Code of Conduct
Procedures Manual 213-A
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First Adopted:
Revision History:
Next Review:
1.
Community Relations
Safe Schools Superintendent
September 2001
January 2008, March 2013
March 2016
General
These procedures outline the development of the Board and individual school
Codes of Conduct. These procedures include standards of behaviour for all
members of the school community, the roles and responsibilities of the Board,
Principals, teachers and school staff, students, parents, police services and
community partners. Consequences for students are also included. It is in
collaboration with members of the school community that the Board will provide a
supportive and safe learning and teaching environment.
2.
Terms and Definitions
2.1
Progressive Discipline
Progressive Discipline is a range of early and later interventions, supports and
consequences that are developmentally appropriate and includes opportunities
for students to learn from mistakes and that focus on improving behaviour.
2.2
School Community
School community is Trustees, all staff of the Board (administrators, Principals
and Vice- principals, teachers, support staff, students, parents), police services,
community partners, and community groups who use Board facilities.
Please refer to Policy # 503 Safe Schools for other Terms and Definitions that
pertain to the policy.
3.
Intention of the Codes of Conduct
The Board’s Code of Conduct and School Codes of Conduct are based on the
Provincial Code of Conduct and are intended to:
3.1
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serve as a guideline for all members of the school community in
determining the minimum acceptable behaviour within each learning
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environment: on school and Board property, school buses, and at school
and school and/or Board-related events and activities on or off site, and in
other circumstances that could have a negative impact on the school
climate
4.
3.2
ensure that all members of the school community are treated with respect
and dignity, especially persons in positions of authority
3.3
promote responsible citizenship by encouraging appropriate participation
in the civic life of the school community
3.4
maintain an environment where conflict and difference can be addressed
in a manner characterized by respect and civility
3.5
encourage the use of non-violent means to resolve conflict
3.6
promote the safety of people in the schools
3.7
discourage the use of alcohol and illegal drugs
3.8
prevent bullying in the schools.
Standards of Behaviour
4.1
Respect, Civility and Responsible Citizenship
All members of the school community will:
March 2013
4.1.1
respect and comply with all applicable Federal, Provincial and
Municipal laws
4.1.2
demonstrate honesty and integrity
4.1.3
respect differences in people, their ideas and opinions
4.1.4
treat one another with dignity and respect at all times, and
especially where there is disagreement
4.1.5
respect and treat others fairly, regardless of their race, ancestry,
place of origin, colour, ethnic origin, citizenship, religion, gender,
sexual orientation, age or disability
4.1.6
respect the rights of others
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4.1.7
show proper care and regard for school property and the property
of others
4.1.8
take appropriate measures to help those in need
4.1.9
seek school staff assistance, if necessary, to resolve conflict
peacefully
4.1.10 respect all members of the school community, especially persons
who are in a position of authority
4.1.11 respect the needs of others to work in an environment that is
conducive to learning and teaching
4.1.12 not swear at a teacher or at another person in authority.
4.2
Safety
All members of the school community will not:
4.2.1
engage in bullying behaviours including cyber-bullying
4.2.2
commit sexual assault
4.2.3
traffic in weapons or illegal drugs
4.2.4
give alcohol to a minor
4.2.5
commit robbery
4.2.6
be in possession of any weapon including, but not limited to
firearms
4.2.7
use any object to threaten or intimidate another person
4.2.8
cause injury to any person with an object
4.2.9
be in possession of, or under the influence of, or provide others
with alcohol or illegal drugs
4.2.10 inflict or encourage others to inflict bodily harm on another person
4.2.11 engage in hate propaganda and other forms of behaviour
motivated by bias, prejudice, and hate
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4.2.12 commit an act of vandalism that causes extensive damage to
school property or property located on the premises of a school
4.2.13 engage in any form of electronic communication directed to an
individual or group of people that is intended to cause or should
be known to cause fear, distress and/or harm to other persons’
feelings, self esteem, or reputation, or that has a negative impact
on the school climate.
5.
Roles and Responsibilities of the Board
The Board will:
6.
5.1
cooperate fully with police and community agencies in the administration
of this policy
5.2
seek input on the Board’s Code of Conduct from the Safe, Equitable and
Inclusive Schools Steering Committee, which includes representation
from the Parent Involvement Committee (PIC) and the Special Education
Advisory Committee (SEAC).
5.3
communicate the Provincial Code of Conduct and the Board’s Code of
Conduct to parents, students, Principals, teachers, school and Board
staff, and all members of the school community, and obtain their
commitment and support
5.4
develop effective intervention strategies and to respond to all infractions
related to the standards for respect, civility, responsible citizenship and
safety
5.5
provide opportunities for staff to acquire the knowledge, skills and
attributes necessary to develop and maintain academic excellence to
promote a safe learning and teaching environment.
Roles and Responsibilities of Principals
Principals will:
6.1
take a leadership role in the daily operation of the school by
demonstrating care and commitment to academic excellence and a safe,
inclusive and accepting teaching and learning environment
6.2
hold those under their authority accountable for their actions and
behaviour
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7.
6.3
empower students to be positive leaders in their school and community
6.4
communicate meaningfully and on a regular basis with all members of
the school’s community
6.5
ensure that a School Code of Conduct, based on the Ontario Code of
Conduct and Board’s Code of Conduct, is developed and communicated
annually to the school community
6.6
review the School Code of Conduct at least once every three years, and
to seek input from school councils, staff, students, parents and
guardians, and the school community on the review.
Roles and Responsibilities of Teachers and School Staff
Teachers and school staff will:
8.
7.1
serve as role models
7.2
maintain order in the school
7.3
maintain consistent standards of behaviour for all students
7.4
help students work to fulfill their potential, develop self-worth, and
prepare them for the full responsibilities of citizenship
7.5
communicate regularly and meaningfully with parents/guardians
7.6
demonstrate respect for all students, staff, parents, volunteers, and the
members of the school community
7.7
empower students to be positive leaders in their school and community.
Roles and Responsibilities of Students
Students will be treated with respect and dignity by all school and Board staff,
and will:
8.1
follow the established rules and accept responsibility for their personal
actions
8.2
demonstrate respect for self and others, for those in authority and for
responsible citizenship through acceptable behaviour
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9.
8.3
fulfill expected academic obligations
8.4
come to school punctually each day, prepared and willing to learn
8.5
obey the rules of the school, on school buses, and at other sites during
school activities
8.6
refrain from bringing anything to school that compromises the safety of
others
8.7
dress appropriately in accordance with the Board’s and the school’s
policies
8.8
use respectful language, free from profanity
8.9
work cooperatively with staff and other students
8.10
be honest in their academic work (refrain from plagiarism, cheating, etc.)
8.11
use free time responsibly.
Roles and Responsibilities of Parents
Parents play an important role in the education of their children and will:
9.1
demonstrate respect for all members of the school community
9.2
support the efforts of school staff in maintaining a safe and respectful
learning environment
9.3
show an active interest in their child’s work and progress
9.4
communicate regularly with their child’s school
9.5
assist staff in dealing with disciplinary issues that involve their child
9.6
help their child be neat, dress appropriately, be well-rested and prepared
and ready to learn
9.7
ensure that their child attends school regularly and on time
9.8
promptly report their child’s absence or late arrival
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10.
9.9
show that they are familiar with the Ontario and Board Codes of Conduct
and the school’s Code of Conduct and rules of behaviour
9.10
help and encourage their child in following the Board and the School
Codes of Conduct and the school’s rules of behaviour.
Roles and Responsibilities of Police Services
Police are partners with schools and school boards in maintaining safe schools
and communities. Through the guidelines established in the Police/School Board
Protocol, Police support schools by encouraging, enabling and maintaining
positive relationships with school administrators, staff, students, parents, and
members of the school community.
11.
Roles and Responsibilities of Community Partners
Community partners, service agencies and members of the community are
resources that can help schools deliver prevention and intervention programs.
Current and new partnerships, protocols and outreach are encouraged and
supported by the Board to formalize and enhance relationships to maintain safe
schools and communities.
12.
School Codes of Conduct
School Codes of Conduct will:
12.1
be based on, but not limited to, the minimum expectations for behaviour
as outlined in this policy, and the Ontario Code of Conduct
12.2
include responsibilities for students, staff, parents, visitors, volunteers
and other members of the school community
12.3
be developed and communicated annually to the school community
12.4
be reviewed every three years
12.5
reflect the Ontario Code of Conduct, the Board’s Code of Conduct and
Board policies
12.6
set out clearly what is acceptable and what is unacceptable behaviour
12.7
ensure that the school environment is conducive to learning, allowing the
effective and uninterrupted instruction of all students
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13.
12.8
help students understand the expectations for all citizens, including
those of their age and developmental stage
12.9
outline a progressive approach to discipline and establish prevention
and intervention strategies that set out fair enforcement of rules, and the
administration of appropriate consequences, including suspension and
expulsion, as appropriate, consistent with the Education Act, and Board
Policy # 503 Safe Schools (Student Discipline (Progressive Discipline,
Suspension and Expulsion).
Consequences for Students
In addressing inappropriate behaviour by students schools will:
13.1
utilize a progressive discipline approach
13.2
utilize Student Success and Character Development strategies and
programs
13.3
provide students with the opportunity to learn life skills such as conflict
resolution, anger management and communication skills
13.4
utilize models such as those based on the concepts of peer mediation
and/or peer counseling
13.5
document incidents requiring disciplinary measures, and apply the
mitigating factors to be sensitive to unique circumstances which may
affect student behaviour
13.6
ensure that contact with the parents and guardians of students under the
age of eighteen, or students over the age of 18 or those 16 or 17 years
old who have withdrawn from parental control (adult students), is made
early in the disciplinary process and involves them in a plan to improve
the student’s behaviour until the behaviour is acceptable
13.7
utilize consequences such as short-term suspension as a useful tool,
and respond as required with long-term suspension or expulsion.
The Board’s Policy # 503 Student Discipline (Bullying Prevention and Intervention,
Progressive Discipline, Suspension, Expulsion) sets out the process for suspension and
expulsion of students, including mitigating factors that must be considered.
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