Becoming a school governor
has it ever crossed your mind?
Thoughts and musings
Becoming a school governor had not been a consideration which was on my radar when I returned to the UK almost two years ago. Yet, when I was approached to fulfil the role by a local MAT who I had built a good relationship with, I quickly realised that it was an opportunity I could not turn down. Of course, there are the immediate thoughts around the time which the role requires, and of course this time is spent voluntarily. However, when I realised that in fact, this was workable alongside my existing commitments, I soon discovered that a number of my friends and colleagues are governors too!
Always wanting to consider and delve deeper, I was keen to find out the reasons why those around me had chosen to become a governor. For some, they wanted to give back to their local community. Others felt they had a skill which they could share. A number were parent and staff governors and were keen to be involved in the decision-making process within their school, viewed through a different lens. What definitely caught my attention was the role I had been approached to fulfil focuses on curriculum and I was keen to make a contribution based on my experiences and expertise. I certainly identified that this was an opportunity which would motivate me and also where I knew there would be lots to learn.
In the true spirit of my ‘glimmers’, looking for ways which seek to nurture the positive perceptions within the profession, the role of a governor quickly sparked further thoughts. Particularly around considerations of the different ways in which community and contribution can be amplified. In a previous post, ‘Coach, Commitment, Community’1, I explored how finding ways to be involved within education beyond the classroom can fulfil opportunities which may not be present in the day-to-day. In turn, investing in a deeper understanding, process of reflection and feeling of value. At the time, becoming a governor had not been a suggestion which I had included within my recommendations, but now I can see I was missing a trick!
Depending on where you are based in the world, a governor role may not be available or perhaps may have a different title or set of responsibilities and requirements. Yet, many schools have opportunities to contribute to the community in varying roles which sit under the umbrella term of being a ‘stakeholder’. Therefore, I do hope that the ideas and practical suggestions below resonate within your context and setting. As always, I would love to hear any personal thoughts or feedback in the comments below!
Ideas and practical suggestions
So, what might becoming a governor add to the experiences and insights which you already have in education? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as ideas to explore if you are interested in developing your contribution to a school community through a different role – and lens.
1. Which governance role may suit you best?
One of the many positives of this multifaceted role is the fact that there are a number of governance responsibilities which make up the board. You may decide to apply to become a governor within your own school, as a staff governor. Or, if you have children, you may feel motivated to become a parent governor. Perhaps you have a school in your local community or hear from colleagues or friends that a school is looking for a governor with a particular skill or specialism (in my case, this was the route that I undertook, where an expertise in curriculum was required). Each role can be equally rewarding, so it is more of a case of considering what you would like to gain from volunteering your time and what you may be looking to develop.
So, what questions might you ask yourself when making the decision about the governor role you would like to undertake?
What is your current role in school is now? Being a governor does require your time. Putting an exact number on this isn’t necessarily possible as each school or organisation will work differently. However, typically Local Governing Bodies (LGB) will meet 6 times per academic term (often twice a term). In addition to this, governor visits into school will take place, alongside an involvement in school and community events. You may decide that you are at the point in your teaching career where you are ready for that next challenge, an additional learning lens, and therefore being a staff governor could well be the perfect opportunity.
Do you have a skill, passion or interest which you would like to explore or contribute further? This does not necessarily have to be a qualification you have undertaken. It could be a transferrable skill or a subject specialism. Link governor roles may be curriculum based, linked to health and safety, safeguarding or careers.
Are you a leader who is keen to experience the governance process from a different perspective? If you have a leadership role within a school, very likely you will have attending LGB meetings or had individual governor’s drop by to take a look at school improvement plans in action. This was certainly my experience. I remember feeling rather terrified of the idea of a governing body when I first started teaching. Perhaps my own perceptions were leftovers from being at school myself, with warnings about behaviour from teachers when the governors were dropping by! Yet, my perception soon changed. I had a wonderful Curriculum Link Governor when I was leading English in the UK, who had perfected the balance of holding me to account whilst being exceptionally supportive. Perhaps you feel you would like the opportunity to step into this side of the accountability and development process?
2. Which skills may you be hoping to develop?
When working in international schools, the wider school community was organised differently to that which I had experienced in the UK. What I quickly missed was the aforementioned supportive, yet accountability-rooted, role of the governors who I worked with. What I valued was that this governor was not only asking me the difficult questions (which needed to be asked) but was keen to support. It didn’t feel like a “us” and “them” relationship like my experience of Ofsted inspections had a times been, yet it did hold a similar accountability. The questions I was asked prompted my self-reflection. They helped me to think outwardly and fed into my actions.
So what skills does being a governor hone and how might they positively impact the school which you are contributing to?
One of the biggest shifts I quickly recognised within this role, as opposed to my other school-based positions, is the role of governors holding the school accountable for its identified and intended actions. Actions that of course place the children, staff members and community at the centre of their aims. A shift from the doing and thinking around how an improvement point would be developed to asking questions to gain assurance that it has been happening and that impact can be demonstrated. Equally, where the case is that objectives have not been met, that school leaders are aware of why and what subsequent actions will be. In terms of skill-building, this has been incredibly helpful and insightful in terms of my own development as a strategic thinker.
Gaining the balance between challenging and supporting is also an interesting skill to consider. I certainly have invested extra time in my own professional learning to ensure that I am gaining a good understanding of how this translates into action. Accountability does not always lie solely with the teachers and leaders. The role of the governor is also to support, to gain an understanding of what a school may need to achieve its objectives and to identify if there are any ways in which members of the LGB can support with this. There are a number of excellent resources which exist, seeking to support governors with their own development in a role which can be incredibly complex. Hopefully, the school, cluster or trust which you join has invested in access to resources for professional learning. I would certainly recommend:
Great post, Laura! I've saved this for later, as being a governor has always been in the back of my mind! Thank you for sharing.