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East Midlands Workshop: Effective Governors/Gov.Bodies
Paul Mason
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GOVERNORS
SCHOOLCOMMUNITY
LOCAL AUTHORITY DfES / GOEM
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SHAPING the FUTURE
SCHOOLS CAN:
• Deal with change
• Deal with resources
• Have implemented National Agreements
• Continually seek new ways of doing things
• Continually ask, “What value does this add to pupil learning?”
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“The future is not some place we are going to, but one we are
creating. The paths are not to be found, but made. The activity of making them changes both the
maker and the destination”
John Schaar
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DIRECTIONS and DILEMMAS
Directions:
• Self-managing Schools
• School improvement
• Personalisation of learning
• ICT
• Access
• Every Child Matters
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Dilemmas:• Local Management – Central Direction• Market Place – Strategic Planning• Competition – Collaboration• Fragmentation – Coherence• Consultation – Leadership• What’s best for My School – What’s best
for Wider Community
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RELATIONSHIPS
“The High-Trust Local Authority”
• Open Fair
• Accessible Responsive
• Listening Transparent
• Consistent Involving
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SCHOOL “A”
Rural Primary School – Pro-active Governing Body
Key Words: Effective Teaching : Community Needs : Pre / Post School
Focus: Governors; School improvement : Staffing; After-School / Nursery
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ACTION:
• Audit of Staffing / Accommodation / Finance• Temporary Classrooms• After-care (Alongside extra-curric. activities)• Business Plan• Consultation with Parish / LEA / EMDA etc.• Management Group• Funding : Implementation.• OUTCOMES : THE FUTURE
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SCHOOL “P”
Medium size Secondary School – “Failing”; Socio-econ. Deprivation
Key Words: Governing Body – LEA: Community : Recruit / Retain
Focus: School; Community; Governance Structure; Parents
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ACTION:
• Gov. Body evaluation ---- Action Plan• Clear Vision of Strategic Direction for Gov. Body
to support School• Identification of appropriate knowledge / skills
required• Focus on Parent Governors• Explore community business interests to recruit• Develop partnership with H.E. College to support
specialist status• OUTCOMES : THE FUTURE
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SCHOOL “B”
• Medium size Secondary School – Area of Soc. Deprivation
• Key Words: Challenge : Empowerment : The INCLUSIVE School
• Focus: Environment : Needs; Barriers; One-Team; Expectations
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ACTION:
• Salamanca Statement 1994 UNESCO• Leadership and Governor roles• Attitudes Analysis• Disability -- Medical / Social models• School Access Plan - Physical environment• Empowerment planning • Access to Curriculum Plan• One - Team concept ; review of roles• Parents : Finance• OUTCOMES : THE FUTURE.