WESTERN EDUCATION AND LIBRARY BOARD

Transcription

1 INDUCTION COURSE ON BEING A GOVERNOR Course Book WESTERN EDUCATION AND LIBRARY BOARD February 2002

2 INTER-BOARD GOVERNORS SUPPORT GROUP INDUCTION COURSE FOR NEW GOVERNORS These training materials have been designed by a combined Education and Library Board/Council for Catholic Maintained Schools Unit group. Page 1

3 LEARNING OUTCOMES By the end of the Induction Course, governors should:- have a better appreciation of their roles and responsibilities; understand what makes for effective governors and effective schools; know how the work of Boards of Governors is effected through meetings; have a clearer understanding of the structure of education in Northern Ireland; know where they can get support and further help; feel more confident about their knowledge of what is involved in BEING A GOVERNOR. Page 2

4 INDUCTION PROGRAMME Introduction Activity 1: Who s who? Activity 2: Governors: Why have them? What are they? Activity 3: What makes a good governor? Activity 4: What makes a good school? Activity 5: The responsibilities of a Board of Governors. Activity 6: Getting the work done exercising one s responsibilities through meetings. Activity 7: Into the future to go boldly where many have gone before. Conclusion: Your questions Page 3

5 WHY DO SCHOOLS NEED GOVERNORS? Historical When the public education system began to develop in the nineteenth and early twentieth centuries a fundamental aspect of the development of schools was the management role of a committee representative of the founders to oversee the work of the school and to link the school to the community it served. The Findings of the Astin Report (1979) In 1979 the Report of the Working Party on the Management of Schools in Northern Ireland (the Astin Report) reached the conclusion that a Board of Governors is desirable as a local focus and forum for all groups which have a major and direct interest in the life, character and well-being of the individual school; as a channel of influence for such interests; and as a balance against over-centralisation. Such a body, with local knowledge and direct acquaintance with the school, is needed as a bridge between the school itself and its local community, and as a means of communication, interpretation and advocacy between the school including not only its professional aspects but the local interests in it and the Education and Library Board and the Department of Education. With these words the Astin Report justified the maintenance of Boards of Governors and emphasised their significant role in the local management of schools. The Education and Libraries (NI) Order 1986 The membership of Boards of Governors stipulated under the 1986 Order gave people in the community, such as transferors (on the controlled side), trustees (on the maintained side) and parents, the opportunity to become involved in the running of their local school and to have a meaningful role in the education service. Post 1986 Subsequent Orders, especially the Education Reform (NI) Order 1989, have greatly increased Boards of Governors power and responsibility. Governors are required to make important decisions with regard to the policies and running of the school, and to account for their stewardship of managing the school by way of Annual Report of the Board of Governors and the Annual Parents Meeting. Principals appreciate, and need, the support and insight that an enthusiastic and informed governing body can bring. Managing the school should be a professional partnership between the Governors and Principal Page 4

6 FEATURES OF EFFECTIVE GOVERNORS - EFFECTIVE BOARDS OF GOVERNORS 1 Working as a team Building an effective team requires regular attendance and energetic commitment from all governors. It means making use of what each governor has to offer, sharing the workload, give-and-take on individual issues, respect for colleagues and their differing opinions, and loyalty to final decisions. 2 Good relationship with the principal It is essential to establish a good working relationship between the Board of Governors and the principal. Each party must have a clear understanding of their respective roles. In broad terms, the Board of Governors is responsible for deciding the framework for the conduct and development of the school. But within that framework, it should respect the position of the principal as the professional leader of the school and as the person responsible for the day to day management and administration of the school. 3 Effective time management and delegation Boards of Governors have a lot to do, and limited time. They should identify the priority issues in which they need to be directly involved including decisions which in law must be taken by the full Board of Governors and delegate the rest to committees, working groups or individuals. It is important to set clear terms of reference for such delegation, so that everyone knows what they are expected to do, and how and when they should report back to the full Board of Governors. 4 Effective meetings To make best use of time at meetings, the Board of Governors will need: Carefully planned agendas which focus on the most important items; a secretary who can organise meetings and papers efficiently, and ideally provide information and procedural advice; purposeful chairing, bringing out the best in all governors, keeping a brisk pace, and ensuring that decisions are properly taken and clearly understood; clear minutes setting out points for action; Page 5

7 participation by appropriate outsiders to give advice (eg an officer from the Board, CCMS or NICIE), to make a presentation (eg the teacher responsible for an issue), or to act as an observer (eg a teacher as part of staff development). 5 Knowing the school Governors should get to know their school through visits organised in co-operation with the headteacher, to talk to pupils and staff and possibly sit in on lessons. 6 Training and development To help their schools most effectively, Boards of Governors need to take their own development seriously. They should consider their training and support needs carefully, and be prepared to attend external courses, visit other schools, or arrange training for the whole Board of Governors. Adapted from: Governing Bodies and Effective Schools, DfEE 1995 Effective governors develop a reasonable working knowledge of the Northern Ireland educational system, the local educational scene and the local community. Page 6

8 CHARACTERISTICS OF EFFECTIVE SCHOOLS 1 Professional leadership The principal is the professional leader of the school. He or she is purposeful, fully involved in what goes on in the classroom, and helps make sure that staff have opportunities to show leadership and to taker part in making decisions. 2 Shared vision and goals Staff work together with a common sense of purpose and clear targets. 3 A learning environment The school provides a climate in which pupils are able and willing to learn, the atmosphere is orderly and purposeful, and the working environment is attractive. 4 Concentration on teaching and learning The school s activities have one central purpose helping pupils to learn and to achieve. 5 Explicit high expectations The school has high expectations of what the pupils can achieve. These are communicated clearly to all pupils, and lessons are intellectually challenging. 6 Positive reinforcement Discipline is clear and fair. Staff make sure pupils know how they are doing, and take particular care to praise them for good work. 7 Monitoring progress Staff systematically monitor and evaluate the achievements of pupils, and of the school as a whole. 8 Pupil rights and responsibilities The school promotes pupils self-esteem. It encourages them to take responsibility, particularly for their own work. Page 7

9 9 Purposeful teaching The quality of teaching is high, particularly because: lessons are efficiently organised; they have a clear purpose and are well structured; and the teaching takes account of the fact that different pupils learn in different ways. 10 A learning organisation The school presents learning as something which is for the adults working there, as well as for pupils. The school provides training and development for all its staff, including school-based staff development. 11 Home-school partnership Relations between home and school are supportive and co-operative. Parents get actively involved in their children s work and in the life of the school. Governing Bodies and Effective Schools, DfEE 1995 Addendum:- Given the importance attached to schools establishing school development plans, one would have expected to see A REALISTIC SCHOOL DEVELOPMENT PLAN to be included in this list. However, though the term is not used as such, staff working together with a common sense of purpose and clear targets, as stated in 2. Above, is implicit in and critical to the whole process of school development planning. Page 8

10 THE RESPONSIBILITIES OF A BOARD OF GOVERNORS A year in the life of AUTUMN TERM Annual Report of the Boards of Governors Annual Parents Meeting Determination of Admissions criteria Determination/review of School Discipline Policy Salary related issues - possible salary appeals - review, following consultation with staff, school salary policy - agree/review performance criteria for determining the salary of the principal and vice-principal SPRING TERM Application of admissions criteria Allocation of budget and ongoing monitoring of expenditure under the Local Management of Schools Scheme Potential staffing consequences of the budget allocation: - new appointments - redundancies - premature retirements Page 9

11 SUMMER TERM Annual salary review of all teaching staff to include provision for any possible appeals (for consideration in September) Annual inspection of school premises Determination/review of School Development Plan ONGOING RESPONSIBILITES/POTENTIAL ISSUES: Assisting the Principal Determination of School Salary Policy to include a school Management structure Pastoral Care, including child protection Appointment of staff (teaching/non-teaching) Appointment of teaching staff to promoted posts Determination of school prospectus School Inspection by the Education and Training Inspectorate (ETI) Discipline and grievance procedures Complaints Response to policy documents/circulars issued by DE, WELB Page 10

12 THE RESPONSIBILITIES OF A BOARD OF GOVERNORS A year in the life of The Board of Governors is responsible for the MANAGEMENT OF THE SCHOOL. Governors are obliged to carry out specific duties in relation to:- Admission of Pupils Admissions Policy Enrolment Restrictions Appeals Tribunals Finance Allocating Funds Teachers Pay Policy Use of Facilities School Management Plan Curriculum Ensure that the Northern Ireland Curriculum is being delivered and assessed Produce and review the School s Curriculum Policy Ensure the Education of Children with Special Educational Needs Take account of any Inspection Findings Complaints Tribunal Management of Staff The Principal Appointment of Teachers and other Staff Pay Policy Disciplinary and Grievance Procedures Page 11

13 Reporting to Parents Annual Report Annual Parents Meeting School Inspections Before After Premises Management Inspections Repairs and Maintenance Health and Safety School Security Pupils Pastoral Care including Child Protection Discipline Charges Co-opting Governors The above responsibilities are common to the Schemes of Management for all controlled, maintained and integrated schools. The Schemes for Catholic maintained and for integrated schools contain the following responsibilities in addition:- In Catholic Maintained Schools, the Board of Governors shall:- Page 12

14 ensure that the religious education provided in the school shall be in accordance with diocesan policy on religious education; and ensure the provision of assembly for collective worship. The Scheme of Management of an Integrated School shall require the Board of Governors to use its best endeavours to ensure that the management, control and ethos of the school are such as are likely to attract to the school reasonable numbers of both Protestant and Roman Catholic pupils. Page 13

15 SCHEMES OF MANAGEMENT FOR SCHOOLS Schemes of Management for Schools include: Membership of the Board of Governors Functions of the Board of Governors Committees of the Board of Governors Functions of the Principal Proceedings of the Board of Governors and Committees thereof Schedules 1 Procedure for Annual Parents Meeting 2 Procedure for Meeting about School Inspections Page 14

16 WAYS IN WHICH A BOARD OF GOVERNORS ORGANISES ITS WORK Invitation to meetings Termly (at least) meetings Chairman Vice-Chairman Secretary Agenda Minutes Committees Working Parties Discussion Communication Collaboration Partnership with Principal Supporting the school Reporting Page 15

17 ROLES ADOPTED IN PERFORMANCE OF RESPONSIBILITIES Deciding Supporting Overseeing Championing Judging Managing Advising Planning Mentoring Defending Promoting Balancing Acting as a Critical Friend Reporting Mediating Accounting Being Accountable Consulting Monitoring Working as a team Making/Approving Policy Advocating Conciliating Evaluating Above all, in exercising your responsibilities, and performing your role, BEING PROMINENT AS AN AMBASSADOR FOR YOUR SCHOOL Page 16

18 STRUCTURE OF ACCOUNTABILITY PUBLIC ACCOUNTS COMMITTEE DE CHIEF EXECUTIVE EDUCATION & LIBRARY BOARD NORTHERN IRELAND AUDIT OFFICE (NIAO) CCMS (COUNCIL FOR CATHOLIC MAINTAINED SCHOOLS) INTERNAL AUDIT PARENTS OF PUPILS BOARD OF GOVERNORS WIDER PUBLIC PRINCIPAL FINANCE COMMITTEE SENIOR MANAGEMENT TEAM Page 17

19 THE DAY TO DAY MANAGEMENT OF THE SCHOOL A Board of Governors is not in the business of running the school on a day-to-day basis. This is the role of the Principal who shall control the internal organisation, management and discipline of the school. PUTTING THE INTERESTS OF CHILDREN FIRST Each governor is appointed/elected to act in a manner that he/she believes to be in the best interests of the children at the school. You must put the interests of the school and its pupils first. Schools are children, and fundamentally belong to children. Schools have the power to OPEN and, sadly, CLOSE doors of opportunity into young lives. Page 18