Code of Conduct 2017-2018
School Mission The community of Meadowbrook builds on the strengths of all students, helping them to develop socially, intellectually, and physically to become responsible members of society. We believe education is the shared responsibility of the home, school and community.
I. Introduction- School boards and schools are entrusted through the School Act with the authority to establish codes of conduct. Recognizing the autonomy of these bodies and acknowledging the effort they have already undertaken to ensure that school climates are as positive as possible, the provincial standards described below are provided to assist them in developing consistent and coherent policies and practices in the communities. It is expected that all British Columbia schools will revisit the existing codes and/or develop new codes of conduct reflecting the provincial standards.
II. CODE OF CONDUCT
1. Process: "All British Columbia schools include students, parents and staff in the development and review of codes of conduct." This Code of Conduct is a result of collaboration between all members of our community including learners, parents and staff. It is designed to reflect and communicate what our school community values and expects in terms of student behavior. Each year the code of conduct is presented to the staff, parents and students for input.
2. Communication: The Meadowbrook Code of Conduct is made available to the public on the school website and is sent home at the start of the school year to all families. It is posted on the bulletin board in the office.
3. Implementation At the beginning of the year, the code of conduct is reviewed in each class. Throughout the year, behavioural expectations are consistently taught and actively promoted. Restorative Language is modeled by all staff. Restorative meetings are held on an 'as needed' basis allowing purposeful learner dialogue in addition to encouraging learners to examine their own personal responsibility to be a good citizen of Meadowbrook Elementary School. The use of Healing Circles was introduced in September 2012 to promote a sense of community, and encourage reflective listening. Within classrooms, calming strategies and tools are used by students as needed. Parents are actively involved in the implementation of the code through their understanding and support of its use.
4. Monitoring and Reviewing: Conduct is continuously monitored to ensure the Code of Conduct reflects current and emerging situations. "Codes of conduct are reviewed and improved in light of evidence gathered and/or relevant research, and are revisited as part of a regular cycle of policy review". The code of conduct is reviewed at the beginning and end of each year by the staff and at PAC meetings.
5. Alignment: At Meadowbrook we recognize that our Code of Conduct must be aligned with the principles of restorative practices. Our educators are focused on promoting self-regulatory capacity in our learners to help them make choices that benefit their well-being and their learning. It is our intent that learners are given opportunities to develop understanding and strategies which will help them becoming increasingly capable of choosing positive, pro-social behaviours. The code of conduct is reviewed by district staff to ensure alignment across all district schools.
6. Standards: In 2017-18 we will continue to focus on learning strategies that will promote the development of self –regulation and socially responsible behaviour.
Statement of Purpose
Meadowbrook Elementary School recognizes that optimal learning occurs in an environment that is safe from threat or harm or emotional distress. We use a restorative approach to resolving conflict and teaching pro- social behaviors. The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them. (International Institute for Restorative Practices).
Conduct Expectations: As per Section 8 of Human Rights Code of British Columbia, students shall not discriminate against others on the basis of the race, religion, colour, ancestry, place of origin, marital status, family status, age, sex, sexual orientation, gender identity or expression, or physical or mental disability. Furthermore, as per Section 7 of the Human Rights Code of British Columbia, no student shall publish or display anything that would indicate an intention to discriminate against another, or expose them to contempt or ridicule, on the aforementioned bases." Interventions will not discriminate against a student who cannot meet an expectation because of a disability. Students may be subject to discipline under the school and/or District Code of Conduct for any conduct which has the effect of negatively impacting the school environment, whether that conduct occurs on or off School District property, at a school sponsored function or activity, or otherwise .
Learners will demonstrate a sense of care – for themselves, others and the environment. This includes but is not limited to:
§ taking responsibility for their choices
§ playing in a safe manner and following playground rules
§ using appropriate language
§ taking care of our school and its property
As our learners move through the grades we expect that they will show increasing personal responsibility and self-discipline.
We will treat seriously all behaviour that has a negative impact on self and others. Such behaviour may include but is not limited to:
· Bullying, cyber-bullying, harassment and marginalization
· Threats, intimidation or violence in any form
· Discrimination in any form including race, colour, gender, religious beliefs, sexual orientation, ancestry or national origin
· Theft or damage to property
· Possession or use of weapon
· Possession, use or distribution of illegal or restricted substances
· Misuse of…Cyberspace/cell phones/electronic devices/computers – students are to be aware that they may be subject to discipline (or, if applicable, confiscation of personal property) for misuse of technology if it negatively impacts on the school environment.
Consequences – Meadowbrook follows a restorative practices approach to discipline which:
§ Acknowledges that relationships are central to the building of the school community. As such consequences will be corrective and restorative, not punitive in nature, taking into account the frequency and nature of the unacceptable conduct.
§ Focuses on harms done rather than rules broken.
§ Gives voice to the person who has been harmed.
§ Engages in collaborative problem solving.
§ Empowers change and growth for all involved.
§ Enhances responsibility for actions and attitudes for all involved. Consequences may involve input from parents
§ Learners are disciplined in a timely, fair, judicious and responsible manner with consequences for unacceptable behavior that take into account the student's age, maturity and special need, if any (Policy 17, no. 2, no 2.4 )
§ Consequences may involve input from parents
(adapted from Amstutz and Mullet(2005) Restorative Discipline for Schools pp. 25-26. pp. 26-29)
When harm has occurred the following four restorative questions will be discussed:
- What happened?
- What were you thinking at the time?
- Who has been affected by what you have done? In what way?
- What do you think you need to do to make things right?
When the incident in question inflicted harm on another person, four additional questions will be asked on behalf of the person(s) harmed:
- What did you think when you realized what had happened?
- What impact has this incident had on you and others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
Special considerations may apply to the imposition of consequences on a student with special needs if the student is unable to comply with this Code of Conduct, due to a disability of an intellectual, physical, sensory, emotional or behavioural nature. A search by school officials of a student under their authority or a search of student property may be undertaken if the school has reasonable grounds to believe a school rule has been or will be violated, and that the evidence of that violation will be found in the location or on the person of the student being searched. Students know that their teachers and other school authorities are responsible for providing a safe learning environment and maintaining order and discipline at school. As a result, they must know that, where reasonable grounds exist, this may require searches of students, their lockers and their personal effects and the seizure of prohibited items.
Students should also be aware that the schools may collect, use and disclose personal information about students for the purposes of investigating and addressing student misconduct, safety and maintaining order and discipline in school. Such collection and use of student information may include information that is obtained from witnesses or collected from other secondary information sources (e.g. social media). All personal information of students collected by the school will be collected in compliance with and under the authority of the Freedom of Information and Protection of Privacy Act (ss. 26(a),(b), and(c)) and the School Act. Questions about the collection, use or disclosure of student personal information should be directed to the Associate Director of Information and Learning Technologies Stephen Whiffin, at firstname.lastname@example.org.
The goals of these restorative practices are that Meadowbrook will
§ be a safe, friendly and enjoyable learning environment.
§ foster an environment where everyone feels valued, respected, and included.
§ be a school where students are motivated to learn and staff enjoy meaningful and fulfilling work.
· Ongoing communication between home and school will be facilitated through email, documentation and /or an alternate system as agreed upon by the classroom teachers and parents.
§ When inappropriate behaviour is deemed to be of a serious or repetitive nature, parents will be notified and will be expected to be involved in planning interventions to support modification of the concerning behaviour. Parents of the victim(s) will also be notified when appropriate. Depending on the situation, intervention in these cases may include the use of suspension
For more information on Restorative practices in schools check out the following link: http://www.iirp.edu/education-programs/continuing-education/projects/safer-saner-schools