Code of Conduct for
Golden Ears Elementary
Motto:
Take care of yourself
Take care of others
Take care of the school
Statement of Purpose
At Golden Ears Elementary we believe that all students have the right to learn in a safe, caring and respectful environment. We also believe that children want to be helpful, that positive behaviors can be learned, and that teaching socially responsible behaviors requires modeling, time, consistency and practice. Home and school share this responsibility for teaching safety and respect.
To help simplify our Code of Conduct we focus on respect, responsibility and safety by reinforcing our school motto (Take care of yourself…Take care of others….Take care of our school) on a daily basis. To help students better understand what respectful behaviour and appropriate problem solving looks like staff actively teach students to use their “WITS” (Walk away, Ignore, Talk about it, Seek help), and reinforce what respectful behaviour looks, sounds, and feels like on an ongoing basis. The purposes of the Code of Conduct are:
- To encourage the development of socially responsible behaviour resulting in a positive reputation for students and the school community.
- To foster a safe, respectful and welcoming learning environment for all students, staff and parents.
- To clearly communicate behavioural expectations to the school community.
The Code of Conduct applies to all members of the school community at school, traveling to and from the school, at any school-related activity at any location, or any circumstance/activity that will have an impact on the school environment.
Conduct Expectations
As members of the school community, we believe in:
- a school wide “hands off” policy where everyone can work and play safely
- speaking and acting towards others in a respectful and non-threatening way
- completing work to the best of our ability
- avoiding disturbing others during class time
- using common areas within the school quietly
- following School District #42 policy regarding weapons, replica weapons, matches, lighters, laser pointers, cigarettes, violence, alcohol, and drugs
- playing without fighting
- staying on the playground unless going home for lunch or picked up by a care giver
- refraining from throwing objects that could cause injury or damage to property (rocks, sticks, snowballs)
- walking bicycles, skateboards, scooters, and roller blades while on the school grounds
- taking off hats when entering the school
- leaving expensive and valuable items at home
Certain behaviours will be considered unacceptable, including but not limited to:
- threatening behavior towards others (i.e. swearing, hurtful remarks, gossiping, inappropriate gestures)
- physical altercations of any kind
- continuous repetitive disruptive behavior
- defiance towards teaching staff
- theft, vandalism, or mistreatment of school or others personal property
- dressing in clothing which is inappropriate for an elementary school and learning(ie no clothing referencing drugs, alcohol, sex or foul language, no tummies or underwear showing, no spaghetti straps)
- teasing and/or bullying, on or off school grounds, including telephone, computer and e-mail messages
During non-instructional times students are expected to:
- enter and exit the school by assigned doors and refrain from loitering in hallways or washrooms
- follow recess and lunch hour school rules and listen to supervisors
Expectations for student conduct for younger students differ from those for older students as they do for students with special needs who are unable to meet expectations due to a disability. It is expected that as students move through successive grades, become older and more mature that they will be more socially responsible.
Responses to Conduct Issues
Responses to unacceptable conduct will be thoughtful, consistent and fair.
The focus of any intervention will be preventative and restorative in nature, rather than merely punitive.
Wherever possible, students will be encouraged to participate in the development of meaningful interventions through discussion and mediation.
Decisions will be made with respect to the individual. Responses to conduct issues will take into consideration the student’s age, maturity and past conduct. Interventions will not discriminate against a student who cannot meet an expectation because of a disability.
Reasonable steps will be taken to prevent retaliation against the person who reported a code of conduct issue.
Every effort will be made to support students. However, if there are ongoing conduct issues after having implemented interventions, progressive discipline may include, but is not limited to, referral to an intervention committee, suspension, change of program, change of school, or involvement of the police when behaviour includes a criminal code violation.
When responding to breaches in the Code of Conduct, school officials may inform a student’s parent(s), the parents of other students who were involved, school district officials, the police or other agencies or the parents of all students when the whole school community needs to be reassured that a serious situation is being addressed
Reporting To Parents
There are five reporting periods in each school year. The Ministry of Education regulates three formal reports and two informal reports to parents (i.e. telephone calls, class newsletters, student self-evaluations). The formal reports are usually in November, March and June.
These reports include a description of each child’s progress in relation to the curriculum in intellectual, social, human and career development. These reports contain information about:
- what your child is able to do
- areas requiring further attention
- ways of supporting your child’s learning
Parents have a critical role to play in the education system. By regularly attending conferences and meetings, you can help give your child the best educational opportunities possible. Please attend all parent teacher conferences and call the school if you have any questions or concerns.
Parent Appeal Procedure
If a parent is concerned about a decision made by a teacher, the parent has an obligation to raise the concern with the teacher directly. If the concern is not resolved, the parent may request a meeting with the teacher and the principal to discuss the issue. If, after this meeting, the parent is still dissatisfied with the decision made or action taken, a meeting with the principal and the assistant superintendent may be requested to resolve the matter.