1. LAHC Annual Conference May 2009 In-house Workshop Making School Policies Work Paul Wiseman The British School, Rio de Janeiro

2. Policies: I know the feeling…………..

3. … ..but actually policies are really quite exciting and interesting… and important.

4. But first…. Some Headship issues…… DEVELOPING GOOD POLICIES CAN HELP!

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. “ 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. Policies are about people, relationships, values and beliefs…

9. ……… .not about systems……. Although a simple system of some kind is needed

10. … ..or red tape.

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

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. 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. Policy thinking in Queensland, Australia

22. Benefits of good policies: clarity, order, consensus, commitment, guidance, direction

24. Policies, Disagreement and Consensus

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

27. Disagreement Pyramid

28. Life with and without a policy! Look it’s here in the policy! Isn’t there a policy on this?

29. Policies give rationale and explanation, provide confidence and clarity,

30. Good policies protect and ensure fairness

31. A good ‘teaching for learning’ policy will clearly establish the school’s expectations for classroom practice.

32. Policies ensure proper deliberation and agreement in times of change

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

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)

35. A couple of policies

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.

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

40. Language of Policies: Clear and Simple

41. Design of Policies: Keep it Simple

42. …… but a policy can’t be over simplified.

44. Make policies public and accessible Manuals, staffroom notice boards, website, intranet, extranet, publications…. not in a dusty file in the Head’s office!

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

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

55. Action? Strategy? Principles? Policy?

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

62. Yes, we need a ‘Policy on Care’

65. Reviewing Policies: Achieving Consensus

66. Too often we are so preoccupied with the destination we forget the journey. The End!

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