It has been argued that the workload of teachers has increased in recent decades and one reason for this has been the increased expectation of them to engage in administration tasks. The development of school policy is sometimes an expectation for teachers and school leaders and this can be problematic under tight time constraints and a lack of expertise in the relevant area in which teachers have been asked to create policy. This introductory chapter will provide a clear rationale for the use of policies in schools, outline a need for schools to be equipped with ready-made policies and plan effectively for implementation. Most teachers would agree that a policy is only effective if people implement it. This chapter will guide readers to consider: How will information about school policy be disseminated? How will key stakeholders be identified and how will they become actively involved in decisions? What will the timeline for policy implementation look like and when can evaluation, feedback, monitoring or follow up occur? Is the concerned policy feasible? Does it match the skills and willingness of implementers? Is it appropriate for the available resources? Do staff need short-term or long-term professional development or training, and do they understand the importance of policy for themselves and students? This chapter will also draw from best practices related to implementation.
|Title of host publication||Building Better Schools with Evidence-based Policy|
|Subtitle of host publication||Adaptable Policy for Teachers and School Leaders|
|Editors||Kelly-Ann Allen, Andrea Reupert, Lindsay Oades|
|Place of Publication||Abingdon UK|
|Number of pages||9|
|ISBN (Print)||9780367458874, 9780367458898|
|Publication status||Published - 2021|