BOARD POLICY 12: RIGHT TO BE HEARD

Preamble

Respectful, effective communication among parents, students, staff and the Board is essential for Valhalla Community School to achieve the Charter goals and support success in learning for all students.

The Board recognizes that conflicts can arise for many reasons. The Board believes that conflict provides opportunity for strengthening relationships by listening, hearing, and responding in a manner that seeks to resolve issues in a respectful, conciliatory manner.

The Right to Be Heard policy facilitates peaceful conflict resolution.  The principles and processes support the belief that individuals should resolve conflict by seeking to understand differing perspectives, building clarity, and offering suggestions for resolution or reconciliation.

The Board expects directors, employees, students, parents, volunteers, contractors and visitors to follow the principles and processes outlined in this policy whenever seeking fair and just resolution to conflicts.

GUIDING PRINCIPLES

When questioning, suggesting or expressing concerns, especially in situations where there is potential for misunderstanding or conflict, individuals are encouraged to:

1. Focus on achieving a positive outcome.
2. Assume the good intentions of others and avoid focusing on blame.
3. Appreciate that resolving conflicts or agreeing on solutions often requires some compromise by all parties involved.
4. Solutions that satisfy and strengthen relationships despite disagreements require parents, students, and employees to work respectfully together.
5. Be specific in describing the problem and identifying any underlying concerns.
6. Be practical in making suggestions and actively seeking a resolution.
7. Respect everyone’s right to privacy and confidentiality by being mindful that questions, suggestions, and concerns should be brought up in private among those who are directly involved.

PROCESS for Dispute Resolution

The following steps should be followed:

1. The first step should be to communicate the issue directly to the individual(s) involved (initial contact) before escalating or appealing to a supervising authority. Wisely consider the implications of using email, text, phone calls, versus in-person communication. Contact the School office for work-assigned email addresses for staff.
2. Staff are expected to respond as soon as possible to concerns but with reasonable consideration for minimizing any disruption of instruction.
3. When staff is contacted by a parent, student or community member with a concern about another staff member, it is appropriate to advise the person who raises such a matter that “Policy !2 provides a fair process for being heard” and the staff member is then encouraged to offer support to ensure the appropriate process is followed.
4. If a resolution is not reached through dialogue with the initial contact, then the matter may be directed to the employee’s supervisor (follow-up contact). The following table identifies the initial and follow-up contacts::

1. If a resolution is not reached through dialogue with the follow-up contact, the matter may be directed to the Superintendent in writing which outlines the nature of the concern and any previous steps taken to address the matter. The Superintendent may act as a mediator, or appoint another individual to act as a mediator by mutual agreement of the parties.

APPEALS TO THE BOARD

In the event that individuals follow the process without resolution, they may contact the Superintendent to discuss lodging an appeal to the Board. If the Board agrees to hear the matter, the decision of the Board following a hearing is final unless the matter qualifies under Policy 14 Appeals Concerning Student Matters, or the  Education Act for an appeal to the Minister of Education (e.g., expulsion hearing).

Adopted:  April 2023

Reviewed: April 2024

References:  Education Act s. 41,42, 43, 44