The Board of Trustees has made ongoing assessments of presidential performance for a number of years. For the most part these assessments have been informal considerations ofcurrent university issues and levels ofpresidential achievement by the Board in discussion with the President, although a more comprehensive, formal effort utilizing an outside consultant was initiated in 1990.

During the spring and summer of 1994 the Board addressed the subject of presidential assessment in a more focused and comprehensive manner, appointing a presidential assessment committee to develop specific recommendations. Following extensive full Board discussion of the Committee's report, three outcomes have emerged:

• a policy statement on presideritial assessment.
• an outline of a presidential assessment plan for 1995.
• a set of comprehensive objectives against which the president's performance will be measured. (For several ofthe individual items quantitative targets and timetables have been or may be set in consultation with the President.)

The essence of these outcomes is described in the balance of this memorandum:

Policy Statement on Presidential Assessment

The Board of Trustees of The William Paterson University of New Jersey is responsible for the institutional performance of the University and is accountable to the public, which is the main benefactor ofthe University. It is the policy ofthe Board to conduct self-assessment periodically as well as an in-depth assessment of the President at intervals not to exceed five years. During intervening years there is an ongoing informal assessment ofthe President by the Board, with special emphasis on a review of accomplishments, initiatives, priorities, and stated goals.

The main purpose ofthe presidential assessment is not only to fulfill the Board's responsibility, but also, more importantly, to strengthen the President's capabilities and performance. It should be a vital educational process, beneficial to all components ofthe university community.

When in-depth assessments are scheduled the Board may seek active participation in this important project by administrators, faculty, staff, students, and relevant community groups. Once started, the project should be completed in eight to twelve weeks.

Outline of Presidential Assessment Plan for 1995

Purpose

• Fulfill the Board's responsibility for institutional performance.
• Encourage and strengthen presidential capabilities and performance.
• Assure an optimum pattern ofgovernance at the university.
• Review past institutional performance and affirm or redirect institutional goals and priorities.

Categories of Assessment

• Institutional MissionlVisionlDirection
• Academic Management and Leadership
• Student Services
• Administrative Management and Leadership
• Financial Management
• External RelationslInstitutional Representation

Methodology

• Collection of Factual, Quantitative Data and Information.
• Collection of Information, Views, and Perceptions through a systematic, structured, confidential survey (interviews, invited written input) of a representative cross-section of the university community.

Input Sources

• Faculty
• Administrators
• Professional Staff
• Students
• Other Staff
• Alumni/Alumnae
• Public Officials/Business/Labor
• Leaders in Higher Education

When

Spring 1995

By Whom

Consultant under the direction of the Presidential Assessment Committee (R. H. Taylor, Chair, D. Cheng, F. Gruel, G. Taylor)

Presidential Objectives

Broad/General

• Maintain a high level of confidence and trust on the part of trustees through orientation, guidance, focused information, day-to-day decisions and actions, and performance results.
• Develop (with the trustees) and promote a vision for the role of William Paterson University in New Jersey higher education.
• Develop and nourish a spirit of unity, based on a shared sense of purpose, among trustees, faculty, all other staff and students.

Academic

• Establish and maintain educational programs and standards will tuned to the mission and resources of the university as articulated and/or approved by the Board (both formally and informally).
• Add, modify, and subtract programs as appropriate in relation to evolving student needs and financial constraints.
• Recruit, retain, stimulate, and lead an able and diversified faculty.
• Emphasize a priority on excellence in teaching while recognizing the value of research and service.
• Establish and staff and academic structure that, together with the President's own leadership, promotes a high level offaculty performance, support, and satisfaction.
• Promote harmonious and effective shared governance with the faculty.

Student Services

• Assure recruitment of students meeting trustees approved targets regarding total numbers, sources, academic standards, and diversity (racial, ethnic, gender).
• Provide specific support services, such as enrollment, counseling, guidance, financial support packages, and campus amenities to visibly assist in meeting goals for retention and graduation rates as well as other measures of student success.

Administrative/Financial

• Provide for a structure and staffing which results in a strong blend of administrative and financial services, checks and balances, delegated authority, effective controls, and the ability to respond decisively to emergency situations.
• Establish both annual and long range institutional plans and administer both operating and capital financial operations according to them.
• Take an active role in developing annual budgets for revenues and expenses which are balanced, maintain long term institutional health, and assure affordability for students.
• Assure unquestioned standards of integrity and ethnics pervade every aspect of campus administration.

Outside Relationships

• Assure that an attractive image ofWilliam Paterson is conveyed to prospective faculty and student members ofthe campus community.
• Develop alumni loyalty and support by establishing numerical targets for alumni association membership and alumni contributions.
• Maintain mutually supportive relationships with regional businesses, governments, and primary and secondary schools.
• Be a strong representative ofboth William Paterson and higher education, generally, in relations with other post-secondary New Jersey institutions, state boards, commissions or councils, and both the legislative and executive branches of state government.
• Represent the university effectively in national and professional higher education circles.

Board ofTrustees
September 24, 1994