© UNICEF Canada/2010/Sri Utami
©
© UNICEF/NYHQ2011-1690/Pirozzi
RIGHTS
RESPECTING
SCHOOLS
Toolkit for
Canadian Schools
© UNICEF/NYHQ2007-0431/Pirozzi
Section 2: Steps to Becoming
a Rights Respecting School
RIGHTS
RESPECTING
SCHOOLS:
TOOLKIT FOR
CANADIAN SCHOOLS
20 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
ACKNOWLEDGEMENTS
We would like to thank the network of local and national organizations across Canada that participates in the
Friends of Rights Respecting Schools (FRRS). This collaborative forum is responsible for the leadership and
implementation of the Rights Respecting Schools initiative in Canadian schools. Read more about the members
of FRRS at rightsrespectingschools.ca.
The Rights Respecting Schools initiative was originally initiated and developed by UNICEF Canada for
Canadian schools. Thank you to all the staff at this organization that worked tirelessly to envision, develop,
implement, test and monitor, and champion this innovative educational approach.
UNICEF Canada would like to thank the UK Committee for UNICEF for its support and guidance on the
development of Rights Respecting Schools in Canada. We would also like to thank Carissa MacLennan for her
vision and commitment to this initiative, Sarah Hutchison for compiling the feedback and information from the
initiative’s pilots to develop this version of the toolkit, and consultants Leanne Johnny and Pat Clarke for their
early contributions to this toolkit.
UNICEF Canada would also like to thank Equitas (International Centre for Human Rights Education) for allowing
the adaptation of several excellent human rights education activities for the Rights Respecting Schools
Workshop Series. The adapted Equitas activities were from the Equitas Play it Fair! Toolkit and may be freely
quoted or reprinted for non-commercial purposes, provided the Play it Fair! Toolkit is acknowledged as the
original source.
A very special thanks to the staff and students at Cape Horn Elementary School, Coquitlam British Columbia for
starting on this journey back in 2008, for being Canada’s first Rights Respecting School, and for providing
valuable input and feedback. Special recognition goes to the Principal of Cape Horn Elementary School, Bill
McGovern and the teachers there who have poured so much passion, time and energy into this initiative. Thank
you to Coquitlam District School Board staff Sharon LeClair and Maureen Dockendorff for their support of Cape
Horn Elementary and the Rights Respecting Schools initiative. And lastly, thank you to Kelly Quinlan, Global
Classroom Manager for British Columbia, who worked with the students and staff at Cape Horn to pilot the first
Canadian Rights Respecting School and provided much guidance in the development of this toolkit for future
implementation.
UNICEF Canada would like to extend special gratitude to all of the schools who have participated in the pilot
phase of this initiative. The contributions and feedback of many students, staff and parents have informed this
version of the toolkit and are greatly appreciated.
Copyright © 2013 Friends of Rights Respecting Schools (FRRS)
email: rightrespectingschools@unicef.ca
website: rightsrespectingschools.ca
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 21
ABOUT RIGHTS RESPECTING SCHOOLS
Rights Respecting Schools is a whole school initiative that uses the United Nations Convention on the Rights of
the Child as a basis for building an inclusive and respectful school culture. In these schools children’s rights are
adopted as guiding principles that inform a common set of values shared by all members of the school
community. These common values create a sense of community and become the lens through which students,
teachers, school administrators and parents make decisions, choose behaviour, and participate at their school.
Research on more than 1,600 UNICEF Rights Respecting School Award (RRSA) schools in the United Kingdom
demonstrates that participating students have improved self-esteem and are more engaged in their learning.
Students have been shown to become engaged by learning how to voice their opinions, participating in
decision-making, resolving conflict peacefully, and understanding global social justice issues. They are also
found to have a positive attitude towards diversity, which has led to a reduction in prejudice and bullying.
The Rights Respecting Schools initiative was developed by UNICEF Canada for Canadian schools and is
implemented by a network of local and national organizations, known as the Friends of Rights Respecting
Schools.
For more information about the Rights Respecting Schools initiative, visit rightsrespectingschools.ca.
ABOUT THE FRIENDS OF RIGHTS RESPECTING SCHOOLS
The Rights Respecting Schools initiative in Canada is facilitated by a network of local and national organizations
with mandates and expertise in social justice and human rights, children’s rights education, student-centred
learning and global citizenship. The collaborative forum for RRS-trained facilitators from these organizations is
the Friends of Rights Respecting Schools (FRRS). The Friends of Rights Respecting Schools are responsible
for the leadership and implementation of the Rights Respecting Schools initiative in their jurisdictions (regional
or provincial/territorial).
© UNICEF Canada/2010/Sri Utami
To find out more about Rights Respecting Schools in your area, visit rightsrespectingschools.ca.
22 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
ABOUT THE TOOLKIT
This Rights Respecting Schools: Toolkit for Canadian Schools is for school boards, schools and other
educational partners interested in the Rights Respecting Schools initiative. The toolkit provides the framework,
background information, and tools needed to participate in the Rights Respecting School initiative.
The toolkit has been organized into two sections:
SECTION 1 Introduction to the Rights Respecting Schools Initiative
This section gives an overview of the Rights Respecting Schools initiative.
Included in this section: A description of Rights Respecting Schools; the benefits for schools who
participate; an introduction to the Convention on the Rights of the Child; and important information about the
facilitation of this initiative within a school.
Useful for: interested adult members of the school community (school board and school administrators,
teachers, support staff, parents)
SECTION 2 Steps to Becoming a Rights Respecting School
This section provides a step by step guide for schools participating in the Rights Respecting Schools initiative.
Included in this section: Checklists; how-to steps; best practice examples; and implementation and
assessment tools.
Useful for: school administrators and members of the Children’s Rights Team (the team that facilitates the
Rights Respecting Schools Initiative in the school).
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 23
24 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
SECTION 2
STEPS TO
BECOMING A
RIGHTS
RESPECTING
SCHOOL
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 25
26 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONTENTS
SECTION 2: STEPS TO BECOMING A RIGHTS RESPECTING SCHOOL
GETTING STARTED...................................................................................................................................... 29
How to Use this Section..............................................………………………………………................. 29
Seven Steps to Becoming a Rights Respecting School.................................................................... 30
Rights Respecting Schools Assessment Process............................................................................. 31
Tools for the Assessment Process.................................................................................................... 32
BOOKLET 1: STEP 1 – MAKE A COMMITMENT........................................................................................ 33
Overview.....................................................................………………………………………................. 34
Step 1 Checklist................................................................................................................................. 35
BOOKLET 2: STEP 2 – ESTABLISH LEADERSHIP.................................................................................... 37
Overview.....................................................................………………………………………................. 38
Step 2 Checklist................................................................................................................................. 39
Tips for Establishing the Children’s Rights Team.............................................................................. 40
Agenda – Meeting with School Children’s Rights Team……………………………………................. 41
Rights Respecting Schools – Letter of Understanding...................................................................... 42
BOOKLET 3: STEP 3 – CONDUCT INITIAL ASSESSMENT....................................................................... 43
Overview.....................................................................………………………………………................. 44
Step 3 Checklist................................................................................................................................. 45
Conducting the Initial Administrator Survey................………………………………………................. 47
1.0 Initial Administrator Survey.......................................................................................................... 48
Conducting the Initial Student Survey.............………………………………………............................. 59
Student Invitation Letter for Initial Student Surveys.………………………………............................. 60
2.0 Initial Student Survey………........................................................................................................ 61
Principles for Ethical Reporting on Children...............………………………………………................. 64
Consent, Waiver and Release........................................................................................................... 66
Synthesizing the Initial Student Survey Data……………………………………………………………. 67
Initial Student Survey Data Chart………………………………………………………………………….. 68
Conducting the Student Workshops...........................………………………………………................. 70
Student Invitation Letter to Student Workshops…………………………………………………………. 71
3.0 Student Workshop 1.................................................................................................................... 72
3.0 Student Workshop 2.................................................................................................................... 79
Conducting the Initial Teaching Staff Survey..............................…………………………................... 87
4.0 Initial Teaching Staff Survey........................................................................................................ 88
Synthesizing the Initial Teaching Staff Survey Data…………………………………………………….. 93
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 27
Initial Teaching Staff Survey Data Chart…………………………………..……………………………… 94
Rights Respecting Schools Building Blocks……………………………..……………………….……… 99
BOOKLET 4: STEP 4 – RECEIVE WORKSHOP TRAINING........................................................................ 101
Overview.....................................................................………………………………………................. 102
Step 4 Checklist................................................................................................................................. 103
Preparing for the Workshop Series................................................................................................... 104
The Cycle of Learning........................................................................................................................ 105
BOOKLET 5: STEP 5 – MAKE A PLAN........................................................................................................ 107
Overview.....................................................................………………………………………................. 108
Step 5 Checklist.........................................................………………………………………................. 109
Developing Your RRS Action Plan..............................………………………………………................. 110
Rights Respecting School Action Plan Template...............................................................................111
BOOKLET 6: STEP 6 – IMPLEMENT THE PLAN......................................................................................... 129
Overview............................................................................................................................................ 130
Step 6 Checklist.........................................................………………………………………................. 131
BOOKLET 7: STEP 7 – EVALUATE AND REFLECT................................................................................... 133
Overview............................................................................................................................................ 134
Step 7 Checklist.........................................................………………………………………................. 135
Conducting the Follow-Up Administrator Survey........………………………………………................. 137
5.0 Follow-Up Administrator Survey.................................................................................................. 138
Conducting the Follow-Up Student Survey……….................………………………………................. 149
Student Invitation Letter for Follow-Up Student Surveys…………………………………………….…. 150
6.0 Follow-Up Student Survey………................................................................................................ 151
Consent, Waiver and Release........................................................................................................... 154
Synthesizing the Follow-Up Student Survey Data………………………………………………………. 155
Follow-Up Student Survey Data Chart…………………………………………………….……………… 156
Conducting the Follow-Up Teaching Staff Survey..............................…………………….................. 158
7.0 Follow-Up Teaching Staff Survey................................................................................................ 159
Synthesizing the Follow-Up Staff Survey Data…………………………………………………...……… 165
Follow-Up Teaching Staff Survey Data Chart……………………………………………………………. 166
Conducting the RRS Action Plan Review.......................................................................................... 171
Rights Respecting School Recognition.............................................................................................. 172
More Information on Rights Respecting Schools
Section 2: Steps to Becoming a Rights Respecting School is the second section of the Rights
Respecting Schools: Toolkit for Canadian Schools. If you are reading this section separately from the toolkit
and you wish obtain a copy of the full toolkit, visit rightsrespectingschools.ca.
28 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
GETTING STARTED
HOW TO USE THIS SECTION
Congratulations on making a commitment to become a Rights Respecting School! This section provides an
overview of the step-by-step process and tools needed to undertake that transformation.
Organization
Each step in the process to becoming a Rights Respecting School is clearly outlined in a
separate, easy-to-remove booklet. When you are ready to work through each step,
remove the correct booklet and get started!
Each booklet contains:



An overview of the step so you can see it at a glance
A checklist of all the things you need to do to achieve that step
The resources you will need to be able to check things off your list!
Tips and Terms
Throughout the booklets you will see helpful tips or commonly used terms highlighted in boxes. Terms that are
defined in a box, will appear throughout the body text in colour. See your first tip below!
Print a Copy of Section 2
Print a copy of this section for all members of the Children’s Rights Team. To learn more about the
Children’s Rights Team, see Booklet 2.
RRS Facilitator
As you embark on your journey to becoming a Rights Respecting School, you will work closely with an RRS
Facilitator. He or she will guide you through the process and provide valuable training and support.
If you are reading this section of the toolkit without having had contact with an RRS Facilitator, then please
email rightsrespectingschools@unicef.ca and you will be contacted by your nearest facilitator, who will then
discuss with you your specific goals and requirements.
What is an RRS Facilitator?
RRS Facilitators are individuals who have been trained by the Friends of Rights Respecting Schools to
facilitate and deliver the Rights Respecting Schools initiative in Canadian schools. Schools communicate
with and receive support directly from their RRS Facilitator.
These individuals have expertise in the fields of education and/or children’s rights. RRS Facilitators could be
practitioners at human rights organizations, educational consultants at school boards, university professors
or associates at Canadian universities with children’s rights education or global education programming.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 29
SEVEN STEPS TO BECOMING A RIGHTS RESPECTING SCHOOL
The process to becoming a Rights Respecting School is highly reflective and can result in the remarkable
transformation of a school’s culture. The extent of the change a school experiences is directly related to both the
commitment level of the school and the path the school chooses to follow.
Each school’s journey towards becoming a Rights Respecting School is organic and unique to that school
environment. Yet experience in Rights Respecting Schools, both in Canada and the United Kingdom,
demonstrates that the following steps provide an invaluable framework to guide each school to their ultimate
goal: transformative change into a Rights Respecting School.
30 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
RIGHTS RESPECTING SCHOOLS ASSESSMENT PROCESS
The Rights Respecting Schools initiative is unique in its comprehensive approach to transformational change, and in the level of guidance and support
provided to help schools measure this change. Assessment and evaluation is an integral part of the Rights Respecting Schools initiative in order to help
schools:




understand whether the initiative is having its intended effect.
reflect upon and improve practice.
demonstrate progress, thereby motivating the continued commitment of the school community.
provide the evidence needed to receive continued support from administrators, school boards and ministries of education.
The nature of Rights Respecting Schools programming is highly reflective; therefore schools are continually self-assessing their progress. But in order to
measure change as a result of the initiative in a robust way and with results that can be easily shared and understood, there are two distinct points in the
program where schools conduct structured self-assessments: 1) Initial Rights Assessment, 2) Follow-Up Rights Assessment.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 31
TOOLS FOR THE ASSESSMENT PROCESS
Initial Rights Assessment
The information and tools needed to conduct the Initial Rights Assessment can be
found in:

Booklet 3: Step 3 – Conduct Initial Assessment
Assessment Tools in Booklet 3
Components of the Initial Rights
Assessment
Information and Tools Needed
Page
1.0
Initial Administrator Survey


Conducting the Initial Administrator Survey
1.0 Initial Administrator Survey
47
48
2.0
Initial Student Survey


Conducting the Initial Student Survey
2.0 Initial Student Survey
59
61
3.0
Student Workshops



Conducting the Student Workshops
3.0 Student Workshop 1
3.0 Student Workshop 2
70
72
79
4.0
Initial Staff Survey


Conducting the Initial Teaching Staff Survey
4.0 Initial Teaching Staff Survey
87
88
Follow-Up Rights Assessment
The information and tools needed to conduct the Follow-Up Rights Assessment can
be found in:

Booklet 7: Step 7 – Assess and Reflect
Assessment Tools in Booklet 7
Components of the Follow-Up Rights
Assessment
Information and Tools Needed
5.0
Follow-Up Administrator Survey


Conducting the Follow-Up Administrator Survey
5.0 Follow-Up Administrator Survey
137
138
6.0
Follow-Up Student Survey


Conducting the Follow-Up Student Survey
6.0 Follow-Up Student Survey
149
151
7.0
Follow-Up Staff Survey


Completing the Follow-Up Teaching Staff Survey
7.0 Follow-Up Teaching Staff Survey
158
159
8.0
RRS Action Plan Review

Conducting the RRS Action Plan Review
171
32 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Page
BOOKLET 1
Step 1 – Learn about RRS
Use this booklet to help guide your school through Step 1 – Learn about RRS of the
Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................34
STEP 1 CHECKLIST...................................................................................................................................... 35
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 33
OVERVIEW
In this first step the school learns of the Rights Respecting Schools (RRS) initiative and ultimately decides
whether they wish to commit to the process of becoming a Rights Respecting School.
The process begins when a relationship is established between an RRS Facilitator and the interested school.
The school then hosts two presentations delivered by the RRS Facilitator:
1. Administration Presentation: One for school administrator(s) and invitees from the school board and
key teachers
2. Whole School Presentation: One for key members of the school community (teachers, administrators,
support staff, student council, parent council/parent volunteers other community members)
After the presentations, the school community decides whether it wishes to become a Rights Respecting
School.
Who are RRS Facilitators?
RRS Facilitators are individuals who have been trained by the Friends of Rights Respecting Schools to
facilitate and deliver the Rights Respecting Schools initiative in Canadian schools. Schools communicate
with and receive support directly from their RRS Facilitator.
These individuals have expertise in the fields of education and/or children’s rights. RRS Facilitators could be
practitioners at human rights organizations, educational consultants at school boards, university professors
or associates at Canadian universities with children’s rights education or global education programming.
What is the school community?
The school community is a term that refers to all of the people who are important to the functioning of a
school – the students, administrators, support staff, teachers, parents, community members, school board
members.
34 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 1 – LEARN ABOUT RRS
Note: The numbering of these checklists is cumulative. The numbering for the Step 2 checklist will continue where this checklist leaves off.

ACTIVITY

1. Interest in Rights Respecting Schools
Learn of the RRS Initiative and make contact with an
RRS Facilitator.
RESOURCES
Email:
rightsrespectingschools@unicef.ca
2. Administration Presentation
School administrator(s) host a presentation
facilitated by a RRS Facilitator.

How to Prepare for this Presentation
 Schedule the presentation
 Read Section 1 of this toolkit
 Invite someone from School Board (and key
teachers) to attend
 Prepare resources (e.g. audio/visual) requested
by presenter
3. Whole School Presentation
School administrator(s) host a whole-school
presentation facilitated by an RRS Facilitator.


How to Prepare for this Presentation
 Schedule the presentation
 Invite all school staff, students, parent council
members or parent volunteers, and other
interested members of the school community
 Prepare resources (e.g. audio/visual) requested
by presenter
Section 1: Introduction to the Rights
Respecting Schools Initiative
(pages 1-23)
Consider making copies of the Rights
Respecting Schools Brochure for the
presentation.
Obtain a copy at the RRS Web site:
rightsrespectingschools.ca
4. Make a Decision
Decide as a school whether or not to proceed with
the RRS Initiative. Communicate your decision to the
RRS Facilitator.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 35
36 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 2
Step 2 – Establish Leadership
Use this booklet to help guide your school through Step 2 – Establish Leadership
of the Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................38
STEP 2 CHECKLIST...................................................................................................................................... 39
STEP 2 RESOURCES
Tips for Establishing the Children’s Rights Team.............................................................................. 40
Agenda – Meeting with Children’s Rights Team................................................................................ 41
Rights Respecting Schools – Letter of Understanding...................................................................... 42
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 37
OVERVIEW
In this second step the school examines the objectives of Rights Respecting Schools, commits to undertake
certain responsibilities and establishes a team of people to lead the initiative in the school.
The relationship between the school and the RRS Facilitator is well established at an important meeting:

Discussion with Children’s Rights Team: A meeting between the Children’s Rights Team and the
RRS Facilitator.
What is the Children’s Rights Team?
The Children’s Rights Team is a committee of individuals responsible for guiding and implementing the
Rights Respecting Schools initiative in the school. The team is composed of members that represent the
diversity and various groups at the school. Ideally the team includes at least one member from each of the
following groups: students, teachers, administrators, parent volunteers, support staff, school board
members, and other community members.
38 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 2 – ESTABLISH LEADERSHIP
(Note: The numbering of this checklist is continued from the checklist in Step 1 – Learn about RRS.)

ACTIVITY
RESOURCES
5. Form the Children’s Rights Team
School administrators lead the process to establish
the Children’s Rights Team.


How to Form the Team
 Read the Tips for Establishing the Children’s
Rights Team
 Encourage individuals to come forward from a
diverse cross-section of the school community
6. Meeting with Children’s Rights Team
Children’s Rights Team meets with RRS Facilitator
to review responsibilities, examine the steps in the
initiative and the assessment process, schedule
student workshops and student focus groups.
How to Prepare for this Meeting
 Review the Agenda – Meeting with Children’s
Rights Team
 Ensure all team members receive a copy of and
read Section 1 and 2 of this toolkit
Tips for Establishing the Children’s
Rights Team
(page 40)
Register as a Rights Respecting
School at the RRS Web site:
rightsrespectingschools.ca
Rights Respecting Schools: Toolkit for
Canadian Schools
Agenda – Meeting with Children’s
Rights Team
(page 41)
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 39
TIPS FOR ESTABLISHING THE CHILDREN’S RIGHTS TEAM
RESPONSIBILITIES OF THE TEAM
The Children’s Rights Team is responsible for guiding the process of
becoming a Rights Respecting School. Some of its main tasks include:







Choosing the Team

Liaising with an RRS Facilitator
Photocopying and preparing materials for workshops
Organizing the Initial Rights Assessment
Formulating the RRS Action Plan
Providing leadership for the implementation of the RRS Action
Plan
Organizing the Follow-Up Rights Assessment
Preparing the RRS Action Plan Review.

Be respectful of the right
to participate and
encourage anyone who is
interested to join
When turnout is too high,
choose a democratic
method to narrow down
the numbers
COMPOSING THE TEAM
When establishing the Children’s Rights Team it is important to ensure that it is representative of the different
members of the school community (students, staff, parents, other community members). Use the following
questions as a guide to forming your group:



Who represents the various members of our school community?
Which stakeholders are needed to facilitate change at all levels?
Who has skills and knowledge to contribute to the initiative?
On the Children’s Rights Team it is crucial to include:





Students representing multiple age groups
Teachers with enthusiasm for the Rights Respecting Schools initiative
An administrator from the school
A non-teaching staff member
A parent and/or community member.
It is also valuable to include (where possible):


A school board member
Representatives from related school groups (e.g. student cultural or global issues groups; multicultural,
equity and diversity committees; student advisory committees; student councils).
Note: Due to varying commitment levels and availability, some members of the Children’s Rights Team may act
in the role of advisor or liaison instead of regular attendant. However, it is still important to invite all members
onto the team at the beginning of the initiative.
Source: Tips for Establishing the RRS Planning Team was adapted from UNICEF UK Rights Respecting School Award: A Guide to the
Award for Primary Schools (2008).
40 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
AGENDA – MEETING WITH THE CHILDREN’S RIGHTS TEAM
This meeting takes place after the school administrator has formed the Children’s Rights Team. The RRS
Facilitator will meet with the Children’s Rights Team to accomplish the following:
1. Review the responsibilities and expectations outlined on the Letter of Understanding (page 42) and
sign two copies.
2. Decide on a communication structure (e.g. RRS Facilitator email all members or just the main contact).
Determine who the main contact is for the team. Collect and exchange all contact information for
members of the Children’s Rights Team including the RRS Facilitator on the CRT Email Contact List.
3. Review the Rights Respecting Schools initiative and the Rights Respecting Schools: Toolkit for
Canadian Schools focusing on Section 2: Steps to Becoming a Rights Respecting School (pages
25-172).
4. Review the Rights Respecting Schools Workshop Series outlined in Booklet 4: Step 4 – Receive
Workshop Training (pages 101-105). Set times and dates for the workshops.
5. Review the Rights Respecting Schools Assessment Process (pages 31-32). Review the tools in
Booklet 3: Step 3 – Conduct Initial Assessment (pages 43-99).
6. Review Conducting the Initial Student Survey (page 59) and Conducting the Student Workshops
(page 70) in Booklet 3. Determine how students will be chosen for the Student Workshops. Set dates
for the Student Surveys and the Student Workshops.
7. Decide on a meeting schedule for the year.
8. Review the Principles for Ethical Reporting on Children (pages 64-65) and the Consent, Waiver
and Release (page 66) in Booklet 3. Discuss the process for collecting and submitting the waivers.
9. Receive the Rights Respecting Schools Media Kit. Reminder that any media coverage of the Rights
Respecting School initiative at the school must be reported to the RRS Facilitator. If possible, a copy of
the coverage should be shared.
10. Discuss the Rights Respecting Schools Web Site (rightsrespectingschools.ca) and tour it online.
Obtain the password from the RRS Facilitator for access to the RRS School resources on the site.
Explain that any resources a school may need in addition to the toolkit can be found on this site.
Rights Respecting Schools Web Site Password for Access to RRS School Resources:
Password
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 41
RIGHTS RESPECTING SCHOOLS – LETTER OF UNDERSTANDING
The RRS Facilitator will:






Travel to deliver the Rights Respecting School Workshop Series
Travel to and co-facilitate two Student Workshops (optional)
Provide support during the Initial and Follow-Up Rights Assessments
Provide teaching resources and support materials
Be available for questions, support and direction by phone or email
Ensure UNICEF Canada’s policy on Ethical Reporting on Children is upheld
______________________________________________________School will:
The school administrator will:
 Ensure the school will only refer to themselves as “on the journey to becoming a RRS” until they have
received formal recognition as a Rights Respecting School
 Ensure the school will no longer refer to themselves as a RRS if they are not completing the annual
cycle to renew their status as a RRS
 Organize a Children’s Rights Team (CRT)
 Arrange with the RRS Facilitator dates, times and locations of workshops
 Review the Initial and Follow-up Administrator Survey with the RRS Facilitator
 Review the RRS Action Plan and the RRS Action Plan Review with the RRS Facilitator
 Notify the RRS Facilitator of any materials produced and disseminated by the school which indicate it as
being a Rights Respecting School
 Notify the RRS Facilitator if any member of the school community delivers a presentation or workshop
about the Rights Respecting School initiative at a conference, seminar, etc.
 Speak with the school board (or arrange a meeting) to discuss policies on collecting data on students
 Consider joining the Friends of Rights Respecting Schools (FRRS)
The Children’s Rights Team will:
 Collect necessary materials before each workshop
 Facilitate the Student Workshops with support from the RRS Facilitator (if possible)
 Conduct the Initial and Follow-Up Student Surveys
 Have student permission forms signed for student surveys and student workshops
 Ensure all staff complete and submit the Initial and Follow-Up Staff Survey
 Complete the RRS Action Plan and the RRS Action Plan Review
__________________________________
RRS Facilitator
__________________________________
School Administrator
__________________________________
Date
__________________________________
Date
42 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 3
Step 3 – Conduct Initial Assessment
Use this booklet to help guide your school through Step 3 – Conduct Initial
Assessment of the Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................44
STEP 3 CHECKLIST...................................................................................................................................... 45
STEP 3 RESOURCES
Conducting the Initial Administrator Survey................………………………………………................. 47
1.0 Initial Administrator Survey.......................................................................................................... 48
Conducting the Initial Student Survey………..............………………………………………................. 59
Student Invitation Letter for Initial Student Surveys…………………………………………..……….… 60
2.0 Initial Student Survey................................................................................................................... 61
Principles for Ethical Reporting on Children...............………………………………………................. 64
Consent, Waiver and Release........................................................................................................... 66
Synthesizing the Initial Student Survey Data…………………………………………………………….. 67
Initial Student Survey Data Chart………………………………………………………………………….. 68
Conducting the Student Workshops...........................………………………………………................. 70
Student Invitation Letter to Student Workshops…………………………………………………………. 71
3.0 Student Workshop 1.................................................................................................................... 72
3.0 Student Workshop 2.................................................................................................................... 79
Conducting the Initial Teaching Staff Survey..............................………………….………................. 87
4.0 Initial Staff Survey........................................................................................................................ 88
Synthesizing the Initial Teaching Staff Survey Data…………………………………………………….. 93
Initial Teaching Staff Survey Data Chart………………………………………………………………….. 94
Rights Respecting Schools Building Blocks...................................................................................... 99
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 43
OVERVIEW
In this third step the school undertakes the Initial Rights Assessment with support from the RRS Facilitator.
The Initial Rights Assessment is a process the school undergoes to understand what level of rights respecting
activities, awareness and practices are occurring within the school community before the initiative begins. The
findings of the Initial Rights Assessment provide a baseline against which future development and success can
be measured.
The Initial Rights Assessment has four components:
1.0
2.0
3.0
4.0
Administrator Survey
Student Survey
Student Workshops
Staff Survey




Completed by school administrator
Completed by students
Facilitated by Children’s Rights Team
Completed by school staff
Following the completion of the Initial Rights Assessment, the Children’s Rights Team reviews the results with
the RRS Facilitator and uses the information they learn to later inform the development of their RRS Action
Plan.
What is the RRS Action Plan?
The Rights Respecting Schools Action Plan outlines the vision, activities, resources, and budget the school
plans to use in order to implement the Rights Respecting Schools initiative in the school. The plan is
designed to help schools achieve the benchmarks of the four Rights Respecting Schools Building Blocks:
Awareness, Student Participation, Teaching and Learning, Leadership. It is important for schools to start the
development of this plan early on in the implementation of the initiative in order to gather the input of various
members of the school community.
How is UNICEF Canada using the data collected from Rights Respecting Schools?
UNICEF Canada has partnered with research experts at PREVNet (a Canada-wide research network whose
goal is to eliminate bullying) to analyse the data collected from Canadian Rights Respecting Schools.
This partnership, by the end of 2013, will result in:
 The synthesis and analysis of data collected from Rights Respecting Schools.
 Published research reports and studies demonstrating the impact of rights respecting education and the
Rights Respecting Schools initiative.
44 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 3 – CONDUCT INITIAL ASSESSMENT
(Note: The numbering of this checklist is continued from the checklist in Step 2 – Establish Leadership.)

ACTIVITY
7. Complete Initial Administrator Survey
School administrator shares the results of the
survey with the RRS Facilitator.

How to Submit this Survey
 Read Conducting the Initial Administrator
Survey
 Collect data by answering the questions on the
Initial Administrator Survey
 Fill in and share the survey with the RRS
Facilitator
RESOURCES
Conducting the Initial Administrator
Survey
(page 47)
1.0 Initial Administrator Survey
(pages 48-58)
Conducting the Initial Student Survey
(page 59)
8. Complete Initial Student Surveys
The Children’s Rights Team arranges for students
to complete the Initial Student Surveys.

How to Prepare for the Student Surveys
 Read Conducting the Initial Student Surveys for
further instructions
 Read Principles for Ethical Reporting on
Children
 Invite students to participate with the Student
Invitation Letter for Student Surveys
 Obtain signed Consent, Waiver and Release
Forms from each student participant
 After surveys are done, synthesize the results
using Synthesizing the Initial Student Survey
and the Initial Student Survey Data Chart
 Share the results with the RRS Facilitator
Student Invitation Letter for Initial
Student Surveys
(page 60)
2.0 Initial Student Survey
(pages 61-63)
Principles for Ethical Reporting on
Children
(pages 64-65)
Consent, Waiver and Release Form
(page 66)
Synthesizing the Initial Student
Survey Data
(page 67)
Initial Student Survey Data Chart
(pages 68-69)
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 45
CHECKLIST (CONTINUED)
STEP 3 – CONDUCT INITIAL ASSESSMENT
(Note: The numbering of this checklist is continued from the checklist in Step 2 – Establish Leadership.)

ACTIVITY
9. Host Student Workshops
School hosts the Student Workshops facilitated by
RRS Facilitator with the participation of the
Children’s Rights Team (if possible).

How to Prepare for the Student Workshops
 Read Conducting the Student Workshops for
further instructions
 Select a diverse and representative group of
students to participate
 Obtain signed Consent, Waiver and Release
Forms from each student participant
 Collect the required materials
10. Complete Initial Teaching Staff Surveys
The Children’s Rights Team reminds all teaching
staff to complete the Initial Teaching Staff Survey.

How to Submit this Survey
 Read Conducting the Initial Teaching Staff
Survey for more information
 Each staff member fills in either the paper
version or the PDF version of the survey
 The Children’s Rights Team synthesizes the
results of the surveys using the Initial Teaching
Staff Survey Data Chart
 The results are shared with the RRS Facilitator
RESOURCES
Conducting the Student Workshops
(page 70)
Student Invitation Letter to Initial
Student Workshops
(page 71)
3.0 Student Workshop 1 & 2
(pages 72-86)
Consent, Waiver and Release Form
(page 66)
Conducting the Initial Teaching Staff
Survey
(page 87)
4.0 Initial Teaching Staff Survey
(pages 88-92)
Synthesizing the Initial Teaching Staff
Survey Data
(page 93)
Initial Teaching Staff Survey Data
Chart
(pages 94-98)
11. Meeting to Review the Results of the Initial
Rights Assessment
The Children’s Rights Team and the RRS Facilitator
meet to review the results of the Initial Rights
Assessment.

How to Prepare for the Meeting
 Schedule the meeting
 Collect chart paper, markers, masking tape,
sticky notes
 Bring the Our Ideal School charts from the
Student Workshops to this meeting
 Review RRS Building Blocks
Rights Respecting Schools Building
Blocks
(pages 99-100)
46 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONDUCTING THE INITIAL ADMINISTRATOR SURVEY
What is the purpose of the Initial Administrator Survey?
To collect data from school administrators that provides a snapshot of the demographic,
behavioural, and rights respecting capacities of the school community before the Rights
Respecting Schools initiative begins.
Who completes the Initial Administrator Survey?
The school administrator completes the survey and shares it with the RRS Facilitator.
When should the Initial Administrator Survey be completed?
The Initial Administrator Survey is the first step in the Initial Rights Assessment. The deadline for completion is
set during the first meeting between the Children’s Rights Team and the RRS Facilitator (see Step 2). The
deadline should be early in the Initial Rights Assessment process.
How are the results of the Initial Administrator Survey shared?
With permission from the school (and where required the School Board), the results of the Initial Administrator
Survey are shared with the RRS Facilitator, the Friends of Rights Respecting Schools and PREVNet in order to
inform the overall research of the Rights Respecting Schools initiative. The results of this survey will not be
shared with school staff in this format, but may be incorporated into a larger research document to be presented
as part of the overall data. That larger research document will only be shared anonymously with the public if the
school requests such a release of the data. Otherwise all findings and conclusions of the data will be reviewed
and analyzed by the RRS Facilitator, the Friends of Rights Respecting Schools and PREVNet researchers.
Each school will also review the data before it may be shared publicly and will have full control over which
conclusions may be shared. The data speaks to the identity of the school and each school has control over that
identity.
How is the Initial Administrator Survey submitted?
The administrator fills in either a paper copy of the 1.0 Initial Administrator Survey (pages 48-58) or the PDF
version (found under ‘school resources’ at rightsrespectingschools.ca). Then the administrator shares the
survey with the RRS Facilitator via email or fax.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 47
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 1)
Thank you for participating in this survey!
The data collected from this survey will help to measure the change at your school as a result of the Rights
Respecting Schools initiative. The questions have been designed to address the four Rights Respecting
Schools Building Blocks: Awareness, Student Participation, Teaching and Learning, and Leadership.
Confidentiality and Anonymity
Full confidentiality and anonymity of all data collected from this survey by the Facilitator is assured. Under no
circumstances will this data be shared publicly. The results of this survey will not be shared with your school
staff in this format, but may be incorporated into a larger research document to be presented as part of the
overall data, and to be used when creating the School Action Plan.
Voluntary Participation
Participation in this survey is voluntary. A decision not to participate will not affect the integrity of the data or the
school’s overall participation in the Rights Respecting Schools initiative.
To Submit this Survey
Email, mail or fax the completed survey to your RRS Facilitator.
Note
The scale used for many of the questions (from “strongly disagree” to “strongly agree”) is designed to give you
the opportunity to provide more than a ‘yes’ or ‘no’ answer. Providing a more nuanced answer will allow our
researchers to track changes and shifts in approaches and policies, more than a ‘yes’ or ‘no’ answer could.

Please check here to show that you have read and understood the information above and would
like to participate in this survey.
SECTION 1: DEMOGRAPHICS
For the following questions: Where you do not have precise data, please enter ‘N/A’ for ‘Not
Available’.
#
Question
1.1
Number of female students
1.2
Number of male students
1.3
Age range of students
1.4
Number of English as a Second Language (ESL) students
1.5
Number of teachers
1.6
Number of non-teaching staff
1.7
Provincial standardized test scores
1.8
Number of Students with Individual Education Plans
48 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Input Your Answer
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 2)
SECTION 2: RELATIONSHIPS, BEHAVIOUR AND RESPECT FOR THE RIGHTS OF OTHERS
Please choose the answer that best represents how you feel.
3
Agree
a. Students and other students




b. Teachers and other teachers




c.




d. Teachers and administrators




e. Teachers and parents




Overall the current interactions in your school are positive and
respectful between:
I feel a sense of connectedness to my school community.




1.11
Overall, I feel a sense of connectedness between the members of
the school community.




1.12
To what extent during the past school
year have the following behaviour
problems been a concern for you?
4
Sometimes
5
Often
6
Serious
7
Extreme
a. Verbal aggression (e.g., namecalling, teasing, threatening,
racist comments, etc.)







b. Physical aggression (e.g., hitting,
kicking, shoving, stealing, etc.)














c.
Social aggression (e.g., eye
rolling, excluding, gossiping,
spreading rumours, etc.)
2
Seldom
1.10
3
Occasionally
Teachers and students
4
Strongly
Agree
2
Disagree
Input Your Answer
1
Not at all
1.9
Question
1
Strongly
Disagree
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 49
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 3)
SECTION 2: RELATIONSHIPS, BEHAVIOUR AND RESPECT FOR THE RIGHTS OF OTHERS
(CONTINUED)
For the following questions: Where you do not have precise data, please enter ‘N/A’ for ‘Not
Available’.
#
Question
1.13
How many in-school suspensions do you have per year?
1.14
How many out-of-school suspensions do you have per year?
1.15
How many absences are there per year?
Input Your Answer
SECTION 3: AWARENESS
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 1: AWARENESS - The school community (students,
staff, teachers, parents) knows and understands the concept of children’s rights, the rights children have as
outlined in the Convention and how children’s rights relate to school culture and to their own roles.
Please choose the answer that best represents how you feel.
1.16
Administrators at this school know that students have rights and
responsibilities and that they are outlined in the United Nations
Convention on the Rights of the Child.




1.17
There are visible references to children’s rights in our school
(e.g., Convention on the Rights of the Child posters).




1.18
Students are currently educated on global citizenship and
activism at our school.




1.19
Conflict resolution is generally peaceful at our school.




50 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 4)
SECTION 3: AWARENESS (CONTINUED)
Please choose the answer that best represents how you feel.
1.20
We use specific conflict resolution programs for dealing with
conflict at our school.



4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#

Please name the specific conflict resolution programs used at your school:
______________________________________________________________
1.21
______________________________________________________________
3
Agree
1.22
In school discussions and decision-making we regularly
reference children’s rights.




1.23
Teachers have regular professional development opportunities to
learn about rights respecting education (see definition below) and
advance their rights respecting practice.




4
Strongly
Agree
2
Disagree
1
Strongly
Disagree
______________________________________________________________
Rights Respecting Education
Rights Respecting Education takes the Convention on the Rights of the Child into consideration through both
pedagogical approaches and content. Students are engaged in a process of democratic learning and
participation. Children’s rights are not only taught, but they are modeled, protected and respected (Covell and
Howe, 2005).
1.24
All students are treated equally in our school, regardless of
gender, race, disability, sexual orientation, physical differences,
etc.




1.25
Diversity is recognized and celebrated in our school (e.g., variety
of cultural/religious holidays recognized).




RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 51
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 5)
SECTION 4: STUDENT PARTICIPATION
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 2: STUDENT PARTICIPATION - Every student has
regular opportunities to be an active participant in the school community, and her or his opinions are sought and
listened to by decision makers.
Please choose the answers that best represent how you feel.
Input Your Answer
What student committees/clubs currently exist at your
school?
Check all that apply below

c.
Sports clubs

d. Music clubs

e. Dance and/or drama clubs

f.
Other: _________________________________

g. Other: _________________________________

h. Other: _________________________________




52 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS



4
Strongly
Agree
Students are involved in the planning of these school-wide
activities/events (referenced in question 1.26).

3
Agree
1.28

2
Disagree
What is the frequency of school-wide activities/events
that involve students at your school? (e.g., Peace Day,
Pink Shirt Day, Spirit Week, Pep Rally, etc.).
1
Strongly
Disagree
1.27
5
Daily
b. Spirit committee
4
Weekly

3
Monthly
a. Student council
2
Yearly
1.26
Question
1
Never
#

1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 6)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
Input Your Answer
What are the purposes of these school-wide
activities/events (referenced in question 1.26)?
Check all that apply below
a. Awareness raising/educational

b. Fundraising

c.

Advocacy (e.g., advocating for change)

f.
Other:_________________________________

g. Other:_________________________________




Students are involved in the planning of these activities/events
that engage the broader community (referenced in question 1.30).
1
Strongly
Disagree
1.31



4
Strongly
Agree

3
Agree

1.30
What is the frequency of activities/events involving
students at your school that engage the broader
community (e.g., Peace Day, Pink Shirt Day, Spirit
Week, Pep Rally, etc.)?
2
Disagree
5
Daily
e. Showing support for other initiatives
4
Weekly

3
Monthly
d. Building community (e.g., creating a sense of
connectedness)
2
Yearly
1.29
Question
1
Never
#

RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 53
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 7)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
Check all that apply below
a. Awareness raising/educational

b. Fundraising

c.

Advocacy (e.g., advocating for change)
d. Building community (e.g., creating a sense of
connectedness)

e. Showing support for other initiatives

f.
Other:_________________________________

g. Other:_________________________________

Check all that apply below
a. Local

b. Regional

c.

Provincial/Territorial
d. National

e. International

1.34
Students are often involved in decision-making at the school level
that affects them (e.g., students give feedback on school policies,
help choose playground equipment, etc.).
54 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS



4
Strongly
Agree
What levels do these activities/events (referenced in
question 1.30) reach?
1
Strongly
Disagree
1.33
What are the purposes of these activities/events that
engage the broader community (referenced in question
1.30)?
Input Your Answer
3
Agree
1.32
Question
2
Disagree
#

1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 8)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
1.35
There is active student representation on most school committees.




1.36
Student council members are democratically elected.




1.37
Students are permitted to express different forms of activism or
peaceful protest.




1.38
Decisions made by the student council are listened to and taken
into account by school staff.




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
SECTION 5: TEACHING AND LEARNING
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 3: TEACHING AND LEARNING - The Convention is a
reference point for classroom rules, formal and informal curriculum implementation and other decision-making.
Adults model rights respecting attitudes and behaviour, and students are given regular opportunities to learn
about and exercise their rights and responsibilities.
1.39
Students are currently provided opportunities to give feedback on
our school.




1.40
Students are currently provided opportunities to give feedback on
their education (e.g., quality of teaching and learning, assessment
and evaluation methods).




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 55
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 9)
SECTION 5: TEACHING AND LEARNING (CONTINUED)
#
Question
Input Your Answer
1.41
There are currently opportunities for staff to teach using a right
respecting approach to education (see definition of Rights
Respecting Education above).




1.42
Children’s rights (as outlined in the Convention on the Rights of
the Child) are currently being taught in our classrooms.




SECTION 6: LEADERSHIP
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 4: LEADERSHIP - Administrators are committed to
promoting respect for children’s rights. Children’s rights are used as a lens for policies, program choices,
program implementation, and other decision-making.
1.43
The students are safe and secure in our school.




1.44
There are measures in place that protect students from being
discriminated against due to differences such as religion, gender,
sexual orientation, cultural identity, manner of dress, etc.




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
a. If so, what are they?
________________________________________________
________________________________________________
________________________________________________
1.45
There are codes of conduct in our school that aim to prevent
bullying, aggression, violence, sexual abuse, and harassment.




1.46
We have developed our policies and procedures with reference to
the rights of the students.




56 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 10)
SECTION 6: LEADERSHIP (CONTINUED)
1.47
In designing our policies and procedures we have consulted
students and asked for their input.




1.48
Our school policies and procedures are designed to improve the
students’ behaviour (they are not discriminatory, harmful, or
punitive).




1.49
Our school policies and procedures are applied consistently.




1.50
There are measures in place to prevent all forms of degrading
discipline in our school (e.g., humiliation).




1.51
Estimate how often students are sent to your office for
the following reasons:
3
Monthly
4
Weekly
5
Daily
Input Your Answer
2
Yearly
Question
1
Never
#
a. Disrespectful behaviour (hurting or rude comments
towards other students or teachers)





b. Disruptive behaviour (impedes lesson or activity)





c.





d. Racist comments





e. Bullying





f.





Fighting
Other:_________________________________
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 57
1.0 INITIAL ADMINISTRATOR SURVEY (PAGE 11)
SECTION 6: LEADERSHIP (CONTINUED)
How often do behavioural incidents occur in the following
places?
3
Monthly
4
Weekly
5
Daily
Input Your Answer
2
Yearly
1.52
Question
1
Never
#
a. Playground





b. Classroom





c.
Hallway





d. Lunchroom





e. Before/after school





f.





g. In the changing room





h. Around school lockers





i.





On the bus
Other _________________________
58 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONDUCTING THE INITIAL STUDENT SURVEY
What is the purpose of the Initial Student Surveys?
To gauge what the students at the school know about children’s rights and how they
perceive their school environment before the initiative begins at their school.
Who facilitates the Initial Student Surveys?
The Initial Student Surveys are facilitated by the Children’s Rights Team with support from
the RRS Facilitator (where possible).
When should the Initial Student Surveys be completed?
The dates for the Initial Student Surveys are set during the first meeting between the Children’s Rights Team
and the RRS Facilitator. The deadline should be early in the Initial Rights Assessment process.
Who should participate in the Initial Student Surveys?
The school should choose the grades and students they wish to participate in the survey. But it is recommended
that students in grades 3 to 7 participate. Note: With younger grades teachers may need to read aloud the
questions or help students understand the meaning of certain questions. Invite students to participate with the
Student Invitation Letter for Initial Student Surveys (page 60).
How are the results of the Initial Student Surveys analysed?
First all participating students fill in a paper copy of the 2.0 Initial Student Survey (pages 61-63). Then the
Children’s Rights Team collects the surveys and uses the instructions on Synthesizing the Initial Student
Survey Data (page 67) and the Initial Student Survey Data Chart (pages 68-69) to synthesize the results.
Then the Children’s Rights Team shares the results with the RRS Facilitator.
Do we need permission from student’s parents for them to participate?
Yes. Once the Children’s Rights Team has chosen which students will participate they must obtain signed
Waiver, Consent and Release (page 66) forms from each participating student. A copy (electronic is
acceptable) of the signed forms are then given to the RRS Facilitator.
*Please see UNICEF Canada’s Principles for Ethical Reporting on Children (page 64).
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 59
Dear
,
What do you know about
children’s rights?
Does your school have a
student council?
Do you want to share
your ideas?
You have been invited to participate in a special survey.
Your school has started an exciting process to become a Rights Respecting School. In Rights
Respecting Schools students learn about and exercise their rights, including their right to an
education, right to information, and right to participate in decisions on issues that affect them.
Another important right that you have as a child is to have your ideas and opinions heard and taken
seriously, so we would like to invite you to participate in a student survey. This survey will ask you
questions about your school, your education and about children’s rights.
If you would like to participate in this survey, please make sure you and your parents sign the
attached permission form and return it to your teacher. Your teacher will give you the survey to
complete during the school day.
Thank you for participating!
For Parents
Schools that begin the Rights Respecting Schools initiative start be doing an assessment of
what the school is already doing to uphold and protect the rights of children. One of the ways the
school makes this assessment is to understand what children know about rights before the
initiative begins. Be assured that any ideas your child might share will be used for research
purposes in an anonymous manner. Thank you for encouraging your child to participate.
60 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
2.0 INITIAL STUDENT SURVEY
Thank you for participating in this survey!
Your school has started a journey to join other elementary schools across Canada to become a Rights
Respecting School. In Rights Respecting Schools, students learn about children’s rights and about how to
create a happier, safer and more respectful place to learn.
We would like to invite you to participate in an important student survey.
Privacy
Your answers are PRIVATE and no one will know exactly what your answers are. This is not a test. There are
no right or wrong answers. We just want to learn how you feel about your school. Please do NOT record your
name on this survey.
Voluntary Participation
Participation in this survey is voluntary, meaning you only have to answer if you want to.
To complete this Survey
This survey contains questions that will help us understand how your school is or is not respecting children’s
rights. Please complete the survey by checking the answer that shows how you feel for each of the
following questions.
When you are done the survey, please give it to your teacher.
Do you understand why we would like you to do the survey?
Do you want to do the survey?
CIRCLE:
YES
CIRCLE:
YES
NO
NO
What grade are you in? _________
Are you a boy or a girl?
CIRCLE:
BOY
GIRL
CONTINUE TO NEXT PAGE 
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 61
2.0 INITIAL STUDENT SURVEY (PAGE 2)
Please check the answer that best reflects how you feel in response to each question.
SECTION 1: AWARENESS
Questions
No
Not
Really
Kind Of
Yes
Not Sure
2.1
In my classroom, I learn about the
United Nations Convention on the
Rights of the Child (“the Convention”).





2.2
In my classroom, I learn about my
rights and the rights of others.





2.3
In my classroom I see pictures,
posters and words that show or talk
about children’s rights.





2.4
In my classroom, I get to work on
projects about children’s rights.





2.5
My teacher uses activities like circles,
role-playing, debating, cooperative
learning and restorative practices, to
help us understand children’s rights.





2.6
Children’s rights are discussed at
school assemblies, on the
announcements or at school events.





Questions
No
Not
Really
Kind Of
Yes
Not Sure
2.7
My school has a student council
chosen by all students.





2.8
Student council members provide
ways for me to learn about my rights.





2.9
In my classroom, I am asked to help
make decisions.





2.10
Students in my school have the
chance to be included in school
committees.





2.11
All students in my school have the
chance to help make important
decisions about school activities and
events.





#
SECTION 2: STUDENT PARTICIPATION
#
62 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
2.0 INITIAL STUDENT SURVEY (PAGE 3)
Please check the answer that best reflects how you feel in response to each question.
SECTION 3: TEACHING AND LEARNING
Questions
No
Not
Really
Kind Of
Yes
Not Sure
2.12
In my classroom, I can make choices
about what I learn.





2.13
In my classroom, I can make choices
about how I am graded.





2.14
When I am involved in a conflict in my
classroom, I feel I am treated fairly by
my teacher.





2.15
With other students, I helped write our
classroom charter of rights.





Questions
No
Not
Really
Kind Of
Yes
Not Sure
2.16
At my school there are rules about
respecting other students’ rights.





2.17
In my school, conflicts between
students that happen outside of the
classroom (e.g. on the playground or in
the hallways) are resolved fairly and
respectfully.





2.18
In my school, conflicts between
students and adults that happen
outside of the classroom (e.g. on the
playground or in the hallways) are
resolved fairly and respectfully.





#
SECTION 4: LEADERSHIP
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 63
PRINCIPLES FOR ETHICAL REPORTING ON CHILDREN
Reporting on children and young people has its special challenges. In some instances the act of reporting on
children places them or other children at risk of retribution or stigmatization.
UNICEF has developed these principles to assist journalists as they report on issues affecting children. They
are offered as guidelines that UNICEF believes will help media to cover children in an age-appropriate and
sensitive manner. The guidelines are meant to support the best intentions of ethical reporters: serving the
public interest without compromising the rights of children.
I. PRINCIPLES
1. The dignity and rights of every child are to be respected in every circumstance.
2. In interviewing and reporting on children, special attention is to be paid to each child's right to privacy
and confidentiality, to have their opinions heard, to participate in decisions affecting them and to be
protected from harm and retribution, including the potential of harm and retribution.
3. The best interests of each child are to be protected over any other consideration, including over
advocacy for children's issues and the promotion of child rights.
4. When trying to determine the best interests of a child, the child's right to have their views taken into
account are to be given due weight in accordance with their age and maturity.
5. Those closest to the child's situation and best able to assess it are to be consulted about the political,
social and cultural ramifications of any reportage.
6. Do not publish a story or an image which might put the child, siblings or peers at risk even when
identities are changed, obscured or not used.
II. GUIDELINES FOR INTERVIEWING CHILDREN
1. Do no harm to any child; avoid questions, attitudes or comments that are judgmental, insensitive to
cultural values, that place a child in danger or expose a child to humiliation, or that reactivate a child's
pain and grief from traumatic events.
2. Do not discriminate in choosing children to interview because of sex, race, age, religion, status,
educational background or physical abilities.
3. No staging: Do not ask children to tell a story or take an action that is not part of their own history.
4. Ensure that the child or guardian knows they are talking with a reporter. Explain the purpose of the
interview and its intended use.
5. Obtain permission from the child and his or her guardian for all interviews, videotaping and, when
possible, for documentary photographs. When possible and appropriate, this permission should be in
writing. Permission must be obtained in circumstances that ensure that the child and guardian are not
coerced in any way and that they understand that they are part of a story that might be disseminated
locally and globally. This is usually only ensured if the permission is obtained in the child's language and
if the decision is made in consultation with an adult the child trusts.
6. Pay attention to where and how the child is interviewed. Limit the number of interviewers and
photographers. Try to make certain that children are comfortable and able to tell their story without
outside pressure, including from the interviewer. In film, video and radio interviews, consider what the
choice of visual or audio background might imply about the child and her or his life and story. Ensure
that the child would not be endangered or adversely affected by showing their home, community or
general whereabouts.
64 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
PRINCIPLES FOR ETHICAL REPORTING ON CHILDREN
(CONTINUED)
III. GUIDELINES FOR REPORTING ON CHILDREN
1. Do not further stigmatize any child; avoid categorisations or descriptions that expose a child to negative
reprisals - including additional physical or psychological harm, or to lifelong abuse, discrimination or
rejection by their local communities.
2. Always provide an accurate context for the child's story or image.
3. Always change the name and obscure the visual identity of any child who is identified as:
a. A victim of sexual abuse or exploitation,
b. A perpetrator of physical or sexual abuse,
c. HIV positive, or living with AIDS, unless the child, a parent or a guardian gives fully informed
consent,
d. Charged or convicted of a crime.
4. In certain circumstances of risk or potential risk of harm or retribution, change the name and obscure the
visual identity of any child who is identified as:
a. A current or former child combatant
b. An asylum seeker, a refugee or an internal displaced person.
5. In certain cases, using a child's identity - their name and/or recognizable image - is in the child's best
interests. However, when the child's identity is used, they must still be protected against harm and
supported through any stigmatization or reprisals.
Some examples of these special cases are:
a.
When a child initiates contact with the reporter, wanting to exercise their right to freedom of
expression and their right to have their opinion heard.
b. When a child is part of a sustained programme of activism or social mobilization and wants to
be so identified.
c. When a child is engaged in a psychosocial programme and claiming their name and identity is
part of their healthy development.
6. Confirm the accuracy of what the child has to say, either with other children or an adult, preferably with
both.
7. When in doubt about whether a child is at risk, report on the general situation for children rather than on
an individual child, no matter how newsworthy the story.
IV. USE OF UNICEF MATERIALS
All of UNICEF materials are protected by copyright, including text, photographs, images and videotapes.
Permission to reproduce any UNICEF material must be requested from the originating UNICEF office, and will
only be granted on the condition that the principles and guidelines in this document are adhered to.
Sources: The Convention on the Rights of the Child; Child Rights and the Media: Guidelines for Journalists, International Federation of
Journalists; Media and Children in Need of Special Protection, (internal document), UNICEF's Division of Communication; Second
International Consultation on HIV/AIDS and Human Rights, United Nations Secretary-General.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 65
CONSENT, WAIVER AND RELEASE
The Friends of Rights Respecting Schools (FRRS) would like to use your images, photographs, videos,
artwork and comments for educational purposes, so that we can continue to promote and advocate
peace, tolerance and children’s rights through the RRS Initiative in Canada.
For FRRS to reproduce or post your material, we request your permission and for you to agree with the
following:



grant to FRRS the right to use, reproduce, communicate, modify, edit and publicly display your images,
photographs, videos, artwork and verbal or written comments, without any fee or other form of
compensation, and without further notification or permission.
You agree that FRRS is entitled to distribute, disseminate, publish, broadcast, store, archive, translate, adapt
and/or otherwise use the above-mentioned material in and on all FRRS media platforms including, but not
limited to, print, broadcast, internet and other electronic media.
You agree to waive and release FRRS, our directors, officers, employees, contractors, sponsors,
representatives and volunteers (the “Released Parties”) from any and all claims, damages, liability and costs
directly or indirectly caused by or in connection with the use of your images, photographs, videos, artwork or
verbal/written comments. The undersigned further agrees not to make any claim against the Released Parties
as a result of such use.
You
PLEASE PRINT:
First Name (student): _______________________________ Last Name (student):________________________________
School: ______________________________________________________________ Grade Level: __________________
Signature (student): __________________________________________________
Date: ________________________
Name of parent/guardian (if student is under 18): __________________________________________________________
Signature of parent/guardian (if student is under 18): _______________________________________________________
It is FRRS’s practice when publishing the image(s) to include a photo credit or caption where possible; citing
either the first name only of the student and in some cases his or her grade level and province. The name of the
school may be cited in lieu of the first name of the child. This practice is intended to protect the identity of the
student. Please advise us in the space below if there are any restrictions you wish to place on how FRRS
identifies the image(s).
FOR OFFICE USE ONLY: image code [day/month/year/]
Electronic image(s) to be stored in folder labelled day/month/year, with electronic copy of permission form(s).
66 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
SYNTHESIZING THE INITIAL STUDENT SURVEY DATA
When all of the Initial Student Surveys are complete, the Children’s Rights Team synthesizes the data using the
instructions below.
STEP 1
Begin by tallying up the responses to each question from all of the complete surveys.
#
4.3
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
1
3
3
12
1
In my classroom,
lessons include
references to children’s
rights
STEP 2
Then determine the total number of responses (e.g. total in this example is 20). Using the total number of
responses, determine the ratio of responses for each question (see example below). Record the ratios on the
Initial Teaching Staff Survey Data Chart (pages 68-69).
#
4.3
Questions
In my classroom,
lessons include
references to
children’s rights
Strongly
Disagree
Disagree
Strongly
Agree
Agree
Not Sure
Ratio
%
Ratio
%
Ratio
%
Ratio
%
Ratio
%
1/20
5
3/20
15
3/20
15
12/20
60
1/20
5
STEP 3
Finally, determine the percentage of the population surveyed that gave each answer. Divide the number of
people that gave the answer by the total number of responses and multiply by 100 to calculate the percentage.
Record the percentages on the Initial Teaching Staff Survey Data Chart and then share with your school’s
RRS Facilitator via email or fax.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 67
INITIAL STUDENT SURVEY DATA CHART
For the Children’s Rights Team: Use this chart to record the results of your school’s Initial Student Survey.
Use the instructions on Synthesizing the Initial Student Survey Data (page 67) to fill in this chart.
Then share this chart with your school’s RRS Facilitator via email or fax.
SECTION 1: AWARENESS
#
Questions
No
Ratio
2.1
In my classroom, I learn
about the United Nations
Convention on the
Rights of the Child (“the
Convention”).
2.2
In my classroom, I learn
about my rights and the
rights of others.
2.3
In my classroom I see
pictures, posters and
words that show or talk
about children’s rights.
2.4
In my classroom, I get to
work on projects about
children’s rights.
2.5
My teacher uses
activities like circles,
role-playing, debating,
cooperative learning and
restorative practices, to
help us understand
children’s rights.
2.6
Children’s rights are
discussed at school
assemblies, on the
announcements or at
school events.
Not Really
%
SECTION 2: STUDENT PARTICIPATION
#
Questions
No
Ratio
2.7
My school has a student
council chosen by all
students.
2.8
Student council
members provide ways
for me to learn about my
rights.
%
Ratio
%
Not Really
Ratio
%
Kind Of
Ratio
%
Kind Of
Ratio
68 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
%
Yes
Ratio
Not Sure
%
Ratio
%
Ratio
Yes
Ratio
%
Not Sure
%
INITIAL STUDENT SURVEY DATA CHART (PAGE 2)
SECTION 2: STUDENT PARTICIPATION (continued)
#
Questions
No
Not Really
Ratio
2.9
In my classroom, I am
asked to help make
decisions.
2.10
Students in my school
have the chance to be
included in school
committees.
2.11
All students in my school
have the chance to help
make important
decisions about school
activities and events.
%
SECTION 3: TEACHING AND LEARNING
#
Questions
No
Ratio
2.12
In my classroom, I can
make choices about
what I learn.
2.13
In my classroom, I can
make choices about how
I am graded.
2.14
2.15
Ratio
%
Not Really
%
Ratio
%
Ratio
%
Kind Of
Ratio
%
Kind Of
Ratio
%
Yes
Ratio
Not Sure
%
Ratio
%
Ratio
%
Ratio
Yes
Ratio
%
Not Sure
%
When I am involved in a
conflict in my classroom,
I feel I am treated fairly
by my teacher.
With other students, I
helped write our
classroom charter of
rights.
SECTION 4: LEADERSHIP
#
Questions
No
Ratio
2.16
At my school there are
rules about respecting
other students’ rights.
2.17
In my school, conflicts
between students that
happen outside of the
classroom (e.g. on the
playground or in the
hallways) are resolved
fairly and respectfully.
2.18
In my school, conflicts
between students and
adults that happen
outside of the classroom
(e.g. on the playground
or in the hallways) are
resolved fairly and
respectfully.
Not Really
%
Kind Of
Ratio
%
Yes
Ratio
Not Sure
%
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 69
CONDUCTING THE STUDENT WORKSHOPS
What is the purpose of the Student Workshops?
To provide an opportunity for students from a variety of grades to learn about children’s
rights and contribute ideas about what their ideal school might look like. The ideas
generated during the Student Workshops are taken into consideration as the Children’s
Rights Team develops the school’s RRS Action Plan.
Who facilitates the Student Workshops?
The Student Workshops are facilitated by the Children’s Rights Team (with support from
the RRS Facilitator, where possible).
Who collects the materials needed for the Student Workshops?
The Children’s Rights Team collects the materials and handouts needed for the workshops. See 3.0 Student
Workshops (pages 72-86) for instructions about preparing for the workshops.
When should the Student Workshops be completed?
The dates for the Student Workshops are set during the first meeting between the Children’s Rights Team and
the RRS Facilitator. The Student Workshops can be completed at any point in the Initial Rights Assessment
process.
Who should participate in the Student Workshops?
There are two workshops for students:


Tips for Selecting Students for the
Student Workshops

Workshop 1: for grades Kindergarten to 4
Workshop 2: for grades 5 to 8.
Use the Student Invitation Letter (page 71) to invite students to
participate in the workshops.
How are the results of the Student Workshops analysed?

The ideas generated by the students during the Student
Workshops are captured on chart paper. These charts are kept by
the Children’s Rights Team until they meet with the RRS
Facilitator at the Meeting to Review the Results of the Initial
Rights Assessment (see page 46). The ideas of the students are
reviewed at this meeting.
Do we need permission from student’s parents for them to
participate?
Yes. Once the Children’s Rights Team has chosen which students
will participate they must obtain signed Waiver, Consent and
Release forms (page 66) from each participating student. Signed
forms are then given to the RRS Facilitator on the day of the
workshops. *Please see UNICEF Canada’s Principles for
Ethical Reporting on Children (pages 64-65).

Conduct two separate workshops
– one with younger students
(Grades K-4) and one with older
students (Grades 5-8). Select a
group of 20 – 30 students per
workshop.
Reflect the diversity of the student
population in the students chosen
to attend the workshops. The
teaching staff can work together to
recommend a student composition
that represents a variety of
perspectives, including both
genders, diverse physical and
mental abilities, all grade levels,
different socio-economic and
cultural backgrounds, varying
academic levels and varying
involvement in extra-curricular
activities.
Permit any student who does not
wish to participate an option to
decline.
70 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Dear
,
Do you want to share
your ideas?
What changes would you
make at your school?
What do you know about
children’s rights?
You have been invited to participate in a special workshop.
Your school has started an exciting process to become a Rights Respecting School. In Rights
Respecting Schools students learn about and exercise their rights, including their right to an
education, right to information, and right to participate in decisions on issues that affect them.
Another important right that you have as a child is to have your ideas and opinions heard and taken
seriously, so we would like to invite you to participate in an important workshop. At this workshop
we will talk about your school, your education and we will learn about children’s rights.
If you would like to join us at this workshop, please make sure you and your parents sign the attached
permission form and return it to your teacher. The workshop will take place at school during the
school day and someone from your school or from the Friends of Rights Respecting Schools will visit
to work with you and a small group of other students.
Workshop Details
For Parents
Location:
Schools that begin the Rights Respecting
Schools initiative start by doing a workshop
with children on children’s rights and the
Convention on the Rights of the Child. This
workshop helps develop students’
understanding of children’s rights in order that
they may see themselves as peer educators.
Please be aware that we may take photos or
record quotes from the children during these
workshops. Thank you for encouraging your
child to participate.
Date:
Time:
Other details:
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 71
STUDENT WORKSHOP 1
GRADES K - 4
3.0 STUDENT WORKSHOP 1
FOR CHILDREN’S RIGHTS TEAM
To prepare for Student Workshop 1 (K-4):
 Collect signed Consent, Waiver and Release forms (page 66) for all participating students
 Read the instructions for Student Workshop 1
WORKSHOP 1: OVERVIEW
Aim
This workshop explores what children’s rights are and how schools can uphold the rights of children.
Participants are asked to imagine their ideal school and share their ideas through illustration.
Contents




Activity 1: The Alien Visitor....................................................................................................................... 72
Activity 2: Our Ideal School...................................................................................................................... 74
Handout 1: The United Nations Convention on the Rights of the Child (child-friendly language)............ 75
Handout 2: Thinking about Our Ideal School........................................................................................... 77
Timing


Activity 1: The Alien Visitor
Activity 2: Our Ideal School
20 minutes
40 minutes
Note

It is important that the diversity of the student population be reflected in the student leaders that attend
these workshops. Use a method of selection that selects students who represent a variety of
perspectives, rather than a method that selects students based on popular vote or academic
achievement. Ensure that both sexes, as well as diverse physical and mental abilities are represented.
Also ensure that there is representation from all grade levels, different socio-economic and cultural
backgrounds, varying academic levels and varying involvement in extra-curricular activities. The teaching
staff can work together to recommend a student composition that best represents the student population.
ACTIVITY 1: THE ALIEN VISITOR
Objectives

To explore what children’s rights are and understand what The Convention is.
Materials



Photos and items to represent the following rights articulated in the Convention:
1. toy (right to play)
4. family of dolls (right to be cared for and
2. food item (right to nutritious food)
protected by family)
3. book and pencil (right to an education)
5. water bottle (right to safe water).
An object or stuffed animal (to represent the alien visitor).
Refer to Handout 1: United Nations Convention on the Rights of the Child (pages 74-75).
72 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Activity (20 minutes)

Introduce an object (e.g. a stuffed animal, or an empty, clean
garbage can placed upside down on a desk and decorated).
Introduce the object as ‘Zorp’, an alien visitor.

Explain: As has been reported in the news, planet Earth is being
visited by friendly aliens. These aliens are curious about human life.
Zorp is here today because he wants to learn about human children
and what they need to live full, healthy and happy lives.

Explain: Talking to aliens like Zorp is tricky because we don’t speak
the same language. So we are going to provide Zorp with pictures
and items that describe our ideas. We’re going to pack Zorp a
suitcase with these items so he can take them home.

Discuss: Let’s talk about the things all children need to live well.
Record the group’s ideas on chart paper (for children who are not
reading, draw symbols or pictures beside each idea). Produce your
collected items as each is mentioned. Pack them in the suitcase.
For ideas you don’t have items for, have a volunteer draw a picture,
use photos cut from a magazine or choose something from the
room to represent the ideas.

Explain: Since Zorp knows nothing about children, he needs us to
organize our ideas into two categories: things you absolutely need
to survive and live well (needs) and things that are nice to have but
are not necessary for living well (wants). Discuss the difference
between ‘needs’ and ‘wants’. Organize the list into the two
categories.

Explain: Most basic needs are also called rights, and that the
governments of the world have agreed to provide for and protect
rights for every child. Using the child-friendly version of the United
Nations Convention on the Rights of the Child (pages 74-75),
paraphrase and discuss a few of its articles. In very simple terms,
describe the four principles of the Convention and give an example
of one or two articles under each principle (see box).

Ask the students: Do any of these rights surprise you? Which ones?
Why? Do you have all these things? Do all children have these
things? Why are these things important for all children to have?

Pack the Convention. Pack the chart paper. Wish Zorp well on his
journey home.
Source: This activity was adapted from The Curious Visitor in The Convention Turns 20:
Children’s Rights Activity Guide (Ottawa: Public Health Agency of Canada, 2009).
Guiding Principles of the
Convention
Non-discrimination
(Article 2):
The Convention applies to
all children, whatever their
race, religion or abilities;
whatever they think or say,
whatever type of family they
come from. It doesn’t matter
where children live, what
language they speak, what
their parents do, whether
they are boys or girls, what
their culture is, whether they
have a disability or whether
they are rich or poor. No
child should be treated
unfairly on any basis.
Best interests of the child
(Article 3): The best
interests of children must be
the primary concern in
making decisions that may
affect them. All adults
should do what is best for
children. When adults make
decisions, they should think
about how their decisions
will affect children.
Right to life, survival and
development (Article 6):
Children have the right to
live. Governments should
ensure that children survive
and develop healthily.
Respect for the views of
the child (Article 12):
When adults are making
decisions that affect
children, children have the
right to say what they think
should happen and to have
their opinions taken into
account.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 73
ACTIVITY 2: OUR IDEAL SCHOOL
Objectives

To imagine an ideal school that protects and upholds the rights of all children.
Materials


Collect chart paper, markers, masking tape.
Refer to Handout 2: Thinking about Our Ideal School (pages 76-77).
Activity (40 minutes)

Draw a simple drawing of a school house on chart paper. Hang it where
everyone can see it.

Explain that every child has the right to a good education – one that will
encourage each child’s development. Tell the participants that this
activity is going to explore the students’ version of a school best suited
to fulfill each child’s right to a good education – their ideal school.

Ask the children “What does our school need to have and need to do in
order for you to have a good education?” Record their ideas inside the
school house (see example). You will likely have to make suggestions to
prompt their thinking. Have a look at Handout 2: Thinking about Our
Ideal School for ideas. Make connections to rights in the Convention
so that they understand why your suggestions are important.

Tell the students: “Children’s opinions are important – in fact every child has the right to have an opinion
and to express it. The adults at this school are very interested in hearing your ideas about what you think
would make an ideal school. Each of you is going to have a chance to create a piece of artwork that will
help show all the students, teachers, parents and school staff in our school community what your ideal
school looks like.”

Hand out paper, markers and crayons to each participant. Have each participant choose one idea
recorded on the school house chart that they will draw a picture of. For younger grades, you may have to
assign the ideas and write the idea on their paper for them.

Give the children time to work on their drawing. At the end, collect all of the drawings and explain that
they will be proudly displayed in the school for everyone to see. Explain that it is important that everyone
in the school community understand what is important to students before starting the Rights Respecting
Schools initiative.

Give the students a very brief explanation of the Rights Respecting Schools initiative.
74 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
HANDOUT 1: UNITED NATIONS CONVENTION ON THE RIGHTS OF
THE CHILD (CHILD FRIENDLY VERSION)
Article 1
Everyone under 18 has these
rights.
Article 2
All children have these rights, no
matter who they are, where they
live, what their parents do, what
language they speak, what their
religion is, whether they are a boy
or a girl, what their culture is,
whether they have a disability, or
whether they are rich or poor. No
child should be treated unfairly on
any basis.
Article 3
All adults should do what is best
for children. When adults make
decisions, they should think about
how their decisions will affect
children.
Article 4
The government has a
responsibility to make sure
children’s rights are protected.
Article 5
Families have the responsibility to
help children learn to exercise
their rights, and to ensure that
their rights are protected.
Article 6
Children have the right to be
alive.
Article 7
Children have the right to a
legally registered name and
nationality (to belong to a
country).
Article 8
Children have the right to an
identity – an official record of who
they are. No one should take this
away from them.
Article 15
Children have the right to choose
their own friends and join or set
up groups, as long as it isn’t
harmful to others.
Article 9
Children have the right to live with
their parent(s), unless it is bad for
them. They have the right to live
with a family who cares for them.
Article 16
Children have the right to privacy.
Article 10
If children live in a different
country than their parents do,
they have the right to be together
in the same place.
Article 11
Children have the right to be
protected from kidnapping.
Article 12
Children have the right to give
their opinion, and for adults to
listen and take it seriously.
Article 13
Children have the right to find out
things and share what they think
with others unless it harms or
offends other people.
Article 14
Children have the right to choose
their own religion and beliefs.
Their parents should help them
decide what is right and wrong,
and what is best for them.
Article 17
Children have the right to get
information that is important to
their well-being, from radio,
newspaper, books, computers
and other sources.
Article 18
Children have the right to be
raised by their parent(s) if
possible.
Article 19
Children have the right to be
protected from being hurt and
mistreated, in body or mind.
Article 20
Children have the right to special
care and help if they cannot live
with their parents.
Article 21
Children have the right to care
and protection if they are adopted
or in foster care.
Article 22
Children have the right to special
protection and help if they are
refugees (if they have been
forced to leave their home and
live in another country), as well as
all the rights in this Convention.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 75
HANDOUT 1: UNITED NATIONS CONVENTION ON THE RIGHTS OF
THE CHILD (CHILD FRIENDLY VERSION) - CONTINUED
Article 23
Children have the right to special
education and care if they have a
disability, as well as all the rights
in this Convention, so that they
can live a full life.
Article 24
Children have the right to the best
health care possible, safe water
to drink, nutritious food, a clean
and safe environment and
information to help them stay well.
Article 25
If children live in care or in other
situations away from home, they
have the right to have these living
arrangements looked at regularly
to see if they are the most
appropriate.
Article 26
Children have the right to
assistance from the government if
they are poor or in need.
Article 27
Children have the right to food,
clothing, a safe place to live and
to have their basic needs met.
They should not be
disadvantaged so that they can’t
do many of the things other kids
do.
Article 28
Children have the right to a good
quality education. They should be
encouraged to go to school to the
highest level they can.
Article 29
Children’s education should help
them use and develop their
talents and abilities. It should also
help them learn to live peacefully,
protect the environment and
respect other people.
Article 30
Children have the right to practice
their own culture, language and
religion – or any they choose.
Minority and indigenous groups
need special protection of this
right.
Article 31
Children have the right to play
and rest.
Article 32
Children have the right to
protection from work that harms
them, and is bad for their health
and education. If they work, they
have the right to be safe and be
paid fairly.
Article 33
Children have the right to
protection from harmful drugs and
from the drug trade.
Article 34*
Children have the right to be free
from sexual abuse.
Article 35
No one is allowed to kidnap or
sell a child.
76 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Article 36
Children have the right to
protection from any kind of
exploitation (being taken
advantage of).
Article 37
No one is allowed to punish a
child in a cruel or harmful way.
Article 38*
Children have the right to
protection and freedom from war.
Children under 15 cannot be
forced to go into the army or take
part in war.
Article 39
Children have the right to
assistance if they’ve been hurt,
neglected or badly treated.
Article 40
Children have the right to legal
help and fair treatment in a justice
system that respects their rights.
Article 41
If the laws of a country provide
better protection of a child’s rights
than the articles in this
Convention, those laws should
apply.
Article 42
Children have the right to know
their rights! Adults should know
about these rights and help
children learn about them, too.
Article 43 to 54
These articles explain how
governments and international
organizations like UNICEF will
work to ensure children are
protected with their rights.
HANDOUT 2: THINKING ABOUT OUR IDEAL SCHOOL
Use the following questions to help students think about their ideal school.
School Culture

How will your ideal school celebrate and respect the
diversity at your school?
For example: Will you celebrate important cultural days? Will
school communication (e.g. newsletters, website) be made
available in languages other than English or French?

How will you ensure all members of the school community
(teachers, parents, students, staff, etc.) have a good
understanding of the Convention and children’s rights?
For example: Will you have assemblies and school activities
that teach about children’s rights? Will you have the Convention
posted in your school?
School and Classroom Rules

How will decisions be made about which classroom and
school rules to adopt?
For example: Will students help make a classroom charter of
rights? Will students be asked to give their ideas on the school
code of conduct?

How will your school deal with bullying?
For example: Will students be taught helpful ways to handle bullying? Will they learn about how all children
have the right to be protected from harm?
Classroom Activities

How will decisions be made about which classroom activities to facilitate?
For example: Will students be asked about what they would like to learn? Will they give their ideas on how
they like to learn? Will students give their opinions on how they earn marks or grades?

How will students learn about children’s rights in their classes?
For example: Will teachers do activities about the Convention? Will lessons teach about children’s rights
stories from around the world? Will lessons celebrate diversity? Will students have opportunities to learn
about their rights?
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 77
HANDOUT 2: THINKING ABOUT OUR IDEAL SCHOOL (CONTINUED)
Extra-Curricular Activities

What types of extra-curricular activities will be offered in your ideal school?
For example: Will there be sports? Will there be clubs? Will there be cultural groups?

How will you make sure that everyone has an equal opportunity to participate?
For example: Will everyone be welcome to participate in clubs? In sports?
Student Council Structure and Influence

How will your student council be organized and run?
For example: Will you hold democratic elections where students vote for their student council? Will the
council’s decisions and activities be decided by the students themselves?

How will the student council make decisions that reflect the needs of the entire school community?
For example: Will the council encourage students to come to meetings with issues they care about?
Physical Structure

How will your school be designed so that everyone can use all areas of the school?
For example: Will you have signs in different languages? Will you have wheelchair accessible ramps,
washrooms and doors? Will there be places where students can spend time on their own (i.e. have their
privacy)?
78 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
3.0 STUDENT WORKSHOP 2
STUDENT WORKSHOP 2
GRADES 5 – 8
FOR CHILDREN’S RIGHTS TEAM
To prepare for Student Workshop 2 (5 – 8):
 Collect signed Consent, Waiver and Release forms (page 66) for all participating students.
 Read the instructions for Student Workshop 2.
 Make one copy of Handout 1: United Nations Convention on the Rights of the Child (pages 83-84)
per group.
 Make one copy of Handout 2: Thinking about Our Ideal School (page 85-86) per group.
WORKSHOP 2: OVERVIEW
Aim
This workshop explores what children’s rights are and how schools can uphold the rights of children.
Participants are asked to imagine their ideal school.
Contents




Activity 1: Rights and Wants..................................................................................................................... 79
Activity 2: Our Ideal School...................................................................................................................... 81
Handout 1: The United Nations Convention on the Rights of the Child (child-friendly language)............ 83
Handout 2: Thinking about Our Ideal School........................................................................................... 85
Timing


Activity 1: Rights and Wants
Activity 2: Our Ideal School
40 minutes
20 minutes
Note

It is important that the diversity of the student population be reflected in the student leaders that attend
these workshops. Use a method of selection that selects students who represent a variety of
perspectives, rather than a method that selects students based on popular vote or academic
achievement. Ensure that both sexes, as well as diverse physical and mental abilities are represented.
Also ensure that there is representation from all grade levels, different socio-economic and cultural
backgrounds, varying academic levels and varying involvement in extra-curricular activities. The teaching
staff can work together to recommend a student composition that best represents the student population.
ACTIVITY 1: RIGHTS AND WANTS
Objectives

To explore what children’s rights are and what the Convention on the Rights of the Child is.
Materials


Markers, sticky notes and one very large paper per group.
One copy of Handout 1: The United Nations Convention on the Rights of the Child (pages 83-84) per
group.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 79
Activity – Part 1 (30 minutes)

Organize participants into groups of three to five. Hand out markers, sticky notes and paper to each
group.

Have one group member from each group lie down on the paper. Ask the others to trace the outline of
the student who is lying down. Have groups imagine that this paper person represents a child. Have the
groups give their child a name.

Ask the groups to brainstorm all of the things their child needs to have and needs to be able to do in
order to be happy and healthy, and to be able to grow up happy and healthy. Explain that some of their
ideas will be things that we can touch and have physically (like nutritious food). Other ideas will be things
that we can do or have but that can’t be seen or touched (like privacy). Each idea should be recorded on
a different sticky note and placed inside the child’s outline.

After brainstorming, ask the groups to debate and choose the 20 most important ideas to leave inside the
paper outline. These are the most necessary things a child needs to have or be able to do in order to live
a happy and healthy life. Ask them to remove all the other ideas and set them aside in a pile. Then ask
each group to share with the bigger group some of their ideas about their child and the things they need
to grow up happy and healthy.

Announce that unfortunately circumstances in their child’s life mean that they will not be able to have or
be able to do all of the things the group feels are necessary. Tell the groups that they must each choose
the 5 least important items (leaving 15 remaining) to remove from their paper outline. Have them set
these to the side in a separate pile.

Then explain that, sadly, their child will have even fewer things and be able to do even fewer things in his
or her childhood. Tell the groups that they must choose the 5 least important items inside the outline and
remove them to a separate pile. They will have 10 items remaining.

Regroup and discuss the following questions:
o What are some of the things you have remaining inside your child’s outline?
o What were some of the items you removed in the first elimination?
o What about in the second? Or in the third?
o Did it get harder to decide which items to remove the more you were asked to take away?
o What can we say about the items remaining on your paper versus the ones you removed in the first
elimination? Discuss the difference between ‘needs’ (the things that are absolutely necessary for all
children to have or be able to do to live a happy and healthy life) and ‘wants’ (the things that are nice
to have but are not necessary for a full life).

Introduce the United Nations Convention on the Rights of the Child (the Convention) and explain that it is
a list of children’s rights that governments have agreed to uphold. Explain that all of the rights in the
Convention are considered equally important and necessary for a full life.

Give one copy of the Convention to each group. Have participants draw a line down the middle of their
child splitting it in two. Have them label one side ‘rights’ and the other side ‘wants’. Ask participants to
categorize their sticky notes under the two categories. They can use the Convention for help.

Post the paper children around the room and have participants circulate to see the ideas of other groups.
80 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Activity – Part 2 (10 minutes)


Use one of the child outlines. Post it at the front of the room.
Ask participants to think of ways that their school upholds the rights they have identified inside the
outline. Record their ideas outside the child’s outline. There will be rights that are not relevant to this
exercise.
If there are rights that are relevant, but that the school does not currently uphold well, encourage
participants to brainstorm ways in which the school’s efforts in relation to these rights could be improved.
Record these ideas around the child’s outline as well, but note them with an asterisk *.

Discussion



Overall, how well does our school uphold the rights of children?
What general areas do we need to improve upon?
Whose responsibility is it to see that these improvements are made?
Note

Depending on the ages and maturity levels of your participants, you may wish to facilitate this task as a
facilitator-led activity using one outline at the front of the room.
Source: This activity was adapted from The Children’s Rights and Wants in The Convention Turns 20: Children’s Rights Activity Guide
(Ottawa: Public Health Agency of Canada, 2009).
ACTIVITY 2: OUR IDEAL SCHOOL
Objectives

To imagine an ideal school that protects and upholds the rights of all children.
Materials

Make 6 large chart-paper versions of the Our Ideal School chart (see example),
each with a different category at the top:
1. School Culture
4. Extra-Curricular Activities
2. School and Classroom
5. School Council Structure
Rules
and Influence
3. Classroom Activities
6. Physical Structure
Post the six Our Ideal School charts around the room.
Collect sticky notes.
One copy of Handout 2: Thinking about Our Ideal School (pages 85-86) per
group.



Activity (20 minutes)

Organize the students into six groups. Hand out sticky notes and one copy of Handout 2: Thinking
about Our Ideal School to each group.

Ask each group to discuss their ideal school from a children’s rights perspective. They should use the
questions under each category on Handout 2 to help prompt discussion. Ask them to consider the
questions with the idea of envisioning an ideal school that respects and upholds the rights of children.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 81
Activity (continued)

Ask them to record each idea on a separate sticky note and post them on the appropriate Our Ideal
School chart.

When all the groups have finished, have them circulate throughout the room to read the ideas of others.

Thank the participants for their ideas. Explain that their ideas are going to be considered during
professional development workshops for teachers, staff and parents at the school, as well as by the
Children’s Rights Team as they plan ahead for the Rights Respecting Schools initiative.
82 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
HANDOUT 1: UNITED NATIONS CONVENTION ON THE RIGHTS OF
THE CHILD (CHILD FRIENDLY VERSION)
Article 1
Everyone under 18 has these
rights.
Article 2
All children have these rights, no
matter who they are, where they
live, what their parents do, what
language they speak, what their
religion is, whether they are a boy
or a girl, what their culture is,
whether they have a disability, or
whether they are rich or poor. No
child should be treated unfairly on
any basis.
Article 3
All adults should do what is best
for children. When adults make
decisions, they should think about
how their decisions will affect
children.
Article 4
The government has a
responsibility to make sure
children’s rights are protected.
Article 5
Families have the responsibility to
help children learn to exercise
their rights, and to ensure that
their rights are protected.
Article 6
Children have the right to be
alive.
Article 7
Children have the right to a
legally registered name and
nationality (to belong to a
country).
Article 8
Children have the right to an
identity – an official record of who
they are. No one should take this
away from them.
Article 15
Children have the right to choose
their own friends and join or set
up groups, as long as it isn’t
harmful to others.
Article 9
Children have the right to live with
their parent(s), unless it is bad for
them. They have the right to live
with a family who cares for them.
Article 16
Children have the right to privacy.
Article 10
If children live in a different
country than their parents do,
they have the right to be together
in the same place.
Article 11
Children have the right to be
protected from kidnapping.
Article 12
Children have the right to give
their opinion, and for adults to
listen and take it seriously.
Article 13
Children have the right to find out
things and share what they think
with others unless it harms or
offends other people.
Article 14
Children have the right to choose
their own religion and beliefs.
Their parents should help them
decide what is right and wrong,
and what is best for them.
Article 17
Children have the right to get
information that is important to
their well-being, from radio,
newspaper, books, computers
and other sources.
Article 18
Children have the right to be
raised by their parent(s) if
possible.
Article 19
Children have the right to be
protected from being hurt and
mistreated, in body or mind.
Article 20
Children have the right to special
care and help if they cannot live
with their parents.
Article 21
Children have the right to care
and protection if they are adopted
or in foster care.
Article 22
Children have the right to special
protection and help if they are
refugees (if they have been
forced to leave their home and
live in another country), as well as
all the rights in this Convention.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 83
HANDOUT 1: UNITED NATIONS CONVENTION ON THE RIGHTS OF
THE CHILD (CHILD FRIENDLY VERSION) - CONTINUED
Article 23
Children have the right to special
education and care if they have a
disability, as well as all the rights
in this Convention, so that they
can live a full life.
Article 24
Children have the right to the best
health care possible, safe water
to drink, nutritious food, a clean
and safe environment and
information to help them stay well.
Article 25
If children live in care or in other
situations away from home, they
have the right to have these living
arrangements looked at regularly
to see if they are the most
appropriate.
Article 26
Children have the right to
assistance from the government if
they are poor or in need.
Article 27
Children have the right to food,
clothing, a safe place to live and
to have their basic needs met.
They should not be
disadvantaged so that they can’t
do many of the things other kids
do.
Article 28
Children have the right to a good
quality education. They should be
encouraged to go to school to the
highest level they can.
Article 29
Children’s education should help
them use and develop their
talents and abilities. It should also
help them learn to live peacefully,
protect the environment and
respect other people.
Article 30
Children have the right to practice
their own culture, language and
religion – or any they choose.
Minority and indigenous groups
need special protection of this
right.
Article 31
Children have the right to play
and rest.
Article 32
Children have the right to
protection from work that harms
them, and is bad for their health
and education. If they work, they
have the right to be safe and be
paid fairly.
Article 33
Children have the right to
protection from harmful drugs and
from the drug trade.
Article 34*
Children have the right to be free
from sexual abuse.
Article 35
No one is allowed to kidnap or
sell a child.
84 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Article 36
Children have the right to
protection from any kind of
exploitation (being taken
advantage of).
Article 37
No one is allowed to punish a
child in a cruel or harmful way.
Article 38*
Children have the right to
protection and freedom from war.
Children under 15 cannot be
forced to go into the army or take
part in war.
Article 39
Children have the right to
assistance if they’ve been hurt,
neglected or badly treated.
Article 40
Children have the right to legal
help and fair treatment in a justice
system that respects their rights.
Article 41
If the laws of a country provide
better protection of a child’s rights
than the articles in this
Convention, those laws should
apply.
Article 42
Children have the right to know
their rights! Adults should know
about these rights and help
children learn about them, too.
Article 43 to 54
These articles explain how
governments and international
organizations like UNICEF will
work to ensure children are
protected with their rights.
HANDOUT 2: THINKING ABOUT OUR IDEAL SCHOOL
Read the questions aloud and then discuss as a group. Brainstorm what ideas you would suggest for your ideal
school. Record each idea on a separate sticky note.
School Culture

How will your ideal school celebrate and respect the
diversity at your school?
For example: Will you celebrate important cultural days? Will
school communication (e.g. newsletters, website) be made
available in languages other than English or French?

How will you ensure all members of the school community
(teachers, parents, students, staff, etc.) have a good
understanding of the Convention and children’s rights?
For example: Will you have assemblies and school activities
that teach about children’s rights? Will you have the Convention
posted in your school?
School and Classroom Rules

How will decisions be made about which classroom and
school rules to adopt?
For example: Will students help make a classroom charter of
rights? Will students be asked to give their ideas on the school
code of conduct?

How will your school deal with bullying?
For example: Will students be taught helpful ways to handle bullying? Will they learn about how all children
have the right to be protected from harm?
Classroom Activities

How will decisions be made about which classroom activities to facilitate?
For example: Will students be asked about what they would like to learn? Will they give their ideas on how
they like to learn? Will students give their opinions on how they earn marks or grades?

How will students learn about children’s rights in their classes?
For example: Will teachers do activities about the Convention? Will lessons teach about children’s rights
stories from around the world? Will lessons celebrate diversity? Will students have opportunities to learn
about their rights?
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 85
HANDOUT 2: THINKING ABOUT OUR IDEAL SCHOOL (CONTINUED)
Extra-Curricular Activities

What types of extra-curricular activities will be offered in your ideal school?
For example: Will there be sports? Will there be clubs? Will there be cultural groups?

How will you make sure that everyone has an equal opportunity to participate?
For example: Will everyone be welcome to participate in clubs? In sports?
Student Council Structure and Influence

How will your student council be organized and run?
For example: Will you hold democratic elections where students vote for their student council? Will the
council’s decisions and activities be decided by the students themselves?

How will the student council make decisions that reflect the needs of the entire school community?
For example: Will the council encourage students to come to meetings with issues they care about?
Physical Structure

How will your school be designed so that everyone can use all areas of the school?
For example: Will you have signs in different languages? Will you have wheelchair accessible ramps,
washrooms and doors? Will there be places where students can spend time on their own (i.e. have their
privacy)?
86 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONDUCTING THE INITIAL TEACHING STAFF SURVEY
What is the purpose of the Initial Teaching Staff Survey?
To measure the rights respecting capacities of the school before the Rights Respecting
Schools initiative begins. The survey includes general questions about the school
environment, especially as it relates to the rights of children. The questions are divided
into four categories corresponding to the Rights Respecting Schools Building Blocks:
‘Awareness’; ‘Student Participation’; ‘Teaching and Learning’; and ‘Leadership’.
Who completes the Initial Teaching Staff Survey?
The Initial Teaching Staff Survey is completed by all teaching staff at the school. The Children’s Rights Team is
responsible for ensuring all teaching staff complete and submit the survey.
When should the Initial Teaching Staff Survey be completed?
The Initial Teaching Staff Survey can be completed at any point during the Initial Rights Assessment, but all
surveys should be submitted by the end of the Initial Rights Assessment.
How is the Initial Teaching Staff Survey submitted?
First all teaching staff fill in a paper copy of the 7.0 Follow-Up Teaching Staff
Survey (pages 88-92).
Then the Children’s Rights Team collects the surveys and uses the
instructions on Synthesizing the Initial Staff Survey Data (page 93) and the
Initial Teaching Staff Survey Data Chart (pages 94-98) to synthesize the
results. Then the Children’s Rights Team shares the results with the RRS
Facilitator.
Tip
Put a box in your front
office for teaching staff to
anonymously submit
their surveys.
Congratulations! This is the last component of the Initial Rights Assessment.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 87
4.0 INITIAL TEACHING STAFF SURVEY (PAGE 1)
Thank you for participating in this survey!
The data collected from this survey will help to measure the change at your school as a result of the Rights
Respecting Schools initiative. The questions have been designed to address the four Rights Respecting
Schools Building Blocks: Awareness, Student Participation, Teaching and Learning, and Leadership.
Confidentiality and Anonymity
Full confidentiality and anonymity of all data collected from this survey by the Facilitator is assured. Under no
circumstances will this data be shared publicly. The results of this survey will not be shared with your school
staff in this format, but may be incorporated into a larger research document to be presented as part of the
overall data, and to be used when creating the School Action Plan.
Voluntary Participation
Participation in this survey is voluntary. A decision not to participate will not affect the integrity of the data or the
school’s overall participation in the Rights Respecting Schools initiative.
To Complete this Survey
The following survey contains questions about the rights respecting capacities of your school. Please complete
the survey by checking the answer that best represents how you feel for each of the following questions. When
you have completed the survey, submit it to your school’s Children’s Rights Team. They will ensure it is
then submitted to your school’s RRS Facilitator.
Note
The scale used for many of the questions (from “strongly disagree” to “strongly agree”) is designed to give you
the opportunity to provide more than a ‘yes’ or ‘no’ answer. Providing a more nuanced answer will allow our
researchers to track changes and shifts in approaches and policies, more than a ‘yes’ or ‘no’ answer could.
Please do NOT record your name on this survey.

Please check here to show that you have read and understood the information above and
would like to participate in this survey.
Continue to page 2
88 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
4.0 INITIAL TEACHING STAFF SURVEY (PAGE 2)
Please check the answer that best reflects how you feel in response to each question.
SECTION 1: AWARENESS
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
4.1
In my classroom, all students learn
about the United Nations Convention
on the Rights of the Child (the
Convention).





4.2
In my classroom, all students have a
good understanding of their rights
under the Convention.





4.3
In my classroom, lessons include
references to children’s rights.





4.4
There are visible references to
children’s rights in my classroom.





4.5
There are visible references to
children’s rights in the wider school
environment.





4.6
I regularly participate in professional
development opportunities that
advance my knowledge and
understanding of children’s rights and
the Convention.





4.7
I regularly participate in professional
development opportunities that
advance my practice as a rights
respecting educator.





4.8
My school recognizes special days
related to human and children’s rights
(e.g., International Day of the Child).





4.9
I regularly address attitudes and
actions that are inconsistent with
children’s rights.





4.10
I regularly use rights respecting
approaches (e.g. restorative
practices, circles) to address attitudes
and actions that are inconsistent with
children’s rights.





#
Questions
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 89
4.0 INITIAL TEACHING STAFF SURVEY (PAGE 3)
SECTION 2: STUDENT PARTICIPATION
#
Questions
The school has an active student
council (If ‘yes’, proceed to question 4.12. If
Strongly
Disagree
Disagree
Yes
No
Agree
Strongly
Agree
Not Sure


4.12
The student council members promote
the Convention and provide
opportunities to explore children’s
rights in the school.





4.13
The student council is elected in a
democratic and representative manner
by all students.





4.14
The student council is actively involved
in important decision making at the
school (such as hiring of school staff or
school policy-making).





4.15
In my classroom, all students are
consulted and help make decisions on
a regular basis.





4.16
I provide all students with opportunities
to contribute to local, national and/or
global initiatives supportive of human
rights through my classroom
assignments.





4.17
Students are represented and actively
participate on school committees.





4.18
In the wider school environment, all
students are consulted and help make
decisions on a regular basis.





4.19
All students are able to engage in
peaceful forms of protest at our school.





Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure





4.11
‘no’, proceed to question 4.18)
SECTION 3: TEACHING AND LEARNING
#
4.20
Questions
I use participatory teaching methods in
my classroom (such as brainstorming,
problem-solving, role-playing, debating
and cooperative learning).
90 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
4.0 INITIAL TEACHING STAFF SURVEY (PAGE 4)
SECTION 3: TEACHING AND LEARNING (continued)
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
4.21
I use participatory evaluation methods
in my classroom (such as peer
assessments, co-created rubrics,
student portfolios).





4.22
In my classroom I give all students the
opportunity to make choices in their
method of learning.





4.23
In my classroom I give all students the
opportunity to make choices about
their evaluation methods.





4.24
I use rights-consistent decisions,
policies and classroom management
practices to resolve conflicts between
students.





4.25
I use rights-consistent decisions,
policies and classroom management
practices to resolve conflicts between
students and teachers.





4.26
I provide all students with the
opportunity to contribute to a
classroom charter of rights.





4.27
I regularly ask all students for
constructive feedback on the quality of
my teaching constructive feedback.





4.28
I regularly ask all students for
constructive feedback on assessment
and evaluation methods.





Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
#
Questions
SECTION 4: LEADERSHIP
#
Questions
4.29
The school has a mission statement
that reflects the principles of the
Convention.





4.30
The school has a charter that reflects
the principles of the Convention.





RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 91
4.0 INITIAL TEACHING STAFF SURVEY (PAGE 5)
SECTION 4: LEADERSHIP (continued)
#
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
4.31
The school has a code of conduct that
reflects the principles of the
Convention.





4.32
The school reviews its policies and
procedures, and ensures that they
reflect the principles and rights
articulated in the Convention.





4.33
The school policies and procedures
are applied consistently.





4.34
In the school conflicts between all
students are resolved with rightsconsistent decisions and policies.





4.35
In the school conflicts between all
students and adults are resolved with
rights-consistent decisions and
policies.





4.36
School staff are recruited and inducted
to be able to support and advance
progress as a Rights Respecting
School.





4.37
School community stakeholders have
opportunities to improve their
knowledge and understanding of the
Convention, its relevance to the
school, and its relation to local,
national and global issues.





4.38
The school takes active and regular
measures to assess its progress as a
Rights Respecting School (such as
reviewing the RRS Action Plan).





92 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
SYNTHESIZING THE INITIAL TEACHING STAFF SURVEY DATA
When all of the Initial Teaching Staff Surveys are complete, the Children’s Rights Team synthesizes the data
using the instructions below.
STEP 1
Begin by tallying up the responses to each question from all of the complete surveys.
#
4.3
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
1
3
3
12
1
In my classroom,
lessons include
references to children’s
rights
STEP 2
Then determine the total number of responses (e.g. total in this example is 20). Using the total number of
responses, determine the ratio of responses for each question (see example below). Record the ratios on the
Initial Teaching Staff Survey Data Chart (pages 94-98).
#
4.3
Questions
In my classroom,
lessons include
references to
children’s rights
Strongly
Disagree
Disagree
Strongly
Agree
Agree
Not Sure
Ratio
%
Ratio
%
Ratio
%
Ratio
%
Ratio
%
1/20
5
3/20
15
3/20
15
12/20
60
1/20
5
STEP 3
Finally, determine the percentage of the population surveyed that gave each answer. Divide the number of
people that gave the answer by the total number of responses and multiply by 100 to calculate the percentage.
Record the percentages on the Initial Teaching Staff Survey Data Chart and then share with your school’s
RRS Facilitator via email or fax.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 93
INITIAL TEACHING STAFF SURVEY DATA CHART
For the Children’s Rights Team: Use this chart to record the results of your school’s Initial Teaching Staff
Survey.
Use the instructions on Synthesizing the Initial Teaching Staff Survey Data (page 93) to fill in this chart.
Then share this chart with your school’s RRS Facilitator via email or fax.
SECTION 1: AWARENESS
#
Questions
Strongly
Disagree
Ratio
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
In my classroom, all
students learn about the
United Nations
Convention on the
Rights of the Child (the
Convention).
In my classroom, all
students have a good
understanding of their
rights under the
Convention.
In my classroom,
lessons include
references to children’s
rights.
There are visible
references to children’s
rights in my classroom.
There are visible
references to children’s
rights in the wider school
environment.
I regularly participate in
professional
development
opportunities that
advance my knowledge
and understanding of
children’s rights and the
Convention.
I regularly participate in
professional
development
opportunities that
advance my practice as
a rights respecting
educator.
My school recognizes
special days related to
human and children’s
rights (e.g., International
Day of the Child).
94 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
%
Ratio
%
Not Sure
Ratio
%
INITIAL TEACHING STAFF SURVEY DATA CHART (PAGE 2)
SECTION 1: AWARENESS (continued)
#
Questions
Strongly
Disagree
Ratio
4.9
4.10
%
Disagree
Ratio
%
Strongly
Agree
Agree
Not Sure
Ratio
%
Ratio
%
Ratio
%
N/A
N/A
N/A
N/A
N/A
N/A
I regularly address
attitudes and actions
that are inconsistent with
children’s rights.
I regularly use rights
respecting approaches
(e.g. restorative
practices, circles) to
address attitudes and
actions that are
inconsistent with
children’s rights.
SECTION 2: STUDENT PARTICIPATION
#
4.11
#
Questions
Yes
Questions
Strongly
Disagree
Ratio
4.12
4.13
4.14
4.15
4.16
No
The school has an active
student council (If ‘yes’,
proceed to question
4.12. If ‘no’, proceed to
question 4.18)
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
Not Sure
%
The student council
members promote the
Convention and provide
opportunities to explore
children’s rights in the
school.
The student council is
elected in a democratic
and representative
manner by all students.
The student council is
actively involved in
important decision
making at the school
(such as hiring of school
staff or school policymaking).
In my classroom, all
students are consulted
and help make decisions
on a regular basis.
I provide all students
with opportunities to
contribute to local,
national and/or global
initiatives supportive of
human rights through my
classroom assignments.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 95
INITIAL TEACHING STAFF SURVEY DATA CHART (PAGE 3)
SECTION 2: STUDENT PARTICIPATION (continued)
#
4.17
4.18
4.19
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
Disagree
Agree
Strongly
Agree
Not Sure
Students are
represented and actively
participate on school
committees.
In the wider school
environment, all
students are consulted
and help make decisions
on a regular basis.
All students are able to
engage in peaceful
forms of protest at our
school.
SECTION 3: TEACHING AND LEARNING
#
Questions
Strongly
Disagree
Ratio
4.20
4.22
4.23
4.24
4.25
4.26
%
Ratio
%
Ratio
I use participatory
teaching methods in my
classroom (such as
brainstorming, problemsolving, role-playing,
debating and
cooperative learning).
In my classroom I give
all students the
opportunity to make
choices in their method
of learning.
In my classroom I give
all students the
opportunity to make
choices about their
evaluation methods.
I use rights-consistent
decisions, policies and
classroom management
practices to resolve
conflicts between
students.
I use rights-consistent
decisions, policies and
classroom management
practices to resolve
conflicts between
students and teachers.
I provide all students
with the opportunity to
contribute to a
classroom charter of
rights.
96 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
%
Ratio
%
Ratio
%
INITIAL TEACHING STAFF SURVEY DATA CHART (PAGE 4)
SECTION 3: TEACHING AND LEARNING (continued)
#
Questions
Strongly
Disagree
Ratio
4.27
4.28
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
%
Not Sure
Ratio
%
I regularly ask all
students for constructive
feedback on the quality
of my teaching
constructive feedback.
I regularly ask all
students for constructive
feedback on assessment
and evaluation methods.
SECTION 4: LEADERSHIP
#
Questions
Strongly
Disagree
Ratio
4.29
4.30
4.31
4.32
4.33
4.34
4.35
4.36
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
%
Not Sure
Ratio
%
The school has a
mission statement that
reflects the principles of
the Convention.
The school has a charter
that reflects the
principles of the
Convention.
The school has a code
of conduct that reflects
the principles of the
Convention.
The school reviews its
policies and procedures,
and ensures that they
reflect the principles and
rights articulated in the
Convention.
The school policies and
procedures are applied
consistently.
In the school conflicts
between all students are
resolved with rightsconsistent decisions and
policies.
In the school conflicts
between all students and
adults are resolved with
rights-consistent
decisions and policies.
School staff are recruited
and inducted to be able
to support and advance
progress as a Rights
Respecting School.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 97
INITIAL TEACHING STAFF SURVEY DATA CHART (PAGE 5)
SECTION 4: LEADERSHIP
#
Questions
Strongly
Disagree
Ratio
4.37
4.38
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
School community
stakeholders have
opportunities to improve
their knowledge and
understanding of the
Convention, its
relevance to the school,
and its relation to local,
national and global
issues.
The school takes active
and regular measures to
assess its progress as a
Rights Respecting
School (such as
reviewing the RRS
Action Plan).
98 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
%
Ratio
%
Not Sure
Ratio
%
RIGHTS RESPECTING SCHOOLS BUILDING BLOCKS
The Rights Respecting Schools initiative is built around four building blocks. The Rights Respecting Schools
Workshop Series, the evaluation of the initiative and all aspects of the RRS initiative are built around this
framework of four building blocks. Each of the four building blocks has benchmarks that each should aim to
achieve on their journey to becoming a Rights Respecting School.
The Rights Respecting Schools initiative is based upon four building blocks:
Awareness
The school community (students, staff, teachers, parents) knows and understands the concept
of children’s rights, the rights children have as outlined in the Convention and how children’s
rights relate to school culture and to their own roles.
Benchmarks
 All members of the school community, including students, teachers, staff and parents, have
opportunities to learn about the Convention and how it applies to the school community.
 There are visible references in the school to children’s rights and RRS.
 The school curriculum provides regular opportunities for students to learn about and apply
the Convention.
 Teachers have regular professional development opportunities to advance their rights
respecting practice.
 Children’s rights are a regular reference in discussions in school.
 The school community recognizes special days related to human and children’s rights.
 Attitudes and actions inconsistent with children’s rights are regularly addressed.
Student Participation
Every student has regular opportunities to be an active participant in the school community, and
his or her opinions are sought and listened to by decision makers.
Benchmarks
 The school has an active student council that is democratically elected.
 School committees and decision-making processes include student representation and the
active participation of students.
 Students are consulted and help make decisions on a regular basis in the classroom and in
the wider school environment.
 The school has an elected student council whose members act as ambassadors for the
Convention and the Rights Respecting Schools initiative.
 Students are provided with opportunities to support the rights of others locally, nationally
and globally.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 99
RIGHTS RESPECTING SCHOOLS BUILDING BLOCKS (CONTINUED)
Teaching and Learning
The Convention is a reference point for classroom rules, formal and informal curriculum
implementation and other decision-making. Adults model rights respecting attitudes and
behaviour, and students are given regular opportunities to learn about and exercise their rights
and responsibilities.
Benchmarks
 Teaching staff model rights in their classroom by adopting participatory teaching and
evaluation methods.
 Teachers give students opportunities to make choices in their learning and evaluation
methods, within the framework of the required curriculum, so that curriculum requirements
and students’ interests and concerns are met.
 Conflicts between students, and between students and adults, are resolved with rightsconsistent decisions, policies, and classroom management practices.
 Teachers cultivate a culture of respect in their classrooms by adopting a class charter that
incorporates the rights of children.
 Students have opportunities to give constructive feedback to their teachers with regards to
the quality of teaching and learning, assessment, and evaluation methods.
Leadership
Administrators are committed to promoting respect for children’s rights. Children’s rights are
used as a lens for policies, program choices, program implementation, and other decisionmaking.
Benchmarks
 The school has a mission statement, charter and code of conduct that reflect the principles
of the Convention.
 The school reviews its policies and procedures, and ensures that they reflect the principles
and rights articulated in the Convention.
 Conflicts between students, and between students and adults, are resolved with rightsconsistent decisions and policies.
 School staff are recruited and inducted to be able to support and advance progress as a
rights respecting school.
 School community stakeholders have opportunities to improve their knowledge and
understanding of the Convention, its relevance to the school, and its relation to local,
national and global issues.
 The school takes active and regular measures to assess its progress as a rights respecting
school.
100 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 4
Step 4 – Receive Workshop Training
Use this booklet to help guide your school through Step 4 – Receive Workshop
Training of the Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................102
STEP 3 CHECKLIST...................................................................................................................................... 103
STEP 3 RESOURCES
Preparing for the Workshop Series.................................................................................................... 104
The Cycle of Learning....................................................................................................................... 105
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 101
OVERVIEW
In this fourth step the school hosts the Rights Respecting Schools Workshop Series. The series is facilitated by
the RRS Facilitator.
The Rights Respecting Schools Workshop Series is a set of professional development workshops for the adult
members of the school community (teaching staff, administrators, non-teaching staff and parent volunteers).
The purpose of the workshops are to educate the adults in the school community about children’s rights, rights
respecting education and how to create an inclusive, safe and respectful school atmosphere using a children’s
rights approach.
Rights Respecting Schools Workshop Series
Workshop
Objectives
Workshop 1: Children’s
Rights and Education




Explore human and children’s rights
Work with the articles of the Convention on the Rights of the Child
Define ‘Rights Respecting Education’
Understand the Rights Respecting Schools initiative
Workshop 2: Building
Awareness




Learn what ‘awareness of children’s rights’ looks like in a school
Explore the importance of using a whole-school approach
Determine the benefits and challenges of using a whole-school approach
Examine good practices for building awareness
Workshop 3: Meaningful
Student Participation





Define ‘Meaningful Student Participation’
Mini-debate: Meaningful child participation – a little or a lot?
Explore the levels of child participation
Examine child participation at your school
Examine good practices for creating meaningful student participation
Workshop 4: Teaching
and Learning through a
Rights Lens




Examine the ‘how’ and ‘what’ of Rights Respecting Education
Develop a Classroom Charter
Apply the ‘how’ to ‘what’ we teach using the curriculum
Examine good practices for teaching and learning through a rights lens
Workshop 5: Leadership
for a Rights Respecting
School



Explore how to mediate conflict between rights in schools
Perform a Children’s Rights Compliance Test on a school policy
Examine good practices for leadership of a Rights Respecting School
As the workshops unfold, participants work together to examine the school’s current practices and determine a
way toward a more rights respecting school environment. Their ideas are captured in the school’s RRS Action
Plan, which is a work in progress during this fourth step.
When participants successfully complete the Rights Respecting Schools Workshop Series they each receive a
professional development certificate as recognition of their hard work and dedication.
102 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 4 – RECEIVE WORKSHOP TRAINING
(Note: The numbering of this checklist is continued from the checklist in Step 3 – Conduct Initial Assessment.)

ACTIVITY
RESOURCES
12. Rights Respecting Schools Workshop
Series
The school hosts the Rights Respecting School
Workshop Series, facilitated by a RRS Facilitator.

How to Prepare Before Each Workshop
 Read Preparing for the Workshop Series
 Read The Cycle of Learning
 Invite staff, parent volunteers and others to the
workshop
 Photocopy the necessary handouts
 Collect the necessary materials
Preparing for the Workshop Series
(page 104)
Cycle of Learning
(page 105)
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 103
PREPARING FOR THE WORKSHOP SERIES
What is the Rights Respecting Schools Workshop Series?
The Rights Respecting Schools Workshop Series is a set of five professional development workshops for key
adult members of the school community.
What is the purpose of the Workshop Series?
The purpose of the workshops are to educate the adults in the school community about children’s rights, rights
respecting education and how to create an inclusive, safe and respectful school atmosphere using a children’s
rights approach. The workshops are built around the four Rights Respecting Schools Building Blocks:
Awareness, Student Participation, Teaching and Learning, and Leadership. Each workshop also provides an
opportunity to examine good practices for achieving the benchmarks of each building block.
Who should participate in the workshops?
The workshops are for key adult members of the school community. The Children’s Rights Team is responsible
for inviting the participants, who should include, at a minimum: all school staff (teaching and non-teaching) and
key parent volunteers.
Who facilitates the workshops?
The workshops are facilitated by the RRS Facilitator.
How long are the workshops?
Each workshop is designed to be 2 hours in length. It is ideal if the workshops can be facilitated as designed,
but depending on the resources and availability of the participants, the workshops can be shortened or
reformatted to meet the needs of the school.
Who collects the materials needed for the workshops?
The Children’s Rights Team arranges for the resources and materials needed to facilitate the workshops. The
RRS Facilitator will email the list of required materials and the handouts that need to be photocopied to the lead
contact on the Children’s Rights Team in advance of each workshop. In some situations the RRS Facilitator may
prepare the materials and handouts.
When should the workshops be completed?
The dates for the workshops are chosen by the school administrator during his/her first meeting with the RRS
Facilitator. The dates are dependent upon the school’s availability, but the workshops should be planned for as
soon after the completion of the Initial Rights Assessment as possible.
104 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
THE CYCLE OF LEARNING
Each workshop in the Rights Respecting Schools
Workshop Series has been designed using a model of
learning employed by UNICEF called the Cycle of
Learning. The Cycle of Learning was originally proposed
by Susan Fountain, in her book Education for
Development: A Teacher’s Resource for Global Learning*,
published by UNICEF.1 The cycle moves learners through
a learning process towards action. The process itself is
highly reflective encouraging learners to engage in critical
reflection on the issue or topic at hand as they move
through the phases.
The first phase of the learning process is primarily a
cognitive one. In the ‘exploring’ phase of the process, learners collect, synthesize, and analyze new information
about a topic.
The exploring phase forms the basis for the ‘responding’ phase during which learners develop a personal
response to the information, examples, situations and stories encountered. They become familiar with the
material’s human dimension, including a range of perspectives. They form their own perspective or point of
view, make connections to their life, and develop empathy and a sense of involvement and commitment.
When adequate time is spent in the ‘responding’ phase, then the ‘taking action’ phase follows naturally.
Learners explore practical actions, commit to real opportunities for involvement, and envision various future
outcomes. It is crucial that real opportunities for involvement be provided. This is not only a logical next step in
the learning process, but a significant means of reinforcing new knowledge, skills, and attitudes.
The more times learners move through a full cycle of learning, the more encouraged they become to start the
cycle again with another focus.
3
Fountain, S. Education for Development: A Teacher’s Resource for Global Learning, Hodder & Stoughton: London, (1995).
* Download Education for Development for FREE from UNICEF at:
http://globalclassroom.unicef.ca/en/resources/secondary_lesson_plans.htm
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 105
106 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 5
Step 5 – Make a Plan
Use this booklet to help guide your school through Step 5 – Make a Plan of the
Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................108
STEP 5 CHECKLIST...................................................................................................................................... 109
STEP 5 RESOURCES
Developing Your RRS Action Plan.................................................................................................... 110
Rights Respecting School Action Plan Template............................................................................... 111
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 107
OVERVIEW
In this fifth step the school completes its Rights Respecting School Action Plan. This plan is the roadmap a
school uses to implement rights respecting activities, strategies and policies on its journey to becoming a Rights
Respecting School.
The RRS Action Plan is informed by the rights respecting capacities of the school before the initiative begins.
The adult members of the school community take a close look at what the school is already doing well and
where the gaps are, as they learn about new strategies, ideas and concepts during the Rights Respecting
Schools Workshop Series. The development of the RRS Action Plan therefore begins during the RRS Workshop
Series.
After the RRS Workshop Series is complete, the Children’s Rights Team takes the work begun by the school
community and develops it further in this step (Step 5) into the RRS Action Plan.
The Children’s Rights Team uses the RRS Action Plan Template to develop their plan. When the RRS Action
Plan is complete the school shares it with the RRS Facilitator and then with the broader school community.
108 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 5 – MAKE A PLAN
(Note: The numbering of this checklist is continued from the checklist in Step 4 – Receive Workshop Training.)

ACTIVITY
13. Meeting to Develop RRS Action Plan
During this meeting the RRS Facilitator and the
Children’s Rights Team use the ideas and planning
that was started during the RRS Workshop Series
to complete the RRS Action Plan.

How to Prepare for this Meeting
 Schedule the meeting with RRS Facilitator
 Review the tips in Developing Your RRS Action
Plan
 Collect flip charts and the RRS Action Plan
Template that was started during the RRS
Workshop Series
 Collect the Results of the Initial Rights
Assessment (Student Focus Groups Results,
Staff Survey Results, Flip charts from Student
Workshops)
 Collect the copies of the Rights Respecting
Schools Building Blocks Good Practice Guides
used during the RRS Workshop Series
 Collect chart paper, markers, tape, sticky notes
RESOURCES
Developing Your RRS Action Plan
(page 110)
Results of the Initial Rights
Assessment
Rights Respecting Schools Building
Blocks Good Practice Guides
(received during the RRS
Workshop Series)
RRS Action Plan Template – started
during RRS Workshop Series
RRS Action Plan Template
(pages 111-128)
14. Share the RRS Action Plan with the RRS
Facilitator

Designated Children’s Rights Team member
completes the RRS Action Plan Template and
shares it with the RRS Facilitator.
How to Submit the RRS Action Plan
 Send by email to RRS Facilitator – use the
Microsoft Word version of the RRS Action Plan
template

Microsoft Word version of the RRS
Action Plan template
(Available at
rightsrespectingschools.ca)
15. Receive feedback on the RRS Action Plan
The Children’s Rights Team receives feedback from
RRS Facilitator on the RRS Action Plan and then
shares it with other interested members of the
school community.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 109
DEVELOPING YOUR RRS ACTION PLAN
What is the purpose of the RRS Action Plan?
The RRS Action Plan is the roadmap the school develops to build the rights
respecting capacities of the school community and implement the Rights
Respecting Schools initiative.
What informs the RRS Action Plan?
The groundwork for the development of the RRS Action Plan actually begins
during the Rights Respecting Schools Workshop Series (Step 4 – See Booklet 4). Participants learn about the
results of the Initial Rights Assessment which identify the rights respecting capacities and gaps of the school.
Participants are then given opportunities to examine the benchmarks for each of the RRS Building Blocks and
explore good practices in the Rights Respecting Schools Building Blocks Good Practice Guides for achieving
those benchmarks. Participants make suggestions for how the school could proceed towards achieving the
Building Blocks Benchmarks.
During the Meeting to Develop the RRS Action Plan (see previous page), the Children’s Rights Team will
receive copies of example RRS Action Plans from the RRS Facilitator. These example plans will provide the
team with valuable ideas for the development of their own plan.
Who completes the RRS Action Plan?
The writing of the RRS Action Plan is undertaken by the Children’s Rights Team with support from the RRS
Facilitator. The team works together to develop the RRS Action Plan, but may wish to assign one person in
particular to ensure the plan is completed and submitted to the RRS Facilitator. Note: Share the complete RRS
Action Plan with staff and other key members of the school community before submitting it to the RRS
Facilitator to ensure the school community is fully on board with the plan.
Which document should be used?
The Children’s Rights Team will use the RRS Action Plan Template (pages 111-128) to complete their plan.
There is a Microsoft Word® version of this document available online at rightsrespectingschools.ca.
When should the RRS Action Plan be completed?
The school will set their own timeline for when the plan should be completed, however they must have
completed the RRS Workshop series before they can submit their plan to the RRS Facilitator.
How is the RRS Action Plan submitted?
When the RRS Action Plan is complete, a soft copy can be emailed to the RRS Facilitator.
What are the Rights Respecting Schools Building Blocks Good Practice Guides?
These guides are given to the school community during the RRS Workshops Series. There is one guide for
each RRS Building Block. Each guide points to good practice examples of activities, strategies and policies
that fulfill the RRS Building Blocks Benchmarks.
110 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN
SCHOOL: _____________________________________________________
About Rights Respecting Schools (RRS)
Rights Respecting Schools (RRS) is an initiative that uses the United Nations Convention on the Rights of the Child (the Convention) as the basis
for enhancing an inclusive, participatory and respectful school culture for children and adults.
As a framework for educational improvement, the initiative helps schools address the whole learning environment through a consistent, rights-based
approach. It is premised on the understanding that in order for children to want to achieve, they have to feel included, that they belong and that they
matter. It brings children into early contact with the universal ideals of respect for oneself and for others, in the school community and in an
interdependent world.
Do you grant the Friends of RRS permission to use/analyze/publish the information provided in this document?
 Yes
 No
SECTION 1: OUR MISSION FOR RIGHTS RESPECTING SCHOOLS
Write a mission for the Rights Respecting Schools initiative at your school.
SECTION 2: OUR VALUES
Write the values that guide the Rights Respecting Schools initiative at your school.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 111
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 2)
SECTION 3: INITIAL RIGHTS RESPECTING CAPACTIES AT OUR SCHOOL
Describe the level of rights respecting practices and policies at your school before the Rights Respecting Schools initiative.
SECTION 4: THE RIGHTS RESPECTING SCHOOLS INITIATIVE AT OUR SCHOOL
Describe how you expect the Rights Respecting Schools initiative will benefit and change your school.
112 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 3)
SECTION 5: PLAN TO MEET RRS BUILDING BLOCKS BENCHMARKS
BUILDING BLOCK 1: AWARENESS
The school community (students, staff, teachers, parents) knows and understands the concept of children’s rights, the rights children have as
outlined in the Convention and how children’s rights relate to school culture and to their own roles.
OBJECTIVE 1: There is a broad understanding of the Convention on the Rights of the Child among the entire school community, and all members
understand why the school is engaged in the Rights Respecting Schools initiative.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 1
All members of the
school community,
including students,
teachers, staff and
parents, have
opportunities to learn
about the Convention
and how it applies to
the school
community.
Describe the activities the school will
undertake to meet this benchmark.
Describe the resources
(people, budget, materials)
needed to carry out the
activities.
Describe the
timeline for
executing the
activities.
*RRS Action Plan Review - Describe
extent to which the activities were
achieved. Comment on ideas for next
year. Complete during the FollowUp Rights Assessment.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 4)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 2
There are visible
references in the
school to children’s
rights and RRS.
OBJECTIVE 2: Students and staff are knowledgeable about the content of the Convention and its relevance to their lives and to the wider world.
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 3
The school
curriculum provides
regular opportunities
for students to learn
about and apply the
Convention.
114 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 5)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 4
Teachers have
regular professional
development
opportunities to
advance their rights
respecting practice.
OBJECTIVE 3: All members of the school community demonstrate rights respecting attitudes and actions and challenge inconsistent attitudes and
actions.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 5
Children’s rights are
a regular reference in
discussions in
school.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 6)
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 6
The school
community
recognizes special
days related to
human and
children’s rights.
Benchmark 7
Attitudes and actions
inconsistent with
children’s rights are
regularly addressed.
116 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 7)
BUILDING BLOCK 2: STUDENT PARTICIPATION
The school community (students, staff, teachers, parents) knows and understands the concept of children’s rights, the rights children have as
outlined in the Convention and how children’s rights relate to school culture and to their own roles.
OBJECTIVE 4: There are regular, effective and inclusive arrangements ‒ formal and informal ‒ for students to actively participate in school life and
decision-making, appropriate to their evolving capacities.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 8
The school has an
active student
council that is
democratically
elected.
Benchmark 9
School committees
and decision-making
processes include
student
representation and
active participation
of students.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 8)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 10
Students are
consulted and help
make decisions on a
regular basis in the
classroom and in the
wider school
environment.
OBJECTIVE 5: There are opportunities for students to promote the rights of other children locally, nationally and globally.
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 11
The school has an
elected student
council whose
members act as
ambassadors for the
Convention and the
Rights Respecting
Schools initiative.
118 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 9)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 12
Students are
provided with
opportunities to
support the rights of
others locally,
nationally and
globally.
BUILDING BLOCK 3: TEACHING AND LEARNING
The Convention is a reference point for classroom rules, formal and informal curriculum implementation and other decision-making. Adults model
rights-respecting attitudes and behaviour, and students are given regular opportunities to learn about and exercise rights and responsibilities.
OBJECTIVE 6: Classroom practices, teaching strategies and extracurricular activities cultivate respect for the rights of children, including the right
to non-discrimination, to the prioritization of children’s best interests, and to children’s participation in decisions that affect them.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 13
Teaching staff model
rights in their
classroom by
adopting
participatory
teaching and
evaluation methods.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 10)
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 14
Teachers give
students
opportunities to
make choices in their
learning and
evaluation methods,
within the framework
of the required
curriculum, so
curriculum
requirements and
students’ interests
and concerns are
met.
Benchmark 15
Conflicts between
students, and
between students
and adults, are
resolved with rightsconsistent decisions,
policies, and
classroom
management
practices.
120 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 11)
OBJECTIVE 7: Teachers create and consistently reinforce a culture of respect in the classroom - one in which students can express their opinions
and views freely, and demonstrate respect for the rights of others.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 16
Teachers cultivate a
culture of respect in
their classrooms by
adopting a class
charter that
incorporates the
rights of children.
Benchmark 17
Students have
opportunities to give
constructive
feedback to their
teachers with
regards to the quality
of teaching, as well
as learning,
assessment and
evaluation methods.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 12)
BUILDING BLOCK 4: LEADERSHIP
Administrators are committed to promoting respect for children’s rights. Children’s rights are used as a lens for policies, program choices, program
implementation, and other decision-making.
OBJECTIVE 8: The core values of the school include respect for the Convention and the four basic principles that guide its implementation.
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 18
The school has a
mission statement,
charter and code of
conduct that reflect
the principles of the
Convention.
122 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 13)
OBJECTIVE 9: All policies and procedures developed and administered by the school are consistent with the principles of the Convention and the
rights of children.
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 19
The school reviews
its policies and
procedures, and
ensures that they
reflect the principles
and rights within the
Convention.
OBJECTIVE 10: Administrative decisions use the Convention as a lens or reference.
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 20
Conflicts between
students, and
between students
and adults, are
resolved with rightsconsistent decisions
and policies.
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 14)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 21
School staff are
recruited and
inducted to be able
to support and
advance progress as
a rights-respecting
school.
OBJECTIVE 11: Administration ensures that stakeholders are aware of and support the Rights Respecting Schools initiative.
BENCHMARKS
STRATEGY
RESOURCES
Benchmark 22
School community
stakeholders have
opportunities to
improve their
knowledge and
understanding of the
Convention, its
relevance to the
school, and its
relation to local,
national and global
issues.
124 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
TIMELINE
RRS ACTION PLAN REVIEW
TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN (PAGE 15)
BENCHMARKS
STRATEGY
RESOURCES
TIMELINE
RRS ACTION PLAN REVIEW
Benchmark 23
The school takes
active and regular
measures to assess
its progress as a
Rights Respecting
School.
SECTION 6: SUMMARY OF BUDGET
Summarize the budget needed in order to achieve the activities in this plan. Include funding opportunities.
CONGRATULATIONS! Submit your complete RRS Action Plan to your RRS Facilitator.
(Continue with Sections 7 to 12 to complete the 8.0 RRS Action Plan Review)
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN REVIEW (PAGE 16)
8.0 RRS Action Plan Review: Sections 7 to 12 are part of the RRS Action Plan Review and are filled in during the Follow-Up Rights
Assessment.
SECTION 7: In what ways has your school culture transformed as a result of the Rights Respecting Schools initiative? For instance, do
you notice any improvement in the attitudes and actions of students, teachers, school staff or parents?
SECTION 8: In what ways did the Rights Respecting Schools initiative help to strengthen the participation of children at your school? For
instance, how were children more meaningfully engaged in educational decision-making at your school? How was the school’s capacity to engage
children as global citizens strengthened?
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN REVIEW (PAGE 17)
SECTION 9: In what ways has the Rights Respecting Schools initiative influenced the teaching of the curriculum at your school? For
instance, did your teaching staff find more opportunities in their classes to teach children about the Convention or to teach from a rights-based
perspective? Were they able to relate the Convention to global issues?
SECTION 10: In what ways has the Rights Respecting Schools initiative influenced the functions of leadership at your school? For
instance, how have school policies been influenced? How have professional practices been influenced?
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TEMPLATE
RIGHTS RESPECTING SCHOOL ACTION PLAN REVIEW (PAGE 18)
SECTION 11: Describe the most memorable or transformative successes from your school’s participation in the Rights Respecting
Schools initiative. What is your school most proud of?
SECTION 12: How would you recommend improving the Rights Respecting Schools initiative in future years?
CONGRATULATIONS! You have completed the last step in becoming a Rights Respecting School! Submit this document to your RRS
Facilitator. IMPORTANT: Please append photos of memorable RRS events/activities to the end of this review. Ensure that your school has
received permission from everyone in the photos. Include names, grade levels and a short caption. Thank you!
128 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 6
Step 6 – Implement the Plan
Use this booklet to help guide your school through Step 6 – Implement the Plan of
the Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................130
STEP 6 CHECKLIST...................................................................................................................................... 131
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 129
OVERVIEW
In this sixth step the school implements their Rights Respecting School Action Plan.
Schools can consider having a kick-off week, assemblies, introductory lesson plans, letters and information
sessions for parents, visual displays in the school, etc. to motivate and educate the school community.
Schools should encourage all members of the school community to stay engaged by making daily choices
and decisions consistent with the rights and principles in the Convention. Time and space should be
created for teachers to share their successes, challenges, and ideas to foster a supportive environment of
rights respecting professionals.
Photos, videos and examples of good practice throughout the year should be kept so the school can reflect
on the success of the initiative later. Any media coverage of the initiative at the school should be shared
with the RRS Facilitator.
130 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 6 – IMPLEMENT THE PLAN
(Note: The numbering of this checklist is continued from the checklist in Step 5 – Make a Plan.)

ACTIVITY
RESOURCES
16. Implement the RRS Action Plan
The school carries out the plans set out in the RRS
Action Plan.

Things to Keep in Mind
 Keep photos, videos and good practice
examples to reflect on later.
 Share any media coverage of the Rights
Respecting Schools initiative with your RRS
Facilitator.
 Access the Rights Respecting Schools Web
site, the UNICEF Canada Global Classroom
Web site, and children’s rights teaching
resources to continue to learn and share ideas
with others.
Resources available through the
Rights Respecting Schools Web site
at: rightsrespectingschools.ca
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 131
132 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
BOOKLET 7
Step 7 – Evaluate and Reflect
Use this booklet to help guide your school through Step 7 – Evaluate and Reflect of
the Rights Respecting Schools initiative.
CONTENTS
OVERVIEW.....................................................................................................................................................134
STEP 7 CHECKLIST...................................................................................................................................... 135
STEP 7 RESOURCES
Conducting the Follow-Up Administrator Survey........………………………………………................. 137
5.0 Follow-Up Administrator Survey.................................................................................................. 138
Conducting the Follow-Up Student Survey……….................………………………………................. 149
Student Invitation Letter for Follow-Up Student Surveys….................……………………………....... 150
6.0 Follow-Up Student Survey………................................................................................................ 151
Consent, Waiver and Release........................................................................................................... 154
Conducting the Follow-Up Teaching Staff Survey..............................…………………….................. 158
7.0 Follow-Up Teaching Staff Survey................................................................................................ 159
Synthesizing the Follow-Up Staff Survey Data…………………………………………………………... 165
Follow-Up Teaching Staff Survey Data Chart……………………………………………………………. 166
Conducting the RRS Action Plan Review.......................................................................................... 171
Rights Respecting School Recognition……………………................................................................. 172
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 133
OVERVIEW
In this seventh and final step the school undertakes the Follow-Up Rights Assessment with support from the
RRS Facilitator.
The Follow-Up Rights Assessment is a process the school undergoes to understand what change has occurred
in the rights respecting practices and policies of the school as a result of the Rights Respecting Schools
initiative. There is no set date for this assessment, but many schools do the Follow-Up Assessment
approximately one school-year after the Initial Rights Assessment.
Most of the components of the Initial Rights Assessment are repeated during this follow-up step so that the
rights respecting capacities of the school before the Rights Respecting Schools initiative can be compared with
the rights respecting capacities after one school-year of implementation.
Note: That the Follow-Up Rights Assessment differs from the Initial Rights Assessment in that the Student
Workshops are not repeated during the follow-up and instead schools must complete and submit a review of
their RRS Action Plan called the RRS Action Plan Review.
The Follow-Up Rights Assessment has four components:
5.0
6.0
7.0
8.0
Administrator Survey
Student Surveys
Teaching Staff Survey
RRS Action Plan Review




Completed and submitted by school administrator
Completed by students
Completed by school teaching staff
Completed by the Children’s Rights Team
The findings of the Follow-Up Rights Assessment are shared with the RRS Facilitator after which the
school receives its formal recognition as a Rights Respecting School.
What is RRS Action Plan Review?
The Rights Respecting Schools Action Plan Review is an opportunity for the Children’s Rights Team to
reflect on the extent to which the school achieved their RRS Action Plan, which activities they felt were most
effective and what new ideas they might work on in coming years.
How is UNICEF Canada using the data collected from Rights Respecting Schools?
UNICEF Canada has partnered with research experts at PREVNet (a Canada-wide research network whose
goal is to eliminate bullying) to analyse the data collected from Canadian Rights Respecting Schools.
This partnership, by the end of 2013, will result in:
 The synthesis and analysis of data collected from Rights Respecting Schools.
 Published research reports and studies demonstrating the impact of rights respecting education and the
Rights Respecting Schools initiative.
134 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CHECKLIST
STEP 7 – EVALUATE AND REFLECT
(Note: The numbering of this checklist is continued from the checklist in Step 6 – Implement the Plan.)


ACTIVITY
17. Submit Follow-Up Administrator Survey
School administrator completes the Follow-Up
Administrator Survey; shares with RRS Facilitator.
How to Submit this Survey
 Read Conducting the Follow-Up AdminSurvey
 Fill in the Follow-Up Administrator Survey
 Share the survey with the RRS Facilitator
18. Complete Follow-Up Student Surveys
School hosts student focus groups facilitated by
RRS Facilitator.

How to Prepare for the Focus Groups
 Read Conducting the Follow-Up Student
Surveys for further instructions
 Obtain signed Consent, Waiver and Release
Forms from each student participant
 After surveys are done, synthesize the results
using Synthesizing the Follow-Up Student
Survey and the Follow-Up Student Survey Data
Chart
 Share the results with the RRS Facilitator
19. Conduct and Submit Follow-Up Teaching
Staff Surveys
The Children’s Rights Team reminds all teaching
staff to complete the Follow-Up Teaching Staff
Survey.

How to Submit this Survey
 Read Conducting the Follow-Up Teaching Staff
Survey for more information
 Each staff member fills in either the paper
version or the PDF version of the survey
 The Children’s Rights Team synthesizes the
results of the surveys using the Follow-Up
Teaching Staff Survey Data Chart
 The results are shared with the RRS Facilitator
RESOURCES
Conducting the Follow-Up
Administrator Survey
(page 137)
5.0 Follow-Up Administrator Survey
(pages 138-148)
Conducting the Student Surveys
(page 149)
6.0 Follow-Up Student Survey
(page 151)
Consent, Waiver and Release
(page 154)
Synthesizing the Follow-Up Student
Survey Data
(page 155)
Follow-Up Student Survey Data Chart
(pages 156-157)
Conducting the Follow-Up Teaching
Staff Survey
(pages 158)
7.0 Follow-Up Teaching Staff Survey
(pages 159-164)
Synthesizing the Follow-Up Teaching
Staff Survey Data
(page 165)
Follow-Up Teaching Staff Survey
Data Chart
(pages 166-170)
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 135
CHECKLIST (CONTINUED)
STEP 7 – EVALUATE AND REFLECT
(Note: The numbering of this checklist is continued from the checklist in Step 6 – Implement the Plan.)

ACTIVITY
RESOURCES
20. Receive Follow-Up Rights Assessment
Results

The school receives feedback on the Follow-Up
Rights Assessment Results from their RRS
Facilitator. These reflections are reviewed by the
Children’s Rights Team before completing the RRS
Action Plan Review.
21. Children’s Rights Team completes and
submits the RRS Action Plan Review


The Children’s Rights Team fills in the RRS Action
Plan Review and submits via email to RRS
Facilitator.
How to Complete the RRS Action Plan Review
 Read Completing the RRS Action Plan Review
for more information
 Fill in the parts of the RRS Action Plan
Template
22. Recognition as a Rights Respecting School
Upon the successful completion of the RRS Action
Plan Review the school receives its recognition as a
Rights Respecting School.
Conducting the RRS Action Plan
Review
(page 171)
Refer to the parts of the RRS Action
Plan Template that are reserved for
the RRS Action Plan Review. See
pages 111-128 in Booklet 5.
Rights Respecting School
Recognition
(page 172)
Congratulations!
23. Look Ahead to the Next School Year

At this point schools start to plan for the next year of
Rights Respecting Schools.
Read more in Rights Respecting School
Recognition.
Rights Respecting School
Recognition
(page 172)
136 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONDUCTING THE FOLLOW-UP ADMINISTRATOR SURVEY
What is the purpose of the Follow-Up Administrator Survey?
To collect data from school administrators that measures the change in the
demographic, behavioural, and rights respecting capacities of the school community as
a result of implementation of the Rights Respecting Schools initiative at the school.
Who completes the Follow-Up Administrator Survey?
The school administrator completes and submits the survey.
When should the Follow-Up Administrator Survey be completed?
The Follow-Up Administrator Survey is the first step in the Follow-Up Rights Assessment. The process to
becoming a Rights Respecting School is an organic one and doesn’t follow a strict, pre-determined timeline.
Schools determine at which point they wish to conduct the Follow-Up Rights Assessment, but generally schools
follow a timeline of approximately one school year. If the school begins the initiative in September they generally
aim to complete the Follow-Up Rights Assessment by May so that they can receive recognition as a Rights
Respecting School in June. See below for an example timeline.
How are the results of the Follow-Up Administrator Survey shared?
With permission from the school (and where required the School Board), the results of the Follow-Up
Administrator Survey are shared with the Friends of Rights Respecting Schools (FRRS) and PREVNet in order
to inform the overall research of the Rights Respecting Schools initiative. The results of this survey will not be
shared school staff in this format, but will be incorporated into a larger research document to be presented as
part of the overall data. That larger research document will only be shared anonymously with the public if the
school requests such a release of the data. Otherwise all findings and conclusions of the data will be reviewed
and analyzed by FRRS and PREVNet researchers. Each school will also review the data before it may be
shared publicly and will have full control over which conclusions may be shared. The data speaks to the identity
of the school and each school has control over that identity.
How is the Follow-Up Administrator Survey submitted?
The administrator fills in either a paper copy of the 5.0 Follow-Up Administrator Survey (pages 138-148) or the
PDF version (found under ‘school resources’ at rightsrespectingschools.ca). Then the administrator shares
the survey with the RRS Facilitator via email or fax.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 137
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 1)
Thank you for participating in this survey!
The data collected from this survey will help to measure the change at your school as a result of the Rights
Respecting Schools initiative. The questions have been designed to address the four Rights Respecting
Schools Building Blocks: Awareness, Student Participation, Teaching and Learning, and Leadership.
Confidentiality and Anonymity
Full confidentiality and anonymity of all data collected from this survey by the Facilitator is assured. Under no
circumstances will this data be shared publicly. The results of this survey will not be shared with your school
staff in this format, but may be incorporated into a larger research document to be presented as part of the
overall data, and to be used when creating the School Action Plan.
Voluntary Participation
Participation in this survey is voluntary. A decision not to participate will not affect the integrity of the data or the
school’s overall participation in the Rights Respecting Schools initiative.
To Submit this Survey
Email, mail or fax the completed survey to your RRS Facilitator.
Note
The scale used for many of the questions (from “strongly disagree” to “strongly agree”) is designed to give you
the opportunity to provide more than a ‘yes’ or ‘no’ answer. Providing a more nuanced answer will allow our
researchers to track changes and shifts in approaches and policies, more than a ‘yes’ or ‘no’ answer could.

Please check here to show that you have read and understood the information above and would
like to participate in this survey.
SECTION 1: DEMOGRAPHICS
For the following questions: Where you do not have precise data, please enter ‘N/A’ for ‘Not
Available’.
#
Question
5.1
Number of female students
5.2
Number of male students
5.3
Age range of students
5.4
Number of English as a Second Language (ESL) students
5.5
Number of teachers
5.6
Number of non-teaching staff
5.7
Provincial standardized test scores
5.8
Number of Students with Individual Education Plans
138 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Input Your Answer
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 2)
SECTION 2: RELATIONSHIPS, BEHAVIOUR AND RESPECT FOR THE RIGHTS OF OTHERS
Please choose the answer that best represents how you feel.
3
Agree
a. Students and other students




b. Teachers and other teachers




c.




d. Teachers and administrators




e. Teachers and parents




Overall the current interactions in your school are positive and
respectful between:
I feel a sense of connectedness to my school community.




5.11
Overall, I feel a sense of connectedness between the members of
the school community.




5.12
To what extent during the past school
year have the following behaviour
problems been a concern for you?
4
Sometimes
5
Often
6
Serious
7
Extreme
a. Verbal aggression (e.g., namecalling, teasing, threatening,
racist comments, etc.)







b. Physical aggression (e.g., hitting,
kicking, shoving, stealing, etc.)














c.
Social aggression (e.g., eye
rolling, excluding, gossiping,
spreading rumours, etc.)
2
Seldom
5.10
3
Occasionally
Teachers and students
4
Strongly
Agree
2
Disagree
Input Your Answer
1
Not at all
5.9
Question
1
Strongly
Disagree
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 139
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 3)
SECTION 2: RELATIONSHIPS, BEHAVIOUR AND RESPECT FOR THE RIGHTS OF OTHERS
(CONTINUED)
For the following questions: Where you do not have precise data, please enter ‘N/A’ for ‘Not
Available’.
#
Question
5.13
How many in-school suspensions do you have per year?
5.14
How many out-of-school suspensions do you have per year?
5.15
How many absences are there per year?
Input Your Answer
SECTION 3: AWARENESS
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 1: AWARENESS - The school community (students,
staff, teachers, parents) knows and understands the concept of children’s rights, the rights children have as
outlined in the Convention and how children’s rights relate to school culture and to their own roles.
Please choose the answer that best represents how you feel.
5.16
Administrators at this school know that students have rights and
responsibilities and that they are outlined in the United Nations
Convention on the Rights of the Child.




5.17
There are visible references to children’s rights in our school
(e.g., Convention on the Rights of the Child posters).




5.18
Students are currently educated on global citizenship and
activism at our school.




5.19
Conflict resolution is generally peaceful at our school.




140 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 4)
SECTION 3: AWARENESS (CONTINUED)
Please choose the answer that best represents how you feel.
5.20
We use specific conflict resolution programs for dealing with
conflict at our school.



4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#

Please name the specific conflict resolution programs used at your school:
______________________________________________________________
5.21
______________________________________________________________
3
Agree
5.22
In school discussions and decision-making we regularly
reference children’s rights.




5.23
Teachers have regular professional development opportunities to
learn about rights respecting education (see definition below) and
advance their rights respecting practice.




4
Strongly
Agree
2
Disagree
1
Strongly
Disagree
______________________________________________________________
Rights Respecting Education
Rights Respecting Education takes the Convention on the Rights of the Child into consideration through both
pedagogical approaches and content. Students are engaged in a process of democratic learning and
participation. Children’s rights are not only taught, but they are modeled, protected and respected (Covell and
Howe, 2005).
5.24
All students are treated equally in our school, regardless of
gender, race, disability, sexual orientation, physical differences,
etc.




5.25
Diversity is recognized and celebrated in our school (e.g., variety
of cultural/religious holidays recognized).




RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 141
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 5)
SECTION 4: STUDENT PARTICIPATION
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 2: STUDENT PARTICIPATION - Every student has
regular opportunities to be an active participant in the school community, and her or his opinions are sought and
listened to by decision makers.
Please choose the answers that best represent how you feel.
Input Your Answer
What student committees/clubs currently exist at your
school?
Check all that apply below

c.
Sports clubs

d. Music clubs

e. Dance and/or drama clubs

f.
Other: ________________________________

g. Other: ________________________________

h. Other: ________________________________




142 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS



4
Strongly
Agree
Students are involved in the planning of these school-wide
activities/events (referenced in question 1.26).

3
Agree
5.28

2
Disagree
What is the frequency of school-wide activities/events
that involve students at your school? (e.g., Peace Day,
Pink Shirt Day, Spirit Week, Pep Rally, etc.).
1
Strongly
Disagree
5.27
5
Daily
b. Spirit committee
4
Weekly

3
Monthly
a. Student council
2
Yearly
5.26
Question
1
Never
#

5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 6)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
Input Your Answer
What are the purposes of these school-wide
activities/events (referenced in question 1.26)?
Check all that apply below
a. Awareness raising/educational

b. Fundraising

c.

Advocacy (e.g., advocating for change)

f.
Other:_________________________________

g. Other:_________________________________




Students are involved in the planning of these activities/events
that engage the broader community (referenced in question 1.30).
1
Strongly
Disagree
5.31



4
Strongly
Agree

3
Agree

5.30
What is the frequency of activities/events involving
students at your school that engage the broader
community (e.g., Peace Day, Pink Shirt Day, Spirit
Week, Pep Rally, etc.)?
2
Disagree
5
Daily
e. Showing support for other initiatives
4
Weekly

3
Monthly
d. Building community (e.g., creating a sense of
connectedness)
2
Yearly
5.29
Question
1
Never
#

RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 143
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 7)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
Check all that apply below
a. Awareness raising/educational

b. Fundraising

c.

Advocacy (e.g., advocating for change)
d. Building community (e.g., creating a sense of
connectedness)

e. Showing support for other initiatives

f.
Other:_________________________________

g. Other:_________________________________

Check all that apply below
a. Local

b. Regional

c.

Provincial/Territorial
d. National

e. International

5.34
Students are often involved in decision-making at the school level
that affects them (e.g., students give feedback on school policies,
help choose playground equipment, etc.).
144 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS



4
Strongly
Agree
What levels do these activities/events (referenced in
question 1.30) reach?
1
Strongly
Disagree
5.33
What are the purposes of these activities/events that
engage the broader community (referenced in question
1.30)?
Input Your Answer
3
Agree
5.32
Question
2
Disagree
#

5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 8)
SECTION 4: STUDENT PARTICIPATION (CONTINUED)
5.35
There is active student representation on most school committees.




5.36
Student council members are democratically elected.




5.37
Students are permitted to express different forms of activism or
peaceful protest.




5.38
Decisions made by the student council are listened to and taken
into account by school staff.




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
SECTION 5: TEACHING AND LEARNING
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 3: TEACHING AND LEARNING - The Convention is a
reference point for classroom rules, formal and informal curriculum implementation and other decision-making.
Adults model rights respecting attitudes and behaviour, and students are given regular opportunities to learn
about and exercise their rights and responsibilities.
5.39
Students are currently provided opportunities to give feedback on
our school.




5.40
Students are currently provided opportunities to give feedback on
their education (e.g., quality of teaching and learning, assessment
and evaluation methods).




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 145
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 9)
SECTION 5: TEACHING AND LEARNING (CONTINUED)
#
Question
Input Your Answer
5.41
There are currently opportunities for staff to teach using a right
respecting approach to education (see definition of Rights
Respecting Education above).




5.42
Children’s rights (as outlined in the Convention on the Rights of
the Child) are currently being taught in our classrooms.




SECTION 6: LEADERSHIP
The questions in this section pertain to:
RIGHTS RESPECTING SCHOOLS BUILDING BLOCK 4: LEADERSHIP - Administrators are committed to
promoting respect for children’s rights. Children’s rights are used as a lens for policies, program choices,
program implementation, and other decision-making.
5.43
The students are safe and secure in our school.




5.44
There are measures in place that protect students from being
discriminated against due to differences such as religion, gender,
sexual orientation, cultural identity, manner of dress, etc.




4
Strongly
Agree
3
Agree
Input Your Answer
2
Disagree
Question
1
Strongly
Disagree
#
a. If so, what are they?
________________________________________________
________________________________________________
________________________________________________
5.45
There are codes of conduct in our school that aim to prevent
bullying, aggression, violence, sexual abuse, and harassment.




5.46
We have developed our policies and procedures with reference to
the rights of the students.




146 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 10)
SECTION 6: LEADERSHIP (CONTINUED)
5.47
In designing our policies and procedures we have consulted
students and asked for their input.




5.48
Our school policies and procedures are designed to improve the
students’ behaviour (they are not discriminatory, harmful, or
punitive).




5.49
Our school policies and procedures are applied consistently.




5.50
There are measures in place to prevent all forms of degrading
discipline in our school (e.g., humiliation).




5.51
Estimate how often students are sent to your office for
the following reasons:
3
Monthly
4
Weekly
5
Daily
Input Your Answer
2
Yearly
Question
1
Never
#
a. Disrespectful behaviour (hurting or rude comments
towards other students or teachers)





b.
Disruptive behaviour (impedes lesson or activity)





c.
Fighting





d.
Racist comments





e.
Bullying





f.
Other:_________________________________





RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 147
5.0 FOLLOW-UP ADMINISTRATOR SURVEY (PAGE 11)
SECTION 6: LEADERSHIP (CONTINUED)
How often do behavioural incidents occur in the following
places?
3
Monthly
4
Weekly
5
Daily
Input Your Answer
2
Yearly
5.52
Question
1
Never
#
a. Playground





b. Classroom





c.
Hallway





d. Lunchroom





e. Before/after school





f.





g. In the changing room





h. Around school lockers





i.





On the bus
Other _________________________
148 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
CONDUCTING THE FOLLOW-UP STUDENT SURVEY
What is the purpose of the Follow-Up Student Surveys?
To gauge the change in what students know about children’s rights and how they perceive
their school environment as a result of the Rights Respecting Schools initiative.
Who facilitates the Follow-Up Student Surveys?
The Follow-Up Student Surveys are facilitated by the Children’s Rights Team with support
from the RRS Facilitator (where possible).
When should the Follow-Up Student Surveys be completed?
The Follow-Up Student Surveys should be completed during the Follow-Up Rights Assessment, preferably early
on in the process.
Who should participate in the Follow-Up Student Surveys?
The school should choose the grades and students they wish to participate in the survey. But it is recommended
that students in grades 3 to 7 participate. Note: With younger grades teachers may need to read aloud the
questions or help students understand the meaning of certain questions. Invite students to participate with the
Student Invitation Letter for Follow-up Student Surveys (page 150).
How are the results of the Follow-Up Student Surveys analysed?
First all participating students fill in a paper copy of the 6.0 Follow-Up Student Survey (pages 151-153). Then
the Children’s Rights Team collects the surveys and uses the instructions on Synthesizing the Follow-Up
Student Survey Data (page 155) and the Follow-Up Student Survey Data Chart (pages 156-157) to
synthesize the results. Then the Children’s Rights Team shares the results with the RRS Facilitator.
Do we need permission from student’s parents for them to participate?
Yes. Once the Children’s Rights Team has chosen which students will participate they must obtain signed
Waiver, Consent and Release (page 154) forms from each participating student. A copy (electronic is
acceptable) of the signed forms are then given to the RRS Facilitator.
*Please see UNICEF Canada’s Principles for Ethical Reporting on Children (page 64).
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 149
Dear
,
What do you know about
children’s rights?
Does your school have a
student council?
Do you want to share
your ideas?
Congratulations!
You and the others in your school community have been hard at work creating a happier, safer and
more inclusive place to learn and grow as a Rights Respecting School.
In Rights Respecting Schools students learn about and exercise their rights, including their right to an
education, right to information, and right to participate in decisions on issues that affect them.
Another important right that you have as a child is to have your ideas and opinions heard and taken
seriously, so we would like to invite you to participate in an important student survey. This survey will
ask you questions about your school, your education and about children’s rights.
If you would like to participate in this survey, please make sure you and your parents sign the
attached permission form and return it to your teacher. Your teacher will give you the survey to
complete during the school day.
For Parents
Schools that are working on becoming a Rights Respecting School do a follow-up assessment
to measure what the school community has learned about children’s rights, usually after a year
or two of implementation. Some students are asked to participate in a survey to help measure
change. Be assured that any ideas your child might share will be used for research purposes in
an anonymous manner. Thank you for encouraging your child to participate.
150 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
6.0 FOLLOW-UP STUDENT SURVEY
Thank you for participating in this survey!
Your school has started a journey to join other elementary schools across Canada to become a Rights
Respecting School. In Rights Respecting Schools, students learn about children’s rights and about how to
create a happier, safer and more respectful place to learn.
We would like to invite you to participate in an important student survey.
Privacy
Your answers are PRIVATE and no one will know exactly what your answers are. This is not a test. There are
no right or wrong answers. We just want to learn how you feel about your school. Please do NOT record your
name on this survey.
Voluntary Participation
Participation in this survey is voluntary, meaning you only have to answer if you want to.
To complete this Survey
This survey contains questions that will help us understand how your school is or is not respecting children’s
rights. Please complete the survey by checking the answer that shows how you feel for each of the
following questions.
When you are done the survey, please give it to your teacher.
Do you understand why we would like you to do the survey?
Do you want to do the survey?
CIRCLE:
YES
CIRCLE:
YES
NO
NO
What grade are you in? _________
Are you a boy or a girl?
CIRCLE:
BOY
GIRL
CONTINUE TO NEXT PAGE 
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 151
6.0 FOLLOW-UP STUDENT SURVEY (PAGE 2)
Please check the answer that best reflects how you feel in response to each question.
SECTION 1: AWARENESS
Questions
No
Not
Really
Kind Of
Yes
Not Sure
6.1
In my classroom, I learn about the
United Nations Convention on the
Rights of the Child (“the Convention”).





6.2
In my classroom, I learn about my
rights and the rights of others.





6.3
In my classroom I see pictures,
posters and words that show or talk
about children’s rights.





6.4
In my classroom, I get to work on
projects about children’s rights.





6.5
My teacher uses activities like circles,
role-playing, debating, cooperative
learning and restorative practices, to
help us understand children’s rights.





6.6
Children’s rights are discussed at school
assemblies, on the announcements or at
school events.





Questions
No
Not
Really
Kind Of
Yes
Not Sure
6.7
My school has a student council
chosen by all students.





6.8
Student council members provide
ways for me to learn about my rights.





6.9
In my classroom, I am asked to help
make decisions.





6.10
Students in my school have the
chance to be included in school
committees.





6.11
All students in my school have the
chance to help make important
decisions about school activities and
events.





#
SECTION 2: STUDENT PARTICIPATION
#
152 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
6.0 FOLLOW-UP STUDENT SURVEY (PAGE 3)
SECTION 3: TEACHING AND LEARNING
Questions
No
Not
Really
Kind Of
Yes
Not Sure
6.12
In my classroom, I can make choices
about what I learn.





6.13
In my classroom, I can make choices
about how I am graded.





6.14
When I am involved in a conflict in my
classroom, I feel I am treated fairly by
my teacher.





6.15
With other students, I helped write our
classroom charter of rights.





Questions
No
Not
Really
Kind Of
Yes
Not Sure
6.16
At my school there are rules about
respecting other students’ rights.





6.17
In my school, conflicts between
students that happen outside of the
classroom (e.g. on the playground or in
the hallways) are resolved fairly and
respectfully.





6.18
In my school, conflicts between students
and adults that happen outside of the
classroom (e.g. on the playground or in
the hallways) are resolved fairly and
respectfully.





#
SECTION 4: LEADERSHIP
#
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 153
CONSENT, WAIVER AND RELEASE
The Friends of Rights Respecting Schools (FRRS) would like to use your images, photographs, videos,
artwork and comments for educational purposes, so that we can continue to promote and advocate
peace, tolerance and children’s rights through the RRS Initiative in Canada.
For FRRS to reproduce or post your material, we request your permission and for you to agree with the
following:



grant to FRRS the right to use, reproduce, communicate, modify, edit and publicly display your images,
photographs, videos, artwork and verbal or written comments, without any fee or other form of
compensation, and without further notification or permission.
You agree that FRRS is entitled to distribute, disseminate, publish, broadcast, store, archive, translate, adapt
and/or otherwise use the above-mentioned material in and on all FRRS media platforms including, but not
limited to, print, broadcast, internet and other electronic media.
You agree to waive and release FRRS, our directors, officers, employees, contractors, sponsors,
representatives and volunteers (the “Released Parties”) from any and all claims, damages, liability and costs
directly or indirectly caused by or in connection with the use of your images, photographs, videos, artwork or
verbal/written comments. The undersigned further agrees not to make any claim against the Released Parties
as a result of such use.
You
PLEASE PRINT:
First Name (student): _______________________________ Last Name (student):________________________________
School: ______________________________________________________________ Grade Level: __________________
Signature (student): __________________________________________________
Date: ________________________
Name of parent/guardian (if student is under 18): __________________________________________________________
Signature of parent/guardian (if student is under 18): _______________________________________________________
It is FRRS’s practice when publishing the image(s) to include a photo credit or caption where possible; citing
either the first name only of the student and in some cases his or her grade level and province. The name of the
school may be cited in lieu of the first name of the child. This practice is intended to protect the identity of the
student. Please advise us in the space below if there are any restrictions you wish to place on how FRRS
identifies the image(s).
FOR OFFICE USE ONLY: image code [day/month/year/]
Electronic image(s) to be stored in folder labelled day/month/year, with electronic copy of permission form(s).
154 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
SYNTHESIZING THE FOLLOW-UP STUDENT SURVEY DATA
When all of the Follow-Up Student Surveys are complete, the Children’s Rights Team synthesizes the data
using the instructions below.
STEP 1
Begin by tallying up the responses to each question from all of the complete surveys.
#
6.2
Questions
In my classroom, I
learn about my rights
and the rights of
others.
No
Not Really
Kind Of
Yes
Not Sure
1
3
3
12
1
STEP 2
Then determine the total number of responses (e.g. total in this example is 20). Using the total number of
responses, determine the ratio of responses for each question (see example below). Record the ratios on the
Follow-Up Student Survey Data Chart (pages 156-157).
#
6.2
Questions
In my classroom, I
learn about my rights
and the rights of
others.
No
Not Really
Kind Of
Yes
Not Sure
Ratio
%
Ratio
%
Ratio
%
Ratio
%
Ratio
%
1/20
5
3/20
15
3/20
15
12/20
60
1/20
5
STEP 3
Finally, determine the percentage of the population surveyed that gave each answer. Divide the number of
people that gave the answer by the total number of responses and multiply by 100 to calculate the percentage.
Record the percentages on the Follow-Up Student Survey Data Chart and then share with your school’s RRS
Facilitator via email or fax.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 155
FOLLOW-UP STUDENT SURVEY DATA CHART
For the Children’s Rights Team: Use this chart to record the results of your school’s Follow-Up Student
Survey.
Use the instructions on Synthesizing the Follow-Up Student Survey Data (page 155) to fill in this chart.
Then share this chart with your school’s RRS Facilitator via email or fax.
SECTION 1: AWARENESS
#
Questions
No
Ratio
6.1
In my classroom, I learn
about the United Nations
Convention on the
Rights of the Child (“the
Convention”).
6.2
In my classroom, I learn
about my rights and the
rights of others.
6.3
In my classroom I see
pictures, posters and
words that show or talk
about children’s rights.
6.4
In my classroom, I get to
work on projects about
children’s rights.
6.5
My teacher uses
activities like circles,
role-playing, debating,
cooperative learning and
restorative practices, to
help us understand
children’s rights.
6.6
Children’s rights are
discussed at school
assemblies, on the
announcements or at
school events.
Not Really
%
Ratio
%
Kind Of
Ratio
%
Yes
Ratio
Not Sure
%
Ratio
%
SECTION 2: STUDENT PARTICIPATION
#
Questions
No
Ratio
6.7
My school has a student
council chosen by all
students.
6.8
Student council
members provide ways
for me to learn about my
rights.
Not Really
%
Ratio
%
Kind Of
Ratio
%
156 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Yes
Ratio
Not Sure
%
Ratio
%
FOLLOW-UP STUDENT SURVEY DATA CHART (PAGE 2)
SECTION 2: STUDENT PARTICIPATION (continued)
#
Questions
No
Not Really
Ratio
6.9
In my classroom, I am
asked to help make
decisions.
6.10
Students in my school
have the chance to be
included in school
committees.
6.11
All students in my school
have the chance to help
make important
decisions about school
activities and events.
%
SECTION 3: TEACHING AND LEARNING
#
Questions
No
Ratio
6.12
6.13
6.14
6.15
%
Ratio
%
Not Really
Ratio
%
Kind Of
Ratio
%
Kind Of
Ratio
%
Yes
Ratio
Not Sure
%
Ratio
%
Ratio
Yes
Ratio
%
Not Sure
%
In my classroom, I can
make choices about
what I learn.
In my classroom, I can
make choices about how
I am graded.
When I am involved in a
conflict in my classroom,
I feel I am treated fairly
by my teacher.
With other students, I
helped write our
classroom charter of
rights.
SECTION 4: LEADERSHIP
#
Questions
No
Ratio
6.16
At my school there are
rules about respecting
other students’ rights.
6.17
In my school, conflicts
between students that
happen outside of the
classroom (e.g. on the
playground or in the
hallways) are resolved
fairly and respectfully.
6.18
In my school, conflicts
between students and
adults that happen
outside of the classroom
(e.g. on the playground
or in the hallways) are
resolved fairly and
respectfully.
Not Really
%
Ratio
%
Kind Of
Ratio
%
Yes
Ratio
Not Sure
%
Ratio
%
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 157
CONDUCTING THE FOLLOW-UP TEACHING STAFF SURVEY
What is the purpose of the Follow-Up Staff Survey?
To measure the rights respecting capacities of the school and determine to what extent
the policies and practices at the school have changed as a result of the Rights Respecting
Schools initiative. The survey questions are divided into four categories corresponding to
the Rights Respecting Schools Building Blocks and are the same as the Initial Staff
Survey, with a few additional new questions.
Who completes the Follow-Up Staff Survey?
The Follow-Up Staff Survey is completed by all teaching staff at the school. The Children’s Rights Team is
responsible for ensuring all teaching staff complete and submit the survey.
When should the Follow-Up Staff Survey be completed?
The Follow-Up Staff Survey can be completed at any point in the Follow-Up Rights Assessment process, but all
surveys should be submitted by the end of the Follow-Up Rights Assessment process.
How is the Follow-Up Staff Survey submitted?
First all teaching staff fill in a paper copy of the 7.0 Follow-Up Teaching Staff
Survey (pages 159-164).
Then the Children’s Rights Team collects the surveys and uses the instructions
on Synthesizing the Follow-Up Staff Survey Data (page 165) and the FollowUp Teaching Staff Survey Data Chart (pages 166-170) to synthesize the
results. Then the Children’s Rights Team shares the results with the RRS
Facilitator.
158 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Tip
Put a box in your front
office for teaching staff to
anonymously submit
their surveys.
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 1)
Thank you for participating in this survey!
The data collected from this survey will help to measure the change at your school as a result of the Rights
Respecting Schools initiative. The questions have been designed to address the four Rights Respecting Schools
Building Blocks: Awareness, Student Participation, Teaching and Learning, and Leadership.
Confidentiality and Anonymity
Full confidentiality and anonymity of all data collected from this survey by the Facilitator is assured. Under no
circumstances will this data be shared publicly. The results of this survey will not be shared with your school staff
in this format, but may be incorporated into a larger research document to be presented as part of the overall
data, and to be used when creating the School Action Plan.
Voluntary Participation
Participation in this survey is voluntary. A decision not to participate will not affect the integrity of the data or the
school’s overall participation in the Rights Respecting Schools initiative.
To Complete this Survey
The following survey contains questions about the rights respecting capacities of your school. Please complete
the survey by checking the answer that best represents how you feel for each of the following questions. When
you have completed the survey, submit it to your school’s Children’s Rights Team. They will ensure it is then
submitted to your school’s RRS Facilitator.
Note
The scale used for many of the questions (from “strongly disagree” to “strongly agree”) is designed to give you
the opportunity to provide more than a ‘yes’ or ‘no’ answer. Providing a more nuanced answer will allow our
researchers to track changes and shifts in approaches and policies, more than a ‘yes’ or ‘no’ answer could.
Please do NOT record your name on this survey.

Please check here to show that you have read and understood the information above and
would like to participate in this survey.
Continue to page 2
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 159
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 2)
Please check the answer that best reflects how you feel in response to each question.
SECTION 1: AWARENESS
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
7.1
In my classroom, all students learn
about the United Nations Convention
on the Rights of the Child (the
Convention).





7.2
In my classroom, all students have a
good understanding of their rights
under the Convention.





7.3
In my classroom, lessons include
references to children’s rights





7.4
There are visible references to
children’s rights in my classroom.





7.5
There are visible references to
children’s rights in the wider school
environment.





7.6
I regularly participate in professional
development opportunities that
advance my knowledge and
understanding of children’s rights and
the Convention.





7.7
I regularly participate in professional
development opportunities that
advance my practice as a rights
respecting educator.





7.8
My school recognizes special days
related to human and children’s rights
(e.g., International Day of the Child).





7.9
I regularly address attitudes and
actions that are inconsistent with
children’s rights.





7.10
I regularly use rights respecting
approaches (e.g. restorative
practices, circles) to address attitudes
and actions that are inconsistent with
children’s rights.





#
Questions
160 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 3)
SECTION 2: STUDENT PARTICIPATION
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
Yes
No
‘no’, proceed to question 4.18)


7.12
The student council members promote
the Convention and provide
opportunities to explore children’s
rights in the school.





7.13
The student council is elected in a
democratic and representative manner
by all students.





7.14
The student council is actively involved
in important decision making at the
school (such as hiring of school staff or
school policy-making).





7.15
In my classroom, all students are
consulted and help make decisions on
a regular basis.





7.16
I provide all students with opportunities
to contribute to local, national and/or
global initiatives supportive of human
rights through my classroom
assignments.





7.17
Students are represented and actively
participate on school committees.





7.18
In the wider school environment, all
students are consulted and help make
decisions on a regular basis.





7.19
All students are able to engage in
peaceful forms of protest at our school.





Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
7.20
I use participatory teaching methods in
my classroom (such as brainstorming,
problem-solving, role-playing, debating
and cooperative learning)





7.21
I use participatory evaluation methods
in my classroom (such as peer
assessments, co-created rubrics,
student portfolios).





#
7.11
Questions
The school has an active student
council (If ‘yes’, proceed to question 4.12. If
SECTION 3: TEACHING AND LEARNING
#
Questions
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 161
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 4)
SECTION 3: TEACHING AND LEARNING (continued)
#
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
7.22
In my classroom I give all students the
opportunity to make choices in their
method of learning.





7.23
In my classroom I give all students the
opportunity to make choices about
their evaluation methods.





7.24
I use rights-consistent decisions,
policies and classroom management
practices to resolve conflicts between
students.





7.25
I use rights-consistent decisions,
policies and classroom management
practices to resolve conflicts between
students and teachers.





7.26
I provide all students with the
opportunity to contribute to a
classroom charter of rights.





7.27
I regularly ask all students for
constructive feedback on the quality of
my teaching constructive feedback.





7.28
I regularly ask all students for
constructive feedback on assessment
and evaluation methods.





Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
SECTION 4: LEADERSHIP
#
Questions
7.29
The school has a mission statement
that reflects the principles of the
Convention.





7.30
The school has a charter that reflects
the principles of the Convention.





7.31
The school has a code of conduct that
reflects the principles of the
Convention.





162 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 5)
SECTION 4: LEADERSHIP (continued)
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
7.32
The school reviews its policies and
procedures, and ensures that they
reflect the principles and rights
articulated in the Convention.





7.33
The school policies and procedures
are applied consistently.





7.34
In the school conflicts between all
students are resolved with rightsconsistent decisions and policies.





7.35
In the school conflicts between all
students and adults are resolved with
rights-consistent decisions and
policies.





7.36
School staff are recruited and inducted
to be able to support and advance
progress as a Rights Respecting
School.





7.37
School community stakeholders have
opportunities to improve their
knowledge and understanding of the
Convention, its relevance to the
school, and its relation to local,
national and global issues.





7.38
The school takes active and regular
measures to assess its progress as a
Rights Respecting School (such as
reviewing the RRS Action Plan).





#
Questions
SECTION 5: FINAL REFLECTIONS
Thank you for answering these final questions about your perspective on the implementation of the
Rights Respecting Schools initiative at your school. Your insights are extremely valuable!
7.39 In what ways do you think the Rights Respecting Schools initiative has affected your school culture? For
instance, do you notice any improvement in the attitudes and actions of students, teachers, school staff or
parents?
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 163
7.0 FOLLOW-UP TEACHING STAFF SURVEY (PAGE 6)
SECTION 5: FINAL REFLECTIONS
7.40 In what ways has the Rights Respecting Schools initiative influenced your teaching of the curriculum? For
instance, did you find more opportunities in your classes to teach children about the Convention or to teach from
a rights-based perspective? Were you able to relate the Convention to global issues?
7.41 In what ways has the Rights Respecting Schools initiative influenced your leadership style? For instance,
has it influenced your policies or the way you administer them? Has it influenced your teaching strategies, your
interactions with students or the way you carry out your professional practice?
7.42 Do you think that the Rights Respecting Schools initiative helped to strengthen the participation of children
in educational decision-making? Do you think it strengthened the school’s capacity to engage children as global
citizens?
7.43 What was the most memorable or transformative success from your school’s participation in the Rights
Respecting Schools initiative?
7.44 What suggestions do you have for improving the Rights Respecting Schools initiative for future years?
164 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
SYNTHESIZING THE FOLLOW-UP STAFF SURVEY DATA
When all of the Follow-Up Teaching Staff Surveys are complete, the Children’s Rights Team synthesizes the
data using the instructions below.
STEP 1
Begin by tallying up the responses to each question from all of the complete surveys.
#
7.3
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
1
3
3
12
1
In my classroom,
lessons include
references to children’s
rights
STEP 2
Then determine the total number of responses (e.g. total in this example is 20). Using the total number of
responses, determine the ratio of responses for each question (see example below). Record the ratios on the
Follow-Up Teaching Staff Survey Data Chart (pages 166-170).
#
Questions
Strongly
Disagree
Ratio
7.3
In my classroom,
lessons include
references to
children’s rights
1/20
%
5
Disagree
Ratio
3/20
%
15
Strongly
Agree
Agree
Ratio
3/20
%
15
Ratio
12/20
%
60
Not Sure
Ratio
1/20
%
5
STEP 3
Finally, determine the percentage of the population surveyed that gave each answer. Divide the number of
people that gave the answer by the total number of responses and multiply by 100 to calculate the percentage.
Record the percentages on the Follow-Up Teaching Staff Survey Data Chart and then share with your
school’s RRS Facilitator via email or fax.
STEP 4
Questions 7.39 – 7.44 do not get summarized on the Follow-Up Staff Survey Data Chart. These questions
were added to the Follow-Up Staff Survey to help the Children’s Rights Team complete the RRS Action Plan
Review (see Conducting the RRS Action Plan Review, page 171). The Children’s Rights Team should review
the staff’s answers to these six questions as they prepare to complete the RRS Action Plan Review.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 165
FOLLOW-UP TEACHING STAFF SURVEY DATA CHART
For the Children’s Rights Team: Use this chart to record the results of your school’s Follow-Up Teaching
Staff Survey.
Use the instructions on Synthesizing the Follow-Up Teaching Staff Survey Data (page 165) to fill in this chart.
Then share this chart with your school’s RRS Facilitator via email or fax.
SECTION 1: AWARENESS
#
Questions
Strongly
Disagree
Ratio
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
In my classroom, all
students learn about the
United Nations
Convention on the
Rights of the Child (the
Convention).
In my classroom, all
students have a good
understanding of their
rights under the
Convention.
In my classroom,
lessons include
references to children’s
rights.
There are visible
references to children’s
rights in my classroom.
There are visible
references to children’s
rights in the wider school
environment.
I regularly participate in
professional
development
opportunities that
advance my knowledge
and understanding of
children’s rights and the
Convention.
I regularly participate in
professional
development
opportunities that
advance my practice as
a rights respecting
educator.
My school recognizes
special days related to
human and children’s
rights (e.g., International
Day of the Child).
166 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Ratio
%
Not Sure
Ratio
%
FOLLOW-UP TEACHING STAFF SURVEY DATA CHART (PAGE 2)
SECTION 1: AWARENESS (continued)
#
Questions
Strongly
Disagree
Ratio
7.9
7.10
%
Disagree
Ratio
%
Strongly
Agree
Agree
Not Sure
Ratio
%
Ratio
%
Ratio
%
N/A
N/A
N/A
N/A
N/A
N/A
I regularly address
attitudes and actions
that are inconsistent with
children’s rights.
I regularly use rights
respecting approaches
(e.g. restorative
practices, circles) to
address attitudes and
actions that are
inconsistent with
children’s rights.
SECTION 2: STUDENT PARTICIPATION
#
7.11
#
Questions
Yes
Questions
Strongly
Disagree
Ratio
7.12
7.13
7.14
7.15
7.16
No
The school has an active
student council (If ‘yes’,
proceed to question
4.12. If ‘no’, proceed to
question 4.18)
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
Not Sure
%
The student council
members promote the
Convention and provide
opportunities to explore
children’s rights in the
school.
The student council is
elected in a democratic
and representative
manner by all students.
The student council is
actively involved in
important decision
making at the school
(such as hiring of school
staff or school policymaking).
In my classroom, all
students are consulted
and help make decisions
on a regular basis.
I provide all students
with opportunities to
contribute to local,
national and/or global
initiatives supportive of
human rights through my
classroom assignments.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 167
FOLLOW-UP TEACHING STAFF SURVEY DATA CHART (PAGE 3)
SECTION 2: STUDENT PARTICIPATION (continued)
#
7.17
7.18
7.19
Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Not Sure
Disagree
Agree
Strongly
Agree
Not Sure
Students are
represented and actively
participate on school
committees.
In the wider school
environment, all
students are consulted
and help make decisions
on a regular basis.
All students are able to
engage in peaceful
forms of protest at our
school.
SECTION 3: TEACHING AND LEARNING
#
Questions
Strongly
Disagree
Ratio
7.20
7.22
7.23
7.24
7.25
7.26
%
Ratio
%
Ratio
%
I use participatory
teaching methods in my
classroom (such as
brainstorming, problemsolving, role-playing,
debating and
cooperative learning).
In my classroom I give
all students the
opportunity to make
choices in their method
of learning.
In my classroom I give
all students the
opportunity to make
choices about their
evaluation methods.
I use rights-consistent
decisions, policies and
classroom management
practices to resolve
conflicts between
students.
I use rights-consistent
decisions, policies and
classroom management
practices to resolve
conflicts between
students and teachers.
I provide all students
with the opportunity to
contribute to a
classroom charter of
rights.
168 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Ratio
%
Ratio
%
FOLLOW-UP TEACHING STAFF SURVEY DATA CHART (PAGE 4)
SECTION 3: TEACHING AND LEARNING (continued)
#
Questions
Strongly
Disagree
Ratio
7.27
7.28
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
%
Not Sure
Ratio
%
I regularly ask all
students for constructive
feedback on the quality
of my teaching
constructive feedback.
I regularly ask all
students for constructive
feedback on assessment
and evaluation methods.
SECTION 4: LEADERSHIP
#
Questions
Strongly
Disagree
Ratio
7.29
7.30
7.31
7.32
7.33
7.34
7.35
7.36
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
Ratio
%
Not Sure
Ratio
%
The school has a
mission statement that
reflects the principles of
the Convention.
The school has a charter
that reflects the
principles of the
Convention.
The school has a code
of conduct that reflects
the principles of the
Convention.
The school reviews its
policies and procedures,
and ensures that they
reflect the principles and
rights articulated in the
Convention.
The school policies and
procedures are applied
consistently.
In the school conflicts
between all students are
resolved with rightsconsistent decisions and
policies.
In the school conflicts
between all students and
adults are resolved with
rights-consistent
decisions and policies.
School staff are recruited
and inducted to be able
to support and advance
progress as a Rights
Respecting School.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 169
FOLLOW-UP TEACHING STAFF SURVEY DATA CHART (PAGE 5)
SECTION 4: LEADERSHIP (continued)
#
Questions
Strongly
Disagree
Ratio
7.37
7.38
%
Disagree
Ratio
%
Strongly
Agree
Agree
Ratio
%
School community
stakeholders have
opportunities to improve
their knowledge and
understanding of the
Convention, its
relevance to the school,
and its relation to local,
national and global
issues.
The school takes active
and regular measures to
assess its progress as a
Rights Respecting
School (such as
reviewing the RRS
Action Plan).
170 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS
Ratio
%
Not Sure
Ratio
%
CONDUCTING THE RRS ACTION PLAN REVIEW
What is the purpose of the Action Plan Review?
The Action Plan Review gives the school an opportunity to reflect on the extent to
which the RRS Action Plan was carried out successfully. The review asks schools
to examine which activities were particularly successful and why. It also asks
schools to identify areas of improvement or gaps that they should focus on in
future years.
Who completes the Action Plan Review?
The Action Plan Review is completed by the Children’s Rights Team. One member is chosen to be responsible
for submitting the completed Action Plan Review to the RRS Facilitator.
Which document should be used?
To complete the Action Plan Review the Children’s Rights Team need only complete the columns and questions
of the RRS Action Plan Template (pages 111-128 of Booklet 5) that have been clearly designated as part of
the Action Plan Review. There is no separate Action Plan Review document.
When should the Action Plan Review be completed?
The Action Plan Review should be completed at some point during the Follow-Up Rights Assessment. The
Children’s Rights Team may wish to review the results of the Follow-Up Rights Assessment before writing the
Action Plan Review, but this is not necessary.
How is the Action Plan Review submitted?
Once complete, the Action Plan Review should be submitted to the RRS Facilitator via email.
Congratulations! This is the last component of the Follow-Up Rights Assessment.
RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS | 171
RIGHTS RESPECTING SCHOOL RECOGNITION
Following the successful completion of the Follow-Up Rights Assessment, the school will receive recognition as a
Rights Respecting School. The school will receive a plaque that can be proudly displayed. As well, they will
receive the rights to use the Rights Respecting Schools logo in their online and print publications.
Maintaining Status as a Rights Respecting School
After a school is officially recognized as a Rights Respecting School, they are required to work with their RRS
Facilitator in future years to continue the implementation of the RRS Building Blocks. Schools and their RRS
Facilitator will determine a timeline each school year for revisiting the school RRS Action Plan and re-evaluating
success using the Follow-Up Rights Assessment tools.
172 | RIGHTS RESPECTING SCHOOLS: TOOLKIT FOR CANADIAN SCHOOLS