Governance of Catholic state-integrated schools

Introduction

The work of the board in a Catholic school is to ensure that every student achieves their highest possible faith and educational outcomes supported by the Catholic faith and Catholic culture of the school.

All board members have responsibility for the protection of the Catholic special character of the school as set out in legislation, the school’s integration agreement and strategic plan.

Governance in a Catholic state integrated school context

The focus of state integrated school boards extends beyond typical state school governance, encompassing unique responsibilities around special character preservation and proprietor relationships. Board members must navigate a complex landscape of legislative requirements, contractual obligations, and educational achievement expectations.

Decision making

Catholic social teaching and Gospel values provide a moral and spiritual compass for decision-making on a Catholic school board. These principles call boards to act with justice, compassion, and respect for human dignity in all governance matters. Decisions should reflect solidarity with the vulnerable, promote the common good, and uphold stewardship of resources. Gospel values such as love, service, and integrity guide board members to prioritise student wellbeing, equity, and faith formation over purely operational concerns.

In practice, this means policies and strategic plans must align with Catholic special character, foster inclusive education, and ensure that financial and property decisions serve the goals of Catholic education.

By using these values as a basis for board decisions, the school stays true to its Catholic goals and purpose and creates a place where faith and learning grow together.

Purpose of Governance

Governance involves the systems, processes, and rules through which organisations are managed, decisions are made, and boards are held accountable to their community and stakeholders.

The purpose of governance in a Catholic state integrated school is to ensure the school is authentically Catholic, educationally excellent, and sustainably managed in partnership with the Proprietor and the Crown.

The board’s role is to set the school’s strategic direction so that teaching, learning, and school life are clearly aligned with its Catholic special character and the integration agreement. It establishes policies and frameworks within which the principal and staff can lead and manage day-to-day operations, while safeguarding resources, managing risk, and ensuring compliance with the Education and Training Act 2020 and other legal and regulatory obligations. As stewards of the goals of Catholic education, the board represents the interests of students, whānau, parish and community by asking the right questions, monitoring outcomes, and holding itself and the principal to account so that each learner is supported to grow in faith and to achieve educational outcomes.

Governance and Management – one vision, distinct roles.

One Vision, Distinct Roles

Achieving a unified organisational direction requires clear roles and responsibilities, with the principal acting as the vital link between strategic oversight and operational execution.

Governance and management are a partnership which may work differently from school to school. State integrated schools are subject to the provisions of the Education and Training Act 2020.  The legal responsibility of school boards and principals are outlined in Section 125 and 130 of the Act and allows each school board to define its governance model.

Successful schools are characterised by both the proprietor, board and the principal having a very clear understanding of their respective roles and responsibilities and functioning as a leadership team in a professional manner.

Purpose of the Board

The board governs the school; the Principal runs it on a day-to-day basis, in accordance with board policies.

The board has three main sets of responsibilities. These are to:

• ensure an overall operating framework for the school that:
  • sets out the school’s aims and values (including how it defines the school’s Catholic special character)
  • incorporates these in policies
  • allocates resources
  • monitors the outcomes;
• employ the principal (the school’s chief executive), agree on the principal’s goals and priorities, and hold the principal accountable for the management of the school.
• engage with the parents and the school’s Proprietor.

Paramount objective of the board

The paramount objectives of the board are set out in Section 127(1) of the Act, and are summarised as follows:

Your main job as a school board is to ensure every student is able to attain their highest possible standard in educational achievement. Here’s what that means:

1. Focus on Learning: Help every student achieve the best they can.
2. Keep Everyone Safe: Make sure the school is physically and emotionally safe for students and staff.
3. Respect Rights: Uphold students’ rights under the law.
4. Stop Bullying and Discrimination: Take steps to prevent racism, stigma, and bullying.
5. Include Everyone: Support students with different needs and backgrounds.
6. Honour Te Tiriti o Waitangi: Through our commitment to Catholic special character, we would recommend that school boards give effect to Te Tiriti o Waitangi through policies and practices.

What you must do:

• Follow national education priorities (NELP).
• Use the national curriculum and monitor student progress.
• Manage money responsibly.
• Follow all laws that apply to schools.

Your role is about creating a safe, inclusive, and high-achieving school for every student.

Section 125 of the Act states that:

Board is governing body

1. A board is the governing body of its school.
2. A board is responsible for the governance of the school, including setting the policies by which the school is to be controlled and managed.
3. Under section 130, the school’s principal is the board’s chief executive in relation to the school’s control and management.

Board composition and roles

Effective governance begins with well-defined roles and responsibilities, and clear parameters around how these relationships will work. All board members have responsibility for the protection of the special character of the school as set out in the school’s integration agreement and strategic plan.

Make up of the Board

It is important to know who sits around the board table as the composition of the board in a state integrated school is different from a state school.

The board consists of between three and seven parent elected board members and up to four Proprietor Appointees. The ratio is 5:4, with change only being made with the approval of the Proprietor. The board also includes the principal and a staff representative. A school with year 9 students and above, will also have a student trustee. The presiding member (board chair) can be either an elected or appointed trustee.

The following image demonstrates those who are school based board members (blue chairs), those who are elected by the school community (red chairs) and those who are appointed by the proprietor (green chairs), plus the option for a co-opted board member (yellow chair). There must always be fewer appointed and co-opted board members than parent elected board members.  If a state integrated school board wants to co-opt a board member, then they must meet with the Proprietor to discuss changing the number of proprietor appointees.

School based board members

Principal – The principal is the board’s chief advisor and the professional leader of the school. The day to day management of the school is delegated to the principal within a clear policy.

Staff representative –elected by the staff every 3 years.

Student representative –elected by the students every year. Schools with students enrolled full-time above year 9.

Proprietor

Although they do not sit around the board table it is important to know your Proprietor and understand what responsibilities they have. The Proprietor‘s Appointee is their appointment on the board.

The Relationship Between the Proprietor and the Principal

The relationship between the Proprietor and the Principal is foundational to the effective governance and operation of a Catholic school. While the Proprietor does not participate in the day-to-day management of the school, they play a vital role in safeguarding the school’s Catholic Special Character and overseeing property matters.

The Principal, as the professional leader and chief advisor to the board, is responsible for implementing policies and managing the school in alignment with the values and expectations set by the board and the Proprietor. Communication between the Principal and the Proprietor, which is often facilitated through the Presiding Member and/or the Proprietor’s Appointees on the board, is essential to ensure that strategic decisions, staff appointments, enrolment practices, and property developments uphold the mission and integrity of Catholic education. This collaborative relationship supports a shared commitment to faith-based learning, student wellbeing, and community engagement.

Chairperson/ Presiding member

The Presiding Member (Chairperson) of the board has a key role in a Catholic school. The Catholic school is an evangelising faith community; therefore, the board presiding member (Chairperson) is expected to focus the board on sustaining and developing the Catholic special character of the school. The presiding member can be either an elected or appointed board member.

Responsibilities of the Presiding Member (Chairperson)

In particular, the Presiding Member (Chairperson) is expected to:

• promote Catholic special character and the particular charism of the school
• develop a personal understanding of the nature of the school’s Religious Education and evangelising functions
• attend and promote professional development for board members in Catholic special character
• ensure that the Principal’s performance agreement includes Catholic special character goals
• ensure that teacher qualifications and certification in Catholic special character and Religious Education) is promoted and enabled
• ensure that the Catholic special character is a standing agenda item at board meetings
• ensure Catholic special character is preserved and maintained. This could be through a group including members of the board whose role is to oversee, develop and promote the special character of the school.
• work with the Proprietor’s appointees to review and develop the Catholic special character of the school
• work with the Proprietor’s appointees to ensure good communications with the Proprietor
• ensure that the school’s strategic plan covers Catholic special character, and that the school conducts an annual self-review of its Catholic special character
• when speaking on behalf of the board, reflect the Catholic dimension of the school.

Proprietor’s appointees to the Board

The Proprietor can appoint up to four members of the board. These appointees are full members of the board, with all the rights and obligations of other members, including the right to be elected as the Presiding Member (Chairperson) of the board.

If a board considers that a change in the number of Proprietor’s Appointees would provide a better balance, it must request the Proprietor’s formal agreement to a change. The board does not have the right to change the number of Proprietor’s appointees.

Special responsibilities of Proprietor’s appointees

In general, Proprietor’s appointees are asked to:

• ensure that the school’s Catholic special character is strengthened and enhanced, and that the school fulfils the primary objective for which it was founded
• act as a channel of communication between the school, the Bishop and/or the Proprietor
• ensure that the property of the school is kept in good order and repair
• report in writing to the Proprietor on the progress of the school, at least annually (more often if requested or if the need arises). See checklist and example report for more information
• submit annual report to the Proprietor at the date of annual meeting or a time specified by the Proprietor
• send copies of board minutes to the Proprietor, their agent, or Diocesan Education Office if requested.

The Proprietor may ask the appointee to sign a statement of responsibilities on accepting the appointment. If a Proprietor’s appointee on the board resigns, he or she must inform the Proprietor of this and then inform the Board Presiding Member/Chairperson. The Proprietor will appoint a new board member.

Term of Office

Under the Education and Training Act 2020, the term of office for a Proprietor’s Appointee on a state-integrated school board may be for a term not exceeding 3 years.

For practical purposes, Proprietors align the term of their appointees with the standard three-year board election cycle, but this can vary. Appointees are expected to submit annual reports and may be asked to sign a statement of responsibilities upon appointment. The Proprietor retains the authority to appoint and remove their appointees, and may set expectations around duration, renewal, and reporting obligations.

Consultation with the Proprietor

If any one of the Proprietor’s appointees is concerned that some action by the board might have a detrimental effect on the Catholic special character of the school, the matter needs to be referred to the Proprietor so that the Proprietor’s comments, advice or determination can be conveyed to the board. In the case of diocesan schools, the Proprietor is normally contacted through the Vicar for Education or the Diocesan Education Office, as appropriate.

Similarly, any unusual matter concerning the Catholic special character of the school,  for example, if it is not being maintained and preserved, or if the Proprietor’s appointees consider that there are issues that could harm the school (e.g., questionable staff appointments, poor management, enrolment issues, disharmony within the school or its community) – needs to be referred to the Proprietor for information and guidance. It is important to seek such advice early, before the situation escalates to crisis level.

In certain situations where the educational or financial wellbeing of the school or the wellbeing of its students may be at risk, the Ministry of Education has the legal right to intervene. In such a situation the Proprietor should be alerted immediately.

Catholic Special Character Responsibilities

Safeguarding Catholic Special Character

Everyone in the school community has a role to play in the safeguarding and strengthening of the special character. The board has key responsibilities in relation to integration and in particular must safeguard:

• Religious Education
• Employment
• Property
• Enrolment

In addition to these key areas the board is required to communicate any issues and report annually to the proprietor. The board ensures the strategic plan, policies and objectives reflect the philosophy of Catholic schooling.

Safeguarding and preserving – the key responsibilities of the Board

Religious Education

The board ensures that:

• the school’s charter, policies and plans reflect the philosophy of Catholic schooling, and the special Catholic special character that its Proprietor requires it to uphold
• the school supports staff and board members’ professional development in Religious Education,
• the board shows its support of Catholic special character through its leadership of the school and its engagement with the local Catholic community
• the school carries out an annual self-review of its Catholic special character
• the board communicates promptly on significant issues and reports annually to the Proprietor in relation to its legal obligations.

Enrolment

The board ensures that:

• preference and non-preference enrolment requirements are observed
• the maximum roll is managed (the board can request the Proprietor to consider requesting the Ministry of Education to contemplate an increase in maximum roll)
• the payment of attendance dues is monitored and managed in consultation with the Proprietor; however, no student who is entitled to a Catholic education is turned away
• the preference/non-preference ratio is maintained, including for international students.

Employment

The board ensures that:

• the school uses its entitlement to special character positions (historically referred to as “tagged” positions) correctly (for an explanation of special character and non special character positions, see resources below)
• the process for appointing staff to special character positions is observed
• the requirements of ‘acceptability’ for special character positions are observed
• the legally correct processes are used for job advertisements and letters of appointment.

School property

The board works closely with the Proprietor on:

• the condition of the school’s buildings and grounds
• joint priorities for the annual and 10-yearly maintenance plans (for an explanation of maintenance plans, go to Property section)
• the health and safety of all persons on the school premises during Proprietor-commissioned works.

Policies and Procedures

The board’s role is one of strategic oversight, leadership, direction, and policy setting.  The board develops a governance policy framework and processes.  The purpose of the policy framework is to provide a basis for decision making, ensure compliance with legal requirements, and to put in place structures for the principal to effectively manage the day to day operations of the school.

The policy framework provide clarity on responsibilities, safeguard the school’s mission, and ensure that governance decisions uphold both statutory obligations and the Catholic special character of the school.

Policy Development and Review

Policy development is a core responsibility of the board, providing the framework for decision-making and ensuring compliance with legal and Catholic special character obligations. Policies must be clear, consistent, and aligned with the school’s mission, strategic plan, and integration agreement. The board should adopt a structured process for creating new policies, which includes consultation with stakeholders, alignment with legislative requirements, and integration of Catholic special character.

Regular review is essential to keep policies current and effective. Reviews should occur on a scheduled cycle or when significant changes in law, best practice, or school context arise. This process ensures that governance decisions remain transparent, legally sound, and faithful to the Catholic identity of the school

Code of conduct

The Code of Conduct issued by the Minister of Education under section 166 of the Education and Training Act 2020 is a legal requirement.  It establishes the ethical framework and standards expected of all board members. It provides clear guidelines on conflicts of interest, confidentiality obligations, and appropriate behaviour in governance roles.

At the first meeting of the year the board should discuss and sign the code of conduct, with all agreeing to uphold the principles of the code of conduct.

More information can be found on the Ministry of Education website.

Understanding the governance puzzle

The metaphor of the jigsaw is used to demonstrate how various elements when interconnected create effective integrated school governance.

These pieces include:

• Role of the proprietor
• Understanding the legislative framework
• Knowing your integration agreement
• Having a governance framework in place
• Understanding the key partnerships
• Knowing your community

Each component plays a vital role in creating a cohesive framework that supports student achievement and maintains the school’s special character.  Once assembled and organised, these pieces reveal a clear picture of what excellent governance looks like in state integrated education.

Visit the NZCEO website to access the interactive governance puzzle.

Safeguarding Practices

The board are responsible for ensuring that they and the principal have knowledge of the:

• Catholic Church’s National Safeguarding Guidelines, promulgated by the New Zealand Catholic Bishops Conference (NZCBC) and the Congregational Leaders Conference of Aotearoa New Zealand (CLCANZ)and
• safeguarding policy of the diocese in which it operates and the safeguarding policy of its Proprietor.

As part of the annual Special Character compliances, the board must confirm that the:

• safeguarding guidelines, adopted by the Proprietor, is reflected in the wording of the school’s Child Protection Policy.
• School has sufficient measures in place to ensure the safety of children and vulnerable adults during school related activities.

The National Office for Professional Standards (NOPS) is the national Church organisation that manages complaints of abuse by clergy and religious and supports Church-wide safeguarding through establishing safe practices and providing formation and training in the area of safeguarding.

Financial Governance

Fundraising

The Education and Training Act 2020 allows both Proprietors and boards to carry out fundraising activities on an optional basis and in accordance with the separate responsibilities of each party.

The critical first step is to be clear from the outset:

• Who is the beneficiary (board/school or proprietor)?
• What is the purpose of the funds?

That decision determines who should collect, hold, bank, and spend the funds.

Fundraising by the proprietor

The proprietor may raise funds for purposes that sit within proprietor responsibilities (for example, proprietor property and special character), including by:

• running fundraising activities at the school outside normal school hours, and/or
• inviting parents to make regular voluntary contributions to support costs such as debt repayments relating to proprietor land or buildings.

Governance and accountability requirements for proprietor fundraising

The proprietor must:

• keep proper records of all fundraising income and voluntary contributions,
• have fundraising accounts audited at least annually, and
• make the accounts available to parents on request.

Participation during school hours
Schedule 6, clause 35 provides that the board, staff, and students must not take part in fundraising for the proprietor during normal school hours. Participation may occur outside school hours, by choice.

Use of funds
Money raised for the proprietor may be used for buildings owned by the proprietor and other proprietor purposes. Schools should ensure communications clearly state the funds are being raised for the proprietor.

Fundraising by the board

Boards may raise funds to supplement Crown funding for the benefit of students. Board-raised funds are treated as Crown funds and must be managed accordingly.

Key requirements include:

• fundraising proceeds must be deposited as soon as practicable into an account in the name of the school/board (Crown Entities Act 2004), and
• board-raised funds cannot be used to meet proprietor responsibilities, including funding proprietor-owned buildings.

Holding funds temporarily for the proprietor
The board may temporarily hold funds or voluntary contributions intended for the proprietor in the school’s bank account (as permitted under the Crown Entities Act). Where this occurs, the school should keep clear records so funds remain identifiable and are transferred appropriately.

Voluntary contributions by parents (donations)

The board must ensure information provided to parents (including on the school website) complies with Ministry of Education requirements on fees, charges, and donations. This applies to both state and state-integrated schools.

Schools should refer parents to Ministry guidance, which explains:

• what schools can charge for,
• what parents are required to pay for, and
• what counts as a voluntary donation.

Communication principle (applies to all fundraising)

For any fundraising activity, schools must make it clear who the funds are being raised for (board/school or proprietor), and must follow the relevant statutory requirements and agreed protocols.

Funds raised through Attendance Dues

Parents/caregivers are legally required by law to pay Attendance Dues to the Proprietor. Annual attendance dues for each state integrated school are capped at a maximum level by the Crown.

Key points are as follows:

• These are compulsory for students attending state-integrated schools, regardless of whether the school has opted in to the donations scheme.
• Payment can be enforced and GST is payable. A tax credit cannot be claimed.
• State-integrated schools cannot increase attendance dues without the approval of the Minister of Education.

Grants and lending

Grants from community organisations

Schools sometimes seek funding grants from community organisations for items such as the provision of an asphalt netball/basketball court. The resulting structure or infrastructure is owned by the Proprietor, not the Crown.

Lending money to the Proprietor

It is illegal for boards to lend board money (which is Crown money) to the Proprietor to help provide a school building.

Strategic Relationships

With Proprietor

A strong strategic relationship with the Proprietor is essential for effective governance in a Catholic school. The Proprietor safeguards the school’s Catholic special character and oversees property matters, (new footprint, major maintenance and replacement), while the board governs educational and operational aspects (minor repairs maintenance).

This partnership requires clear communication and collaboration, often facilitated through the Presiding Member and the Proprietor’s appointees on the board. Strategic engagement ensures that decisions about enrolment, staffing, and property development align with the mission of Catholic education. Regular consultation with the Proprietor helps address issues early, maintain trust, and uphold the integrity of the school’s special character. By working together, the board and proprietor create a unified approach that supports faith-based learning, student wellbeing, and sustainable management.

Formal Communication and Consultation process

Below is an example of a checklist with suggested approaches to ensure formal processes are in place.

With Parish

A strong strategic relationship between the board and the parish network is vital for sustaining the Catholic special character of the school. The parish provides spiritual leadership and a faith community that complements the school’s goals, while the board ensures governance and student achievement. Collaboration should include regular communication with the parish priest, joint participation in liturgical events, and shared initiatives that strengthen faith formation for students and families. By working together, the board and parish create a unified approach to evangelisation, community engagement, and pastoral care, ensuring that the school remains deeply connected to its Catholic roots and serves as an active part of parish life.

More ideas are given in the downloadable Factsheet “Fostering school-parish relationships” in the Resources section.

With Diocesan Office

A strong relationship between the board and the diocesan office is essential for maintaining the integrity of Catholic education. The diocese provides oversight, guidance, and resources to ensure that schools operate in accordance with Church teaching and legal obligations. Collaboration should include regular communication with diocesan education staff, participation in diocesan training and formation programs, and alignment with diocesan policies on Catholic special character, property, and governance. By working closely with the diocese, boards gain access to expertise, support for compliance, and opportunities for shared initiatives that strengthen faith formation and educational quality. This partnership helps ensure consistency across schools and reinforces the mission of Catholic education within the wider diocesan community.

Compliances and reporting

Proprietor Appointee special character report

It is a condition of appointment as a Proprietor’s appointee that the appointee submit a report to the Proprietor at the date of the Annual Meeting (i.e., between 31 March and the third Tuesday in May) or at a time specified by the Proprietor. See checklist and example report for more information.

The report should:

• cover both the strengths of the school and any weakness observed.
• attach copies of other documents that will help the Proprietor get a good picture of the school, such as a recent ERO report, the board’s annual report, self-review findings, etc.

Please note:

• this report is a different document from the board’s annual report, and it is good practice for the two reports to be written in collaboration.
• the report of the Proprietor’s Appointees is their own report and contain their own views, even if these are not shared by the rest of the board.
• Good practice would be to send a copy to the principal and the board, so that all members know what is being reported and can make any comments before the report is sent to the proprietor.

Annual Compliance Attestation

The board must also provide the Proprietor with an Annual Compliance Attestation that shows how it complies with its legal obligations in the area of special character. The attestation form is also available from the NZCEO website and the Resources tab.

Board culture

Board culture refers to the shared values, behaviours, and ways of working that shape how the board carries out its governance role. In a Catholic state-integrated school, board culture should reflect the Gospel values of respect, service, integrity, and care for others. A healthy board culture is characterised by trust, openness, disciplined decision-making, and a commitment to acting in the best interests of students and the school community. When board culture is strong, governance is more effective, disagreements are managed constructively, and decisions are grounded in both legal responsibility and moral purpose.

Creating an Effective Board Culture

An effective board culture does not develop by chance; it is deliberately shaped through clear expectations, shared understanding of roles, and consistent behaviours. This includes a commitment to collective responsibility, respectful challenge, confidentiality, and preparedness. Boards build strong culture by grounding their work in prayer or reflection, maintaining a focus on mission, and ensuring that discussions are principled rather than personal. Regular evaluation of board performance, induction of new members, and agreed ways of working all contribute to a culture that is reflective, accountable, and aligned with Catholic values.

Leading from the Top

The Presiding Member, together with the Principal and Proprietor representatives, plays a critical role in modelling the culture the board expects of itself and the wider school. Leading from the top means setting the tone for respectful dialogue, ethical decision-making, and constructive relationships, particularly when facing difficult or sensitive issues. How the board conducts itself in meetings, handles conflict, and engages with others sends a powerful signal about what is valued and expected. Consistent leadership at board level reinforces trust and credibility across the school community.

The Board’s Role in Organisational Culture

While the board does not manage the day-to-day culture of the school, it has a significant influence on organisational culture through the values it promotes, the policies it sets, and the behaviours it models. The board’s stewardship of the Catholic special character, its support of the Principal, and its expectations around staff conduct and wellbeing all shape the environment in which students and staff learn and work. By governing in a way that is just, compassionate, and mission-focused, the board helps create a school culture where faith, learning, and wellbeing are at the centre of everything you do.

Board prayer and reflection

It is expected that board meetings will begin with prayer, which may include a reflection. Meetings will also end with prayer.

Key areas of oversight

Engagement with the community

Boards should actively engage with parish, whānau, and alumni to build strong relationships and support for the school. This includes regular communication, events, and feedback mechanisms. Example: Host termly community forums and publish a board newsletter.

Te Tiriti o Waitangi Integration

Honour Te Tiriti o Waitangi: Through our commitment to Catholic special character, we recommend that school boards give effect to Te Tiriti o Waitangi through policies and practices.

Example: include Treaty principles in strategic planning and appoint a trustee with expertise in Māori education.

Cultural Responsiveness

Boards should foster inclusive environments that respect and celebrate cultural diversity, particularly Māori and Pasifika communities. This includes culturally responsive teaching practices, staff training, and community engagement.

Example: Host cultural events and consult with Māori and Pasifika whānau on school initiatives.

Digital Governance

Boards are responsible for overseeing digital safety and the use of technology in school operations. This includes cybersecurity policies, digital recordkeeping, and use of online platforms for meetings and reporting.

Example: Implement a digital governance policy and use secure cloud-based systems for board documentation.

Risk Management

Crisis Management

Boards must have protocols for responding to emergencies, including natural disasters, health crises, safeguarding/student wellbeing issues and reputational risks. This includes having a crisis communication plan, designated response roles, and regular drills. It is recommended that boards develop a crisis response manual and ensure all board members are familiar with it.

Informing the proprietor

In the event of a crisis, whether educational, financial, or related to student wellbeing, the board must adopt a “no surprises” approach by informing the Proprietor promptly and transparently. Early communication allows the Proprietor to provide guidance and support before issues escalate. When sharing information, the board must protect the privacy of individuals and comply with legal and ethical obligations, ensuring that sensitive details are disclosed only on a need-to-know basis. This proactive and confidential approach fosters trust, safeguards the school’s reputation, and ensures that decisions uphold the Catholic special character values.

Protecting Special Character – Proprietor and Board Responsibilities

Catholic state integrated school proprietors have a statutory duty to maintain and preserve special character in partnership with school boards. Boards, particularly the proprietor’s appointees, must ensure governance and operations reflect the special character defined in the integration agreement. Both parties share responsibility for creating a safe, positive environment, including addressing issues such as abuse.

A strong, collaborative relationship built on a “no surprises” approach is essential for protecting Catholic special character and student wellbeing.

Guidelines for sharing information

More information and guidelines can be found here about sharing information between the board and the proprietor.

Use of Honorifics and naming practices

Catholic schools should exercise caution in the use of honorifics and titles, ensuring they are respectful and appropriate in all communications. When naming buildings, awards, or scholarships, boards should avoid using the names of clergy or religious personnel or lay persons to prevent perceptions of favouritism or undue recognition. Instead, names should reflect the school’s mission, Catholic values, or significant aspects of its history and charism. This approach promotes inclusivity, safeguards reputational integrity, and maintains focus on the school’s educational and faith-based purpose.

Board Induction and Training

Induction

Induction is the first step in preparing new board members for their role. It should be structured, welcoming, and comprehensive.  Induction can take the form of informal meetings with key stakeholders, training, formation, attending school mass etc,.  Key components include:

• Mission and Catholic Special Character
  • Understanding the school’s mission and values.
  • The role of the board in safeguarding and promoting Catholic special character.
  • How Catholic social teaching informs governance decisions.
• Legal and Governance Responsibilities
  • Overview of the Integration Agreement
  • Overview of the Education and Training Act 2020, especially Section 127.
  • Board’s statutory obligations, including health and safety, Child protection, financial management, and compliance.
  • Honouring Te Tiriti o Waitangi and a commitment to equity for Māori learners.
• Strategic Direction
  • Introduction to the school’s strategic plan and annual goals.
  • How board decisions align with long-term priorities.
• Policies and Procedures
  • Key governance policies (e.g., governance framework, child protection, complaints, financial delegations).
  • Meeting protocols and decision-making processes.
• Practical Orientation
  • Tour of the school and introduction to leadership team.
  • Access to board documentation and digital platforms.

Ongoing Professional Development

Governance is dynamic, and board members need continuous learning to remain effective. Professional development should include:

• Regular Training
  • Annual workshops on governance and best practice.
  • Updates on legislative changes and Ministry of Education requirements.
• Catholic Formation
  • Opportunities for reflection on Catholic values and their application in governance.
  • Sessions on integrating faith into strategic planning and policy.
• Special Topics
  • Cultural competency and Te Tiriti o Waitangi principles.
  • Financial literacy and risk management.
  • Student well-being and inclusive education.
• Networking and Collaboration
  • Participation in diocesan or national Catholic education forums.
  • Sharing best practices with other boards.

Monitoring and Evaluation

Boards should review the effectiveness of induction and professional development annually. Feedback from members can guide improvements and ensure training meets evolving needs.

Resources and Appendices

Work of the Board

• Planning and Reporting Fact Sheet
• Understanding the governance puzzle
• Governance Framework
• APIS website – How proprietors and School Boards work together
• The work of the board

Legislative Framework

• Education and Training Act 2020
  • Schedule 6 State Integrated Schools.
  • Schedule 6, pdf for download
  • Powers and Functions of Board

• Please contact NZCEO for an example Integration Agreement

Catholic Special Character Compliance

• Fact Sheet – Proprietor Appointee overview
• Role and responsibilities of Proprietor Appointee
• Attestation Form
• Annual Report Checklist
• Legal obligations
• Annual Report – please speak to your local Vicar for Education/Manager for Education for an example

Treaty of Waitangi

• The Treaty of Waitangi as it applies in schools

Fundraising

Please see the Ministry of Education site for information on donations and fundraising