a Shared Vision
- Board keeps students as the focus of the work of schools
- Board adopts a shared vision based on community beliefs to guide local education
- Board demonstrates its strong commitment to the shared vision and mission by using them to guide decision making and communicating to others
Policy—Establishing a Structure to Achieve the Vision
- Board employs a superintendent and establishes a district management system which enables all people to contribute meaningfully to achieve the vision
- Board establishes district processes to use information and make effective decisions
- Board ensures that long- and short-term plans are developed and annually revised through a process involving extensive participation, information gathering, research and reflection
- Board makes decisions, which support student learning and school renewal when it reviews and adopts policies and allocates resources
- Board sets high instructional standards based on the best available information of the knowledge and skills students will need in the future
- Board encourages an environment conducive to innovative approaches to teaching and learning and supportive of continuous renewal of education
Accountability—Developing Accountability to Measure and Communicate How Well the Vision is Being Accomplished
- Board receives regular reports on student progress and needs based on a variety of assessments in order to evaluate the quality and equity of education in the district
- Board evaluates both superintendent and board performance
- Board evaluates progress toward achievement of district long- and short-term goals and ensures that policies and allocation of resources effectively support district vision
- Board periodically reports district progress to community and parents
Community Leadership—Championing the Vision
- Board seeks others who can help expand educational opportunities and meet the needs of the whole child
- Board advocates for children and families and establishes strong relationships with parents and other mentors to help support students
- Board leads in celebrating the achievements of students and others in education
- Board promotes school board service as a meaningful way to make long-term contributions to society
- Board and superintendent create a systemic approach to improving student achievement, recognizing the board’s role as community representative and the superintendent’s role as CEO of the district.
- Board follows the adopted procedures for handling community concerns
- Board comes prepared for the meeting
- No surprises