ASSOCIATION OF INTEGRATED SCHOOLS NZ
Conference Workshop |
June 13th/14th 2017
Brentwood Hotel - Wellington
New Proprietor Handbook Resource
SE RV ANT , STE WAR D AND I NFLUE NCE R
Private
Schools’
Conditional
Integration Act
– A Brief History
Vision Carrying
and the History
of Legislation in
New Zealand
Rationale and
Purpose
Proprietor encouraged and
supported to take up its rightful
role.
Institutional knowledge
Education
(Update)
Amendment
Act 2017
“This act (Part 33) shall bind the Crown”
 The right to teach, develop and implement
programmes reflecting the Special Character of the
school and to establish customs and traditions that are
authentically Christian.
The Founding
Principles
 The right to administer staff appointments and arrange
the staff composition in a manner that recognises the
Special Character of the school.
 The right to enrol children of parents with a particular
connection to the school’s Special Character in the
first place, and in the second place enrol children of
other parents seeking a Special Character education
for their children.
 The right to extend existing schools and build new
ones to meet the demands of legitimate expansion
and proven need, including schools with special
purposes.
The Founding
Principles cont.
 The right to own land, school buildings and similar
educational buildings and facilities, which make up the
Proprietor’s school system.
 The right of the school’s community to make a tangible
financial contribution towards the cost of maintaining
its schools by way of fees.
1.
The Proprietor supervises the maintenance and
preservation of the education with a Special
Character provided by the school.
2.
The integrated school shall on integration continue to
have the right to reflect through its teaching and
conduct the education with a Special Character
provided by it.
3.
If in the opinion of the Proprietor the Special
Character of the school as defined and described in
the Integration Agreement has been, or is likely to be
jeopardised, he may invoke the powers conferred
upon him by this Act (Part 33).
4.
The Act (Part 33) sets out the various obligations of
the Proprietor and the Crown in establishing,
disestablishing or closing a school.
5.
The controlling authority of the school is the Board of
Trustees.
6.
The Proprietor has responsibility for the definition
and the determination of preference of enrolment.
There are conditions of attendance and engagement
with the school’s Special Character programme.
7.
The Act (Part 33) establishes that it is a condition of
enrolment and attendance that the parents or other
persons accepting the responsibility for the
education of the child shall pay Attendance Dues.
There are further provisions for the collection and
expenditure of Attendance Dues. There are
provisions for the Proprietor to act when Attendance
Dues are not paid.
8.
The Proprietor may seek other financial contributions
from within the school community.
9.
The Proprietor owns or leases the school property and
must plan, pay for and execute such improvements to the
school buildings and associated facilities as may be
required in accordance with the Integration Agreement to
bring the said buildings and associated facilities up to the
minimum standard laid down from time to time by the
Secretary of Education.
There are provisions and obligations in the Act for the
Crown and Proprietor in respect of:
 Capital works
 10-year property plans
 Boarding establishments
 Insurance
 Access for the Proprietor to the school property
10. Proprietors may apply to the Crown for suspensory
loans.
11. There are steps provided for in the Act for
Proprietors unable to meet their obligations under
the Act.
(CROWN) MOE
IA
Crown Entity
Proprietor
Pioneer
Guardian
Owner/landlord
Integration Agreement
BOT
Governor
WHY
Education with a
Special Character
Consultation
Prop appointees
WHERE
CHARTER
Tagged
Preference
WHO
Principal, Teaching Staff,
Enrolments
Land and Buildings
Special Character $$
WHAT
Curriculum, Resources,
Finances, F&E
HOW
Teaching and Learning,
Admin Day to Day
Board and
Principal
(Governance
and
Management)
The Board largely occupies the strategic space. It works
with the Principal (it’s chief adviser as well as CEO) to
establish DIRECTION
DIRECTION
1.
The school charter (changing under EAB)
2.
Policy framework (Principal required to have
procedures to operationalise all policy)
3.
A schedule of delegations
4.
Abiding by the law of the land
All subject to, and in harmony with, the Special
Character of the school
Boards should
spend 90% of
their time on
the Why,
Where, and
Who
Very few do
(Some research suggests 3-10% of Board time)
90% of all organisational failure can be tracked back to
failure to address the Why, Where and Who questions
Boards are
encouraged to
operate a ‘high
trust, high
accountability’
culture
Provided Board and Principal are constantly
asking/answering the Why, Where and Who questions
then the Principal should have discretion to manage the
How and What, provided they achieve the desired
results. (The Principal has discretion to manage the
school as he/she sees fit on a day-to-day basis.)
Accountability
(How does the
Board know its
high trust
approach is
working?)
1.
Reports to the Board
2.
Board audits
3.
ERO/Proprietor reviews
4.
Principal appraisal
5.
Other
Pillars of a great Proprietor/Board relationship
Memorandum Of Understanding Template
1. Special Character Guidelines –
 further definition if required of expectations in
Integration Agreement (Integration Agreement should
be reviewed in the light of the new legislation)
 Special Character Reviews Template
MoU Contents
2. Special Character Reviews Template
3. Property Planning
4. Shared Staff
5. Proprietor Appointees
6. Use of Unintegrated Space
7.
Enrolments
8. Tagged Positions
MoU Contents
9. ……
10. …….
 Association of Proprietors of Integrated Schools
 Association of Integrated Schools’ New Zealand
 New Zealand School Trustees Association
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