Codes of Good Practice for Independent
Private Schools and Institutions
The UNAPSI Codes of
Good Practice (CGP) for member schools define high standards and ethical
behavior in key areas of school operations to guide schools in becoming the
best education communities they can be. Accordingly, membership in UNAPSI is
contingent upon agreement to abide by “the spirit” of the CGPs. Codes are
precepts grounded in an ethic and ethos of “doing the right thing.” Practices
are common activities.
UNAPSI member schools
can download individual Codes of Good Practice from this section of the UNAPSI
website for distribution within the school
community. It is our
hope that the increased visibility of and easy access to the Codes will go a
long way in helping schools fulfill their missions.
The CGPs are regularly
updated. To read the most current version, go to www.unapsi.org/go/CGP.
CODES OF GOOD
PRACTICE
ADMISSIONS
INTRODUCTION: The following
Codes provide common ground for interaction between independent private school
professionals and their many constituents (parents, students, colleagues at
other schools, and the public). The UNAPSI Codes of Good Practice for member
schools define high standards and ethical behavior in key areas of school
operations to guide schools in becoming the best education communities they can
be, to embed the expectation of professionalism, and to further our sector’s
core values of transparency, excellence, and inclusivity. Accordingly,
membership in UNAPSI is contingent upon agreement to abide by “the spirit” of
the CGPs.
(See “General
Considerations Regarding UNAPSI Codes of Good Practice” on the UNAPSI
Website.)
OVERVIEW:
Through the
recruitment, selection, and enrollment of students, admission and enrollment management professionals
play a critical role in their schools’ vitality and educational culture. All
admission and enrollment management professionals, as well as the head of
school, bear ultimate responsibility for communicating and upholding these
Codes of good practice to all professional staff and volunteers (including
parents, alumni/ae, tour guides, coaches, faculty, and board members) who
represent the institution in promotion, recruitment, admission, re-enrollment,
and retention activities.
1.
The school seeks to ensure an
appropriate match between a prospective student/family and the mission and
philosophy of the school.
2.
The school maintains an admission
process that affirms the dignity and worth of each individual and respects the
needs of students and families to learn about school programs and activities.
3.
In establishing policies,
procedures, and goals for student recruitment and enrollment, the school makes
inclusivity a central tenet, while also complying with local, district and
national laws.
4. The
school operates under a clear and consistent set of practices for gathering,
disseminating, and maintaining prospective student information, and respects
the confidentiality of students, families, and documents in the admission
process. Schools will ensure that the admission process and/or official
transcript have provided sufficient formal documentation of an appropriate match
before offering admission to a student.
5.
The school provides clear
information, dates, and timeframes for all aspects of the admission process,
including expectations around notification dates, acceptance of an enrollment .
6.
about
the admission process should be consistent, transparent, and in user-friendly
and inclusive formats.
7.
The school shares complete
information about the total costs of attending the school and other financial
expectations with families before an enrollment commitment is required. The
school ensures that its admission process and commitment deadlines do not
restrict unnecessarily the rights of families to make well-informed decisions
about enrollment.
8. The
school clearly communicates those policies and procedures of the school, member
associations, and/or athletic leagues that may affect a family’s decision to
enroll.
8. The
school recognizes that general advertising, direct mail campaigns, social media
and internet outreach, and communication between competitor schools and currently
enrolled independent private school families should not be seen as a violation
of the spirit of collaboration, collegiality, and professionalism reflected in
these Codes, but rather as guaranteeing the free market rights of families and
the general public to consider all educational options.
9.
The school recognizes the right of
currently enrolled students and families to consider other educational options,
and if a transfer is initiated by the family, the current school provides
appropriate documentation and support in a timely manner, including reminding
the family of any policies related to contractual obligations to the current
school.
10. The
school actively participates in local, regional, and national organizations of
independent private schools to establish and further collegial relations with
neighboring independent private schools, to collaborate on marketing
arrangements to tell the independent private school story, and to encourage
more families to consider independent private education.
11. School
representatives apply the same high standards of integrity whether talking
about their own school or other institutions. As they navigate the challenges
and opportunities inherent in a competitive recruitment environment, school
admission professionals adhere to the highest standards of mutual support and
respect among schools.
12. The
school ensures that all representatives, internal processes, and external
recruitment arrangements support the best interests of the student and do not
result in a conflict of interest on the part of the school, individual, or
firms representing the school.
13. The
school ensures that the primary admissions professional is a member of one of
the leadership teams, and all admission and enrollment management
professionals, as primary representatives of the school in many arenas, have
strong support for professional development and unwavering direction from the
head of school to fulfill the letter and the spirit of all of these Codes of
good practice, especially in the context of challenges to meeting enrollment
goals. .
ATHLETICS
OVERVIEW:
Athletics can
play an important role in the lives of children. The school’s athletic program should be an essential
part of the education of students, fostering the development of character, life
skills, sportsmanship, and teamwork.
SCHOOL ATHLETICS
1. The
school’s physical health program embodies the mission, philosophy, and
objectives of the school.
2.
The school ensures that physical
education teachers and coaches have appropriate training and knowledge of the
school’s mission, philosophy,
and
objectives.
3.
The school promotes equity in all
aspects of its athletic programs, including equal access to athletics, and fair
and just treatment within both the curricular and extracurricular program.
4.
The school’s athletic program is an
integral part of the school’s curriculum.
5.
The school is committed to the
safety and physical and emotional health of participants in the athletic
program. The school demonstrates this commitment by ensuring that appropriate
safety precautions are in place for all physical education activities. Further,
the school has appropriate response safeguards in place in the event that a
student is injured.
6. The
school’s athletic program values the dignity and worth of the individual in a
context of common purpose and collective achievement.
7. The
school educates parents about the philosophy, policies, risks, and appropriate
expectations of the athletic program
SCHOOL TEAM ATHLETICS
1. The
school stands firmly in opposition to performance-enhancing drugs.
2.
The school and its athletic
programs and teams do not tolerate any form of hazing.
3.
The school ensures that students,
parents, alumni, and others understand the expectations of sportsmanship,
civility and self-control at athletic practices and contests, much as those
same characteristics are required within the more traditional academic
environment.
4. The
school works directly and candidly with other schools to prevent abuses in the
following areas: recruitment, eligibility, transfer of student athletes,
bursaries, and admission.
COACHES
1.
Coaching is teaching: Coaches are,
foremost, teachers. In this spirit, coaches have a strong collegial
relationship with other educators and contribute to the school’s understanding
of the whole child.
2.
Coaches have an understanding of
the developmental needs of the children with whom they work.
3.
Coaches design and implement
activities that improve the knowledge and skills of all participants.
4. Coaches
are aware of the physical abilities of their athletes and do their best to keep
the athletes safe while encouraging students to reach new levels of
achievement.
5.
Coaches maintain the appropriate
skills to teach their sport(s) and provide appropriate first aid to an injured
athlete.
6.
Coaches mentoring athletic teams
and events are role models for the behavior expected of all spectators and
participants at any athletic event.
BOARD
OF TRUSTEES
OVERVIEW:
The board is
the guardian of the school’s mission. It is the board’s responsibility to ensure that the mission is
relevant and vital to the community it serves and to monitor the success of the
school in fulfilling its mission. The following Codes of good practice are set
forth to provide a common perspective on the responsibilities of independent
private school boards. The board and the head work in partnership to fulfill
these Codes.
1. The
board adopts a clear statement of the school’s mission, vision, and strategic
goals and establishes policies and plans consistent with this statement.
2.
The board reviews and maintains
appropriate bylaws that conform to legal requirements, including duties of
loyalty, obedience, and care.
3. The
board assures that the school and the board operate in compliance with
applicable laws and regulations, minimizing exposure to legal action. The board
creates a conflict of interest policy that is reviewed with, and signed by,
individual trustees annually.
4.
The board accepts accountability
for both the financial stability and the financial future of the institution,
engaging in strategic financial planning, assuming primary responsibility for
the preservation of capital assets and endowments, overseeing operating
budgets, and participating actively in fund raising.
5.
The board selects, supports,
nurtures, evaluates, and sets appropriate compensation for the head of school.
6.
The
board recognizes that its primary work and focus are long-range and strategic.
7.
The board undertakes formal
strategic planning on a periodic basis, sets annual goals related to the plan,
and conducts annual written evaluations for the school, the head of school, and
the board itself.
8.
The board keeps full and accurate
records of its meetings, committees, and policies and communicates its
decisions widely, while keeping its deliberations confidential.
9.
Board composition reflects the
strategic expertise, resources, and perspectives (past, present, future) needed
to achieve the mission and strategic objectives of the school.
10. The
board works to ensure all its members are actively involved in the work of the
board and its committees.
11. As
leader of the school community, the board engages proactively with the head of
school in cultivating and maintaining good relations with school constituents
as well as the broader community and exhibits best practices relevant to equity
and justice.
12. The board is
committed to a program of professional development that includes annual new
trustee orientation, ongoing trustee education and evaluation, and board
leadership succession planning
OVERVIEW: The
following Codes of good practice are set forth to provide a common perspective
on the responsibilities of individual members of
independent private school boards.
1.
A trustee actively supports and
promotes the school’s mission, vision, strategic goals, and policy positions.
2.
A trustee is knowledgeable about
the school’s mission and goals, including its commitment to equity and justice,
and represents them appropriately and accurately within the community.
3.
A trustee stays fully informed
about current operations and issues by attending meetings regularly, coming to
meetings well prepared, and participating fully in all matters.
4. The
board sets policy and focuses on long-range and strategic issues. An individual
trustee does not become involved directly in specific management, personnel, or
curricular issues.
5.
The trustee takes care to separate
the interests of the school from the specific needs of a particular child or
constituency.
6.
A trustee accepts and supports
board decisions. Once a decision has been made, the board speaks
as
one voice.
7. A trustee keeps
all board deliberations confidential.
8.
A trustee guards against conflict
of interest, whether personal or business related.
9.
A trustee has the responsibility to
support the school and its head and to demonstrate that support within the
community.
10. Authority is
vested in the board as a whole.
A trustee who learns of an issue of importance to
the school has the obligation to bring it to the head of school, or to the
board chair, and must refrain from responding to the situation individually.
11. A
trustee contributes to the development program of the school, including
strategic planning for development, financial support, and active involvement
in annual and capital giving.
12. Each trustee, not
just the treasurer and finance committee, has fiduciary responsibility to the
school for sound financial management.
BUSINESS
OFFICERS
OVERVIEW:
Although
responsibilities of business officers are as varied as the institutions they
serve, the
following
Codes provide a common standard of leadership and good practice for individuals
vested with the responsibilities of the school’s financial and physical
resources.
1.
The business officer understands
and promotes the mission, standards, and policies of the school, and provides
leadership as these evolve and when they are evaluated.
2.
The business officer reports to the
head of school and works strategically with the head of school and the board of
trustees to ensure the development and implementation of appropriate policies
for the long-term management of the school.
3.
The business officer provides
important assistance to the head in administering the school and to the board
in meeting its fiduciary responsibilities through attendance at meetings,
informative disclosure, and other educational means.
4.
The business officer manages the
school’s resources in a prudent manner, consistent with the mission,
safeguarding the value of those assets for the use of future generations of
students by establishing appropriate financial controls and procedures.
5.
The business officer maintains and
fosters high ethical standards, integrity, and respect for colleagues,
alumni/ae, parents, and students in the conduct of the school’s business.
6. The
business officer respects and maintains confidentiality and rights to privacy
applicable to individuals and institutional records.
7.
The business officer ensures that
the human resource policies and practices are clearly articulated, consistently
applied, and conform to legal requirements.
8.
The
business officer fosters professional standards and development by
participating in local, regional, and national associations that offer personal
support and professional assistance and development.
OVERVIEW: Modern
independent private schools must prepare students to be knowledgeable,
compassionate citizens and effective leaders within a rapidly
transforming world. This objective requires an understanding of one’s own
culture while extending well beyond the boundary of the nation where
instruction occurs. Such schools:
1.
Present a view of the world that
invites and rewards curiosity concerning the richness and diversity
of all human societies and encourages respect for
all people.
2.
Develop a curriculum that helps
students recognize how differing cultures, traditions, histories, and religions
may underlie views and values that can sharply contrast with their own.
3. Provide
resources and activities in support of instruction that can help carry learning
in the direction of world understanding.
4.
Expect teachers, administrators,
and other staff members to model respect for all peoples and cultures and to
address constructively instances of bias or disdain for nationalities,
cultures, or religions outside of their own.
5.
Seek beyond the institution itself
partnerships and networking that may help it promote global awareness,
experience, and problem-solving for its students.
6.
Educate and encourage parents to
support school initiatives that promote global understanding.
7. Seek a diversity
of cultural, national, and ethnic backgrounds in the recruitment of teachers
and administrators.
EDUCATORS (EARLY CHILDHOOD)
OVERVIEW:
Early
childhood education emphasizes the development of the whole child, providing for each child’s social,
emotional, physical, and intellectual needs. Early childhood programs are
developmentally appropriate, in that they are based on an understanding of
general patterns of growth in the early years as well as children’s individual
development.
1.
Early childhood educators, and all personnel who
interact with young children, have appropriate training, understanding, and
knowledge regarding the developmental characteristics of this age group.
2. Early childhood
educators recognize that play is the work of young children.
3.
Early childhood educators build on the child’s
natural curiosity to promote a love of learning.
4.
Early childhood educators prepare the environment so
that children learn through active exploration and discovery.
5.
Early childhood educators recognize the importance
of outdoor play and provide appropriate time and equipment.
6. Early childhood
educators design programs that develop the large and small motor skills of
young children.
7.
Early childhood educators engage parents as partners
in understanding the unique characteristics and needs of young children.
8. Early childhood
educators, in observing and interpreting children’s behavior, use bias-free
assessment tools based on developmental norms.
9.
Early
childhood educators promote equity and justice by creating a community that
fosters respect, understanding, and an appreciation of differences. and an
appreciation of differences.
EDUCATORS
(ELEMENTARY SCHOOL)
OVERVIEW:
Building on
the work of early childhood educators, elementary school educators continue to nourish the child’s joy
of discovery and passion for learning, and provide for the child’s social,
emotional, physical, intellectual, and moral growth — giving special attention
to the mastery of those basic skills and concepts that are the foundation of
all future learning.
1.
Elementary school educators, and
all personnel who interact with children, have appropriate training and
knowledge regarding the developmental characteristics and needs of this age
group.
2.
Elementary school educators create
a safe and secure environment in which students grow in both autonomy and the
ability to work and play together.
3. Elementary
school educators design and implement programs that actively engage students in
making connections, solving problems, and thinking independently.
4.
Elementary school educators teach
to individual learning styles and intelligences and assess learning in a
variety of ways.
5. Elementary
school educators support the child’s emerging identity by respecting and
providing for each student’s voice.
6.
Elementary school educators build
relationships with their students in which each child feels understood,
nurtured, and challenged.
7.
Elementary school educators work to
create a relationship with parents that facilitates the exchange of information
necessary to ensure
the
child’s progress.
8.
Elementary school educators create
opportunities for children to become increasingly responsible for the many
communities in which they live.
9.
Elementary school educators defend
the dignity and worth of each member of the community and create an environment
that fosters respect, understanding, and acceptance of differences.
EDUCATORS (MIDDLE SCHOOL)
OVERVIEW:
Middle school
is a unique period in the educational life of a student. Youngsters experience a variety of significant
changes, both individually and collectively. The range of academic ability and
physical and emotional development is huge. Relationships among adolescents,
not to mention with their parents, change on a daily basis. Middle school
educators have the responsibility to respond to and provide for the unique
developmental needs and characteristics of their students.
1. Middle
school educators provide specific programs aimed at creating a bias-free
environment, safe and inclusive for all, which focuses on eliminating cliques
and establishes a climate where bullying is
unacceptable. Programs should support each student’s
need to develop a distinct self-concept and to be recognized as an individual
and as a member of the group.
2.
Middle school educators and all
personnel who interact with middle school students have a thorough
understanding of the patterns of physical, intellectual, social, and emotional
growth of their students. They like to work with this age group and have chosen
middle school as their first interest.
3. Middle
school educators actively engage parents as partners in recognizing the
implications of the
significant changes affecting middle school
children. At this stage in a child’s life, parent and teacher interaction is
especially important. Therefore, educators should actively seek ways for
parents
and teachers to interact, especially in programs
that address issues affecting middle school student development.
4. Middle
school educators work to ensure a smooth transition experience for students and
parents entering and leaving the middle school years.
5.
Middle school educators teach to
the growing intellectual and social abilities of their students while employing
a wide range of pedagogical techniques and assessment strategies to ensure all
students are successfully challenged.
6.
Middle school educators help
students learn to make responsible choices and understand the consequences of
their actions, including the use of technology on campus.
7.
Middle school educators create
opportunities that are especially appropriate for middle school students so
that they can develop a sense of belonging to
and responsibility for their own communities. This
approach promotes issues of sustainability and a better understanding of
students’ roles in an interconnected and global society.
EDUCATORS (SECONDARY SCHOOL)
OVERVIEW:
Secondary
school educators are committed to helping their students move from adolescence to young adulthood.
1. Secondary
school educators help students to become passionate, serious scholars capable
of effective communication, sustained work,
independent thought, meaningful collaboration, and
original expression.
2. Secondary
school educators use their training and knowledge of their disciplines to
design programs appropriate to the developmental characteristics of this age.
3.
Secondary school educators employ a
range of teaching and assessment strategies that invite students to learn and
to demonstrate their learning in a variety of ways.
4.
Secondary school educators teach to
the learning styles, abilities, and life experiences of their students.
5.
Secondary school educators develop
and sustain relationships with colleagues that benefit their students and
further their own professional growth.
6.
Secondary school educators develop
and sustain relationships with parents that support each student’s well being
and increasing autonomy.
7. Secondary
school educators take responsibility for being role models.
8.
Secondary school educators affirm
and defend the dignity and worth of each member of the community and maintain
an environment that fosters respect.
9.
Secondary school educators help
students take more and more responsibility for themselves and the multiple
communities in which they live.
10. Secondary
school educators prepare students to take advantage of subsequent opportunities
for learning and to take their places as members of a democratic society and
the global community.
ENVIRONMENTAL
SUSTAINABILITY
OVERVIEW:
Schools
committed to environmental sustainability emphasize an interdisciplinary and holistic approach to
fostering the knowledge, skills, and attitudes needed to build a sustainable
world for present and future generations. Such schools:
1.
Demonstrate a commitment to
sustainability through their mission, strategic planning, and administration.
2.
Incorporate environmental
sustainability into all aspects of their institutions, including curriculum;
professional development; student and residential life; physical operations,
procurement, construction and renovations; and dining services.
3.
Encourage
and enlist parents to support sustainability policies and practices that
uniquely reflect institutional and educational philosophies.
4.
Collaborate with external
communities to advance environmental sustainability efforts.
5. Institutionalize
recognition and assessment of their sustainability efforts by regularly
demonstrating achievements to stakeholders.
OVERVIEW: Member schools are
expected to value the representation and full engagement of individuals whose
differences
include --
but are not limited to – age, ethnicity, family makeup, gender, learning style,
physical ability, race, religion, and
socioeconomic status. UNAPSI welcomes and celebrates the diversity of our
member schools; we expect member schools to create and sustain diverse,
inclusive, equitable, and just communities that are safe and welcoming for all;
we recognize to do so requires commitment, reflection, deliberate planning and
action, and ongoing accountability. The following UNAPSI Codes of Good Practice
for Equity and Justice provide the foundation for such an independent private
school community.
1. The
school establishes the foundations for its commitment to equity and justice in
its defining documents (mission, core value, and/or philosophy statements).
2.
The school respects, affirms, and
protects the dignity and worth of each member of its community.
3.
The board of trustees and the head
of school articulate strategic goals and objectives that promote diversity,
inclusion, equity, and justice in the life of the school.
4.
The school develops meaningful
requirements for cross-cultural competency and provides training and support
for all members of its community, including the board of trustees, parents,
students, and all school personnel.
5.
The
board of trustees and the head of school keep the school accountable for living
its mission by periodically monitoring and assessing school culture and ongoing
efforts in admission, hiring, retention, bursaries, and curriculum development.
6.
The school works deliberately to
ensure that the board of trustees, administration, faculty, staff, and student
body reflect the diversity that is present in the rapidly changing and
increasingly diverse school-age population in Uganda.
7.
The head of school ensures that
diversity initiatives are coordinated and led by a designated individual who is
a member of one of the school leadership teams, with the training, authority,
and support needed to influence key areas of policy development,
decision-making, budget, and management.
8. The
school uses inclusive language in all written, electronic, and oral
communication.
9.
The school adopts a non-discrimination
statement applicable to the administration of all of its programs and policies,
in full compliance with local, district and national law. That said, the school
makes the law the floor, not the ceiling, for establishing itself as a diverse,
inclusive, safe, and welcoming community for all students, staff, and families.
OVERVIEW:
Recognizing
that each family bears the primary responsibility for financing a student’s education costs, UNAPSI’s
Codes of Good Practice for Financial Aid Administration are designed to serve
as guideposts in developing professional policies and orderly procedures among
schools. Through these Codes, UNAPSI affirms its belief that the purpose of a
bursary or financial aid program is to provide monetary assistance to those
students who cannot afford the cost of attending an independent private school.
Furthermore, these Codes reflect the standards of equity and fairness UNAPSI
embraces and reassert UNAPSI’s ongoing commitment to access and diversity.
1.
The school adheres to all
applicable local, district and national laws and regulations, including those
that require non-discriminatory practice in administering its bursaries or
financial aid policies.
2.
The school operates within the
context of both short-and long-range financial aid budget and policy goals.
3. The
school uses objective research to measure the effectiveness of its progress
towards its goals, and communicates the outcomes to its constituents, as
appropriate.
4.
The school provides clear and
transparent information to families through outreach, education, and guidance
on all aspects of its financial aid process and the factors that influence
admission and bursary eligibility.
5.
The school determines eligibility
for admission without regard to a student’s application for financial aid.
6.
The school commits to providing
financial aid money to applicants who demonstrate that their family resources
are insufficient to meet all or part of the total educational costs.
7. The school
continues to provide support to students as long as they demonstrate financial
need .
8.
The school maintains the same
standards of behavior and academic performance for recipients of financial aid
as it does for non-recipients.
9.
The school enacts documented
procedures that ensure a fair, consistent, and equitable assessment of each
family’s ability to contribute toward educational expenses.
10. The
school makes and communicates financial aid decisions in a manner that allows
families to make timely, careful, and fully-informed enrollment decisions.
11. The
school establishes administrative and accounting procedures that distinguish
the school’s need-based financial aid program from tuition assistance programs
that are not based on financial need.
12. The
school safeguards the confidentiality of financial aid applications, records,
and decisions while respecting the right of each family to discuss its own
financial aid outcomes in an appropriate manner.
13. The
school supports collaboration between the financial aid office and other
offices within the school.
14. The
school supports collegial relationships with other schools and organizations
for professional development, exchange of best practices, and other information
sharing, as appropriate.
FUND-RAISING
OVERVIEW: The advancement program
of the school should exemplify the best qualities of the institution and reflect the highest
standards of personal and professional conduct. The following Codes of good
practice are addressed to those involved in the school’s advancement operation,
including trustees, school heads, development and alumni/ae officers and staff,
volunteers, consultants, and business officers.
1.
The school establishes a
well-constructed development plan to guide its fund-raising activities.
2. The
school is mindful and respectful of the cultural and economic diversity of
constituent supporters.
3.
The school accepts only gifts that
support its mission, character, integrity, and independence.
4.
5. The
school understands that accepting a gift is accepting the obligation to honor
the donor’s intent.
6. The
school advocates stewardship (preserving and growing the resources of the
school), as well as nurtures, appreciates, and sustains an ongoing healthy and
effective relationship with
its
constituents.
7.
The school clearly articulates
roles and responsibilities for volunteers.
8. The
school safeguards its constituents’ privacy and all confidential information.
9.
The
school encourages donors to consult with their own professional tax advisors
when making charitable gifts.
9.
The school complies with all
provisions of the Uganda Tax policies that affect charitable giving.
10. The
school, as appropriate, discloses to its constituents gifts received through
charity.
11. To
ensure financial sustainability, the school makes certain that income earned
from endowment is spent wisely and equitably. In doing so, the school ensures
that endowments maintain their real value over the years so that future
generations benefit as much or more from endowment as current and past
generations.
12. The
school adheres to accepted standards concerning the management and reporting of
gift revenues and fund-raising expenditures, and
seeks to promote the profession by sharing its data with relevant professional
organizations, such as Ministry of Education
and Sports (MOES), and UNAPSI.
OVERVIEW: The
primary responsibility of the head of an independent private school is to carry
out the school’s stated mission. While there are profoundly
different ways to accomplish this goal, UNAPSI offers the following Codes as
guideposts for all heads engaged in this rewarding, complex job.
1.
The head works in partnership with
the board of trustees to establish and refine the school’s mission; articulates
the mission to all constituencies — students, faculty and staff, parents,
alumni/ae, and the community; and supports the mission in working with all
constituencies.
2.
The head oversees the shaping of
the school’s program and the quality of life in the school community.
3.
The head establishes an effective
manner of leadership and appropriately involves members of the administration
and faculty in decision making.
4. The
head is responsible for attracting, retaining, developing, and evaluating
qualified faculty and staff.
5. The
head is accessible, within reason, and communicates effectively with all
constituencies.
6.
The head is responsible for financial
management, maintenance of the physical plant, strategic planning, and fund
raising.
7.
The head ensures that every element
of school life reflects the Codes of equity, justice, and the dignity of each
individual.
8.
The head is alert to his or her
role within the broader networks of schools, school leaders, and
the
community.
9. The head
cooperates with heads of other independent private schools to ensure that the
Codes of good practice of all school operations, especially those of admission,
marketing, faculty recruitment, and fund raising, demonstrate integrity at all
levels of the school.
OVERVIEW: The
quality of the hiring process sets the tone for a mutually satisfying
relationship between the school and the candidate and communicates to
the candidate the spirit and values of the institution. The values that infuse
these guidelines can be applied to any hiring process, whether that process
involves the use of placement agencies or is fully managed by the school.
UNAPSI encourages schools to adopt these Codes and to share them with
candidates as appropriate.
THE SCHOOL’S OBLIGATIONS
1.
The school has a stated procedure
governing its hiring process and a strategic recruiting plan that includes
strategies for seeking candidates who will add to the racial, cultural, and
gender diversity of the institution.
2.
The school identifies means by
which to advertise the position to various pools of potential candidates,
including those not currently employed by independent private schools and makes
current staff aware of openings as they become public and available.
3.
The school creates a complete job
description for each available position. This description outlines the main
responsibilities and expectations of the position, as well as any significant
other activities that may be asked of the candidate.
4.
The hiring and interview process
includes the people who will be directly involved with the candidate in his or
her new position.
5. The
school and its representatives follow the laws that govern hiring practices and
focus fairly and consistently with every applicant on the talent, skills, and
abilities needed for the job, disclosing all information that is necessary for
the candidate to make a well-informed decision.
6. When
inviting a candidate to the school, the school explains who is to be
responsible for expenses and what the visit will entail.
7. The
school keeps all candidates informed about the hiring schedule and decision
timeline.
8.
In performing its due diligence,
the school performs appropriate background and reference checks to validate a
candidate’s education and employment history, focusing on the ability of the
individual to fulfill the professional duties of the position and to confirm
the individual’s suitability to work with children. The school does not
finalize the hiring of a new employee without completing a reference call with
the individual’s most recent employer, after
securing permission to contact that employer from
the candidate.
9.
The school ensures that it is aware
of any employment related, binding contractual obligations of the candidate;
and the school carefully avoids inducing or assisting in a breach of those
contractual obligations.
10. When making an offer to a candidate, the
school provides all relevant information, including compensation, job
expectations, and working conditions.
11. The
school affords candidates a reasonable period of time to consider an offer.
12. When
the selected candidate accepts the job, the school contacts the other
candidates to notify them that the position has been filled.
THE CANDIDATE’S OBLIGATIONS:
1.
The candidate discloses all
information that is necessary for the school to make a well-informed decision.
2.
The candidate accepts an invitation
to visit at the school’s expense only if he or she is seriously interested in a
position.
3.
The candidate responds to an offer
within a reasonable period of time.
4.
The candidate notifies the current
employer as soon as reasonably possible of any plans to work for another
employer.
5. The candidate
does not accept more than one job at any time and seeks a release from any
obligation with a current employer before signing a contract with a new
employer.
PARENTS WORKING WITH SCHOOLS / SCHOOLS
WORKING WITH PARENTS
OVERVIEW:
Parents and
independent private schools work together to create and sustain effective
partnerships.
The following
Codes of good practice describe the respective roles and responsibilities of
both partners.
PARENTS WORKING WITH SCHOOLS
1.
Parents recognize that effective
partnerships are characterized by clearly defined responsibilities, a shared
commitment to collaboration, open lines of communication, mutual respect, and a
common vision of the goals to be reached.
2.
In selecting an independent private
school, parents seek an optimal match for the needs of the student, their own
expectations, and the philosophy and programs of the school.
3. Parents
are familiar with and support the school’s policies and procedures.
4. Parents
provide a home environment that supports the development of positive learning
attitudes and habits.
5.
Parents involve themselves in the life of the
school.
6.
Parents seek and value the school’s
perspective on the student.
7. When
concerns arise, parents seek information directly from the school, consulting
with those best able to address the concerns.
8.
Parents
share with the school any religious, cultural, medical, or personal information
that the school may need to serve the student best.
SCHOOLS WORKING WITH PARENTS
1.
The school recognizes that effective
partnerships are characterized by clearly defined responsibilities, a shared
commitment to collaboration, open lines of
communication, mutual respect, and a common vision
of the goals to be reached.
2.
The school clearly and fully
presents its philosophy, program, and practices to parents during the admission
process and encourages dialogue that clarifies parental expectations and
aspirations for the student.
3.
The school seeks and values the
parents’ perspective on the student.
4.
Teachers and administrators are
accessible to parents and model candid and open dialogue.
5.
The school keeps parents well
informed through systematic reports, conferences, publications, and informal
conversations.
6. The
school defines clearly how it involves parents when considering major decisions
that affect the school community.
7. The
school offers and supports a variety of parent education opportunities.
8. The
school suggests effective ways for parents to support the educational process.
SCHOOL
HEAD SEARCHES
OVERVIEW:
The following
Codes of good practice are designed to help independent private schools and
their
search
committees as they embark upon the task of selecting a school head. They are
intended to further the likelihood of a professional and fair process that is
the foundation for the successful hiring of a new head of school.
SCHOOL SEARCH COMMITTEES
1. Before
forming the search committee, the board chair appoints a small sub-committee of
trustees for gathering information and resources (such as the UNAPSI Head
Search Handbook and these UNAPSI Codes of Good Practice) to identify properly
the appropriate approach to the head of school search in light of the school’s
finances, culture, and other
characteristics, paying particular attention to
forming a search committee, hiring a search consultant, and diversifying the
pool of candidates it seeks.
2.
Using the background resources, the
search committee devises a search process, communicated to the community at
large, a process that is fair, inclusive, and orderly and that adheres to
local, district, and national laws and regulations, including those regarding
non-discrimination in employment. The board of trustees examines the plan’s
addressing of sensitive issues related to confidentiality, inclusivity, and the
school’s receptivity to change when approving the process recommended by the
search committee.
3.
The search committee communicates
to candidates its protocols, process, and schedule and the care it will take to
ensure a search process that is viewed by candidates as fair, orderly,
inclusive, and confidential.
4.
While assuming a search consultant
or subset of the committee will screen files for appropriateness and will make
every effort to present the school with a finalist pool that is both highly
qualified in terms of the search committee’s criteria and diverse in makeup and
attributes, the entire search committee is informed about all candidates who
have applied.
5. Because
candidates have sometimes found their positions in their own schools
jeopardized by being candidates at another school, the early stages of
a search are conducted in a manner that ensures
complete confidentiality, and the finalist stages of reference-checking by the
search committee are executed with great care, sensitivity, and consideration
of each candidate’s wishes.
6.
Contracting
with a head of school follows rebuttable presumption protocols, ensuring that
the school is compensating the new school leader fairly and appropriately.
HEAD SEARCH CONSULTANTS
The following Codes of good practice for search consultants and search
firms establish the principled standards for the process and the expectations
of professionalism from the search consultants and search firms.
1.
The search consultant (or the
search committee chair in the absence of a consultant) incorporates into the
process, as appropriate, search committee training recommended in the UNAPSI
Head Search Handbook and facilitates the search committee’s adherence to UNAPSI
Codes Good Practice.
2.
In
outlining procedures to the search committee prior to entering a written
agreement for the services being rendered, the search consultant provides a
full, written description of services offered, including estimated expenses and
fees, makes known the names of other schools for which he or she actively is
performing a search for persons to fill a similar position, and limits searches
during any given period to a number that will assure service of high quality to
each client school.
3. The
search consultant makes every effort to understand the school, its mission, its
culture, its tolerance for change, its preferred leadership style, and the
nature of the position to be filled.
4.
The search consultant makes every
effort to present the school with a diverse group of highly qualified
candidates. All Codes associated with providing equal opportunity are observed
in the process.
5. The
search consultant sees the school, not the individual candidate, as the primary
client.
6. The
search consultant respects the confidentiality
7. of
each candidate and impresses upon both search committee and candidates the
importance of discretion.
8.
Both the search consultant and the
search committee check candidates’ references with great care.
9. The search
consultant keeps the search committee fully informed about the progress of the
assignment throughout the search and ensures that each candidate is informed
appropriately, promptly, and frequently about the status of his or her
candidacy.
TEACHERS AND SUPERVISORS
OF TEACHERS
OVERVIEW:
Entrusted
with the education of children, the independent private school teacher promotes
the
best
interests of the child within the context of the school’s philosophy. Those who
supervise teachers are responsible for the quality of teaching and for
promoting growth in those who teach. The following Codes of good practice
provide guidelines for teachers and for supervisors of teachers in their joint
efforts to educate children.
TEACHER
1.
The teacher has a thorough
knowledge appropriate for his teaching assignment and stays abreast of recent
developments in the field.
2. The
teacher uses a variety of teaching techniques suitable to the age and needs of
the students and subject matter being taught.
3.
The teacher establishes positive
relationships with students, which, while recognizing the differing roles of
adult and child, are characterized by mutual respect and good will.
4.
The teacher collaborates with
colleagues and the school’s leadership in the design and implementation of
curriculum within the context of the school’s overall program and mission.
5.
The teacher initiates growth and
change in her own intellectual and professional development, seeking out
conferences, courses, and other opportunities to learn.
6.
The teacher is self-aware and
self-monitoring in identifying and solving student, curricular, and school
problems. At the same time, the teacher knows the mission and policies of the
school and, when questions or concerns arise, raises them with appropriate
colleagues and supervisors.
7.
The teacher serves his school
outside the classroom in a manner established by the individual school and
consistent with the responsibilities of a professional educator. For example,
teachers often serve as advisers, coaches, or activity sponsors.
8. The
teacher participates in the establishment and maintenance of an atmosphere of
collegial support and adherence to professional standards.
9. The
teacher welcomes supervision in the context of clearly defined and well
communicated criteria of evaluation.
10. The
teacher models integrity, curiosity, responsibility, creativity, and respect
for all persons as well as an appreciation for racial, cultural, and gender
diversity.
SUPERVISOR OF TEACHERS
1.
The supervisor has thorough
knowledge appropriate to her supervisory assignment and stays abreast of recent
developments in the field. The supervisor also exemplifies in his/her own work
with faculty members the qualities that s/he hopes to develop in the faculty.
2. The
supervisor develops and administers a comprehensive system of hiring,
consistent with the policies of the school, which results in the appointment of
the best-qualified candidate and a well-informed match between school and
teacher.
Throughout the hiring and supervisory processes, the
supervisor values racial, cultural, and gender diversity.
3. The
supervisor ensures that faculty members new to the school receive orientation
and support sufficient for them to work effectively and with confidence that
they are carrying out the educational mission, policies, and procedures of the
school.
4.
The supervisor ensures that
teachers are informed of both praise and criticism of their work and that
useful support and assistance are available to each teacher to improve the
quality of teaching.
5.
The supervisor makes available to
all faculty members on an equitable basis whatever resources the school can
provide for professional growth and development, both inside and outside the
school.
6. The
supervisor encourages and challenges teachers to initiate curricular
improvement by providing the necessary time and resources and by creating
structures to foster faculty collaboration on curriculum development.
7.
The supervisor leads faculty
members in upholding high standards of professional behavior and responds
immediately when behavior occurs that is harmful to children or harmful to the
school community.
8. The
supervisor evaluates and works to improve teaching through classroom visits,
discussions with teachers, and other methods that are fair and
consistent with the practices of the individual
school. Evaluation is based on clearly articulated criteria that teachers have
helped define and occurs in a context of respect for the teacher’s professional
knowledge and decision-making capability. The supervisor also monitors her own
work by inviting suggestions and critiques from teachers.
9.
When a faculty member’s future in
the school is in question, the supervisor devotes sufficient attention and
resources to ensure that the situation is resolved or that the faculty member’s
departure from the school is handled with attention to due process and the
dignity of the individual.
10. The supervisor
ensures that all personnel policies are clearly articulated to faculty members
and makes every effort to promote the establishment of salaries and benefits
commensurate with the professional responsibilities of teaching.
OVERVIEW:
Digital
technologies provide increasingly powerful tools and offer a variety of
educational
opportunities
that can improve teaching and learning. The Codes below offer crucial
guidelines for administrators, teachers, and technology staff in planning and
managing the role of technology in independent private schools.
LEADERSHIP
1.
The school regularly evaluates its
use of technology to support its mission, goals, and program.
2. School
leadership incorporates technology considerations into strategic planning and
creates a sustainable financial model for its technology commitments.
3.
The school’s technology leader is a
member of one of the school leadership teams and has the training, authority,
and support needed to influence key areas of policy development,
decision-making, budget, and management.
4.
The school ensures that faculty,
staff, and students have equitable access to the technologies they need to
support the school’s mission, goals, and program.
5. The
school recognizes that any innovative teaching and learning exploration,
including technology innovation, often requires significant support for faculty
professional development and flexibility in schedule and program.
6.
School leadership establishes
school-wide expectations and provides ongoing professional development
regarding the integration of educational technology into the school curriculum.
7. School
leadership, academic leadership, and technology leadership work together to
ensure the development, implementation, and evaluation of technology at the
school.
8.
School leadership regularly
investigates and evaluates how emerging technologies impact, or may impact, the
sustainability of their academic and financial models.
TEACHING AND LEARNING
1.
Educators research, evaluate, and
employ technology as befits their mission and philosophy to provide
differentiated personalized instruction and to achieve curricular goals.
2.
Educators understand that content
is readily available with technology and design environments to transform the
relationship between teacher and learner, engaging students in higher-order
thinking skills, creation of content, and critical thinking.
3.
Educators embrace technologies that
promote a culture of participatory and collaborative approaches to learning
(such as inquiry-based, student-centered, flipped classroom, and project and
problem-based learning).
4.
Educators model and empower
learners to effectively practice media and information literacies inside
5.
Educators promote networking
opportunities for their students and teachers to collaborate locally and
globally.
6.
Educators evaluate opportunities to
leverage online and/or hybrid learning environments and implement them when
they enhance student learning.
7.
Educators explore
technology-enriched and adaptive formative assessments for sophisticated and
customized skills evaluation that reveal growth over time and that inspire
intrinsic motivation to improve learning.
PROFESSIONAL GROWTH AND LEARNING
1. The
school recognizes that a critical factor in technology integration is the
teacher’s sustained professional growth by creating a culture of continuous
growth, and adequate support for innovation and learning.
2. School
leadership encourages educators to seek out opportunities to build learning
networks and to explore and evaluate digital tools.
3.
The school includes technology
integration as an essential component of its professional development, provides
the necessary time and resources for it, and ensures that educators acquire and
demonstrate essential technology skills and proficiencies.
4.
Teachers’ use of technology for
teaching and learning is included in the school’s teacher evaluation process,
as appropriate for the school’s mission and philosophy.
INFRASTRUCTURE AND ADMINISTRATIVE
OPERATIONS
1.
The school uses technology to
improve the efficiency and effectiveness of administrative operations.
2.
The school provides adequate
staffing and infrastructure appropriate for its size and operation.
3.
The school maintains, protects,
reviews and enhances its technological resources (data, network, software and
hardware) each year.
4. The
school provides timely support for digital resources and the people who use
them.
5.
The school establishes renewal
plans, replacement cycles, and disposal plans for technology equipment.
DIGITAL ETHICS
1.
The school engages in ethical
business practices in its digital technology initiatives, including considering
the public purpose opportunities of online course offerings that extend beyond
its own school community.
2. The
school adheres to the UNAPSI Codes of Good Practice for Admissions in its
online courses and “in establishing policies, procedures, and goals for
student recruitment and enrollment, the school makes
inclusivity a central tenet, while also complying with local, district, and
national laws.” (See the UNAPSI Codes of Good Practice for Admissions.)
3. The
school operates under a clear set of practices/ guidelines for maintaining
privacy, confidentiality, and security in its use of digital technology.
4. The
school develops a responsible-use policy that is framed in the positive,
flexible enough to
accommodate changes in technology, and frequently
reviewed.
5.
Educators teach, model, and expect
safe, healthy, ethical, legal, and responsible use of digital resources and
social media by students and parents.
6. The
school develops a policy regarding faculty and student interactions on social
media sites.
7.
The school provides up to date
information on fair use, copyright and Creative commons information and
requires compliance by faculty, staff, and students.
8.
The school establishes a
curriculum-based digital citizenship/digital responsibility program that
includes ongoing discussions of online behavior, cyber bullying, and respectful
and legal use of online tools.
9.
The school stays current on issues,
events, and concerns related to an online behavior and digital citizenship and
informs faculty, students, and parents when appropriate.
P.O.
Box 37039, Kampala, Uganda Tel: +256 753632211,
Email:
unapsi@yahoo.com , unapsidept@gmail.com ,
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