Code of Conduct

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Sunset Heights is committed to maintaining a positive school environment.   All students are expected to uphold the values and expectations of our school’s code of conduct.

We promote the behaviours outlined in the Code of Conduct. 

Sunset Heights: Code of Conduct

The staff and students of Sunset Heights P.S. are committed to providing a safe and secure school environment.

The Safe Schools Act, 2000 required each board and each school to develop a Code of Conduct that is consistent with the legislation and board policy. These provisions were amended by Bill 212, An Act To Amend The Education Act, with respect to behaviour, discipline and safety.  In 2009, there were further revisions outlined in Bill 157 and Regulation 427/07.  These revisions to the Education Act, came into effect as of February 1, 2010.

GUIDING PRINCIPLES

•           All participants involved in the publicly funded school system – students, parents or guardians, volunteers, teachers and other staff members -- are included in this Code of Conduct whether they are on school property, on school buses or at school- authorized events or activities.

•           All members of the school community are to be treated with respect and dignity, especially persons in positions of authority.

•           Maintaining a safe environment is the responsibility of the entire school community including students, staff and parents.

•           Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.

•           Members of the school community are expected to use non-violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others.

•           The possession, use or threatened use of any object to injure another person endangers the safety of oneself and others.

•           Alcohol and illegal drugs are addictive and present a health hazard. Ontario schools will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of alcohol or illegal drugs.  In addition, smoking or the distribution of tobacco on school property is prohibited by law.

•           Insults, disrespect, bullying and other harmful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.

•           Recognition and acceptance of and sensitivity toward equity and inclusiveness are expectations within the school community.

 ROLES AND RESPONSIBILITIES

Principals, under the direction of their school board, take a leadership role in the daily operation of a school. They provide this leadership by:

•           demonstrating care and commitment to academic excellence and a safe teaching and learning environment;

•           holding everyone under their authority accountable for their behaviour and actions;

•           communicating regularly and meaningfully with all members of the school community about safe schools initiatives.

Teachers and School staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour.  As role models, staff uphold these high standards when they:

•           help students work to their full potential and develop their self-worth;

•           communicate regularly and meaningfully with parents;

•           maintain consistent standards of behaviour for all students;

•           demonstrate respect for all students, staff and parents;

•           prepare students for the full responsibilities of citizenship.

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

•           comes to school prepared, on time and ready to learn;

•           shows respect for themselves, for others and for those in authority;

•           refrains from bringing anything to school that may compromise the safety of others;

•           follows the established rules and takes responsibility for his or her own actions.

Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:

            •           show an active interest in their child's school work and progress;

•           communicate regularly with the school;

•           ensure their child is appropriately dressed and prepared for school;

•           ensure that their child attends school regularly and on time;

•           promptly report to the school their child's absence or late arrival;

•           become familiar with the Code of Conduct and school rules;

•           encourage and assist their child in following the rules of behaviour;

•           assist school staff in dealing with disciplinary issues;

•           demonstrate respect for all students, staff and parents.

Police and community members are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools. Police investigate incidents in accordance with the protocol developed with the local school board.

In addition the Durham District School Board recognizes that:

Other members of the public, who interact with members of the school community while present in or on school property or premises, have a responsibility to follow the Code of Conduct and respect others in the school and to conduct themselves accordingly.

STANDARDS OF BEHAVIOUR

            Ontario Standards of Behaviour

            Respect, civility and responsible citizenship

            All school members must:

•           respect and comply with all applicable federal, provincial and municipal laws;

•           demonstrate honesty and integrity;

•           respect differences in people, their ideas and opinions;

•           treat one another with dignity and respect at all times, and especially when there is disagreement;

•           respect and treat others fairly and equitably;

•           respect the rights of others;

•           show proper care and regard for school property and the property of others;

•           take appropriate measures to help those in need;

•           respect persons who are in a position of authority;

•           respect the need of others to work in a positive learning and teaching environment.

Physical Safety

            Weapons - All school members must:

•           not be in possession of any weapon;

•           not use any object to threaten or intimidate another person;

•           not cause injury to any person.

            Alcohol and Drugs - All school members must:

•          not be in possession of, or under the influence of, or provide others with, alcohol or illegal drugs;

Physical Aggression - All school members must:

•          not inflict or encourage others to inflict bodily harm on another person;

•           seek staff assistance, if necessary, to resolve conflict in a positive manner;

•           when appropriate, communicate the issue to the administration.           

 

Bully Free School

All students, parents, teachers and staff have the right to be safe, and feel safe, in their school community.  The staff of Sunset Heights work together with parents and community partners to establish a healthy, bully-free environment.

Definition of Bullying- Ontario Ministry of Education PPM144

Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem or reputation.  Bullying occurs in a context where there is a real or perceived power imbalance.

Students may attain or maintain power over others in the school through real or perceived differences.  Some areas of difference may be size, strength, age, intelligence, economic status, social status, solidarity of peer group, religion, ethnicity, disability, need for special education, sexual orientation, family circumstances, gender and race.

Bullying is a dynamic of unhealthy interaction that can take many forms.  It can be physical (e.g. hitting, pushing, tripping), verbal (e.g. name calling, mocking or making sexist, racist or homophobic comments) or social (e.g. excluding others from a group, spreading gossip or rumours).  It may also occur through the use of technology (e.g. spreading rumours, images or hurtful comments through the use of e-mail, cellphones, text messaging, Internet websites or other technology).

Children who suffer prolonged victimization through bullying as well as children, who use power and aggression as bullies, may experience a range of psycho-social problems that may extend into adolescence and adulthood.

Definition of Cyber-bullying

Cyber-bullying is bullying and harassment through cyber-space (i.e. e-mail, instant messaging, text messaging, digital/video images, recordings, blogs, mobile phones, websites etc.).  Cyber-bullying can disrupt the school community, create a poisonous learning environment, harm the moral tone of the school and/or affect the well being of others.

Examples of bullying/cyber-bullying include:

  • Hurting someone physically by hitting, kicking and/or pushing
  • Stealing or damaging another person’s property
  • Ganging up on someone
  • Teasing someone in a hurtful way
  • Using put-downs, such as insulting someone’s race, sexual orientation or making fun of someone for being a boy or a girl
  • Spreading rumours about someone
  • Leaving someone out on purpose or trying to get other students not to associate with someone
  • Online threats or intimidation
  • Online slander

Staff at our school prevent bullying/cyber-bullying and help children to feel safe at school by:

  • Closely supervising students in all areas of the school and school grounds
  • Watching for signs of bullying and stopping it when it happens
  • Responding quickly and sensitively to reports of bullying
  • Assigning consequences based upon Trudeau’s Code of Conduct
  • Providing a safe environment for students who report bullying
  • Educating students on the effects of bullying and cyber-bullying
  • Implementing Character Education
  • Anti-bullying initiatives

Students at our school prevent bullying/cyber-bullying by:

  • Treating each other respectfully
  • Refusing to bully others
  • Refusing to let others be bullied
  • Refusing to watch, laugh, or join in when someone is being bullied
  • Trying to include everyone in play and sport, especially those who are often left out
  • Reporting bullying to an adult

The police may be involved when bullying or cyber-bullying becomes criminal harassment.

EQUITY

Sunset Heights Public School is committed to the elimination of discrimination and promoting equity for all staff and students.  We accept all individuals regardless of ancestry, culture, gender, language, religion, sexual orientation and socio-economic status.

The Durham District School Board and Sunset Heights Public School follow the Guidelines and Procedures for the Accommodation of Religious Requirements Practices and Observances.  This document has been produced in compliance with requirements of Ontario’s Equity and Inclusive Education Strategy within the contexts of the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code.  This document assists us in creating and maintaining equitable and inclusive environments within our schools and facilities, and guides the process of providing religious accommodations as the need arises. 

If you anticipate that you or your family might require religious accommodation at any point during the school year we ask that you inform the administration at your child’s school as early as possible, preferably at the start of the school year.  Areas that you might consider include, but are not limited to, the following:

·           Observation of major religious holy days and celebrations

·           Accommodation in, or exemption from, specific areas of the curriculum or other school activities

·           Religious attire

·           Modesty requirements in physical education

·           School opening and closing exercises

·           Prayer

·           Dietary requirements

You are also welcome to speak to your school administration about unanticipated religious accommodation needs as they arise.

 

CONSEQUENCES

The Durham District School Board supports a proactive approach to discipline in schools. Progressive discipline will be the underlying philosophical approach in determining the consequences for students whose behaviour is deemed to be inappropriate and requires disciplinary action.

Positive reinforcement of students, parental involvement, community links, liaising with the community police officers, and modelling behaviours related to non-violence are strategies used in schools to promote acceptable behaviour and maintain a safe school climate creating positive school environments.

Consequences for unacceptable behaviour may range from initial intervention strategies such as counselling and parental communication to detention, behaviour contracts, restorative practices, support and responsibility agreements, suspension and expulsion. Peer mediation and conflict resolution programs are important initiatives that support the implementation of the Code of Conduct.

The Durham District School Board supports a restorative approach in our schools to establish positive learning environments and to support discipline issues as they arise.  Within the culture of Restorative Practice, there is a continuum of interactions that support positive relationships.  When things go wrong, there is a framework for dealing with the issues.

  • Mitigating factors will be considered before determining appropriate consequences.
  • Where behaviour is persistent or the incident is of a serious nature, suspension may result. The purpose of a suspension is to exclude the student from the learning environment.
  • In situations where consideration for expulsion is appropriate the principal, after completing an investigation, may recommend expulsion of the student to the Board.