SAFE SCHOOLS Chapter 12 <ul><li>Presentation by Cat Group 5 </li></ul><ul><li>Richard </li></ul><ul><li>Paddy </li></ul><u...
<ul><li>Video clip… 	   http://www.youtube.com/watch?v=rX3f1UCfR p8 </li></ul>
Introduction <ul><li>E xodus 3:4-5   Schools as sacred space. </li></ul><ul><li>4  When the Lord saw that he had turned as...
Introduction - continued “… the rate of youth being charged in criminal incidents in Canada has been falling steadily…Howe...
Introduction - continued <ul><li>On May 23 rd , 2007, 15 yr. - old Jordan Manners is shot.  </li></ul><ul><li>On January 1...
What is Violence <ul><li>Violence in a school context, has been defined as “anything that jeopardizes the climate for an e...
What is Violence - Continued <ul><li>Task Force on Youth Violent Crime   </li></ul><ul><li>Swarmings </li></ul><ul><li>ass...
What is Violence - Continued <ul><li>Possible Characteristics of a Student at Risk of Offending </li></ul><ul><li>Has hist...
Youth Gangs <ul><li>Ontario has the highest number of youth gangs and members in the country,  </li></ul><ul><li>With 216 ...
Cyberbullying <ul><li>Cyberbullying: the use of information and communication technologies to support deliberate, repeated...
Police Investigations  on School Premises <ul><li>see concept map </li></ul>
Reporting Child Abuse <ul><li>Most Citizens have a general duty to report suspected child abuse cases however, as teachers...
Provincial Code Of Conduct <ul><li>The Provincial Code of Conduct sets clear standards of behaviours </li></ul><ul><li>Min...
Creating a Problem-Solving School Culture <ul><li>To avoid constantly putting out fires it is suggested that  schools shou...
Problem-Solving Cultures Con’t <ul><li>Principals must have an understanding of education law to effectively manage and op...
Resources <ul><li>An excellent website which provides links for teachers, students and parents.  You can find anything fro...
Resources Cont’d <ul><li>Safe @ Schools Website : Excellent resource with an interesting teacher web based in service on b...
Resources Cont’d <ul><li>Government of Canada web-site: </li></ul><ul><li>http://www.securitecanada.ca/teachers_e.asp </li...
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Chapter 12 Ppt

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Chapter 12 Ppt

  1. 1. SAFE SCHOOLS Chapter 12 <ul><li>Presentation by Cat Group 5 </li></ul><ul><li>Richard </li></ul><ul><li>Paddy </li></ul><ul><li>Donato </li></ul><ul><li>Kathryn </li></ul>
  2. 2. <ul><li>Video clip… http://www.youtube.com/watch?v=rX3f1UCfR p8 </li></ul>
  3. 3. Introduction <ul><li>E xodus 3:4-5 Schools as sacred space. </li></ul><ul><li>4  When the Lord saw that he had turned aside to see, God called to him out of the bush, &quot;Moses, Moses!&quot; And he said, &quot;Here I am.&quot; 5 Then he said, &quot;Come no closer! Remove the sandals from your feet, for the place on which you are standing is holy ground.“ Among other duties, the role of the principal is to maintain, in accordance with the requirements of relevant legislation and school board policies, a safe, orderly learning and working environment for students, staff and others lawfully on school property. As part of that role, the principal: </li></ul><ul><li>acts in loco parentis to the students of the school; </li></ul><ul><li>implements safe schools and violence prevention policies and procedures; </li></ul><ul><li>communicates awareness of policies and procedures to staff, students, parents and school communities; and </li></ul><ul><li>remains with a student, who is a suspect or witness, in cases of police interviews of students at school </li></ul>
  4. 4. Introduction - continued “… the rate of youth being charged in criminal incidents in Canada has been falling steadily…However, trends such as an increase in the number of level one assaults, greater levels of violence involving females aged 12 to 17 and increased gang activity among youth have created a sense of urgency in some Canadian communities.” p.249
  5. 5. Introduction - continued <ul><li>On May 23 rd , 2007, 15 yr. - old Jordan Manners is shot. </li></ul><ul><li>On January 10, 2008, Julian Falconer and team issue </li></ul><ul><li>“ The Road to Health: A Final Report on School Safety” </li></ul><ul><li>“ any attempt to make schools safer must inevitably address the ‘ills that our communities face outside the school’” </li></ul><ul><li>“ marginalized youth cannot simply be punished or suspended into becoming engaged” </li></ul><ul><li>“ it is a common sentiment amongst complex-needs youth that it is easier to get a gun than to get a job” </li></ul><ul><li>Various stats, in percentages, at different Jane-Finch high schools: </li></ul><ul><li>Students victim of robbery/extortion on school property – 22% </li></ul><ul><li>Students threatened with a weapon inside and outside of school – 18% </li></ul><ul><li>Female victims of sexual harassment in last 2 years at school – 1 in 3 </li></ul><ul><li>“ violence may be endemic in a number of Toronto high schools…(the) problem is further compounded by the pervasive culture of silence” </li></ul>
  6. 6. What is Violence <ul><li>Violence in a school context, has been defined as “anything that jeopardizes the climate for an effective learning and working environment”. </li></ul><ul><li>abusive language </li></ul><ul><li>taunting </li></ul><ul><li>intimidation </li></ul><ul><li>disruptive or aggressive behaviour in class </li></ul><ul><li>assaults </li></ul><ul><li>carrying and use of weapons </li></ul><ul><li>possession of illicit drugs </li></ul><ul><li>robbery </li></ul><ul><li>extortion </li></ul><ul><li>vandalism damaging school property </li></ul><ul><li>emotional and verbal abuse </li></ul><ul><li>harassment </li></ul>
  7. 7. What is Violence - Continued <ul><li>Task Force on Youth Violent Crime </li></ul><ul><li>Swarmings </li></ul><ul><li>assaults and robberies represent the greatest proportion of crime types </li></ul><ul><li>males were four times more likely than females to be the victim of a swarming </li></ul><ul><li>offender profiling for swarmings was highest in the 15 to 17 age group </li></ul><ul><li>male victimization highest in 10 to 15 year-olds </li></ul><ul><li>female victimization highest in 10 to 13 year-olds </li></ul><ul><li>peak-times: noon to 1 p.m. and 3 p.m. to 4 p.m. </li></ul><ul><li>peak-days: Fridays, Mondays and Thursdays </li></ul>
  8. 8. What is Violence - Continued <ul><li>Possible Characteristics of a Student at Risk of Offending </li></ul><ul><li>Has history of disciplinary problems </li></ul><ul><li>Name calls, uses abusive language </li></ul><ul><li>Makes threats when angry </li></ul><ul><li>Has previously brought a weapon to school </li></ul><ul><li>Substance abuse </li></ul><ul><li>Blames others for own difficulties </li></ul><ul><li>Prefers media materials that are violent </li></ul><ul><li>Prefers violent themes in school work, such as a writing assignment </li></ul><ul><li>On fringe of peer acceptance, involved in anti-social groups or gangs </li></ul><ul><li>Often depressed and has significant mood swings </li></ul><ul><li>Has threatened or attempted suicide </li></ul><ul><li>Has uncontrollable angry outbursts or tantrums </li></ul>
  9. 9. Youth Gangs <ul><li>Ontario has the highest number of youth gangs and members in the country, </li></ul><ul><li>With 216 youth gangs and 3,320 members, youth join gangs to satisfy individual needs such as personal safety, status, recognition of friendship and affiliation and the thrill of living on the edge. </li></ul><ul><li>Educators need to de-glamorize gangs and warn young people about the dangers </li></ul><ul><li>Focus on empowering students and creating a culture in our schools in which anti-social behaviour will not be tolerated </li></ul><ul><li>Initiate restorative justice programmes, provide social and recreational opportunities designed to teach social and interpersonal skills </li></ul><ul><li>Encourage broader community involvement, from parents to specific racial or ethnic communities </li></ul>
  10. 10. Cyberbullying <ul><li>Cyberbullying: the use of information and communication technologies to support deliberate, repeated and hostile behaviour by an individual or group, that is intended to harm others </li></ul><ul><li>Toronto ranks as the largest geographic Facebook community in the word </li></ul><ul><li>The Internet has not just taken bullying beyond the schoolyard; it has created new bullies (three quarters of online bullies would not pursue their victims offline -- anonymity) </li></ul><ul><li>Reg. 298 – Principal is in charge of instruction and discipline of students in the school </li></ul><ul><li>Bill 212 – extends the right to discipline to include actions taken off school property and outside school activities where the activity has an impact on school climate. </li></ul><ul><li>“ bullying” is a specific addition to infractions addressed in Bill 212 </li></ul>
  11. 11. Police Investigations on School Premises <ul><li>see concept map </li></ul>
  12. 12. Reporting Child Abuse <ul><li>Most Citizens have a general duty to report suspected child abuse cases however, as teachers, we have a legal responsibility to report suspected abuse under the Child and Family Services Act (CFSA) </li></ul><ul><li>The report must be made by the person who has the duty to report and not be delegated to another person (ie the principal) </li></ul><ul><li>The report must be done in a timely manner </li></ul><ul><li>It is not the duty of the teacher or the principal to assess the severity of the abuse or to investigate the facts, they just need reasonable grounds to suspect the abuse has occurred </li></ul><ul><li>Suspected abuse by any adult, staff member or peer must be reported </li></ul><ul><li>You must report suspected abuse, even if the information was divulged in a confidential conversation </li></ul><ul><li>CFSA 72(1) states the legal consequences of failing to report suspected abuse. The fine is up to $1000. </li></ul><ul><li>Follow Board policies and complete forms for reporting suspected abuse </li></ul>
  13. 13. Provincial Code Of Conduct <ul><li>The Provincial Code of Conduct sets clear standards of behaviours </li></ul><ul><li>Ministry states that all students, parents, teachers and staff members have the right to be safe, feel safe, in their school community. </li></ul><ul><li>Purpose: </li></ul><ul><ul><ul><li>1.To ensure that all members, especially people in positions of authority, are treated with respect and dignity. </li></ul></ul></ul><ul><ul><ul><li>2. To promote responsible citizenship </li></ul></ul></ul><ul><ul><ul><li>3. To maintain an environment where conflict and differences can be addressed in a manner characterized by respect and civility </li></ul></ul></ul><ul><ul><ul><li>4.To encourage the use of non-violent means to resolve conflicts </li></ul></ul></ul><ul><ul><ul><li>5. To promote the safety of people in schools </li></ul></ul></ul><ul><ul><ul><li>6. To discourage the use of alcohol and illegal drugs </li></ul></ul></ul><ul><ul><ul><li>Ministry of Education clearly expects the principal to take a leadership role in developing, communicating and enforcing standards of behaviour in the school community or on a school related function (buses, trips, sporting events) </li></ul></ul></ul>
  14. 14. Creating a Problem-Solving School Culture <ul><li>To avoid constantly putting out fires it is suggested that schools should develop a strong problem-solving culture </li></ul><ul><li>When tackling a problem, staff must understand the root causes and find valid solutions </li></ul><ul><li>The key task for people in charge are innovating, improving and dealing with the unexpected </li></ul><ul><li>Successful leaders are “integrative thinkers”: They have the ability to hold two opposing views in their mind at once and then reach a synthesis that contains elements of both but improves on each </li></ul><ul><li>Successful leaders try to avoid either or decisions </li></ul><ul><li>A problem-solving school culture should contain the following: </li></ul><ul><ul><li>Enthusiasm for change </li></ul></ul><ul><ul><li>Creating “front porches” </li></ul></ul><ul><ul><li>Obsession with learning </li></ul></ul><ul><ul><li>Building trust </li></ul></ul><ul><ul><li>Prioritizing tasks </li></ul></ul><ul><ul><li>Developing People </li></ul></ul>
  15. 15. Problem-Solving Cultures Con’t <ul><li>Principals must have an understanding of education law to effectively manage and operate their school </li></ul><ul><li>Principals set the tone and provide direction and vision for the school community </li></ul><ul><li>In developing a collaborative school culture, creating school goals and objectives, promoting staff morale, listening to staff members of the school community and encouraging staff development and professional growth, a principal or vice principal can play a critical role in creating and shaping a positive, productive and safe environment </li></ul>
  16. 16. Resources <ul><li>An excellent website which provides links for teachers, students and parents. You can find anything from topical articles to conferences. </li></ul><ul><li> http://www.canadiansafeschools.com/home.htm </li></ul><ul><li>Ministry of Education Website: Excellent link for information regarding; Code of Conduct, Standards of Behaviour, Roles and Responsibilities, Progressive Discipline, Recent News, Suspensions and Expulsions and much much more. </li></ul><ul><li>http://www.edu.gov.on.ca/eng/parents/safeschools.html </li></ul><ul><li>Elementary Teachers Federation of Ontario Website: Information regarding Safe Schools is laid out in a easy to navigate web-site. </li></ul><ul><li>http://www.etfo.ca/ISSUESINEDUCATION/SAFESCHOOLS/Pages/default.aspx </li></ul>
  17. 17. Resources Cont’d <ul><li>Safe @ Schools Website : Excellent resource with an interesting teacher web based in service on bullying. </li></ul><ul><li>http://www.safeatschool.ca/ </li></ul><ul><li>Ottawa Catholic School Board: Has excellent information including many other launch pad web-sites of interest. </li></ul><ul><li>http://www.ottawacatholicschools.ca/safeschools/ </li></ul><ul><li>T.C.D.S.B. Police School Board Protocol Link: </li></ul><ul><li>http://www.tcdsb.org/policyregister/Police%20School%20Board%20Protocol,%20Final%2 </li></ul><ul><li>02006.pdf </li></ul><ul><li>Ontario Schools Code of Conduct: </li></ul><ul><li>http://www.etfo.ca/IssuesinEducation/SafeSchools/Documents/Code%20Of%20Conduct. </li></ul><ul><li>pdf </li></ul><ul><li>T.D.S.B. Consequence Information for Inappropriate Behaviour: </li></ul><ul><li>http://www.tdsb.on.ca/wwwdocuments/parents/safe_schools/docs/Consequences%20of </li></ul><ul><li>%20Inappropriate%20Behaviour%202008.pdf </li></ul><ul><li>C.P.C.O. Administrator’s Toolkit: </li></ul><ul><li>http://www.cpco.on.ca/access/JKSTK01/Login.aspx </li></ul>
  18. 18. Resources Cont’d <ul><li>Government of Canada web-site: </li></ul><ul><li>http://www.securitecanada.ca/teachers_e.asp </li></ul>Final Consideration… http://www.sesresearch.com/library/polls/POLONT-S07-T243.pdf

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