BOARD POLICY 17: Welcoming, Caring, Respectful, Safe and Inclusive Learning and Working Environment

PREAMBLE

The Board has the responsibility to ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging. The Board prohibits any discrimination on prohibited grounds as set out in the Alberta Human Rights Act.

The sense of belonging, of being included is for all staff and students created by an environment in which the focus is on all the ways in which everyone has an equal right to be welcomed, respected and cared for as a member of the Valhalla Community School.

In keeping with the focus on leadership and sustaining a vibrant rural community, the Board is committed to providing an environment which fosters a sense of belonging. Each student and staff member within VCS has the right to learn and work in a place that promotes equal opportunity, dignity, and respect.

The Board is further obligated to protect all students from harassment, discrimination and violence during VCS activities whether on or off the School campus. All those involved with VCS including Directors, employees, students, parents, volunteers, contractors and visitors, must share in the responsibility for eliminating bullying, discrimination, harassment, and violence.

The Board prohibits bullying, harassment, discriminatory, and violent behaviours and expects allegations of such behaviours to be investigated in a timely and respectful manner. The Board expects complainants to follow the Right to be Heard process and will make every effort to protect individual’s identities when reporting on prohibited behaviours. 

VCS administration and staff will respond to all situations affecting the safety of students and/or staff members to ensure that every threat receives a reasoned and timely response.

The Charter affirms that students develop close ties that benefit both the students and the community.  Such ties result from welcoming, respecting, supporting and including all others who want to belong and participate in the community.

SPECIFICALLY

1. The Board acknowledges its responsibility to ensure welcoming, caring, respectful, safe and inclusive learning environments for all students. It recognizes the importance of students’ emotional, social, intellectual and physical wellness to their success in school. Thus every student is expected to adhere to the Student Code of Conduct.
2. The Board expects all Directors, employees, students, parents, volunteers, visitors, and contractors to embrace and support this policy.
3. Threatening, harassing, intimidating, assaulting, bullying in any way, including aggressive behaviors, by any person within the VCS community is strictly prohibited. Bullying is defined in the Education Act (Section 1.1 (d). This prohibition applies to behaviour at school and all school-related functions whether contact is face-to-face, by phone, fax, e-mail, online, or by any other means of communication.
4. The Board encourages reporting to a member of school staff or administration all incidents of threats, harassment, intimidation, assault, violent behaviour and/or bullying, regardless of the identity of the alleged harasser or offender pursuant to Policy 12 Right to Be and Policy 13 Whistleblower.
5. The Board supports the establishment of student organizations and student-led activities that promote inclusion, equity and non-discrimination, including but not limited to diversity, anti-racism and anti-bullying clubs.
6. The Board annually reviews the Code of Conduct (see: Appendix A to this policy).
7. The Superintendent or delegate shall ensure students, staff, and parents are provided with the Code of Conduct and that it is posted to the VCS website for public information.

 

Adopted: April 2023
Reviewed: : May 2024

References: Education Act s 11,27,31,33,35,36,37,53,58,196,197,213 and 222

Alberta Human Rights Act, Occupational Health and Safety Act, Canadian Charter of Rights and Freedoms, Criminal Code, Preamble Youth Criminal Justice Act (SC 2002, c.1) Freedom of Information and Protection of Privacy Act, Practice Review of Teachers and Teacher Leaders Regulation, Public Interest Disclosure (Whistleblower)Ac

 

 

Policy 17 Appendix A: Student Code of Conduct 

Note:  A Student Code of Conduct must be reviewed annually by the Board pursuant to the Education Act. 

Preamble

The Board believes that positive involvement in school activities and a strong relationship with at least one adult at school can significantly impact a student’s positive feelings about school. Further, the Board believes that strong relationships between students, including peer mentorships can also promote a sense of belonging to the school community. 

In all cases, these relationships must be built on both social skills and core values such as those that are supported through character and citizenship education. By embracing, modelling and teaching core values, staff can create a climate in which behavioural expectations are a natural extension of a belief in treating each other fairly and respectfully.

Fostering Desirable Character Traits

The Board endorses a set of desirable personal and interpersonal character traits that incorporate universal values such as honesty, respect, loyalty, integrity, empathy, compassion, responsibility and self-control. Students are expected to learn, practice, and model such traits and to contribute to a welcoming, caring, respectful, safe and inclusive learning environment.

Bullying, Harassment, Discrimination and Violence

The Board is compelled to protect all students and staff from bullying, harassment, discrimination, and violence during school-related activities. Bullying is defined in the Education Act s. 1.1(d) as repeated and hostile or demeaning behaviour by an individual in the school community where the behaviour is intended to cause harm, fear or distress to one or more other individuals in the school community, including psychological harm or harm to an individual’s reputation. Bullying in any form is prohibited.  Students are to refrain from demonstrating any form of discrimination as set out in the Alberta Human Rights Act. .

 

 

SPECIFICALLY

Within the aforementioned context, students are expected to pursue their studies and maximize their individual potential in becoming responsible and contributing members of society. Students are expected to contribute to a sense of belonging for all students.

1.Students are expected to:

1.1 Use their abilities and talents to gain maximum learning benefit from their school experiences;

1.2 Contribute to a climate of dignity and respect conducive to effective learning, personal development, and social living;

1.3 Cooperate fully with everyone authorized by VCS to provide education programs and other services;

1.4 Comply with all applicable federal, provincial, municipal laws and the School’s rules;

1.5 Account to their teachers for their conduct;

1.6 Attend school regularly and punctually;

1.7 Use non-violent means to resolve conflict;

1.8 Treat other students and staff “as you want to be treated” with dignity and respect;

1.9 Contribute to a learning environment that is free from physical, emotional, and social abuse;

1.10 Take appropriate measures to help those in need; and

1.11 Demonstrate honesty and integrity.

2. Students are accountable for demonstrating respect for:

2.1 Authority and responsibility;

2.2 Others and their property;

2.3 School property, equipment and materials; and

2.4 Differences in ethnicity, race, religion, and sexual orientation.

3. Students are prohibited from engaging in unacceptable behaviour, whether it occurs on school property during school or school-related activities, or by electronic means. Examples of such behaviours include, but are not limited to:

3.1 Disruptive interference with the orderly conduct of VCS;

3.2 Wilful disobedience or defiance of authority;

3.3 Verbal or physical threats or violence;

3.4 Conduct which endangers or may endanger others;

3.5 Encouraging unacceptable conduct;

3.6 Use or display of improper, obscene or abusive language;

3.7 Distribution or display of obscene or offensive messages or pictures;

3.8 Theft, including identity theft;

3.9 Intimidation, extortion, or assault;

3.10 Willful or careless disregard resulting in damage to VCS or others’ property;

3.11 Possession of illicit drugs, cannabis, alcohol, or inhalants on VCS property or  a VCS sponsored activity;

3.12 Attending a school related activity under the influence of drugs, cannabis, alcohol or inhalants;

3.13 Verbal, physical or sexual harassment that humiliates or shames others;

3.14 Hazing, initiation activities, formation or operating sororities, fraternities, gangs and secret organizations;

3.15 Possession, while on VCS property or at a school sponsored activity, of any object that is normally or reasonably considered to be a weapon;

3.17 Tampering with fire alarms and safety equipment;

3.18 Criminal activity;

3.19 Bullying, including cyber-bullying; and retribution against any person who has intervened to prevent or report bullying or any other incident or safety concern; and

3.20 Inappropriate information technology/social media use.

4. Unacceptable behavior is reason for discipline which may include negative consequences as well as opportunities for learning in areas such as:

4.1 Responsibility and accountability for personal conduct;

4.2 Empathy;

4.3 Conflict resolution skills;

4.4 Communication strategies; and

4.5 Social skills (e.g., attending to cues, forgiving, apologizing); and

4.6 Restorative justice.

5.When responding to student misconduct, the following factors need to be considered:

5.1 The impact of the behaviour on others;

5.2 Whether the behavior calls for negative consequences (intention to cause harm) or alternative measures (unintentional, thoughtless, immature);

5.3 Prior conduct of the student and any previous interventions;

5.4 Student’s age, maturity and abilities;

5.5 Potential impact of a proposed response on the student’s future behaviour;

5.6 Student’s social and emotional learning needs; and

5.7 Any other information considered appropriate or relevant to a measured response. 

6.The consequences of unacceptable behaviour should be fair and predictable and reasonable:

6.1  Assignment of a disruptive or destructive student to an alternate, supervised location (a “cooling down” opportunity); ;

6.2  Short term removal of various privileges;

6.3  Detention;

6.4  Restorative justice (e.g., parent or community conferencing to provide support for improving interpersonal relationships) 

6.5  Suspension (within the limits of the Education Act ; and

6.6  Use of reasonable force as required by way of correction to restrain a student from carrying out a violent or destructive act that could harm the student or others;

6.7 Recommendation for expulsion.

To the greatest extent possible, all students shall contribute to a learning environment that is orderly, peaceful, safe, non-threatening, and conducive to learning and optimal growth for all students. 

 

 

Adopted:  April 2023

Reviewed: :

References: Education Act s. 35, 36,37

 

 

 Policy 17 Appendix B: Standards of Conduct for Staff

Statutory and Professional Expectations

All staff are expected to meet all conduct expectations established in relevant statutes such as the Practice Review of Teachers and Teacher Leaders Regulation, as well as any conduct requirements specific to their position as identified by their relevant professional bodies (e.g. College of Alberta Psychologists, Alberta College of Social Workers, etc.). At all times, staff represent VCS and influence the perceptions of students, parents, and the community.

Professional Relationships with Students & Families

While staff are expected to develop caring relationships with the students and their families with whom they work, these relationships are to be maintained at a professional level and personal social relationships are not to be pursued. In situations where prior personal, social relationships with students or their families exist, employees are expected to minimize actions which could create real or perceived inequities in the treatment of students or families.

Gifts and Acknowledgments

Staff may accept small gifts of acknowledgement and appreciation from students or families, but these gifts should not be of such significance that they may be interpreted as payment for services, or create the potential for real or perceived inequities in the treatment of students or families.

Collaboration and Conflict

Staff are expected to work collaboratively with their colleagues to serve the best interests of VCS. Professional disagreements are an expected element of effective collaboration; however, conflicts should not have a detrimental effect on professional performance and collaboration. Staff are expected to follow Policy 12 Right to Be Heard in resolving conflicts and restoring professional relationships.

Staff shall not damage the reputation of a colleague, nor criticize a colleague’s competence, nor undermine the confidence of a colleague through gossip or careless conversations.  Concerns about competence or conduct should be expressed confidentially to an appropriate official, or to the appropriate regulatory bodies according to their procedures, after informing the colleague of the concern. Notwithstanding, this policy directive does not limit a supervisor’s responsibility to evaluate competence or address matters of conduct and decorum. 

Professional Representation

Staff are agents of VCS and are expected to positively represent VCS both within and outside the organization. Any concerns a staff member may have about VCS, its Board, administration or the operations of the organization are to be expressed through appropriate channels in an appropriate manner. Direction is provided in Policy 12 Right to be Heard.

Confidentiality

Information concerning students and their families or staff, including email addresses and phone numbers, that are collected by VCS for school related matters, and are publicly unknown, will be treated as private and confidential by staff.

Proprietary Resources

Facilities, materials, equipment or intellectual property may not be used by VCS staff for any purpose unrelated to VCS business without prior consent of the Superintendent or designate.

Conflict of Interest

A staff member who is in a conflict of interest defined as “a conflict between the public and private interests of somebody in an official position, or conflicts between a number of public positions” the staff member shall declare the conflict to his/her supervisor and abstain from influencing or deciding on the matter in which there is a conflict of interest. 

 

Attendance and Punctuality

VCS staff are expected to punctually report to work as scheduled by their supervising administrator. Teachers are to report to work with sufficient time to prepare for instruction without compromising supervision duties, or other professional responsibilities.

Dress & Deportment

VCS staff are expected to dress and act in a professional manner while at work and when representing the school in the community. Staff dress and deportment should blend practicality and comfort with a level of professionalism that conveys the importance of our mission and the primacy of learning and teaching within the school.

Impairment / Substance Possession and/or Use

Staff are not permitted to enter or remain on school property while their ability to work or participate is affected by use of any substance, including prescription medications, alcohol, cannabis, or illegal substances. Staff are required to notify their supervisor about the use of any medication, including any medical cannabis, which could impair their work performance. The possession or use of alcohol, cannabis or illegal substances, or use of potentially impairing medications on the job without prior authorization is prohibited.

Accountability

Chronic or severe failure of a staff member to act in accordance with these Standards of Conduct may result in disciplinary action up to and including formal reprimand, suspension, termination of designation, or termination of employment. Supervisors are expected to support the Standards of Conduct by respectfully addressing infractions with individuals who fail to act consistently in accordance with these Standards of Conduct.

Professional conduct enhances parent trust and respect for the educational services provided by the excellent staff at Valhalla Community School and supports a positive view of professional practice in Alberta’s unique public charter schools..

Alleged Misconduct

Staff are required to disclose to the Superintendent in a timely manner if they have been charged with a criminal offence or are under investigation by Child Welfare for alleged misconduct.

Such events may jeopardize the staff member’s ability to maintain a Criminal Record or Child Welfare Record that is acceptable to the Board. The Superintendent shall inform the Board. 

The Board authorizes the Superintendent to suspend a staff member if the welfare of the students is threatened by the staff member.

The Board shall provide opportunity for a Hearing on the reasonableness of the suspension.. The Board is obliged to act in a reasoned, fair and measured way whilst also considering the welfare of its students and staff.

 

Adopted: April 2023

Reviewed::

References:  Education Act s. 52, 213 – 215, 222.5 225.4, 225.91

 

 Policy 17 Appendix C:  Annual Acknowledgment of Policy 17 Welcoming, Caring, Respectful, Safe and Inclusive Learning and Working Environment

Background:

The Charter Board intends to maintain an environment at Valhalla Community School that is free from harassment or abuse.  To that end, Valhalla Community School  will not tolerate any form of physical, sexual, emotional, verbal, or psychological abuse, nor any form of neglect or harassment. All employees, students, volunteers, directors, visitors, parents, independent contractors will refrain from, report, and not tolerate any abuse, harassment or bullying directed towards others, whether or not it occurs within the school building, during the school day, or by electronic means.

Definitions

PHYSICAL ABUSE is defined as but not limited to the use of intentional force that can result in physical harm or injury to an individual. It can take the form of slapping, hitting, punching, shaking, pulling, throwing, kicking, biting, choking, strangling or the abusive use of restraints.

SEXUAL ABUSE is defined as but not limited to any unwanted touching, fondling, observations for sexual gratification, any penetration or attempted penetration with a penis, digital or object of the vagina or anus, verbal or written propositions or innuendos, exhibitionism or exploitation for profit including pornography.

EMOTIONAL ABUSE is defined as but not limited to a chronic attack on an individual’s self-esteem. It can take the form of name calling, threatening, ridiculing, berating, intimidating, isolating, hazing, habitual scapegoat, blaming.

VERBAL ABUSE is defined as but not limited to humiliating remarks, name calling, swearing at, taunting, teasing, continual put downs.

PSYCHOLOGICAL ABUSE is defined as but not limited to communication of an abusive nature, sarcasm, exploitative behaviour, intimidation, manipulation, and insensitivity to race, sexual preference or family dynamics.

NEGLECT is defined as but not limited to any behaviour that leads to a failure to provide services which are necessary such as withdrawing basic necessities as forms of punishment, failing to assess and respond to changes in health status and refusing or withdrawing physical or emotional support.

HARASSMENT is defined as but not limited to any unwanted physical or verbal conduct that offends or humiliates, including gender-based harassment. It can be a single incident or several incidents over time. It includes threats, intimidation, display of racism, sexism, unnecessary physical contact, suggestive remarks or gestures, offensive pictures or jokes. Harassment will be considered to have taken place if a reasonable person ought to have known that the behaviour was unwelcome.

 

Procedures

1. Students and staff are encouraged to tell the perpetrator that his/her conduct is unacceptable and unwelcome.
2. Students are encouraged to inform a staff member if the offending behaviour does not stop or if they take serious offense to a behaviour(s) they consider physical, sexual, emotional, verbal, or psychological abuse, harassment or bullying.
3. Staff are encouraged to inform their direct report, the Principal, Superintendent or Board Chair if the offending behaviour does not stop or if they take serious offense to a behaviour(s) they consider physical, sexual, emotional, verbal, or psychological abuse, harassment or bullying.
4. All school staff and board members are committed to helping students and staff deal with problems of physical, sexual, emotional, verbal, or psychological abuse, harassment or bullying.
5. Staff who have reasonable and probable grounds to believe that a child is in need of intervention shall forthwith report the matter to the:
   1. Principal, or
   2. Superintendent, or
   3. Board Chair

who are required to report the matter to the Police/RCMP and/or Child Welfare (Children and Family Services).

6. When a staff member or student’s behaviour has been determined to constitute physical, sexual, emotional, verbal, or psychological abuse, harassment or bullying, the student will be subject to disciplinary action pursuant to board policy.
7. The principal may request parents to seek external assessment and/or counseling services to assist students who are either recipients or perpetrators of harassment or bullying.
8. When a Staff or Board Member’s behaviour has been determined to constitute physical, sexual, emotional, verbal, or psychological abuse, harassment or bullying, the Staff or Board Member will be subject to disciplinary action up to and including termination.
9. The above noted policy is to be reviewed and signed off annually by all employees, contractors, and Board members.

Annual Acknowledgement:

I, (Print Name)  _________________________, have reviewed and hereby acknowledge Board Policy 17 including Appendix C noted above and the relevant Administrative Procedures in place regarding abuse and allegations of abuse.

Signature:_________________________________Date:_____________________________

Witness: (Print Name) _______________________Signature: ________________________

Legal References:   Child, Youth and Family Enhancement Act. (Alberta)

Occupational Health and Safety Act

Canadian Charter of Rights and Freedoms

Canadian Human Rights Act

Criminal Code

Individual’s Rights Protection Act

ATA Code of Professional Conduct

 

Board Policy and Administrative Procedure References:

AP 170 Discrimination and Harassment

AP 325 Alleged Child Abuse and Neglecct

Board Policy #17 Welcoming, Caring, Respectful, Safe and Inclusive Learning and Working Environment including Appendices A: Student Code of Conduct and B. Standards of Conduct for Staff