Successful Governance in Muslim Schools

Report
Successful Governance in
Muslim Schools
ASSOCIATION OF MUSLIM SCHOOLS
CONFERENCE 2010
TAHIR ALAM
AL-HIJRAH TRAINING ACADEMY
[email protected]
MOBILE: 07790037697
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Are Muslim Schools required to have
Governing Bodies?
What is the purpose and the role of the
Governing Bodies?
What does a successful Governing Look
Like?
Discussion Point
Operationally the Governing Body performs three
important roles.
In groups discuss what these might roles entails in
terms strengths and challenges?
a) Act strategically;
b) behave as a critical friend;
c)
ensure accountability.
Accountability
OFSTED
Local
Authority
Trust
Parents &
Community
Governing
Body
Headteacher
School
Different Types Of Schools
Community
Schools
Foundation
Schools
Governing Body?
Independent
Schools
Voluntary
Aided
Schools
Different Types Of Governors
Parent
Governors
Partnership
Governors
Staff
Governors
This provides a balance of
representation on the governing
body for all stakeholders of the
school
LEA
Governors
Community
Governors
Associate
Members
Foundation
Governors
Sponsor
Governors
Some Useful Skills
Any of the skills below would add value to a governing body:
Problem Solving
Decision Making
ICT
Marketing
Team Working
Financial Planning
Communications
Strategic Planning
Project Management
Personnel
Structure of Governing Bodies
Curriculum
Committee
Appeals
Committee
H/S &
Buildings
Committee
Full Governing Body Minimum
of 9 governors Maximum of 20
Governors
Finance
Committee
Complaints
Committee
Personnel
Committee
 The headteachers role is often described as
Operational and Managerial and the Governing
Bodies role as Strategic?
Discuss what the implications of this might be for the
headteacher and the Governing Body?
Headteacher’s Responsibilities:
 Day-to-day management
 school’s internal organisation and control
 Advice and implementation:
 on the governing body’s strategic framework
 Giving governors information:
 needed to help the school raise standards
 Formulation:
 of aims and objectives, policies and targets for the governing
body to consider adopting
 Reporting progress:
 at least once every school year.
Activity
Sort the cards into three groups:
 Governing bodies do…
 Governing bodies don’t…
 Not sure
Discussion Point
 List the main areas where the governing body is
required to exercise its powers, duties and
responsibilities?
Powers and Duties of the Governing Body - 1
 Standards
 ensuring a strategic and systematic approach
 Targets
 setting targets for pupil achievement
 Curriculum
 ensuring a breadth and balance
 Reporting results
 assessment & exam results
 Policies
 deciding, in strategic terms, how the school should be run
Powers and Duties of the Governing Body - 2
 Finance
 how to manage the allocated budget
 Staffing
 number of staff, pay policy and making decisions about pay
 Appointment
 the head, deputy and others
 Staff discipline
 agreeing procedures for conduct & discipline
 Inspection follow-up
 drawing up an action plan after inspection
Discussion Point
What is the difference between
monitoring and evaluation?
Monitoring and Evaluation –
What Does it Mean?
 Monitoring is about:
 gathering evidence to show progress against targets and
expectations;
 seeking information, eg:
are pupils doing as well as expected?
 is the school adding sufficient value?
 is the school making best use of resources?

 Evaluation is about:
 making judgements and decisions about performance and
results:

what action is needed, when and by whom?
Monitoring and Evaluation
 Questioning:
 eg, are pupils doing better that expected given their previous
attainment?
 Checking:
 is the school adding value?
 To provide evidence of success
 that can be celebrated and built on
 To identify
 quickly where the school is not performing as well as expected
or required
 priorities for future action
Why should we monitor?
 To check
 if plans are being implemented
 To provide evidence of success
 that can be celebrated and built on
 To identify
 quickly where the school is not performing as well as expected
or required
 priorities for future action
 To ensure accountability
Discussion Point
What aspects of the school should a
governing body be monitoring?
What we should monitor - 1
 Teaching and learning indicators
 Results


Quality of teaching


management systems are deployed and effective
Pupils’ behaviour and attitudes


from assessments, tests and exams, both internal and external.
includes attendance, exclusions, taking part in extra-curricular
activities, etc.
The learning environment

includes accommodation suitability and impact of decoration and
displays, etc.
What we should monitor - 2
 School management indicators:
 staff disposition:


eg, morale, attendance and commitment.
school information:

eg, on curriculum, staffing, budget, plans.
 Views and involvement of stakeholders
 from a range of sources, eg
PTA, parents, school council, neighbours, partners
 admission numbers, destinations of school leavers, surveys,
comments and mail.

 Performance of the GB itself
 perhaps using the self-audit tool.
Accountability
Governing Bodies
 The Trust or Foundation
Individual Governors
 corporate accountability

 to parents



Prospectus
Annual Report
Annual Parents’ Meeting
 to the public


the LEA
OfSTED
provided they act
reasonably and in good
faith
Headteachers
 to the Governing Body

HT Reports
High Support
Low
Challenge
Supporters club
Partners or critical friends
“We’re here to support
the Head!”
“We share everything –
good or bad!”
High
Challenge
Abdicators
Adversaries
“We leave it to the
professionals!”
“We keep a very close
eye on the staff!”
Low Support
Governors Role
Critical Friend
Asking the right
questions in the right way !
NO
‘rubber-stamping’
What?
Why?
How?
When?

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