Admin Documents
Section 1 Operations Manual Summary
By M. Debney
25 Oct 2007, 07:38

Introduction

South Wellington Intermediate School is a state school and its Board of Trustees has been given power under the Education Act 1989 to control the management of the school. The Board is a legal body with legal obligations to govern the school in accordance with the Acts and Regulations of Parliament, and within the school’s own charter.

Governance

The board emphasises strategic leadership rather than administrative detail, has a clear distinction of board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

Management

The board delegates all authority and accountability for the day-to-day operational organisation of the school to the Principal.

Education Act 1989, Section 75 and 76

The legal responsibility of boards of trustees is determined by Section 75 of the Education Act 1989:

s.75 Boards to control management of schools –

Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school’s board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –

Shall comply with the board’s general policy directions; and

Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Roles within the Board

Chairperson

The chairperson is the elected leader of the board. Their prime role is to take an overview of the board’s responsibilities by ensuring that all the work of the board gets done. The chairperson is elected by fellow trustees and any trustee, with the exception of the principal and staff trustee, can be elected chairperson.

The chairperson’s role is a key one. It is reliant on the chairperson developing and maintaining a good working relationship with the principal to ensure the smooth and efficient governance of the school.

The functions of the chairperson include:

• Leader and spokesperson of the board
• Chair meetings of the board
• Planning meetings and ensuring that follow up actions are completed and reported
• Liaise regularly with the principal

Principal

The principal is a trustee and the chief executive officer of the school and has the overall responsibility for the day to day management of the school within the policies, procedures and delegations established and approved by the board.

The Ministry has defined the role of the principal as:

• By law, a full member of the board
• Provides information and guidance to the board
• Acts as the educational leader of the school
• Manages the school within the law and in line with board policies and goals
• Oversees the day to day running of the school
• Makes recommendations to the board on the appointment of staff
• Oversees teacher appraisals and staff development programmes

The functions of the principal as the chief executive officer of the school include:

• The management of the school
• The professional leader of the school
• The educational leader of the school
• Delegated appointment of staff
• Delegated performance appraisal of staff
• Staff professional development
• Reporting to the board
• Provide the board with timely advice
• Liaise regularly with the board chairperson

Board Members (elected and co-opted)

It is expected that trustees will:

• Regularly attend board meetings and allocated committee meetings
• Undertake the required readings (agendas, working papers etc.)
• Undertake the tasks allocated to them
• Take advantage of trustee training and other professional development opportunities
• Adhere to the board code of conduct

Staff Trustee

The staff trustee reports the views of the staff and reports to staff on the decisions of the board. The staff trustee has the same rights as other trustees and must adhere to the same principles as all other trustees.

The staff trustee must be aware of their relationship with the principal, open communication is vital as there should be ‘no surprises’ at board meetings.

Board Code of Conduct

The South Wellington Intermediate School Board of Trustees agrees to adhere to the following code of conduct.

The board is charged with governance of the school. Effective governance has its base in co-operative partnership which is underpinned by a blend of professional expertise and community involvement. The board needs to promote a positive and effective relationship between the trustees and staff to ensure that the educational well-being of students is maintained.

The South Wellington Intermediate School Trustees shall:

• Ensure that the needs of all students and their learning is paramount;
• Ensure that all students are provided with an education which respects their dignity, rights and individuality, and which challenges them to achieve personal standards of excellence and to reach their full potential;
• Respect the integrity of staff, the principal, parents and students;
• Be loyal to the board, the school and the Charter;
• Maintain the confidentiality and the trust vested in them;
• Ensure strict confidentiality of the papers and information related to the board’s employer role;
• Act as good employers;
• Where possible ensure that any disagreements with the collective stance on matters relating to the employer position are resolved in-house;
• Not to act independently of the board’s decisions;
• Use South Wellington Intermediate Schools own processes to consult with Maori;
• Acknowledge and accept that the principal is the professional leader of the school and is responsible to the board.

NATIONAL EDUCATION GUIDELINES (NEGs)

1.  National Education Goals

Education is at the core of our nation’s effort to achieve economic and social progress. In recognition of the fundamental importance of education, the government sets the following goals for the education system of New Zealand.

1.       The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full member of New Zealand society.

2.       Equality of educational opportunity for all New Zealanders, by identifying the removing barriers to achievement.

3.       Development of the knowledge, understanding, and skills needed by New Zealanders to compete successfully in the modern, ever changing world.

4.       A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children’s first teachers.

5.       A broad education through a balanced curriculum covering the essential learning areas with high levels of competence in basic literacy and numeracy, science and technology.

6.       Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual need.

7.       Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.

8.       Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post school education in New Zealand.

9.       Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori, consistent with the principles of the Treaty of Waitangi.

10.     Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of Maori, and New Zealand’s role in the Pacific and as a member of the international community of nations.

The implications for boards of trustees will vary depending on such factors as community goals, the needs of the students etc.

Through schools charters, boards have made a commitment to work towards these goals and will be measured against them.

National Administration Guidelines (NAGs)

NAG 1

The South Wellington Intermediate School Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in National Curriculum Statements.

The board, through the principal and staff, is required to:

i)                     develop and implement teaching and learning programmes:

·     to provide all students in years 1 –10 with opportunities to achieve for success in all the essential learning and skill areas of the new Zealand Curriculum;

·         giving priority to student achievement in literacy and numeracy, especially in years 1-4;

ii)                   through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:

·     student achievement in literacy and numeracy, especially in years 1–4; and then to:

·     breath and depth of learning related to needs, abilities and interests of students, the nature of the school’s curriculum, the scope of the New Zealand Curriculum (as expressed in the National Curriculum Statements):

iii)         on the basis of good quality assessment information, identify students and groups of students:

·         who are not achieving;

·         who are at risk of not achieving;

·         who have special needs;

and

·         aspects of the curriculum which require particular attention;

iv)         develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in iii above;

v)                   in consultation with the school’s Maori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Maori students:

vi)         provide appropriate career information and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

NAG 2

The South Wellington Intermediate School Board of Trustees with the Principal and teaching staff is required to:

i)                   develop a strategic plan which documents how the board is giving effect to the national Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development;

ii)                maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement;

iii)              report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and groups (identified in NAG 1 iii0), including the achievement of Maori students against the plans and targets that is referred to in NAG 1 v.

NAG 3

According to the legislation on employment and personnel matters, the South Wellington Intermediate School Board of Trustees is required in particular to:

·       develop and implement personnel and industrial policies, within policy and procedural frameworks set by the government from time to time, which promote high levels of staff performance, use educational resources effectively, and recognise the needs of students.

·       be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

NAG 4

According to legislation on financial and property matters, the South Wellington Intermediate School Board of Trustees is also required in particular to:

·       allocate funds to reflect the school’s priorities as stated in the charter.

·       monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989.

·       comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy, learning environment for students.

NAG 5

The South Wellington Intermediate School Board of Trustees is also required to:

·       provide a safe physical and emotional environment for students.

·       comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

NAG 6

The South Wellington Intermediate School Board of Trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

Curriculum Policy –National Administration Guideline 1 (NAG 1)

Curriculum Procedures

            1.         Staff Development

            2.         Pupil Assessment

            3.         Library

            4.         Education Outside the Classroom

            5.         Equity

            6.         Curriculum Special Needs

            7.         Homework

            8.         Student Leadership Teams

Strategic Planning, Self-Review and Reporting Policy – National Administration Guideline 2 (NAG 2)

Strategic Planning and Self Review Procedures

1.         Strategic Planning Procedure     

2.                   Self-Review Procedures

2.1        Polices and Procedures

2.2        Policy Review

                2.3        Procedure Review

2.4        Board Self-Review

3.                   Reporting

3.1        Reporting to Parents

Personnel Management Policy – National Administration Guideline 3 (NAG3)

Personnel Procedures

            1.         Principal performance appraisal (green)

            2.         Teaching staff performance appraisal

           3.         Non-teaching staff performance appraisal

            4.         EEO programme

            5.         Staff Appointments

            6.         Staff discipline

            7.         Handling of Complaints

            8.         Staff leave

            9.         Staff discipline

Finance Policy – National Administration Guideline 4 (NAG4)

Financial Procedures

            1.         Financial Management - Overview

            2.         Budget Preparation

            3.         Operational Requirements

                        3.1        Purchasing

                        3.2        Fund Raising

Property Policy National Administration Guideline 4 (NAG4)

Property Procedures

            1.         Preparation of a Ten Year Property Maintenance Programme

            2.         The Preparation and Maintenance of an Asset Register

            3.         Establish a System for the Renewal of Assets

            4.         Insurance

Safe Environment Policy – National Administration Guideline 5 (NAG5)

Safe Environment - Procedures

                  1.              Emergency Plan

            2.         Emergency Evacuation Drills

            3.         Administration Procedures after an Emergency

            4.         Assertive Management (Discipline)

            5.         Harassment

            6.         Sexual and Physical Abuse

      7.                           Prevention of Melanoma

            8.         Health Puberty Change/Sexuality Programme

    9.         Sick Bay/Medical Room

           10.        Health and Safety

   11.        HIV/AIDS and Other Blood-Borne Viruses

              12 .        Traumatic Incident Management

           13.         Students requiring extra staffing

           14.         Healthy Food and Nutrition

Administration & Legislative Compliance Policy- National Administration Guideline 6 (NAG 6)

Administration & Legislative Compliance Procedures

            1.         School hours;

            2.         Pupil attendance;

            3.         Board compliance;

            4.         Board Obligations under Listed Acts

            5.         Policy/procedure making.

            6.         Privacy Act

Treaty of Waitangi Policy

Treaty of Waitangi - Procedures

            1.         Te Reo me nga Tikanga Maori

            2.         Treaty of Waitangi Training

                        2.1        Teaching Staff

                        2.2        Board of Trustees

Board Delegations Summary 

Delegation of the Principals Authority

NAG 3  - Personnel Management

            1.         Principal’s Appraisal

            2.         Staff Appraisal

                  3.              Appointments Committee

            4.         Staff Employment

            5.         Staff Leave

            6.         Special Leave

NAG 4 -  Section One - Finance

           1.         Principal Authority

           2.         Principal’s Right to Delegate

           3.         Principal’s Right to Replace Capital Items

           4.         Signing Authority

NAG 4 -  Section Two - Property

                 1.         Administration

NAG 5 - Section One Safe Environment

            1.         Health and Safety Portfolio Holder

NAG 5 - Section Two Pupil Stand-down Suspensions and expulsions

            1.         Discipline Committee Powers

        2.    Deputy Principal’s Power to Act for the Principal

NAG 5  - Section Three Smoke Free Environment

        1.     Principals Power to Investigate Complaints

            2.         Deputy Principal’s Power to Act for the Principal

Terms of Reference  Summary 

Portfolio Holders

NAG 4 -  Section One - Finance

            1.         Finance Portfolio Holder

NAG 4 -  Section Two - Property

                  1.         Property Portfolio Holder

NAG 5 - Section One Safe Environment

            1.         Health and Safety Officer

Committees

NAG 2 Personnel

            1.         Appointments Committee

NAG 2 Strategic Planning, Self-Review & Reporting

            1.         Self-Review Committee

NAG 5 Section One Safe Environment

            1.         Health & Safety Committee

NAG 5 Section Two Pupil Stand-downs, Suspensions and Expulsions

    1.         Discipline Committee