1. CODE OF CONDUCT FOR ALL PERSONS IN SCHOOLS
Roles and Responsibilities
Near North District School Board
The Near North District School Board will provide direction to schools to ensure opportunity, academic excellence, and accountability in the education system. The Near North District School Board will:
- develop policies that set out how their schools will implement and enforce the provincial Code of Conduct and all other rules that they develop that are related to the provincial standards that promote and support respect, civility, responsible citizenship, and safety;
- establish a process that clearly communicates the provincial Code of Conduct and school board codes of conduct to all parents, students, principals, teachers, other school staff, and members of the school community in order to obtain their commitment and support;
- update this Administrative Guideline as required by pertinent legislation;
- seek input from school councils, their Parent Involvement Committees, and their Special Education Advisory Committee, and their Indigenous Education Advisory Council;
- develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety;
- provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to promote student achievement and well-being in a safe, inclusive, and accepting teaching and learning environment.
Wherever possible, boards should collaborate to provide coordinated prevention and intervention programs and services, and should endeavour to share effective practices.
Under the direction of the Near North District School Board, principals take a leadership role in the daily operation of a school. They provide this leadership by:
- demonstrating care for the school community and a commitment to student achievement in a safe, inclusive and accepting teaching and learning environment;;
- holding everyone under their authority accountable for his or her behaviour and actions;
- empowering students and staff to be positive leaders in their school and community;
- communicating regularly and meaningfully with all members of their school community;
- reviewing the Code of Conduct on an annual basis with School Council, Safe Schools Committee and staff and students where appropriate;
- at the beginning of each school year the Code of Conduct must be communicated to all members of the elementary and secondary school communities (e.g., paper copy, school website, parent council, synrevoice, staff meetings, assemblies, review sections during daily announcements, teacher/student review, posted in the school, e);
- ensuring that progressive discipline procedures are mainta
Teachers and Other School Staff
Under the leadership of their principals, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:
- help students work to their full potential and develop their sense of self-worth;
- empower students to be positive leaders in their classroom, school, and community;
- communicate regularly and meaningfully with parents;
- maintain consistent standards of behaviour for all students;
- demonstrate respect for all students, staff, parents, volunteers, and other members of the school community;
- Prepare students for the full responsibilities of citizenship by expecting them to adhere to the standards of behaviour of respect, civility, and responsible citize
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 students:
- come to school prepared, on time, and ready to learn;
- show respect for themselves and for others;
refrains from bringing anything to school that may compromise the safety and well- being of others;
- follow the established rules and takes responsibility for his or her own actions;
- the principal and other school staff communicate the Code of Conduct to the students with the expectation of the students following the Code of Conduct.
Parents play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe, inclusive, accepting and respectful learning environment for all students. Parents fulfill their role when they:
- show an active interest in their child’s school work and progress;
- communicate regularly with the school;
- help their child be 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;
- show that they are familiar with the provincial Code of Conduct, the board’s code of conduct, and the School Code of Conduct as well as the school rules;
- encourage and assist their child in following the rules of behaviour;
- assist school staff in dealing with disciplinary issues involving their chil
Community Partners and the Police
Through outreach, partnerships already in place may be enhanced and new partnerships with community agencies and members of the community may also be created. Community agencies are resources that boards can use to deliver prevention or intervention programs. Protocols are effective ways of establishing linkages between boards and community agencies and of formalizing the relationships between them. These partnerships must respect all applicable collective agreements.
The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the local school board. These protocols are based on a provincial model that was revised in 2015 by the Ministry of Community Safety and Correctional Services and the Ministry of Education.
MCS Code of Conduct:
At Magnetawan Central School (M.C.S.), we strive to develop a positive learning environment by:
developing meaningful, engaging, and relevant programs;
encouraging respect for peers, staff, belongings, the environment and individual differences;
involving parents and community members; developing independence and responsibility.
The M.C.S. Code of Conduct is based on these guiding principals.
appropriate behaviour will be recognized and reinforced regularly.
open and direct communication will be practiced.
consequences for inappropriate behaviour will be fairly and consistently applied.
all students and staff will work and learn in a safe and secure environment.
Everyone at M.C.S. will:
accept responsibility for, and consequences of, their own actions/behaviour
respect their own learning, and the learning of others;
be accepting of, and sensitive to differences;
be punctual, attend regularly, and be ready to learn.
In situations where discipline is required a system of progressive discipline will be used. Progressive discipline is a non-punitive, whole school approach that uses a continuum of supportive and corrective interventions, supports, and consequences to address inappropriate behaviour and to build upon strategies that promote positive behaviours.
Progressive discipline may include:
Contact with pupil’s parent(s)/guardian(s);
Review of expectations;
Written work assignment addressing the behaviour, that has a learning component;
Volunteer services to the school community;
Conflict mediation and resolution;
Referral to counseling;
Detentions, loss of privileges, suspension, and expulsion.
In the event that a student continues to make poor decisions after several stages of progressive discipline, or commits one of the following, the Principal may impose a suspension:
- Uttering a threat to inflict serious bodily harm on another person;
- Possessing alcohol, illegal and/or restricted drugs;
- Being under the influence of alcohol;
- Swearing at a teacher or at another person in a position of authority;
- Committing an act of vandalism that causes extensive damage to school property at the
pupil’s school or to property located on the premises of the pupil’s school;
- Any act considered by the principal to be contrary to the Board or school Code of Conduct.
The Principal must conduct a thorough investigation and consider all mitigating factors
before imposing a suspension. A suspension can be from 1 (one) to 20 (twenty) school
days, and be appealed by parents/guardians.
The Near North District School Board can expel a student in an extreme case.
Violent incidents must be reported to the Police by the Principal if the student is twelve
years of age or more. They are also documented and reported to the Board and filed
in the violating students’ Ontario Student Record (O.S.R.) folder.
Violent incidents for students under twelve years of age may be reported to the Police
and Children’s Aid Society at the Principal’s Discretion.
For everyone’s comfort the following dress code is in effect at M.C.S.:
- tops and bottoms must overlap;
- no underwear should be showing;
- no hats or bandanas are to be worn in school;
- no inappropriate messages (e.g., beer promotions, sexual innuendos or comments, references to drugs) are appropriate on articles of clothing or visible as tattoos;
- see-through clothing or clothing cutouts are not appropriate;
- bathing suits are not appropriate for the regular school day;
- backless outfits and spaghetti straps are not acceptable, tank tops must have straps that are a minimum of 3 fingers wide;
- shorts and skirts must meet the “fingertip test” (i.e. with arms straight down at the sides);
- accessories and jewelry cannot be distracting or perceived as weapons;
- no flip flop sandals, footwear must have a backstrap;
- Students must wear athletic style running shoes for Physical Education classes;
- INDOOR/OUTDOOR FOOTWEAR helps to keep our school clean and is strongly encouraged.
The Education Act subsection 1(1) defines bullying as follows:
“bullying” means aggressive and typically repeated behaviour by a pupil where,
(a) the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
(i) causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or (ii) creating a negative environment as a school for another individual, and
(b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education;
(184.108.40.206) For the purposes of the definition of “bullying” in subsection (1), behaviour includes the use of any physical, verbal, electronic, written or other means.
(220.127.116.11) For the purposes of the definition of “bullying” in subsection (1), bullying includes bullying by electronic means (commonly known as cyber-bullying), including:
(a) creating a web page or a blog in which the creator assumes the identity of another
(b) impersonating another person as the author of content or messages posted on the
(c) communicating material electronically to more than one individual or posting material
on a website that may be accessed by one or more individuals.
Aggressive behavior may be intentional or unintentional, direct or indirect. Harm, as used in this plan, means, harm that can be experienced in a number of ways, including physical, mental, emotional and