Governance and Operational Policies of Te Horo School
The board emphasises strategic leadership rather than administrative detail, has a clear distinction of board and staff roles, and is pro-active rather than reactive.
All elected, appointed and co-opted trustees, whether they are parent or staff representatives; come to the board table entrusted to ensure effective governance despite the different perspectives they bring to board discussions individuals are neither advocates not delegates with sectional or individual interests but work for positive outcomes for all concerned. Regular reports of day-to-day operations by the staff are not required.
Monitoring Principal Performance
The Board of Trustees will monitor the Principal’s performance against the strategic plan, annual plan, professional standards and Board policies on Operations. They will also monitor those parts of the Principal’s objectives that have been identified and agreed upon by both parties in advance.
There will be an agreed timeline established when the Board Chair, appointed Consultant (if appointed and agreed on by both parties) and Principal meet during the process. The date for the formal appraisal based on the agreed criteria will also be agreed on. This process will be negotiated by all parties concerned.
The Board will receive a summary report, formally once a year at a board meeting that has “excluded the public”.
Principal Disciplinary Process
In the event the board determines that policy violation(s) has (have) occurred and the board judges the degree and seriousness of the violation(s) to warrant initiating a disciplinary process, the board shall seek advice and follow due process.
Principal Professional Expenses
A budget for professional expenses and for professional development will be established annually.
These expenses may include continuing education, books, periodicals and attendance at professional conferences.
Board Roles and Responsibilities
The Board of Trustees key areas of contribution are to:
• Set and, as needed, modify the vision, mission and values.
• Protect the special character of Te Horo School.
• Ensure a sensible, feasible, and measurable Strategic Plan is formulated with input from all stakeholders of Te Horo School.
• Approve and monitor the Annual Plan.
• Develop and review the general policy direction.
• Monitor and evaluate student learning outcomes.
• Appoint, assess the performance of and nurture the Principal.
• Act as good employers.
• Provide financial stewardship.
• Continue to oversee, conserve and enhance the resource base.
• Approve major policies and programmes initiatives.
• Manage risk.
• Build a broad base of community support.
• Exercise governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage.
• Agree to follow the Code of Ethics.
• Implement a rigorous self review and Board audit plan.
The Relationship between the Board and the Principal
The performance of the school depends significantly on the effectiveness of the relationship and therefore a positive working relationship must be developed and maintained. The Board and the Principal form the leadership team and as such clear role definitions have been developed.
• This relationship is based on mutual respect based on trust, integrity and ability
• The relationship must be professional
• The Principal reports to the Board as a whole rather than to individual trustees
• Day to day relationships between the Board and the Principal are delegated to the Chair
• All reports presented to the Board by the staff arrive there with the Principal’s approval and the Principal is accountable for the contents
• There are clear delegations and accountabilities by the board to the Principal through policy
• Neither party will deliberately hold back important information
• Neither party will knowingly misinform the other
• The board must maintain a healthy independence from the Principal in order to fulfil their role
• The Principal should be able to share their biggest concerns with Board
Trustee’s Code of Ethics
The Board is committed to ethical conduct in all areas of its responsibilities and authority.
• Ensure the needs of all students and their achievement is paramount.
• Be loyal to the organisation and its mission.
• Observe the confidentiality of non-public information acquired in their roles as trustees and not disclose to any other persons such information that might be harmful to the school.
• Be diligent and attend board meetings prepared for full and appropriate participation in decision making.
• Ensure that individual trustees do not act independently of the board’s decisions.
• Speak with one voice through its adopted policies and ensure that any disagreements with the board’s stance are resolved within the board.
• Avoid any conflicts of interest with respect to their fiduciary (trustee) responsibility.
• Recognise the lack of authority in any individual trustee or subgroup of the board in any interaction with the principal or staff.
• Recognise that only the chairperson holds authority to speak on the board’s behalf.
• Continually self-monitor their individual performance as trustees against policies and against any other current board evaluation tools.
Chair’s Role
The Chair is the leader of the board and carries overall responsibility for the integrity of the board’s processes. The role involves the following responsibilities:
• Spokesperson for the board on strategic matters.
• Establishment and maintenance of an ongoing working relationship with the Principal.
• Building of an effective team.
• Ensuring that the Principal’s Performance Agreement and Appraisal are completed on an annual basis.
• Chairing of the meetings
- Meeting discussion content will only be those issues that, according to the Board policy, clearly belong to the board to decide not the Principal.
- Deliberation will be timely, fair, orderly and thorough, but also
efficient, limited to time and kept to the point.
- Meeting procedures as outlined in the Standing Orders and Local Government Official Information and Meetings Act 1987 are observed except where the board has suspended them. Information on meeting procedures is found in the section on meetings.
The Relationship between the Chair and the Principal
The Chairperson is the leader of the Board and works on behalf of the Board on a day to day basis with the Principal.
• A positive, productive working relationship between the Principal and the Chair is both central and vital
• The Chair supports and counsels the Principal and vice versa when required and appropriate
• There is understanding/acceptance of each other’s strengths and weaknesses
• Each agree not to undermine each other’s authority
• There is agreement not to break confidences when assurances have been given
• There is agreement to be honest with each other
• Each agree and accept the need to follow policy and procedures
• Agree and understand that the Chair has no authority except that granted by the Board
• Understand that the Chair should act as a sounding board for the Principal both supporting and challenging in order to hold management to account for achieving the goals and targets that have been set.
Sub Committee Principles
The board may set up committees to help carry out its responsibilities and due process (e.g. Staff appointments, internal audit, disciplinary). Board committees:
• Shall hold a letter of delegation authorised by the full Board.
• Are to be used sparingly to preserve the board functioning as a whole when other methods have been deemed inadequate.
• May use non trustees as sources of advice but only trustees can be part of the decision making process.
• May not speak or act for the board except when formally given such authority for specific and time-limited purposes. Such authority will be carefully stated in order not to conflict with authority delegated to the Principal.
• Help the board (not the administration) do its work.
• Assist the board chiefly by preparing policy alternatives and implications for board deliberation. Board committees are not to be created by the board to advise staff.
• Are to have terms of reference drawn up as required. It is suggested that these contain information about the following:
- Purpose
- Committee members
- Duties and responsibilities
- Reporting procedures/schedule
- Budget
NAG 2:
Board Review of Governance
Trustees
The trustees will review their contribution and effectiveness annually.
Chair
The board chair will evaluate his/her effectiveness and performance in discussion with individual trustees and the Principal.
Strategic Plan and Policy Framework
Annually the Chair will co-ordinate a review of the effectiveness of the board of trustees. A report will be provided to the board on the outcomes, including a training plan for the board as a whole. The review will be based on the Strategic Plan and Policy Framework.
Refer to Governance Procedure:
• Meeting Process
• Meeting Procedures
• Meeting Agenda
Operational Policy
The Board of Trustees delegates the day-to-day management of the school to the Principal, who shall not cause or allow any practice, activity or decision that is unethical, unlawful, and imprudent or which violates the board’s charter or expressed values or commonly held professional ethic.
Delegations to the Principal
The key areas of contribution are to:
·
Meet the requirements of
their current job description.
· Meet the requirements of the Principal’s Professional Standards.
· Act as the education leader of the school.
· Maintain the internal culture including the special character.
· Manage the school effectively on a day-to-day basis within the law and in line with board policies.
· Implement the (annual) operational plans and give priority to the school’s annual targets.
· Use resources efficiently/authorise expenditure according to budget.
Unbudgeted items require BOT approval.
· Hire, deploy and terminate relieving and auxiliary staff positions.
· Preserve assets (financial and property).
· Communicate with the community on operational matters.
· Keep the board informed of information important to their role.
· Report to the board on the compliance with their policies.
· Organise operations within the boundaries of prudence and ethics established in board policies on Operations.
· Act as Protected Disclosures Officer (see Link 2001/1).
· Respond to compliments and complaints in a fair and consistent manner.
Only decisions made by the board acting as a board are binding on the Principal.
Decisions or instructions of individual board members, portfolio holders or committees are not binding on the Principal except in rare circumstances when the board has specifically authorised it with a letter of delegation.
The relationship is one of trust and support. Both parties work to ensure ‘no-surprises’. The Principal is not restricted from using the expert knowledge of individual board members acting as volunteers.
NAG 1:
Curriculum
Delivery
Curriculum Delivery will
foster the highest achievement of all students attending Te Horo School.
Therefore the Principal will:
· Ensure opportunities for success in all essential learning areas and skill areas of the New Zealand curriculum.
· Give priority to literacy and numeracy especially in years 1-6
· Report on progress and achievement of students.
· Identify students at risk of not achieving and implement teaching and learning strategies to address needs.
· Consult with our school’s Maori community about the policies/plans for improving the achievement of Maori students.
· Provide career information and guidance for Year 7 and above.
See Appendices 1.0 Curriculum and Quality teaching and learning Procedure
1.1. Students with Special Needs and Abilities
Refer to Teacher Handbook for additional information
1.2 Behaviour Management Procedure
Treaty
of Waitangi
The
school acknowledges the principles of the Treaty of Waitangi and the bicultural
foundations of Aotearoa/New Zealand. All students have the opportunity to acquire knowledge
of Te Reo Maori me ona Tikanga.
See
Appendice 1.3 Bi-culturalism procedure
NAG 2:
Strategies
and Self Review
Reporting
to the Board of Trustees
The principal reports to the board as a whole and keeps it informed of the true and accurate position of the outcomes of programmes and services; financial position; and all matters having real or potential legal considerations for our school. Thus the board is supported in its strategic decision-making and risk management. Therefore, the principal will:
· Inform the board of significant trends, implication of board decisions, issues arising from policy matters or changes in the basic assumptions upon which the board’s strategic goals are based.
· Submit the monitoring data required in a timely, accurate and understandable fashion.
· Report and explain financial variance of 10% against budget.
· Present information in a suitable form – not too complex or lengthy.
· Inform the board when, for any reason, there is a non-compliance of a board policy.
· Recommend changes in board policies when the need for them becomes known.
· Limit public statements about the official position of the board on controversial social, political, and/or educational issues to what the board has formally adopted as positions of record.
· Report limitations.
See Appendices 2 Reporting on National Standards-progress and
achievement NAG
3:
Personnel
The
board delegates full responsibility to the principal for all matters relating
to the management of staff in the expectation that they will be managed in a
sound, fair and respectful manner in accordance with the current terms of
employment documents.
Therefore, the Principal will:
· When appropriate ensure that all staff are police vetted and subject to a code of conduct.
· Ensure all employees their rights to personal dignity, safety and access to an approved and fair internal grievance process.
· Provide for all staff a contract, either individual or collective.
· Carry out annual performance appraisal.
· Meet current employment legislation.
· Take reasonable steps to protect staff from unsafe or unhealthy working conditions.
· Provide Protective Disclosure protection.
· Ensure that the appointment procedure is followed at all times and all vacancies are advertised.
· Oversee teacher appraisals and staff professional development.
See Appendices
3.0 Employment Procedure
3.1. Parent Helper Procedure
3.2. Staff Appraisals Procedure
3.3. Handling complaints and compliments procedure
3.4 Management & responsibilities Units Procedure
3.5 Classroom Release Time (CRT)
NAG 4:
Finances and Property PlanningBudgeting
shall reflect the board’s strategic results and will not risk financial
jeopardy. Thus the budget shall:
· Reflect the results sought
by the board.
· Reflect the priorities as established by the board.
· Comply with the board’s requirements of a balanced budget.
· Ensure adequate working capital.
Financial
Condition
The
financial viability of the organisation must be protected at all times.
Therefore, the principal will:
· Not incur unauthorised debt.
· Not violate generally accepted accounting practises or principles.
· Not use tagged funds for purposes other than those approved.
· Not spend more funds than have been allocated in the fiscal year, (unless with board approval).
· Will ensure all money owed to the school is collected in a timely manner.
· Will make timely payment to staff and other creditors.
· Not sell or purchase unauthorised property.
· Not spend on single items beyond what is approved in the budget.
· Will ensure that all relevant government returns are completed on time.
· Will ensure that no one person has complete authority over the school’s financial transactions.
See Appendices
4.0. Financial Procedures-includes Financial Procedures, Theft & Fraud, Protected Disclosures, Initiatives Register, Staff Gift
Asset Protection
Assets may not be unprotected, inadequately maintained or unnecessarily risked.
Accordingly, the Principal will not:
· Fail to insure assets.
· Allow unauthorised personnel to handle funds or school property.
· Subject plant and equipment to improper wear and tear or insufficient maintenance or inappropriate use.
· Fail to ensure the implementation of the 10 year property maintenance plan.
· Fail to protect intellectual property, information and files from loss or significant damage or unauthorised access or duplication.
· Receive process or disburse funds under controls that are insufficient to meet the board-appointed auditor’s standards.
· Invest or hold operating capital in insecure accounts, or in non-interest bearing accounts except where necessary to facilitate ease in operational transactions.
NAG 5:
Health and Safety
Students and staff shall have a safe physical and emotional learning environment. Therefore, the Principal will:
· Take reasonable steps to protect students from unsafe or unhealthy conditions.
· Ensure a risk analysis management system (RAMS) is carried out where and when appropriate.
· Consult with the community regarding the health programme being delivered to students.
· Provide privacy of personal documentation held at school.
· Education Outside the Classroom (EOTC)
See Appendices 5.0 Education Outside the Classroom
5.1 Accident and injury
5.1. Sun Care Procedure
5.2. Sexuality and Physical Abuse Procedure
5.3. Sexual Harassment
5.4. Dangerous. Harmful Items/Substances in School Grounds
5.5. HIV/Aids and other blood borne viruses’ procedure
5.6. Cyber safety Procedure
5.8 Crisises
Crisis Policy
Principles
To be prepared for any extraordinary event affecting the School Community, especially one that involves death or serious injury.
To have in place a plan for proceeding in crisis and a designated Crisis Team to decide on appropriate action in the circumstances prevailing.
NAG 6:
Administration
School procedures will meet the legislative statutes and regulations as set down in the appropriate Acts, Ministry of Education circulars and the Education Gazette.See Appendices6.0 Requirements of the Protected Disclosure Act 2000 Procedure
6.1 Privacy Procedure
6.2 School Transport Procedure
6.3 Police Vetting Procedure
6.4 Attendance Procedure
6.5 Student Placement Procedure