Educational Policy and Its Effectively Changing

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How would you define “educational policy”? Given your definition, choose a policy from your educational level of interest (K-12) and explain the process of development. What steps would you take to streamline the process?

Education policy can be defined as a collection of rules and principles that are adopted by players in the education industry (Marshall & Gerstl-Pepin, 2005; Rizvi & Lingard, 2013). Policy in the education sector could also involve laws that direct operations of educational systems (Arnove, Torres & Franz, 2012). Although it is not contained in the definition, it is prudent to underscore that the rules can impact learning at all ages.

The policy at the (K-12) level that is selected for discussion in this paper is teacher evaluations, which are aimed at ensuring that teachers that teach students use effective techniques. Stakeholders in learning institutions are of the opinion that the policy is key to driving student achievements (Rizvi & Lingard, 2013). Due to its pivotal role in student performances, teacher evaluation policy is developed through a set of stages (Marshall & Gerstl-Pepin, 2005).

First, stakeholders set the list of items for developing the policy. However, the list of items is set after the identification of problems that need to be addressed (Domina, 2007). It is crucial to note that the problems must require some attention from the government. Second, stakeholders are engaged in policy formulation that requires exploration of options that could address the problems identified in the first step. Third, the government makes a decision regarding the decision formulated by stakeholders. However, it is important to underscore that the status quo of rules and principles could be maintained or altered. The fourth stage is exemplified by the execution of an ultimate decision. Implementation could take a relatively long period, depending on the number of rules and institutions involved. The fifth step involves evaluation of the policy, which offers the extent to which the rules are beneficial.

It has been noted that the whole process of formulating the teacher evaluations policy has not been streamlined (Domina, 2007). Thus, it would be recommended that the following steps and/actions should be adopted to streamline the process:

Involve greater public participation
Engage more students
Ensure that more parents give their views
Try as much as possible to avoid politicization of the whole process
Allow more teachers to give their opinions

Choose a policy from an educational institution-(K-12) Level. “Teacher Evaluations” Again. Identify the key contributors to the policy. What evidence can you find that the interests of all stakeholders (Policymakers, Administrators, Teachers, Students, and Community) are reflected in that policy? Propose an alternative policy that would result in the same or improved outcomes.

The following are the main contributors to the teacher evaluation policy: students, teachers, policymakers, administrators, and the community (Anyon, 2014). It is crucial to underscore that all the contributors have interests in the rules and principles that govern the performances of teachers (Hughes & Hooper, 2000). All the contributions of stakeholders of the policy were considered and their benefits were evaluated. Those that could supplement each other were merged. However, if some suggestions were considered not essential, then they have been discarded. Several pieces of evidence demonstrate that the policy addressed the interests of the contributors.

The educational framework is characterized by several statements that focus on improving the performances of students. Thus, it exhibits that students’ needs were considered during the formulation of the policy. Teachers are the focus of the framework because they are anticipated to improve student outcomes. The education rules and principles state that educators should be provided with a conducive environment for teaching.

Administrators in learning institutions have been shown to play critical roles in evaluating and rewarding teachers. In addition, they play a great role in disciplining educators who do not produce excellent results. The interests of policymakers in the formulation of the framework are notable due to the assertion that they are the main facilitators on the government side. Lastly, the community would benefit through improved student performance, because people that are more knowledgeable would graduate from the learning institutions.

An alternative policy that would result in the same outcomes would be student evaluations, which are aimed at assessing students on a regular basis. Teachers, parents, and administrators within learning facilities should conduct assessments. It is critical to note that it would have the same contributors as those in the teacher evaluations policy.

As an educational leader, you are proposing a policy change in your educational institution (Again, Teacher Evaluations at K-12 Level). Describe the demographics of the community in which your institution is located and the political culture of the internal stakeholders. How will you initiate communications given the diverse demographics of the community and the political culture of your institution? How will you defend your proposed change? Policy Again is Teacher Evaluations in an environment where English as a Second Language Student Population has dramatically increased and changing demographics.

In order to propose a policy in the institution, it would be essential to describe its demographics and political culture of its internal stakeholders. It is critical to state that the English language is the second language of students. Both female and male students, who come from both middle and high-income level backgrounds, exemplify the community. Black and white students form a larger part of the population of the facility. In addition, most of the students are adults. However, although both white and black students attend the institution, the political culture of its internal stakeholders does not involve divisible politics.

Effective communications would be initiated by lobbying all learners to appreciate that there is a need to introduce a teacher evaluations policy (Anyon, 2014). Persuasive communication would be key in persuading stakeholders to give their views with regard to the proposal (Anyon, 2014). The proposal would be defended by giving facts that reflect on the short-term and long-term benefits of the policy. For example, students would be told that they would improve their performances if teachers are being evaluated on a regular basis. In addition, all stakeholders in the learning institution would be assured that their suggestions would be evaluated and incorporated into the new policy.

References

Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement. London, United Kingdom: Routledge.

Arnove, R. F., Torres, C. A., & Franz, S. (Eds.). (2012). Comparative education: The dialectic of the global and the local. Lanham, MA: Rowman & Littlefield Publishers.

Domina, T. (2007). Higher education policy as secondary school reform: Texas public high schools after Hopwood. Educational Evaluation and Policy Analysis, 29(3), 200-217.

Hughes, L. W., & Hooper, D. W. (2000). Public relations for school leaders. Boston, MA: Allyn and Bacon.

Marshall, C., & Gerstl-Pepin. (2005). Reframing educational politics for social justice (1st ed.). Boston, MA: Pearson.

Rizvi, F., & Lingard, B. (2013). Globalizing education policy. London, United Kingdom: Routledge.

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Educational Policy and Its Effectively Changing

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