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.
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.
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
- 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
|Tommy Allen, St. Johns |
Allen Altman, Pasco
Cynthia Armstrong, Pasco
Kelly Barrera, St. Johns
Robin Bartleman, Broward
Cindy Belin, Gulf
Mary Bolla, Clay
Georgia “Joy” Bowen, Leon
Angie Boynton, Marion
Paige Brookins, Levy
Milton Brown, Washington
Ginger Bryant, Citrus
Joie Cadle, Orange
Brenda Carlton, Taylor
Karen Chancey, DeSoto
Dr. 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
Linda Cuthbert, Volusia
Reginald E. Daniels, Madison
Ed daSilva, Suwannee
Deidra Dunnell, Taylor
Susan Duval, Hernando
Charlene Edwards, Highlands
Daryl Flynn, Orange
Charlotte Gardner, Jackson
Gina Geiger, Gilchrist
Carol Gibson, Madison
Jane Goodwin, Sarasota
April M. Griffin, Alachua
Dean Griffis, Baker
Andy Griffiths, Monroe
Sally Harris, Hillsborough
Tim Harris, Polk
Amanda Hickman, Lafayette
Patty Hightower, Escambia
Ray Howell, Calhoun
Mark Johnson, Hernando
Kathy Jorgensen, Putnam
Alan Justice, Holmes
Thomas Kennedy, Citrus
Janice Kerekes, Clay
Kelly King, Marion
|Kim Kirby, Walton
Judy Kirkpatrick, DeSoto
Stacy Kirvin, Franklin
Linda Kobert, Orange
Deen Lancaster, Gilchrist
Pam LaRiviere, Lee
Maggie Lewis-Butler, Leon
Danny Little, Gulf
Jeannie Mathis, Taylor
Cheryl McCall, Hamilton
Janet McDonald, Flagler
Christie McElroy, Gilchrist
Garry McWhorter, Hardee
Dr. Donna Mills, St. Lucie
Cathleen Morgan, Lee
Ann Murray, Broward
Shirley Owens, Holmes
Susan Owens, Gilchrist
Mike Pressley, Glades
Billy Quinn, Gulf
Christia Li Roberts, Martin
Susan Roberts, Washington
Nora Rupert, Broward
Paul Samuels, Hardee
Tamara Shamburger, Hillsborough
Isaac Simmons, Gadsden
Beverly Slough, St. Johns
Saul Speights, Hamilton
Janet Storey, Glades
Cindy Stuart, Hillsborough
Carol Studdard, Clay
Lee Swift, Charlotte
Jerry Taylor, Suwannee
Roy Terry, Collier
Susan Valdes, Hillsborough
Dr. Cynthia Vasquez, Brooks DeBartolo
Collegiate High School
Patricia Weeks, Baker
Suezette Wiggins, Hamilton
Susie Williamson, Madison
Ida Wright, Volusia
John Wright, Gulf
Paula Wright, Duval
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 School Finance, Policy Governance, and Personnel/Bargaining Issues training modules are offered 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 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?
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: 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.
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: 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