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Revised (Nov 25 2008)
Policy-setting and review
The policy-setting process requires commitment, time and energy of many people. The greatest value to trustees may come in the process itself more so than in the final policy statement that comes at the end. It’s an effective method for allowing trustees to use the knowledge, experience and expertise they have while engaging with the community and learning about most aspects of very complex issues. What’s learned can enhance all subsequent board decisions.
If relationships between the various groups in the school community are good and the policy-setting process ensures that everyone is heard and respected, the board will see many benefits. It’s also the board’s protection in a litigious world where everything is viewed through a legal lens.
Policies are statements that direct decisions and actions. Good policy motivates and guides, but also allows staff to rely on their professional judgement and experience to make day-to-day management and operational decisions. When clear policy exists, people know where they stand and what is expected of them, but also where they are going and what the overall aims and objectives of the board are. The superintendent and staff carry out their assigned duties consistently and in a way that supports the board’s student achievement goals. Boards develop new policy as issues come up and regularly review existing policy.
BCSTA supports board of education policy development in a number of ways. Through this website, trustees have access to policy backgrounders, legal advice and an online searchable database of more than 5,500 policies in use in BC school districts.
Policy is meaningless without resources to implement it. Boards can make adjustments in the way districts allocate available resources. However, boards are also somewhat limited in their ability to assign material resources to policy priorities. For example, the amount of discretionary funding available to boards of education once contractually determined salaries, benefits and targeted money are taken into account is around four per cent of what the Ministry of Education allocates to the district. (See Section 2, The Key Work, How funds are allocated) Of course, actual funds are not the only resources the board controls. It is sometimes possible to redirect human and other resources to reflect the board’s priorities.
Policy-making is a continuous and dynamic process in response to community needs. Issues will come to light by:
- paying attention to the local media
- touring schools in the community
- meeting with and speaking to community and parent groups
- holding question periods during the public part of board meetings
- sponsoring local conferences and forums
- organizing advisory committees, task forces or focus groups
- conducting surveys
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Strategies for engaging the community in the budget process
