ࡱ> z|y'` \dbjbjLULU 2h.?.?61 2  ***8"+Tv+DFL2+-(---.V0d04sKuKuKuKuKuKuK$JMhOK9 0..00K --K?2?2?20 - -sK?20sK?2?2?I 'J-+ *;1IsKK0LJP1|P0'J'J,P SK 00?200000KK?2000L0000FFF*FFF* r.   School Governors: being strategic  TOC \o "1-3" \h \u  HYPERLINK \l "_Toc289042797" Introduction  PAGEREF _Toc289042797 \h 2  HYPERLINK \l "_Toc289042798" 1 The Governor  PAGEREF _Toc289042798 \h 2  HYPERLINK \l "_Toc289042799" 2 What is strategic direction?  PAGEREF _Toc289042799 \h 4  HYPERLINK \l "_Toc289042800" 3 Statutory responsibilities  PAGEREF _Toc289042800 \h 7  HYPERLINK \l "_Toc289042801" 4 Strategic management  PAGEREF _Toc289042801 \h 8  HYPERLINK \l "_Toc289042802" Do this  PAGEREF _Toc289042802 \h 9  HYPERLINK \l "_Toc289042803" Try this  PAGEREF _Toc289042803 \h 10  HYPERLINK \l "_Toc289042804" References  PAGEREF _Toc289042804 \h 10  HYPERLINK \l "_Toc289042805" Acknowledgements  PAGEREF _Toc289042805 \h 10  HYPERLINK \l "_Toc289042806" Author  PAGEREF _Toc289042806 \h 10  HYPERLINK \l "_Toc289042807" Other acknowledgements  PAGEREF _Toc289042807 \h 10  HYPERLINK \l "_Toc289042808" Unit image  PAGEREF _Toc289042808 \h 11  Introduction Why are schools in the UK run by school governors? This unit will examine how the role has developed and the main tasks and responsibilities that exist today. We will also look at the need for self-evaluation and how the setting of a clear strategic direction can help governors achieve the required targets. The learning outcomes for this unit are: To briefly explain the history and development of school governance. To explore the role of the governing body in the strategic leadership of schools. To familiarise governors with their statutory responsibilities. To explain the work of governors as partners with the headteacher in the strategic management of their schools. 1 The Governor School Governors have a vital role to play in helping to improve educational standards The governor role is interesting, challenging and worthwhile. The Right Hon. Estelle Morris MP, Former Secretary of State for Education and Skills. School governance has evolved over a long period. From the Education Act of 1870, which first introduced a structure of lay governance that was accountable to the voting population, the role of the governing body has gradually been transformed by successive governments, right up to the 2002 Education Act. Governing bodies now have the general responsibility for the conduct of the school with a view to promoting high standards of educational achievement.  Figure 1 It was the 1986 Education Act that brought together the partnership that still exists today between the LEA, parents, staff and the wider community of the school in a single governing body. Governors became responsible for establishing the aims of the school, curricular and spending decisions, making staff appointments, pupil exclusions, political and sex education and communication with parents. In 1988, these duties were extended when the Education Reform Act introduced Local Management of Schools (LMS). This effectively devolved all responsibility for the budget and the management of school staff into the hands of governors. Some governing bodies opted to take this further, by adopting Grant Maintained status, whereby they became the employers of staff and had greater freedom in decision-making. Grant Maintained status was repealed under the 1998 Act, but Foundation Schools, most of which were formerly Grant Maintained, retain some additional powers. The major objective for the governing body is to ensure that the school provides good quality education, delivered effectively. Since the early 1990s, the emphasis for governing bodies has been on their role in helping to raise educational standards and, since the introduction of OFSTED inspections in 1992, there has been increasing focus on the work of the governors. The 2003 Handbook for Inspecting Schools now quite clearly asks inspectors to assess what the governors know about their school's strengths and weaknesses, and to judge the extent of their involvement in determining priorities for development, planning and self-evaluation. Now think about your role as governor in Activity 1. Activity 1 Spend a couple of minutes thinking about why you agreed to be a school governor. What do you hope to bring to the role? What particular interests do you have? You might be interested to read the description of what makes a good governor, by Sallis, click on the 'View document' link below to view this file.  HYPERLINK "\\\\sibia\\oci-cms\\E500_1\\1.0\\s_gov1_02t_3.pdf" View document 2 What is strategic direction?  Figure 2 In order for governors to be effective and to stand any chance of being involved in the process of raising standards, they must first have a clear understanding of their role. Their main tasks are to: provide a sense of direction; support the work of the school; hold the school to account. It is widely accepted that the governing body has three key roles: To set the strategic framework within which the headteacher will manage the school on a daily basis. To act as a critical friend, by supporting the work of the school, while offering an element of challenge through regular monitoring and evaluation of progress against agreed objectives. To ensure accountability through the provision of information both to, and from, the governing body. See below for a summary picture.  Figure 3 One of the major stumbling blocks to governors being involved at the right level, as suggested by Martin and Holt (2002), is that as governing body responsibilities have changed over time, many governors have found it difficult to get a general overview of their role and to recognise their true purpose. Taking time to talk about their own purpose, and evaluating the outcomes of their decisions, is not something that all governing bodies do on a regular basis, yet it is the governing body that has the responsibility for deciding the future direction of the school. BUT governors do not take decisions alone. The strategic direction of the school can only be agreed after appropriate consultation with the headteacher (who will usually be a member of the governing body), staff, parents, pupils, LA, DfES, etc. Proper account must also be taken of proposed initiatives and local factors that might impact on the school. Fulfilling the strategic role is a three-stage process: the first stage is deciding on the aims and values of the school; the second stage is working out how to put them into practice; lastly, the third stage is monitoring that they are working. The framework for the second and third steps is described in a School Improvement or Development Plan. For more detail on this, look at Planning for improvement (E500_4). Now look at Activity 2. Activity 2 A school's aims and values are usually summarised in its mission statement. Does your school have a mission statement? Are all governors familiar with this? When was it last reviewed? Look at the interactive diagram below (based on work by Martin and Holt) which shows the four key principals underlying the role of a school governor. Can you think of any situations when it might be permissible for the Chair of Governors to take decisions without discussion with other members of the governing body? Do you think that the teachers view the governors as change agents, or simply as a rubber-stamping group? Why do you think this might be? Are governors actively involved in strategic planning? If you wish to view this animation in a new window click on 'Launch in separate player' Flash content unavailable 3 Statutory responsibilities In broad terms, the statutory responsibilities that support the main objective of raising standards in the school cover the following areas: agreeing the aims of the school and ensuring that supporting policies are in place; ethos and discipline; the provision of an appropriate curriculum; staffing and related pay issues; managing the budget; setting targets for pupil achievement; reporting assessments and results; appointing the headteacher and deputy headteacher; ensuring that a performance management policy is established in the school and keeping this under review; responding to inspection. For further explanation on these responsibilities, click on 'View document' below and read the summary from Sallis (2000).  HYPERLINK "\\\\sibia\\oci-cms\\E500_1\\1.0\\s_gov1_07t_3.pdf" View document Inspection now assesses the effectiveness of the governing body, and the process looks more closely at how it fulfils statutory responsibilities. The governing body may be deemed unsatisfactory if a single responsibility included on Form S.3, Governors' audit of statutory requirements, is not fully in place. Look more closely at Form S.3 in Activity 3. Click on 'View document' to open Form S.3  HYPERLINK "\\\\sibia\\oci-cms\\E500_1\\1.0\\forms.3.pdf" View document Activity 3 As part of a self-evaluative process, it might be helpful for your governing body to consider reviewing its compliance with Form S.3, the Governors' audit of statutory requirements, which must be completed and returned to the Registered Inspector prior to an inspection starting. It would be helpful for you to familiarise yourself with the form and its contents. You can do this by clicking on the link above. 4 Strategic management It must be accepted that governors share in every aspect of the strategic management of the school. (Sallis, 2000) If strategic direction is about setting aims and targets, devising plans and policies, and taking decisions that will raise standards, then strategic management is concerned with ensuring that all the necessary elements are in place in order that success can be achieved. Strategic management involves a period of reflection and evaluation of the school's current status, combined with forward thinking about future education initiatives and projections relating to the potential budget and pupil numbers. What should emerge are plans that clearly link: the demands of the school and its community; the aims, values and culture of the school; the available resources, whether financial, human or material. The governing body may want to give some thought to how plans are devised. Is the budget the driving force? A much better way of planning is to put pupils' needs foremost, with the desired curriculum at the centre of planning. What should then follow is consideration of how this will be staffed and resourced materially, weighing possible alternatives against the available finance. By planning in this way, governors can be reasonably sure that they are focusing on standards rather than funding. Once the framework is decided, the governors' strategic role becomes one of monitoring to ensure that plans have been implemented and are making satisfactory progress. This needs to be followed by evaluation against the agreed success criteria. Lay governors should not worry about working in isolation; they work in partnership with the school leader the headteacher. It is also important that governors recognise that it is not their job to undertake tasks in the operational management of the school. The headteacher manages the school on a daily basis, working within the strategic framework that the governing body has, in partnership with him/her, set in place. Now try Activity 4. Activity 4 How do you know if your governing body is appropriately involved in the strategic management of the school? Look at the agendas and minutes for the last few governors' meetings. Working with colleagues, you could make a list of the information you think you need in order to be able to make strategic decisions. Does this match what you actually currently receive? Are there any areas where you would like further information? Where does the information come from? Is the headteacher the main source, or can you access data about your school from elsewhere, such as electronically via your LEA's website? Do this Now you have completed this unit, you might like to: Post a message to the unit forum. Review or add to your Learning Journal. Rate this unit. Try this You might also like to: Find out more about the related Open University course Book a FlashMeeting to talk live with other learners Create a Knowledge Map to summarise this topic. References OFSTED Handbook for Inspecting Secondary Schools (HMI 1360) (2003), London. Martin, J. and Holt, A. (2002) Joined-up Governance, Ely, Adamson Books. Sallis, J. (2000) Basics for School Governors, Stafford, Network Educational Press Ltd. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Author Sue Platt has been a school governor for 21 years, at both primary and secondary phase schools, and currently chairs her local secondary school governing body. She holds the Diploma in Management Studies (Education). Sue is a Development Officer in the Norfolk Governor Support Service, part of the Norfolk Education Advisory Services. She works with colleagues to devise and deliver training courses for Norfolk's 7000 school governors. Within the team, Sue's areas of in-depth knowledge include personnel issues (including performance management and pay), use of data to aid school improvement, behaviour management and pupil exclusions. Other acknowledgements Text: Martin, J. and Holt, A. (2002) Joined up Governance: Making Sense of the Role of the School Governor, Adamson Publishing Ltd. Text: DfES (2003) The Big Picture, National Programme for New Governors, DfES. Crown copyright material is reproduced under Class Licence Number C01W0000065 with the permission of the Controller of HMSO and the Queen's Printer for Scotland Photo - casual business meeting: Getty Images Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity. 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