Become a School Governor – every meeting shapes a life
The Black Pear Trust are currently looking for school governors. The governor role is strategic rather than operational. Governors do not get involved with the day to day running of a school, instead they support and challenge the school’s leadership team to drive school improvement.
Being a school governor is a thoroughly rewarding and professional role, with three key strategic responsibilities:
- Setting the strategic direction of the school, with school leaders
- Holding the headteacher to account
- Financial oversight
Governors usually attend around 6 meetings a year. Being a school governor is a commitment and a responsibility, but offers you the chance to see first-hand the impact you can make in improving education for children in your community.
This is a voluntary role, in return candidates are given the opportunity of free training in various strategic areas such as finance and budgets; strategic planning and data analysis.
We have vacancies in several schools so there will be something to suit all skills and experience. A full induction and training will be provided so you do not need prior experience. However, an interest in education and passion for continual improvement is essential.
For more information please contact
To arrange a meeting to discuss your requirements please email Katie Reilly firstname.lastname@example.org
“I’ve been a governor for around two years and it was one of the best decisions I made, as it makes you feel as if you’re helping make a difference for young people and the local community.
As well helping the school, you will learn new skills, build new social networks and feel valued for the contributions you make, allowing you to challenge yourself and those around you to hopefully build a better future for those around you.”Paul E – Governor and Trustee for a Multi Academy Trust (MAT)
“I enjoy being a governor at my local secondary school. I started when my sons were in Year 7 and Year 10 and I have been a governor for about 18 years. My background is as a primary teacher. I joined the governing body because I was interested to find out more about our school and to make a contribution to the community. As a governor I have learnt how to help our school to develop and improve as it has become a Language College, then an Academy, opened the Sixth Form in 2015 and I am proud of our school as it continues to expand and support our community as a fully inclusive school. I aim to promote and support our school to pursue excellence in all we do.”Susan – Governor for a secondary Single Academy Trust (SAT)
“I have been a governor in primary and secondary phases for over 20 years. I began as a parent governor at Tenbury CE Primary in 1997, before becoming Chair for six years, overseeing the recruitment of a new head teacher and management structure through a difficult period of change. I then became a Community Governor at The Chantry School, Martley in 2013 and enjoyed the challenge of monitoring outcomes for young people aged 11+. The experience of holding an outstanding school to account to ensure standards remained high was a great learning experience.
I have been Pupil Premium, SEN and Literacy Governor in both primary and secondary education – getting to know the school communities well and ensuring the “critical friend” role was accepted without fear. I am passionate about the development of children and young people and now as Chair of Governors in a small rural VA primary school more than ever I feel my skills and experience can add value to the ever increasing work load of Governors
As one of the largest voluntary groups in England there is considerable responsibility to get it right and this can be daunting for new Governors. The key factor is to be genuinely interested in the school and ask questions: there is never a silly question. Whilst we are not the professional lead, as lay people, we have the opportunity to be objective, see the bigger picture and scrutinise and challenge decisions made in the best interest of the school and wider community we serve. Although I have been a Governor for so long, the role still excites me as much as my first term of office. We can make a difference to the lives of the children and young people within our schools and colleges if we take this role seriously and with the utmost responsibility. It can be great fun working with a group of people with a wide range and diverse set of skills. Very powerful!”Caroline, Chair of Governors – Voluntary Aided (VA), maintained Primary School
“I have been a governor since 2008 before the Trust was set up. As a retired teacher with secondary school experience it was interesting to see how primary schools operate. I have watched how the Trust and our schools have developed and improved over time, especially Hollymount. I have an interest in curriculum and data and have been able to support staff in this area. But for me, the main reason for being a governor is the children and trying to ensure that they get the best education possible during their early, important, formative years. My reward is when I visit the school and see everyone, teachers and children, in a happy learning environment, proud of their achievements and willing to talk about them.”Julia, Governor and Trustee, Primary MAT
“I became a governor in 1999 when my elder son started in year 7. I’ve continued as a governor because I feel I’m making a contribution (however small) to improving our school and making a difference to the lives of the students we educate. I didn’t work in education, so I think my commercial background gives a valuable different point of view. Being a governor can be frustrating, and you have to take it seriously and put in the effort, but mostly I find it satisfying and stimulating and I enjoy working with the school and my fellow governors.”Graham, Chair of Governors, Secondary SAT