What are appropriate issues for the Board to consider?
The board is the governing body, not the management body. The board is generally interested in outcomes, not the details of process. Board responsibilities are outlined in the National Administration Guidelines (NAGs), which cover:
•    Student Achievement, Teaching and Curriculum
•    Strategic Planning and Self-review
•    Employment and Personnel
•    Financial and Property Management
•    Health and Safety
•    Administrative and legislative compliance.
In order to carry out these responsibilities effectively, boards need a good process of community consultation, and to honour the Treaty of Waitangi. Boards may also have ‘local goals’ such as marketing the school or promoting their special character.
In general, if it’s not in your school’s strategic plan and the NAGs, then it’s not board business.

How much power do we have?
Within the bounds of the framework established under the Education Act, boards can choose how they want their school to develop.  Boards have the authority to appoint the Principal, to set the high level direction for the school, and to monitor outcomes and performance. 
An individual trustee has influence but a board of trustees has both influence and formal authority. However, when it comes to implementation of high level policy decisions, this is a role for management. The most effective board-management partnerships are just that – partnerships. Trustees – student and others – are at their most ‘powerful’ when working together with the Principal (and through them, the staff) towards agreed and shared goals.

Can the Principal over-ride or undermine your authority as a Board member?
All trustees have equal voice, equal status, and equal responsibility. Formal Board decisions are made by the Board as a whole. Talk to your Chairperson (outside a board meeting) about your concerns. 

How should I go about preparing a convincing ‘case’ to my Board bring about change ?
Research the topic carefully – background, history (has this come up before the board before?), examples from other schools, ‘best practice’ ideas (call WWSTA for these) etc. Seek the advice of the Chairperson and perhaps the Principal on the best way to approach the issue. Find out the views of other trustees. Write your case up using the board’s standard format. If you are not successful, don’t let it be because of sloppy presentation or lack of homework.

What do we do if we aren’t being listened to?
Discuss this problem with the Chairperson, whose job it is to ensure that all trustees have a voice that is heard. Make sure you have something worth saying, and that you have thought through the issues involved. Ask questions. Practice ‘assertive communication’ skills in other settings so that you are comfortable using them in board meetings.

What should I look for in the financial reports?
The key word here is ‘variances’. Look for the things that stand out against the budget for the year to date. For example, the June accounts represent the 50% point in the year. Which expense account items are over 50% spent? Which items are under 50% spent? Sometimes it’s easy to reason why – the swimming pool expenditure will mostly occur in the first few months of the year, for example.
As a minimum requirement, your Principal should present a report that focuses on these ‘variances’. Consider introducing this if it’s not already a feature of your board’s monthly meetings. 
A very useful enhancement is to ask for a forecast of expected outturn for the year to be presented in each regular financial report, particularly for the period between April and October.  During this period, management decisions can still be made that will have a significant effect on financial performance for the year.  There may be circumstances known to the Principal quite early in the year that will lead to the predicted income or expenditure for the complete year being above or below the budget.  This may mean that the Board has the financial capability to make additional commitments, or alternatively, that existing programmes may need to be scaled back to avoid a significant deficit for the year.

Do student trustees have the same status and responsibilities as other board members?
All trustees are equal, no matter who they are or how they arrived on the board. Whether you were elected (student, staff, and parent representatives), co-opted (for a specific purpose and period), or appointed (eg Proprietor’s representatives), you have equal status, equal responsibility and equal voice.

What are my liabilities as a board member?
Board members are not generally individually liable (see Education Act 1989 Schedule 6 Item 4). Trustees are collectively liable for the actions of the board. Schools generally have indemnity insurance to protect the board in case of legal proceedings arising from board decisions.
If a board member acted on their own, against the decisions of the whole board, then they might be held individually liable.

Should we get paid? If so, how much?
All trustees on boards are entitled to a meeting fee, set by the board. The most commonly paid amount is $55 per meeting for trustees, and $75 for the Chairperson. Some boards pay more than this. Some trustees choose not to take payment – but this is an individual’s decision and you shouldn’t feel pressured into giving up your fee.

Where can we go for help?
Experienced trustees on your own board, not forgetting the board secretary, can often be a mine of information and help. WWSTA runs a free Help Desk and can put you in touch with local trustees who can provide support.  WWSTA has an answerphone where you can leave a message (don’t forget to leave contact details including phone number and best time to call). NZSTA also have a free Help Desk which you can call on 0800 782 435.