1. PRESENTATION TO AISNZ Conference New Principals | 11 June 2018
The Association of Integrated Schools New Zealand
SERVANT, STEWARD AND INFLUENCER
PRESENTATION TO
AISNZ Conference New Principals
| 11 June 2018

2. About AISNZ
Founded 1984
Subgroup of the Association of Proprietors of Integrated Schools which is the lead organisation for all State Integrated Schools ($7.00 per student per year)
Provides support and networking specifically in areas of common interest for non-Catholic state-integrated schools
Main June conference, Bursar’s conference, help desk, resources and newsletters, road trips
$1.00 per student per year

3. Introducing myself

7. Kathryn Elizabeth McKenzie
With Love, We Remember
- Kate -
Kathryn Elizabeth McKenzie
21 September 1981 – 31 December 1916

8. The Private Schools’ Conditional Integration Act
(Now subsumed into the updated Education Act 2017)
A BRIEF HISTORY

9. “Conditional” Integration is conditional upon the Proprietor ensuring:
The School’s Special Character provides a distinctive and authentic choice for parents within the State network of schools
Land and buildings are provided for the School

10. Private Schools’ Conditional Integration Act now Section 33 of the Education Act 2017 “This part of the Act shall bind the Crown”

11. 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

12. Founding Principles ….
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

13. Special Character – Definition
(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

14. 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

15. 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:

16. 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

17. 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 (De- integration)
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

18. Special Character – 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.

19. Special Character – Curriculum
Instruction of pupils Each integrated school shall instruct its pupils in accordance with the curricula and syllabuses prescribed by the “relevant legislation” 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

20. Special Character – Proprietor
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.

21. Relationship between Section 33 and other enactments Summary Where there are express provisions in S 33 these take precedence over other legislation, but S 33 is to be construed in a sense consistent with other legislation where appropriate and reasonable

22. Tagged Teaching Positions
“Willingness and ability … shall be a condition of appointment”
Integration Agreement specifies the number/ proportion of tagged positions
Proprietor consultation

23. New Provisions in Section 33
Section 426: Minister may require information to be provided (1) This section applies in any of the following situations: (a) A Proprietor or a potential Proprietor has applied to integrate a school: (b) The Minister holds reasonable concerns about the ability of a proprietor or potential proprietor to meet any obligation under an integration agreement or under this Part: (c) A Proprietor or potential proprietor has submitted a specific funding request to the Minister or the Secretary.

24. (2) If this section applies, the Minister may require the relevant Proprietor or potential Proprietor to provide all or any of the following: (a) All of the information needed to assess the financial and managerial capacity of the Proprietor or potential Proprietor: (b) Any other information that the Minister considers relevant to assessing— (i) An application to integrate a school: (ii) Any concerns about the ability of a Proprietor or potential Proprietor to meet any obligation under an Integration Agreement or under this Part: (iii) Any funding request that a Proprietor or potential Proprietor has submitted.

25. Section 457: Decision-making criteria for Proprietors
(1) When making a decision under a provision of this Part, a Proprietor must take into account— (a) The ability of the Proprietor’s State Integrated School or schools to continue to provide the level of education required; and (b) The average per student cost of the continued operation of the Proprietor’s State Integrated School or schools relative to the average per student cost for other State schools; and (c) The extent to which the Proprietor’s State Integrated School or schools provide for students whose needs are not met by other State schools; and (d) The ability of the Proprietor to meet any obligations regarding the Proprietor’s State Integrated School or schools over the next 7 years.

26. (2) A Proprietor must assess the Proprietor’s compliance with subsection (1) at least once every 5 years. (3) However, the Secretary may direct a Proprietor to carry out an assessment at any time if the Secretary considers it appropriate in the circumstances. (4) The Proprietor must, as soon as practicable— (a) Complete any assessment begun under subsection (2) or (3); and (b) Provide the Secretary with a copy of the assessment.

27. Resources
Catholic Education Office Board Handbook

28. 2. AISNZ Proprietor Handbook

29. Best Practice Strategies Proprietor/Board Relationship
Memorandum of Understanding
Special Character
Proprietor Appointees to the BoT
Enrolments
Appointment to Tagged Positions
Property and Finance
General

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

31. 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

32. DIRECTION
1. The school charter (changing under the new legislation) 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

33. 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

34. Boards are encouraged to operate a ‘high trust, high accountability’ culture
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.)

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