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 three (3) 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. To RETAIN the distinction, members must complete 15 hours in the 3 content areas within the calendar year and submit points no later than January 31 of the following year.
24 of the 96 points must be earned through prescribed training offered by FSBA in the curricular areas of School Finance, Policy Governance, and Personnel and Bargaining Issues. These topics cover an extensive amount of material and are offered annually in a Forum format. Attendance at the Finance 2.0 Forum does not satisfy the CBM requirement to attend the original Finance Forum.
To earn the Certified Board Member Distinction, the 96 hour training requirement by fulfilling each curricular area as set forth by the Leadership Services Committee:
- 10 hours of School Finance (Knowledge) via FSBA Forum (Attendance at the Finance 2.0 Forum does not satisfy the CBM requirement to attend the original Finance Forum.)
- 7 hours of Policy Governance (Knowledge) via FSBA CBM Forum
- 7 hours Personnel & Bargaining Issues (Knowledge) via FSBA Forum
- 24 hours Advocacy via any documented training
- 24 hours Leadership via any documented training
- 24 hours Knowledge via any documented training
Board members must document training hours by completing and submitting an official FSBA CBM form. Click HERE to access event-specific and generic CBM forms.
Certified Board (CB) Distinction
A school board automatically qualifies for the Certified Board Distinction when a majority of the board members has completed the annual renewal requirements. The FSBA Office monitors and determines when this distinction is earned by a school board. A school board is notified by the FSBA Office upon qualification for the distinction.
|Bonnie Sue Agner, Taylor|
Tim Alcorn, Suwannee
Jenny Allen, Glades
Tommy Allen, St. Johns
Kim Amontree, Charlotte
Cynthia Armstrong, Pasco
Wendy Atkinson, Charlotte
Kelly Barrera, St. Johns
Robin Bartleman, Broward
Colleen Beaudoin, Pasco
Cindy Belin, Gulf
Mary Bolla, Clay
Georgia “Joy” Bowen, Leon
Paige Brookins, Levy
Milton Brown, Washington
Ginger Bryant, Citrus
Tim Bryant, Okaloosa County
Tina Bullock, Clay
Crystal Bush, Dixie
Stephanie Busin, Hendry
Cheryl Canova, Bradford
Brenda Carlton, Taylor
Karen Chancey, DeSoto
Dr. Lou Cleveland, Washington
Jill Compton Twist, Highlands
Carol Cook, Pinellas
Sandra Counts, Citrus
Chris Cowart, Levy
Jane Crawford, Putnam
Teresa Crawford, Hardee
Alison Crumbley, Pasco
Linda Cuthbert, Volusia
Reginald E. Daniels, Madison
Ed daSilva, Suwannee
Doug Dodd, Citrus
Crystal Drake, Glades
Deidra Dunnell, Taylor
Susan Duval, Hernando
Charlotte Gardner, Jackson
Gina Geiger, Gilchrist
Carol Gibson, Madison
Sandra Gilyard, Putnam
Patricia Good, Broward
Jane Goodwin, Sarasota
Kat Gordon, Orange
Dean Griffis, Baker
Andy Griffiths, Monroe
Amanda Hickman, Lafayette
Patty Hightower, Escambia
Jill Holcomb, Okeechobee
Donna Howerton, Highlands
Thomas Kennedy, Citrus
Janice Kerekes, Clay
Kelly King, Marion
|Kim Kirby, Walton
Judy Kirkpatrick, DeSoto
Stacy Kirvin, Franklin
Linda Kobert, Orange
Ruby Knox, Gulf
Deen Lancaster, Gilchrist
Stephanie Lucarelli, Collier
Jeannie Mathis, Taylor
Beth McCall, Marion
Cheryl McCall, Hamilton
Janet McDonald, Flagler
Christie McElroy, Gilchrist
Tiffany McInarnay, Baker
Dr. Leanetta McNealy, Alachua
Garry McWhorter, Hardee
Bill Mignon, St. Johns
Dr. Donna Mills, St. Lucie
Cathleen Morgan, Lee
Ann Murray, Broward
Shirley Owens, Holmes
Susan Owens, Gilchrist
Chris Patricca, Lee
Patricia Pearce, Glades
Linda Powers, Citrus
Linda Prescott, Hernando
Amanda Riedel, Okeechobee
Christia Li Roberts, Martin
Susan Roberts, Washington
Nora Rupert, Broward
Paul Samuels, Hardee
Tamara Shamburger, Hillsborough
Beverly Slough, St. Johns
Ty Smith, Gadsden
Melissa Snively, Hillsborough
Saul Speights, Hamilton
Cindy Stuart, Hillsborough
Carol Studdard, Clay
Jerry Taylor, Suwannee
Roy Terry, Collier
Nancy Thrower, Marion
Dr. Cynthia Vasquez, Brooks DeBartolo
Collegiate High School
Michelle Walker-Crawford, Gilchrist
Shirley Washington, Jefferson
Patricia Weeks, Baker
Susie Williamson, Madison
Jeri Wilson, Glades
Marsha Winegarner, Walton
Ida Wright, Volusia
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 CBM Forums offered?
A: To earn the CBM distinction, members must attend the Bargaining & Personnel Issues, School Finance, and Policy Governance Forums. These forums are typically offered bi-annually at a designated site. The most updated information is available on the FSBA Events & Registration page. Attendance at the Finance 2.0 Forum does not satisfy the CBM requirement to attend the original Finance Forum; however, you are still eligible to earn points by attending.
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 to be submitted electronically from your computer or mobile device. You may access the CBM 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: 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 and submitting those points no later than January 31 of the following year.
Q: How are board members advised about CBM points earned?
A: Board members are able to log into the membership database 5-7 days after submitting CBM form(s) to view points under the CEU tab of the eMbr member profile.
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. When submitting a CBM form for training that is not hosted by FSBA, you are required to submit an agenda, certificate of training or other documentation of training for the event to firstname.lastname@example.org
Q: How are board members recognized for completing the CBM Program?
A: CBM recipients are presented a CBM plaque and lapel pin at a pre-arranged School Board meeting.
Q: Does the FSBA Office provide a copy of the press release to the recipient of the CBM distinction?
A: YES! A crafted press release are provided to the CBM recipient so that it can be distributed 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?
A: YES! It is always a good idea to verify your CBM status with FSBA staff prior to touting this distinction on distributed materials.
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: Email or call the FSBA Office for assistance. An event agenda will be helpful in determining the curricular area(s).
Q: Can Master Board training, FSBA Committee Meetings, or my local school board meetings/workshops be used for points in the CBM Program?
A: Unfortunately, no. Master Board is a separate program tailored specifically for governance teams and has a different set of requirements. In addition, FSBA Committee work is important, but voluntary and not counted as CBM points. Lastly, while workshops and school board meetings may be informative and demonstrate leadership skills, they are also excluded from point accrual in the CBM Program.
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