Policy
What is policy, and who makes it?
A policy is a statement of philosophy or point of view that is provided to form a guideline, rule or framework for action.
A policy is usually developed at one level of responsibility, say the superintendent, to guide actions at lower levels of responsibility, say the principals.
Policy is made at all levels of a school system, from teachers to the board of education.
For example in the area of measuring and reporting student progress, a school board might state that grading periods occur every 9 weeks and that a system of letter grades A through F shall be used, and that these grades will be communicated directly to parents. The policy at the teacher level might have to do with how many points constitute each grade, or how a structure of test scores and homework might apply.
Why are policies important?
Policies are important because they provide a framework for action. If a school board has no policy, then they have no way to communicate the wishes and goals of the community, and thus no way to move a district to achieve desired goals. If a school has no policy, then there is little guidance to move students and teachers in common directions. If a teacher has no policy, then students will act as they wish until they are called upon to stop. Policy at any level provides expectations and degrees of freedom for the next level of action.
What should policies cover?
Not all policies related to technology planning are technical in nature. For example, the requirements of federal legislation have moved many school districts to place a high priority on frequent testing of students. In some cases this priority has affected the use of computers by diverting at least a portion of their usage to on-line testing.
In consolidated planning, if for example the use of computers in the science curriculum is defined by the group responsible for defining that curriculum, their definition will affect the technology plan with regard to numbers, types and locations of units, software licenses required, staff development needed in certain skills, etc. Thus, curriculum policy also affects technology plans.
Distance education may also need special policy consideration as part of long term planning. Whether students or teachers are currently receiving or providing distance education or not, attending to this area of policy makes sense when updating policies. [ link to Digital Bridges policy section]
There are policies which are uniquely technological, having to do with acceptable use, upgrade schedules, maintenance, and staffing.
At the school board level, an example of a policy unique to technology would be a statement that all students will have a specific level of technical competence by graduation. Another might be a statement that the primary use of technology in the district is in furthering learning in curriculum areas.