Overview of Proprietor April 2016 Overview of Proprietor - Roles - Responsibilities - Powers under the PSCIA

Overview of Proprietor roles/ responsibilities/powers under PSCIA Special Character – Andy van Ameyde Other – Mark Larson

Special Character - Definition Part 1 – Conditional Integration S2 Interpretation (1) In this Act, unless the context otherwise requires,— education with a special character means education within the framework of a particular or general religious or philosophical belief, and associated with observances or traditions appropriate to that belief

Special Character - Protection Part 1 – Conditional Integration S3 Preservation of special character of an integrated school

Part 1 Conditional integration Preservation of special character of an integrated school (1) An integrated school shall on integration continue to have the right to reflect through its teaching and conduct the education with a special character provided by it. (2) Integration shall not jeopardise the special character of an integrated school.

Part 1 Conditional integration Preservation of special character of an integrated school (3) The proprietor of an integrated school shall, subject to the provisions of the integration agreement,— (a) continue to have the responsibility to supervise the maintenance and preservation of the education with a special character provided by the school:

Part 1 Conditional integration Preservation of special character of an integrated school (b) continue to have the right to determine from time to time what is necessary to preserve and safeguard the special character of the education provided by the school and described in the integration agreement.

Part 1 Conditional integration Preservation of special character of an integrated school (4) If in the opinion of a proprietor the special character of the school as defined and described in the integration agreement has been or is likely to be jeopardised, or the education with a special character provided by the school as defined and described in the integration agreement is no longer preserved and safeguarded, he may invoke the powers conferred upon him by this Act. s11B – proprietor may give notice of intention to cancel an integration agreement if (1)(a) it appears to proprietor on reasonable grounds that (i) The Special Character of the School has been or is likely to be jeopardised

Special Character - Preference Part 5 – Provisions relating to the enrolment, conditions of attendance, and instruction of pupils in an integrated school S29 Preference of enrolment (1) Parents who have a particular or general philosophical or religious connection with an integrated school shall have preference of enrolment for their children at the school. Other subsections to S29 (2) Subject to the provisions of subsection (1), no prospective pupil shall be refused enrolment at an integrated school on the grounds of religion, race, socio-economic background, or lack of willingness of the parent to make financial contributions to the school. (3) Notwithstanding anything in the foregoing provisions of this section, in any case where a child is considered by the Secretary, acting pursuant to section 114 of the Education Act 1964, to require special tuition, the provisions of theEducation Act 1964 relating to special education shall apply, and the child shall not be enrolled at an integrated school unless the Secretary so approves.

Special Character - Curriculum S31 Instruction of pupils Each integrated school shall instruct its pupils in accordance with the curricula and syllabuses prescribed by the Education Act 1964 and by regulations made under that Act: provided that the general school programme shall reflect the education with a special character provided by the integrated school, and religious and other examples may be used to reinforce teaching throughout the school day.

Special Character – Attendance Dues S36 Attendance dues Revenue received by the proprietors from attendance dues shall be used solely for the purpose of paying … for such improvements to the school buildings and associated facilities as may be required by any integration agreement … or for such capital works as may be required by the Minister … or for meeting debts, mortgages, liens, or other charges associated with the land and the buildings that constitute the premises of the school or schools. No legal allowance for Special Character development

Special Character – Proprietor Part 6 Proprietors of an integrated school S40 Powers and responsibilities of proprietor i) shall, together with its servants, agents, and licensees, have at all reasonable times access to the school to ensure that the special character of the school is being maintained: provided that such right of access shall not give the proprietor the right to question the curriculum or the teaching methods adopted by the teachers, both of which shall, subject to the provisions of the Education Act 1964 and of this Act, be controlled by the principal of the school.

Special Character – Teachers Part 8 Training, appointment and employment of teachers S58 Integration in relation to State colleges of education (2) Required to… take account of any special educational needs of students who intend to become teachers in integrated schools by way of providing additional options to enable the students to prepare themselves for teaching in integrated schools.

Where religious instruction (RI) forms part of Special Character: S65 Religious instruction Summary Where religious instruction (RI) forms part of Special Character: For principal and any other leadership or teaching role with responsibility for RI, willingness and ability to take part in RI shall be a condition for appointment.

S66 Other special positions Summary Positions that have responsibility to deliver or maintain programmes and activities that reflect the Special Character of the school can be ‘tagged’ and capability to do this made a condition of appointment.

S68 Requirements in respect of appointments Summary In an integrated primary school, the proprietor must be consulted prior to making any appointment to tagged positions in s65 and s66, and only applicants approved by the proprietor may be appointed.

S80 Relationship between this Act and other enactments Summary Where there are express provisions in PSCIA these take precedence over other legislation, but PSCIA is to be construed in a sense consistent with other legislation where appropriate and reasonable

Some Ideas Professional reading at each meeting Regular meeting with BoT proprietor reps Special Character Review Input into Charter Input into Special Character policy BOT Induction material/process for new proprietors Guests e.g. Bishop Annual report to Bishop Any other ideas? Participate in ERO process Attend relevant conferences – Anglican, AIS Attend school assemblies

Overview of Proprietor April 2016 Overview of Proprietor - Roles - Responsibilities Powers under the PSCIA Practical Tips

About to play the Most Popular Duet recorded. Listen and think what can we Learn from this duet about BOT-Proprietor relationship.

https://www.youtube.com/watch?v=lixDK_tMEhE

Notice … Beautiful harmony while singing different parts … Two parties need to be in tune with each other to be successful … Singing off the same song sheet … They need to have "something going on“! … With "nothing in between“!

Proprietor and Board of Trustees April 2016 Proprietor and Board of Trustees Good relationships – Regulations and other considerations HARMONY

Principal Legal Framework The Board School Management Private Schools Conditional Integration Act 1975 The Board School Management Principal All policy and activity of the school’s board and management are built on the foundation of Special Character established by the proprietor and formalised in the Integration Deed of Agreement. Special Character may be further explained in other proprietor documents e.g. constitution The proprietor is the guardian of Special Character – as the following slides outline. Foundation: Special Character, Integration Deed of Agreement

Proprietor, Governance & Management Roles and Responsibilities Guiding Principles Proprietor, Governance & Management

Proprietor Role PROPRIETOR Guardian and Provider Established the Special Character on which the school was built – original vision Holder of integration Agreement Focuses on Oversight and guardianship of Special Character Property – major maintenance and development (shared property plan with BoT) Periodic audit of Special Character Receives feedback from Proprietor reps on BOT.

Vision oriented – “what” Board of Trustees’ Role GOVERNANCE Vision oriented – “what” Defines culture, values, principles and boundaries [through policy] within which the Principal (CEO) manages the school Focuses on strategic leadership “Sets the destination” - Defines vision and mission - Defines outputs and outcomes it seeks - Long term (strategic) planning Monitors compliance and progress – asks questions: “Are we there yet?” ‘How far to go?” “Show me” Legally, the buck stops with the BoT on anything to do with school operation

Vision oriented – “what” Proprietor Rep’s Dual Role PROPRIETOR Guardian and Provider Established the Special Character on which the school was built – original vision Focuses on Oversight and guardianship of Special Character Property – major maintenance and development (shared property plan with BoT) Periodic audit of Special Character Receives feedback from Proprietor reps on BOT. GOVERNANCE (BoT) Vision oriented – “what” Defines culture, values, principles and boundaries [through policy] within which the Principal (CEO) manages the school Focuses on strategic leadership “Sets the destination” - Defines vision and mission - Defines outputs and outcomes it seeks - Long term (strategic) planning Monitors compliance and progress – asks questions: “Are we there yet?” ‘How far to go?” “Show me”

Vision oriented – “what” Task and detail oriented – “how” Principal’s Dual Role GOVERNANCE Vision oriented – “what” Defines culture, values, principles and boundaries [through policy] within which the Principal (CEO) manages the school Focuses on strategic leadership “Sets the destination” - Defines vision and mission - Defines outputs and outcomes it seeks - Long term (strategic) planning Monitors compliance and progress – asks questions: “Are we there yet?” ‘How far to go?” “Show me” MANAGEMENT Task and detail oriented – “how” Determines how to put board policy into best effect (procedures, processes, programmes) Focuses on management/admin “Chooses the route, plans the trip” - Decides the steps necessary to implement board strategy - Annual plan, targets - How to assess progress Reports on the “trip”, highlights success and risks

Role Interface - General Proprietor Board of Trustees Principal Establishes and monitors Special Character Ensures everything under its control is in harmony with the SC Ensures everything under his control reflects SC Is consulted by BoT as a stakeholder Sets policy (including Charter & strat. Plan) Implements policy Involved in employment of tagged staff via its BoT reps Employs staff Often delegated to make appointment decisions Manages and appraises Principal Manages and appraises staff

Role Interface - Property Proprietor Board of Trustees Principal Owns land and buildings Owns everything not part of a building Both employee of BoT and its CEO Insures land and buildings Insures contents Receives Policy 1 Money Receives operational and PMG funding Manages BoT funding Major maintenance Minor maintenance Manages minor maintenance Assesses whether it is able to meet the request Assesses how this fits with strategic plan; makes request to Proprietor Identifies property needs to deliver curriculum; reports to BoT Example: minor maintenance = replacing some roofing iron major maintenance = replacing whole roof BoT is funded for painting of buildings - interior and exterior

Christian Relationship Fellowship: 1 John 1:3-7 Trust Humility Making it Work Christian Relationship Fellowship: 1 John 1:3-7 Trust Humility

“…standing and working together…” “In the essentials, unity; in the non-essentials, liberty; and in all things, charity.” - St Augustine (354 - 430 AD)

“In the essentials, unity…” Serving Christ and honouring Him Defined and deliverable Special Character Shared purpose Common understanding of roles, responsibilities, processes..

“In the non-essentials, liberty…” There is a freedom within Proprietors, BoT and Principal to carry out their task unhindered. Honouring and respecting people and roles

“…and in all things, charity.” Gratitude for what we have Compassion Servanthood – looking beyond ourselves Goodwill and open communication Stewardship of resources Not Lording it over the other

Overview of Proprietor Proprietor and Board of Trustees - Roles - Responsibilities - Powers under the PSCIA Proprietor and Board of Trustees Good relationships – Regulations and other considerations HARMONY