It is important to get the right people on governing board when they are needed. As a governance professional, you won’t be appointing new members yourself but your role is vital to the process.

This module, the eighth and final module in the Introduction to Clerking Programme, provides a practical overview of how the governance professional supports recruitment, appointment and retirement of governors and trustees.

It also covers how, as the governance professional, you can move beyond the support role around appointments and elections to take on more responsibility for helping to find suitable new board members and ensuring that succession is properly planned and completed.

Our subject matter expertise

The content of this module and the introduction to clerking programme has been written by our in-house subject matter experts:

Amy Wright, Clerking Development Manager

Amy is the Clerking Development Manager at NGA, working with the Director of Advice and Guidance, Knowledge Centre Manager and Training Programme Manager to develop the support, advice and training available to Clerks and other Governance Professionals.

Amy has over 20 years’ experience working as a Clerk to various school Governing Bodies including maintained, academy, voluntary aided, primary and secondary. Amy has also worked as a School Business Manager, Finance Manager and Administration Officer in schools and further education and delivered training sessions to Clerks; she has also served as a Parent Governor, Foundation Governor and Vice-Chair of Governors in a primary school.

Paul Aber – Head of Training Development

Paul leads and manages NGA’s face to face training, e-learning and funded development programmes for schools and academies.  This includes working alongside NGA's Head of Consultancy recruiting, training and managing NGA’s team of consultants and trainers.

Prior to joining NGA, Paul was centre director at the University of Law in York where his role included strategic planning and quality assurance.

Paul has many years’ experience of governance including maintained schools and academy trusts.