SCHOOL CLIMATE. 28.01 The parties acknowledge that proper school discipline is essential to educational achievement and a positive school climate. Further, acts of violence and/or abuse in the school will not be tolerated. The parties will act in an expeditious and appropriate manner in dealing with breaches of discipline standards.
28.02 The parties recognize the responsibility of teachers and school administrators to keep order and good discipline in their schools.
28.03 When a discipline concern is unresolved at the school level, a teacher(s), accompanied by the President of the Local if so desired shall have the right to address the issue with the appropriate School Administration Supervisor.
28.04 If the discipline concern remains unresolved the teacher shall have the right, accompanied by the President of the Local if so desired, to address the issue with the appropriate Coordinator.
SCHOOL CLIMATE. 35.1 The parties acknowledge that proper school discipline is essential to educational achievement and a positive school climate. Further, that abusive acts by pupils against teachers will not be tolerated and that the Board will act in an expeditious, comprehensive and appropriate manner should such situations occur or when other breaches of discipline take place.
35.2 The parties recognize the responsibility of teachers and school administrators to keep order and good discipline in their schools.
35.3 When a discipline concern is unresolved at the school level, a teacher(s), accompanied by a Union Representative if so desired, shall have the right to address the issue with the appropriate Coordinator.
35.4 If the discipline concern remains unresolved, the teacher shall have the right, accompanied by a Union Representative if so desired to address the issue with the appropriate Director.
SCHOOL CLIMATE. 29.1 The parties acknowledge that proper school climate is essential to educational achievement and a positive school climate. Further, that abusive acts by pupils against teachers will not be tolerated and that the Centre will act in an expeditious, comprehensive and appropriate manner should such situations occur or when other breaches of discipline take place.
29.2 The parties recognize the responsibility of teachers and school administrators to keep order and good discipline in their schools.
SCHOOL CLIMATE. (i) The parties agree that acts of unacceptable behavior in this article shall be as defined in the Provincial School Code of Conduct Policy.
(ii) The parties acknowledge that a positive and inclusive school climate where acts of unacceptable behavior are addressed pursuant to the Provincial School Code of Conduct Policy is essential to educational achievement and a positive school climate. The parties will act in an expeditious and appropriate manner in dealing with acts of unacceptable behavior in accordance with the Provincial School Code of Conduct.
23.02 The parties recognize the responsibility of teachers and school administrators to maintain a positive and inclusive school climate in their schools.
23.03 When a teacher believes that a student(s)’ reported unacceptable behavior has not been resolved by the school administration, the teacher may bring the concern to the school administration’s attention within ten (10) working days of the unacceptable behavior for resolution. The school administration shall respond to the teacher’s concern within ten (10) working days.
23.04 When a concern regarding a student(s)’ unacceptable behavior is unresolved at the school level, a teacher(s), accompanied by the President of the Local if so desired shall have the right to address the issue with the appropriate School Administration Supervisor within ten (10) working days of receiving a response from the school administration in 23.
SCHOOL CLIMATE. An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. An educational leader articulates and promotes high expectations for teaching and learning while responding to diverse community interest and needs.
SCHOOL CLIMATE. Student-staff relationships and staff behavior toward the student;
SCHOOL CLIMATE. Panorama School Climate Survey- Student Results Results from 4/4 of the required scales* on the Student Panorama School Climate Survey will be within the average range (50% or higher) when compared to like schools (%FRL, grade band, urban/rural). Participation among eligible students must be a minimum of 75% in order to qualify. Participation under 75% will automatically result in a “does not meet standard.” *Required Scales: School Climate, Safety, Rigorous Expectations and Teacher-Student Relationships Exceeds Expectation Allt 4 of the 4 required scales in the above average range for like schools Meets Expectation All 4 of the 4 required scales in the average range for like schools Approaching Expectation A least 3 of the 4 required scales in the average range for like schools Does Not Meet Expectation Fewer than 3 of the 4 required scales in the average range for like schools or participation rate is less than 75%
SCHOOL CLIMATE. Present for students and staff a positive role model that supports the mission of the school and district
SCHOOL CLIMATE. Establishing a positive climate and strong culture is essential to the success of RISE Charter School. This will require the administrator to build relationships with staff, students, families, and the community. The school leader is viewed as a representative of the school who advocates for students and the school with all stakeholders in the community. The ability to communicate the mission and vision of the school is essential to this role. It will be vital for the administrator to find ways to bring the community into the school through volunteer service, project coaching, inquiry projects, or other means to xxxxxx a sense of belonging within the community.
SCHOOL CLIMATE. The Ashley Falls school climate provides a structure to support a calm and safe school environment while helping children develop self-discipline, strong character, and a sense of responsibility.
