STEM Advisory Board
Handbook
Table of Contents
Letter of Welcome __________________________________________________________________________ 3
What is STEM? ____________________________________________________________________________ 4
STEM Advisory Board _____________________________________________________________________ 11
Designing a STEM Advisory Board ___________________________________________________________ 11
Board Member Selection ________________________________________________________________ 12
Board Member Roles ___________________________________________________________________ 12
Stakeholder Representation _____________________________________________________________ 12
Board Officers Responsibilities ___________________________________________________________ 12
Term of Service _______________________________________________________________________ 13
Board Member Orientation______________________________________________________________ 13
Developing an Agenda __________________________________________________________________ 13
STEM Advisory Board Involvement __________________________________________________________ 14
Advisory Board Self-Assessment _____________________________________________________________ 17
Reviewing the Program of Work ________________________________________________________ 15
Board Members Recognition ____________________________________________________________ 16
Appendix _____________________________________________________________________________ 17-32
1. T-STEM Blueprint __________________________________________________________________ 17
2. Educate Texas ______________________________________________________________________ 18
3. 2012-2013 Statewide School Network ___________________________________________________ 19
4. Member Invitational Letter ___________________________________________________________ 22
5. Member Appointment Letter __________________________________________________________ 23
6. Member Profile _____________________________________________________________________ 24
7. Member Biography __________________________________________________________________ 25
8. Member Ethics and Prevention of Conflict of Interest _____________________________________ 26
9. Potential Conflict of Interest Annual Statement __________________________________________ 27
10. Board Member Responsibilities ________________________________________________________ 28
11. Notice of Meeting ____________________________________________________________________ 29
12. Sample Agenda for Meeting to Organize Board ___________________________________________ 30
13. SampleAdvisory Board Minutes _______________________________________________________ 31
14. Member Self-Assessment _____________________________________________________________ 32
Page 2
Letter of Welcome
Greetings,
Welcome to the STEM Advisory Board. We are excited to have you as part of our team. This handbook
is being provided to assist you in understanding the role of the advisory board and how you can
contribute to the success of the teachers and students at this Academy. .
Being a member of the STEM Advisory Board comes with several responsibilities. These include
becoming knowledgeable about STEM school operations, being an active participant at board and
committee meetings, attending special events and assisting with fundraising for various projects. In
addition, there are policy and financial issues that are important to every organization that must be
monitored and managed effectively. It is the responsibility of the Board and each of its members to act
in the best interests of the organization at all times.
In this Handbook you will find information outlining our guiding principles and STEM goals. After your
first few board meetings, you will be asked to identify the committee(s) you would like to join.
In the Appendix, you will find a board member profile form that we will use to build the new Board
roster. This information will be shared with the Principal and other Board members but will not be used
for any purpose other than to communicate information about the school to you. The second attachment
is a request for a brief biography, which provides a great opportunity to introduce you to the community
as a new board member.
The next two attachments are for you to read, sign, and return. The first form addresses the codes of
ethics under which we operate. Additionally, this form is your agreement that, if a conflict of interest
were to arise, you would identify it and excuse yourself from influencing the Board’s decision regarding
that subject. In the second attachment, you will find a Board commitment letter that outlines Board
responsibilities and your commitment to help the organization grow and continuing achieving its mission
of “impacting the lives of young people.”
All of these documents should be returned to the Academy Leader/Principal.
We are grateful to the commitment you are making to the youth of our school by serving as a member of
the STEM Advisory Board. I look forward to working with you.
Sincerely,
Principal,
_____________________________(school)
Page 3
What is STEM?
Texas Education Agency, Educate Texas and other partners have formed an alliance of
both public and private groups which share a common goal to strengthen the public education
system so that Texas students are prepared to succeed in school, college and the workforce.
The T-STEM initiative consists of T-STEM academies throughout the state of Texas as
well as the T-STEM Centers which are regional service centers provided by partner universities
to provide professional development as well as create instructional materials for the STEM
academies to improve their math and science program.
PARTNERSHIPS:
Page 4
Page 5
Page 6
Page 7
Page 8
Projected Jobs and Education Through 2018
Projected jobs and education requirements for our students are outlined in “Help Wanted:
Projections of Jobs and Education Requirements Through 2018” from Georgetown University Center on
Education and the Workforce, http://cew.georgetown.edu/jobs2018/. This publication states that our
educational system is currently not preparing students to meet the requirements of the future.
Specifically, it states that:
“By 2018, the economy will create 46.8 million openings—13.8 million brand-new jobs and 33 million
“replacement jobs,” positions vacated by workers who have retired or permanently left their occupations.
Nearly two-thirds of these 46.8 million jobs—some 63percent—will require workers with at least some
college education. About 33 percent will require a Bachelor’s degree or better, while 30 percent will
require some college or a two-year Associate’s degree. Only 36 percent will require workers with just a
high school diploma or less (Figure 2.1).3”
Page 9
The United States Department of Labor reports that:
“Occupations that require some postsecondary education are expected to experience slightly
higher rates of growth than those which require high school diploma or less. Occupations in the
master’s degree category are projected to grow the fastest, about 22 percent; occupations in the
bachelor’s and associate’s degree categories are anticipated to grow by about 17 percent and 18
percent, respectively, and occupations in the doctoral or professional degree category are
expected to grow by about 20 percent. In contrast, occupations in the high school category are
expected to grow by just 12 percent, while occupations in the less than high school diploma or
equivalent category are projected to grow by 14 percent (Chart 7).” United States Department of
Labor, Bureau of Labor Statistics. “Occupational Handbook.”
http://www.bls.gov/ooh/About/Projections-Overview.htm , published 3.19.12. Accessed 3.27.13.
Changes in employment by occupations are reflected in the chart provided in the Occupational
Handbook referenced above.
The growth of STEM jobs in the future raises a concern that our current educational system is not
preparing students to enter the future workforce. STEM education strives to provide students with
education and skills to fulfill the needs of that future workforce. The U.S. Department of Commerce
Economics and Statistics Administration provides an outlook for STEM occupations in the future and the
educational needs of that future workforce. “STEM Good Jobs Now and for the Future.” U.S.
Department of Commerce, July 2011, Accessed 3.27.13,
http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf.
Recent and Projected Growth in STEM and Non-STEM Employment
Source: ESA calculations using Current Population Survey public-use microdata and estimates from the
Employment Projections Program of the Bureau of Labor Statistics.
Page 10
STEM Advisory Board
A significant element associated with STEM education is the link with TEM business and
industry, higher education, the school district and community partners. STEM Advisory Boards (SABs)
are the most effective way to develop and strengthen the STEM school program and partnerships.
STEM Advisory Boards provide a forum for open discussion and problem-solving related to
student achievement. SABs provide all stakeholder groups a real voice in achieving STEM school goals
and their efforts impact the school’s STEM program.
STEM Advisory Boards are designed to increase the participation of the public in STEM
education programs. They provide greater cooperation between STEM education and the private sector
by encouraging greater collaboration between all stakeholders. These efforts enable STEM education to
be more inclusive of the science, technology, engineering and math reflected in the local
business/industry market. Another aspect of the SAB is that it can promote, improve, and directly impact
STEM education, culture, and student achievement in the STEM school. Their efforts assist in the
preparation of STEM students for college or workforce entry in STEM fields.
The STEM Advisory Board has three major responsibilities. These are ongoing and critical to the
success of the program.

Shape the mission and strategic direction of the STEM focus
o Shape and clarify the mission and vision of the STEM program
o Engage in strategic decisions affecting the STEM program

Monitor and improve the performance of the STEM Board
o Monitor performance and require accountability
o Improve board performance

Ensure leadership and resources are available when needed to support the program
o Select the Advisory Board Chairman
o Provide expertise and counsel and guidance as needed
o Be an ambassador for the STEM Program
The STEM Advisory Board has the additional challenge of getting the basics right. Establishing
and executing programs in a professional manner will help to address many of the challenges to be faced.
The effectiveness of the STEM Advisory Board is dependent upon all board members full
participation. Attendance and involvement at board meetings is essential to meeting board goals. A
board self-assessment will be required at the end of each academic year with the intent of improving
board performance and effectiveness.
Page 11
Designing a STEM Advisory Board
Board Member Selection
STEM Advisory Boards should reflect the stakeholders in the community. Persons nominated for
the STEM Advisory Board should be respected members of the community. The STEM school should
develop a plan for selection of board members and how to deal with replacing members when their terms
expire or they resign.
Collaboration among STEM stakeholders in designing their STEM Advisory Board will lead to a
more effective entity. To enhance the effectiveness and efficiency of the Advisory Board, a clear
understanding of the SABs purpose and responsibilities should be formulated.
Board Member Roles
The STEM Advisory Board addresses STEM specific areas of the school’s education program by
suggesting and recommending improvements in the school’s education plan, expenditures, and schoolbased policies. They help instructors and administrators accomplish specific goals and activities as well
as support and promote STEM education initiatives within the school and throughout the community.
The Board will provide written reports of their meetings, participate in a review of the Board’s
effectiveness, and maintain active, two-way communication with all stakeholders.
Stakeholder Representation
Board members should reflect all stakeholders in the school, community and business and
industry as well as institutions of higher education, school board members. Membership is open to
students, teachers, parents, school staff and teachers, as well as district personnel.
Individuals who serve on the STEM Advisory Board should be representative of a balanced,
diverse community in terms of gender, race, occupation and socio-economic status. An effort should be
made to select Board members who have some direct relationship to STEM education.
Board Officers Responsibilities
STEM Advisory Boards are aware of their goals and work effectively to accomplish them. To
encourage effectiveness, responsibilities of the Board officers need to be clearly delineated.
Chair
The chair’s leadership is critical to the success of the Advisory Board. It is suggested that a
member other than a school representative assume this role. An effective Chair would possess
capabilities and personal characteristics such as the ability to skillfully conduct meetings and maintain
the Board’s focus on the meeting agenda. A key skill as a leader is the ability to delegate. In addition,
Page 12
the chair should possess oral and written communication skills and work well with stakeholders to further
goals. The chair must also possess the ability to follow up on board goals and accept responsibility for
the board’s actions.
Vice Chair
In the absence of the Chair, the Vice Chair assumes the responsibilities of the Chair.
Secretary
The secretary records meeting minutes and performs other clerical duties.
Boards may use a school representative in this position because of their access to computers and
reproduction facilities.
Term of Service
School administration should design a term of service schedule for Board members. New
members are selected as existing board member terms expire or resignations should occur.
Board Members Orientation
An orientation should be scheduled for all new Board members. Items for discussion should
include the following STEM concepts:
General STEM overview
Review of STEM Blueprint
Overview from teachers on STEM curriculum
Student and parent role in STEM education
Developing an Agenda
The school administrator and the Advisory Board Chairperson should identify items for the meeting
agenda. The secretary should email the agenda before each meeting to all Board members.
Agenda items should include:

Call to order/time should be noted

Welcome and introduction of members and guests

Approval of previous minutes

Unfinished business

New business

Scheduling of next meeting

Adjournment
Page 13
STEM Advisory Board Involvement
The STEM Advisory Board may be involved at many levels in the school working with
STEM Advisory Board
administrators, teachers, students and parents as well as the community at large, local institutions of
higher education, and government entities. The parameters of the Board’s participation should be
determined by the school administration.
The SAB’s involvement at the school level could include working with STEM curriculum. The
Board members may become involved in procurement of STEM materials and equipment for business
and community partners as well as bringing in experts to recommend changes or additions to the STEM
curriculum content.
At the community level, the Board members can involve their STEM business and industry
contacts to bring their expertise to the school through presentations, career events or classroom visits.
On a wider stage, the Board members can present programs regarding STEM school mission and goals to
the wider community. They are STEM ambassadors to the larger community and local business and
industry.
The STEM Advisory Board through its members can become involved in obtaining sites for
student internships, become involved in STEM school events such as robotics competitions and UIL
representation. Through its expertise, the SAB can recommend potential college and career activities and
field trips for students. The SAB can become involved in fundraising activities for the school.
In addition, STEM Advisory Board members can participate in the review of the STEM program
offering suggestions to its expansion or improvement. They can provide support to the Advanced
Placement and dual credit programs as well as offer their expertise to developing relationships with
institutions of higher education partnerships.
The administrator may review the STEM needs of the school and devise opportunities for the
Board to become involved in its workings. There are many ways to involve the Board in the school
improvement plan and STEM development as well as assisting in analyzing the current and future needs
of their local business and industry labor market requirements.
Page 14
Advisory Board Self-Assessment
Reviewing the Program of Work
A review of the STEM Advisory Board can assist in determining whether the Board met its goals
as well as whether the performance of the Board has enhanced and strengthened the STEM education
program of the school. The self-assessment can also provide board members with valuable information
on its overall effectiveness and directions it might take in planning for the next school year.
This review can be either formal or informal. The goal of the review is to help the Board
determine its overall effectiveness. The teacher and others can be a valuable resource in this review
process. An instrument for self-assessment is included in Appendix 12.
In order to obtain the maximum benefit, it is suggested that the Board complete the evaluation in
April or the beginning of May so that the results would be available for the final meeting of the school
year for advanced planning.
To have a real impact on the STEM program, the STEM Advisory Board should consider how
they addressed the STEM school goals and how their actions impact the attainment of those goals. By
reviewing their work, the Board has an opportunity to identify goals for improvement for the next year.
The following are some Do’s and Don’ts Guidelines for STEM Advisory Board Members:
Do
Don’t
Make a commitment
“Wait and See”
Attend meetings
Have a record of absenteeism
Stick to the agenda — meet for a purpose
Waste others time
Align recommendations with available resources
Add to the “wish list”
Remember advisory role
Usurp school administrator’s or board’s authority
Advise when improvement is desired
Fail to suggest alternative solutions
Be a fact finder
Be a fault finder
Make commendations for a job well done
Be afraid to give recognition
Invite all opinions
Avoid those who disagree
Develop good rapport
Remain in isolation
Consider a variety of subjects
Impose pre-established, personal opinions
“Developing a Local Advisory Committee-Resource Handbook,” Nebraska Department of Education,
http://www.education.ne.gov/nce/Manuals_Booklets/AdvisoryHandbook.pdf. Accessed 3.26.13.
Page 15
An effective Advisory Board conducts productive meetings to accomplish their program goals.
Effective leaders facilitate communication as well as promote problem-solving and consensus building.
The management of the Board affects its success. Other factors influencing Advisory Board
effectiveness include:

STEM Advisory Board meeting twice a semester to allow the Board time to review, plan and take
action.

Member regularly attend meetings

Membership that reflects the stakeholders

Following the written meeting agenda

Review previous meeting minutes

Recognition of time limitations

Time of Board meetings
Board Member Recognition
The work of the STEM Advisory Board is important to the attainment of STEM goals and their
efforts and energy deserve recognition. Board recognition can occur throughout the school year as well
as in specifically designed events.
Place information on STEM Advisory Board activities before the public through news releases,
television interviews, and school newsletters. Include a description of the role and responsibilities of the
SAB in marketing materials and include the Board logo in appropriate school correspondence with
stakeholders.
Recognize the work of individual Board members by presenting service awards, creating a plaque
with Board member names on display, and other visible acknowledgement of their service.
Celebrate the Board’s accomplishments and service with an annual appreciation dinner. Send
periodic notes or letters of thanks to specific Board members or to the Board as a whole. Encourage
teachers, students and parents to acknowledge the Board’s actions that have positively affected them
through the year.
Page 16
APPENDIX
Appendix 1: T-STEM Blueprint
T-STEM Academies Design Blueprint
The T-STEM Academies Design Blueprint is intended to serve as a road map for benchmarks, program
requirements, and indicators to facilitate individual STEM Academy growth along the Blueprint Rubric
Continuum of Developing, Implementing, Mature, and Role Model. Each Academy may differ in their
areas of strength as evidenced by their self-evaluation and resulting Annual Action Plan; however, the
following is a list of core program requirements that are non-negotiable.
Benchmark 1: Mission-Driven Leadership
1.1 Annual Action Plan
1.2 Design Team, Leadership Team, Advisory Board
Benchmark 2: T-STEM Culture
2.1.A Small school
2.1.G IGP with Texas Higher Education Coordinating Board (THECB) College and Career Readiness Standards
2.3.A Distinguished Graduation Plan
2.3.C Dual Credit and/or AP and/or IB
2.3.E MOU
Benchmark 3: Student Outreach, Recruitment, and Retention
3.1.A Marketing plan
3.2.A Open access/lottery
3.3.B Distinguished Graduation Plan
Benchmark 4: Teacher Selection, Development, and Retention
4.1.B Collaborative recruiting process for selecting highly qualified teachers
4.2.B Professional development model with continuous learning
4.2.C Teacher externships
4.3.B Common planning time within the structure of the school day
Benchmark 5: Curriculum, Instruction, and Assessment
5.1 Develops integrated STEM curriculum, assessment and instruction for the Academy
5.2 Internship and/or capstone
5.3 Project-based and problem-based curriculum, instruction, and assessment
Benchmark 6: Strategic Alliances
6.1 Family/school partnership plan
6.2 Community/business advisory board
6.3 MOUs
Benchmark 7: Academy Advancement and Sustainability
7.1 Budget/business plan
7.1 Five year strategic plan
7.2 STEM professional development
Page 17
Appendix 2: Educate Texas
Page 18
Appendix 2: 2012-2013 Statewide School Network
Page 19
Page 20
Page 21
Appendix 4: Member Invitational Letter
Dear ________________,
Congratulations on your (1-3 year) appointment to the STEM Advisory Board at (name of school). Our
school would like to express its sincere appreciation for your willingness to serve. We appreciate your
willingness to contribute your time and energy to keeping the STEM program effective and endeavoring
to make our STEM program strong for our students.
The first meeting of the STEM Advisory Board member is scheduled for (date) at (time) in the (room,
name and address of school). The school will provide you with a copy of the initial meeting agenda and
any other materials you may need.
It will be a pleasure to work with you and, if you have any questions, please do not hesitate to call me at
XXX-XXX-XXXX.
Sincerely,
_____________________________________________
Principal
Adapted from Nebraska Career Education, Developing a Local Advisory Committee
Page 22
Appendix 5: Member Appointment Letter
Dear ______________________,
Due to your experience and exemplary reputation, you have been recommended to serve
on the STEM Advisory Board for (name of program) at (name of school). The Board is
composed of outstanding business, industry and civic representatives from our community as
well as school administrators, teachers, parents, and students.
The purpose of the STEM Advisory Board is to forge closer cooperation between business
and education to continually improve the workforce preparation for our students. We believe
your insight into the skills needed for today’s competitive workplace would be of great value in
enabling us to empower our young people to gain those necessary skills.
We most sincerely value your time and will make every effort to keep our meetings
prompt, precise and purposeful. There will be (number) meetings a year for each of the (1 to 3)
years of your term.
We would like to invite you to become a member of the STEM Advisory Board. Your (1
to 3 year) term would begin on (date). Following thoughtful consideration of this invitation, we
would appreciate you informing us of your decision to serve by (date) either by calling XXXXXX-XXXX or e-mailing [email protected]. We look forward to working with you on this
important endeavor.
Sincerely,
Committee Chair,
Teacher, and/or
Administrative Official
Adapted from Nebraska Career Education, Developing a Local Advisory Committee
Page 23
Appendix 6: Member Profile
Advisory Board Member Profile
Name:
Do you go by a nickname? How do you like to be identified?
Home Address:
City:
State:
Home Phone:
Cell Phone:
Home Fax:
Email:
Employed With:
Zip Code:
Title:
Work Address:
City:
State:
Work Phone:
Work Fax:
Zip Code:
Work Email: ______________
Preference for Communications:

Phone

Home

Work

E-Mail

Mail
Which committees interest you?
Do you have any previous board experience? Which boards have you served on?
________
______________________________________________________________________________
____________________________________________________________________________________
____________________
______
Page 24
______
Appendix 7: Member Biography
STEM Advisory Board Member Biography
Please share any information about your family, education, career, hobbies, and interest in serving as a
member of __________________________________________STEM Advisory Board with which you
feel comfortable. This information will be used to introduce you to our school as a Board member and
will be shared with the district office, possible funding sources, media, etc. as requested.
__________________________________________
Page 25
Appendix 8: Member Ethics and Prevention of Conflict of Interest
Commitment to Ethical behavior and Prevention of Conflict of Interest
_____________________________________________was founded
on__________________________________________________________________________________
_______________________________________________________________________. It is important
that the board demonstrate these values at all times.
To that end, each STEM Advisory Board member should recognize that he or she functions as a person
occupying a place of trust and should not be put into a position in which self-interest conflicts with any
duty owed to ______________________ and the community of young people it serves.
______________________________________________ will not engage in any transactions or business
arrangements with officers or directors or other persons with whom an officer or director has a financial
interest without full disclosure. Additionally, a decision by disinterested members of the STEM
Advisory Board will be obtained if a more advantageous transaction or arrangement cannot be made,
within reasonable efforts, from a person or entity that would not give rise to a conflict of interest.
Any STEM Advisory Board member who actually or potentially has a direct or indirect financial interest
in a transaction or business arrangement involving ________________________________shall make
full disclosure of his or her interest to the STEM Advisory Board prior to any discussion, shall not vote
on the matter, and shall leave the room during the vote and discussion on the issue unless requested to
stay either to respond to questions or to provide information to the board on a matter under discussion.
To implement this policy, all STEM Advisory Board members will submit an annual report on the
attached form to the STEM Advisory Board Secretary prior to committee assignments being made.
These reports will be reviewed for actual or potential conflicts. If any questions arise, the board member
may be asked to provide additional information.
This policy is intended to comply with the applicable Texas state laws. To the extent that the laws may
change from time to time, the policy will change without notice or further action of the STEM Advisory
Board so as to comply with the then current law.
Page 26
Appendix 9: Potential Conflict of Interest Annual Statement
Potential Conflict of Interest Annual Statement
Advisory Board Members
I have read the statement of policy regarding conflicts of interest. To the best of my knowledge and
belief, except as disclosed below, neither I nor any person with whom I have a personal or business
relationship is engaged in any transaction or activity or has any relationship that may represent
competing or conflicting interest, as defined in the statement of policy.
Further, to the best of my knowledge and belief, except as disclosed below, neither I nor any person with
whom I have a personal or business relationship intends to engage in any transaction, to acquire any
interest in any organization or entity, or to become the recipient of any substantial gift or favor that might
be covered by the statement of policy regarding conflicts of interest.
Without exception
Exception as described in the attached statement
Date: ________________________________________________
Signed:
Page 27
Appendix 10: Member Responsibilities
STEM Advisory Board Member Responsibilities
As an advisory board member or ______________________________, you can rely on me to:
 Attend monthly board meetings
 Attend the annual strategic planning meeting
 Attend the orientation for new board members
 Participate in at least one committee
 Attend all meetings prepared for discussions
 Attend and solicit participation in ______________sponsored fundraising events
 Provide counsel and guidance in areas of expertise as needed
 Support the mission of ________________________and serve as an ambassador
 Make a contribution commensurate with your ability to ____________________annually through
a Personal Leadership Gift
 Maintain an ethical relationship with the organization
As a board member, I understand that I can expect that _____________________________ will:
 Inform me of the short and long term goals of the organization
 Provide me with adequate orientation and training to carry out my responsibilities in the area of
governance, resources, and advocacy
 Send timely notices of all meetings
 Provide me with minutes of all meetings, regular financial reports and an annual budget
 Cover me with a Director’s & Officer’s Liability insurance policy, paid at the organization’s
expense
 Allow me to share my talents, skills and areas of expertise for the good of the organization and to
have my time respected by the staff and other volunteers
 Provide staff support to me for ______________________________________ activities
 Provide feedback on my participation and contributions to the organization through quarterly
Board Progress Reports (to be provided at the November, February, May, and August meetings)
I have read and understand these commitments and am willing to commit to support
__________________________________________and its goals.
Advisory Board Member Signature
Date
Chair of the Advisory Board Signature
Date
Page 28
Appendix 11: Example Notice of Meeting
Name
Company
Address
City, State ZIP
Dear (Name):
The STEM Advisory Board will meet on (time/date) at (location). A copy of the agenda for the
meeting is attached. There will be a tour of our STEM school.
We are looking forward to meeting with you and showing you our facility. If you are unable to
attend, please let me know. Feel free to call me at (XXX-555-0000) or e-mail me at
[email protected].
Sincerely,
Committee Chair or
Principal
Adapted from Nebraska Career Education, Developing a Local Advisory Committee
Page 29
Appendix 12: Agenda for Meeting to Organize Board
EXAMPLE FIRST MEETING
STEM Advisory Board
(LOCATION)
(DATE / TIME)
Open Meeting
(-Committee Chair)
Welcome and Introduction of Members and Guests
(-Committee Chair and STEM Program Coordinator)
Approval of Previous Minutes (Possible review of goals for the first semester)
Role of the STEM Advisory Board
Overview of the STEM Program and Tour of Facility
(-Instructor)
Previous or Unfinished Business
Report of Response to Previous Committee’s Recommendations
Update Goals for the year
New Business
Address New Agenda Items
Establish Time, Date and Location of Next Meeting
Scheduling of Next Meeting
(-Committee Chair)
Adjourn
Adapted from Nebraska Career Education, Developing a Local Advisory Committee
Page 30
Appendix 13: Advisory Board Minutes
EXAMPLE MINUTES
Members Present. (List)
Members Absent. (List)
Other Present. (List)
Call to Order. Board Chair (NAME) called the meeting to order at (TIME) and expressed appreciation
for attendance and participation. Chair stressed the importance of the Board’s continuing support and
assistance. (NAME), Principal, greeted the Board. Her/His greeting further assured the Board of its
importance to the educational goals and STEM program vitality.
Minutes. Minutes of the last meeting were approved as submitted.
Unfinished Business. No unfinished business was brought before the committee.
New Business. Teacher asked the Board to make suggestions concerning “What are the new
requirements of entry-level employees in the local STEM fields?” Member (NAME) indicated that a
strong background in science and math would be helpful for employees. The member further emphasized
the need for students with STEM and job skills. She indicated that a job applicant some training in the
local area STEM fields has an advantage. It was the consensus of the committee that adding robotics to
the STEM program as soon as possible. The chair was asked to appoint a sub-committee to investigate
several kinds of robotics programs for possible purchase to work with a committee of STEM instructors
and a report should be given at the next advisory committee meeting.
Adjournment. The meeting was adjourned at (TIME).
_______________________________________________Secretary
Adapted from Nebraska Career Education, Developing a Local Advisory Committee
Page 31
Appendix 14: STEM Advisory Board Self-Assessment
STEM ADVISORY BOARD SELF-ASSESSMENT
Functional Area
Power Rating
Specific Action
Required
Additional Resources
Needed
I. Leadership—The STEM
Advisory Board:
1. Ensures the organization meets
the requirements of the STEM
school
1
2
3
4
5
2. Assists STEM program
operations to maintain fidelity to
mission
1
2
3
4
5
3. Works to gather adequate
STEM school resources
1
2
3
4
5
1
2
3
4
5
4. Maintains adequate records of
meetings, minutes and action
plans.
Power Ratings: 1 = unacceptable, 2 = poor, 3 = adequate, 4 = excellent, 5 = outstanding
Functional Area
Power Rating
II. Organizational Development—
The
STEM Advisory Board:
1. Helps grow the STEM program
1 2 3 4 5
through their efforts
2. Contributes time and expertise
1 2 3 4 5
to the STEM school and
program
3. Focuses on building and
1 2 3 4 5
sustaining the STEM School
mission
4. Demonstrates leadership and
motivates members and
1 2 3 4 5
stakeholders in their efforts
5. Leads long-term strategic
1 2 3 4 5
planning
6. Leads in STEM program
development initiatives
1 2 3 4 5
7. Participates in special school
events and program activities
1 2 3 4 5
Page 32
Specific Action
Required
Additional Resources
Needed
Power Ratings: 1 = unacceptable, 2 = poor, 3 = adequate, 4 = excellent, 5 = outstanding
Functional Area
III. Community Liaison—The
STEM Advisory Board:
1. Represents the community and
population served—in spirit and
configuration
2. Represents the STEM school in
community organizations,
businesses, and government
entities
3. Promotes the STEM Academy
in the community
4. Ensures a strong linkage
between the STEM school and
the community
IV. Evaluation—The STEM
Advisory Board:
1. Establishes goals and measures
progress towards those goals
2. Evaluates the performance of
the STEM Advisory Board
annually
3. Uses evaluation information to
improve the STEM Advisory
Board performance and
sustainability
4. Articulates achievements and
outcomes to the community
Power Rating
Specific Action
Required
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2 3
4
5
1
2
4
5
3
Additional Resources
Needed
Power Ratings: 1 = unacceptable, 2 = poor, 3 = adequate, 4 = excellent, 5 = outstanding
Functional Area
V. The Working STEM Advisory
Board:
(Time and Commitment)
1. Understands their role as a
working part of the STEM
school
2. Actively promotes the mission
and goals of the STEM school
Power Rating
1
2
3
4
5
1
2
3
4
5
Page 33
Specific Action
Required
Additional Resources
Needed
3. Makes the time commitments
required to serve the STEM
school’s needs
4. Regularly participates in
community outreach,
fundraising, and program events
5. Regularly attends STEM
Advisory Board meetings
6. Thoroughly reviews meeting
agendas, minutes, business
plans, etc.
7. The STEM Advisory Board is
willing to raise questions or
concerns about activities or
programs that need additional
support to meet student goals
8. The STEM Advisory Board
looks for ways to support school
leaders and staff when
improvements are needed to
meet the objectives of the school
action plan
(Composition)
1. The STEM Advisory Board
reflects and is representative of
the community served and key
stakeholders
2. Director’s terms are clearly
stated and length of terms are
such that the STEM Advisory
Board is not “new or old”
3. STEM Advisory Board is
dynamic—members survey the
existing Board to make sure all
members are contributing.
4. The STEM Advisory Board is
always on the “look-out” for
potential new members to serve
after a member leaves or is
replaced
5. The STEM Advisory Board has
a process in place to welcome,
orient, and mentor new members
(Meetings and Communications)
STEM Advisory Board meetings are
forums for disseminating
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Page 34
information, making critical
decisions, addressing new
challenges, solving problems, and
celebrating success. Time is usually
at a premium, so Board meetings
should be run as seamlessly as
possible.
1. The STEM Advisory Board
meets at least quarterly
2. Meeting reminders are sent at
least one week prior to meeting
– include minutes from the last
meeting and agenda for
upcoming meeting
3. Meetings are held at a consistent
time and place determined to be
convenient for most members
and the community
4. Meetings have a set of rules to
run by – for example, Robert’s
Rules of Order
5. Meetings have a reasonable time
frame (1-2 hours) and follow an
agenda
6. Time is allowed for discussion,
feedback and comments
7. Meetings include day-to-day
operational items, as well as
larger goals and objectives
8. Minutes are recorded that
include the primary elements of
the meeting. (See Appendix for
STEM Board Meeting Minutes
form)
9. Minutes are emailed to all Board
members—preferably a few
days after meeting and again
prior to next meeting
10. Committees, if formed,
meet/communicate more
frequently than entire Board and
update Board on progress
11. Board and committees have well
established lines of
communication; including email
groups and “phone trees”
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4 5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Page 35
VI. Recruit and elect the STEM
Advisory Board
1. The STEM school community is
aware of the role of the STEM
Advisory Board
2. School students and staff are
encouraged to run for a position
on the STEM Advisory Board
3. The Principal ensures that the
election of members is in
accordance with school
guidelines and democratic
principles.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
(Example Working Committees )
Working committees are essential to the operation of an effective STEM Advisory Board. This structure
provides equitable distribution of tasks and responsibilities. STEM committees have a designated
chairperson who is responsible for communicating the work and progress of the committee to the entire
STEM Advisory Board.
Development/Nominating: To build and grow the organization; nominates new members, determine
tenure of office, recruit new members, etc.
Long-Range Planning: Focus on the goals of the STEM school and acquires resources to meet these
plans.
Program: Actual program planning, development and delivery of services.
Marketing/Branding: Markets community, enlists partners, creates good will, etc. Communicates the
who, what, where, when and why of the STEM Advisory Board.
Fundraising: Solicits funding for STEM program and student activities
Ad-hoc: Temporary committee to deal with a specific or limited project, problem, or need.
Adapted from The First TEE
Page 36
RESOURCES
“Developing a Local Advisory Committee-Resource Handbook,” Nebraska Department of
Education, http://www.education.ne.gov/nce/Manuals_Booklets/AdvisoryHandbook.pdf. Accessed 3.27.13.
New Deal High School-Texas Tech STEM Center, Advisory Board Materials
Parkland High School, Advisory Board Materials
eHow.com. “How to Form and Advisory Board.” Jan Wondra, eHow Contributor. 2013.
Page 37