The school policy handbook : a primer for administrators and school board members

목차 (Table of Contents)

• CONTENTS
• PREFACE = xix
• CHAPTER ONE ALL GOOD INTENTIONS NOTWITHSTANDING = 1
• SUGGESTED READINGS = 8
• CHAPTER TWO POLICIES-WHY THEY ARE NEEDED = 9
• WHY ARE POLICIES NEEDED? = 12
• HOW ARE THINGS REALLY GOING? = 13
• WHAT EVIDENCE DO YOU RELY ON? = 13
• SOME QUESTIONS THAT MEASURE YOUR DISTRICT'S NEED FOR POLICIES = 14
• IS THE DISTRICT BEING MANAGED T14E WAY YOU WANT OR EXPECT? = 14
• HAS YOUR DISTRICT PUBLICLY STATED ITS PHILOSOPHY? = 14
• DO POLICIES AND PRACTICES COINCIDE WITH YOUR DISTRICT'S PHILOSOPHY? = 15
• DO YOU HAVE TO DEVELOP A NEW POLICY FOR EVERY INCIDENT? = 15
• DO PERSONNEL IN DIFFERENT SCHOOLS MANAGE SIMILAR INCIDENTS IN DIFFERENT WAYS? = 16
• HOW MANY OF YOUR POLICIES ARE FROM WHICH SOURCES? = 17
• Consequential Policies = 17
• De Facto Policies = 17
• Delegated Policies = 18
• Formal Policies = 18
• IS YOUR POLICY MANUAL UP-TO-DATE = 19
• Are Policies and Regulations Separated in Your Policy Manual? = 20
• Are Policies Buried among Other Files and Documents? = 20
• ARE POLICY DECISIONS INCLUDED IN BOARD MINUTES? = 20
• DOES EVERYBODY WHO NEEDS ONE HAVE ACCESS TO A POLICY MANUAL = 21
• Do Some of the Regulations in the Policy Manual Surprise You? = 22
• Does Some Inappropriate Administrative Behavior Actually Conform to Policy = 22
• Has Your Board Reviewed All District Policies within the Past Two Years? = 22
• SUMMARY = 23
• SUGGESTED READINGS = 24
• CHAPTER THREE THE BENEFITS OF KEEPING POLICIES TOGETHER = 27
• HOW POLICIES PAY OFF = 28
• GREATER EFFICIENCY = 28
• MORE UNITY IN ACTION = 29
• HIGHER ADMINISTRATOR MORALE = 29
• BETTER TRANSITIONS = 29
• PERMANENT RECORDS = 30
• IMPROVED PUBLIC RELATIONS = 30
• THE BENEFICIARIES = 31
• THE BOARD OF EDUCATION = 31
• THE ADMINISTRATORS = 31
• THE STAFF = 31
• THE PARENTS = 32
• THE STUDENTS = 32
• THE COMMUNITY = 32
• SUMMARY = 33
• SUGGESTED READINGS = 33
• CHAPTER FOUR THE ESSENTIALS OF POLICY DEVELOPMENT = 35
• POLICIES SHOULD BE IN WRITING = 36
• MANUAL POLICIES ANI) HEAD POLICIES = 37
• POLICIES RESULT FROM BOARD ACTION = 38
• POLICIES MUST BE RECORDED IN THE BOARD MINUTES = 38
• POLICIES MUST BE ASSEMBLED IN A SINGLE COLLECTION = 39
• WHAT TO DELEGATE: THE BOARD'S FIRST POLICY DECISION = 39
• THE SUPERINTENDENT'S JOB DESCRIPTION = 40
• WHEN THERE IS NO POLICY = 40
• BASIC POLICIES: THE ABSOLUTE MINIMUM = 41
• THE SCHOOL DISTRICT'S EDUCATIONAL PHILOSOPHY = 41
• THE BOARD'S ROLE IN THE OPERATION OF THE SCHOOL DISTRICT = 42
• ROLES AND RELATIONSHIPS OF SUPERINTENDENT, PRINCIPALS, AND STAFF = 42
• Other job Descriptions = 43
• Students = 43
• INSTRUCTION = 44
• Teaching about Controversial Issues = 44
• Selection Procedures for Textbooks, Library Books, and Instructional Materials = 44
• The Educational Structure of the District = 45
• Length of School Day and School Year = 45
• Participation in Educational Decision Making = 45
• Educational Services for Exceptional Children = 45
• Instructional Aides = 45
• And More = 45
• PERSONNEL = 46
• Certificated Personnel = 46
• Classified Personnel = 46
• Position Descriptions = 47
• SUPPORT SERVICES = 47
• Buildings and Grounds = 47
• Maintenance and Operations = 47
• Fiscal and Budget = 48
• Food Services = 48
• Risk Management = 49
• Transportation = 49
• HEALTH AND SAFETY = 49
• COMMUNITY RELATIONS = 50
• The District's Philosophy = 50
• Community Use of District Facilities = 51
• Advisory Committees = 51
• Public Participation at Board Meetings = 51
• Public Complaints = 52
• Access to Records = 52
• The News Media = 52
• Organizational Development = 53
• BYLAWS OF THE BOARD = 53
• COMMUNICATION = 54
• FOUR APPROACHES TO POLICY DEVELOPMENT = 54
• STARTING FROM SCRATCH = 55
• REVISING AND UPDATING EXISTING POLICIES = 56
• FASHIONING BRAND NEW POLICIES = 58
• ADDING OR CHANGING ADMINISTRATIVE REGULATIONS = 58
• SETTING PRIORITIES: IMPORTANCE VERSUS URGENCY = 59
• SUMMARY = 61
• SUGGESTED READINGS = 61
• CHAPTER FIVE HOW TO MAKE NEEDED CHANGES = 103
• POLICIES: THE"GOOD" AND THE "BAD" = 104
• HOW TO EVALUATE YOUR DISTRICT'S POLICIES = 106
• APPLYING CRITERIA TO EXISTING POLICIES = 106
• CHARACTERISTICS OF EFFECTIVE POLICIES = 107
• THE IMPORTANCE, OF PROPER LANGUAGE = 108
• MANAGING CHANGE IN THE WORLD OF POLICY = 109
• WHO CAN REQUEST CHANGES? = 109
• WHO NEEDS TO BE INVOLVED AND WHO NEEDS TO KNOW? = 110
• WHO'S IN CHARGE OF THE CHANCE PROCESS? = 110
• THE PROCESS OF REWRITING AND REVISING = 111
• THE "MARKUP": WHAT IT LOOKS LIKE = 111
• HOW TO BUILD NEW POLICIES = 113
• SOURCES OF NEW POLICIES = 113
• Past Experience = 114
• Other Districts = 115
• SHOULD ADMINISTRATORS SET POLICY AND APPROVE REGULATIONS? = 115
• THE PEOPLE WHO DO THE WORK = 116
• GETTING THE BOARD'S ATTENTION = 116
• PULLING IT ALL TOGETHER = 116
• IS THIS REALLY A POLICY MATTER? = 117
• STEPS IN POLICY DEVELOPMENT = 117
• POLICY WORKSHEET = 118
• DISSEMINATING NEW POLICIES AND REGULATIONS = 120
• Regulations = 121
• POLICY PRACTICES = 122
• SUMMARY = 123
• SUGGESTED READINGS = 123
• ENDNOTES = 124
• CHAPTER SIX THE NECESSARY STEPS = 163
• TYPES OF POLICIES = 164
• CONSEQUENTIAL POLICIES = 164
• DE FACTO POLICIES = 164
• DELEGATED POLICIES = 165
• FORMAL POLICIES = 165
• ORIGINS OF POLICIES = 166
• THE PAST = 166
• THE PRESENT = 167
• THE FUTURE = 168
• FORMULATING POLICY = 168
• POLICIES ACCORDING TO EFFECT = 170
• RESTRICTIVE POLICIES = 170
• NONRESTRICTIVE POLICIES = 171
• PRESCRIPTIVE POLICIES = 171
• DEFINITIVE POLICIES = 172
• GETTING FROM A PROBLEM TO A POLICY = 173
• DISCOVERY AND DEFINITION = 174
• FORMULATION AND CODIFICATION = 174
• Formulation = 176
• Policy Prospectus = 176
• Policy Worksheet = 178
• Assembling Source Materials = 178
• Drafting Policies = 179
• One Policy per Page = 180
• First Reading = 180
• Second Reading and Adoption = 181
• Record in Board Minutes = 181
• Are Regulations Required? = 182
• Who prepares the regulations? = 182
• Who approves regulations? = 182
• What about handbooks? = 183
• Writing regulations = 183
• Guidelines for writers of effective regulations = 184
• Codification = 185
• DISSEMINATION AND IMPLEMENTATION = 185
• Dissemination = 186
• Implementation = 186
• ENFORCEMENT, EVALUATION, AND REVISION = 187
• Evaluation = 187
• Revision = 188
• SUMMARY = 189
• SUGGESTED READINGS = 190
• ENDNOTES = 190
• CHAPTER SEVEN POLICIES AND REGULATIONS: DIFFERENCES THAT COUNT = 193
• BPs AND ARs: ARE THEY REALLY DIFFERENT? = 194
• PRETEST = 195
• KINDS OF POLICIES = 196
• RESTRICTIVE POLICIES = 196
• NONRESTRICTIVE POLICIES = 196
• POLICIES = 196
• DEFINITIVE POLICIES = 196
• KINDS OF REGULATIONS = 197
• MANDATORY REGULATIONS = 197
• DIRECTORY REGULATIONS = 197
• DISCRETIONARY REGULATIONS = 197
• PROSCRIPTIVE REGULATIONS = 198
• WHY THE DIFFERENCES BETWEEN POLICIES AND REGULATIONS ARE IMPORTANT = 198
• EACH PARTY PLAYS ITS OWN ROLE = 198
• THE NEED FOR SUPERVISION IS MINIMIZED = 199
• CONFUSION IS REDUCED; EFFICIENCY IS INCREASED = 199
• SKILLS IMPROVE; JOB SATISFACTION RISES = 199
• REVISION IS SIMPLIFIED = 200
• REGULATIONS EMBEDDED WITHIN POLICIES = 200
• DOES EVERY POLICY REQUIRE REGULATIONS? = 201
• DO REGULATIONS EXIST WHERE' IS NO POLICY? = 201
• SHOULD THE BOARD ADOPT THE SUPERINTENDENT'S REGULATIONS? = 202
• HOW TO TELL POLICIES AND REGULATIONS APART = 202
• QUESTIONS ON POSSIBLE POLICIES = 202
• QUESTIONS ON POSSIBLE REGULATIONS = 203
• THE TOPICAL METHOD OF DISTINGUISHING BETWEEN POLICIES AND REGULATIONS = 203
• PROCEDURES FOR WRITING REGULATIONS = 204
• THE POSTTEST = 206
• SUMMARY = 207
• SUGGESTED READINGS = 208
• CHAPTER EIGHT CODIFYING POLICIES = 229
• POLICY MANUAL CHARACTERISTICS = 230
• PLANNING A CODIFICATION SYSTEM = 231
• TOPICAL HEADINGS = 231
• THE NUMBERING SYSTEM = 234
• DEGREE OF COMPLIANCE = 237
• CROSS-REFERENCES = 237
• FURTHER POINTS ON CODING POLICIES = 238
• WHAT ABOUT THE COSTS? = 239
• THE MANUAL = 240
• SUMMARY = 245
• SUGGESTED READINGS = 247
• CHAPTER NINE ASSUMING RESPONSIBILITY = 253
• POLICY DEVELOPMENT AS A PROCESS = 255
• BOARD BYLAWS = 256
• DISTRICT POLICIES = 257
• Superintendent = 257
• Staff Members = 257
• Community Patrons = 258
• Students = 258
• District's Attorney = 258
• State Legislature = 259
• ADMINISTRATIVE REGULATIONS = 259
• BOARD OF EDUCATION = 260
• PRINCIPALS = 260
• STUDENT AND PARENT HANDBOOKS = 261
• THE POLICY MANUAL = 261
• THE "KEEPER" = 262
• THE "MONITOR" = 262
• DRAFTING NEW POLICIES = 262
• PURGING OLD POLICIES = 263
• SUMMARY = 264
• SUGGESTED READINGS = 265
• ENDNOTES = 266
• CHAPTER TEN GOOD INTENTIONS IN ACTION = 267
• NOTES TO BOARD MEMBERS = 268
• NOTES TO ADMINISTRATORS = 270
• NOTES TO USERS AND CUSTODIANS OF POLICY MANUALS = 273
• WHERE DISTRICTS CAN GET MORE HELP = 274
• SUGGESTED READINGS = 275
• APPENDIX COMPREHENSIVE POLICY CHECKLIST OR TABLE OF CONTENTS = 277
• INDEX = 307