Council of International Schools 1

Council of International Schools | Setting the Standards for International Education

Effective Governance in International Schools.

Some Essential Understandings.

TAISI Conference, Chennai, India24th September 2014


Workshop Aims

To better understand the complexities of school governance.

To introduce Five Essential Pillars of effective governance.

To use what we learn today to improve our overall effectiveness as members of a wider Governing Body team.

To reflect on our own and the practice of others with a view towards enhancing our overall level of understanding related to governance.


SOME BASIC ASSUMPTIONS


GOVERNANCE IS COMPLEX WITH A VARIETY OF STRUCTURES POSSIBLE


Basic structure #1

Governing Body

Faculty and Staff

ChairGovernance

Management

Head


Variation #1

Governing Body

Faculty and Staff

Chair

HeadGovernance

Management


Variation #2

Governing Body

Faculty and Staff

ChairGovernance

ManagementHead Gen Manager


Variation #3

Governing Body

Faculty and Staff

ChairGovernance

Management

GeneralAssembly

Head


Variation #4

Governing Body

Faculty and Staff

ChairGovernance

Management

SupervisoryBoard

Head


Variation #5

Governing Body

Faculty and Staff

ChairGovernance

Management

Founders

Head


Variation #6

Governing Body

Faculty and Staff

ChairGovernance

Management

Owners orCorporate

HQ

Head


Variation #7

Governing Body

Faculty and Staff

ChairGovernance

Management

Govt body

Head


Variation #8

Governing Body

Faculty and Staff

ChairGovernance

Management

Advisory Council

Head


THERE IS NO ONE SIZE FITS ALL APPROACH TO GOVERNANCE


Some Conclusions

There are many Governing Body types and every structure has the potential to be effective.

Rather than concentrating on "structure", the accreditation process concentrates on ‘how things work in practice’.

The main concern, therefore, should be whether the school's governance and management serves, at present and in the foreseeable future, the best educational interests of the school community.

When things go wrong it is generally not the structure per se that is at fault but rather, the failure of those in the structure to adhere to best practice.


Key assumptions behind Section C of the 8th Edition

The standards + indicators are NOT prescriptive – They do not say how the school or GB MUST behave

The standards + indicators ARE interpreted in light of:– The school’s guiding statements – Actual practice or “outcomes” at the school

Foundations of good governance include:– Clear differentiation of governance from management – Clear differentiation of ownership from management – Active involvement of head of school in GB decisions– Active engagement of the GB in guiding and overseeing school’s performance– Avoidance on all sides of micro-management


FIVE PILLARS OF GOOD GOVERNANCE


The First Pillar

The underlying fundamental must be an inherent sense of trust


Exercise 1

Working in groups write down your responses to the following questions.

1. What should a Governing Body expect of its Head?

2. What should a Head expect of his / her Governing Body?


Some Ideas - Governing Body Expectations of the Head

Appropriate qualifications and experienceCompetent hiring and supervision of employeesCompetent financial managementAbility to delegate responsibilities Contribution to and support for GB and school activitiesEffective communication with all stakeholdersHonest, prompt information about school mattersCultivation of a positive setting for learning and teaching

NO SURPRISESOther ?


Some Ideas - Head Expectations of the Governing Body

Freedom from micro-managementFair evaluation based on agreed criteriaAdherence to by laws and the GB’s own policiesPublic support for head’s authority and the schoolCommitment to doing its own job wellIntegrity, realism, and patience Dedication to school mission above other interests

NO SURPRISES

Other?


THE CIS STANDARDS and INDICATORS FOR SECTION C – GOVERNANCE and LEADERSHIP

Five Standards in all supported by a number of Indicators.

By unpacking the Standard and looking at the Indicators, a clear picture of what is expected of a school emerges.


STANDARD C1

The governing body shall be so constituted, with regard to membership and organization, as to provide the school with sound direction, continuity of leadership, and effective support in the current and long term life of the school.

C1aThe governing body shapes and upholds the mission, articulates a compelling vision, and ensures that its decisions support and further the mission.C1bThe governing body promotes strong ethical values and compliance through appropriate and effective oversight.C1cThe governing body effectively measures the school’s success in putting its mission and objectives into practice, and it promotes corrective action if results show this is needed.C1dThe governing body invigorates itself through planned membership, thoughtful recruitment, and inclusiveness.C1eThe governing body provides appropriate orientation and on-going training for its members in the understanding and performance of their duties and in understanding policies and their implications.C1fThe governing body is so constituted that it can fulfill essential governance duties and provide continuity for the school in the event of sudden change in ownership, governance, and/or administration.


STANDARD C1

Referring to Standard A1

What are the key understandings related to this standard?

What is there a link between the Guiding Statements and the actions of the Governing Body?

What are the benefits of GB orientation and training?


STANDARD C2

There shall be a co-operative and effective working relationship between the governing body and the head of school so as to establish and sustain high morale, quality relationships, and a positive climate for teaching, learning, and student well-being throughout the school.

C2aThere is a clear and effective understanding by the governing body and the head of school of their respective functions, and these understandings are set out in written form.C2bThere is a partnership between the governing body and head of school which recognises that the effectiveness of the parties is interdependent.C2cThe governing body and the head of school enjoy a positive, open, and mutually supportive relationship.


STANDARD C3

The head of school, while accountable to a higher authority, shall be the responsible leader to ensure that teaching, learning, and student well-being are supported and that the school’s mission is achieved.

C3aThe governing body has developed a clear, written job description for the head of school.C3bThe head of school provides leadership for the total school programme.C3cThe head of school sets educational priorities and outlines funding implications for submission to the governing body.C3dThe head of school has final responsibility for the recruitment, selection, assignment, orientation, deployment and appraisal of all the administrators, teachers and support staff.C3eThe governing body ensures that all issues pertaining to the day-to-day operations of the school are addressed through the head of school.C3fThe head of school effectively delegates responsibility through a leadership structure that is designed to fulfill the school’s mission and objectives


The Second Pillar

At all levels in the organization, there should be clear understandings about the role of the Governing Body, Chair and Head.


How does it work in your organization?


Some ideas on the role of the Governing Body

Ensuring legal compliance Setting and safeguarding the missionHiring, supervising, supporting, and appraising the HeadSetting rules for organizational behaviorDetermining strategic prioritiesEnsuring institutional sustainability Evaluating program effectivenessServing as a link to the larger communityEnsuring the effectiveness of its own operations

The GB should NOT be involved in implementing the educational program or other operational matters.


The Role of Governing Body MembersThe Role of Governing Body Members

Understanding and supporting the mission.Preparing for, attending, and taking part actively in GB and committee meetings - if applicable.

Supporting the Head.Respecting the Head’s authority and overall chain of command.

Putting interests of school and its students first.Treating other GB members with respect.Maintaining confidentiality of GB business.


The Role of the Head

More specific responsibilities of the Head include ;

Developing and overseeing the educational program

Hiring, supervising, appraising, and firing all staffPreparing and administering the annual budget which is approved by the GB.

Ensuring safe and efficient facilities

Serving as the public face of schoolSupporting the work of the GB.

Effectively implementing GB policy / ies

Irrespective of the school type, the Governing Body delegates to its Head the full responsibility for all aspects of the school’s program including curriculum, facilities, personnel and operations.

It is also essential that the role of the Head is articulated in a formal job description that has been approved by the Governing Body.


Exercise - The Decision Making Matrix

In the following list of school matters, indicate beside each one where it should be resolved.

P = Partnership = GB and HeadO = Operational = HeadS = Strategic = Board


1. Decide on closing an existing school campus.2. Develop the Budget.3. Approve the Budget.4. Change a Graduation Requirement.5. Increase the school fees.6. Hire an additional teacher – Budgeted.7. Expand the enrolment by adding new classes.8. Fundraise.9. Develop operating procedures to support policy.10. Determine school policy.11. Evaluate the Head.12. Evaluate the GB.13. Change the approved school calendar14. Conduct a search for a new Head.15. Conduct a search for a new Deputy Head.16. Plan GB Meetings including agendas.17. Deal with the media in a crisis.18. Dismiss a teacher for misconduct.


Despite the separation of roles, issues are rarely black or white

Board

Head

missionsurvivalleadershipstrategic planbudget

admissionsstaffingprogramsystems

Partnership Grey Zone


The Third Pillar

A clear policy framework which includes a demonstrated commitment to on-going and effective appraisal.


STANDARD C4

The governing body shall have clearly formulated written policies and practices which are applied to bring consistency and clarity to school operations.

C4aThe governing body has a comprehensive, up-to-date, and effective policy manual for both school and governance operations.C4bThe governing body allots sufficient time to the most important concerns and issues, and continuously engages in strategic thinking about the school’s direction.C4cIn decision-making, governing body members always put the interests of the whole school above all else, avoiding favouritism towards any individual or group.C4dAn ethos of transparency is promoted by the governing body to ensure that appropriate members of the school’s constituency have access to accurate information about decisions and matters which impact them.C4eGoverning body policies and practices include a regular and systematic appraisal of its governance organization and effectiveness.C4fGoverning body policies and practices include a clearly defined appraisal process for the head of school, to be conducted regularly with his/her full knowledge and to include written outcomes and provisions for discussion and appeal.


What is Policy?

Policies are intended to:Focus energies and resourcesDelegate authorityProvide a framework in which decisions can be made and work can be carried outEnsure consistency of actions, especially in difficult and stressful situationsDefine the ways in which school wishes to work and board wishes to govern

‘A broad statement of purpose or limitation’


Why Policy?

Expedites decision-makingProvides continuity and stabilityPrevents governance by impulse, personality or crisisLeaves no doubt of board’s positionImproves communicationReduces confusionEstablishes a legal recordClarifies lines of responsibilityClarifies roles of Board and administrationHelps orient newcomers to the board


Some Considerations

The Governing Body sets policy and the staff implements policy. While The Governing Body sets policy and the staff implements policy. While generally true…generally true…

Difficulties arise when individual trustees interfere with implementation of Difficulties arise when individual trustees interfere with implementation of policy, especially when students, parents, administrators, and faculty are policy, especially when students, parents, administrators, and faculty are involved.involved.

As a broad definition, Governing Bodies define what is wanted, why it is As a broad definition, Governing Bodies define what is wanted, why it is wanted, and to what extent.wanted, and to what extent.

Leaders then define who will do it, when and where.Leaders then define who will do it, when and where.


Maintaining the governing documents• Essential documents:

Charter / statutes / articles of incorporation or association Bylaws (= GB’s internal rules of operation) Written policies, preferably in manual form Written job descriptions Organizational chart

• Advantages of good documentation: Give legal status to school Clarify formal relationships and chain of command Codify GB’s and head’s duties Promote continuity, collective leadership, and “rule of law” Offer guidance for resolving uncertainty and conflict


Characteristics of an Effective GB Evaluation*

any instrument must be constructive.

must assess as well as develop a plan for improvement.should take place once a year.

should be based on measureable goals developed at the start of the year.

must be effectively communicated and discussed.


Appraising the Head of School

Annual event, with process agreed by both parties

Based on written job description, annual goals, and other planning documents

Comments should be relevant, measured, and constructive

Head should have opportunity to respond and discuss

Written record given to head and retained by secretary or chair

Entire process remains confidential

C4f


Monitoring the Head’s performance

Critical aspect of the Governing Body’s governance duty is to: Oversee and evaluate school performance Supervise and appraise head

•Main mode for monitoring is through reporting: The Governing Body should be aware of its need for information, including

appropriate volume and format The Governing Body may need to work with Head to achieve right balance

and themes Reporting should not be an invitation to micro-manage Essential qualities: regularity, honesty, relevance, and thoroughness

C3a-f


The Fourth Pillar

A Shared Vision and Planning Strategically.


The first responsibility of a leaders is to define reality.

Max Dupree


STANDARD C5

The school shall have educational and financial plans for the near and long term that ensure school viability, are supportive of the mission and are explained to the school community.

C5aThere is evidence that the short and longer-term finances of the school are sufficient to ensure it can fulfill its educational and other obligations for the foreseeable future. C5bThe school has educational and financial plans for the short, medium and long term which are tied to the school’s mission.C5cFinancial considerations and required expertise are incorporated into the governing body’s vision and plans for the school. C5dThe school’s educational and financial plans are appropriately communicated to the school community.


Strategic Planning or Strategy Making

Predictable

Driven by calendars, events

Certain degree of inflexiblity

Inevitably tied to a cycle

Road map based on identified priorities for a year.

Has medium and long term goals but these are parked.

Aim is for simplicity and focus.


Financial planning and oversight• An essential Governing Body duty is to ensure the school’s institutional

sustainability

• The Governing Body’s financial planning and oversight duties include: Approval of annual budget Monitoring of financial performance Safeguarding of checks and balances Commissioning of annual audit Development of plans to ensure sound financial future

• To execute properly, the Governing Body needs: Financial literacy and expertise Calendar of key events Update manual of financial procedures

C5a-d


Planning for the futureThe Governing Body engages in planning to: Articulate vision of school’s future Anticipate needs and opportunities Unite community around shared goals

Features of a good plan Keys off mission and values Is specific and concrete without being operational Has a price tag attached

The flip side of planning: evaluation Measures progress towards goals Recalibrates benchmarks Reaffirms overarching vision and mission of school

C4b


The Fifth Pillar

Whatever the message it must be communicated effectively.


A communication strategy is important

WHO HOW

WHAT

Regular, consistent, precise, accessible, targeted.

Is there a need to communicate in more than one language?


Some Interesting Scenarios


ONLY IF I AM THE CHAIR Finding Board members at the International School Anywhere has always been a difficult task.

The school recently embarked on a major building project which was appropriately funded but with the law of the land stating that Directors are personally liable, two long serving Board members - including the Chair - indicated that they would not be seeking re-election at the upcoming Annual General Meeting..

A formal letter from the Board Chair seeking expressions of interest from potential Board members had been sent to members of the school community and shortly thereafter the Head of School was approached by an interested parent.

During the course of a subsequent conversation, at which the outgoing Chair was also present, the interested parent outlined his significant experience working as an independent consultant to a number of high profile industry Boards. He then stated that he was more than willing to lend his expertise to the school but would only stand for the Board if he were guaranteed to be Chair.


THE OWNER’s DAUGHTERThe International School Anywhere was established as a not for profit Foundation in 2006.

The school was financed solely by one of the wealthiest people in the country and no expense was spared on the facility, in recruiting a highly qualified and well regarded Head of School and in providing the resources to support the school’s programs.

The Governing Body is appointed by the owner and all members of the Board - apart from the Head - are also employed in the Owner’s Company albeit in high level positions. Their expertise is broad and the membership includes a lawyer, human resource manager, finance director and the owner’s daughter who acts in the capacity as the Founder’s representative and sits on the Board in a full voting capacity. The Head of School is an ex-officio member of the Board and operates in the capacity as the Chief Executive Officer.

ISA operates two campuses – a KG through 12 facility near the main airport which is led bythe Head of School / CEO and a small inner city Preschool to Grade 3 which is led by the daughter of the owner.

The Policy Manual states that the Head of the inner city campus must report to the CEO but ………………………..


The appraisal of the Head was a new concept for the International SchoolAnywhere and the Owner had appointed a Committee to oversee the task.

The process went well and during the feedback session which involvedthe school owner, the Head also commented that the appraisals of facultyand staff and had also been completed.

After a moment of refection the owner the responded by saying that he wanted to see all the appraisals not just the Heads and, in particular, the appraisal of the Secondary Principal, about whom he heard a number of complaints.

SHOW ME THE RESULTS, PLEASE.


A CHANGE IN OWNERAfter many years as a Head of not for profit schools, Dr. Scholar had recently accepted a role as Head of a long established for profit school.

Dr Scholar knew that the role would be challenging but in the meeting with the Owner prior to signing the contract, a number of clear priorities for the next twelve months had been agreed.

Things were going well but three months after joining the school Dr Scholar was told that the ownership of the school had changed and that the new Owner was a large consortium. Integral to their plans were the introduction of a standards based curriculum across KG to Grade 8 to replace the current framework, the standardization of procedures and a clean out of staff – some of whom had already been identified.

Dr Scholar was stunned – she had been hired because of her strength lay in the current curriculum, a number of those faculty identified in the clean out were long serving and highly regarded members of the leadership team and the goals that she had agreed with the previous Owner were now considered irrelevant.


The annual school development plan is a thorough and costed document, and there is an outline Strategic Plan (2013-'17) signalling the school's strategic intent.

This is not costed as fees are set annually with little consistency in the fee level.


The proprietor keeps the school's financial statements to her/himself. The Head of School does not see the full financial picture.

Costed plans are largely absent although the School Development Plan is being implemented well.


The Board has approved educational plans for one year, has an outline Strategic Plan and considerable financial reserves, in preparation for the development of a new building.

There is uncertainty over planning regulations for the new build, and the Board is therefore not committing its financial plan beyond 2013-14.


The school's plans are thorough and in place, both educationally and financially. They support the mission and describe the strategic intent.

However, the community participation in the process has been very limited, despite the Board's best efforts.

Council of International Schools 1

Education

Transcript of Council of International Schools 1