Code of Conduct

Oilfields High School has a responsibility to ensure that students and staff are provided with welcoming, caring, respectful and safe learning environments that respect diversity and foster a sense of belonging and promote student wellbeing. Oilfields High School works with families and community partners to provide safe, caring, respectful, and welcoming, inclusive and equitable learning experiences that engage students to achieve their full potential in an increasingly interdependent world. Oilfields High School is committed to providing a safe learning and working environment free from bullying, harassment, discrimination, and violence. All those involved with Oilfields High School including trustees, employees, students, parents, volunteers, and community members must share in the combined responsibility of promoting a safe and caring learning environment, and eliminating bullying, discrimination, harassment, and violence. Investigation of allegations of such behaviours will be conducted in a timely and respectful manner.

This School Code of Conduct is intended to establish and maintain an appropriate balance between individual and collective rights, freedoms, and responsibilities in the school community. Our purpose is to promote student learning, growth and understanding as well as ensure that students possess a strong connection to their schools as welcoming, caring, respectful and safe places focused on their individual success. It will be reviewed annually and publicly available on the school’s website.

The School Code of Conduct establishes expectations, interventions and possible consequences for student behaviour. Students will be held accountable for unacceptable behaviour and conduct that occurs both inside and outside of the school building or school day, if the conduct negatively affects a member of the school or interferes with the school environment. Behavior may include use of electronic means (e.g. social media).

Below are a list of statements that define the general expectations for conduct of all individuals that enter Oilfields High School. There are unique roles, responsibilities, and expectations for Students, Staff, Parents, and Guests that will be discussed more specifically later in this document, but the following statements encapsulate the fundamental expectations for all individuals entering our learning community.

Responsibilities of Students, Staff and Parents:  While the above is a general code of conduct for all individuals that enter Oilfields, the development of positive student behaviour is a shared responsibility between students, staff and parents. This section will better outline more specific roles of our various stakeholders.

  1. Students
    Students have a responsibility to respect the rights and dignity of others and to become actively and productively involved in their own academic learning and social growth. Students are valued and contributing members of their school community and accept the responsibility for their behaviour while at school, at school sponsored activities, or while engaging in other non-school activities that have a direct influence on maintaining a welcoming, caring, respectful, and safe learning environment in the school. While school staff are not able to control what students do outside of school, when the behaviour has impact on the school environment, there may be consequences or interventions for inappropriate behaviour.
    1. Acceptable Behaviour:  In accordance with the School Act students are expected to conduct themselves in accordance with the School Student Code of Conduct developed by school leadership, staff, students and community. Examples of (but not limited to) acceptable behaviour for students include;
      • be ready to learn, and actively engage in, and diligently pursue your education;
      • attend school regularly and punctually;
      • cooperate with all school staff;
      • know and comply with the rules of your school;
      • be accountable to your teachers and other staff for your behaviours;
      • respect yourself and the rights of others in the school by demonstrating appreciation of diversity of all school members regardless of their race, culture, ethnicity, religion, creed, sex, sexual orientation, gender, gender identity, gender expression, physical disability or mental disability, mental illness, age, socio-economic status, or appearance;
      • ensure your conduct contributes to a welcoming, caring, respectful inclusive and safe learning environment that fosters a sense of belonging of others in your school;
      • refrain from, report and discourage bullying or bullying behaviour directed toward others in the school, whether or not it occurs within the school building, during the school day or by electronic means;
      • inform an adult you trust in a timely manner of incidents of bullying, harassment, intimidation or other safety concerns in the school;
      • always demonstrate behaviours that positively contribute to and honour your school and community.
    2. Unacceptable Behaviour:  Examples of unacceptable behaviour may include;
      1. Behaviours that interfere with the learning of others and/or the school environment or that create unsafe conditions;
      2. Acts of bullying, harassment, or intimidation/discrimination;
      3. Acts of violence, physical aggression or threatening behavior;
      4. Retribution against any person in the school who has intervened to prevent or report bullying, harassment, or stop an incident that might cause harm to others;
      5. Illegal activity such as: possession or use of weapons; possession or use of alcohol, drugs or other forms of intoxicants on school property or at any other school related function (i.e. graduation, field trips);
      6. Theft or damage of property.
  2. Staff: Supports, Interventions and Consequences
    A continuum of supports addresses how Oilfields High School creates a safe and caring environment and positive school climate in which structure, support and encouragement is provided to assist the student in understanding the importance of education, and developing a sense of self-discipline and responsibility while making a positive contribution to society.  In creating a continuum of supports staff consider:
    • Using proactive and preventative approaches to reduce the occurrence of unacceptable behaviour and maintain environments that are welcoming, caring, respectful, safe and are conducive to teaching and learning.
    • When responding to unacceptable behaviour, first consideration will be given to the safety and security of students, staff, and other members of the school community;
    • Students feel safe, important and trusted and have the opportunity to develop, assume and maintain responsibility and self-motivation;
    • There is a joint effort to learn and a feeling of mutual respect among staff, students and parents;
    • Appropriate behaviour is consistently encouraged and reinforced, thus increasing social emotional competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making;
    • On-going and timely communication exists between staff and parents to encourage and provide the opportunity for active and constructive parental involvement in the education of their children.

A continuum of supports addresses how Oilfields High School will support students impacted by inappropriate behavior and to those students who engage in inappropriate behavior.  Support, not just punishment, will be provided to those students that engage in inappropriate behaviour as denoted by a Progressive Discipline Continuum including evidence-based practices such as mentoring, restorative processes, student advisories, peer support networks, regular check-ins with teachers or schools counsellors, counselling, time-out, suspension and/or expulsion.

Consequences of unacceptable behaviour will take into account the student’s age, maturity and/ or individual circumstances. Support will be provided for any students who are impacted by inappropriate behaviour as well as for students who engage in inappropriate behaviour. Although the code of conduct will address issues such as consequences for unacceptable behaviour, the primary focus of the Student Code of Conduct is to help students learn how to address issues of dispute, develop empathy and become positive citizens both within and outside of the school community.   Oilfields High School has a continuum of supports to ensure this.

  1. Parents
    Parents are partners in respect to their child(ren)’s education. They have a responsibility to take an active role in their child(ren)’s educational success and will support their child(ren) in complying with their responsibilities as students. Parent conduct should contribute to a welcoming, caring, respectful and safe learning environment. Oilfields High School believes that the role of the parent with respect to education, will:
    1. Encourage, foster and advance collaborative, positive and respectful relationships with teachers, principals, other school staff and professionals providing supports and services in the school;
      • Ensure that the child attends regularly and is punctual;
      • Be aware of, and support, the expectations from the School Code of Conduct;
      • Communicate and collaborate with school staff about any concerns regarding Student Code of Conduct.

Definitions

Respect: To show regard or consideration for others.

Harassment: Any behavior that in effect or intent disparages, humiliates, or harms another person or class of persons. It is behaviour that denies dignity and respect, and is demeaning and/or humiliating to another person or class of persons. Harassment may include, but is not limited to, references related to age, national or ethnic origin, religion, gender, sexual orientation, disability, race and/or sources of income or family status. Sexual harassment is any unwelcome behavior that is sexual in nature. Such behavior may directly or indirectly affect or threaten to affect in an adverse manner a student’s well-being and/or learning environment. The behavior does not need to be intended as harassing to be considered as personal harassment. It is sufficient that one knows, or ought reasonably to know, that his/her behaviour is offensive and unwelcome. Harassment is not a relationship of mutual consent. It is any action including, but not limited to verbal, physical, written and cyber messaging that is unwelcome or intimidating and denies individual dignity and respect.

Discrimination: The denial of individual rights and freedoms in a manner which contravenes the Canadian Charter of Rights and Freedoms and/or the Alberta Human Rights Act (AHRA). Discrimination on the basis of race, religious beliefs, colour, gender, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family status, creed, sexual orientation, and citizenship is prohibited.

Bullying: According to Alberta Education (2016) bullying is a repeated and hostile or demeaning behaviour intended to cause harm, fear or distress, including psychological harm or harm to a person’s reputation. It often involves an imbalance of social or physical power.

Bullying behaviours are a form of aggression and can be:

  • Physical – For example: poking, elbowing, hitting
  • Verbal – For example: name calling, insults, racist, sexist or homophobic comments, put-downs or threats
  • Social – For example: gossiping, spreading rumours, excluding someone from the group, isolating, ganging up
  • Cyber – For example: social or verbal bullying through the use of email, text messages or social media.

References

School Act, Alberta Education (June 2015).

Welcoming, caring, respectful and safe learning environments. Developing an Effective Code of Conduct (2015); The Society for Safe and Caring Schools and Communities (ASBA)

Nova Scotia Provincial School Code of Conduct (2015)

Ontario Ministry of Education, 2009