1. 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

2. Private Schools’ Conditional Integration Act – A Brief History

3. Vision Carrying and the History of Legislation in New Zealand

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

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

6. 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

7. 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.

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

9. 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.

10. 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).

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

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

13. 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.

14. 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.

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

16. 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

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

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

19. (CROWN) MOE Proprietor BOT WHY WHERE WHO WHAT HOWIA
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

20. 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)

21. 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

22. 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

23. 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

24. 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?)

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

26. 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

27. Enrolments
Tagged Positions ……
…….
MoU Contents

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

29. eBook Form – updated annually