AISH
STANDARD #2
Governance
V3 - Reissued September 5, 2018
AISH STANDARD #2
Impact Examples (blue text) (For goal-setting, select one or two that are most relevant for your context.)
Governance
The Head of an International School, in partnership with the governing body, develops a culture of responsibility and accountability for the accomplishment of the mission for learning.
“. . . to work and learn at a higher level for the benefit of students . . .�
19
RESPONSIBILITY & ACCOUNTABILITY
20
a) Supports the governing body in their development and revision of policies that work in tandem with operational procedures for student well-being and responsible management of the school. • Policies are reviewed regularly to ensure they are comprehensive and up-to-date. There is a process for Policy Manual review that is reflected in documentation and minutes. • Policies are reviewed to ensure they are in keeping with standards of excellence according to authoritative sources related to governance. • Procedural manuals that align with policies are continuously reviewed and updated.
b) Ensures that the governing body is well-informed about measures of student performance and strategic issues so that they can best establish priorities and direction. • Indicators and metrics for the mission of learning are in place. Progress is regularly reported to the school community. • Minutes from governance meetings indicate that data about student learning are discussed and result in frequent reviews of improvements. • Governing body goals and Head of School goals indicate a serious intent to improve learning and result in advancing the mission and achieving gains.
• The school’s annual report focuses on results of student learning that are appropriate and sufficient for all students.
c) Forms a united team with the governing body, each respectful of the roles and responsibilities, to work and learn at a higher level for the benefit of students, and to uphold the mission. • Policies are used by the Head of School to guide the development and implementation of procedures and operational manuals for the benefit of students.
Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 36-46. Health Business Elite. Web. 11 Sept. 2016. Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www.bridgespan.org/Publications-and-Tools/Nonprofit-Boards/Resources-for-Board-Members/ Governance-as-Leadership-William-Ryan.aspx#.V7n_kpMrJQM
21
• The Head of School works with the Board Chair or appropriate person to ensure that strategic and generative topics are addressed throughout the year that will benefit students and uphold the mission. • The governing body’s agenda and minutes from committee meetings, full Board meetings and retreats indicate attention to fiduciary, strategic and generative issues, rather than operational. • Differences of opinion between the governing body and the Head of School are resolved in a healthy manner, with a focus on students and the school’s mission. • Meetings of the governing body are collaborative and members are engaged in discussions that tap into the value and potential of the group. • The Head works with the Board to adopt working agreements for productivity e.g., consent agendas, fiduciary reports distributed in advance, to allow for substantive discussions and decisions and effective use of committees and task forces. • A review of roles and responsibilities occurs annually to ensure that authority is appropriately delegated. Agendas and minutes serve as documentation.
d) Promotes the professional growth of the governing body so that the school can benefit from their fiduciary, strategic and generative leadership. • Orientation for new members of the governing body results in each member acquiring knowledge and understanding of the mission, vision, values and the school’s priorities. A formal process is implemented and overseen by the Chair or appropriate person and is supported by the Head of School. • The Head works with the Chair to ensure that the group determines working agreements and periodically evaluates their performance, making adjustments as needed for greater effectiveness. • Time is scheduled for dialogue on consequential issues. There is evidence that meetings result in decisions that are focused on the mission and well-being of students. • Protocols are used that ensure that all voices are heard and that most decisions are made by consensus. • The professional growth of the governing body is documented through a log or journal.
Chait, Richard P., Ryan, William P., and Taylor, Barbara E.. Governance as Leadership : Reframing the Work of Nonprofit Boards (1). Hoboken, US: Wiley, 2011. Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www.bridgespan.org/Publicationsand-Tools/Nonprofit-Boards/Resources-for-BoardMembers/Governance-as-Leadership-William-Ryan.aspx#. V7n_kpMrJQM Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 36-46. Health Business Elite. Web. 11 Sept. 2016. Ryan, William. “Governance as Leadership: a conversation with William Ryan.” www.bridgespan.org/Publicationsand-Tools/Nonprofit-Boards/Resources-for-BoardMembers/Governance-as-Leadership-William-Ryan.aspx#. V7n_kpMrJQM Taylor, Barbara E., Richard P. Chait, and Thomas P. Holland. “The New Work Of The Nonprofit Board.” Harvard Business Review 74.5 (1996): 36-46. Health Business Elite. Web. 11 Sept. 2016.
22
e) Works in tandem with the Board to hold one another accountable to the mission and vision, fully aware that together they are ultimately responsible for the performance and sustainability of the school. • Members of the governing body and Head of School use the mission, vision and student wellbeing frequently as guideposts and criteria for making decisions. There is evidence of Board determined success criteria and documentation of measurement of success. This is also reported as being in place in the Visiting Team Accreditation Reports. • Meaningful Indicators are used to annually report out progress of the strategic plan. • The Head of School and governing body continually reflect upon their performance, ensuring that they are proactive and responsive on issues that relate to the performance and sustainability of the school.
To continue with STANDARD #3 click here.
academ yish.or g