Functions and Responsibilities of Boards of Management
Boards of Management play a crucial role in promoting student development, ensuring compliance with education policies, promoting equality, and preserving cultural traditions within schools. This involves various functions such as providing guidance, assessing performance, managing admissions, and maintaining records. Understanding these roles is essential for effective governance and decision-making.
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Functions Roles and Responsibilities of Boards of Management KNOWING YOUR ROLE & FINDING YOUR VOICE
Documents to Support you in your Role 1. A Handbook for Education and Training Boards and Boards of Management of ETB Schools and Community Colleges (online) 2. The Brief Guide for ETB Boards of Management 3. The Know your School document
Role & Functions of Board Members To promote the moral, spiritual, social, and personal development of students having regard to the characteristic spirit of the school; To ensure that special educational needs are identified and provided for; To ensure that the school complies with the education policies, regulations and curriculum as prescribed by the Minister; (Pages 8 & 9 Brief Guide)
Role & Functions of Board Members (Cont.) To ensure that students have access to guidance to assist them in their educational and career choices; To ensure that the school maintains systems whereby its performance can be assessed; To ensure that the school establishes and maintains an admissions and participation policy that provides for maximum accessibility; To ensure that the school promotes equality of opportunity for all students, irrespective of gender, and staff of the school; (Pages 8 & 9 Brief Guide)
Role & Functions of Board Members (Cont.) To ensure that the school promotes the development of the Irish language and traditions, Irish literature, the arts and other cultural matters; To ensure appropriate record keeping , security and access to records kept by that school relating to the progress of each student; In the case of a school located in the Gaeltacht area, to ensure that the school contributes to the maintenance of Irish as the primary community language; (Pages 8 & 9 Brief Guide)
Role & Functions of Board Members (Cont.) To ensure that the needs of personnel involved in management functions and staff development needs generally in the school are identified and provided for; To ensure that the school promotes, educational opportunities for persons living in the area in line with policies on lifelong learning; To ensure that the school establishes and maintains contact with other schools and colleges. (Pages 8 & 9 Brief Guide)
Effective Boards Interpersonal Relationships High quality interpersonal relationships and effective communication. Prof. Brennan (2011) places considerable emphasis on what she calls social systems . School boards should be robust and effective social systems. High quality interpersonal relationships can take some time to develop. Secretary and the Chair have important roles in this regard. Hospitality is an important part of this.
Effective Boards Dealing with Disagreement Social systems are not about all members being in agreement all of the time. A well chaired effective board is able to cope with a certain amount of conflict and disagreement. A group that is able to debate important matters indicates that the group is working well and that the members are able to engage in constructive challenge about significant issues. Effective chairing of meetings can make it safe for all members to express their views. In particular, experienced Chairpersons can help new members to find their voices and encourage their inputs.
Effective Boards Listening It is essential to speak up and express your views frankly when serving on a Board of Management. It is equally important to listen carefully and respectfully to your colleagues, giving them the time and opportunity to explain their views and perspectives. One of the most sincere forms of respect is to listen carefully to another s view.
Effective Boards Giving the Task the Time it Needs In order to engage with the role and associated responsibility of being a member of a BoM it is essential to engage with the tasks at hand. This means attending as many meetings as possible, and setting aside dedicated time to read and consider documentation policies and procedures which are sent in advance. Principals and his or her staff spend significant amounts of time drafting and refining policies and procedures and it is the job of members to read these documents and offer suggested amendments where we feel they would be of benefit. Our collective knowledge builds the capacity of the Board to deal effectively with the matters at hand in the best interest of the school.
Holding Boards of Management to Account Assessing the Performance of Boards
Assessment of Performance The school is assessed through; WSE/MLL Subject Inspections Incidental Inspections The role and function of the Board of Management may also be reviewed through these events and processes.
Assessment of Performance The Board must also be alert to other indicators of performance. Certain events may (in certain circumstances) be an indicator of performance; Patterns of enrolment Examination results and access to third level Solas Review (where these programmes are offered in the school) The Court may assess the performance of a school in a civil case Even without the criteria of examination results being brought to bear significant performance related differences may be evident The importance of the School Self Evaluation as a reflective enquiry .
Whole School Evaluation Management, Leadership and Learning All Boards can learn from the WSE/MLL Process and the reports which issue from this process.
Whole School Evaluations Management Leadership and Learning The Education Act 1998 places an obligation on the board and staff of a school to accord inspectors every reasonable facility and co-operation in the performance of their duties. The evaluation team asks questions and collects evidence about the work of the board and the school. In your file at Appendix (x) you will find a brief examination of 10 recent WSE reports (anonymised) . References to the work of the Boards of Management have been extracted from these reports. The following slides consider some of the points raised in respect of Boards of Management
Whole School Evaluations Extracting the Learning From a selection of published Whole School Evaluations the following observations can be made about expected priorities of a Board: Focus on advancing its identified developmental priorities in a strategic way through an action plan with SMART objectives and through the inclusion of the whole-school community Expectation that the Principal and Deputy Principal should have a vision including the progression of the board s priorities The BoM having had an impact on that vision.
Whole School Evaluations Extracting the Learning Priorities (Cont.): Provide a broad curriculum; to increase literacy and numeracy levels by developing school improvement plans in these areas; and to provide a modern, safe and up-to-date school for students and staff Prioritise areas for improvement (While affirming good practice) Prioritise the development of a whole-school guidance plan
Whole School Evaluations Extracting the Learning The Board should be: Very well informed and be centrally involved in discussions on resources and on the challenges facing the school Engaged with the review and evaluation of key aspects of teaching and learning, especially in relation to curriculum provision. Kept up to date on financial matters Trained for their role, to ensure that they are fully prepared to discharge its function
Whole School Evaluations Extracting the Learning The Board should be (Cont.) Committed & dedicated Fully conversant with all initiatives in the school Aware of its legal responsibilities Engaged in the promotion of the ethos Characterised by a spirit of partnership and solidarity should be fostered Methodical and systematic
Whole School Evaluations Extracting the Learning The Board should provide: An Agreed Report Updated register of existing policies with a clear calendar for subsequent policy review Engage in audit of existing policies and establish a cycle of policy development Input sought from all stake holders The views of parents and students are routinely sought in the development and review of relevant policies. This is very good practice.
Whole School Evaluations Extracting the Learning The Board should provide (Cont.): An analysis of all evaluation reports to ascertain the valuable learning experiences which could contribute to improvement in teaching and learning and to compile these for circulation The board should provide for the publication of the School Self- Evaluation Report and the School Improvement Plan for Literacy and provide summary reports for the school community Policies published on the web site address the significant weaknesses identified Invited to give written response
Whole School Evaluations Extracting the Learning The Board is also expected to have: The board members have strong links with the local community Collaboration with parents Engagement with whole school community A clear understanding of the value of ongoing review and development Considerable expertise and experience
Whole School Evaluation Extracting the Learning Recommendations to Boards: Focused thematic agenda (along with standard items) e.g. teaching and learning and student welfare Request periodic presentations from personnel involved in key areas of responsibility, including students Teaching and learning should be included on the agenda of all meetings Decision-making should be firmly grounded in open discussion and consensus Board of Management members should attend school events
Whole School Evaluation Extracting the Learning Recommendations to Boards (Cont.): Meet annually with student Council or individual students to address the board on specific issues Recommended that there is clarity on the relative roles and responsibilities of the board of management in the context of the ETB structures Boards also need to identify some, more long term objectives Boards in consultation with the ETB should considers the possibility of providing Post Leaving Certificate (PLC) courses or other suitable programmes if suitable for their school
The Reflective Board The Board needs to Reflect on its Performance
The Reflective Board The need for annual appraisals What evidence do we have of an effective performance (rather than just describing the process) Boards should be constantly aware of this distinction and should be careful not to let narrative description take the place of genuine performance reporting. If boards receive accurate and informative performance data, they can have confidence that they are making decisions that are properly grounded.
In Summary Roles and Functions of Board Members Principles of Public Service Characteristics of Effective Boards Assessing Performance WSE/MML The Reflective Board Meetings are the mechanism for achieving these objectives
