Governance in a Lutheran school Module 2 Prior to this presentation it is expected that: Regional offices have inserted their content for the slide/s ‘Regional presentation’ Regional presenter will have requested that council members will have: viewed module 1, ‘An overview for governing bodies’ prior to this presentation (accessible from the website), and, requested the distribution of the ‘Key documents for governing bodies’ resource (accessible from website) and set the task from this reading which asks councillors to consider their ‘five key features of a Lutheran school’ (to be used later in the session) Councillors will have received a copy of ‘Key documents for governing bodies’ and will have completed the required readings: The Lutheran Church of Australia and its schools (2001) Why all the attention on accreditation? (B.J. Kahl, ‘SchooLink’, May 2011) A framework for Lutheran schools (from ‘A vision for learners and learning in Lutheran schools’, 2005) Note: The booklet ‘Key documents for governing bodies’ contains other LCA / LEA policies, statements which will inform the work of school councils. The council can decide how these are to be handled is updated annually in January and regional presenters must ensure councillors have the latest version prior to the delivery of this module

FOCUS QUESTION How does the council know that the school is operating as a school of the church? Introduction (5 – 10 minutes): Focus question – it is expected that councillors will have a clear answer to this question at the conclusion of the session Spend a few minutes clarifying any issues or questions that have arisen from module 1 ‘An overview for governing bodies’

Purpose To support councillors in Lutheran schools in their governance role To ensure that Lutheran schools are governed in a manner which reflects the church’s requirements and expectations Through participating in this module, to gain an understanding of: the identifying features of a Lutheran school the national and regional structures in which the school operates how decision making at a governance level is informed by LEA policy and the church’s theology the LEA policies that impact on the governance and management of a Lutheran school the role of LEA and the regions (and in particular the one in which you are located) (3 minutes) Discuss the purposes of the session. 2. This is part of the process of councillors understanding the role of a councillor in a Lutheran school. 3. The first module and this session will assist councillors to explore and discuss the identifying features of a Lutheran school as well as how LEA policies and the church’s theology influence these understandings in their decision making at a governance level.

National and regional structures Lutheran Church of Australia General Church Council Board Board Board Board Board for Lutheran Education Australia [BLEA] Lutheran Education Australia [LEA] Lutheran Education Queensland [LEQ] Lutheran Education Vic/NSW/Tas [LEVNT] Lutheran Schools Association SA/NT/WA [LSA] District District District 85 schools and 57 early childhood centres

Lutheran Education Australia (LEA) Purpose: Support early childhood centres and schools where the word of God with the gospel of Christ at its heart informs all learning and teaching, all human relationships, and all activities of the school as outlined in the LCA statement The Lutheran school as a place of ministry and mission work together rather than independently promote, support and advocate for Lutheran education across Australia and, where relevant, internationally support all schools and ECCs in leadership, formation and governance be the national voice for education for the LCA develop policy and programs which enable national consistency across Australia for schools and ECCs in cooperation with ALC, give theological direction, supporting and equipping staff to understand the Christian faith in their service to students and school communities support the work of the LCA by ensuring its Strategic Plan aligns with and supports the aims and goals of the LCA Strategic Plan [BLEA Strategic Plan 2012-2018] (5 minutes) Spend time discussing the stated Purposes of LEA.

Lutheran Education Australia (LEA) LEA Leadership and Formation Framework A major initiative of LEA is the development of a Leadership and Formation Framework which includes the culture of Lutheran education. This will be released in its final form during 2016. Formation accreditation (Pathways, EQUIP) and ongoing spiritual formation programs Christian Studies service learning Leadership leadership identification, training and support Leadership Development Program (LDP), Valuing Safe Communities (VSC), Quality Schools Governance LPA Finance and risk risk management across all LEA schools appropriate funding risk management policies (5 minutes) An overview of LEA and the work that it undertakes. Lutheran Education Australia has three key areas in which its work is focussed. The work in these areas provides national consistency across all schools. While LEA is largely responsible for the development of programs, policies and initiatives nationally, regions are then responsible for ensuring that they are implemented in a consistent manner across all schools. Formation (accreditation [Pathways, EQUIP] and ongoing spiritual formation programs) LEA, with input from the regional offices, develops these resources for all Lutheran schools. These are important programs in ensuring our teachers are trained correctly and then are offered ongoing development in this area. (Christian Studies) (service learning) Leadership (leadership identification, training and support) (Leadership Development Program (LDP), Valuing Safe Communities (VSC), Quality Schools) (governance) As with accreditation and formation programs LEA works with the regions to develop these programs LPA Finance and risk: (risk management across all schools) – data is collected and analysed to assess the financial risk profile of Lutheran schools. The LEA Executive Director is responsible to BLEA and GCC in reporting on the financial state of all schools (appropriate funding) – LEA champions the federal government to ensure that all Lutheran schools receive fair and equitable funding (risk management policies) – these are developed with assistance from the regions.

Regional presentation (5 – 10 minutes) Each region has the ability to produce slides in this section to share their work, structure etc. with councils.

What are the essential elements of a Lutheran school? Pair and share As a pair identify the essential elements of a Lutheran school? Discussion How could these understandings influence and guide our discussion and decision making on council? Reflection How does your school’s context and the essential elements you identified compare with The Essence statement Essential elements of a Lutheran school (10 – 15 minutes) 1. Councillors will have read the following and identified the essential elements of a Lutheran school: The Lutheran Church of Australia and its schools Why all the attention on accreditation? (B.J. Kahl, ‘SchooLink’, May 2011) A Framework for Lutheran schools (from ‘A vision for learners and learning in Lutheran schools’) The essence of Lutheran schools 2. With a partner / triad come up with an agreed list of essential elements brainstorm / record these as a group what commonalities are there? What differences? The list should include: Worship Mission and ministry Vision for learning Pastoral care Christian Studies program 3. Once a list has been established time is to be spent on answering the question: How could these understandings influence and guide our discussions and decision making on council?

How would councillors now answer this question? .....our essential elements in practice… Spend time discussing some challenges that are commonly faced by councils …our essential elements in practice (15 – 20 minutes) 1. The presenter is able to run this session as they please. Scenarios are included as part of this package. It is suggested that councillors work in pairs or small groups to discuss a particular scenario. This is then reported back to the larger group. 2. Presenters are welcome to add scenarios of their choosing, however, the scenarios are to depict situations that councillors will face in their roles and are to reflect a challenge that needs some application of understanding of Lutheran schools. 3. At the conclusion of this exercise restate the Focus question which was introduced at beginning of this session How does the council know that the school is operating as a school of the church? How would councillors now answer this question?

Where to from here? Council professional learning what further support is required for more effective governance? as a councillor? as a council? (5 minutes) The regional presenter discusses further professional learning needs with the council and the probable support which will be offered and organised by LEA and the regions.

Options to consider School councils are encouraged to access such organisations such as ‘Australian Institute for School Governance’, ‘Council Matters’, the relevant state AIS, to complement the following material. Your regional office will also be able to assist in accessing appropriate resources for your council. Governance Matters www.governancematters.com.au  Government and Management Pty Ltd http://www.governance.com.au/board-matters Australian Institute of Company Directors http://www.companydirectors.com.au/ Australian Institute for School Governance http://www.instituteforschoolgovernance.com.au/ ISQ (Queensland) http://www.isq.qld.edu.au/ AISSA (South Australia) http://www.ais.sa.edu.au/ AISV (Victoria) http://www.ais.vic.edu.au/ AISNSW (New South Wales) https://www.aisnsw.edu.au AISWA (Western Australia) http://www.ais.wa.edu.au IST (Tasmania) http://www.independentschools.tas.edu.au/ AISNT (Northern Territory) http://www.aisnt.asn.au/ Your regional office