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WORKING WITH EXTENSION
BOARDS AND COMMITTEES A Manual for Extension Educators
Table of Contents
Introduction ................................................................................................................................................. 1
The Nine Steps in the Development Cycle of Boards and Committees ........................................................ 3
Identify ...................................................................................................................................................... 3
Cultivate .................................................................................................................................................... 3
Recruit ....................................................................................................................................................... 4
Orient ........................................................................................................................................................ 4
Engage ....................................................................................................................................................... 5
Educate ..................................................................................................................................................... 6
Evaluate..................................................................................................................................................... 7
Rotate ........................................................................................................................................................ 7
Celebrate! ................................................................................................................................................. 8
Appendix A: List of Potential CEB and PAAC Members ......................................................................... 11
Appendix B: Representation Chart ............................................................................................................ 14
Appendix C: Volunteer Screening Form and Adult Behavioral Expectations Form ................................... 16
Appendix D: Sample Board Member Orientation Agenda ......................................................................... 22
Appendix E: Board Bylaws Template ......................................................................................................... 24
Appendix F: Conflict of Interest Policy Template ....................................................................................... 30
Appendix G: Map of Purdue Extension Areas and Districts ....................................................................... 34
Appendix H: Sample Roles and Responsibilities of CEB Members ............................................................ 36
Appendix I: Sample Roles and Responsibilities of PAAC Members ........................................................... 41
Appendix J: Sample Roles and Responsibilities of Extension Educators .................................................... 44
Appendix K: Extension Organization Charts ............................................................................................... 52
Appendix L: List of Extension-Related Committees ................................................................................... 56
Appendix M: Name Tag Template ............................................................................................................. 58
Appendix N: Board Member Name Tent Template ................................................................................... 60
Appendix O: Elevator Speech Activity ........................................................................................................ 62
Appendix P: Civil Rights Activity ................................................................................................................. 64
Appendix Q: Sample Program Area Reports .............................................................................................. 66
Appendix R: Sample Program Area Reports (Letter Style) ......................................................................... 71
Appendix S: Sample County Extension Board Self-Evaluation Form ......................................................... 75
Appendix T: County Extension Board Continuum of Involvement ............................................................ 78
Introduction
Each County Extension Program in Indiana is supported by the work of a County Extension Board (CEB), which provides guidance on the overall direction of programming within the community. In addition, each program area found within each county is supported by the work of a local Program Area Advisory Committee1 (PAAC), which focuses on needs assessments specific to that program area2. In addition to providing guidance to Extension Educators, both types of groups also provide advocacy for the work of Extension within the community. Extension Educators who are successful in leveraging the support of both of these groups will have more impactful programming because of their efforts. This manual is designed to guide Extension Educators in their work with both types of groups.
Understanding the Relationship between County Extension Boards and Program Area Advisory
Committees
CEBs and PAACs each provide guidance and advocacy for the programming efforts within the county. They draw membership from local residents who are interested in supporting the work of Extension in their communities. They should consist of members who reflect the diversity of the community, and who can act as a sounding board for the needs of the community. They also work with Extension Educators to recruit, orient, and engage their members in order to be effective. The difference in responsibilities is reflected in the different names for these groups. A board is usually a more formal, decision-making body, whereas a committee tends to be less formal, and makes recommendations to be considered by a board. The CEB is responsible for taking a broader view of the overall direction of the county Extension program, as well as handling more extensive, countywide responsibilities that include the county budget review, personnel recommendations, and program grievance adjudication. PAACs are responsible for providing staff (as well as the CEB) with more specific advice regarding programming needs within an individual program area. It is important to note that, although the PAACs submit their recommendations for the CEB to consider, they are not a subcommittee of the board. They function as a separate entity. New CEB members are elected to the board by members of the CEB and the PAACs. New PAAC members are invited to join the committee by the Extension Educator from that program area.
Building Effective Extension Boards and Committees: A Framework
Although there are differences between CEBs and PAACs, both follow a similar model of organizational development, where members are recruited, oriented, educated, and engaged with the efforts of the local Extension program. Extension Educators should understand the basics of this working model, and their role in it, in order to work effectively with these groups.
1 For 4-H educators, this advisory group is known as the 4-H Expansion and Review Committee 2 Educators with program area appointments of 25% or less do not need a separate PAAC for that program area. However, two or three representatives from that program should serve as members of their main PAAC.
The Development Cycle of Boards and Committees
1. Identify the needs of the group (in terms of skills, knowledge, connections, etc.) as they relate
to the needs of the community and the local Extension program. This step does not yet consider
names—it considers the qualities and characteristics of potential members. What do we have?
What is missing?
2. Cultivate potential members. Ask current members of the group, as well as staff, volunteers, and others, to suggest potential names based on the needs identified in the first step. Find ways to connect with those candidates.
3. Recruit prospects. Talk to them, share job descriptions and responsibilities, and don’t minimize requirements (such as “you won’t be asked to do much, or to meet very often”). Ask potential members to share what assets they could bring to the board. Screen candidates through Purdue’s system for volunteers.
4. Orient new members both to the organization –its history, programs, pressing issues, finances, facilities, calendar of events, and organizational chart – and to the group – lists of members, meeting dates, etc. Review their roles and responsibilities once again. Orientation is the time to set the tone of expectations for service and involvement. Orientation can be a combination of online, in-person, and printed materials.
5. Engage all members by facilitating effective meetings. Provide meeting agendas, solicit feedback to staff, and consider assigning mentors to newer members. Encourage involvement in educator programs and classes, perhaps by assisting with registrations and events.
6. Educate members by providing them with updates about Purdue Extension. Give them a “take-away” message at each meeting. Provide professional development opportunities for members.
7. Evaluate the effectiveness of the group through a regular self-assessment. 8. Rotate members off the group, allowing new members to join. Review the nominating process,
set term lengths and limits, and encourage the development of new leadership. Celebrate the successes of the group throughout this cycle. Opportunities include the Report to Stakeholders (at the CEB’s annual meeting), name badges, Purdue Extension shirts, etc. Acknowledge group members on county web pages, social media, press releases, etc.
Identify
Cultivate
Recruit
Orient
Engage
Educate
Evaluate
Rotate
Celebrate!
The Nine Steps in the Development Cycle of Boards and Committees
The following sections provide additional information and guidelines to help Extension Educators
navigate each step of the development cycle for CEBs and PAACs. Many of these guidelines can apply to
both types of groups. Where significant differences between the groups occur, those differences are
noted.
Identify
The first step in the cycle is to identify the needs of the group as they relate to the needs of the
community and the local Extension program. Consider the qualities, characteristics, and connections of
current members of the group, and identify what is missing. Members of a diverse CEB or PAAC will
bring various skills, knowledge, and connections to the group, resulting in a stronger, more effective
organization. Consider drawing members from a variety of community groups and organizations that
could also be key collaborators with Extension or have important insight into community needs (see
Appendix A for a List of Potential CEB and PAAC members, and Appendix B for a Representation Chart).
This step does not yet consider names—it instead focuses on the qualities, characteristics, and
connections of potential members. For CEBs, this process of identifying needs, and eventually
cultivating and recruiting new members to fill those needs, is coordinated by the Nominating
Committee, with input and assistance from the board and staff.
Additional qualities to consider for membership include individuals who can:
Function in a group with good communication, critical thinking, and decision making skills.
Appreciate diversity, are visionary, and are able to identify with emerging issues.
Have an understanding or are willing to have an understanding of Purdue Extension’s mission and vision and willing to commit to it.
Represent and establish rapport with current or potential clientele groups while at the same time seeing the broader picture of county and community needs.
Partner with Purdue Extension program staff and others throughout the programming cycle.
Communicate Extension program value to both clients and stakeholders.
Cultivate
After the needs of the group are identified, the next step is to cultivate a list of potential names based upon those needs. Ask current members of the group, as well as staff, clientele, volunteers, and others, to suggest names for consideration. Ideas for generating names include the following:
When conducting needs assessments, ask for names of individuals who would be good candidates.
Ask outgoing members of the group to assist with providing names of potential members.
Identify the different groups in the county and make a conscious effort to ensure that each of these groups is represented. Make sure to identify under-representative and underserved groups in the county and start working on outreach programs that would attract these groups and make them willing to serve.
Recruit
Once a list of names is generated, it’s time to recruit those prospects. Meet with potential candidates to discuss the importance of the board or committee and how they can contribute. Share job descriptions and responsibilities, and ask potential members to share what assets they could bring to the board. Don’t minimize requirements or the importance of the group (such as “you won’t be asked to do much, or to meet very often”)—that can send the message that their input is not highly valued. While recruiting prospective members, it’s also important to understand what motivates individuals to serve on boards and committees. Some of the top reasons3 people cite include the following:
To serve the organization and contribute to its success
To be helpful to others
To contribute to society
To share my expertise and professional skills
Out of loyalty and respect for the organization
A desire to work with others
To learn more about the organization and the cause it supports
For an opportunity for personal growth Finally, make sure to screen candidates through Purdue’s system for volunteers. Refer to Appendix C for an example of a Volunteer Screening form and an Adult Behavioral Expectations Form that are appropriate to use with CEB and PAAC members. Members of the 4-H Expansion and Review Committee must go through the entire 4-H volunteer screening process.
Orient
Orientation for new CEB and PAAC members is key to helping set the tone for what is expected of them.
Explaining the mission of Extension, its types of programs, and the roles and responsibilities of CEBs and
PAACs provides a solid foundation of understanding our organization.
For members of PAACs, much of this can be done informally on a one-to-one basis. For members of
CEBs, a more formal orientation is recommended. A good way to organize the orientation is to invite all
of your new board members to meet an hour earlier than their first scheduled board meeting. Inviting
your CEB president will help to start building relationships between board members. In Appendix D, you
will find a sample agenda for the orientation of your new members. A PowerPoint presentation, which
includes background information about Extension and the role of the Board members, is available for
use during that meeting.
For both groups, it is helpful to provide an orientation packet to get them up to speed with their roles and responsibilities prior to their first committee meeting. The following table includes items to consider in this packet:
3 Board Membership Motivations. Georgia Center for Nonprofits. 2013
Recommended Materials for Orientation Packets
Item CEB Packet PAAC Packet
Volunteer Screening Form and Adult Behavioral Expectations Form (Appendix C)
x x
Board Member Orientation Agenda (Appendix D) x
Board Bylaws (Appendix E) x
Conflict of Interest Policy (Appendix F) x
Map of Purdue Extension Areas and Districts (Appendix G) x
Meeting dates and times for the upcoming year x x
List and photos of local County Extension staff along with titles x
List and contact information for CEB members x
Roles and Responsibilities of CEB Members (Appendix H) x x
Roles and Responsibilities of PAAC Members (Appendix I) x x
Roles and Responsibilities of Extension Educators (Appendix J) x x
Extension Organizational Chart (Appendix K) x
List of Extension-Related Committees (Appendix L) x
Most current Local Faces report x x
Most current Annual Extension Report x x
Every Extension educator has a name tag and is encouraged to wear it at every Extension event. This allows people to learn each other’s names. Similarly, it is highly encouraged that name tags or tents be used at every CEB meeting. Since board members often don’t know each other and only see each other a few times a year, name tags and introductions at every meeting will help create a welcoming environment. See Appendix M and Appendix N for printable name tags and tents.
Engage
Effective CEBs and PAACs have members who feel engaged with the mission of Extension, and who feel
that their feedback and involvement is valuable. Requesting program feedback, appreciating members’
time and commitment, and involving CEB members in sub-committees are some important ways to
generate buy-in. Our volunteers want to feel like they are contributing to the group, rather than just
listening to what Extension Educators have done, and are going to do, within their program areas.
For both types of groups, allowing members to run the meetings will empower them with more purpose
and direction. For CEBs, the election of a president, vice-president, secretary and treasurer are a great
way to create ownership. Effectively using committees is important for board efficiency and reducing
your workload. CEB committees can vary from county to county, so if you have committees that are
working for you, stick with them. If you’re in need of committee suggestions, here are a few:
Budget/Audit Committee will help Extension Educators prepare for the county budget hearing
and may attend those hearings in support.
Annual Meeting Committee will help plan the annual Extension dinner. Duties will include
asking for sponsors, planning and organizing the meal, planning and organizing the decorations,
and giving speaker recommendations.
Outstanding Service Committee would nominate a person or group that should receive this
award. The committee could also arrange for sponsorship for the plaque or gift (whatever is
done in your county).
Membership/Nominating Committee will be responsible for coordinating efforts to identify,
cultivate, and recruit new members.
There are a number of committees that CEB members could be a part of, but it’s important that the
committees be used appropriately and successfully.
Another way to have CEB and PAAC members participate and contribute is to ask for feedback.
Unfortunately, getting feedback from these groups has been a challenge for many counties. Educators
often pose the question, “Does anyone have any questions or feedback on my program area?”
However, this is not the most effective way to ask for feedback, or to get them actively involved. Below
are some quick activities that can encourage member participation and contribution:
Elevator Speech Activity: Sometimes Extension is hard to explain to someone who isn’t familiar
with it. Having the group work in small groups to come up with a 30-second elevator speech
explaining what Extension is, is a great activity. See Appendix O.
Civil Rights: Creating cultural awareness in the Extension board is important, mandatory, and we
need to keep record that we’re doing it. See Appendix P for an example activity and follow-up
questions.
Feedback: Posing a specific question such as, “What are some example meeting locations
throughout the county?” makes it easier to receive feedback than posing a very open-ended
question such as, “Does anyone have any feedback on my programs?” Think about the specific
question you want answered and then ask the group. Here are some additional examples:
o What are some ways that we can market/advertise our programs? How do you hear
about events around the county?
o On big sheets of flip chart paper hung around the room, list 1 or 2 of each of the
Educator’s goals and ask the members to write a county need that would fit under that
goal.
o If your county does (or is interested in doing) a countywide needs assessment, have the
group help you narrow down the questions. The questions could stem from the
Educator’s goals.
Educate
Educating the members of CEBs and PAACs means providing them information concerning our mission
area. It’s important to share successes, promote future programs, and not hide difficulties. There are a
number of ways to share information regarding our program areas. We can share information during
meetings, in a report that’s sent prior to the meeting, in a letter in conjunction with a meeting reminder,
or in any number of ways.
For CEB members, education also means providing them with professional development opportunities
to improve their own leadership skills, so that they can better serve the needs of Extension and their
community.
During a meeting, we can share our programs and their impacts we’ve completed over the last quarter,
but what purpose does it serve the member or us? It may be more important to share programs that
are coming up. Otherwise, how will they help us promote upcoming programs if we only focus on the
past during the meeting? It’s important to share some success stories of our recently completed
programs, but that shouldn’t be the focus.
So, how do we share our recent programs’ success with these groups? It can be helpful to send the
group a packet of information to read in advance of the meeting. Doing so can free up valuable time
usually spent listening to oral reports during the meeting, so that the group can instead devote more
time to feedback, questions, and discussion. We can send out various reports in conjunction with a
meeting reminder (see Appendix Q). If this doesn’t suit your style, try writing a letter that highlights a
few programs and reminds them of the upcoming meeting (see Appendix R). This type of letter could
also be sent to community supporters such as County Council, County Commissioners, etc. Any way you
choose to educate your group about the great work that Purdue Extension is doing in the community
will go a long way in building relationships with and within the group.
Evaluate
“A strong, vibrant board of directors is a clear indicator of a healthy organization. Yet even the best
organizations need a periodic check-up to ensure that they cannot just survive but will really thrive in today’s environment. To check your board’s vital signs, or to put in place practices and strategies for a
healthy and energized board, the best place to start is with a board self-assessment.” -The Maine Association of Nonprofits
Periodic evaluation of the effectiveness of your CEB is an important component of this development
cycle. This could include an evaluation of the group as a whole, as well as individual members. Another
important component of evaluation is to examine how the group members work with the county-based
team. Areas in need of improvement should be included as part of the evaluation process.
A recommended tool to help with this is the self-assessment: (see Appendix S, T). It can be
administered during a meeting, or assigned as homework.
Rotate
Membership of CEBs and PAACs should be rotated based on established term limits. For boards, term
limits are identified in the bylaws. For committees, term limits are identified in the roles and
responsibilities document given to members during orientation. Members of either group cannot
automatically be re-elected for an additional term. The option to ask inactive members to resign should
also be explored.
Early involvement with a group can be exciting, challenging and productive. A group without new
members can easily become stagnant. This does not have to happen. You can keep a group fresh by:
Bringing on new members
Shifting responsibilities
Moving CEB members from standing committees to special ad hoc assignments
Letting new CEB members chair committees. An important component of board and committee
development should be developing new leadership.
Celebrate!
When CEB and PAAC members do a good job, they deserve proper recognition. Recognize victories and
progress--even small ones. This step should never be overlooked in the rush of getting business done.
Creating a climate of appreciation and laughter helps create energy to deal with the challenges of the
tasks ahead. Make room for humor. Appreciate individual contributions to the board or committee,
Purdue Extension and the community. With that said, it is important for members to know about staff
successes, as well.
One important way to celebrate successes together is build those into the annual meeting.
Appendix A: List of Potential CEB and PAAC Members
Potential Areas of Representation for Selecting CEB
Members
o County Commissioner o County Council o Media (radio & newspaper) o Business & Industry o Education o Government o Municipal o Economic Development o Representatives from each Program Area
Potential Areas of Representation for Selecting PAAC Members
Agriculture and Natural Resources
Agri-businesses
Agricultural consultants
Agricultural lenders
Commercial horticulture operators
Commercial landscapers
Commercial pesticide applicators
Crop advisors
Department of Natural Resources
Environmentalists
Farm Bureau, Farm Service Agency and other farm organization representatives
Farm-equipment dealers
Farmers' market operators
Fertilizer/feed dealers
Food industry
Food processors
Foresters
Garden shop/nursery owners
Golf course managers
Horticulture operation representatives, including orchards and U-pick operations
Land owners, non-operators
Lawn-care business owners
Master Gardener Volunteers
Organic producers
Producer groups, including crops and livestock
Production agriculture producers: small, mid-sized, and large farms (part-time)
Retail grocers
Soil and Water Conservation District representatives
Specialty crop producers Truck-crop operators Veterinarians
Vocational Agriculture Instructors
Wholesalers
Woodland owners
Community Development
Arts councils/cultural groups
Bank officials
Chamber of Commerce members and local business organizations
Church leadership
City council members, town board members, mayors
Civic organizations, such as Rotary, Jaycees, etc.
Community Foundation
County commissioners, county council members
County leadership group
Economic Development Council members
Housing authorities
Hospital administrators and other health-care providers
Industrial leaders
Minority group leadership
Neighborhood organizations
Planners and members of the plan commission
Parks Board
Realtors/developers
Retail business leaders
Senior citizen organizations/agencies
School superintendents, school board members
Social-service agencies
Utility representatives, such as REMCs, etc.
4-H Youth Development (Referred to as the 4-H Expansion and Review Committee)
At least 3 to 5 youth
Big Brothers/Big Sisters representatives
Boy Scout/Girl Scout leaders
Child-care providers
Community center directors
Community foundation directors
4-H Council members
4-H volunteers
FFA representatives & advisors
Home-school leadership
Junior Achievement representatives
Junior Leaders
Legal aid representatives
Legal system personnel (Juvenile judges, probation officers, attorneys, police, and sheriffs)
Media representatives
Medical professionals
Parents of program users and potential users
Parks and recreation representatives
Public housing directors
Religious leaders
School administrators, principals, and superintendents
School counselors
Teachers, elementary, middle, and high school
YMCA/YWCA representatives
Health and Human Sciences
Area Agency on Aging representatives
Bank officials
Before and after school childcare program representatives
Boys/Girls Club Directors
Childcare/Pre-school providers
Community Foundation
Department of Child Services Representatives
Drug Free/Substance Abuse
Economic Development Directors
Extension Homemakers
Faith-based representatives
Financial institution representatives
Food pantry Directors/volunteers
Food service directors (school, nursing homes, etc.)
Health Coalitions
Health Department representatives
Heathy families
Hospital administrators or board members
Housing representatives: Rural Development or HUD, depending on community
Media representatives
Medical professionals, perhaps county health nurses
Mental health association representatives or Executive Directors
Other social services agencies
Public Library
Red Cross representatives
Restaurant managers
Salvation Army representatives
School corporation rep. (school health nurse, counselor, administrator, nutrition services, etc.)
Senior citizens’ groups
Trail network (Park & Rec)
United Way Rep.
Volunteer health agencies
Women, Infants, and Children (WIC) Directors
Appendix B: Representation Chart
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Adapted from: Cooperative Extension Service, University of Kentucky College of Agriculture, Food and Environment, Lexington KY
PROGRAM AREA
SEGMENT
PROGRAM AREA
SEGMENTGENDER RACE COMMUNITY SECTORETHNICITY GEOGRAPHIC AREA
Appendix C: Volunteer Screening Form and Adult
Behavioral Expectations Form
Purdue Volunteer Application and Agreement for Members of County Extension Boards and Program Area Advisory Committees
(Please print or type)
Full Name____________________________________________________________________________
Alias/Maiden Name____________________________________________________________________
Date of Birth________________________________
Address ______________________________________________________ Apt. ___________________
City __________________________________________State _________________ ZIP ______________
Home Phone______________________________ Work Phone_________________________________
Cell Phone________________________________ Email______________________________________
The following questions regarding race and ethnicity are optional
Race (check one)
☐ White or Caucasian ☐ Black or African American
☐ American Indian or Alaska Native ☐ Asian
☐ Native Hawaiian or other Pacific Islander ☐ Multiple Races ☐ Undetermined
Ethnicity (check one)
☐ Hispanic ☐ Non-Hispanic
Emergency Contact Information (required)
Name_______________________________________________________________________________
Telephone___________________________________________________________________________
Relationship__________________________________________________________________________
Provisions of the Agreement to Participate in Purdue Programs
Please read the statements below. By signing this form, you agree to all the statements below.
• Understanding Policies. I have read the Purdue Adult Behavioral Expectations (4-H 785), signed and returned a copy to the Purdue Extension Office, and agree to follow all policies in the publication and others as applicable to my position regarding participation in Purdue Extension Programs.
• Age Certification. I am over 18 years of age, or have the consent of a parent or guardian to participate as indicated by his or her signature at the end of this document.
• Registry Checks. I consent to annual registry checks via the Dru Sjodin National Sex Offender Registry and Indiana Sex Offender Registry.
• Identity Verification. I agree to provide evidence of a government-issued photo ID verifying my identity.
• Liability Release. I understand that participating in Purdue Extension can involve certain risks to me. I accept those risks. I hereby discharge Purdue University, the Trustees of Purdue University, the county commissioners, the Purdue Extension county office, and each of their trustees, officers, appointees, agents, employees, and volunteers (“Released Parties”) from all claims that I might have for any injury or harm including death, arising out of my participation in any activity related to Purdue Programs, even if such injury or harm is caused by the negligence or fault of any of the Released Parties. I do not, however, release these individuals and entities from liability for intentional, willful, or wanton acts and this release shall not be construed to include such acts.
• First Aid. I give permission for Purdue and its representatives, and emergency personnel, to make necessary first aid decisions if I am injured or fall ill while participating in Purdue Extension activities. I shall be financially responsible for the cost of any medical treatment.
• Photo Release. I grant permission for Purdue Extension to use videos or photographs of me for educational purposes or promotion of Purdue Extension programs.
• Vehicle Use. I certify that I comply with all requirements established by the Purdue University Use of Vehicles for University Business policy explained at www.purdue.edu/business/risk_mgmt/Vehicle_Use_Info.
• County Extension Director. I understand that the Purdue Extension Educator serving as the County Extension Director for the county where I volunteer as a Purdue Volunteer is the coordinator for the Purdue Extension Program in that county and for my involvement in the program.
• Notification of Changes. I will contact the Purdue Extension Office if changes in my life occur that cause me to be ineligible to serve as a Purdue Extension volunteer.
Applicant’s Signature __________________________________________________________________
Applicant’s Printed Name _________________________________________Date _________________
In addition, if applicant is under 18 years of age:
Parent/Guardian’s Signature ____________________________________________________________
Parent/Guardian’s Printed Name __________________________________ Date _________________
For Purdue Extension Office Use Only:
National Sex Offender Registry Check — Date Completed____________________________________
Purdue Extension Office Staffer Completing Check__________________________________________
Indiana Sex Offender Registry Check — Date Completed_____________________________________
Purdue Extension Office Staffer Completing Check__________________________________________
Verification of Photo ID — Date Completed________________________________________________
Purdue Extension Office Staffer Completing Verification______________________________________
Purdue University is an equal access/equal opportunity institution.
Appendix D: Sample Board Member Orientation Agenda
New Board Member
Orientation Agenda
Welcome & Introductions
What is Extension?
Explain Program Areas: 4-H, ANR, HHS, CD
Role of Extension Board
Extension Board Committee Roles and Responsibilities
Review of Recent Board Minutes
PCARET
Questions?
Appendix E: Board Bylaws Template
Bylaws of the _________________ County
Extension Board
Adopted_________________
ARTICLE I-NAME-__________________________COUNTY. INDIANA, EXTENSION BOARD
Purdue Extension _______________County consists of the ______________ County Extension Board
representing the citizens of _______________ County, Indiana. The County Extension Board (hereafter
referred to as the “Board”) is the advisory and advocacy body of the overall Purdue University
Cooperative Extension Service (hereafter referred to as “Extension”) in ______________ County.
ARTICLE II-PURPOSE
The Board provides an organized way for the county to be represented by local people in its relationship
with Extension. They are not legal governmental entities, but rather unincorporated associations
serving in advisory capacities to the ___________County Purdue Cooperative Extension Service. The
Board’s four functions are:
1. Program Planning, Implementation and Evaluation
2. Financial Support and Resource Identification
3. Advocacy for Extension; and
4. Personnel Recommendation and Assistance.
ARTICLE III-MEMBERSHIP
Section 1: Qualifications for Membership on the Extension Board
The members elected to the Board should:
1. Be able to represent and establish relationships with current and potential clientele groups 2. Be aware of current community issues and needs 3. Understand the connection between Extension programming and community issues 4. Be able to function as a part of a group that is visionary, appreciates diversity, and is able to
identify emerging issues; and 5. Understand and be committed to Extension’s mission
Section 2: Nondiscrimination Statement
Membership on the Board shall be open to all people regardless of race, religion, color, sex, age,
national origin or ancestry, genetic information, marital status, parental status, sexual orientation,
gender identity and expression, disability, or status as a veteran.
ARTICLE IV-RESPONSIBILITIES
Section 1: Program Planning, Implementation and Evaluation
The Board shall:
1. Study county trends and demographics to assess its agricultural, youth, family and community issues.
2. Define major issues for which Extension educational programs may provide education toward total or partial solutions.
3. Assist staff in preparing factual descriptions of each issue defined. 4. Establish priorities in consultation with Extension Educators 5. Establish a time when a defined issue shall become a part of the total county Extension
educational program. 6. Review a written statement of the long-range educational objective issues. 7. Implement the long-range objective by either assigning it to an existing program area advisory
committee or organization, or establishing a new program area advisory committee or organization to carry on the new part of the program, and suggesting a staff member to follow through and assist with the development of that program.
All programs of Purdue Extension____________ County shall be provided in accordance with the
Nondiscrimination Statement in Article III, Section 2 of these Bylaws.
Section 2: Financial Support and Resource Identification
The Board shall have the responsibility of appointing an Extension Board Budget Committee who will
assist in planning and preparing the Annual County Budget for the Extension Service and presenting and
explaining the budget to the County Council in coordination with County Extension Board, County
Extension Director and/or other Extension Educators.
The Board shall also assist in identifying other financial resources. This may include identification of
grants, in-kind contributions or other sources of special funding.
Section 3: Personnel Recommendation and Assistance
It is recognized that the authority for appointing County Extension Educators rests with the Board of
Trustees of Purdue University and is delegated to the Director of Purdue Extension. When a vacancy
occurs within the county the procedural guidelines for hiring Extension Educators will be followed.
Section 4: Advocacy
The Board shall have the responsibility to build linkages and partnerships with groups and organizations
that strengthen Extension; and to become spokespersons for Extension programming. The Board shall
also talk to stakeholders and policymakers about the current and future impact of Extension
programming.
Section 5: Other Responsibilities
The Board serves as the final level to which a county program grievance can be adjudicated. Purdue
Extension has established a three-level grievance procedure--from a small sub-committee to overall 4-H
policy-making body to County Extension Board. While there is no doubt some overlap in who serves on
these committees, the intent of three levels is to assure different individuals have the opportunity to
hear and act on the grievance.
Extension Board members are expected to sign the Adult Behavioral Expectations Form (4-H 785) and
adhere to those policies while serving on the Board. Extension Board Members are also expected to
sign the Purdue Volunteer Application and Agreement for Members of County Extension Boards and
Program Area Advisory Boards and affirm annually that they have received, understand and will adhere
to the County Extension Board’s Conflict of Interest Policy.
ARTICLE V-BOARD MEETINGS
Section 1. Regular Board Meetings
The Board shall meet at least four times during the calendar year.
Section 2: Annual Meeting
An annual meeting shall be held each year at a time and place designated by the Board. The purpose of
the annual meeting is for the election of Board members; and to provide an opportunity for __________
County citizens to have input regarding general policies, problems, projects, accomplishments and
evaluations.
Section 3: Organizational Meeting and Election of Officers
The first regular meeting of the Board following the annual meeting described in Article 5, Section 2 of
these Bylaws shall be designated as the ‘organizational’ meeting, during which the officers for the
ensuing year are to be elected.
Section 4: Notice of the Meetings and Agenda
Notice of all meetings and agenda shall be given at least seven days in advance. Members may waive
notice of any meeting in writing before, during or after a meeting. Presence at a meeting constitutes
waiver of the notice requirement.
ARTICLE VI-ORGANIZATION OF COUNTY EXTENSION BOARD
Section 1: Organization, Election, and Tenure
The Board shall consist of 12-16 persons carefully selected for membership pursuant to the following
provisions:
1. The Nominating Committee shall nominate one or more candidates for any position up for
election. The entire Board, and the members of the Program Area Advisory Committees, will
vote on the nominees with a simple majority vote deciding the new Board member.
2. Each elected member is elected for a term of three years unless sooner removed or the member
resigns; Board members cannot serve more than two consecutive terms (six years). Members
are eligible for re-nomination for additional terms after a one-year hiatus in service.
3. The terms of elected members are to be “staggered” to ensure Board continuity.
4. The officers of the Board are to be: President, Vice-President and Secretary, all elected annually
from the membership of the Board. President and Vice-President and Secretary term limits shall
be three consecutive terms (three years). Other officer positions may be created as needed by
the Board.
5. County Extension Educators shall serve as advisors to the Board and ex officio members and will
not vote on matters that come before the Board.
6. Extension office staff are not eligible to serve as Board members.
Section 2: Committees
The Board shall create and dissolve standing and ad hoc committees, as needed.
Section 3: Removal of Board Members
Board members may be removed from the Board for any cause deemed sufficient by a majority vote of
the Board members. This may include lack of participation.
ARTICLE VII-ANTI-NEPOTISM
Board members and their family members shall be excluded from consideration for employment by
Purdue Extension, including county support staff. Employees of Purdue Extension, including county
support staff, shall not hold a position with the organization while they or members of their family serve
on the Board or any committee of the Board. Membership on the Board is limited to one member from
the same family.
Family is defined as a relationship between two individuals by blood, adoption or marriage to the degree
listed below:
1. Blood or adoption: parent, child, brother, sister, uncle, aunt, niece, nephew, grandparent or
grandchild.
2. Marriage: husband, wife, stepparent, stepchild, stepbrother, stepsister, father-in-law, mother-
in-law, son-in-law, daughter-in-law, brother-in-law or sister-in-law.
ARTICLE VIII-QUORUM
A majority of the “filled” board positions, without regard to any vacancies, shall constitute a quorum in
any meeting of the Board. The President of the Board shall vote only to break a tie. The Board may hold
discussions, but may not vote or otherwise take official action, in the absence of a quorum.
ARTICLE IX-PARLIAMENTARY AUTHORITY
Parliamentary authority for the Board shall be Robert’s Rules of Order, newly revised.
ARTICLE X-BYLAW REVISION
In order to maintain consistency among County Extension Boards across the state, the bylaws of the
Board may be amended only with approval of Purdue Extension Administration.
Purdue Extension Administration may amend the bylaws, as needed.
Appendix F: Conflict of Interest Policy Template
___________________ COUNTY EXTENSION BOARD
CONFLICT OF INTEREST POLICY
SECTION 1. PURPOSE:
The _________________ County Extension Board (hereafter referred to as the “Board”) encourages the
active involvement of its members in the community. In order to deal openly and fairly with actual and
potential conflicts of interest that may arise because of this involvement, the Board adopts the
following Conflict of Interest Policy.
Board members shall exercise the utmost good faith in all decisions involved in their duties, and they
shall not use their positions with the Board or knowledge gained therefrom for their personal benefit or
for the benefit any other group they may represent. The interests of the organization must be the first
priority in all decisions and actions.
Board members are expected to use good judgment, to adhere to high ethical standards, and to
conduct their affairs in such a manner as to avoid any actual or potential conflict between the
personal interests of a Board member and those of the Board. A conflict of interest exists when the
loyalties or actions of a Board member are divided between the interests of the Board and the
interest of the member. Both the fact and the appearance of a conflict of interest should be
avoided.
SECTION 2. EXAMPLES OF AREAS IN WHICH CONFLICT MAY ARISE:
Conflicts of interest may arise in the relations of Board members, and with third parties. Examples may
include, but are not limited to:
1. Persons and firms supplying goods and services to the Board.
2. Persons and firms with whom the Board is dealing or planning to deal in connection with the
gift, purchase or sale of real estate, or other property.
3. Partner agencies, competing or affinity organizations.
4. Donors and others supporting the Board along with Purdue University Extension programming.
5. Agencies, organizations, and associations that affect the operations of the Board along with
Purdue University Extension programming.
6. Family members, friends, and other employees. Family is defined as a relationship between two
individuals by blood, adoption or marriage to the degree listed below:
a. Blood or adoption: parent, child, brother, sister, uncle, aunt, niece, nephew,
grandparent or grandchild.
b. Marriage: husband, wife, stepparent, stepchild, stepbrother, stepsister, father-in-law,
mother-in-law, son-in-law, daughter-in-law, brother-in-law or sister-in-law.
SECTION 3. EXAMPLES OF NATURE OF CONFLICTING INTEREST:
A conflicting interest may be defined as an interest, direct or indirect, with any persons or firms
mentioned in Section 2.
Such an interest might arise through situations that may include, but are not limited to:
1. Owning stock or holding debt or other proprietary interests in any third party dealing with
county Extension boards.
2. Holding office, serving on the board, participating in management, or being otherwise employed
(or formerly employed) with any third party dealing or partnering with the Board or Purdue
University Extension whom may conduct business with.
3. Receiving remuneration for services with respect to individual transactions involving the Board.
4. Using the Board’s time or good will for other than county Extension board approved activities,
programs, and purposes.
5. Receiving personal gifts, interest in or something of monetary value from third parties dealing or
competing with the Board.
SECTION 3. DISCLOSURE POLICY AND PROCEDURE:
Whenever a member has a financial or personal interest in any matter coming before the Board, the
affected person shall
a) fully disclose the nature of the interest, and
b) withdraw from discussion, lobbying, and voting on the matter. Any transaction or vote involving
a potential conflict of interest shall be approved only when a majority of disinterested Board
members determine that it is in the best interest of the organization to do so. The minutes of
meetings at which such votes are taken shall record such disclosure, abstention and rationale
for approval.
SECTION 4. ANNUAL AFFIRMATION STATEMENT:
Each Board member shall annually sign a statement which affirms such person:
1. Has received a copy of the conflicts of interest policy,
2. Has read and understands the policy, and
3. Has agreed to comply with the policy
ANNUAL AFFIRMATION STATEMENT
THE ___________________ COUNTY EXTENSION BOARD
The Conflict of Interest Policy of The ______________ County Extension Board (the Board) requires an annual affirmation that you have received, read, understand, and agree to comply with the Conflict of Interest Policy.
Please sign and date this Statement indicating your affirmation as described above. Please return this Statement to the Board Secretary by January 31.
Your name: Date:
Appendix G: Map of Purdue Extension Areas and Districts
Appendix H: Sample Roles and Responsibilities of CEB
Members
Roles & Responsibilities
County Extension Board Members
(For general orientation purposes)
Welcome to the County Extension Board
In Indiana, every county has a County Extension Board, elected to support the mission of the Purdue University Cooperative Extension Service. That mission is “the education of Indiana citizens through the application of the land-grant university research and knowledge base for the benefit of agriculture, youth, families and communities.” The County Extension Board has diverse representation, identifies local issues, advocates for the support of the local Extension program, and helps support and review the local Extension program, which is developed in conjunction with county Extension educators.
You Represent the Community
As County Extension Board members, you come together as citizens who have a genuine interest in the county Extension program. You bring with you a wide array of knowledge and skills relevant to the development and enhancement of the local program.
Each board member not only has knowledge of Extension, but also involvement in other arenas such as other volunteer organizations, government, business, school, the faith community, and media. That involvement can help guide the local Extension program. Sharing this knowledge and experience as a group will help the board create a vision for the local program and help to develop strategies and actions to address those shared concerns.
Functions of the County Extension Board
Program Planning, Implementation, and Evaluation
Planning Extension programs is done in partnership with local Extension educators through assessing county needs and issues. One of the most important roles that you play as a board member is helping to identify local needs that can be met through the educational resources of the county Extension program. You are the “eyes and ears for Extension in your local community.”
How do you identify those needs? First, listen to people in your local area. What are people saying? Ask questions informally of people who seem to have their finger on the pulse of the community. Read the newspapers to see what stories are in the news. Pay attention to local media. Observe people. Are there state and national issues that are filtering down to the local community? Can Extension address those needs? Talk with other board members. You can also use more formal methods, such as conducting interviews, using questionnaires, utilizing demographic information, and convening small groups.
As you identify needs and issues, share them with Extension educators and other board members. You will also prioritize needs as part of the program planning process. Limiting the number of issues to high priorities helps Extension programming better focus on targeted needs.
Program implementation follows issue identification and program planning. Help to identify target audiences. Know what objectives will be met through the program. As a board member, you can assist local Extension educators by supporting the program through your participation and by encouraging others outside of Extension to take advantage of the opportunity. Helping to market the programs is an important part of your role as a board member. Do you have resources that you could lend to implementing the program? What might those include?
Program evaluation methods help us measure the effectiveness of programs and to be accountable. You may conduct formal program evaluations annually as a part of a County Extension Board meeting, and also conduct informal evaluations that are simply “what you heard” from others about local Extension programming. Program evaluation is an ongoing process that leads to further program planning. The cycle of planning, implementation, and evaluation is integral to the relevance of Extension.
Financial Support and Resource Identification
As a board member, you must understand how the county Extension office is funded, since one board function is financial support. The county Extension program is funded through county, state, and federal funds.
Funding provided by the county pays for a portion of educators’ salaries and such things as salaries for clerical and program assistant positions, travel, supplies and maintenance of equipment, rent for office space or provision of office space, and all utilities necessary for running the county office. These items differ from county to county.
Each year the county Extension educators present a proposed budget to the County Extension Board. Counties may appoint a budget committee to work with staff to prepare the budget, which is based on guidelines established by the County Council as well as on present needs. The County Extension Board gives input into the proposed budget, and then helps to support the budget through interaction with County Council members. This process differs from county to county. Regardless of the method of budget support and development, County Extension Board members must be knowledgeable and supportive of the County Extension Director and local staff.
The county Extension budget is a part of local county government budget process and is presented when all other county departments present their budgets, usually in September. Board members should understand county government and county budgets in order to be well informed about finances that affect funding for the local county Extension office.
Extension board members should also help identify other financial resources through networking and by connecting with other organizations. This may include identification of grant possibilities, identification of in-kind contributions, or solicitation of special funding. If you know about other sources of funding, share those with staff and other board members. Extension may work in partnership with other community groups and organizations that have common missions. By developing partnerships and collaborations, you strengthen Extension just as surely as you do through financial support.
Advocacy for Extension
Extension is a publicly funded organization; therefore, Extension programming absolutely must be relevant to local citizens. As public funds decline, it becomes even more important for board members to articulate to policymakers at all levels the current and future impact of Extension programming. Extension must continually work to build relationships with policymakers at all levels of government around issues of concern in the county. Policymakers want information that addresses local issues and shows direct impact on their constituents.
Interaction among members of the County Extension Board can strengthen the content that is communicated with policymakers. (A good example in Indiana might be that urban, suburban and rural members come to a common understanding about land-use issues and that common understanding can help board members become strong advocates for the educational role that Extension plays on this issue.)
Interaction between Extension educators or Extension Board Members and policymakers builds linkages and develops relationships. Through those relationships, interests and concerns are addressed in a personal way, through a personal connection. These relationships should not be developed for a particular purpose (such as the county budget), but rather evolve through ongoing communication. We want policymakers and decision makers to have access to Extension’s knowledge and resources.
You may employ specific strategies to build those linkages identified above. Your Extension Board may want to initiate a social event that features Extension programming. You may invite policymakers to a special Extension function where the policymaker can be a part of a program such as presenting the welcome or presenting awards. Or, the Extension board and Extension educators may host an event that highlights Extension work on a particular issue—such as helping to set up a learning center.
Simply put, the advocacy role is not only about public relations, but also about building ongoing relationships with key decision-makers in a community. Through those relationships, you will help build awareness about the impact of Extension programming.
Personnel Recommendation and Assistance
The County Extension Board plays a role in placement of local county Extension educators. Although Purdue University has the legal authority and responsibility for hiring Extension educators, the Extension Board (either the entire board or a subcommittee) usually gives feedback by interviewing prospective educators. It’s extremely important that Extension board members help a newly hired educator get acquainted with the local citizenry and with local community issues.. As we said before, each of you comes to this role with a great deal of expertise. This expertise often can be used in resolving personnel issues, in orientation of new staff members, and in helping to acquaint new staff members with both decision makers and local needs.
Helping Extension educators succeed is also a part of the board’s function. Board members may help guide, counsel, and assist educators as they begin work or provide ongoing programming. By helping to provide input into programming needs (addressed in the section on Program Planning), board members help assure that programming matches identified needs and issues.
Annually, Extension board members hear about program impacts and successes from each Extension educator. A part of this program evaluation allows board members to give input into each educator’s identified programming. To give valuable input, all year long board members need to keep themselves well informed about all programming through program participation or through reports provided by educators.
Other Duties
The Board serves as the final level to which a county program grievance can be adjudicated, usually in
the 4-H Youth Program Area. Purdue Extension has established a three-level grievance procedure--from
a small sub-committee to overall 4-H policy-making body to County Extension Board. While there is no
doubt some overlap in who serves on these committees, the intent of three levels is to assure different
individuals have the opportunity to hear and act on the grievance.
Extension Board members are expected to sign the Adult Behavioral Expectations Form (4-H 785) and
adhere to those policies while serving on the Board. Extension Board Members are also expected to
sign the Purdue Volunteer Application and Agreement for Members of County Extension Boards and
Program Area Advisory Committees and affirm annually that they have received, understand and will
adhere to the County Extension Board’s Conflict of Interest Policy.
How Does the Board Function?
Each County Extension Board is composed of 12-16 board members elected by members of the County Extension Board and the County’s Program Area Advisory Committees.
Board members participate in Extension board meetings where business of the organization is carried out. The number of board meetings is determined locally and varies from county to county. An annual meeting is held in each county to elect new board members and provide an account of ongoing programming efforts to a broad cross-section of the community.
Officers are elected from among current Extension board members, usually a president, vice-president, and secretary/treasurer. Committees are appointed as needed and determined locally. Committees differ from county to county and may include, but are not limited to, a budget committee, nominating committee, annual meeting committee, personnel committee, marketing committee, audit committee, and special events committee.
An Extension board has by-laws that are shared with all Extension board members. Terms of Extension board members are three years, and Extension board members may serve two consecutive terms.
Appendix I: Sample Roles and Responsibilities of PAAC
Members
Roles & Responsibilities
Program Area Advisory Committee Members
(For general orientation purposes)
Position Title
(ANR, 4HYD, HHS, CD) Advisory Member
Term of Appointment
3 years
Term Limits
Members cannot serve more than two consecutive terms (six years). Members are eligible for re-nomination for additional terms after a one-year hiatus in service.
Location
As determined by county
Number of Meetings
Up to two committee meetings per year, plus attendance at the annual County Extension Board meeting.
General Purpose
The program area advisory board is an organized body of volunteers who counsel the Purdue Extension Educators and assist with identifying community issues and program needs, give support to Educators to develop, carry out, and evaluate non-formal educational programs that contribute to a county’s social, environmental, and community development.
Purposes
Assist with identifying issues and opportunities that serve as a basis for Extension programs (ANR, 4HYD, HHS, CD) by assisting with setting priorities and goals through needs assessments and program design, program implementation and program evaluation
Communicate and promote Extension (ANR, 4HYD, HHS, CD) programs to clientele, collaborating organizations and stakeholders
Insure a broad-based Extension program available to all residents
Work cooperatively with the county Extension board to address major county issues and program needs
Assist with identifying and electing additional or new board members
Benefits
Giving back to their community
Extending their circle of contacts
Gaining an awareness of new perspectives and ideas
Contributing to improving the community
Discovering new potential audiences or community partners
Other Duties
Members shall sign the Purdue Volunteer Application and Agreement for Members of County Extension Boards and Program Area Advisory Boards
Adapted from: Cooperative Extension Service, University of Kentucky College of Agriculture, Food and Environment, Lexington KY
Appendix J: Sample Roles and Responsibilities of Extension
Educators
Roles & Responsibilities
Extension Educators
(For general orientation purposes)
The Role of the Extension Educator
As an Extension Board member, you need to understand the many “hats” Extension educators wear in your county. You may see them during Plan Commission meetings--sitting at the table in the front of the room, helping to decide zoning issues in your county. You may see them teaching nutrition classes in school settings, participating in community forums on youth, or reporting on their programming at your local Extension Board meeting. Because they play many roles, and you may only see a few, it is important to tell you about these roles.
Extension Educators’ Expertise
Purdue Extension educators receive academic training at some of the top colleges and universities around the country, including Purdue University. Master’s degrees are required for educator positions; those degrees vary depending on the position. They range from education degrees to degrees in management, child development, family relations, public health, agronomy, forestry, botany, horticulture, adult education, and youth development, just to name a few.
Extension educators develop leadership and management capabilities through professional experiences in community settings. They also develop good communication skills; group process and teamwork skills; and a basic knowledge of educational delivery methods, data collection, and data analysis and interpretation. They must be able to work with diverse audiences in many settings. They are flexible and creative. And, they are committed to providing research-based and knowledge-based educational programs that help Indiana residents improve the quality of their lives and their communities.
Basic Core Competencies
Purdue University’s Cooperative Extension Service (CES) has developed a list of core competencies that make Extension educators successful in their jobs. The competencies identified by CES also are closely associated with the performance expectations of educators and are the stepping stones leading to excellence.
By understanding the core competencies that are their strengths and the ones in which they might require additional training, educators can develop a professional development plan. The plan might include formal training or self-directed, Web-based learning programs. There is quite a range of opportunities in which Extension educators can participate.
The ten core competencies are:
Communications
This includes skills in:
oral and written communication;
grant writing;
presenting;
interpersonal relations;
listening;
nonverbal communication;
facilitation; and
mediation.
Diversity/Pluralism/Multiculturalism
This includes:
knowledge of multiculturalism, diversity, and pluralism;
knowledge of local and state demographics and a county plan that includes strategies to reach the underserved;
needs assessment skills needed to determine needs of the underserved, as well as the understanding of program delivery to a diverse and broad audience;
skills to recruit diverse audiences and diverse board and committee representation; and
an understanding of ways to incorporate multiculturalism and diversity development into advisory boards and councils.
Educational Programming
This includes skills in:
assessing programming needs through needs assessments and as needed for county plans of work;
audience analysis;
understanding learning barriers;
resource development;
program delivery methods/teaching (The expectation is that educators are “top-notch teachers.”);
involving volunteers;
using advisory committees;
interagency collaboration and partnering;
marketing;
evaluation; and
reporting impact.
Engagement
This includes:
knowledge of the community;
connecting with a diverse array of partners;
building linkages with policymakers;
helping to form collaborations and partnerships;
development of a positive image for self and Extension in the community;
managing conflict;
facilitation skills;
mentoring;
fund development; and
understanding local government and education.
Leadership
This requires skills in:
personal leadership;
critical thinking;
creative thinking;
group process and facilitation;
conflict resolution;
the planning/visioning process;
organizational board development; and
motivating and empowering others.
Management/Supervision
This requires:
personnel management skills;
knowledge of appropriate laws and policies;
interpersonal skills;
program management skills;
supervision/coaching skills;
understanding of performance reviews;
understanding of progressive discipline;
mentoring skills;
skills in managing change; and
an understanding of board development.
Organizational knowledge
This includes an understanding of the history, philosophy and contemporary nature of Extension.
Organizational Management and Professionalism
This requires skills in:
professional conduct;
personal organization such as time management, file and office management, reporting, and self-improvement;
working with groups;
career development planning;
management of conflict/stress;
teamwork; and
critical thinking.
Technology
This includes proficiency in:
basic computer operations;
word processing, PowerPoint, data management programs;
e-mail;
electronic communication,;
distance learning technologies;
emerging technologies; and
use of appropriate technologies.
Subject Matter Expertise
This includes:
general knowledge and competency in area of employment that is ANR, CFS, 4-H Youth Development and ECD; and
specialized knowledge in program assignment area/Plan of Work issue area.
When Purdue Extension educators are hired, they either possess these competencies or work towards their development through a professional development plan. Purdue Extension staff members are expected, under the direction of their District Director, to participate in professional development activities. The number of days of professional development will depend on the tenure of the educator: newer staff members receive more training and others build their competencies. All staff members participate in the Annual Professional Development Conference.
Extension annually appraises each educator’s efforts at program planning, development, delivery, and accountability/measured outcomes; volunteer leadership development; interagency collaboration;
outreach beyond the traditional base; public citizenship; and professionalism/professional improvement. You, as an Extension board member, should understand these basic criteria used for appraisal purposes.
Role of the County Extension Director
One educator in each county holds the title of County Extension Director (CED). As the primary administrative representative of Purdue University in a county, the CED provides overall leadership and guidance for all programming efforts in order to accomplish the Purdue Extension mission.
A CED’s performance is evaluated based on the ten core competencies and an additional seven abilities. Those additional seven abilities are:
Leadership
A CED must influence others to move toward a specific goal as efficiently as possible using such techniques as delegation and persuasiveness. The CED must provide a framework for promoting the vision and mission of Purdue CES; promote teamwork and positive relationships, especially within the office setting; provide support to county, area, district, and state P-CARET efforts; participate in opportunities for expanding leadership development capabilities; and inspire positive attitudes, professionalism, and leadership among local staff members.
Administrative Management
The CED must function as a Department Head responsible to county government as well as Purdue Extension. At the same time, the CED must administer and adhere to Purdue Extension policies and county policies and assure compliance with EEO, AA, Civil Rights, and other appropriate employment laws and policies. The CED facilitates effective communication at all levels of Purdue Extension, including open communication with the District Director; oral communication and written communications are both essential.
As an administrative manager, the CED is also accountable for all fiscal, personnel, programmatic, and reporting issues. The CED should also maximize and monitor the use of all resources (personnel, office, committee, etc.) to obtain effective outcomes.
Office Management
The CED ensures that the county office is adequately staff and equipped. He/she should maintain a professional and safe business atmosphere in the county office. The CED coordinates staff conferences on a regular basis; maintains effective communications with all staff; and involves staff in decision-making. The CED must be skilled in the decision-making/judgment process—the process of identifying problems, securing relevant information, developing alternative courses of action, and being ready to make a decision from the information gathered. Decisiveness is an important attribute of the CED; this quality also spills over into other functions of the CED.
Fiscal Management
The CED secures funding to support programming efforts at the county level. He/she involves staff and Extension board members in budget development and procurement; maintains accurate financial records; and maintains and adheres to all county and Purdue Extension business office policies and fiscal issues. The CED should also encourage grantsmanship and other funding options to augment state and county resources. The Extension board can help to identify alternative sources of funding.
Personnel Management
The CED coordinates the employment process at the county level and works closely with the District Director when filling an Extension educator position. The CED also leads the orientation of new staff; conducts staff performance appraisals annually; coordinates training programs as needed; guides and maintains courteous and productive co-worker relationships; and understands and implements university and county personnel policies and procedures in managing problem behavior. The CED also helps develop the skills and competencies of co-workers through training and development activities, counseling, and delegation of duties related to current and future jobs. In the event of an educator vacancy, the CED assumes the leadership role for that program area.
Program Management
Since the product of Purdue Extension is educational programming, the CED coordinates, implements, and evaluates the county CES Plan of Work. He/she provides leadership in program reporting and accountability, achieves and sustains awareness of county needs, and provides appropriate support, asking, “Is our county educational programming on target?” Since working with volunteers is essential to outreach in Extension, the CED must oversee volunteer recruitment, screening, and management. In addition, the CED provides leadership in the development and function of the County Extension Board.
Public Relations and Marketing
The CED coordinates the development and implementation of a county public relations strategy and strives for a high level of program visibility. This includes fostering positive relationships with other organizations and agencies, and establishing and developing rapport with local officials, Extension board members, and P-CARET members. The CED also oversees the annual report and Annual Extension meeting as a part of this function.
Other important attributes for a CED are:
Initiative
Objectivity
Perception
Sensitivity
Behavioral flexibility
Assertiveness
Summary
The role of Extension educators is diverse and challenging. As an Extension board member, we hope that this module provides you with a better understanding of Purdue Extension’s expectations for Extension educators. We hope this module also helps when you are giving your annual input into program evaluation.
Appendix K: Extension Organization Charts
Appendix L: List of Extension-Related Committees
Types of Program Area Advisory Committees
Traditional:
4-H Expansion and Review Committee
HHS Advisory Committee
ANR Advisory Committee
CD Advisory Committee Nontraditional (usually temporary, report results to more traditional committee):
Focus groups called to analyze a topic
Listening sessions conducted by educators on potential programming
Community surveys
Formal subcommittees researching the feasibility or need for a program Committees that look like PAACs but are not:
Extension Homemaker Council (should not have significant overlap with HHS Advisory Committee)
4-H Council
Fair Board
Master Gardener Officers
County Commissioners
Farm Bureau
Other independent groups that may have membership on the PAAC but should not have significant overlap
Appendix M: Name Tag Template
XXXX County
Extension Board
Debbie XXXX
XXXX County
Extension Board
Jan XXXX
XXXX County
Extension Board
Harry XXXX
XXXX County
Extension Board
Sarah XXXX
XXXX County
Extension Board
Jack XXXX
XXXX County
Extension Board
Susan XXXX
XXXX County
Extension Board
Tom XXXX
XXXX County
Extension Board
Chris XXXX
Appendix N: Board Member Name Tent Template
We deliver practical, research-based information that transforms lives and livelihoods
Appendix O: Elevator Speech Activity
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Elevator Speech Activity
In a pair or small group, think of your ‘elevator speech’ to the public about Purdue Extension’s
specialized areas (Health & Human Sciences, Agriculture & Natural Resources, 4-H/Youth Development.
Community Development). We will share at the end of the activity.
Answer the question, “What is Extension and what can it do for me?”
Elevator Speech Activity
In a pair or small group, think of your ‘elevator speech’ to the public about Purdue Extension’s
specialized areas (Health & Human Sciences, Agriculture & Natural Resources, 4-H/Youth Development).
We will share at the end of the activity.
Answer the question, “What is Extension and what can it do for me?”
Appendix P: Civil Rights Activity
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Civil Rights Activity
Navigating Difference: The purpose is to see our own culture and how our background shapes our values, customs, and beliefs. It will help us see dimensions of diversity other than race/ethnicity/gender/age.
Ask participants to line up on a continuum based on some aspect of the culture in which they were raised (family size, rural vs urban, socioeconomic status, parents’ education, role of religion, birth order, etc.). After each line up, allow for partner conversations for 3 minutes answering, “How does where I am on the continuum affect my behaviors, values, customs, and beliefs?”
After each conversation, have the group share and briefly discuss.
Appendix Q: Sample Program Area Reports
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Program Summary
4-H Youth Development
Educator Name
Continue to offer opportunities for youth to develop life skills and leadership abilities.
4-H Spark Clubs o Short-term clubs focused on a specific topic to reach a broader audience o Journalism, Veterinary Basics, Theater, Babysitting Basics, Beekeeping
New Member Ice Cream Night o Made new members feel welcomed into 4-H and had their questions answered o Presented Rockets to Rescue science experiment to 10 youth and 5 adults
Implement ways for young people and volunteers to become excited about science.
Jr. Leader Crime Scene Investigation Lab o Eighteen youth rotated through three stations to solve a fictitious crime. The stations
focused on handwriting analysis, fingerprinting, and powder analysis.
Motion Commotion o Presented national youth science experiment to 40 youth in the XYZ 4-H club. Youth
explored motion as they created car collisions with toy cars
Provide 4-H volunteers with necessary resources to increase their impact on youth and to expand and diversify the XXXX County 4-H program.
Volunteer Science Series o Served on team that created volunteer science series and developed CSI videos o XXXX County was pilot for state-wide science series (10 volunteers attended) o CSI Science: Fingerprinting, Ear Molds, Handwriting Analysis, Mouth Molds o Creepy Science: Oobleck, Pop Rocks Viscosity, Dissolving Peeps, Screaming Balloons o 100% felt the session was beneficial as a 4-H volunteer and 100% felt the workshop will
improve their success in teaching science (9 respondents)
Taught 65 4-H volunteers and Educators from across the state how to incorporate science into livestock programming at the Indiana 4-H Volunteer Livestock Training. I led a session on growth hormones in beef and how to deal with consumer perceptions.
Other Boards/Activities
Served on state team that judged Indiana 4-H Scholarships. I now feel more confident in preparing XXXX County 4-H members for successful completion of scholarships
Currently serving on state team that is developing Teens as Teachers program focused on Career Exploration in grades 3-5 and 6-8
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Upcoming Programs/Events
Power of You, 8-week empowerment series at XXXX, March - May
Veterinary Basics Spark Club begins April 6
Volunteer Science Series final session on April 11
Workshop Mania on April 23
Theater Spark Club begins May 2
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May 31, 201X
ANR Program Report
Program Marketing
Monthly newsletter
Weekly newspaper articles
SWCD Quarterly Newsletter
Ag Advisory Committee Report
Plan of Work drafted and reviewed; revision to be sent to Committee.
Upcoming/Current Programs
PARK BOARD – First Wednesday of the month @ South Annex, 6 PM
Climate and Water Webinars – ending June 15 (climateagwater.wordpress.com)
Indiana Dairy Youth Academy – Class #4 (Farm Tours June 5-7)
Pioneer, Monsanto Diagnostic Training Clinics – June 8 & 9
Indiana State FFA Convention Judging – June 14
Property Tax Training @ XXXX & XXXX Co. – June 21, August 1
Planting Seeds at XXXX Public Library – June 22
Adventures w/ Nature @ Lake XXXX – June 25
OCRA Hometown Collaboration Initiative Coach – XXXX Co. (completed), XXXX Co.
Food (Science) Day Camp – May 31-June 3
Programs Under Development
Seed Treatment Field Day (late Summer or early Winter)
A Fair Discussion of Cover Crops (Monday, July 11?) w/ SWCD
Research Projects
In Field Advantage (w/ SWCD, ISDA, NRCS)
On Farm Research (Purdue Extension solely)
Southwest Indiana Soil Health Team (w/ NRCS)
eXtension i-Three Corps Member
AgSEED Grant – informal group weather emergency plans
XXXX/XXXX County Corn Test Plot
Positions
Past-President – ANR section, Indiana Extension Educators Association
Assistant Manager – Indiana State Fair 4-H Dairy Show
Mentor, Area 3 ANR New Educators (w/ Kenneth Eck)
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Reviewer, NACAA Journal
IBAT Chairman – Global Warming: Climate Change or Hot Air?
IBAT Advisor – Natural Resources
Supervisor – 4-H Intern and Production Assistant
Planned Travel
Ag Leadership Program Seminar 1 – July 7-9, Lindenwood Retreat Center, Donaldson
NACAA Annual Meeting – July 24-28, Little Rock, AR
Tristate Extension Precision Ag Training – Aug. 29-Sept. 1, Fort Wayne
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Educator Name
HHS Program Report
January 27, 201X – May 23, 201X
Activities/Programs
Presented 4 sessions of Family Counts curriculum (13 adults, 24 youth) in February
Assisted at A Matter of Balance in XXXX and XXXX Counties
Assisted with Serv Safe in XXXX County
Working on team to create Basic Family Fun, Builds Family Forever
Cooking with XXXX at XXXX (April-Swiss Chard and May-Zucchini, Broccoli Salad, and Rice)
NEP Observation
Serv Safe presented to 15 participants for Education Center of XXXX.
Presented parenting classes at the XXXX in February, March (2), April, and May
Serv Safe monitored for 2 on our office computer
Presented Block Party at XXXX Head Start in February for 6 adults and 10 children, at XXXX Head Start in April for 6 adults and 9 children, at XXXX Senior Center for 11 adults and 16 children, and at XXXX for five adults and six children.
Presented Dining with Diabetes for six participants in March, April, and May.
Presented Home Safety at XXXX and XXXX Head Start Parent Meeting
Presented “Upcycling and Repurposing” for Earth day at North XXXX Elementary for students K-5.
Helped prepare teacher bags for Ag Day.
Presented “What Size is Your Cereal Bowl”? for 337 students at Ag Day.
Arranged Stephanie Woodcox as speaker for XXXX County Extension Annual Meeting.
Captain Cash presented to 92 third grade students at XXXX Elementary in May
Presented “Upcycling and Repurposing” lesson for Lesson Bazaar for about 20 participants.
Attended Homemaker Achievement Night.
Meetings
Human Development Meeting on “Children and Media”
Office Staff Conference (3)
Homemaker’s Council Meetings (3)
Area I HHS Meeting
CED
Ebola/Disease Infection Management Meeting
Attended Madison Spring District Meeting
HHS Update
IEEA Spring Conference at French Lick
District Outing at Seymour
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Workshops/Trainings
Parenting Counts Online
Get Walkin’ training
Communication Training
Operating Procedures for Programs Involving Minors Certification completed
Food Demo Web Ex
Mailings/Newsletters
Newsletter (4)
Sacks of Snack flyer (1,800 copies February; 900 copies March; 1,800 copies April; 1350 copies plus 450 evaluations May)
Social media posts
Appendix R: Sample Program Area Reports (Letter Style)
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February 16, 201X
Dear Purdue Extension XXXX County Supporters,
Another quarter has come and gone. It is time to inform you of what Purdue Extension has been working on in XXXX County. Below are some highlights from the last three months.
Health and Human Sciences- I have spent the last few months working with partners and community members to identify needs in our community. I have also been working with county leaders to provide a health incentive plan. Please look for our programs coming up:
Be Heart Smart- March and April
Where Does Your Money Go? March, April, and May
Kindergarten- 2nd Grade-Health, Finance, and Nutrition Classes
4-H- The 4-H enrollment window has officially ended. We have been working with volunteers to train them to be the best leaders they can be. We have also had a couple of all member 4-H meetings for the youth to meet each other and their leaders. Youth will have many opportunities in the spring and summer to participate in activities outside of club meetings including Babysitting Class, 4-H Camp, Science Workshops, Leadership Camps, and Mini 4-H Camps.
Ag and Natural Resources- As I enter my third week here in XXXX County, I am excited to begin thinking about what programs I would like to offer, and what the needs are among people. I am currently working in conjunction with our Soil and Water Conservation District to help put on an Agriculture & Natural Resources Field Day at XXXX Elementary where we will spend the day talking about a variety of fun topics. I am also working with Farm Bureau to bring their program “Ag in the Classroom” into the XXXX County Elementary schools. I am learning so much every day and am thrilled to be here.
Extension Board Meeting Reminder: February 25, 7:30 pm, Community Room
Sincerely,
Educator Name Educator name Title Title [email protected] [email protected]
Appendix S: Sample County Extension Board Self-Evaluation
Form
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County Extension Board Self-Evaluation Form
Yes No
□ □ 2. Are education, business, industry, civic, religious, and other grassroots organizations represented on the Board?
□ □ 3. Is there regular communication of Program Area Advisory Committee recommendations to the County Extension Board?
□ □ 4. Does the Board have a membership of between 7 and 11 members?
□ □ 5. Is local government represented on the Board?
□ □ 6. Are minority and under-represented groups serving as members on the Board?
□ □ 7. Are all socio-economic groups of the program in the county equitably represented on the Board?
□ □ 8. Are all geographic areas of the program in the county equitably represented on the Board?
□ □ 9. Is the Board representative of the county in race?
□ □ 10. Is the Board representative in gender?
□ □ 11. Is the Board actively involved in recruiting new members?
□ □ 12. Does the Board have by-laws or written guidance?
□ □ 13. Does the Board have written guidance that includes the latest non-discriminatory statement?
□ □ 14. Does the Board have a membership committee?
□ □ 15. Does the Board have a rotation system that ensures rotation of membership, i.e.: term limits are spelled out and followed?
□ □ 16. Is there a plan for making new Board members feel welcome, important, and productive?
□ □ 17. Do all new Board members receive a welcome and orientation?
□ □ 18. Does the Board have a majority of its membership attending meetings?
□ □ 19. Is there a mechanism to replace members who no longer attend?
□ □ 20. Are Board meetings conducted to allow active engagement by all members present?
□ □ 21. Is the agenda of the Board designed with ample time for program assessment and needs assessment?
□ □ 22. Is the agenda sent to members to allow them time to prepare for discussions?
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□ □ 23. Does the Board meet often enough to be actively and knowledgeably involved in the operations, needs of the county program, marketing Extension programs, and assist in communicating Extension Accomplishments to stakeholders and key decision-makers?
□ □ 24. Does the Board conduct its meetings from an agenda developed jointly by Extension staff with Board member input?
□ □ 25. Is the Board involved in promoting the county Extension programs?
□ □ 26. Does the Board provide advice and recommendations to the Extension Educator related to program and resource needs?
□ □ 27. Are program needs based on community assessments and other inputs discussed with the board?
□ □ 28. Are the Extension Educator’s goals/objectives based upon the board’s recommendations?
□ □ 29. Are program efforts based upon the assessment and prioritization of needs by the board?
□ □ 30. Are certain programs de-emphasized as evaluations show the needs are being met or that programming is unable to show impact?
□ □ 31. Is the Board involved in securing sponsorship of programs?
□ □ 32. Are program committees, task forces, and work groups appointed and do they give
leadership in planning, implementation, and evaluation on specific Extension programs?
Score your County Extension Board:
“Excellent” 32 correct answers
“Very Good” 26-32 correct answers
“OK” 18-25 correct answers
“Needs Improvement” ≤ 18 correct answers
Adapted from University of Kentucky, Inventory of a Kentucky County Extension Council, https://psd.ca.uky.edu/files/inventory_of_cec_functions.pdf (accessed March 30, 2016).
Appendix T: County Extension Board Continuum of
Involvement
County Extension Board (CEB) Continuum of Involvement
Less Involved to More Involved
1 2 3 4 5 6 7 8 9 10
Exists on paper, no meetings held.
Meets only to fulfill requirement.
Educators report to CEB periodically about progress of programs & goals.
Board members talk about local issues & needs.
Board members prioritize needs.
Board prioritizes goals by reviewing & matching needs.
Educator shares program evaluation results with CEB & seeks input to improve programs.
Board prioritizes programs & topics to emphasize & de-emphasize.
Conscientious effort to recruit new members & have diversity of membership.
Board works with educators to promote & advocate for Extension.
