Public School Council/Board

Training
Module 1: Roles, responsibilities and decision
making

Roles
Effective Business/
and
relationships School Integrity Accountability
decision
rights planning

In this module, you will learn about:

 legislation and policy that apply to the school council/board;
 council/board roles and responsibilities; and
 how the council/board operates including meeting protocols and administrative arrangements.

Introduction to governance
Governance in the context of school councils/boards refers to:
 An integrated system of decision-making that has student success and school
effectiveness as its over-arching purpose.
 A variety of people and groups of people that fulfil different but related roles and functions
across the school.
 The school council/board being one of these groups.

Governance includes both compliance and performance activities. Compliance activities are things
the council/board must do for regulatory or other reasons; and performance activities refer to those
activities that aim to drive school performance.

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Why is good governance important?
Good governance helps to ensure that:
 school resources, including money and time, are used efficiently;
 the rules and policies created, for example dress code for students and code of conduct are
relevant to the context and situation of the school; and
 the school’s priorities reflect the needs of the students, are about achieving great outcomes for
them, and steps are taken to bring these priorities about through effective relationships with
parents and external groups, including local businesses and organisations.

Ultimately, good school governance helps the school deliver positive outcomes for students.
Councils/boards contribute to good governance, working together with other groups of the school.
For example, the leadership team, and Parents and Citizens’ Association.

The ‘Governance Tree’

A simple analogy that may assist council/board members to understand the concept of governance
in the school setting is the ‘Governance Tree’. The Governance Tree is made up of many
branches. The branches represent the different groups of a school which work together. The
groups, or branches of the tree, can be different depending on the school. For example, groups or
branches can include the leadership team, and Parents and Citizens’ Association, the Finance
Committee, the Student Council, and others.

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What does good governance look like?
A useful way of achieving good governance is to apply what is described as the five foundations
framework (diagram below). Each of these foundations is important in effective governance and one
should not be emphasised over the others. Relative emphasis on any one area, at a point in time,
depends on the school context. This model forms the foundation for the learning outcomes in these
training modules. More information on the foundations of good governance is provided throughout
the modules.

Five foundations of good school governance

Legal environment
Every public school is to have a council/board, unless exempted by the Minister for Education. The
role and functions of the council/board are determined by the:
 School Education Act 1999
 School Education Regulations 2000
 Statement of Expectation 2021-2024 (for school boards) {formerly Delivery and Performance
Agreement}
 Associations Incorporation Act 2015 and Associations Incorporation Regulations 2016 (only for
incorporated school council/boards)

Council/board members should familiarise themselves with the roles of councils/boards in public
schools. Additional information can be found in Module 2. The Department also provides
information about unincorporated and incorporated school council/boards on its website, which
includes advice on induction of new members.

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What is the School Education Act 1999?
The objectives of the Act are to:
 recognise the right of every child to receive a school education;
 allow for education to be given in a public school, private school or at home;
 provide for public schools to meet the educational needs of all children;
 provide for education, training and employment alternatives at the senior secondary level; and
 acknowledge the importance of the involvement and participation of parents.

Key features of the School Education Act 1999

The Act covers the:

 establishment and operation of public (government) schools including parent and
community involvement in school affairs;
 registration and funding of private (non-government) schools;
 registration of community kindergartens; and
 administrative responsibilities for school education and the use of property that is
vested in the Minister for Education.

The Act specifically provides for parent and community involvement in schools through a
school council/board, and sets out its functions and operational arrangements. The Act
refers to this group as a school council – Part 3, Division 8, Subdivision 1 – School
Councils. Each school must have a council unless exempted by the Minister for
Education.

For those schools which are Independent Public Schools, their council is known as a
board. Independent Public Schools must have a board.

Key features of the Act relating to councils/boards

In relation to council/boards, the Act covers:

 membership;
 functions of councils;
 property acquired by incorporated councils;
 matters that councils cannot intervene in;
 powers;
 support by principals;
 Minister’s directions;
 Procedures;
 protection from personal liability;
 dismissal of unincorporated councils;
 winding up incorporated councils; and
 regulations.

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What are the School Education Regulations 2000?
The Regulations dictate how provisions of the Act are to be applied.
Various operational details about councils/boards are provided in the Regulations under Part 6 –
Government School Councils.

Key features of the School Education Regulations 2000

The Regulations cover:

 enrolment and attendance;
 management of public schools;
 financial provisions for public schools;
 management and control of public school premises;
 public school councils;
 Parents and Citizens’ Associations of public schools;
 staff employed in the Department of Education;
 private (non-government) schools;
 community kindergartens;
 scholarships;
 visas; and
 matters to be taken into account in the registration of private (non-government)
schools.

Key features of the Regulations relating to councils/boards

 In relation to councils/boards, the Regulations cover:

 Establishment;
 Membership;
 Composition;
 appointment and election of members;
 eligibility to vote;
 term of office;
 cessation or termination of membership;
 co-opting members;
 functions that the Minister may approve for incorporated boards/council;
 councils/boards operating for two or more schools;
 meetings;
 grounds for closing meetings;
 annual public meetings;
 special meetings; and
 voting.

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What is the Statement of Expectation 2021-2024?
The Statement of Expectation makes clear, and public, the expectations, responsibilities and
obligations of schools and the Department in student achievement and progress. From 2021, it is
applicable to all schools.

The Statement of Expectation is signed by the Director General and Principal. The council/board
notes its signing and submission. Completion of this action at the meeting, must be included in the
relevant minutes for auditing purposes.

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Role of the council/board
The council/board has distinct functions provided under the legislation. Parents and the community
can be involved in school decision making and giving advice through their council/board. The Act
prohibits the council/board from being involved in the day-to-day running of the school.

The table below explains different legislated roles of council/boards.

Role Approval role Advisory role Do not participate

 Council/board contributes to  Council/board is consulted  Council/board and their
decision making. The and helps to brainstorm and members cannot
Principal consults the resolve issues. intervene in the control
council/board on issues and  Discussions are documented or management of a
takes on their advice prior to in the council/board meeting school; or intervene in
making decisions. minutes. the educational
What does it  Council/board is directly and instruction of students; or
mean? deeply involved. exercise authority over
 Decisions are documented teaching staff or other
in council/board meeting persons employed by the
minutes. school; or intervene in
the management or
operation of a school
fund;
Council/board approves: Council/board: Council/board does not:
 voluntary school  advises principal about the  manage day-to-day
contributions (charges) local community context; running of school, for
payable by parents/  reviews allocation of example staff
guardians for materials, resources to meet school performance and
services and facilities; plan targets; student assessment;
 fees for optional programs  reviews and monitors school  discuss individual
such as excursions and objectives, priorities and cases relating to
incursions; policy directions; teachers, staff and
 book list (or equivalent)  takes part in the reviewing of parents/guardians;
items that school requests the Annual Report;  represent special
students to have for  takes part in developing interest groups or allow
personal use; school code of conduct for special interests to
 sponsorship and students; dominate council/board
Examples of advertising agreements*;  advises principal about discussions;
council/board and religious practices in school  intervene in education
involvement  the dress code for students (for example, use of instruction;
in consultation with prayers);  borrow money;
students, staff,  advises on selection but not  purchase property;
parents/guardians. appointment of principal and  exercise authority over
other staff(where approval is teaching staff or other
given); persons employed at
 takes part in development of the school; and
and monitoring of the  manage complaints
school plan; processes.
 takes part in review of the
DPA; and
 takes part in reviewing the
financial arrangements of
the school.

*The principal uses the Department’s Document for Incoming Sponsorship to a Public School and enters into an
agreement with a sponsor.

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All council/board members are obliged to act in the best interests of the school and its students.
Council/board members are not on the council/board to represent the interests of any subgroups of
the school community. Those wishing to raise issues that are not related to the legislated
role/functions of the council/board should do this through the school’s complaints management
processes.

Understanding, informing and making decisions

The following framework is a useful guide for councils/boards to use when understanding,
informing or making decisions.

Understanding decisions
Council/board members have the right to understand decisions made by the principal and others
(except where they involve confidential information about people or families).

Informing decisions
Council/board members have the right to inform decisions made by the principal and others
(except where they are of a confidential or professional nature.)

Make decisions
Council/board members have the right to make decisions with the principal and others (in
accordance with legislated functions and Department policy).

Making decisions
All council/board decisions must be agreed to by an absolute majority of council/board members –
that is, more than half of all members must vote in favour of the decision. This includes members
who are not present at the meeting and vacant positions.

For example, if there are 12 or 13 members on the council/board, seven members must vote ‘yes’
for a motion to be passed. If only seven members are at the meeting, then everyone must vote
‘yes’ for the motion to be passed. If it is difficult for a council/board to achieve the required absolute
majority, then the council/board is experiencing a serious governance issue.

All council/board members (including the principal and chair) are entitled to one vote.

It is important that council/board members make themselves available for meetings where
important matters are being discussed and decided. A proxy vote is not lawful under the legislation.
Council/board members may, however, use out of session processes (for example, an email to the
chair) to have their votes recorded.

Making good decisions

Informed, fair, sound and consistent decision making are important to the operation of the
council/board. Skills in this area can be improved by taking account of:
• opportunities to be gained or lost as a result of the decision;
• reliable and relevant information; and
• a mindset that balances the above.

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Great decision making combines a range of factors

Decision making checklist

Questions to ask yourself to assess your board/council’s decision making capability:

 Is the decision likely to achieve the desired outcome?
 Is the decision timely?
 Is the decision making process transparent?
 Have conflicts of interest been identified and managed?
 Have decision makers acted responsibly?
 Is the decision likely to be acceptable to key stakeholders?
 Has authority been used appropriately?
 Is it a good decision when long-term and short-term outcomes are considered
simultaneously?
 Has the process been sufficiently rigorous?
 Does the decision take into account what we have learned from making similar
decisions in the past?
 Does the decision suit the context we are in?

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Role of the chair
It is good practice for the council/board to review on an annual basis, for example, at the first
meeting of the year, who will undertake the role of the chair.

The chair of the council/board is often called the ‘first among equals’. The chair facilitates
council/board meetings and uses their influence so the council/board operates effectively. With the
support of the principal and other school staff, the chair has some specific responsibilities as
detailed below.

Before council/board meetings

 Schedule (or call) council/board meetings.
 Agree on the agenda and relevant papers with the principal.

During council/board meetings

 Start and finish meetings on time.
 Manage any conflicts of interest.
 Note the apologies received.
 Seek confirmation the minutes from the previous meeting are accurate. Sign and date the
minutes for filing.
 Table incoming and outgoing correspondence.
 Oversee the business of the council/board and facilitate constructive discussions.
 Declare the results of decisions and motions.

Between council/board meetings

 Uphold council/board decisions.
 Prepare and present an annual report to members of the school community.
 Participate as a member of sub-committees established by the council/board (optional).

Special skills required by the chair

The chair requires strong team building, negotiation and facilitation skills to:
 lead the council/board;
 focus the council/board on assisting the school to achieve the best outcomes for students;
 make sure meetings focus on achieving good outcomes for the school;
 establish efficient and productive meeting procedures;
 ensure all members have the opportunity to be heard;
 assist to resolve any conflicts;
 facilitate mediation meetings as required; and
 represent the school in the community and at formal functions.

Role of the principal

The principal, in collaboration with other school staff, supports the council/board through a range of
administrative, reporting and other functions and services. The extent of this support is a matter for
discretion at each school.

The principal:
 is a member of the council/board;
 advises and guides the council/board in relation to the legislative requirements and
Department of Education policies;
 assists in identifying appropriate people for membership;
 calls for nominations to fill membership vacancies;
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 conducts council/board elections; and
 is the Department of Education’s representative on the council/board.

The Information Package located on the Department of Education Councils and Boards website
has additional information.

The principal provides the council/board with the following:

 annual school budget;
 monthly financial reports;
 results of school audits and reviews;
 advice on school performance and student improvement targets as per the business/strategic
plan; and
 the school review report.

Council/board meetings
Council/board meetings are a key part of council/board life. During meetings, the council/board
receives updates on school progress and performance, gives advice and makes decisions.

The council/board must adhere to ethical and transparent processes around holding and
documenting meetings. Guidance on expected behaviour is included in the council/board’s code of
conduct.

How often should councils/boards meet?

The meeting schedule depends on the council/board’s responsibilities and the school context. It is
good practice to meet at least four times a year, which may be once each term.

The council/board must hold at least one open (public) meeting each year at which a report is
presented on the performance of the council/board’s functions since the previous annual public
meeting or the council/board’s inaugural meeting (as relevant).

How are meetings scheduled?

The council/board should publish a calendar of meetings and activities for each term or year (or
both). A calendar helps ensure the council/board is aware of, and meets all its obligations. A
calendar also helps the principal to prepare for council/board meetings by preparing reports and
presentations. The calendar should be available to the council/board and the school community
(for example, on the school website).

It is helpful for council/board meetings to follow a pattern throughout the school year, for example,
meetings take place on the first Tuesday night of every even-numbered month (February, April,
etc.) during the school term. This type of routine means members can plan for their engagement
with the council/board.

Some council/board meetings may relate to school deadlines, such as the need to approve the
school fees, charges and contributions before being communicated to parents.

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Schedule of meetings example

Suggestions for agenda items the council/board could discuss at different times of the year.

Agenda items Term 1 council/board activity

Annual goals/focus areas for the council/board for the coming year (policies
Setting the scene
to review, strategic focus for the year)
Code of conduct Review code of conduct
Statement of Expectation
Review DPA (for boards only)
(for boards only)
Subcommittees Set goals for subcommittees for the year
Review of council/board Council/board membership, induction, succession planning, community
structure membership, terms of reference, review position of chair
School plan Review strategic directions
Financial report Review budget in relation to strategic directions of the school plan
Annual report Final input/review
Workforce planning Workforce plan updates
Council/board self-
Summary of previous year’s activity, successes and reflection
reflection
Council/board and
Discuss updates on communications, opportunities to promote the school
community

Agenda items Term 2 council/board activity

Financial report Updates on budget attached to the school plan
School plan Overview on progress towards targets
Surveying the community Analysis of surveys – student, staff, parent satisfaction
Council/board and community Discuss/develop opportunities for council/board activities in
Branding/ promoting the school. Discuss communications and events
partnerships/communications attended
Input/educative sessions for the council/board on curriculum
Curriculum focus
delivery and access

Provide community with at least 14 days’ notice. Prepare annual

Notice of annual public meeting
report

Agenda items Term 3 council/board activity

Student performance data Overview and analysis of relevant student performance data
Data analysis Triangulating data against targets/milestones of the school plan
Discuss/develop opportunities for council/board activities in
Council/board and community promoting the school. Discuss communications, and events
attended
Financial report Updates on budget attached to the school plan
Preliminary budget Projected school numbers, implications for planning, workforce

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 Agenda items Term 4 council/board activity
Council/board
Survey of council/board effectiveness
self-review
School self-assessment schedule Updates on school self-assessment processes, data analysis
Review of school plan Review of year and recommendations for following year
Annual report Draft report for consideration and input
Approving fees, charges and voluntary contributions; items of
Financial approvals personal use (book lists) and approving extra cost optional
components of programs
Financial reports, updates on financial position against strategic
Financial report
directions of the school plan
Sub-committee input Input from sub-committees on areas of activity
Statement of Expectation (for Review the DPA (for boards only)
boards only)
Budget planning Updates on projected student numbers and implications for
planning and workforce
Council/board chair report Summary of the council/board’s achievements and decisions
made throughout the year

Who can attend council/board meetings?

Meetings are generally open to the public unless the council/board decides to close a meeting.
Meetings can be closed for a number of reasons such as to discuss information related to a
contractual matter. A full list of acceptable reasons for closing a meeting is in Regulation 116. If a
meeting is closed, the reasons for this must be included in the meeting minutes.

Special meetings
From time to time, the school community may wish to call a special council/board meeting. This
may be due to community members’ concerns about council/board performance or because of a
significant event in the community that requires council/board attention.

To call a special meeting, at least 20 families of students must call for the special meeting or at
least half of the number of families of students at the school, whichever is the lesser number. This
may be through a petition or an equivalent document such as an open letter which states the
purpose for which the special meeting is called and be signed by the families.

All council/board meetings, including special meetings, must be relevant to the role of the
council/board as outlined in the legislation.

Setting a clear meeting agenda

An agenda is a powerful tool to foster productive conversations. A clear agenda, published in
advance, allows council/board members to prepare for meetings, the school community to consider
what is being discussed and whether they would like to attend. Matters requiring discussion and
matters requiring decision need to be itemised to allow sufficient time for consideration.

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What should be on the agenda?
Meeting agendas focus on high level strategic matters related to the legislated functions of the
council/board. The content of the school plan (see Module 3: School planning) is a good guide for
what should be discussed in council/board meetings.

Councils/boards should avoid catch-all agenda items such as ‘general business’. Items to be
discussed should be included on the agenda before the meeting. Issues that arise during the
meeting can be added to the agenda for the next meeting.

Who prepares the agenda?

The chair usually works with the principal to draft the agenda, considers the time for each item,
helps prepare papers, and identifies whether items are for decision, information or discussion.

The chair also manages the meetings to ensure the council/board stays on topic and time is spent
on agenda items that contribute to school success.

Executive officer/secretary
Some schools provide an executive officer/secretary, for example the manager corporate services
or school officer to assist with the preparation and circulation of agendas, minute taking and record
keeping. This person attends meetings however undertaking this role does not mean they are a
member of the council/board.

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Sample agenda

Subject: School council/board meeting

Time: 2:00pm – 4:00pm

Date: 10 October 2020

Location: Primary school staffroom

Chair: Monica Ah Kit

Apologies: Jason Maher, Vinay Gunasekera

Time Item Documents Purpose Led by Recommendations

2:00pm Welcome For approval Chair Minutes of the xx

(minutes) meeting are
Includes introductions,
endorsed.
apologies and noting of
minutes of last meeting.
Correspondence in and out,
conflicts of interest

2:10pm Presentation of 2020 For noting Principal Council/board notes

NAPLAN results the presentation of
the 2020 NAPLAN
results and strategies
to be implemented in
2020.

2:40pm Update on independent School For noting Principal Principal

review process recommends a
Review
planning meeting
Documentation
with the Chair.

2:50pm Changes in the school SIS Student For Chair Principal

environment discussion recommends:
1. ongoing
Discussion of changing
monitoring of student
enrolment patterns based
enrolments; and
on changing demographics.
Review of school plan to 2. review of school
ensure it continues to meet plan is included on
the needs of current and the next meeting
future students. agenda.

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3:05pm Fees and charges 2021 fees and For decision Principal Increase to voluntary
charges contributions from
Presentation of proposed
$30 to $40.
fees and charges for 2021
for approval. Approval of 2021
fees and charges.

3:20pm Mini-workshop on annual For Principal Council/board

report discussion develops a structure
for the development
Principal to facilitate a short
of the school annual
workshop to help determine
report.
the structure and contents
of the annual report.

3:55pm Financial report Financial report For noting Principal Council/board notes
the presentation of
Principal to provide a report
the financial report.
on financial position against
strategic directions of the
school plan.

4:05pm Summary of meeting and For Chair

council/board reflection discussion

4:15pm Close

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Records of council/board meetings
Two critical aspects of the work of the council/board are transparency and accountability. One way
councils/boards can be accountable and transparent is to publish meeting minutes. Minutes record
items discussed at council/board meetings including key decisions made. The minutes should
document general themes and the decisions of the meeting, rather than be a verbatim transcript.

Council/board minutes must be retained for audit purposes and as a true record of the activities of
the council/board.

Documents should be released if requested unless there is an expectation of confidentiality. Some

items may be redacted if appropriate for confidentiality purposes. It is good practice to make
council/board meeting minutes available on the school website.

Sample meeting minutes

Subject: School council/board meeting

Time: 2:00pm – 4:00pm

Date: 10 October 2020

Location: Primary school staff room

Chair: Monica Ah Kit

Apologies: Jason Maher, Vinay Gunasekera

Susan Lee, Trevor Naylor, Shakaya Egan, Casey Wilson, Mei Ling, Ed Al
Attendees:
Khoury, Sienna White, Chris Toome, Mary Cheng, Sean McAfferty

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Time Item Recommendations Summary of discussion Actions

2:00pm Welcome Minutes of the xx Meeting was opened at N/A

meeting are 2:00pm. See list of
endorsed. attendees and apologies
above. Minutes of the xx
meeting were endorsed.

2:10pm Presentation of Council/board notes Susan Lee, Principal, Susan Lee to present
2020 NAPLAN the presentation of presented a summary of an overview of the
results the 2020 NAPLAN the school’s 2020 strategies to be
results and strategies NAPLAN results. implemented in 2020 to
to be implemented in Presentation slides are address the shortfall in
2020. attached to these performance at the next
minutes. In Year 9, meeting.
performance was close
to the State average
across all test areas. In
Year 7, maths
performance was 15%
poorer than in 2018 and
20% lower than the State
average.

3:00 pm Update on Principal Susan Lee, Principal, Susan Lee to schedule

recommends a provided an update on school review meeting
school review
planning meeting the school review with Monica Ah Kit,
process
with the Chair. process. All materials are Chair, for 2 November.
in order for the review.

3:10 pm Changes in the Principal Monica Ah Kit, Chair, No action required at

school recommends: gave an overview of this stage; however the
environment 1. ongoing changing demographics council/board will
monitoring of in the school local intake continue to monitor the
student area and the impact on issue should changes in
enrolments; and enrolments. Susan Lee, the school plan be
Principal, discussed the required.
2. review of school
potential impact of these
plan is included on
changes on the school
the next meeting
plan and steps being
agenda.
taken to address these
issues.

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Time Item Recommendations Summary of discussion Actions

3:25 pm Contributions, Increase to voluntary The proposed Susan Lee, Principal to

fees and contributions from contributions, fees and send letter to parents
charges $30 to $40. charges for 2021 were indicating fees and
discussed and the charges for 2021.
Approval of 2020
increase in voluntary
fees and charges.
contributions and
charges approved by an
absolute majority of
council/board members.

3:35 pm Mini-workshop Susan Lee, Principal, Susan Lee, Principal to

on annual report facilitated a short draft annual report and
workshop on the annual circulate first draft by 30
report. The council/board November.
developed a proposed
structure for the report
(attached to these
minutes). The
council/board agreed the
report is to be released in
the first week of 2020.

3:55pm Financial report Note the information The council/board Susan Lee, Principal to
provided. considered the financial include as a standing
position against strategic item on future meeting
directions of the school agendas.
plan.

4:05 pm Summary of The council/board noted Monica Ah Kit, Chair to

meeting and the additional time spent include time in the next
council/board on the NAPLAN results meeting to discuss the
reflection and therefore less time annual report.
was able to be spent on
Monica Ah Kit and
the annual report. The
Susan Lee to ensure
council/board agreed the
sufficient time is allowed
next meeting agenda is
in future council/board
to include a discussion of
meetings for thorough
the draft annual report.
discussion of school
performance results.

4:15 pm Next meeting The next meeting of the

council/board will be on
30 November 2020.

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