School Climate and the Prevention of Discrimination and Harassment

Area of Focus 6

Goals

As an administrator I use reliable data, both formal and informal to assess school climate with regards to discrimination, harassment and inclusion.


As an administrator I revise the Code of Conduct in order to include EIE components and language.

Outcome

 

An inclusive school community is committed to the principle that every person within the school community is entitled to a respectful, positive school climate and learning environment, free from any forms of discrimination and harassment.

First phase : Emerging Practice

Indicators

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

Goals

 

As an administrator I lead a team to discuss and analyze school climate data in an effort to include equity-based goals  in school improvement planning.


As an administrator I work with a school team to establish school-wide structures which support implementation of the Code of Conduct in a manner which is bias-free and inclusive of all members.

Indicators

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

Goals

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.

Indicators

The administrator, with consultation from the school team :

  • ensures an active equity/safe schools  team with diverse members that meets on a frequent basis to review barriers to inclusion;

Resources
Promising Practices

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.

Reflective Questions
Ontario Leadership Framework (OLF)

Alignment with the Ontario Leadership Framework (OLF) :

  1. Developing the Organization to Support Desired Practices (Maintaining a safe and healthy environment);

  2. Securing Accountability (Meeting the demands for external accountability);

  3. Personal Leadership Resources (Optimism).

 
 
 
 
 
 
 
 

6.6 How do we know that incidents of discrimination, bullying, or harassment are being reported and investigated and that the outcome of the investigations is being communicated in a timely manner?

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?

6.2 How do we use the results of our school climate surveys of students, staff, and parents to inform the school’s EIE practices?

6.5 How are staff, students, and parents responding to incidents of discrimination, bullying, or harassment?

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?

6.3 What learning opportunities exist to help students, staff, parents, and the community understand, identify, and address issues of equity, racism, and discrimination?

© 2017 CRRIDEC