By Michael Creese
This publication presents institution governors with a blueprint for operating successfully and enthusiastically to lead to optimistic switch of their colleges, for the good thing about all these involved.
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Additional resources for Improving Schools and Governing Bodies: Making a Difference
Example text
The governor is then left to visit classes as he or she wishes before returning to the head for a debriefing. One governor, for instance, who teaches one day a week in another school, took a particular interest in pupils’ behaviour and their listening skills. During her ‘governor’s visit’ she went into every classroom and spent a considerable amount of time talking to the children and she also spoke to each teacher. She intended to give feedback from the results of her observations to the group of staff and governors who were revising the school’s behaviour policy.
It was agreed that prioritisation would be the key and most difficult task and that there would need to be consultation with other governors, the staff, parents and the wider community (including the LEA). During this and at two subsequent meetings of the group, each of which lasted for about two hours, the four key areas were considered in turn in detail with a range of questions being listed for each. The questions were written up on a white-board so that all could see them easily and contribute to the discussion.
4 Do we have an effective system of delegation? 5 How does our headteacher fully facilitate and encourage the work of the governing body? 6 Do we have a sense of partnership between the governors and the staff? 7 Do we pay enough attention to the training and development of the governors individually and collectively? 8 Are we developing as a governing body? What do we need to do to improve? Chapter 3 The governing body, the curriculum and teaching and learning Introduction Teaching and learning—particularly the latter—are the central functions of any educational institution—the reason or rationale for its existence.