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

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

3. 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

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

5. 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.

6. 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:

7. 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.

8. 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

9. 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.

10. 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.

11. 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

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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

18. 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

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

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

22. 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“!

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

24. 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

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

26. 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.

27. 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

28. 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”

29. 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

30. 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

31. 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

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

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

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

36. “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

37. “…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

38. 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