Assets and Education

Guggenheim Museum: Imagination, Shape, Flexibility, Security

Strength in Structure.

Assets and Education.

To visit Guggenheim Museum (Bilbao), Louis Vuitton Foundation Building (Paris), Stata Centre for Computing and AI (MIT Boston), Marques de Riscal Hotel (Spain), Chau Chak Wing Building (UTS Sydney ) and most recently Louis Vuitton Store Seoul (South Korea), the work of Frank Gehry USA architect, is to see again and again physically realised inferred metaphors of schools and their governance. A school is not a glass box filled with compliance. It can speak to the child of a world of beautiful difference.

The accompanying photograph of the Guggenheim, Bilbao Spain captures the convoluted though unified, colourful and polished, ‘organic’ but waterproof variegated design Gehry famously delivers time and again. They are different each time, always arresting in final built fact. Step inside to see the careful structural engineering along with elegant spaces that make unity of each building obvious.

Design and build are both for permanence but as the daily light travels across the curved elements, the observed building changes. Solid, beautiful, sometime confronting, always the one structure responds to different light and shading. Intellectual, iconoclastic, yet complete, sturdy: welcome the future and help to shape it.

Gehry’s work is an acute metaphor for well thought through schools, not necessarily in their built character. While Phillips College Exeter USA Class of 1945 Library (Kahn) indicates schools can benefit from special architecture, it is the subtle, operational education and business model that is at the very heart of an independent school. The stronger and more structurally integrated the design, the stronger the school over centuries. Buffet and storm can be weathered, children and their readiness for satisfying chosen life protected.

Content of the school’s design of thinking, social delivery, curriculum, co-curriculum, ethics with social responsibility, governance structure and therefore total education business vitality relies upon those who populate the school. The school is its people: the buildings accommodate and, as with Gehry, can inspire. Concomitantly like some cathedrals and churches, public monuments and ‘official’ buildings, misshapen residences or invasive infrastructure, school buildings can oppress. Responsibility for the welcoming ‘voice’ of any school’s architecture lies with careful, thoughtful generations.

Happily the buildings are not the school; they are its physical safe haven.

When the financial crisis of the mid-1970s hit and the Anglican Girls’ Schools NSW were effectively notified of foreclosure and sale, SCEGGS Redlands was on a site of some acreage with standard school buildings and re-purposed cottages facing onto Military Road Cremorne. Gates and fences needed maintenance. Parent groups helped with painting and repair. But the main issue in 1975 was: SCEGGS Redlands was For Sale in an “As Is” condition.

Immediate leadership was required, informed by street-wise professional skill, assisted by a capacity for lateral thinking. Against all the odds that leadership was found. It remained effective for decades.

Why? How? Practically it was because rumour in the Mothers’ Canteen proved to be truth revealed over time. More significantly it was because the leaders, those who said “our daughters’ school must not close” had the benefit of experience, of having enjoyed a school that in its service over 91 years as much as its academic standing offered warmth, open-faced welcome and a delicate focus for social ease and grace. As any fine school must do; it does not function mechanically. Rather in serving children daily it proffers a social hearth for families to find a complementary community.

Such splendour of positive, future-looking purpose is reserved to schools. They do not need mythologies or wishful thinking. They do however need genuine empathy. In that exact sense schools are unique, ‘real’.

Perhaps comprehending this intuitively, at considerable personal risk to social comforts and professional work reputations including risk of self-interest allegations, from 1975 as described elsewhere on this web-site the parent ‘Trustees’ of SCEGGS Redlands voluntarily strove, met threats ‘head on’, devoted time and intellect, skill and character to the daunting task of ensuring their daughters’ school did not close.

Their ‘story’ is inspiring; the complete example timeless.

With apt legal assistance they wrote the Memorandum and Articles of Association to be the structure ensuring Redlands in all its variety and various forms, would be secure. They ‘did a Gehry’. They were genuinely innovative. They found a ‘new’ way to provide.

The M and A (Constitution) of SCECGS Redlands Ltd., is readily available elsewhere. Here is noted the central strength: formation of the company, the legal entity which independently purchased, continues to own and still at time of writing govern SCECGS Redlands. The M and As contemplate providing an education ‘of the highest order’, an express intent.

Governance is exercised on behalf of the Company by a Board of 15 members (subsequently altered to 12 sometime after 2003). Management day to day is through the Head of School reporting to the Board through the Chairman or Chairwoman. All relevant law and all relevant rules of governance are applied.

The Memorandum and Articles of Association is essentially a simple document. Taking an interpretative view, the purchase of the school is a prime purpose of the Company; the school continues by policy to provide an environment in accordance with Gospel as understood in the Anglican tradition is another; and education is to be the best possible, understood to be on ‘Grammar School’ foundations. These three ‘objects’ motivated hundreds of people from 1975 onwards to do what could be done immediately to keep Redlands open and teaching, second to maintain a spiritual context, third to teach well, then better, then best.

Over three decades guided by the first Directors, including the three ‘Trustees’ the objects were consciously observed, intentionally both in spirit and letter. Harmony of communication between Company Members and Board was deliberately fostered by those who held office. Trajectory of education and business results was satisfactorily ‘upward’. Nothing was easy; daily ‘hands on’ awareness, a deeply rooted sense of utter responsibility reduced risk.

The ‘new’ structure strengthening SCEGGS (then SCECGS) Redlands proved to be so successful from both governance and operational perspectives that schools in difficulty contacted Redlands for assistance and suggestions. Help was readily offered if desired because lessons learnt from 1975 onwards were as rare as they are even today invaluable.

For example direct, working, on site assistance was provided to the then Girton College Bendigo Victoria. A phone call from a parent of the school to the Headmaster at Redlands, initiating a discussion between the Chairman and Headmaster and other active Directors of Redlands, led to a group travelling to Bendigo to meet very concerned parents.

From the current Girton Grammar School web-site, the simple facts of the collapse of Girton College, so similar to the crash of SCEGGS Redlands and four other schools in 1975:

Initially founded by Mrs Aherne and Mrs Millward Girton College, Bendigo, was named after England’s first residential college for women at Cambridge University.

After Mrs Aherne’s death, Mrs Millward passed ownership and control of the School to the Anglican Church in the period just before The Great War. The Church ran the School until 1992, when the Diocese became unable to fund the school on an ongoing basis. In August 1992, the then Bishop of the Anglican diocese of Bendigo announced Girton College’s closure to take effect from December of that year.

At time of announced closure in October 1992 after 108 years of operation, a group of parents and staff banded together to explore options for a new beginning. Because of the financial climate at the time the Anglican Diocese was no longer able to sustain the School. Despite this, the newly formed “Friends of Girton” refused to accept that a high quality Independent School for their children could not be established for the new school year in 1993. What ensued is an inspiring story of vision and commitment and, ultimately, outstanding success. (Edited: Girton Grammar School web-site 2020).

It was reported by that caller that the announcement had been so sudden, so unexpected parents and children alike were crying in the quadrangle of the College. As it transpired the collapse was a direct result of the school’s having been mortgaged, along with Bendigo Cathedral, the Diocese then not able to service consequent debt.

Chairman John Lang and a small group of Directors and the Headmaster visited as a ‘working party’ from Redlands on a number of occasions. The experience of reconstructing Redlands’ finances from 1975 proved to be a key. Girton Grammar moved from its premises back to original empty premises in Mackenzie Street, close to town. Legal arrangements for purchase by Girton Grammar School Limited were finalised. The school continued to operate from the start of Term 1, 1993; there was no interruption to school existence or student life.

Voluntary assistance provided by John Lang OAM, John Roberts, Sean McSharry, Bob Dunnet and Michael Jones AM with other SCECGS Redlands Directors was subsequently acknowledged publicly by the Friends of Girton committee Chaired by John Higgs OAM, assisted by Jan Thomas and Chris Morley. The help was, as they observed publicly, priceless.

Being present throughout the process finding ways and means of starting reconstruction of the school’s teaching operations, governance and finances seemed to many involved akin to having been present during the struggle to secure SCECGS Redlands in the 1970s.

Return to the ‘old’ Girton Campus was discussed and agreed; firm negotiations with the Diocese and creditors were extended, even contorted; parent relations were excellent, bulking up the ‘working party’; development of a ‘business plan’ and ‘strategic plan’ was principal work done October 1992 to January 1993. Guidance to those teaching staff retained started with: ‘you are needed’. Hard work by parents on the ‘old’ site readied the school to open on that first new day.

After appropriate interviews Clayton Jones, then Senior Master at SCECGS Redlands was appointed to be Girton Grammar School Headmaster. His appointment was a serious loss to Redlands but a proper leadership opportunity for him. He went on as Founding Headmaster to serve for seventeen years, overseeing the strength and growth of Girton Grammar School. For the current progress of Girton Grammar School, please see their web-site.

For SCECGS Redlands to be able to assist directly, actively, in detail was in itself noteworthy. Strength of governance, education management and of finance had returned. Serious as the collapse of the College was, difficult as the solutions were to finalise, the warmth of relationship between the two schools was always exemplified by the warmth of relationship between skilful, appropriately qualified, communicative and mutually respectful Directors from both Companies and schools. Networks were developed. Governance was reconstructive, not fanciful or selfish. The first Foundation Day Service, 1993, was deeply moving.

Records show that one hundred and six (106) independent schools closed in New South Wales between 2005 and 2019. Twenty-six (26) in Victoria from the 1970s, smaller numbers in Queensland and other States and Territories. The total is as yet unknown. From research of known independent schools permanently closed, it can be concluded that reasons for closure vary. However the record available for one publicly available example - Mowbray College Victoria a famously innovative school founded in 1983 - asserts financial failure central to closure. The reasons will be similar in numerous instances.

The question is always, rightly: how did that happen? The person or persons asking the question, are important. They need to look around carefully.

Careless, bad, free-wheeling or ego-centric governance is sometimes apparent. The closest, frequent, informed and single-purpose unity between Chair, Directors and Head of School is sine qua non for success and for selfless service. Unsupervised delegation of Board responsibilities to officers of the school can occur: it is wrong, can be catastrophic. Failure to be alert to risk of poor working relationships damages structure and operation alike.

Foreshadowed closure of Presentation College Victoria 2019 is a recent study in the shock that comes when a school ceases. What redress? How can the dangers be resolved?

What could have been done in many cases before the fact of collapse, failure or closure?

Primarily there must be intermeshed understanding between the Board of Directors (sometimes Council) and Education Leadership/ Management of the school. The former sets an example of responsive commitment, voluntary service, diligence, supervision, genuine humility and above all: Mission. It has responsibility for whole school governance, informed always by the tested advice of the Head of School. The latter officer will always ensure Board deliberations are served by overt distillation of education information alongside feedback from the entire school community.

The Chairperson will always ensure the Board is alert to the views of the Company, garnered by the Chair’s direct, consistent communication with Members.

The Board will pay very close attention to the business of the school. Finances are checked through the ratios of key elements: granular advice from the accounts’ staff regarding salaries and wages, in which area of management there are known risks; supplies and resources; buildings and maintenance; costs of current finance; all must be reported carefully, attentively checked and measured by the assembled Board with the Head of School, monthly.

Monitoring of expenses cannot be delegated by the Board. Continuous due diligence must be willingly accepted.

The lesson sharply repeated by the Girton College/Girton Grammar School involvement of the Redlands’ Board was that built physical assets are a vital consideration beyond the fundamental: where are pupils to be taught? Investment in fixed assets, particularly buildings is a core concern of the Board, requiring careful attention. Moderated finance of such assets relates directly to pupil enrolments actual and forward.

Over-capitalisation through interest-bearing loans is dangerous; facilities’ provision is in direct relationship to fee-paying student enrolments. Poor governance, over-confident setting of school fees year upon year are culpable. “Risk management”, an abused phrase so often, must be based upon conservative forward planning. The 1970s in Sydney are the text book. Assets are not backing for borrowing unless the Directors are prepared to close the gates.

There are therefore numerous green, amber and red lights flashing near the Board table monthly. Active awareness of and involvement in conditions attaching to government funding, in Australia both per capita recurrent and for capital expenditure subsidies, is essential. Staff: student ratios must be checked; liabilities understood. The list is long, and very good. The ‘laws’ are immutable, no matter any current jargon.

Pastoral care integrity of a school Board must be activated. This will usually be informed by a confidential briefing of the Chairman or Chairwoman by the Head of School, as was the case at SCECGS Redlands by the Headmaster in the years bookending this commentary. The Chair will ensure the Directors are aware of anything arising, but he or she may apply strict conditions needed to protect individuals who are a subject of the briefing.

Matters which should arise regularly include planning for unforeseen problems affecting families, as has been the case during the Covid-19 pandemic of 2019/202; support of families in which there is a sudden death of the breadwinner; all staff welfare; active consideration of health and welfare of the pupils, of all student children – for example the work done by members of the Redlands’ Board in introducing helmets for children skiing – and any assistance approved to assist troubled parents’ regular fee payments. Nimble responsiveness must be the catchphrase. While compassion must be moderated by practical financial policies intended never to risk the school, it must nonetheless be an overtly exercised value of Board and Education management in unison.

In education provision, guiding all Board deliberations should be agreement on the active work in the classroom. The Board does not involve itself in details other than on information from or request of the Head of School but must involve itself in understanding and discussing active maintenance of the school’s philosophy and its consequent ethos. This should never be put aside. It is the ‘message’ sent to the school’s teaching staff, administrative staff, school community, and reaches the wider community watching. This last will include future parents considering the education they desire to find for their child.

Throughout the time SCECGS Redlands was secured from sale then reconstructed the honest, open, communicative, respectful communication between Board and Head of School always through the Chairman or Chairwoman was direct, expressed, problems stated, problems solved. There was never a lasting ‘hidden agenda’; any such flaws were ‘called out’.

Common purpose among Directors guided and coached by the Chair centred on one agenda item: education of the child.

Otherwise, why convene at all?

This commentary does not urge that there is one model only for governance in schools: other models operate and schools continue. However in the instance of failure, being for sale, fighting for survival, and then working for school success meant that guiding independent SCECGS Redlands over decades required deft application of applicable skills provided by the Chair and by Board members, confident loyalty of all employed staff. Among fundamentals that must be tested and not found wanting are trust between Board and Education management overall; respect for the whole school community; strategic goals agreement; accuracy of management reporting; leadership of and by committees; preparedness of ‘threats’ and ‘opportunities’ submissions; supervised thrift; nimbleness in response to opportunities for improvement. As the record shows, over the period from the mid-1970s to the early 2000s – known to the writer - the SCECGS Redlands Board of Directors scanned the school world, looked outward as much as inward, increased assets, planned expansion in direct proportion to ‘demand’.

They kept pushing the perimeter outward, carefully with defined purpose. It was exhilarating to be a participant.

Their warning note however was: never take the eye ‘off the ball’. Take action swiftly when necessary. Add assets wisely, use assets productively. Supervise diligently.

Conclusions: there is no suggestion here of a “how to do it” handbook or guidebook for governance or management. Numerous courses for Directors and Principals, professional development courses, planning ‘retreats’ and similar are available.

The crucial point here, demonstrated over many ‘testing’ instances during the SCECGS Redlands’ decades is this: in focus at all times, actively maintained by competence, integrity and personal awareness within Directors and in Head of School proven, that essential working structure must be established. It must be first envisioned, then agreed, respected, checked for relevance, maintained by a dedication itself informed by humility. It is vital for all to listen, learn, speak plainly, be honest, grow in voluntary service, avoid egotism, contribute. From time to time, stand still, stare, understand.

Encourage positive outcomes so the school’s Mission - education of the highest order – will be realised.

Then, through strong structure and correctly informed leadership the school’s daily character will ensure the children are looked after, promises made to them: kept.

Peter J Cornish April 2020.