Two members for the Supervisory Board

Governance Model

The Lelystad-Dronten Special Education Partnership currently consists of a board of directors, a director, and a supervisory board. All member school boards are represented on the board of directors. Effective governance and professional oversight are essential for the partnership to function properly. The affiliated school boards have decided to develop the SWV’s governance model in accordance with the Code of Good Governance. This requires a separate and independent body to oversee the partnership’s results. A vacancy has arisen on the supervisory board established for this purpose due to the resignation of one of its members at the end of their term. The member in question is appointed upon the recommendation of the Support Plan Council (OPR).

Supervisory Board

The supervisory board operates within the governance model, with its own responsibilities within a defined role. Key elements of the supervisory role are:

• Finding the right balance between keeping your distance and staying involved.
• Don't just keep an eye on the numbers; also take a look at how things work in practice.
• Keep the directors on track and, if necessary, exert some pressure.

The Supervisory Board is responsible for overseeing the operations of the SWV and ensuring that the SWV achieves its objectives. The Supervisory Board is composed in such a way that its members can act independently and critically in relation to one another, the Executive Board, and any special interests.

The Lelystad-Dronten Special Education Partnership is led by the board (comprising the 10 member school boards) and the executive board. The board is accountable to the supervisory board. The supervisory board consists of four members.

Profile of the Supervisory Board of the Lelystad-Dronten Special Education Partnership

General:

The profile for the supervisory board, which consists of four members, is intended to ensure that the supervisory board is composed in such a way that:

• There is an affinity with the partnership’s objectives and role, including an affinity with inclusive education in primary schools.
• This fosters broad social ties and a functional network.
• There is a diversity of social backgrounds, areas of expertise, and disciplines, covering the following fields of expertise:
• Educational
• Legal/Economic
• Youth Services/Social Services
• The members of the supervisory board act independently and critically toward one another and toward the board of directors.
• The supervisory, advisory, and sounding-board functions are adequately provided for the benefit of the board.

The board’s competency profile is intended for the board as a whole. The areas of expertise listed below must be covered collectively, with individual members possessing expertise in one or more of these areas. One of the two members to be appointed to the supervisory board may be appointed upon the recommendation of the Support Plan Council (OPR).

General competency profile of the board:

• An affinity for inclusive education, particularly as it relates to elementary education.
• An understanding of the education sector, educational institutions, and, in particular, the complexity of an SWV as a network organization.
• Be committed to the social role of education and the mission of Inclusive Education.
• Possess a college or university level of thinking and working.
• Possess knowledge and experience in the areas of governance, oversight, independence, and impartiality.
• Be able to operate at the strategic level.
• Strike the right balance between involvement and administrative detachment.
• Having the time and energy available and being willing to devote them.
• The ability to supervise as part of a team.
• Strong communication and interpersonal skills.
• Reflect on the meaning of significant patterns from a meta-perspective.
• Provide advice and ask questions.

Educational expertise:

• An affinity for and knowledge of (inclusive) education, including an understanding of the challenges related to educational support and youth services in the partnership’s region.

 Healthcare/social services expertise:

• Community engagement—bringing relevant developments “from the outside in.”
• An interest in developments in youth services and the social sector.
• Administrative/supervisory experience in the social sector.

 Legal and financial-economic expertise:

• Knowledge of relevant legal frameworks and decision-making processes.
• General financial and economic knowledge (key figures, risks, etc.)
• Knowledge of education funding and accountability.

Members of the supervisory board are also expected to comply with the PO-Raad Code of Good Governance, to the extent that it applies to the partnership.

Other requirements for the position:

• Members perform their duties independently.
• Members have no business or personal interest in the partnership.
• Members do not hold any executive or supervisory position, nor do they have a supervisory relationship with an affiliated school board as an employee, nor have they held such a position within the preceding four years.
• Preferably from the SWV region.

Apply

Are you interested in the position of member of the supervisory board at the Lelystad-Dronten Special Education Partnership? Please send your cover letter and resume to vacature@pold.nl. The deadline for applications is July 12, 2024. If you would like further information about the position, please contact Ms. H. Wairata, Member of the Supervisory Board, at 06-55121373.

Recruitment agencies are asked to refrain from contacting us regarding this job opening.