New Zealand schools come in three types – state, state integrated, and private. Private schools are owned by private operators and largely, but not wholly, funded by parent fees (the state provides some funding to these schools). State integrated schools used to be owned, funded and run by the church, but are now funded by the state, though still church owned. State schools are funded by the state.
But not state run, as such. In the 1980s, a model known as Tomorrow’s schools was set up by the government. It works on the principle of decentralised Boards of parent and teacher trustees running the school. There are guidelines provided by the central government agency (the Ministry of Education), and there is a national body (School Trustees Association) that provides advice, training and advocacy, but by and large, schools are run by the principal, a staff representative and a small number of parent representatives. All but the principal are elected.
Schools are funded by the Ministry according to various formulae. The Ministry negotiates teacher salaries, so that all teachers are paid according to the same scale, regardless of the school at which they teach. They provide a grant which should cover all the operational aspects of running the school, such as electricity, consumables, non-teaching staff (such as office staff and caretakers), cleaning, relieving teachers and general maintenance.
The Ministry also owns the school land and buildings, and pays the school for capital improvements, again according to formulae governing the area of buildings allowed based on the size of the school roll.
The Trustees are responsible for setting the strategic direction of the school, determining what outcomes are desired, hiring teachers and the principal, and overseeing the work of the principal. The principal runs the school on a day-to-day basis, with teachers generally directly responsible to her (or to deans in larger schools). She is responsible for all aspects of school operation, from teaching direction and delivery, finances, building operation and maintenance, information technology, dealing with the public, working with parents and the school community, and representing the school in the wider education sector. Trustees have oversight of all these aspects, and are often also involved in fund raising.
The model works well in some areas, but can be challenging in areas where it is difficult to find skilled and willing Trustees. If a Board breaks down, either because of differences with the principal, or if student outcomes become unacceptable, the Ministry can suspend the Board and install a commissioner, who takes over the running of the school until such time as the same or a new Board can be instated.
Tags: Boards of Trustees, New Zealand schools, school governance