Resources for Educational Leaders Who Are Supporting the Development of School Culture

8/2/2019 Resources for Educational Leaders Who Are Supporting the Development of School Culture

1/13

School Climate and Culture:

Policy, Procedures, and Resources

For Educational Leaders


2/13

Policy/Program Memorandum No. 119Developing and implementing equity and inclusive education policies in Ontario schools

Synopsis

This memorandum provides direction to school boards on the review,

development, implementation, and monitoring of equity and inclusive educationpolicies to support student achievement.

Key Pieces of Information

There are eight areas of focus outlined in the memorandum which Boardsshould address through an equity and inclusive education policy, including:1) Board policies, programs, guidelines, and practices;2) Shared and committed leadership;3) School-community relationships;4) Inclusive curriculum and assessment practices;5) Religious accommodations;6) School climate and the prevention of discrimination and harassment;7) Professional learning; and8) Accountability and transparency

The principles of equity and inclusive education must be applied inprogressive discipline, particularly when it is necessary to take into accountmitigating and other factors.

When relationships are founded on mutual respect, a culture of respectbecomes the norm.

This document outlines a four-year process, the results of which should berecognized by the end of this academic year. Specifically, there should be:Clearly stated annual objectives and measurable outcomes at both theboard and school levels, which reflect consultation with community partners,and shows evidence of active and ongoing partnerships.

Connections To The Leadership Framework: SETTING DIRECTIONS

Skills: model the values and vision of the board and actively engage the diversecommunity, through outreach, to build relationships and alliances.

Knowledge: ways to communicate within and beyond the school

Attitudes: commitment to an inclusive, respectful, equitable school culture

Where You Can Find It

http://www.edu.gov.on.ca/extra/eng/ppm/119.html


3/13

Policy/Program Memorandum No. 144Bullying Prevention and Intervention

Synopsis

The purpose of this memorandum is to provide direction to boards on

required revisions to their existing policies and procedures on bullyingprevention and intervention. The revised policies and procedures were to bein place by February 1, 2010. This memorandum was created from the beliefthat: Schools that have bullying prevention and intervention strategies fostera positive learning and teaching environment that supports academicachievement for all students and that helps students reach their fullpotential.


In revising their policies and procedures on bullying prevention andintervention, boards have the flexibility to take into account local needsand circumstances, such as geographical considerations, demographics,cultural needs, and availability of board and community supports andresources.

Boards must consult with school councils when revising policy In recognition of the importance of addressing bullying, which can have a

significant impact on student safety, learning, and the school climate,bullying is one of the infractions for which suspension must be considered.Thus, administrators must be familiar with:

1) section 300 of the Education Act, as amended by the EducationAmendment Act (Keeping Our Kids Safe at School), 2009;2) (Progressive Discipline and School Safety), 2007; and3) Ontario Regulation 472/07 Behaviour, Discipline and Safety of Pupils

Provides a framework for setting up policies and implementation strategiesConnections To The Leadership Framework: DEVELOPING THE ORGANIZATION

Skills: foster a culture of change; engage in dialogue, which builds communitypartnerships; engage students and parents.

Knowledge: ministry policies and procedures

Attitudes: acceptance of responsibility for school climate and student outcomes


http://www.edu.gov.on.ca/extra/eng/ppm/144.html


4/13

Policy/Program Memorandum No. 145Progressive Discipline and Promoting Positive Student Behaviour

Synopsis

The purpose of this memorandum is to provide direction to boards on

required revisions to their existing policies and procedures on progressivediscipline.

The Ministry of Education is committed to building and sustaining positiveschool climate for all students in order to support their education so that allstudents reach their full potential. On February 1, 2008, changes to thesafe schools provisions of the Education Act came into force to moreeffectively combine discipline with opportunities for students to continue theireducation. All school boards across Ontario now have programs for studentswho are on long-term suspension or who have been expelled.


Programs and activities that focus on the building of healthy relationships,inclusive and equitable learning environments, character development, andpositive peer relations provide the foundation for an effective continuum ofstrategies within a school and school-related activities. These supportivestrategies and empowerment programs are the basis for creating a positiveschool climate.

When inappropriate behavior occurs, disciplinary measures should be appliedwithin a framework that shifts the focus from one that is solely punitive

to one that is both corrective and supportive. Schools should utilize arange of interventions, supports, and consequences that are developmentallyappropriate and include learning opportunities for reinforcing positivebehaviour while helping students make good choices.

In considering the most appropriate response to address inappropriatebehaviour, the following should be taken into consideration: 1) theparticular student and circumstances (e.g., mitigating or other factors); 2)the nature and severity of the behaviour; 3) the impact on the schoolclimate (i.e., the relationships within the school community). This is whyan understanding of other documents (i.e., Roots, Kindergarten, IEP, etc.) isessential when making an informed decision.

In Part X of the Education Act, clause 265(1)(m) permits a principal torefuse to admit to the school or to a class someone whose presence in theschool would be detrimental to the physical or mental well being of thepupils. Exclusion is not to be used as a form of discipline.

Outlines the principals responsibilities, in reference to paperwork and OSRsas well as duty to inform parents, in section five, called Reporting toPrincipals


5/13

Connections To The Leadership Framework: LEADING THE INST. PROGRAM

Skills: support student character development strategies

Knowledge: models of behaviour management; strategies for ensuring inclusion,diversity and access; the importance of effective student characterdevelopment

Attitudes: commitment to raising standards for all students; belief in meeting theneeds of all students in diverse ways; commitment to sustaining a safe,secure and healthy school environment; commitment to upholding humanrights


http://www.edu.gov.on.ca/extra/eng/ppm/145.pdf


6/13

In the Waterloo Region DSB . . .

Board Policy 2004

Character Education and Social-Emotional SkillsDevelopment

Board Policy 6000Safe Schools

Board Policy 6001Code of Conduct

Board Policy 6007School Nutrition Programs

Board Policy 6009Student Bullying Prevention and Intervention

Administrative Procedure 1200Student Bullying and/or Harassment

Administrative Procedure 1230Faith and Religious Accommodations

Administrative Procedure 1360Safety Response Issues In Schools

Administrative Procedure 1540Religious And Cultural Days of Significance in Schools

Become familiar with your own Boards policies and procedures.


7/13

Other Ministry Publications to Explore . . .

Caring and Safe Schools in Ontario: SupportingStudents with Special Education Needs Through

Progressive Discipline, Kindergarten To Grade 12

http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf

Character Development in Action, K-12: Successful

Practices in Ontario School

http://www.edu.gov.on.ca/eng/literacynumeracy/successReussie.pdf


8/13

Equity and Inclusive Education in Ontario Schools Realizing the Promise of Diversity: Guidelines for

Policy Development and Implementation

http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf

Full-Day Early Learning Kindergarten Program for

Four- and Five-Year Olds: A Reference Guide forEducators

http://www.wecdsb.on.ca/pdf/jksk/Full-Day%20Kindergarten%20Educator%20Guide-Final.pdf


9/13

Many Roots Many Voices: Supporting EnglishLanguage Learners in Every Classroom

http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

Ontario Schools Kindergarten To Grade 12: Policyand Program Requirements

http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf


10/13

Parents in Partnership: A Parent Engagement Policyfor Ontario Schools

http://www.cpco.on.ca/ResourceLibrary/Ministry/ParentEng.pdf

School Climate Surveys

http://www.edu.gov.on.ca/eng/teachers/climate.html


11/13

School Improvement Planning: A Handbook forPrincipals, Teachers, and School Councils

http://www.edu.gov.on.ca/eng/document/reports/sihande.pdf

Shaping A Culture of Respect In Our Schools:Promoting Safe and Healthy Relationships

http://www.edu.gov.on.ca/eng/teachers/RespectCulture.pdf


12/13

Promoting A Positive School Climate:A Resource for Schools

Synopsis

This document was created by the Ontario Ministry of Education to . . .help schools create and maintain a positive school climate. It highlightsthe characteristics of a positive school climate as well as directs the readerto other ministry resources that support the creating and maintaining of safeschools.


Research shows that there is a direct link between students success andthe school environment in which learning takes place.

To help achieve a positive school climate, boards and schools shouldactively promote and support positive behaviours, in keeping with theircharacter development initiatives. They should also involve parents andmembers of the broader, diverse community in the school.

Schools are required to conduct anonymous school climate surveys of theirstudents every two years and to share the survey results with their safeschool team (outlined in PPM 145).

Schools need to be caring, safe, inclusive and respectful environments andthis is accomplished through: parent engagement, character development,leadership development (student), healthy environments, teaching that isinclusive and resources that demonstrate equity, and allowing studentsvoices to be heard.

Suggestions for this are provided in the chart Promoting A Positive SchoolClimate

In addition, there is a worksheet for discussion and planning, which youcan use in the case study, which will be introduced by Matt.

The diagram, included on the next page, shows the pieces, or petals, thathelp form the larger flower that is a safe and welcoming environment forall learners.


13/13

Connections To The Leadership Framework: BUILDING RELATIONSHIPS

Skills: foster an open, fair and equitable culture

Knowledge: the impact of change on organizations and individuals

Attitudes: optimism


http://www.edu.gov.on.ca/eng/parents/IntroDocEng.pdf

Documents

Resources for Educational Leaders Who Are Supporting the Development of School Culture