School Climate and the Prevention of Discrimination and Harassment
Area of Focus 6
First phase : Emerging Practice
The administrator :
promotes awareness of related quantitative and qualitative data (e.g.school climate surveys, suspension and expulsion data, bullying reporting, anecdotal data and office referrals);
encourages the use of inclusive language and strategies consistent with EIE principles while applying the Code of Conduct.
Second phase : Embedded Practice
The administrator, with consultation from the school team and the community:
ensures that the community has opportunities to collaborate on and contribute to initiatives related to school climate and Code of Conduct (e.g. committee meeting minutes, feedback, social media feeds);
ensures regular involvement of, and collaboration with outside agencies responding to community climate issues.
Third phase : Integration and Renewal
The inclusive school community invites and empowers its members to collaborate, contribute and implement measures towards a more positive and inclusive school climate.
The inclusive school community ensures sustainability and appropriate evolution of school-wide structures which continue to implement the Code of Conduct in a manner which is bias-free and inclusive of all members.
The administrator, with consultation from the school team :
1. Staff members provide regular presentations to students in order to increase awareness of student differences (e.g. autism, ADHD, learning disabilities, physical disabilities, etc.).
2. Each month, a desired behaviour is focused upon and students are positively reinforced for acting in a manner consistent with the desired behaviour. Self-evaluation and staff assessment are utilized. Parents and community members are informed of progress through social media.
Ontario Leadership Framework (OLF)
Alignment with the Ontario Leadership Framework (OLF) :
Developing the Organization to Support Desired Practices (Maintaining a safe and healthy environment);
Securing Accountability (Meeting the demands for external accountability);
Personal Leadership Resources (Optimism).
6.7 How do we foster among all members of the school community, including students, staff, parents, and community members, a sense of shared responsibility to create a respectful, positive school climate?
6.1 How do the board and school’s EIE policy, bullying prevention and intervention plan, and code of conduct promote a safe, caring, inclusive, and accepting environment for students, staff, parents, and the community?
6.4 What are we doing to embed character development more deeply in our school and board programs and practices, so that students are supported in reaching their full potential as productive, responsible, and caring citizens?
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