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L A H C Policies Workshop


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L A H C Policies Workshop

  1. 1. LAHC Annual Conference May 2009 In-house Workshop Making School Policies Work Paul Wiseman The British School, Rio de Janeiro
  2. 2. Policies: I know the feeling…………..
  3. 3. … ..but actually policies are really quite exciting and interesting… and important.
  4. 4. But first…. Some Headship issues…… DEVELOPING GOOD POLICIES CAN HELP!
  5. 5. Wrong Title! NOT ‘ Making School Policies Work’ BUT ‘How to create policies and systems that help your school to achieve its stated goals ’ <ul><li>It’s not just about the policies themselves but about the system supporting them. It’s about their: </li></ul><ul><li>Initial creation </li></ul><ul><li>Writing </li></ul><ul><li>Approval </li></ul><ul><li>Review and updating </li></ul><ul><li>Publication </li></ul><ul><li>Organisation </li></ul><ul><li>Storage and retrieval - accessibility </li></ul><ul><li>Ownership…… or better GUARDIANSHIP </li></ul><ul><li>You need…. And please don’t laugh…… </li></ul><ul><li>A ‘Policy on Policy’! </li></ul>
  6. 6. What have other people thought about policies? “A policy is a temporary creed liable to be changed, but while it holds good it has to be pursued with apostolic zeal.” Mahatma Gandhi “I never had a policy. I have just tried to do my very best each and every day.” Abraham Lincoln A man with no policy A man with a policy
  7. 7. “ Surround yourself with the best people you can find, delegate authority, and don’t interfere as long as the policy you’ve decided upon is being carried out.” Ronald Reagan
  8. 8. Policies are about people, relationships, values and beliefs…
  9. 9. ……… .not about systems……. Although a simple system of some kind is needed
  10. 10. … ..or red tape.
  11. 11. Some headship tasks in terms of difficulty….. <ul><li>Buildings and grounds </li></ul><ul><li>Documentation and policies </li></ul><ul><li>Changing People’s Attitudes </li></ul>Very severe Very difficult Moderate
  12. 12. Why are policies so difficult? <ul><li>I haven’t understood their function and value </li></ul><ul><li>There’s just so many to have to write </li></ul><ul><li>To do it properly you need to get lots of people involved </li></ul><ul><li>Who are we going to get to write them? </li></ul><ul><li>Can you imagine how many more meetings we will need to do this properly? </li></ul><ul><li>Policies are inherently not very exciting and reminds me of life insurance </li></ul><ul><li>It’s hard to begin </li></ul><ul><li>There’s no standard set up or off the shelf policy which fits my school </li></ul><ul><li>Nobody reads them anyway, so why bother </li></ul><ul><li>Unless you have written it, there’s no “ownership” </li></ul><ul><li>Policies are too rigid and stifle creativity </li></ul><ul><li>It requires a complicated workable system to support policies </li></ul><ul><li>Our school works well enough without them </li></ul><ul><li>Policies may be important but they are not essential </li></ul><ul><li>I don’t have time </li></ul><ul><li>It’s not an “urgent” matter and I haven’t seen Covey’s ‘quadrant’ </li></ul><ul><li>My name is Abraham Lincoln – I just try to do my best each and every day </li></ul><ul><li>My name is Ronald Reagan – the policies are all mine anyway - delegate </li></ul>
  13. 13. Some questions to think about <ul><li>What are policies in the school context? </li></ul><ul><li>What is the role and importance of policies? </li></ul><ul><li>What are the components and characteristics </li></ul><ul><li>of policies? What should they look like? </li></ul><ul><li>How do we make policies work? How do we get policy into practice? </li></ul><ul><li>How do we decide whether we need a policy? </li></ul><ul><li>Should we create a “Policy for Care” for our school? If so, how? </li></ul><ul><li>  </li></ul>
  14. 14. What are policies in the school context? PUPILS EDUCATIONAL THEORY & PRACTICE CONTEXT Social Environmental Political Historical PARENTS Expectations STAFF Passions Experience Needs SUBJECT / AREA Content Discipline Methodology Tests for Truth INSTITUTION VMPAO Strategic Intents POLICIES
  15. 15. A Good School Policy would: <ul><li>be based on a clear statement of a belief or purpose and arises from goals which have been adopted for the school </li></ul><ul><li>contain guidelines which provide a framework for achieving clearly stated purposes on a substantive issue </li></ul><ul><li>tell what is wanted of individuals in the school </li></ul><ul><li>tell why certain things are wanted of individuals in the school </li></ul><ul><li>provide a clear basis for the preparation and implementation of rules and procedures </li></ul><ul><li>provide positive direction for teachers and administrators, but does not and should not, prescribe methods for arriving at an end result </li></ul><ul><li>permit administrators and teachers to make interpretations in such a way as to adjust for changing conditions without making any basic changes in policy </li></ul><ul><li>provide a standard for evaluating performance </li></ul><ul><li>be a statement on a single issue </li></ul><ul><li>be written in a style which is readily understood by all members of the school community </li></ul>
  16. 16. <ul><li>Who are policies for? </li></ul><ul><li>Who creates policies? </li></ul><ul><li>Who writes policies? </li></ul><ul><li>Who is responsible for policies? </li></ul><ul><li>Who is accountable for policies? </li></ul><ul><li>Who reviews policies? </li></ul><ul><li>Who organises policies? </li></ul><ul><li>Who approves policies? </li></ul>Who?
  17. 17. New South Wales, Australia: Guidelines <ul><li>A policy consists of (i) a statement of purpose and (ii) one or more broad guidelines as to how the purpose is to be achieved which, when taken together, provide a framework for the operation of the school. </li></ul><ul><li>The guidelines specify in general terms, the kind of action which will or may be taken. </li></ul><ul><li>A policy should only be established to achieve some purpose which reflects as set of beliefs, values or philosophy on the issue concerned . Not all issues require a policy; many routine matters can be dealt with by the formulation of simple procedures. </li></ul><ul><li>Policy matters are invariably associated with a combination of problems . A policy may be required where there is a diversity of interests or preferences which result in vague or conflicting objectives among those who are directly involved. </li></ul><ul><li>Policy may allow discretion in its implementation and the basis of that discretion may be stated as part of the policy. </li></ul>
  18. 18. What is the role and importance of policies? <ul><li>From TBS, Rio “Policy on Policy”: </li></ul><ul><li>A collection of policies (Policy Manual) is a framework for guiding how the school is to implement the Vision, Mission, Aims and ethos of the school within financial, physical, legal and other external constraints. </li></ul><ul><li>Policies provide coherence, continuity and stability. </li></ul><ul><li>Policies provide a focus for staff and community input, making it difficult for one person or small group to make decisions on impulse, by personality or crisis. </li></ul><ul><li>Policies express the school’s aims and are designed to support consistent practical application and guide all decision-making. </li></ul><ul><li>Policies must comply with all legal requirements and in harmony with school’s statements of Vision, Mission and Philosophy, school’s By-laws and Board Statutes. </li></ul><ul><li>Policies (together with job descriptions) formally communicate what the institution expects of individuals and ensure that assigned duties are carried out in a positive and common direction. </li></ul><ul><li>Core policies are reviewed annually by established committees. </li></ul><ul><li>Core policies must be approved by the Board of Governors. </li></ul>
  19. 19. - After Davies & West-Burnham 1990 Development Strategic Action Evaluation Vision & Mission Policy review and development Budgets All staff & Governors ABE approves Ten Year Plan. SMT, EMT, AMT (Governors review &/or approve policy) Senior staff & Team Leaders All staff Action Plans 6 – 18 months Development Plans (3-5 years) Long-term Plans Ten-Year Strategic Plan – Strategic Intents & Specific Areas for Development (Curriculum & Performance; Facilities; Finance; Human Resources) Ten-Year Financial Plan 3 – 5 years Educational & Administrative management plans in line with overall strategy Stakeholders One-year development and planning cycle. Main Annual Goals
  20. 20. DIAGRAM OF ONE YEAR DEVELOPMENT, PLANNING AND BUDGET CYCLE FEBRUARY/MARCH Goals for year publicised. 10-Year Plan approved by Board. Educ Comm review of VMPAO. Compilation of Director’s report. EVALUATION APRIL/MAY 10-Year Plan (SI’s) approved by ABE. Specific Areas for Development and 3-5 Year Development Plans reviewed and updated. JUNE Proposals of revised Specific Areas for Development and new Main Goals for following year. Feedback to all for adjustments in plans. Budget & Staffing proposals to Director. VMPAO Review report to Board. SMT review of Development Plans. JULY Preliminary overall school budget drawn up. AUGUST/SEPTEMBER Draft budget presented to Finance Committee. ACTION DEVELOPMENT PRACTICE EVALUATION VMPAO Core Policies External Reviews SEPTEMBER SMT reviews status of current Goals/SADs and Finalises Goals/SADs for the following year. Board approves Goals for next year. SEPTEMBER/OCTOBER Budget approved by the Board 10-Year Plan (SI’s) reviewed by Board committees. SMT review of Development Plans (post Budget approval). NOVEMBER Final review of 10-Year Plan by SMT. Goals made “SMART”.
  21. 21. Policy thinking in Queensland, Australia
  22. 22. Benefits of good policies: clarity, order, consensus, commitment, guidance, direction
  23. 23. Some Benefits of Policy <ul><li>Policies demonstrate that the school is being operated in an efficient and businesslike manner. </li></ul><ul><li>Policies ensure that there will be uniformity and consistency in decisions and in operational procedures. </li></ul><ul><li>Policies must be consistent with those for the system as a whole and with the various statutes which constitute school law. Policies add strength to the position of staff when possible legal actions arise. </li></ul><ul><li>Policies ensure that meetings are orderly. Valuable time can be saved when a new problem can be handled quickly and effectively because of its relationship to an existing policy. </li></ul><ul><li>Well written an constantly updated policies foster stability and continuity. Policies maintain the direction of the school even during constant change of administrators and teachers. </li></ul><ul><li>Policies provide the framework for school planning. </li></ul><ul><li>Policies assist in the assessment of performance and establish accountability. </li></ul><ul><li>Policies clarify functions and responsibilities. </li></ul><ul><li>Policies are positive and affirmative focusing on what can, should, will be done. </li></ul>
  24. 24. Policies, Disagreement and Consensus
  25. 25. Policy creation involving a wide group of those involved helps build consensus and reduces argument
  26. 27. Disagreement Pyramid
  27. 28. Life with and without a policy! Look it’s here in the policy! Isn’t there a policy on this?
  28. 29. Policies give rationale and explanation, provide confidence and clarity,
  29. 30. Good policies protect and ensure fairness
  30. 31. A good ‘teaching for learning’ policy will clearly establish the school’s expectations for classroom practice.
  31. 32. Policies ensure proper deliberation and agreement in times of change
  32. 33. Policies ensure continuity of purpose in times of change. They are about passing the baton not passing the buck.
  33. 34. What are the components and characteristics of policies? What should they look like? “ A policy statement should rarely exceed one page in length and should be written in simple terms free of jargon.” (NSW, Australia)
  34. 35. A couple of policies
  35. 36. Policy Structures: Set structure or free structure? <ul><li>There is no set structure or format for policy writing, school’s will develop their own format according to needs </li></ul><ul><li>Some good practices are recommended about nature, content, design, language </li></ul><ul><li>New South Wales, Australia education authority simplify policy in two components: </li></ul><ul><ul><li>Purpose </li></ul></ul><ul><ul><li>Guidelines </li></ul></ul><ul><ul><li>“ A policy consists of a statement of purpose and one or more broad guidelines as to how the purpose is to be achieved which, taken together, provide a framework for the operation of the school or programme.” </li></ul></ul><ul><li>Consider the two structures on the next slide………… </li></ul>
  36. 37. Policy Structure at Lancaster School, Mexico City & Careers Education Guidance UK <ul><li>Lancaster School </li></ul><ul><li>Rationale </li></ul><ul><li>Objectives </li></ul><ul><li>Principles </li></ul><ul><li>Procedures </li></ul><ul><li>Careers Education Guidance </li></ul><ul><li>Introduction </li></ul><ul><li>Rationale </li></ul><ul><li>Commitment </li></ul><ul><li>Development </li></ul><ul><li>Links with other policies </li></ul><ul><li>Objectives </li></ul><ul><li>Students’ needs </li></ul><ul><li>Entitlement </li></ul><ul><li>Implementation </li></ul><ul><li>Management </li></ul><ul><li>Staffing </li></ul><ul><li>Curriculum </li></ul><ul><li>Assessment and accreditation </li></ul><ul><li>Partnerships </li></ul><ul><li>Resources </li></ul><ul><li>Staff development </li></ul><ul><li>Monitoring, review and evaluation </li></ul><ul><li>Approvals </li></ul>
  37. 38. CURRICULUM: Lancaster School Policy Rationale In order to fulfil the school’s mission of forming thinking, sensitive, self-reliant individuals with the opportunity to develop their intellectual, social, artistic and physical abilities to the full, the curriculum should be broad and flexible, whilst providing opportunities for students to deepen their knowledge in specific areas. Objectives The curriculum should: Provide pupils with the specific skills and knowledge required by society, in order to meet and adapt to the ever changing challenges of society and the world. Encourage an appreciation of the value of learning and developing one's potential to the full. Encourage social integration in order to develop the capacity to communicate with and relate positively to others, appreciating and respecting their views, values, opinions and rights. Assist the development of self-esteem and autonomy with a view to forming sensitive, well-balanced, self-disciplined, morally responsible individuals able to meet the challenges demanded by the different rôles within society. Provide pupils with effective oral and written communication skills in both English and Spanish. Encourage the development of critical thinking skills. Foster creativity and originality. Cover a wide range of areas of human knowledge whilst allowing specialisation in some. Meet internationally recognised educational standards. Provide opportunities for all to develop artistic and sporting abilities.
  38. 39. Principles The curriculum should: Cover the relevant requirements of SEP, CCH and UK syllabi. Be phrased in terms of specific and measurable learning objectives. Specify the range of topics covered by term and year. Provide a framework for differentiated schemes of work to address varying abilities. Include elements for independent learning. Provide clear, open and understandable evaluation criteria that relate directly to stated learning objectives. Procedures Heads of Department, Subject Co-ordinators and Grade Leaders are responsible for co-ordinating curriculum development within their area. The SMT together with the Director of Studies should provide guidance and support for the process of curriculum development. Copies of required programmes and any proposed changes should be given to the relevant Head of School. Lancaster School, Mexico City - Curriculum Policy 2009
  39. 40. Language of Policies: Clear and Simple
  40. 41. Design of Policies: Keep it Simple
  41. 42. …… but a policy can’t be over simplified.
  42. 43. How do we make policies work? How do we get policy into practice? <ul><li>Involve as many stakeholders in the formulation and review of policy as possible </li></ul><ul><li>Prioritise core or key policies </li></ul><ul><li>Show how important policies are in ensuring the school’s goals, vision and mission are put into practice </li></ul><ul><li>Refer to policies on a regular basis as appropriate </li></ul><ul><li>Publish core policies regularly and in various forms </li></ul><ul><li>Use simple language and clear formats </li></ul><ul><li>Change people’s attitudes away from regarding policies as dry and bureaucratic and unused to living, dynamic drivers of action and best practice </li></ul><ul><li>Make policy writing and policy implementation sexy </li></ul><ul><li>Undertake and announce regular review </li></ul><ul><li>Make policies as accessible as possible (extranet, website, manuals) </li></ul><ul><li>Organise policies into a logical classification </li></ul><ul><li>Build policy implementation into job descriptions and the staff appraisal process </li></ul>
  43. 44. Make policies public and accessible Manuals, staffroom notice boards, website, intranet, extranet, publications…. not in a dusty file in the Head’s office!
  44. 45. Organisation & Classification of Policies <ul><li>How might policies be organised? </li></ul><ul><li>By priority or importance: </li></ul><ul><li>e.g. Core Policies, Supporting Policies, Procedures etc. </li></ul><ul><li>Themed/classified </li></ul><ul><li>According to an improvement instrument eg. LAHC Review, CIS Accreditation </li></ul><ul><li>Random </li></ul><ul><li>Alphabetical </li></ul><ul><li>In a Policy Manual </li></ul><ul><li>Extranet/Intranet </li></ul><ul><li>As a wiki? </li></ul>
  45. 46. TBS, Rio Policy Structure Policies and regulations Board Policy Manual, Parent & Pupil Manual, Staff Manual Development Plans Vision, Mission Philosophy, Aims Core Policies Board approved 1.School Purpose & Organisation 2. Curriculum & Performance 3. People 4. Health, Safety & Security 5.School Development 6. Finance Board Statutes School By-Laws
  46. 47. Policy Classification: TBS, Rio – CORE POLICIES <ul><li>CORE POLICY MANUAL </li></ul><ul><li>(Updated 24/04/2009) </li></ul><ul><li>LIST OF CONTENTS </li></ul><ul><li>1. SCHOOL PURPOSE & PHILOSOPHY </li></ul><ul><li>1.1 SCHOOL LEGAL STATUS </li></ul><ul><li>1.2 SCHOOL PURPOSE AND PHILOSOPHY </li></ul><ul><li>1.3 VMPA&O REVIEW PROCESS </li></ul><ul><li>1.4 SCHOOL POLICIES </li></ul><ul><li>1.5 GOVERNANCE AND MANAGEMENT </li></ul><ul><li>1.6 THE BOARD OF GOVERNORS – COMPOSITION & ORGANISATION </li></ul><ul><li>1.7 SCHOOL ORGANISATION </li></ul><ul><li>1.8 PUPIL NUMBERS AND CLASS SIZES </li></ul><ul><li>2. CURRICULUM & PERFORMANCE </li></ul><ul><li>2.1 CURRICULUM POLICY </li></ul><ul><li>2.2 LANGUAGE POLICY </li></ul><ul><li>2.3 ABILITIES SERVED </li></ul><ul><li>2.4 TEACHING FOR LEARNING </li></ul><ul><li>2.5 PASTORAL CARE, GUIDANCE & COUNSELLING </li></ul><ul><li>2.6 ASSESSMENT OF PUPIL PERFORMANCE </li></ul><ul><li>2.7 SPECIAL EDUCATIONAL NEEDS </li></ul><ul><li>2.9 ASSESSMENT OF SCHOOL PERFORMANCE </li></ul><ul><li>2.10 SCHOOL TRIPS </li></ul>
  47. 48. <ul><li>3. PEOPLE </li></ul><ul><li>3.1 PARTNERSHIP IN EDUCATION </li></ul><ul><li>3.2 PARENTS’ RIGHTS AND RESPONSIBILITIES </li></ul><ul><li>3.3 PUPIL ADMISSIONS </li></ul><ul><li>3.4 PUPILS’ RIGHTS AND RESPONSIBILITIES </li></ul><ul><li>3.5 STAFF RECRUITMENT </li></ul><ul><li>3.6 STAFF RIGHTS AND RESPONSIBILITIES </li></ul><ul><li>3.7 STAFF APPRAISAL & PROFFESSIONAL DEVELOPMENT </li></ul><ul><li>3.8 COMMUNICATIONS </li></ul><ul><li>4. HEALTH, SAFETY & SECURITY </li></ul><ul><li>4.1 HEALTH, SAFETY & SECURITY </li></ul><ul><li>5. SCHOOL DEVELOPMENT </li></ul><ul><li>5.1 ONE SCHOOL </li></ul><ul><li>5.2 DEVELOPMENT PLANNING </li></ul><ul><li>5.3 FACILITIES DEVELOPMENT </li></ul><ul><li>6. FINANCE </li></ul><ul><li>6.1 FINANCIAL MANAGEMENT </li></ul><ul><li>6.2 TUITION AND OTHER SCHOOL FEES </li></ul><ul><li>6.3 SALARIES AND BENEFITS (To be Approved) </li></ul><ul><li>6.4 CAPITAL FUNDS </li></ul>
  48. 49. <ul><li>Lancaster School, Mexico City </li></ul><ul><li>Policy Organisation </li></ul><ul><li>Academic Processes </li></ul><ul><li>Admissions & Reinscriptions </li></ul><ul><li>Teaching & Learning </li></ul><ul><li>Assessment </li></ul><ul><li>Personal and Social Development </li></ul><ul><li>Professional Expectations </li></ul><ul><li>The School as a Community </li></ul>
  49. 50. Classification according to LAHC Review Structure? <ul><li>LAHC ten aspects: </li></ul><ul><li>Vision, Mission and Ethos </li></ul><ul><li>Organisation </li></ul><ul><li>Planning and Finance </li></ul><ul><li>Curriculum </li></ul><ul><li>Classroom Practice </li></ul><ul><li>Technology across the curriculum </li></ul><ul><li>Staff (Academic) </li></ul><ul><li>Pupils </li></ul><ul><li>Accommodation and Resources </li></ul><ul><li>Health and Safety </li></ul>
  50. 51. LAHC Review and Policies <ul><li>LAHC Review instrument refers to ‘School Documents’ as “documents which one would normally expect to exist in a school.” </li></ul><ul><li>Specific reference to policies includes: </li></ul><ul><li>The Head’s Statement refers to Admissions Policy and in-service training policies </li></ul><ul><li>Planning and finance policies in case of late or non-payment of fees </li></ul><ul><li>Curriculum policies </li></ul><ul><li>Technology across the curriculum – “overall policy document” </li></ul><ul><li>Staff – “appraisal policies and practice” </li></ul><ul><li>Pupils – documentation …. “ECA programme and policy of participation” </li></ul><ul><li>Accommodation & Resources – Policies regarding some areas </li></ul><ul><li>Health and Safety – “regulations” including “procedures” </li></ul><ul><li>The Review instrument does not make specific mention of “Board policies” </li></ul>
  51. 52. LAHC Review: whole school area policy issues <ul><li>The self-evaluation sheet under Organisation asks: </li></ul><ul><li>1. Is there a clear policy of governance in existence? </li></ul><ul><li>11. Are policies and procedures established in writing? </li></ul><ul><li>12. Are they regularly reviewed? </li></ul><ul><li>13. Are procedures and channels of internal communication effective? </li></ul><ul><li>Other whole school areas referring to policies are: </li></ul><ul><li>Curriculum </li></ul><ul><li>Technology across the curriculum </li></ul><ul><li>Staff </li></ul><ul><li>Pupils </li></ul>
  52. 53. Responsibility, Monitoring, Status, Approval <ul><li>EXAMPLE: 2. Curriculum and Performance </li></ul><ul><li>Core Policy Responsibility Status Last Board Approval </li></ul><ul><li>2.1 Curriculum Educ Comm Completed 03.12.07 </li></ul><ul><li>2.2 Language Policy Educ Comm Completed 01.12.08 </li></ul><ul><li>2.3 Abilities Served Educ Comm Completed 25.10.04 </li></ul><ul><li>2.4 Teaching for Learning Educ Comm Under Review 25.08.03 </li></ul><ul><li>2.5 Pastoral Care, Guidance & </li></ul><ul><li>Counselling Educ Comm To be Reviewed 21.06.04 </li></ul><ul><li>2.6 Assessment of Pupil </li></ul><ul><li>Performance Educ Comm Completed 03.05.04 </li></ul><ul><li>2.7 Special Educational Needs Educ Comm Completed 13.12.07 </li></ul><ul><li>2.8 Pupils Not Profiting Educ Comm Under Review 25.08.03 </li></ul><ul><li>2.9 Assessment of School </li></ul><ul><li>Performance Educ Comm Completed 03.05.04 </li></ul><ul><li>2.10 School Trips SMT To be Reviewed 25.0803 </li></ul>
  53. 54. How do we decide whether we need a policy? ….. or just action?.... or procedures?
  54. 55. Action? Strategy? Principles? Policy?
  55. 56. Do we need a policy? <ul><li>NSW, Australia: </li></ul><ul><li>“ A policy should only be established to achieve some purpose which reflects a set of beliefs, values or philosophy on the issue concerned. </li></ul><ul><li>Not all issues require a policy; many routine matters can be dealt with by the formulation of simple procedures. </li></ul><ul><li>Policy matters are invariably associated with a combination of problems. A policy may be required where there is a diversity of interests and preferences which result in vague and conflicting objectives among those who are directly involved. </li></ul><ul><li>Policy may allow discretion in its implementation and the basis of that discretion may be stated as part of the policy.” </li></ul><ul><li> </li></ul>
  56. 57. Some factors determining policy needs <ul><li>The school’s context: </li></ul><ul><li>The school’s vision and mission, philosophy, aims, purpose, values </li></ul><ul><li>The school’s context, history and location </li></ul><ul><li>The school’s curriculum </li></ul><ul><li>The stakeholders’ “needs” </li></ul><ul><li>Educational research and “good practice” </li></ul><ul><li>External/global issues and expectations </li></ul><ul><li>The nature of the issue: </li></ul><ul><li>Does it involve values and beliefs? </li></ul><ul><li>Does it involve an entitlement, right or responsibility? </li></ul><ul><li>Does it present possibly conflicting views or opinions? </li></ul><ul><li>Does it require translating ideas into actions? </li></ul>
  57. 58. Do we need a policy for care in our school? <ul><li>“ By definition a government has no conscience. Sometimes it has a policy but nothing more.” </li></ul><ul><li>Albert Camus </li></ul>“ We do not inherit the earth from our ancestors, we borrow it from our children.”
  58. 59. Useful Checklist for Deciding on Need for Policy <ul><li>1. Does the issue relate to the school’s vision, mission, philosophy, pupil profile or goals? </li></ul><ul><li>2. If yes, are the values, beliefs or philosophy related to the issue being achieved in practice? If not…… </li></ul><ul><li>3. Is the policy likely to achieve its purpose – presumably helping to put ideas into action? </li></ul><ul><li>4. Is there likely to be a diversity of interests and preferences in relation to the issue? </li></ul><ul><li>5. Are there likely to be vague and conflicting objectives among those who are directly involved in the issue? </li></ul><ul><li>6. Are there issues of meaning within the issues which need to be defined? </li></ul><ul><li>7. Can the issue be dealt with by the formulation of simple procedures? </li></ul><ul><li>If your answer to any one of questions 1-6 is “Yes”, you probably need a policy! </li></ul>
  59. 60. If this is your school vision statement, how can you ensure it will be put into practice? A caring community, striving for excellence, where every individual matters. Vision
  60. 61. And if this was your statement of Mission? <ul><li>The British School aims to develop responsible, well-informed, open-minded, confident and caring individuals by providing an educational community within which all pupils are motivated to realise their full potential through a challenging British-based education in a non-discriminatory and bi-cultural environment . </li></ul><ul><li>What basis does this give for a Policy of Care? </li></ul>
  61. 62. Yes, we need a ‘Policy on Care’
  62. 63. How could we create a “Policy for Care” for our school? <ul><li>Advise the senior management team of your idea and ascertain their support </li></ul><ul><li>Create a small group of potentially interested colleagues and explain your thinking </li></ul><ul><li>Try to make this as representative across the school as possible </li></ul><ul><li>Invite some key students….. Student Council? ..and parents (PTA?) </li></ul><ul><li>Form a working group (no more than 8 people) with a planned schedule and targets (SMART) </li></ul><ul><li>Review the school’s statements of purpose and goals – mission, pupil profile etc </li></ul><ul><li>Follow the route: “How do we know if we need a policy?” </li></ul><ul><li>Generate a draft policy – use a set format or keep it free </li></ul><ul><li>Consider the thinking of the ethics of care </li></ul><ul><li>When drafting the policy, consider the qualities of a good or effective policy </li></ul><ul><li>Check links with existing policies; always refer to relevant existing statements </li></ul><ul><li>Decide who you think will be the approval authority for this policy </li></ul><ul><li>Consult the likely approval authority – Board of Governors, owner? </li></ul><ul><li>Take draft policy to approval authority for finalising. </li></ul><ul><li>Publish </li></ul><ul><li>Now the real work begins….. Policy into Practice! </li></ul>
  63. 64. Consider the thinking of the ethics of care <ul><li>Can we talk about a caring school?... Or a school which creates condition where caring relationships can flourish? </li></ul><ul><li>Care-giving as an incubator of caring </li></ul><ul><li>The people who supervise and lead must really care </li></ul><ul><li>Definitions: care; caring person, cared for, respect, valuing </li></ul><ul><li>A needs-based, not a rights-based ethic </li></ul><ul><li>Listening and dialogue </li></ul><ul><li>Empathy and empathetic accuracy </li></ul><ul><li>Relationships – carer and cared for: attention and motivational displacement; acknowledgement </li></ul><ul><li>Natural care and care for moral credit </li></ul><ul><li>Definition of “needs”…. and expressed needs </li></ul><ul><li>Gender issues </li></ul><ul><li>Caring for the environment </li></ul><ul><li>Striving for excellence </li></ul><ul><li>Happiness </li></ul><ul><li>Bullying </li></ul><ul><li>Individual vis á vis group needs </li></ul><ul><li>Rights and responsibilities </li></ul><ul><li>Impact on other policies eg homework </li></ul>
  64. 65. Reviewing Policies: Achieving Consensus
  65. 66. Too often we are so preoccupied with the destination we forget the journey. The End!
  66. 68. My aim is to convince you that policies actually matter…. in fact, they can be very sexy
  67. 71. <ul><li>A person, who is </li></ul><ul><li>confident </li></ul><ul><li>positive </li></ul><ul><li>well-balanced </li></ul><ul><li>respectful </li></ul><ul><li>self-disciplined </li></ul><ul><li>caring </li></ul><ul><li>independent </li></ul><ul><li>motivated </li></ul><ul><li>An effective learner, who is </li></ul><ul><li>well-informed </li></ul><ul><li>open-minded </li></ul><ul><li>enquiring </li></ul><ul><li>a life-long learner </li></ul><ul><li>a problem-solver </li></ul><ul><li>aware of his/her own learning style(s) </li></ul><ul><li>able to make connections between areas of learning </li></ul><ul><li>reflective about his/her learning and can identify his/her next steps </li></ul><ul><li>An individual, who </li></ul><ul><li>recognises his/her own potential </li></ul><ul><li>values his/her own unique skills and talents </li></ul><ul><li>builds on his/her strengths to support his/her weaknesses </li></ul><ul><li>A member of a group, who </li></ul><ul><li>has positive self-esteem </li></ul><ul><li>can adapt to different roles </li></ul><ul><li>is an effective communicator </li></ul><ul><li>forms positive relationships with others </li></ul><ul><li>understands leadership and the need for rules </li></ul><ul><li>has strong interpersonal and intrapersonal skills </li></ul><ul><li>A citizen, who </li></ul><ul><li>actively participates </li></ul><ul><li>understands rights and responsibilities </li></ul><ul><li>cares for others at many levels (local, national, global) </li></ul><ul><li>knows that he/she has a 'voice' and knows how to use it effectively </li></ul>TBS Pupil Profile – Secondary
  68. 72. TBS Pupil Profile – Primary <ul><li>Aspects </li></ul><ul><li>Friendship </li></ul><ul><li>Respect </li></ul><ul><li>Caring </li></ul><ul><li>Perseverance </li></ul><ul><li>Responsibility </li></ul><ul><li>Honesty </li></ul><ul><li>Acceptance </li></ul><ul><li>Cooperation </li></ul><ul><li>Self-discipline </li></ul><ul><li>Independence </li></ul><ul><li>Motivation </li></ul><ul><li>Enquiry </li></ul><ul><li>Scales </li></ul><ul><li>Ourselves </li></ul><ul><li>Our class </li></ul><ul><li>Our year group </li></ul><ul><li>Our school </li></ul><ul><li>Our local community </li></ul><ul><li>Our country </li></ul><ul><li>Our continent </li></ul><ul><li>Our world </li></ul>