LAHC Annual ConferenceLAHC Annual ConferenceMay 2009 May 2009

In-house WorkshopIn-house Workshop

Making School Policies Work

Paul WisemanThe British School, Rio de Janeiro

Policies: I know the feeling…………..Policies: I know the feeling…………..

…..but actually policies are really quite exciting and

interesting… and important.

But first…. Some Headship issues……

DEVELOPING GOOD POLICIES CAN HELP!

Wrong Title!NOT ‘Making School Policies Work’

BUT ‘How to create policies and systems that help your school to achieve its stated goals’

It’s not just about the policies themselves but about the system supporting It’s not just about the policies themselves but about the system supporting them. It’s about their: them. It’s about their:

• Initial creationInitial creation• WritingWriting• ApprovalApproval• Review and updatingReview and updating• PublicationPublication• OrganisationOrganisation• Storage and retrieval - accessibilityStorage and retrieval - accessibility• Ownership…… or better GUARDIANSHIPOwnership…… or better GUARDIANSHIP

• You need…. And please don’t laugh……You need…. And please don’t laugh……

• A ‘Policy on Policy’!A ‘Policy on Policy’!

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

““Surround yourself with the best people you can find, delegate Surround yourself with the best people you can find, delegate authority, and don’t interfere as long as the policy you’ve decided authority, and don’t interfere as long as the policy you’ve decided

upon is being carried out.”upon is being carried out.”

Ronald ReaganRonald Reagan

Policies are about people, relationships, values and beliefs…

……….not about systems…….

Although a simple system of some kind is needed

……..or red tape...or red tape.

Some headship tasks in terms of difficulty…..Some headship tasks in terms of difficulty…..

Buildings and groundsBuildings and grounds

Documentation and policiesDocumentation and policies

Changing People’s AttitudesChanging People’s Attitudes

Very severe

Very difficult

Moderate

Why are policies so difficult?Why are policies so difficult?

• I haven’t understood their function and valueI haven’t understood their function and value• There’s just so many to have to writeThere’s just so many to have to write• To do it properly you need to get lots of people involvedTo do it properly you need to get lots of people involved• Who are we going to get to write them?Who are we going to get to write them?• Can you imagine how many more meetings we will need to do this properly?Can you imagine how many more meetings we will need to do this properly?• Policies are inherently not very exciting and reminds me of life insurancePolicies are inherently not very exciting and reminds me of life insurance• It’s hard to beginIt’s hard to begin• There’s no standard set up or off the shelf policy which fits my schoolThere’s no standard set up or off the shelf policy which fits my school• Nobody reads them anyway, so why botherNobody reads them anyway, so why bother• Unless you have written it, there’s no “ownership”Unless you have written it, there’s no “ownership”• Policies are too rigid and stifle creativityPolicies are too rigid and stifle creativity• It requires a complicated workable system to support policiesIt requires a complicated workable system to support policies• Our school works well enough without themOur school works well enough without them• Policies may be important but they are not essentialPolicies may be important but they are not essential• I don’t have timeI don’t have time• It’s not an “urgent” matter and I haven’t seen Covey’s ‘quadrant’It’s not an “urgent” matter and I haven’t seen Covey’s ‘quadrant’• My name is Abraham Lincoln – I just try to do my best each and every dayMy name is Abraham Lincoln – I just try to do my best each and every day• My name is Ronald Reagan – the policies are all mine anyway - delegateMy name is Ronald Reagan – the policies are all mine anyway - delegate

Some questions to think about

• What are policies in the school context?

• What is the role and importance of policies?

• What are the components and characteristics of policies? What should they look like?

• How do we make policies work? How do we get policy into practice?

• How do we decide whether we need a policy?

• Should we create a “Policy for Care” for our school? If so, how?

 

What are policies in the school context?

PUPILS

EDUCATIONAL THEORY

& PRACTICE

CONTEXTSocial

EnvironmentalPolitical

Historical

PARENTSExpectations

STAFF Passions

ExperienceNeeds

SUBJECT / AREAContent

DisciplineMethodology

Tests for Truth

INSTITUTIONVMPAO

Strategic Intents

POLICIES

A Good School Policy would:

• be based on a clear statement of a belief or purpose and arises from goals be based on a clear statement of a belief or purpose and arises from goals which have been adopted for the schoolwhich have been adopted for the school

• contain guidelines which provide a framework for achieving clearly stated contain guidelines which provide a framework for achieving clearly stated purposes on a substantive issuepurposes on a substantive issue

• tell what is wanted of individuals in the schooltell what is wanted of individuals in the school

• tell why certain things are wanted of individuals in the schooltell why certain things are wanted of individuals in the school

• provide a clear basis for the preparation and implementation of rules and provide a clear basis for the preparation and implementation of rules and proceduresprocedures

• provide positive direction for teachers and administrators, but does not and provide positive direction for teachers and administrators, but does not and should not, prescribe methods for arriving at an end resultshould not, prescribe methods for arriving at an end result

• permit administrators and teachers to make interpretations in such a way as permit administrators and teachers to make interpretations in such a way as to adjust for changing conditions without making any basic changes in policyto adjust for changing conditions without making any basic changes in policy

• provide a standard for evaluating performanceprovide a standard for evaluating performance

• be a statement on a single issuebe a statement on a single issue

• be written in a style which is readily understood by all members of the be written in a style which is readily understood by all members of the school communityschool community

• Who are policies for?• Who creates policies?• Who writes policies?

• Who is responsible for policies?• Who is accountable for policies?

• Who reviews policies?• Who organises policies?• Who approves policies?

Who?Who?

New South Wales, Australia: Guidelines

• 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.

• The guidelines specify in general terms, the kind of action which will or may be taken.

• 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.

• 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.

• Policy may allow discretion in its implementation and the basis of that discretion may be stated as part of the policy.

What is the role and importance of policies?

From TBS, Rio “Policy on Policy”:From TBS, Rio “Policy on Policy”:

• A collection of policies (Policy Manual) is a framework for guiding how the 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 school is to implement the Vision, Mission, Aims and ethos of the school within financial, physical, legal and other external constraints.financial, physical, legal and other external constraints.

• Policies provide coherence, continuity and stability.Policies provide coherence, continuity and stability.

• Policies provide a focus for staff and community input, making it difficult for one 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.person or small group to make decisions on impulse, by personality or crisis.

• Policies express the school’s aims and are designed to support consistent Policies express the school’s aims and are designed to support consistent practical application and guide all decision-making.practical application and guide all decision-making.

• Policies must comply with all legal requirements and in harmony with school’s 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 statements of Vision, Mission and Philosophy, school’s By-laws and Board Statutes.Statutes.

• Policies (together with job descriptions) formally communicate what the Policies (together with job descriptions) formally communicate what the institution expects of individuals and ensure that assigned duties are carried out institution expects of individuals and ensure that assigned duties are carried out in a positive and common direction.in a positive and common direction.

• Core policies are reviewed annually by established committees.Core policies are reviewed annually by established committees.

• Core policies must be approved by the Board of Governors.Core policies must be approved by the Board of Governors.

-

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 staffAction Plans6 – 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

After Davies & West-Burnham 1990

DIAGRAM OF ONE YEAR DEVELOPMENT, PLANNING AND BUDGET CYCLE

FEBRUARY/MARCHGoals for year publicised.

10-Year Plan approved by Board.Educ Comm review of VMPAO.Compilation of Director’s report.

EVALUATION

APRIL/MAY10-Year Plan (SI’s) approved by ABE.

Specific Areas for Development and 3-5 YearDevelopment Plans reviewed and updated.

JUNEProposals of revised Specific Areas forDevelopment 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.

JULYPreliminary overall school budget drawn up.

AUGUST/SEPTEMBERDraft budget presented to

Finance Committee.

ACTIONDEVELOPMENT

PRACTICEEVALUATION

VMPAOCore Policies

External Reviews

SEPTEMBERSMT reviews status of current Goals/SADs and

Finalises Goals/SADs for the following year.Board approves Goals for next year.

SEPTEMBER/OCTOBERBudget approved by the Board

10-Year Plan (SI’s) reviewed by Board committees.

SMT review of Development Plans(post Budget approval).

NOVEMBERFinal review of 10-Year Plan by SMT.

Goals made “SMART”.

Policy thinking in Queensland, Australia

Benefits of good policies: clarity, order, consensus, commitment, guidance,

direction

Some Benefits of PolicySome Benefits of Policy

• Policies demonstrate that the school is being operated in an efficient and businesslike manner.

• Policies ensure that there will be uniformity and consistency in decisions and in operational procedures.

• 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.

• 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.

• 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.

• Policies provide the framework for school planning.• Policies assist in the assessment of performance and establish

accountability.• Policies clarify functions and responsibilities.• Policies are positive and affirmative focusing on what can, should, will be

done.

Policies, Disagreement and Consensus

Policy creation involving a wide group of those involved helps build consensus and reduces argument

Disagreement Pyramid

Life with and without a policy!

Look it’s here in the policy! Isn’t there a policy on this?

Policies give rationale and explanation, provide confidence and clarity,

Good policies protect and ensure fairness

A good ‘teaching for learning’ policy will clearly establish the

school’s expectations for classroom practice.

Policies ensure proper deliberation and

agreement in times of change

Policies ensure continuity of purpose in times of change. They are about passing the baton not passing

the buck.

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)

A couple of policies

Policy Structures:Set structure or free structure?

• There is no set structure or format for policy writing, school’s will develop their own format according to needs

• Some good practices are recommended about nature, content, design, language

• New South Wales, Australia education authority simplify policy in two components:– Purpose– Guidelines“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.”

• Consider the two structures on the next slide…………

Policy Structure at Lancaster School, Mexico City & Careers Education Guidance UK

Lancaster School

Rationale

Objectives

Principles

Procedures

Careers Education Guidance

Introduction

Rationale

Commitment

Development

Links with other policies

Objectives

Students’ needs

Entitlement

Implementation

Management

Staffing

Curriculum

Assessment and accreditation

Partnerships

Resources

Staff development

Monitoring, review and evaluation

Approvals

CURRICULUM: Lancaster School PolicyRationaleIn 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.

ObjectivesThe 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.

PrinciplesThe 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.

ProceduresHeads 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

Language of Policies: Clear and Simple

Design of Policies: Keep it Simple

…………but a policy can’t be but a policy can’t be overoversimplified.simplified.

How do we make policies work? How do we get policy into practice?

• Involve as many stakeholders in the formulation and review of policy as Involve as many stakeholders in the formulation and review of policy as possiblepossible

• Prioritise core or key policiesPrioritise core or key policies• Show how important policies are in ensuring the school’s goals, vision and Show how important policies are in ensuring the school’s goals, vision and

mission are put into practicemission are put into practice• Refer to policies on a regular basis as appropriateRefer to policies on a regular basis as appropriate• Publish core policies regularly and in various formsPublish core policies regularly and in various forms• Use simple language and clear formatsUse simple language and clear formats• Change people’s attitudes away from regarding policies as dry and Change people’s attitudes away from regarding policies as dry and

bureaucratic and unused to living, dynamic drivers of action and best bureaucratic and unused to living, dynamic drivers of action and best practicepractice

• Make policy writing and policy implementation sexyMake policy writing and policy implementation sexy• Undertake and announce regular reviewUndertake and announce regular review• Make policies as accessible as possible (extranet, website, manuals)Make policies as accessible as possible (extranet, website, manuals)• Organise policies into a logical classificationOrganise policies into a logical classification• Build policy implementation into job descriptions and the staff appraisal Build policy implementation into job descriptions and the staff appraisal

processprocess

Make policies public and accessible

Manuals, staffroom notice boards, website, intranet, extranet, publications….

not in a dusty file in the Head’s office!

Organisation & Classification of Policies

How might policies be organised?

• By priority or importance:

e.g. Core Policies, Supporting Policies, Procedures etc.

• Themed/classified

• According to an improvement instrument eg. LAHC Review, CIS Accreditation

• Random

• Alphabetical

• In a Policy Manual

• Extranet/Intranet

• As a wiki?

TBS, Rio Policy Structure

Vision, MissionPhilosophy,

Aims

Core PoliciesBoard approved

1.School Purpose & Organisation

2. Curriculum &Performance

3. People4. Health, Safety

& Security5.School

Development6. Finance

Board Statutes School By-Laws

Policies and regulations

Board Policy Manual, Parent & Pupil Manual, Staff Manual

Development Plans

Policy Classification: TBS, Rio – CORE POLICIES

CORE POLICY MANUAL (Updated 24/04/2009)LIST OF CONTENTS

1. SCHOOL PURPOSE & PHILOSOPHY1.1 SCHOOL LEGAL STATUS1.2 SCHOOL PURPOSE AND PHILOSOPHY1.3 VMPA&O REVIEW PROCESS1.4 SCHOOL POLICIES1.5 GOVERNANCE AND MANAGEMENT1.6 THE BOARD OF GOVERNORS – COMPOSITION & ORGANISATION1.7 SCHOOL ORGANISATION1.8 PUPIL NUMBERS AND CLASS SIZES

2. CURRICULUM & PERFORMANCE2.1 CURRICULUM POLICY2.2 LANGUAGE POLICY2.3 ABILITIES SERVED2.4 TEACHING FOR LEARNING2.5 PASTORAL CARE, GUIDANCE & COUNSELLING2.6 ASSESSMENT OF PUPIL PERFORMANCE2.7 SPECIAL EDUCATIONAL NEEDS2.9 ASSESSMENT OF SCHOOL PERFORMANCE2.10 SCHOOL TRIPS

3.3.PEOPLEPEOPLE3.13.1 PARTNERSHIP IN EDUCATIONPARTNERSHIP IN EDUCATION3.23.2 PARENTS’ RIGHTS AND RESPONSIBILITIESPARENTS’ RIGHTS AND RESPONSIBILITIES3.33.3 PUPIL ADMISSIONSPUPIL ADMISSIONS3.43.4 PUPILS’ RIGHTS AND RESPONSIBILITIESPUPILS’ RIGHTS AND RESPONSIBILITIES3.53.5 STAFF RECRUITMENTSTAFF RECRUITMENT3.63.6 STAFF RIGHTS AND RESPONSIBILITIESSTAFF RIGHTS AND RESPONSIBILITIES3.73.7 STAFF APPRAISAL & PROFFESSIONAL DEVELOPMENTSTAFF APPRAISAL & PROFFESSIONAL DEVELOPMENT3.83.8 COMMUNICATIONSCOMMUNICATIONS

4.4. HEALTH, SAFETY & SECURITYHEALTH, SAFETY & SECURITY4.14.1 HEALTH, SAFETY & SECURITYHEALTH, SAFETY & SECURITY

5.5. SCHOOL DEVELOPMENTSCHOOL DEVELOPMENT5.15.1 ONE SCHOOLONE SCHOOL5.25.2 DEVELOPMENT PLANNINGDEVELOPMENT PLANNING5.35.3 FACILITIES DEVELOPMENTFACILITIES DEVELOPMENT

6.6. FINANCEFINANCE6.16.1 FINANCIAL MANAGEMENTFINANCIAL MANAGEMENT6.26.2 TUITION AND OTHER SCHOOL FEESTUITION AND OTHER SCHOOL FEES6.36.3 SALARIES AND BENEFITS (To be Approved)SALARIES AND BENEFITS (To be Approved)6.46.4 CAPITAL FUNDSCAPITAL FUNDS

Lancaster School, Mexico CityPolicy Organisation

Academic Processes

• Admissions & Reinscriptions• Teaching & Learning• Assessment• Personal and Social Development• Professional Expectations• The School as a Community

Classification according to LAHC Review Structure?

LAHC ten aspects:

A. Vision, Mission and Ethos

B. Organisation

C. Planning and Finance

D. Curriculum

E. Classroom Practice

F. Technology across the curriculum

G. Staff (Academic)

H. Pupils

I. Accommodation and Resources

J. Health and Safety

LAHC Review and Policies

LAHC Review instrument refers to ‘School Documents’ as “documents which one would normally expect to exist in a school.”

Specific reference to policies includes:• The Head’s Statement refers to Admissions Policy and in-service training

policies• Planning and finance policies in case of late or non-payment of fees• Curriculum policies• Technology across the curriculum – “overall policy document”• Staff – “appraisal policies and practice”• Pupils – documentation …. “ECA programme and policy of participation”• Accommodation & Resources – Policies regarding some areas• Health and Safety – “regulations” including “procedures”

The Review instrument does not make specific mention of “Board policies”

LAHC Review: whole school area policy issues

The self-evaluation sheet under Organisation asks:

1. Is there a clear policy of governance in existence?

11. Are policies and procedures established in writing?

12. Are they regularly reviewed?

13. Are procedures and channels of internal communication effective?

Other whole school areas referring to policies are:

Curriculum

Technology across the curriculum

Staff

Pupils

Responsibility, Monitoring, Status, Approval

EXAMPLE: 2. Curriculum and Performance

Core Policy Responsibility Status Last Board Approval

2.1 Curriculum Educ Comm Completed 03.12.07

2.2 Language Policy Educ Comm Completed 01.12.08

2.3 Abilities Served Educ Comm Completed 25.10.04

2.4 Teaching for Learning Educ Comm Under Review 25.08.03

2.5 Pastoral Care, Guidance &

Counselling Educ Comm To be Reviewed 21.06.04

2.6 Assessment of Pupil

Performance Educ Comm Completed 03.05.04

2.7 Special Educational Needs Educ Comm Completed 13.12.07

2.8 Pupils Not Profiting Educ Comm Under Review 25.08.03

2.9 Assessment of School

Performance Educ Comm Completed 03.05.04

2.10 School Trips SMT To be Reviewed 25.0803

How do we decide whether we need a policy? ….. or just action?.... or procedures?

Action? Strategy? Principles? Policy?

Do we need a policy?

NSW, Australia:

“A policy should only be established to achieve some purpose which reflects a 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.

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.

Policy may allow discretion in its implementation and the basis of that discretion may be stated as part of the policy.”

http://www.cap.nsw.edu.au

Some factors determining policy needs

The school’s context:The school’s context:• The school’s vision and mission, philosophy, aims, purpose, valuesThe school’s vision and mission, philosophy, aims, purpose, values• The school’s context, history and locationThe school’s context, history and location• The school’s curriculum The school’s curriculum • The stakeholders’ “needs”The stakeholders’ “needs”• Educational research and “good practice” Educational research and “good practice” • External/global issues and expectationsExternal/global issues and expectations

The nature of the issue:The nature of the issue:• Does it involve values and beliefs?Does it involve values and beliefs?• Does it involve an entitlement, right or responsibility?Does it involve an entitlement, right or responsibility?• Does it present possibly conflicting views or opinions?Does it present possibly conflicting views or opinions?• Does it require translating ideas into actions?Does it require translating ideas into actions?

Do we need a policy for care in our school?

““By definition a government has no conscience. Sometimes it has a By definition a government has no conscience. Sometimes it has a policy but nothing more.”policy but nothing more.”

Albert CamusAlbert Camus

“We do not inherit the earth from our ancestors, we borrow it

from our children.”

Useful Checklist for Deciding on Need for Policy

1. Does the issue relate to the school’s vision, mission, philosophy, pupil profile or goals?

2. If yes, are the values, beliefs or philosophy related to the issue being achieved in practice? If not……

3. Is the policy likely to achieve its purpose – presumably helping to put ideas into action?

4. Is there likely to be a diversity of interests and preferences in relation to the issue?

5. Are there likely to be vague and conflicting objectives among those who are directly involved in the issue?

6. Are there issues of meaning within the issues which need to be defined?

7. Can the issue be dealt with by the formulation of simple procedures?

If your answer to any one of questions 1-6 is “Yes”, you probably need a policy!

A caring community, striving for excellence, where every individual matters.

Vision

If this is your school vision statement, how can you ensure it will be put into practice?

And if this was your statement of Mission?

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.

What basis does this give for a Policy of Care?

Yes, we need a ‘Policy on Care’

How could we create a “Policy for Care” for our school?

• Advise the senior management team of your idea and ascertain their support• Create a small group of potentially interested colleagues and explain your thinking• Try to make this as representative across the school as possible• Invite some key students….. Student Council? ..and parents (PTA?)• Form a working group (no more than 8 people) with a planned schedule and targets

(SMART)• Review the school’s statements of purpose and goals – mission, pupil profile etc• Follow the route: “How do we know if we need a policy?”• Generate a draft policy – use a set format or keep it free• Consider the thinking of the ethics of care• When drafting the policy, consider the qualities of a good or effective policy• Check links with existing policies; always refer to relevant existing statements• Decide who you think will be the approval authority for this policy• Consult the likely approval authority – Board of Governors, owner?• Take draft policy to approval authority for finalising.• Publish• Now the real work begins….. Policy into Practice!

Consider the thinking of the ethics of careConsider the thinking of the ethics of care

• Can we talk about a caring school?... Or a school which creates condition where Can we talk about a caring school?... Or a school which creates condition where caring relationships can flourish?caring relationships can flourish?

• Care-giving as an incubator of caringCare-giving as an incubator of caring• The people who supervise and lead must really careThe people who supervise and lead must really care• Definitions: care; caring person, cared for, respect, valuingDefinitions: care; caring person, cared for, respect, valuing• A needs-based, not a rights-based ethicA needs-based, not a rights-based ethic• Listening and dialogueListening and dialogue• Empathy and empathetic accuracyEmpathy and empathetic accuracy• Relationships – carer and cared for: attention and motivational displacement; Relationships – carer and cared for: attention and motivational displacement;

acknowledgementacknowledgement• Natural care and care for moral creditNatural care and care for moral credit• Definition of “needs”…. and expressed needsDefinition of “needs”…. and expressed needs• Gender issuesGender issues• Caring for the environmentCaring for the environment• Striving for excellenceStriving for excellence• HappinessHappiness• BullyingBullying• Individual vis Individual vis á vis group needsá vis group needs• Rights and responsibilitiesRights and responsibilities• Impact on other policies eg homeworkImpact on other policies eg homework

Reviewing Policies: Achieving ConsensusReviewing Policies: Achieving Consensus

Too often we are so preoccupied with the we are so preoccupied with the destination we forget the journey.destination we forget the journey.

The End!

My aim is to convince you that policies actually matter…. in fact, they can be very sexy

A person, who isA person, who isconfidentconfidentpositivepositive

well-balancedwell-balancedrespectfulrespectful

self-disciplinedself-disciplinedcaring caring

independentindependentmotivatedmotivated

An effective learner, who isAn effective learner, who iswell-informedwell-informedopen-mindedopen-minded

enquiringenquiringa life-long learnera life-long learnera problem-solvera problem-solver

aware of his/her own learning style(s)aware of his/her own learning style(s)able to make connections between areas of learningable to make connections between areas of learning

reflective about his/her learning and can identify his/her next stepsreflective about his/her learning and can identify his/her next steps

An individual, whoAn individual, whorecognises his/her own potentialrecognises his/her own potential

values his/her own unique skills and talentsvalues his/her own unique skills and talentsbuilds on his/her strengths to support his/her weaknessesbuilds on his/her strengths to support his/her weaknesses

A member of a group, whoA member of a group, whohas positive self-esteemhas positive self-esteem

can adapt to different rolescan adapt to different rolesis an effective communicatoris an effective communicator

forms positive relationships with othersforms positive relationships with othersunderstands leadership and the need for rulesunderstands leadership and the need for rules

has strong interpersonal and intrapersonal skillshas strong interpersonal and intrapersonal skills

A citizen, whoA citizen, whoactively participatesactively participates

understands rights and responsibilitiesunderstands rights and responsibilitiescares for others at many levels (local, national, global) cares for others at many levels (local, national, global)

knows that he/she has a 'voice' and knows how to use it effectivelyknows that he/she has a 'voice' and knows how to use it effectively

TBS Pupil Profile – SecondaryTBS Pupil Profile – Secondary

TBS Pupil Profile – PrimaryTBS Pupil Profile – Primary

AspectsAspects1.1. FriendshipFriendship2.2. RespectRespect3.3. CaringCaring4.4. PerseverancePerseverance5.5. ResponsibilityResponsibility6.6. HonestyHonesty7.7. AcceptanceAcceptance8.8. CooperationCooperation9.9. Self-disciplineSelf-discipline10.10.IndependenceIndependence11.11.MotivationMotivation12.12.EnquiryEnquiry

ScalesScales1.1. OurselvesOurselves2.2. Our classOur class3.3. Our year groupOur year group4.4. Our schoolOur school5.5. Our local communityOur local community6.6. Our countryOur country7.7. Our continentOur continent8.8. Our worldOur world