New Proprietor Handbook Resource ASSOCIATION OF INTEGRATED SCHOOLS NZ Conference Workshop | June 13th/14th 2017 Brentwood Hotel - Wellington SERVANT, STEWARD AND INFLUENCER New Proprietor Handbook Resource

Private Schools’ Conditional Integration Act – A Brief History

Vision Carrying and the History of Legislation in New Zealand

Proprietor encouraged and supported to take up its rightful role. Institutional knowledge Rationale and Purpose

Education (Update) Amendment Act 2017 “This act (Part 33) shall bind the Crown” Education (Update) Amendment Act 2017

The Founding Principles The right to teach, develop and implement programmes reflecting the Special Character of the school and to establish customs and traditions that are authentically Christian. The right to administer staff appointments and arrange the staff composition in a manner that recognises the Special Character of the school. The right to enrol children of parents with a particular connection to the school’s Special Character in the first place, and in the second place enrol children of other parents seeking a Special Character education for their children. The Founding Principles

The Founding Principles cont. The right to extend existing schools and build new ones to meet the demands of legitimate expansion and proven need, including schools with special purposes. The right to own land, school buildings and similar educational buildings and facilities, which make up the Proprietor’s school system. The right of the school’s community to make a tangible financial contribution towards the cost of maintaining its schools by way of fees. The Founding Principles cont.

1. The Proprietor supervises the maintenance and preservation of the education with a Special Character provided by the school.

2. The 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.

3. If in the opinion of the Proprietor the Special Character of the school as defined and described in the Integration Agreement has been, or is likely to be jeopardised, he may invoke the powers conferred upon him by this Act (Part 33).

4. The Act (Part 33) sets out the various obligations of the Proprietor and the Crown in establishing, disestablishing or closing a school.

5. The controlling authority of the school is the Board of Trustees.

6. The Proprietor has responsibility for the definition and the determination of preference of enrolment. There are conditions of attendance and engagement with the school’s Special Character programme.

7. The Act (Part 33) establishes that it is a condition of enrolment and attendance that the parents or other persons accepting the responsibility for the education of the child shall pay Attendance Dues. There are further provisions for the collection and expenditure of Attendance Dues. There are provisions for the Proprietor to act when Attendance Dues are not paid.

8. The Proprietor may seek other financial contributions from within the school community.

9. The Proprietor owns or leases the school property and must plan, pay for and execute such improvements to the school buildings and associated facilities as may be required in accordance with the Integration Agreement to bring the said buildings and associated facilities up to the minimum standard laid down from time to time by the Secretary of Education. There are provisions and obligations in the Act for the Crown and Proprietor in respect of: Capital works 10-year property plans Boarding establishments Insurance Access for the Proprietor to the school property

10. Proprietors may apply to the Crown for suspensory loans.

11. There are steps provided for in the Act for Proprietors unable to meet their obligations under the Act.

(CROWN) MOE Proprietor BOT WHY WHERE WHO WHAT HOW IA Crown Entity Proprietor Pioneer Guardian Owner/landlord BOT Governor Integration Agreement Education with a Special Character WHY Consultation Prop appointees CHARTER WHERE Tagged Preference Principal, Teaching Staff, Enrolments WHO Land and Buildings Special Character $$ Curriculum, Resources, Finances, F&E WHAT Teaching and Learning, Admin Day to Day HOW

Board and Principal (Governance and Management) The Board largely occupies the strategic space. It works with the Principal (it’s chief adviser as well as CEO) to establish DIRECTION Board and Principal (Governance and Management)

DIRECTION 1. The school charter (changing under EAB) 2. Policy framework (Principal required to have procedures to operationalise all policy) 3. A schedule of delegations 4. Abiding by the law of the land All subject to, and in harmony with, the Special Character of the school DIRECTION

Boards should spend 90% of their time on the Why, Where, and Who Very few do (Some research suggests 3-10% of Board time) 90% of all organisational failure can be tracked back to failure to address the Why, Where and Who questions Boards should spend 90% of their time on the Why, Where, and Who

Provided Board and Principal are constantly asking/answering the Why, Where and Who questions then the Principal should have discretion to manage the How and What, provided they achieve the desired results. (The Principal has discretion to manage the school as he/she sees fit on a day-to-day basis.) Boards are encouraged to operate a ‘high trust, high accountability’ culture

1. Reports to the Board 2. Board audits 3. ERO/Proprietor reviews 4. Principal appraisal 5. Other Accountability (How does the Board know its high trust approach is working?)

Pillars of a great Proprietor/Board relationship Memorandum Of Understanding Template

MoU Contents Special Character Guidelines – further definition if required of expectations in Integration Agreement (Integration Agreement should be reviewed in the light of the new legislation) Special Character Reviews Template Property Planning Shared Staff Proprietor Appointees Use of Unintegrated Space MoU Contents

Enrolments Tagged Positions …… ……. MoU Contents

Association of Proprietors of Integrated Schools Association of Integrated Schools’ New Zealand New Zealand School Trustees Association

eBook Form – updated annually