governance manual and policy framework - millers flat school

Governance Manualand Policy Framework

For the period

1 January 2010 to 31 December 2012

2Millers Flat School Board Governance Manual 2010 - 2012

Contents

1. Introductiona. General Matters

GovernanceEducation Act Section 75/76Background to our schoolNational Education PrioritiesCultural DiversityProcedural Information

b. Charter, Strategic Plan and Annual Planc. Reporting and Self Review

2. Governance Policies (information about how the Board intends to govern). Roles & Responsibilities of the Board

Code of EthicsChairperson’s RoleMeeting ProcessMeeting ProceduresMeeting AgendaCommittee PrinciplesReview

3. Operational Policies (the general policy direction for the principal and the school’s day today operations)

Roles & Responsibilities of the PrincipalMonitoring Principal PerformanceDisciplinary ProcessProfessional ExpensesReporting to the BoardCurriculum Delivery (NEP/NAG 1)Personnel (NAG 3)Financial Planning (NAG 4)Financial Conditions (NAG 4)Asset Protection (NAG 4)Health & Safety (NAG 5)Legal Responsibilities (NAG 6)

4. AppendicesCurrent Year Information (Trustee contact information, Important contactinformation, Annual Agenda)


Introduction

This Governance Manual is based upon legislation as it relates to schools and Boards of Trustees.It is based on best-practice advice from the New Zealand School Trustees Association and theMinistry of Education.

Governance

The Board of Millers Flat School emphasises strategic leadership rather than administrative detail,has a clear understanding of board and staff roles, concentrates on the future rather than the past orpresent, and is pro-active rather than reactive.

Management

The board delegates authority and accountability for the day-to-day operational organisation of theschool to the Principal. In exercising this delegated authority, the principal is expected to take alldue care to ensure that all actions are undertaken in the best interests of the school and its corepurposes.

Education Act

Education Act 1989, Section 75 and 76

The legal responsibility of boards of trustees is determined by Section 75 of the Education Act 1989:

s.75 Boards to control management of schools –Except to the extent that any enactment or the general law of New Zealand provides otherwise, aschool’s board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –(1) A school’s principal is the board’s chief executive in relation to the school’s control andmanagement.(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise,the principal –Shall comply with the board’s general policy directions; andSubject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinksfit the school’s day-to-day administration.


Millers Flat School and its Community

Millers Flat School is a decile 7, state funded co-educational primary school, with approximately 40pupils. The school is located in the Teviot Valley, in Central Otago, New Zealand.

Millers Flat School was first established in 1886 however the present buildings were constructed in1978. Some building redevelopment work was undertaken in 2000-2001 to add onto the schoolsadministration block and to establish the community library and board room.

Millers Flat School is proud of its reputation and achievements. Staff are highly valued and receivecomprehensive and ongoing opportunities for professional development. The teaching team workcollaboratively when planning and delivering programmes, and is dedicated to achieving the highestprofessional standards. The Board are extremely supportive of the staff and place a priority on theirwell-being.

The school is working towards becoming widely recognised for its innovative use of informationand communication technology (ICT) through the continued investment and development of these21st Century Learning Tools.

The school is located approximately 30 minutes drive from Alexandra and 90 minutes from Dunedincity. It is well supported by parents and community groups who work hard to ensure that theirchildren have access to a wide range of sporting and cultural events.

National Education Priorities

Millers Flat School recognizes the government’s National Educational Priorities:

1. Success for all2. Improving Literacy and Numeracy3. A safe learning environment4. Better use of student achievement information5. Improving outcomes for students at risk6. Improving Maori student outcomes7. Efficient, effective and timely reporting of key outcomes.

The school integrates the National Educational Goals and National Education Priorities atGovernance and Operational levels. The NEG’s and the NAG’s are considered carefully whenplanning school developments or school/class programmes. Literacy and numeracy are currentlyrecognized as curriculum priorities (see strategic goals). Achievement results are carefully analysedeach year to identify students or groups of students at risk. Planning ensures that strategies are putin place to improve achievement outcomes.


Cultural Diversity

The Board is ready to take all reasonable steps to provide instruction, if requested, in Tikanga Maori(Maori culture) and Te Reo Maori (Maori language). New Zealand’s Cultural diversity and theunique position of the Maori culture are carefully considered when the Board and staff aredeveloping policies and practices for the school.

Parents of the students identified as Maori are to be consulted in 2009 through the wider wholecommunity consultation on the development of the schools Maori language and culture plan.Millers Flat teaching staff, identify ‘Maori students achieving at levels comparable to those of non-Maori’ as a significant and overarching goal for Maori students.In addition, the following goals are also considered to be of significance:

provide experiences for all children that promote and enhance Tikanga Maori and Te Reo Maori. provide professional guidance for staff to ensure understandings of Te Reo and Tikanga Maori. integrate Tikanga Maori and Te Reo Maori across the school curriculum as appropriate.

In the event that a parent of a full-time student requests that their child(ren) be provided withinstruction in Te Reo Maori, the Principal, on behalf of the Board, will take all reasonable steps tofacilitate instruction. This may include:

contact with the Resource Teacher of Maori for advice and assistance discussion with the parents in relation to the ways the school currently involves Te Reo and

Tikanga Maori in our life and programmes discussion with the parents to ascertain whether the student has access to Te Reo in the home forwarding an application for dual enrolment to the Correspondence School for the student/s, and

providing support staff assistance.

Procedural Information

The planning year for the board will be from 1 January to 31 December.

The updated charter and annual analysis of variance report will be lodged with the Ministry ofEducation by June 7 each year.


Charter, Strategic Plan and Annual Action Plan

Millers Flat School continues to develop appropriate processes for establishing and reviewing theeffectiveness of the School Charter. These included opportunities for the community, through theBoard, and in the full consultative review undertaken in 2007 to be involved in goal setting and thewider school self review.

The Charter, incorporating the schools strategic vision and annual action plans are available to thepublic from the school office.

The Charter includes the school’s Mission, Vision and Values statements as well as the school’sstrategic goals, targets and key learning objectives.


Annual Reporting

The Board reports annually on the school’s achievement as measured against its strategic goals. TheBoard annual agenda sets out, in a three-year cycle, self-review and reporting priorities. Reports areprepared by the principal using broadly consultative processes and nationally referenced data (wherepossible), to inform the Board of the schools performance in key areas. This data is used to informstrategic decision-making and enhance the school’s performance.


Key documentationStrategic and annual plans are supported by additional documentation including:

School curriculum planning

Professional development planning

Self review priorities and reports

Performance Management Programmes (including Principal and Staff Appraisal processes)

EEO Plan

Annual budgets

10 year Property Plan (Maintenance)

5 Year Property Programme (Capital projects)

Health and Safety management policies and procedures

Special needs programmes

Management procedures including those for:

Complaints

Child protection

EOTC

Health & Safety

Compulsory Police Vetting

Protected Disclosures


Policy Framework

Governance Policies Index

1. Roles & responsibilities

2. Code of Ethics

3. Chairperson’s Role

4. Meeting Process

5. Meeting Procedures

(An asterisk [*] indicates a legislative requirement)

6. Meeting Agenda

7. Committee Principles

8. Board Review


Governance ~ Policy StatementThe board emphasises strategic leadership rather than administrative detail, has a clear distinction ofboard and staff roles, concentrates on the future rather than past or present, and is pro-active ratherthan reactive.

All elected, appointed and co-opted trustees, whether they are parent or staff come to the board tableentrusted to ensure effective governance despite the different perspectives they bring to boarddiscussions. Individuals are neither advocates nor delegates with sectional interests, and are requiredto work for positive outcomes for the school as a whole.

Board Roles and Responsibilities

The Board of Trustees key areas of contribution are to:

Set and, as needed, modify the school’s vision, mission and values. Ensure a Strategic Plan, reflecting the school’s mission and goals, is established. Approve, monitor and review the Annual Plan Develop and review the school’s policy direction. Monitor and evaluate student learning outcomes Appoint, assess the performance of, and nurture the Principal. Act as good employers. Provide prudent financial management. Oversee, conserve and enhance the resource base. Approve major policies and programme initiatives. Manage risk. Build a broad base of community support. Exercise governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and

reflecting New Zealand’s dual cultural heritage.

Trustee’s Code of Ethics

The board is committed to ethical conduct in all areas of its responsibilities and authority. Trusteesshall:

Ensure the needs of all students and their ongoing achievement is paramount. Be loyal to the organisation and its mission. Respect the integrity of the principal and staff. Observe the confidentiality of non-public information acquired in their roles as trustees and

not disclose to any other persons such information that might be harmful to the school. Be diligent and attend board meetings prepared for full and appropriate participation in

decision-making. Ensure that individual trustees do not act independently of the board’s decisions. Speak with one voice through its adopted policies and ensure that any disagreements with the

board’s stance are resolved within the board. Avoid any conflicts of interest with respect to their financial dealings. Recognise that any individual trustee (or subgroup of the board) lacks authority in any

interaction with the principal or staff. Recognise that only the chairperson can speak for the Board. Continually self-monitor their individual performance as trustees against policies and against

any other current board evaluation tools.


Chairperson’s Role

The chairperson is the leader of the board and carries overall responsibility for the integrity of theboard’s processes. The role involves the following responsibilities:

Spokesperson for the board on strategic matters. Establishment and maintenance of an ongoing working relationship with the Principal Building of an effective team of trustees Ensuring that the Principals Performance Agreement and Appraisal are completed on an

annual basis Protected Disclosure Officer Chairing of the meetings Meeting discussion content will only include matters that, according to board policy,

clearly belong to the board, not the Principal. Deliberation will be timely, fair, orderly and thorough, but also efficient, limited to time

and kept to the point. Meeting procedures as outlined in the Standing Orders and Local Government Official

Information and Meetings Act 1987 are observed except where the board has suspendedthem. Information on meeting procedures is found in the section on meetings

Meeting Process

The board is committed to effective and efficient meetings. Meetings will:

be based on a prepared agenda. The agenda preparation is the responsibility of the chairperson.Sufficient copies of the agenda of the open (public) meeting will be available at the schooloffice and available at the meeting place for the public.

be held with the expectation that trustees have prepared for them and will participate in alldiscussions at all times within the principles of acceptable behaviour

have the right, by resolution, to exclude the public and news media from the whole or part ofthe proceedings in accordance with the Meetings Act. Decisions by the board are fullyrecorded but remain confidential. Should this be necessary, the board will: make the reasons for excluding the public clear reserve the right to include any non-board member it chooses.

Meeting Procedures

General: meetings will generally be held twice a term as per the annual agenda (see last page). the quorum shall be more than half the members of the board currently holding office. the chairperson shall be elected at the first meeting of the year, except in the Board election

year where it will be at the first meeting of the newly elected board. the chairperson may exercise a casting vote in the case of equality of votes, in addition to

his/her deliberative vote. any trustees with pecuniary (financial) interest in any issue shall not take part in any debate on

such issues and may be asked to leave the meeting for the duration of the debate.


Time of Meetings: Regular meetings will commence at 7.30pm and conclude by 9.30pm. A resolution for an extension of time not exceeding half an hour may be moved. Any business remaining on the agenda at the conclusion of the meeting will be transferred to

the following meeting.

Special meetings: A special meeting may be called by delivery of notice to the Chairperson signed by at least

one third of trustees.

Exclusion of the Public: The meeting may, by resolution, exclude the public and news media from the whole or part of

the proceedings in accord with the Meetings Act.

Public Participation: Public will not normally be allowed free discussion during the meeting. Public participation is at the discretion of the Chairperson. Public attending the meeting will be given a notice about their rights to participation in the

meeting.

Motions/Amendments: All motions and amendments moved in debate must be seconded unless moved by the

Chairperson. Motions and amendments once proposed and accepted may not be withdrawn without the

consent of the meeting. No further amendments may be accepted until the first one is disposed of. The mover of a motion has right of reply. A matter already discussed may not be reintroduced at the same meeting in any guise or by

way of an amendment.

Termination of debate: All decisions will be taken by open voting by all trustees present.

Suspension of Meeting Procedures: Standing Orders may be suspended by resolution of the meeting.

Agenda: The order of the Agenda may be varied by resolution at the meeting.

Minutes The minutes will be distributed within 48 hours of the meeting.


Meeting Agenda

A typical agenda will be as follows.

Board of Trustees Meeting Agenda – date

1.0 PresentApologiesDeclaration of interests

2.0 Strategic Discussions / Decisions2.1

3.0 Monitoring – (Principal Report)3.1 Board discussion, expert presentation, data analysis, exploration of Key

Result Area eg goals / School targets3.2 Curriculum3.3 Finance and Audit Report3.4 Staff Management3.5 Property / Asset Protection3.6 Review schedule3.7 Health & Safety3.8 Legal Compliance3.9 Significant Governance Information3.10 Significant events/successes

4.0 Identify Agenda Items for Next Meeting

5.0 AdministrationConfirmation of minutesCorrespondence

6.0 Meeting ClosureComments on meeting procedures and outcomesPreparation for next meeting


Committee Principles

Periodically, the board of Millers Flat School may use committees to help carry out itsresponsibilities and due processes. Currently these committees undertake work associated with staffappointments, finance and disciplinary matters.

Board committees: report directly to the Board may use non-trustees as sources of advice but only trustees can be part of the decision making

process. may not speak or act for the board except when formally given such authority for specific

purposes. Such authority will be carefully stated in order not to conflict with authoritydelegated to the Principal.

help the board (not the school’s administration) do its work. assist the board by preparing policy alternatives, options and implications for board

deliberation are used for specific purposes only to ensure the board is able to function as a whole and

members remain involved and informed have terms of reference drawn up as required. These generally contain information about the

committee’s purpose and contain useful operating guidelines.


Policy Framework

Operational Policies Index

1. Delegations to the Principal

2. Principal’s Performance Appraisal

3. Principal Disciplinary process

4. Principal Professional Expenses

5. Reporting to the Board

6. Curriculum Delivery (NEP/NAG 1)

7. Personnel (NAG 3)

8. Financial Planning (NAG 4)

9. Financial Conditions (NAG 4)

10. Asset Protection (NAG 4)

11. Health & Safety (NAG 5)

12. Legal Responsibilities (NAG 6)


Operational PolicyThe Principal shall not cause or allow any practice, activity or decision that is unethical, unlawful,and imprudent or which violates the board’s charter or expressed values or commonly heldprofessional ethic.

Delegations to the PrincipalSpecific delegations are made to the principal to ensure that s/he is able to: meet the requirements of his/her current job description meet the requirements of the Principal’s Professional Standards act as the educational leader of the school maintain the internal culture of the school manage the school effectively on a day-to-day basis within the law and in line with board

policies. implement the school’s annual plan, giving priority to the school’s annual targets. use resources efficiently. put good employer policies into effect. oversee teacher appraisals and staff professional development. hire, deploy and terminate relieving, support and auxiliary staff positions preserve assets, both financial and property make financially prudent use of staff resources and Banked Staffing options communicate with the community on operational matters keep the board informed of information important to their role. report to the board on the school’s compliance with their policies. organise operations within the boundaries of prudence and ethics established in board policies act as Protected Disclosures Officer appoint, in consultation with the board, the Privacy Officer and EEO Officer.

Only decisions made by the board, acting as a board, are binding on the Principal. The decisions orinstructions of individual board members, portfolio holders or committees are not binding on thePrincipal except when the board has specifically authorised it.

The relationship between the Board and Principal is one of trust and support. Both parties areexpected to work to ensure a ‘no-surprises’ relationship is established and maintained.

Principal’s Performance AppraisalThe Principal’s performance is monitored against the strategic plan, professional standards andboard policies.

The board monitors those parts of the Principal’s personal development objectives that have beenidentified and agreed upon by both parties in advance.

There will be an agreed time established when board chairperson (or designated person orcommittee) and the Principal meet to carry out a formal appraisal based on agreed criteria. Theformat and process for this meeting will be negotiated and agreed upon by the boardchairperson/delegate and the principal.

The Board will receive a summary report, formally once a year at a board meeting that has“excluded the public”. The principal is part of this process and discussion.


Disciplinary ProcessIn the event the board determines that policy violation(s) has (have) occurred and the board judgesthe degree and seriousness of the violation(s) to warrant initiating a disciplinary process, the boardshall seek legal advice from and follow due processes as set out in the Primary Principals CollectiveAgreement.

Principal Professional ExpensesA budget for professional expenses and for the professional development of the Principal will beestablished as part of the annual budget. These expenses include continuing education, books,periodicals, and attendance at professional conferences/seminars.

Reporting to the Board (Expressed as Limitations)

The principal reports to the board as a whole and keeps it informed of the true and accurate positionof the outcomes of programmes and services; financial position; and all matters having real orpotential legal implications for Millers Flat School. This ensures that the board is informed andsupported in its strategic decision-making and risk management. As a consequence, the principalmay not fail to:

inform the board of significant trends, implications of board decisions, issues arising frompolicy matters or changes in the basic assumptions upon which the boards strategic goals arebased.

submit monitoring data required in a timely, accurate and understandable fashion. report and explain financial variance of 10% or more against budget projections. present information in a suitable form – not too complex or lengthy. inform the board when, for any reason, there is non-compliance with a board policy. recommend changes in board policies when the need for them becomes known. limit public statements about the official position of the board on controversial social,

political, and/or educational issues to what the board has formally adopted as positions ofrecord.

Curriculum Delivery (Expressed as Limitations)Delivery of the curriculum shall foster student achievement. Therefore the Principal may not fail to:

ensure opportunities for success in the essential learning areas and skill areas of the NewZealand curriculum.

give priority to literacy and numeracy. especially in years 1-4 report on progress and achievement of students. identify students at risk of not achieving and implement teaching and learning strategies to

address needs. consult with our school’s Maori community about the policies/plans for improving the

achievement of Maori students.


Personnel (Expressed as Limitations)The board delegates responsibility to the principal all matters relating to the management of staff ,including the use of Banked Staffing Resources, in the expectation that they will be managed in asound, fair, and respectful manner, in accordance with the current terms of employment documents.As a consequence, the Principal may not fail to:

ensure that employees are not discriminated against on other than in regard to clearly job-related, individual performance or qualifications.

ensure employees rights to personal dignity, safety and access to an approved and fair internalgrievance process.

ensure that all required staff are registered or have a current Limited Authority to Teach. provide a smoke free environment provide for all staff with a contract, either individual or collective. carry out, or oversee by delegation, annual performance appraisals meet current employment legislation take reasonable steps to protect staff from unsafe or unhealthy working conditions. provide protective disclosure protection.

Financial Planning

Budgeting shall reflect the board’s strategic plan, minimise financial risk, and show a generallyacceptable level of foresight. Thus the budget, established in consultation with the school’s financecommittee, should:

reflect the priorities as established by the board in the Charter and Strategic Plan. comply with the board’s requirement of a balanced budget. ensure adequate working capital. demonstrate an appropriate degree of conservatism in all estimates.

Financial Condition (Expressed as Limitations)

The financial viability of the organisation must be protected at all times. Therefore, the principalshall not:

incur unauthorised debt. violate generally accepted accounting practices or principles. use tagged funds for purposes other than those approved. spend more funds than have been allocated in the fiscal year. fail to use Banked Staffing resources to the best advantage of the school fail to ensure money owed to the school is collected in a timely manner. fail to make timely payment to staff and other creditors. sell or purchase unauthorised property. spend on single items beyond board planning or authorisation. fail to ensure that all relevant financial returns and requirement are completed on time. fail to ensure that no one person has complete authority over the school’s financial

transactions. make any purchase: of over $1000 without having obtained comparative prices and quality. of over $1000 without an adequate review on ongoing costs, value and reliability.


Asset Protection (Expressed as Limitations)

Assets may not be unprotected, inadequately maintained or unnecessarily risked. Accordingly, thePrincipal may not:

fail to insure assets. allow unauthorised personnel to handle funds or school property. subject plant and equipment to improper wear and tear or insufficient maintenance or

inappropriate use. fail to ensure the implementation of the 10 year property maintenance plan fail to protect intellectual property, information and files from loss or significant damage or

unauthorised access or duplication. receive, process or disburse funds under controls that are insufficient to meet the board-

appointed auditor’s standards. invest or hold operating capital in insecure accounts, or in non-interest bearing accounts

except where necessary to facilitate ease in operational transactions.

Health & Safety (Expressed as Limitations)

Students and staff shall have a safe physical and emotional learning environment . Therefore, thePrincipal shall not fail to: take reasonable steps to protect staff and students from unsafe or unhealthy conditions. provide a smoke free environment ensure risk analysis management (RAMS) is carried out where and when appropriate. review and authorise planning and RAMS relating to trips and excursions consult with the community regarding the health programme being delivered to students. provide privacy of personal documentation held at school.

Legal Responsibilities

School procedures will meet the legislative statutes and regulations as set down in the appropriateActs, Ministry of Education circulars and the Education Gazette.


2007/10 /2 /3 /4 /5 AGM /6 /7 /9 /10 /12

PolicyReview

Personnel Health &Safety

Assetprotection

Reporting tothe Board

CurriculumReview

Literacy Science Maths IntegratedCurriculum

StrategicFocus

CurricTargets -review

Goal #1Literacy

Goal #5Health andSafety

Goal #4Social skills

Goal #2Numeracy

Goal #3Learningskills & IC

Annual Planapproval

SpecialTopic

New trusteeorientation

Self ReviewMid-year

PrincipalWoolfFisher

ICT andLearning

Annual Plan2005

Self ReviewBudget 05

2008/11

PolicyReview

PrincipalDelegations

CurriculumDelivery

FinancialPlanning

LegalResponsibility

CurriculumReview

Literacy SocialStudies

Maths IntegratedCurriculum

StrategicFocus


Goal #1Literacy



Goal #2Numeracy


Annual Planapproval

SpecialTopic

ICT labdevelopment

Consultation–curriculum.

Curric. Dev.- MoE

Self ReviewMid-year

Draft Plan2006

Self ReviewBudget 06

2009/122 3 5 6 9 10 11 12

[If deemednecessary]

PolicyReview

PrincipalPerfomanceAppraisal

Princi8pal –ProfessionalExpenses.

PrincipalDisciplinaryProcess

FinancialConditions

CurriculumReview

Literacy Technology Maths IntegratedCurriculum

StrategicFocus


Goal #1Literacy



Goal #2Numeracy


Annual Planapproval

SpecialTopic

Self Review Self ReviewMid-year

Draft Plan &budget 2007

Special Topics include such things as; new projects, principal appointment, new education policy , technology, being a good employer.This plan is part of a three year cycle which reviews all of the Boards activities and processes.Acknowledgement: This Governance Manual is modelled on an original document prepared by Lesley Moffat and Elaine Hines of NZSTA.

governance manual and policy framework - millers flat school

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