Peter Gittins presented this as a pre-conference in the Leadership Conference, 2014, specifically for boards and chairs.

1. Council of International Schools | Setting the Standards for International Education
Effective Governance in International
Schools.
Some Essential Understandings.
TAISI Conference, Chennai, India
24th
September 2014

2. Council of International Schools | Setting the Standards for International Education
Workshop Aims
To better understand the complexities of school governance.
To introduce Five Essential Pillars of effective governance.
To use what we learn today to improve our overall effectiveness as
members of a wider Governing Body team.
To reflect on our own and the practice of others with a view towards
enhancing our overall level of understanding related to governance.

3. Council of International Schools | Setting the Standards for International Education
SOME BASIC ASSUMPTIONS

4. Council of International Schools | Setting the Standards for International Education
GOVERNANCE IS COMPLEX WITH AVARIETY OF
STRUCTURES POSSIBLE

5. Council of International Schools | Setting the Standards for International Education
Basic structure #1
Governing Body
Faculty and Staff
ChairGovernance
Management
Head

6. Council of International Schools | Setting the Standards for International Education
Variation #1
Governing Body
Faculty and Staff
Chair
HeadGovernance
Management

7. Council of International Schools | Setting the Standards for International Education
Variation #2
Governing Body
Faculty and Staff
ChairGovernance
Management
Head Gen Manager

8. Council of International Schools | Setting the Standards for International Education
Variation #3
Governing Body
Faculty and Staff
ChairGovernance
Management
General
Assembly
Head

9. Council of International Schools | Setting the Standards for International Education
Variation #4
Governing Body
Faculty and Staff
ChairGovernance
Management
Supervisory
Board
Head

10. Council of International Schools | Setting the Standards for International Education
Variation #5
Governing Body
Faculty and Staff
ChairGovernance
Management
Founders
Head

11. Council of International Schools | Setting the Standards for International Education
Variation #6
Governing Body
Faculty and Staff
ChairGovernance
Management
Owners or
Corporate
HQ
Head

12. Council of International Schools | Setting the Standards for International Education
Variation #7
Governing Body
Faculty and Staff
ChairGovernance
Management
Govt
body
Head

13. Council of International Schools | Setting the Standards for International Education
Variation #8
Governing Body
Faculty and Staff
ChairGovernance
Management
Advisory
Council
Head

14. Council of International Schools | Setting the Standards for International Education
THERE IS NO ONE SIZE FITS ALL APPROACH TO
GOVERNANCE

15. Council of International Schools | Setting the Standards for International Education
Some Conclusions
There are many Governing Body types and every structure has the potential to
be effective.
Rather than concentrating on "structure", the accreditation process concentrates
on ‘how things work in practice’.
The main concern, therefore, should be whether the school's governance and
management serves, at present and in the foreseeable future, the best
educational interests of the school community.
When things go wrong it is generally not the structure per se that is at fault but
rather, the failure of those in the structure to adhere to best practice.

16. Council of International Schools | Setting the Standards for International Education
Key assumptions behind Section C of the 8th
Edition
The standards + indicators are NOT prescriptive
– They do not say how the school or GB MUST behave
The standards + indicators ARE interpreted in light of:
– The school’s guiding statements
– Actual practice or “outcomes” at the school
Foundations of good governance include:
– Clear differentiation of governance from management
– Clear differentiation of ownership from management
– Active involvement of head of school in GB decisions
– Active engagement of the GB in guiding and overseeing school’s performance
– Avoidance on all sides of micro-management

17. Council of International Schools | Setting the Standards for International Education
FIVE PILLARS OF GOOD GOVERNANCE

18. Council of International Schools | Setting the Standards for International Education
The First Pillar
The underlying fundamental must be an inherent
sense of trust

19. Council of International Schools | Setting the Standards for International Education
Exercise 1
Working in groups write down your responses to the
following questions.
1. What should a Governing Body expect of its Head?
2. What should a Head expect of his / her Governing Body?

20. Council of International Schools | Setting the Standards for International Education
Some Ideas - Governing Body Expectations of the Head
Appropriate qualifications and experience
Competent hiring and supervision of employees
Competent financial management
Ability to delegate responsibilities
Contribution to and support for GB and school activities
Effective communication with all stakeholders
Honest, prompt information about school matters
Cultivation of a positive setting for learning and teaching
NO SURPRISES
Other ?

21. Council of International Schools | Setting the Standards for International Education
Some Ideas - Head Expectations of the Governing
Body
Freedom from micro-management
Fair evaluation based on agreed criteria
Adherence to by laws and the GB’s own policies
Public support for head’s authority and the school
Commitment to doing its own job well
Integrity, realism, and patience
Dedication to school mission above other interests
NO SURPRISES
Other?

22. Council of International Schools | Setting the Standards for International Education
THE CIS STANDARDS and INDICATORS FOR
SECTION C – GOVERNANCE and LEADERSHIP
Five Standards in all supported by a number of Indicators.
By unpacking the Standard and looking at the Indicators,
a clear picture of what is expected of a school emerges.

23. Council of International Schools | Setting the Standards for International Education
STANDARD C1
The governing body shall be so constituted, with regard to
membership and organization, as to provide the school with
sound direction, continuity of leadership, and effective
support in the current and long term life of the school.
C1a
The governing body shapes and upholds the mission, articulates a compelling
vision, and ensures that its decisions support and further the mission.
C1b
The governing body promotes strong ethical values and compliance through
appropriate and effective oversight.
C1c
The governing body effectively measures the school’s success in putting its
mission and objectives into practice, and it promotes corrective action if results
show this is needed.
C1d
The governing body invigorates itself through planned membership, thoughtful
recruitment, and inclusiveness.
C1e
The governing body provides appropriate orientation and on-going training for
its members in the understanding and performance of their duties and in
understanding policies and their implications.
C1f
The governing body is so constituted that it can fulfill essential governance duties
and provide continuity for the school in the event of sudden change in
ownership, governance, and/or administration.

24. Council of International Schools | Setting the Standards for International Education
STANDARD C1
Referring to Standard A1
What are the key understandings related to this standard?
What is there a link between the Guiding Statements and the
actions of the Governing Body?
What are the benefits of GB orientation and training?

25. Council of International Schools | Setting the Standards for International Education
STANDARD C2
There shall be a co-operative and effective working relationship
between the governing body and the head of school so as to establish
and sustain high morale, quality relationships, and a positive climate
for teaching, learning, and student well-being throughout the school.
C2a
There is a clear and effective understanding by the governing body and the head of school of
their respective functions, and these understandings are set out in written form.
C2b
There is a partnership between the governing body and head of school which recognises
that the effectiveness of the parties is interdependent.
C2c
The governing body and the head of school enjoy a positive, open, and mutually supportive
relationship.

26. Council of International Schools | Setting the Standards for International Education
STANDARD C3
The head of school, while accountable to a higher authority, shall be
the responsible leader to ensure that teaching, learning, and student
well-being are supported and that the school’s mission is achieved.
C3a
The governing body has developed a clear, written job description for the head of school.
C3b
The head of school provides leadership for the total school programme.
C3c
The head of school sets educational priorities and outlines funding implications for
submission to the governing body.
C3d
The head of school has final responsibility for the recruitment, selection, assignment,
orientation, deployment and appraisal of all the administrators, teachers and support staff.
C3e
The governing body ensures that all issues pertaining to the day-to-day operations of the
school are addressed through the head of school.
C3f
The head of school effectively delegates responsibility through a leadership structure that
is designed to fulfill the school’s mission and objectives

27. Council of International Schools | Setting the Standards for International Education
The Second Pillar
At all levels in the organization, there should be clear
understandings about the role of the Governing Body,
Chair and Head.

28. Council of International Schools | Setting the Standards for International Education
How does it work in your organization?

29. Council of International Schools | Setting the Standards for International Education
Some ideas on the role of the Governing Body
Ensuring legal compliance
Setting and safeguarding the mission
Hiring, supervising, supporting, and appraising the Head
Setting rules for organizational behavior
Determining strategic priorities
Ensuring institutional sustainability
Evaluating program effectiveness
Serving as a link to the larger community
Ensuring the effectiveness of its own operations
The GB should NOT be involved in implementing the educational program
or other operational matters.

30. Council of International Schools | Setting the Standards for International Education
The Role of Governing Body MembersThe Role of Governing Body Members
Understanding and supporting the mission.
Preparing for, attending, and taking part actively in GB
and committee meetings - if applicable.
Supporting the Head.
Respecting the Head’s authority and overall chain of
command.
Putting interests of school and its students first.
Treating other GB members with respect.
Maintaining confidentiality of GB business.

31. Council of International Schools | Setting the Standards for International Education
The Role of the Head
More specific responsibilities of the Head include ;
Developing and overseeing the educational program
Hiring, supervising, appraising, and firing all staff
Preparing and administering the annual budget which is approved by the GB.
Ensuring safe and efficient facilities
Serving as the public face of school
Supporting the work of the GB.
Effectively implementing GB policy / ies
Irrespective of the school type, the Governing Body delegates to its Head the full
responsibility for all aspects of the school’s program including curriculum, facilities,
personnel and operations.
It is also essential that the role of the Head is articulated in a formal job description
that has been approved by the Governing Body.

32. Council of International Schools | Setting the Standards for International Education
Exercise - The Decision Making Matrix
In the following list of school matters, indicate
beside each one where it should be resolved.
P = Partnership = GB and Head
O = Operational = Head
S = Strategic = Board

33. Council of International Schools | Setting the Standards for International Education
1. Decide on closing an existing school campus.
2. Develop the Budget.
3. Approve the Budget.
4. Change a Graduation Requirement.
5. Increase the school fees.
6. Hire an additional teacher – Budgeted.
7. Expand the enrolment by adding new classes.
8. Fundraise.
9. Develop operating procedures to support policy.
10. Determine school policy.
11. Evaluate the Head.
12. Evaluate the GB.
13. Change the approved school calendar
14. Conduct a search for a new Head.
15. Conduct a search for a new Deputy Head.
16. Plan GB Meetings including agendas.
17. Deal with the media in a crisis.
18. Dismiss a teacher for misconduct.

34. Council of International Schools | Setting the Standards for International Education
Despite the separation of roles, issues are rarely
black or white
Board
Head
mission
survival
leadership
strategic plan
budget
admissions
staffing
program
systems
Partnership Grey Zone

35. Council of International Schools | Setting the Standards for International Education
The Third Pillar
A clear policy framework which includes a
demonstrated commitment to on-going and effective
appraisal.

36. Council of International Schools | Setting the Standards for International Education
STANDARD C4
The governing body shall have clearly formulated written policies and
practices which are applied to bring consistency and clarity to school
operations.
C4a
The governing body has a comprehensive, up-to-date, and effective policy manual for both
school and governance operations.
C4b
The governing body allots sufficient time to the most important concerns and issues, and
continuously engages in strategic thinking about the school’s direction.
C4c
In decision-making, governing body members always put the interests of the whole school
above all else, avoiding favouritism towards any individual or group.
C4d
An ethos of transparency is promoted by the governing body to ensure that appropriate
members of the school’s constituency have access to accurate information about decisions and
matters which impact them.
C4e
Governing body policies and practices include a regular and systematic appraisal of its
governance organization and effectiveness.
C4f
Governing body policies and practices include a clearly defined appraisal process for the head
of school, to be conducted regularly with his/her full knowledge and to include written
outcomes and provisions for discussion and appeal.

37. Council of International Schools | Setting the Standards for International Education
What is Policy?
Policies are intended to:
Focus energies and resources
Delegate authority
Provide a framework in which decisions can be made and work
can be carried out
Ensure consistency of actions, especially in difficult and stressful
situations
Define the ways in which school wishes to work and board
wishes to govern
‘A broad statement of purpose or
limitation’

38. Council of International Schools | Setting the Standards for International Education
Why Policy?
Expedites decision-making
Provides continuity and stability
Prevents governance by impulse, personality or crisis
Leaves no doubt of board’s position
Improves communication
Reduces confusion
Establishes a legal record
Clarifies lines of responsibility
Clarifies roles of Board and administration
Helps orient newcomers to the board

39. Council of International Schools | Setting the Standards for International Education
Some Considerations
The Governing Body sets policy and the staff implements policy. WhileThe Governing Body sets policy and the staff implements policy. While
generally true…generally true…
Difficulties arise when individual trustees interfere with implementation ofDifficulties arise when individual trustees interfere with implementation of
policy, especially when students, parents, administrators, and faculty arepolicy, especially when students, parents, administrators, and faculty are
involved.involved.
As a broad definition, Governing Bodies define what is wanted, why it isAs a broad definition, Governing Bodies define what is wanted, why it is
wanted, and to what extent.wanted, and to what extent.
Leaders then define who will do it, when and where.Leaders then define who will do it, when and where.

40. Council of International Schools | Setting the Standards for International Education
Maintaining the governing documents
• Essential documents:
 Charter / statutes / articles of incorporation or association
 Bylaws (= GB’s internal rules of operation)
 Written policies, preferably in manual form
 Written job descriptions
 Organizational chart
• Advantages of good documentation:
 Give legal status to school
 Clarify formal relationships and chain of command
 Codify GB’s and head’s duties
 Promote continuity, collective leadership, and “rule of law”
 Offer guidance for resolving uncertainty and conflict

41. Council of International Schools | Setting the Standards for International Education
Characteristics of an Effective GB Evaluation
*
any instrument must be constructive.
must assess as well as develop a plan for improvement.
should take place once a year.
should be based on measureable goals developed at the start of
the year.
must be effectively communicated and discussed.

42. Council of International Schools | Setting the Standards for International Education
Appraising the Head of School
Annual event, with process agreed by both parties
Based on written job description, annual goals, and other planning
documents
Comments should be relevant, measured, and constructive
Head should have opportunity to respond and discuss
Written record given to head and retained by secretary or chair
Entire process remains confidential
C4f

43. Council of International Schools | Setting the Standards for International Education
Monitoring the Head’s performance
Critical aspect of the Governing Body’s governance duty is to:
 Oversee and evaluate school performance
 Supervise and appraise head
•Main mode for monitoring is through reporting:
 The Governing Body should be aware of its need for information, including
appropriate volume and format
 The Governing Body may need to work with Head to achieve right balance
and themes
 Reporting should not be an invitation to micro-manage
 Essential qualities: regularity, honesty, relevance, and thoroughness
C3a-f

44. Council of International Schools | Setting the Standards for International Education
The Fourth Pillar
A SharedVision and Planning Strategically.

45. Council of International Schools | Setting the Standards for International Education
The first responsibility of a leaders is to define
reality.
Max Dupree

46. Council of International Schools | Setting the Standards for International Education
STANDARD C5
The school shall have educational and financial plans for the near
and long term that ensure school viability, are supportive of the
mission and are explained to the school community.
C5a
There is evidence that the short and longer-term finances of the school are sufficient
to ensure it can fulfill its educational and other obligations for the foreseeable future.
C5b
The school has educational and financial plans for the short, medium and long term
which are tied to the school’s mission.
C5c
Financial considerations and required expertise are incorporated into the governing
body’s vision and plans for the school.
C5d
The school’s educational and financial plans are appropriately communicated to the
school community.

47. Council of International Schools | Setting the Standards for International Education
Strategic Planning or Strategy Making
Predictable
Driven by calendars, events
Certain degree of inflexiblity
Inevitably tied to a cycle
Road map based on identified
priorities for a year.
Has medium and long term
goals but these are parked.
Aim is for simplicity and focus.

48. Council of International Schools | Setting the Standards for International Education
Financial planning and oversight
• An essential Governing Body duty is to ensure the school’s institutional
sustainability
• The Governing Body’s financial planning and oversight duties include:
 Approval of annual budget
 Monitoring of financial performance
 Safeguarding of checks and balances
 Commissioning of annual audit
 Development of plans to ensure sound financial future
• To execute properly, the Governing Body needs:
 Financial literacy and expertise
 Calendar of key events
 Update manual of financial procedures
C5a-d

49. Council of International Schools | Setting the Standards for International Education
Planning for the future
The Governing Body engages in planning to:
 Articulate vision of school’s future
 Anticipate needs and opportunities
 Unite community around shared goals
Features of a good plan
 Keys off mission and values
 Is specific and concrete without being operational
 Has a price tag attached
The flip side of planning: evaluation
 Measures progress towards goals
 Recalibrates benchmarks
 Reaffirms overarching vision and mission of school
C4b

50. Council of International Schools | Setting the Standards for International Education
The Fifth Pillar
Whatever the message it must be
communicated effectively.

51. Council of International Schools | Setting the Standards for International Education
A communication strategy is important
WHO
HOW
WHAT
Regular, consistent, precise, accessible, targeted.
Is there a need to communicate in more than one language?

52. Council of International Schools | Setting the Standards for International Education
Some Interesting Scenarios

53. Council of International Schools | Setting the Standards for International Education
ONLY IF I AM THE CHAIR
Finding Board members at the International School Anywhere has always been a difficult
task.
The school recently embarked on a major building project which was appropriately funded
but with the law of the land stating that Directors are personally liable, two long serving
Board members - including the Chair - indicated that they would not be seeking re-election
at the upcoming Annual General Meeting..
A formal letter from the Board Chair seeking expressions of interest from potential Board
members had been sent to members of the school community and shortly thereafter the
Head of School was approached by an interested parent.
During the course of a subsequent conversation, at which the outgoing Chair was also
present, the interested parent outlined his significant experience working as an independent
consultant to a number of high profile industry Boards. He then stated that he was more
than willing to lend his expertise to the school but would only stand for the Board if he
were guaranteed to be Chair.

54. Council of International Schools | Setting the Standards for International Education
THE OWNER’s DAUGHTER
The International School Anywhere was established as a not for profit Foundation in 2006.
The school was financed solely by one of the wealthiest people in the country and no
expense was spared on the facility, in recruiting a highly qualified and well regarded Head of
School and in providing the resources to support the school’s programs.
The Governing Body is appointed by the owner and all members of the Board - apart from
the Head - are also employed in the Owner’s Company albeit in high level positions. Their
expertise is broad and the membership includes a lawyer, human resource manager, finance
director and the owner’s daughter who acts in the capacity as the Founder’s representative
and sits on the Board in a full voting capacity. The Head of School is an ex-officio member of
the Board and operates in the capacity as the Chief Executive Officer.
ISA operates two campuses – a KG through 12 facility near the main airport which is led by
the Head of School / CEO and a small inner city Preschool to Grade 3 which is led by the
daughter of the owner.
The Policy Manual states that the Head of the inner city campus must report to the CEO
but ………………………..

55. Council of International Schools | Setting the Standards for International Education
The appraisal of the Head was a new concept for the International School
Anywhere and the Owner had appointed a Committee to oversee the task.
The process went well and during the feedback session which involved
the school owner, the Head also commented that the appraisals of faculty
and staff and had also been completed.
After a moment of refection the owner the responded by saying that he
wanted to see all the appraisals not just the Heads and, in particular, the
appraisal of the Secondary Principal, about whom he heard a number of
complaints.
SHOW ME THE RESULTS, PLEASE.

56. Council of International Schools | Setting the Standards for International Education
A CHANGE IN OWNER
After many years as a Head of not for profit schools, Dr. Scholar had recently
accepted a role as Head of a long established for profit school.
Dr Scholar knew that the role would be challenging but in the meeting with the
Owner prior to signing the contract, a number of clear priorities for the next
twelve months had been agreed.
Things were going well but three months after joining the school Dr Scholar was
told that the ownership of the school had changed and that the new Owner was a
large consortium. Integral to their plans were the introduction of a standards
based curriculum across KG to Grade 8 to replace the current framework, the
standardization of procedures and a clean out of staff – some of whom had already
been identified.
Dr Scholar was stunned – she had been hired because of her strength lay in the
current curriculum, a number of those faculty identified in the clean out were long
serving and highly regarded members of the leadership team and the goals that she
had agreed with the previous Owner were now considered irrelevant.

57. Council of International Schools | Setting the Standards for International Education
The annual school development plan is a thorough and costed document,
and there is an outline Strategic Plan (2013-'17) signalling the school's
strategic intent.
This is not costed as fees are set annually with little consistency in the fee
level.

58. Council of International Schools | Setting the Standards for International Education
The proprietor keeps the school's financial statements to her/himself.
The Head of School does not see the full financial picture.
Costed plans are largely absent although the School Development
Plan is being implemented well.

59. Council of International Schools | Setting the Standards for International Education
The Board has approved educational plans for one year, has an
outline Strategic Plan and considerable financial reserves, in
preparation for the development of a new building.
There is uncertainty over planning regulations for the new build, and
the Board is therefore not committing its financial plan beyond
2013-14.

60. Council of International Schools | Setting the Standards for International Education
The school's plans are thorough and in place, both educationally
and financially. They support the mission and describe the strategic
intent.
However, the community participation in the process has been very
limited, despite the Board's best efforts.