The New Zealand Principals’ Federation

1. The New Zealand Principals’ Federation Moot Discussion 2007 Time To Evaluate Governance Alternatives (Springford . L 2005) NZPF Leadership Team

2. Parliament’s education and science select committee announced May 2006 that it would hold an inquiry into “making the schooling system work for every child”. • ERO are currently including “the extent to which ….[schools are] providing a good education for those for whom the system is not working” in its review of schools. NZPF Leadership Team

3. Consultation and Discussion Session Goals • Understanding of the issues • Association voice to inform National Executive NZPF Leadership Team

4. The expected role for boards within current government expectations of the school sector are: • effective teachers work in partnership with students families; • the principal is responsible for the day to day management of the school; • boards ensure that their schools are quality providers through evidence –based planning centred on student learning needs; • MOE monitors schools and quickly identifies and supports any Boards struggling with their role; • in the rare situation where ERO finds a school not meeting expectations the MOE ensure swift support to reduce the educational risks for students. NZPF Leadership Team

5. Boards of Trustees have substantial responsibility • Raising student achievement • Reducing educational disparity • Set and monitor strategic direction of the school • Consult with communities • Approve school budget • Employ school staff NZPF Leadership Team

6. National Administration Guidelines-1993. • 1999-Required boards to address the needs of students at risk of underachievement , consult with and report to their communities and develop strategic plans. • From 2004 boards have been required to give the MOE a copy of their school Charter and an analysis of student outcomes against achievement. NZPF Leadership Team

7. An assumption • Trustee capacity “has been assumed rather than systematically developed , and the result is that in the most disadvantaged communities at least, lay governors struggle to perform the governance role that was envisaged.” (Robinson et al ., 2003) NZPF Leadership Team

8. Parent Power • Low electoral participation • Limited sense of responsibility to the community • Inadequate consultation with the community • Increasing parental complaints to ERO and calls for an alternative agency to hear individual family complaints about schools NZPF Leadership Team

9. Governance plays a role • In reducing disparity • In effectively governing • Many board members are uncomfortable with the dual reporting role –accountability to government and community • 2004/2005 19% of primary schools are performing poorly according to ERO NZPF Leadership Team

10. POSSIBLEFUTURETHINKINGa reflective time… Option 1 - Enhanced early detection of and then support for at risk boards • This would build on current structures. The MOE could aim to double both its detection rate of at risk primary schools and boards and the rate of statutory intervention. NZPF Leadership Team

11. Option 2 - An alternative administration structure • Formalised school clusters • Clusters of primary schools could be established under the oversight of a MOE appointed cluster principal. • The Governance could include –continuation of the current freedoms although the cluster principal could have responsibility for the appointment, support and development of each school principal NZPF Leadership Team

12. The cluster principal has responsibility for ensuring that each school’s strategic direction was developed in consultation with its community and was based on valid and reliable student achievement data. • Instead of boards each cluster school could nominate one or two parents to join the cluster principal as part of an advisory board. • Student and families have a chain of appeal. NZPF Leadership Team

13. Option 3 – Another alternative administration structure • Establish trial clusters of schools –poorly performing schools would be a priority for inclusion in a representative sample of schools • The cluster model could be effective in raising overall student achievement NZPF Leadership Team

14. If reducing educational disparity is a priority for policy makers then maybe the current governance model needs scrutiny. • Discussion groups • 10 tables with ten people at each table NZPF Leadership Team

15. Closing thoughts • Could a review of NZSTA assist in the strengthening of governance? • Many reports will inform decision making thus evidence will inform future directions BES Leadership, NZCER 2007 Trustee Survey, Review of School Op Funding, ERO Reports, voter turnout for BOT elections. NZPF Leadership Team

16. In conclusion • This session has been intended to generate dialogue and discussion • Your participation and involvement has been greatly appreciated NZPF Leadership Team