Educational Policy Studies

1. Educational Policy Studies J. G. Delaney (2002) Chapter 9: Policy and Regulations Presentation by Paul Godden

2. Introduction Policies serve as “guidelines”, they’re not rules or regulations, they are open to interpretation and don’t have to be as specific as regulations… Representation of policy issues found in popular culture #1

3. Policy vs. Regulation Policies outline what needs to be done, regulations (or procedures) are how it gets done (Clemmer, 1991 in Delaney 2002)… may, should, tend Regulations are made to limit interpretation, to cut down on discretionary choices and action… must, shall and will

4. But in Practice… Quality assurance The head teacher will delegate the reviewer role for some teachers for whom she is not the line manager. In these circumstances the head teacher will moderate a sample of planning… The Governing Body will nominate a professional advisor to ensure that the head teacher’s planning statement is consistent with the school’s improvement priorities and complies with the school’s performance management policy and the Regulations. The Governing Body will review the quality assurance processes when the performance policy is reviewed. Excerpt from an exemplar U.K., teacher performance management policy (SJMCEVC, 2012). http://scholar.googleusercontent.com/scholar?q=cache:anSo4i7622kJ:scholar.google.com/+policy+and+regulations&hl=en&as_sdt=0,5&as_ylo=2011

5. Developing Policy Regulations • What is the policy intended to achieve? • How can it’s effectiveness be assessed? • What does it require, allow or forbid? Aims and objectives…

6. Developing Policy Regulations • Is the policy itself legal? • To whom does the policy apply? Entire school system? Region? School? Class? Grade? • Should it be approved by a higher authority? • Does it go far enough or go too far? Responsibilities…

7. Developing Policy Regulations • What’s the worst that can be said? • What’s the worst that can happen? • Is there a feedback mechanism for improvement? • How can the policy be defended? Repercussions…

8. Developing Policy Regulations Repercussions… how can you defend the policy-making process? Representation of policy issues found in popular culture #2

9. Developing Policy Regulations Activity… Delaney’s chapter identifies ten questions for consideration when drafting regulations, I added one of my own - what’s the worst that can happen? In 5 minutes, jot down as many answers to those questions as you can for… (1) my left side of the room - a school dress code and (2) right side - use of school sports equipment.

10. Developing Policy Regulations Delaney and Clemmer (in Delaney, 2002, p.82), take a conventional rationalist approach to policy development… • basic and practical questions are “highly valuable to the policy-making process” • “such characteristics will hopefully result in a set of regulations that are indeed realistic and workable”

11. A Skeptical Response Regardless of how plain and simple the language of policy and regulations, things don’t always go as planned… “The plainer and clearer a policy is painted, the more it is driven by evasion and disguise.” (Apthorpe, 1997).

12. Writing Regulations • Keep it simple, concise, clear and non-judgmental. • Be sure of the target audience. • Define terms used, don’t assume comprehension. • Keep regulations in the present.

13. Writing Regulations • Choose language carefully and say what you mean (shall, will, must) • Priorities – most important first • If there are exceptions, state them ASAP

14. Writing Regulations • Check regulations for clarity – use an independent editor • Regulations must not breach the rights of those concerned; build-in an appeals procedure • If in doubt, get a lawyer

15. Policy Manual The policy manual… “should be a living document” (First, 1992 in Delaney 2002).

16. Policy as a ‘Living Document’ “The recent Interagency Plenary on Research Ethics (2003a) invited discussion on perceived gaps or weaknesses of the current [Canadian] Tri-Council Policy Statement (TCPS). As, by design, a “living” and “evolving” document, the Interagency Advisory Panel on Research Ethics (PRE) seeks to enhance the TCPS by responding “to new research developments and identified gaps” in its policy statement (Government of Canada, 2003b). One of these identified gaps lies in using Internet sites for research purposes (Government of Canada, 2003a, 2003b). PRE recognizes that the TCPS fails to provide “sufficient guidance for a number of more specific research techniques,” including “research involving human participants conducted on the internet” (Government of Canada, 2003a).” Kitchin(2003)

17. Discussion Activity… Hall, Frederick and Johns (2004), later stated that a cultural lag existed between speed of development and expansion of Internet-based content and the ideology of research ethics. In the previous two groups, provide some observations on each of the following statements and we’ll use these for a closing discussion... Formal policies around Internet research methodologies have failed to keep pace with technological advancement. Current manuals, or state-mandated policy documents that address research ethics, have yet to develop specific guidelines for online research. Researchers are caught in an in-between zone, whereby newly available research technologies and methodologies are not yet adequately accompanied by ethical guidelines.

18. Thanks for Listening!