Description
Book SynopsisWhat does 'supporting the school' really mean? What can a staff governor take part in? How can we deal with a misbehaving governor? Do LEA governors have to toe a party line? Should a new head opt to be a governor? Do we have to give the head an annual pay rise? In this collection of articles originally printed in her well-known weekly 'Agenda' advice column in the Times Educational Supplement, Joan Sallis tackles these and many other questions with the humour, humanity and candour for which she is renowned. She defines boundaries, clarifies the representative role of school governors, offers guidance on relations between the head and the governing body, and the principles, procedures and skills that underpin successful team-building, sound decision-making, and honourable behaviour among all those groups which make up the school community. This collection is an essential complement to the best-selling Basics for School governors. It includes a concise summary of new regulations (made under the Education Act 2002) which came out in the summer of 2003, and which could significantly change the way governing bodies work. Not only school governors, head teachers and parents, but anyone who has to manage difficult 'people situations', in any context, will gain valuable insights from the range of experience and wisdom concentrated within these pages.
Table of ContentsForeword; Part One: Roles and Boundaries; What does 'supporting the school, really mean?; Can you help us heal this rift?; A 'special interest, governor makes waves; A new governor in trouble; Our school is light years behind; Reacting to the exam results; A market-researcher out of control; How to go wrong on a school visit; Another unofficial meeting; How can we deal with a misbehaving governor?; I can't support this teacher's promotion; Should we be involved in applying for specialist status?; A parent governor oversteps the mark; Getting the level right; Governors get a bad OfSTED report; Can the LEA sack me for this?; Betrayal by a teacher governor; Can I correct misinformation given to governors?; How can we cope with having to agree to things; we don't believe in?; I seem to have strayed into professional territory; Part Two: Problems of Representing Others; Our staff governors aren't allowed to speak; Do LEA governors have to toe a party line?; I've upset everybody; A parent governor's familiar questions; Problems of a church school governor; Role of a community governor; A staff governor and staff grievances; Parent governors in the firing line; A parent governor's place on the agenda; Problems of teacher governors; Can they exclude teacher governors when an; item is confidential?; Must a teacher governor always follow the staff line?; Parent governors get the blame; Some more equal than others; A parent governor's dilemma; Parents want to attend our meetings; Training for support staff governors; Part Three: The Head Teacher and the Governing Body; Building a governing body; A new head wonders whether to become a governor; A head who likes office chores; A head who turns a school around but has no graces; What price leadership?; The worst thing we've ever had to do; A new PTA and an old-fashioned head; Future of permanently excluded pupils; Exclusion - role of an independent panel; Meeting times and a tired head; A disloyal governor; Can our head invite visitors to our meetings?; Teachers talking like teenagers; Please help us out of this quagmire; A man of strong dislikes; Our head speaks disparagingly of us; We can't get governors of the right quality; Are results all that matter?; Should the head patronise us in this way?; Building a relationship with a new head; Do we have to give our head an annual rise?
